Supporting Pupils with Specific Learning

Supporting Pupils with Specific Learning Difficulties (Dyslexia) in Secondary Schools A quick guide to supporting the needs of pupils with dyslexia First published in 2015 by nasen Nasen House 4/5 Amber Business Village Amber Close Amington Tamworth Staffordshire B77 4RP www.nasen.org.uk ISBN: 978 1 901485 85 1 ©nasen 2015 The right of nasen to be identified as the author of this book has been asserted by them in accordance of the Copyright, Designs and Patents Act, 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted by any means including photocopying, electronic, mechanical, recording or otherwise without prior written consent to the publisher. No liability shall be attached to the author, the copyright holder or the publishers for loss or damage of any nature suffered as a result of reliance on the reproduction of any contents of this publication or any errors or omissions in its contents. Registered Charity No. 1007023 Registered Company, limited by guarantee, No. 2674379 (England and Wales) A catalogue record of this publication is available from the British Library. • www.nasen.org.uk Supporting Pupils with Specific Learning Difficulties (Dyslexia) in Secondary Schools A quick guide to supporting the needs of pupils with dyslexia This guide is for SENCOs and whole- The policy context school staff. The increased demands of learning in This guide aims to: a secondary school make it difficult for pupils with dyslexia to reach their + help the SENCO in establishing a consistent full potential. Without support they will whole-school approach to meeting the struggle to access the curriculum and cope needs of pupils with dyslexia with the quantity and quality of reading + support all teachers and support staff in and writing and increasing demands as they approach exams. developing a dyslexia-friendly learning environment Ofsted’s reports Moving English forward + develop teaching and learning strategies (2012) and Removing barriers to literacy that make the curriculum accessible to (2011) highlight that too many children learners with dyslexia and young people are not making the + suggest resources which SENCOs and expected progress at the beginning of teachers can access to support pupils’ learning and help them develop coping strategies. www.nasen.org.uk • 1 their education. One in five pupils entering All staff need to be aware of their secondary school has not reached an respective contributions as teachers of expected level in reading and writing. literacy in providing evidence for whole- school improvement and inspection. Moving English forward identifies ten actions to raise standards, including The Code of Practice (2014) further more effective teaching of writing, with emphasises the importance of high-quality a greater emphasis on spelling and teaching and individualised differentiation handwriting. Pupils need a wider reading to provide a person-centred approach to base, and continuity in the teaching of learning for pupils. The progress made by English, especially reading, from Key pupils is seen as one of the core aspects Stage 2 to Key Stage 3. Under the new of the school’s performance management inspection framework for schools there is arrangements in relation to professional a greater focus on literacy and reading development for all teaching and support relating to pupil achievement, quality of staff. There is an increased focus on the teaching, leadership and management. views, wishes and feelings of children and young people in decision making. 2 • www.nasen.org.uk The role of the SENCO A definition of dyslexia The Rose Report in 2009 provided a definition In secondary schools, the SENCO’s of dyslexia: responsibilities typically cover areas such • Dyslexia is a learning difficulty that as: primarily affects the skills involved in • Middle leadership: strategic management accurate and fluent word reading and of special educational needs, determining spelling. the SEN policy and developing provision • Characteristic features of dyslexia are in school, along with the headteacher difficulties in phonological awareness, and governing body. verbal memory and verbal processing speed. • Auditing staff skills and facilitating • Dyslexia occurs across the range of appropriate continuing professional intellectual abilities. It is best thought of development (CPD) to ensure that pupils’ as a continuum, not a distinct category, and learning needs are met. there are no clear cut-off points. • Co-ordinating specific provision for • Co-occurring difficulties may be seen in pupils with SEN and an education, aspects of language, motor co-ordination, health and care (EHC) plan. mental calculation, concentration and • Providing guidance and signposting personal organisation, but these are not, by to colleagues, parents and carers to themselves, markers of dyslexia. services, including those available in the • A good indication of the severity and local authority’s local offer. persistence of dyslexic difficulties can be • Monitoring and providing evidence of gained by examining how the individual the progress made by pupils. responds or has responded to well-founded • Supporting the transition of students with intervention. dyslexia between Key Stages 2 and 3 and on entry to a college of further education. affects the way information is processed, stored and retrieved. What is the challenge? The Rose Report definition describes Dyslexia is a hidden disability thought to the phonological deficit, highlighting affect around 10% of the population, that pupils with dyslexia have difficulty and 4% severely. It is the most common processing sound, retaining information of the specific learning difficulties. that is heard and processing at an Although weakness in the area of literacy age-appropriate speed. This adversely is often the most visible sign, dyslexia www.nasen.org.uk • 3 affects reading and spelling and prevents dyscalculia, dyspraxia, dysgraphia and pupils achieving automaticity in these autism spectrum disorder. Recognising the areas. This, in turn, causes problems pupil’s specific learning difficulty is vital in accessing the curriculum and achieving providing the correct support. their full potential academically. Poor working memory, which is an indicator Screening and of attainment, also impairs their learning. identification Reasonable adjustments need to be made in the way teachers impart information, The SENCO and senior leaders need to structure and support classroom-based determine a process for screening and tasks and facilitate learning. identifying pupils with dyslexia. CAT (cognitive assessment test) scores identify In addition, the magnocellular deficit or pupils with literacy difficulties requiring visual disturbance/stress is often included further investigation. A parent, carer or under the umbrella term of dyslexia. Visual young person over 16 years of age can disturbance/stress causes words and request an assessment. Teachers have a letters to move on the page, making fluent vital role to play in recognising behaviours and accurate reading difficult. Pupils may that may be indicators of dyslexia, which experience discomfort and headaches can initially be identified through the when trying to read black text on white introduction of classroom checklists. paper, screens or whiteboards. There are many screeners that identify It is important that these are seen as dyslexic traits in a pupil. These can be discrete approaches to dyslexic difficulties, computer based (for example, www. although a pupil may have both deficits. Lucid-Research.com) or in a paper-based A diagnostic assessment is necessary to format (for example, Dyslexia Portfolio GL ensure that the correct support is put in assessment at www.gl-assessment.co.uk place. and Pearson’s Dyslexia Screening Test at www.pearsonclinical.com). It is important The challenge is meeting the specific that schools make an educated choice of needs of individual pupils with dyslexia. the screener that best fits their context. Each pupil will have a unique profile with different areas of severity. The instance Assessment for visual stress can use ICT of co-occurrence with other specific (for example, Lucid VISS at www.Lucid- learning difficulties (SpLD) is high, making Research.com) or paper-based methods the complexity of their needs greater. (Crossbow’s Visual Stress Assessment Many pupils with dyslexia may have Pack at www.crossboweducation.com/ one or more of the following specific crossbow-brand/visual-stress and Wilkins learning difficulties: attention deficit Rate of Reading Test at www.ioosales. (hyperactivity) disorder (ADD/ADHD), co.uk/html/practice/eye05F.html). 4 • www.nasen.org.uk When selecting a suitable screener, specialist teacher with a Postgraduate consider: SpLD Diploma Level 7. • the level of qualification and experience in dyslexia of the person delivering and In the classroom interpreting the screening and making recommendations The key principle for providing a • the number of pupils requiring screening dyslexia-friendly learning environment is per year consistency throughout the school and • the attitude, motivation and test across the whole staff, teaching and behaviour of the pupil(s) using the non-teaching. Pupils with dyslexia have screener. to put in an enormous effort to cope with the daily challenges of the school A full diagnostic report can be conducted day. It is particularly hard at secondary by an educational psychologist or a school where they have different

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