Supporting Pupils with Specific Learning Difficulties () in Secondary Schools A quick guide to supporting the needs of pupils with dyslexia First published in 2015 by nasen

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• 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 + 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 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 , dyspraxia, 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 subject

www.nasen.org.uk • 5 teachers who may have varying levels Classroom organisation of expectation, understanding and knowledge of their disorder. These pupils • Maintain a tidy, organised classroom. thrive in an organised setting where the • Change the part of the classroom in resources are varied and appropriate. The which you are teaching, for example pupils should be taught how to use the writing on the desk, floor or whiteboard. learning tools available. These must be • Sit the pupil with dyslexia at the front of accessible to all pupils so that they control the class. when they need them and the tools are • Provide handouts with key points accepted as common practice. highlighted rather than expect pupils to copy from the board. • Set up a buddy system for support. • Provide teaching assistant support to help the pupil get organised and check their understanding of instructions.

Resources for literacy

• Individual personalised dictionaries, with the area of the word they find difficult to spell highlighted • Writing frames • Lists of sentence starters • Lists of linking words, for example after, before, despite, if, only • A record of words generated during the lesson • Whiteboards and coloured pens • Pastel coloured paper and notebooks • A selection of pens and Post-it notes • Relevant reminders to support individual learning activities • Handouts to support tasks, for example a visual checklist.

For pupils with visual stress

The main considerations for meeting the needs of a pupil with visual stress include reducing the contrast between black

6 • www.nasen.org.uk text and white background and limiting dyslexia/further-information/dyslexia-style- the amount of visual information to be guide.html/ possessed. Consider using some of the following: Classroom displays • Coloured overlays • Cream paper for handouts and exercise Ensure that your classroom displays: books • are informative, interactive and relevant • Pastel or cream background for • are uncluttered so that information can computers and PowerPoint presentations be easily found • Font size: minimum 12 point for paper • can be seen from every position in the and 28 point for PowerPoint classroom and used regularly by all • Texts in a sans serif font such as pupils as a point of reference Verdana, Century Gothic, Tahoma, • show a good use of colour – avoid white Arial, Comic Sans, Trebuchet, Calibri background and black text • Left-justified text • show key words that are understood by • Bold to emphasise text; avoiding italics all pupils or underlining or TEXT WRITTEN IN • celebrate pupils’ work and make them CAPITALS feel valued. • 1.5 line spacing. One of the primary advantages of a well- More detailed guidelines can be found resourced classroom is reducing pressure in the British Dyslexia Association Style on the working memory. Teaching also has Guide: www.bdadyslexia.org.uk/about- an important part to play in this.

www.nasen.org.uk • 7 Teaching

The SEND Code of Practice, section 1.24 says, ‘Special educational provision is underpinned by high quality teaching and is compromised by anything less.’ Teachers need to be aware of which pupils have dyslexia and what their areas of specific difficulty are. When proving specific support, teachers must be aware of the emotional consequences of having dyslexia. Providing an inclusive learning environment where pupils’ needs are met without drawing attention to their difficulties will limit feelings of embarrassment and frustration.

The findings of the Sutton Trust (2013) highlight the importance of developing metacognitive skills in pupils to increase the progress made in their learning (see The Sutton Trust EEF Teaching and Learning Toolkit http:// educationendowmentfoundation.org. uk/toolkit). Strategies for utilising metacognition – learning to learn – have been listed in each section of the teaching guidelines below to support teachers in • Only ask a pupil to read aloud if you developing these skills. know they want to. • Ensure that books are at the right level of Key strategies for reading difficulty for pupils. • Provide text-to-speech software such as Pupils with dyslexia can become fluent Texthelp and ClaroRead. readers, although the speed at which they • Use audio books when appropriate. read and their ability to comprehend long, • Teach reading skills, such as skimming, complex texts can remain impaired. They scanning and closed reading, and when may have to read a text several times to to use them. reach the same level of understanding • Limit the quantity of reading they have as other students. Strategies to support to do by guiding pupils to relevant reading difficulties include: strategies.

8 • www.nasen.org.uk • Provide texts before the lesson so that to the text read and whether your pupils can prepare for them. opinions have changed. • Encourage pupils to condense and make – Ascertain what you have learnt sense of what they read, for example and how you will transfer this new by making mind maps and drawing learning. diagrams and flow charts. • Instil in your pupils a desire to read by • Pre-teach key vocabulary. providing reading materials that are of • Encourage the pupils to take a interest to them. metacognitive approach: • Ensure that there are books of high – Question the writer’s intentions. interest and low ability available. – Reflect on the writer’s approach and • Use paired reading approaches. ask if it could be improved. • Lead pupils into the book using – Consider your own views in relation questioning techniques.

www.nasen.org.uk • 9 Key strategies for spelling • Teach the spelling of key words in a multi-sensory way. Spelling will remain a persistent difficulty • Encourage a metacognitive approach by for pupils with dyslexia. It is important that asking pupils to: spelling difficulties do not impede pupils’ – analyse the spelling mistakes and creativity and ability to demonstrate their identify the learning required knowledge. It is important to encourage – decide what they will change to the use of ambitious words and teach ensure that they spell that word pupils to spell key curricular words. correctly in future. • Provide subject-specific key words in classroom handouts. Key strategies for writing • Encourage the use of personalised dictionaries. Writing is a difficult medium for pupils with • Encourage pupils to take risks with their dyslexia to demonstrate their knowledge, spelling, suggesting that they underline understanding and creativity. They find these words. it hard to interpret the questions and

10 • www.nasen.org.uk A metacognitive approach to writing Knowledge or Planning imagination

Revising Organising final draft thought

Editing Drafting

understand how much to write and what to at each stage of the process of writing, include. Other barriers to writing include reflecting, reviewing, monitoring and spelling, sequencing ideas, grammar and transferring new learning. remembering their ideas long enough • Reward achievement at each stage of to record them. The time, effort and the writing process. lack of awareness make proofreading a • Give specific feedback at each stage challenging conclusion to the process. so the pupils know what to repeat or • Check understanding of the task. improve. • Use collaborative learning (see http:// • Provide written and verbal feedback. educationendowmentfoundation.org.uk/ • Use alternatives to written outcomes. toolkit/collaborative-learning). • Improve proofreading by: • Use ICT to improve written outcomes, for – building in proofreading time in example voice recognition software or lessons mind mapping software. – using a ‘buddying’ system • Teach ‘questioning the question’ – teaching and modelling strategies approaches, for example isolating the during lessons topic area, limiting words and directives. – providing proofreading checklists • Provide a glossary of directives. – encouraging pupils to read work • Provide examples and model good aloud practice. – leaving time between writing and • Break down a writing task into proofreading manageable chunks. – encouraging the use of text-to-voice • Teach and encourage pupils to plan. software to highlight errors • Encourage a metacognitive approach – rewarding improvements.

www.nasen.org.uk • 11 Strategies to support working • Use songs, limericks and rap to aid memory difficulties memorising. • Allow time for the pupils to process the A working memory deficit will impair a information and answer. pupil’s ability to engage in the lesson • Allow pupils to work collaboratively. and to make progress. Research has • Reduce anxiety – don’t put pupils on the consistently demonstrated the adverse spot. academic consequences for pupils with • Ensure that the tasks are relevant to a weak working memory. Teachers can the learning and eliminate those that reduce these difficulties by using the will interfere with the learning, such as following strategies: copying, or writing the date. • Teach using an integrated multi-sensory • When pupils are on task, avoid approach throughout the lesson. interrupting their learning. • Revisit previous learning at the • Summarise at the end of the lesson and beginning of the lesson, allowing pupils say what the next lesson will be about. to recall and make associations with • Allow pupils to set reminders on mobile new learning. phones or laptops. • Give an overview of the lesson so the • Know the working memory span of your pupils can see the outcome and make pupils. sense of the content. • Revisit learning at regular intervals Study skills throughout the lesson. • ‘Chunk’ the information being taught Pupils need to develop a metacognitive and check understanding. approach to their learning, drawing • Use a step-by-step approach to complete from a variety of strategies. Developing a task. metacognition promotes active learners • Explain the steps and use pictures where who take personal responsibility for their needed. learning and independence. They should • When giving instructions, limit the be aware of their own learning style and number, repeat them and provide notes techniques for how to learn effectively in and a checklist. order to monitor their approach. Develop • Use simple, concise sentences. pupil awareness of their preferred learning • Omit unnecessary words so that the styles: instruction is succinct. • Teach a variety of learning style • Where possible, use alternative words approaches. and give explanations of key words. • Encourage taking responsibility for their • Consider the pace of your delivery – learning. speak more slowly if necessary. • Teach multi-sensory approaches to • Use peer discussion to facilitate learning. overlearning. • Develop strategies to aid memory,

12 • www.nasen.org.uk such as making associations or using Self-esteem mnemonics. • Teach a variety of recording methods, Pupils with dyslexia will have emotional such as audio recordings or mind responses to their difficulties. These can mapping. include embarrassment, low self-esteem, • Develop a cross-curricular personalised frustration and anger, which will cause learning styles dictionary. additional barriers to learning. Making the • Teach organisational skills explicitly. reasonable adjustments suggested in this • Teach them to prioritise what is guide will help to create an environment important and urgent and what can where pupils feel secure and confident wait. to take risks and increase their learning • Encourage independence via the use of potential. Raising whole-school awareness diaries, Post-it notes and checklists. of dyslexia, including identifying the • Suggest quiet background music without strengths that many dyslexic people have, lyrics. can create a positive ethos in school. • Encourage ‘brain breaks’. Dyslexic pupils can be creative, artistic, • Establish a buddy who can give them good at sport, with excellent problem- information if they are absent. solving and reasoning skills. • Help pupils to understand the importance of overlearning to embed Increase self-esteem and motivate learning learning fully. Pupils with dyslexia need by: to revisit learning more often to reach a • celebrating diversity across the school level of automaticity in their learning. • promoting a broader view of

www.nasen.org.uk • 13 be influenced by the pupil themselves, and teachers should maintain a flexible approach, recognising that a well- founded, structured, cumulative multi- sensory approach may not work for all pupils.

In a good intervention: • pupils should be in small groups or one to one • teaching should be structured, cumulative and multi-sensory • the delivery should be confident, effective and consistent • the pupil governs the pace of delivery • the pupil’s learning style is taken into account • the specific needs of the learner are met • the session is manageable for the school, teacher and learner and it is delivered at regular intervals • skills are transferred to the classroom • progress is reviewed at regular intervals intelligence, for example Gardner’s • the pupil’s progress is tracked Multiple Intelligences • the pupil enjoys the learning and feels • giving pupils opportunities to motivated demonstrate their strengths • confidence and self-esteem are • teaching about successful dyslexics such improved. as Einstein, Richard Branson and Jamie Oliver Informed decisions on suitable interventions • using criticism sensitively and can be made using What Works for pupils constructively with literacy difficulties? The effectiveness • never putting pupils ‘on the spot’. of intervention schemes by Greg Brooks. This research report provides clear and Strategic planning analytical evidence for schools on the effectiveness of literacy schemes that are Person-centred planning places children available in the UK. Schools should also and young people at the heart of the consider their own individual contexts in system. How the specific learning needs choosing an appropriate intervention. The of a pupil with dyslexia are met should Dyslexia-SpLD Trust has a similar resource.

14 • www.nasen.org.uk Engaging parents and • Parent carer forums – local groups of carers parents and carers of children with SEND who work alongside local The Code of Practice highlights the key authorities, education and health involvement of parents and carers. Their services to ensure that the services they views and wishes are recognised in all provide meet the needs of children and aspects of the decision-making process. their families. Local authorities must provide them with • The Information, Advice and Support clear and accurate information, advice Services Network – provides and support in relation to SEND. information, advice and support to disabled children and young people, Schools have an important role to play and those with SEN, and their parents. in supporting parents to navigate the • Associations such as Dyslexia Action, local offer and access additional support the British Dyslexia Association and the outside school. Ensure that information is Dyslexia-SpLD Trust. easily accessible so that parents can find additional advice. For example: The needs of school staff Ideas for engaging parents The focus on literacy in the Ofsted and carers inspection framework draws attention to • Develop a transition package from primary every teacher being a teacher of literacy. to secondary, involving parents. When it comes to reading and spelling, • Demonstrate that the school has a subject-specialist secondary teachers may dyslexia-friendly ethos with a clear not have the level of expertise to support assessment structure linked to the demands the teaching and learning needs of pupils of the secondary curriculum. with dyslexia. Consider the following • Hold parent information evenings raising questions: awareness of dyslexia and how to support • What arrangements are in place in your pupils at home, as well as recognising the school to ensure that all teachers are possible gifts and talents of these children. informed about the current literacy levels • Hold a parent workshop with the class and needs of the pupils they teach? teacher or senior management team, • With the support of both literacy leaders sharing information and inviting discussion and SENCO, how are all staff kept fully about developments in the class/school. informed to be able to identify when • Invite parents to attend a dyslexia-friendly a pupil shows signs of struggling with lesson (when class teachers feel that literacy across the curriculum? practice is firmly established). • Do all staff apply a consistent response across the school to intervene and offer appropriate support and monitor the

www.nasen.org.uk • 15 effectiveness of these arrangements, Useful resources, websites reporting regularly on pupil and training providers progress? Resources and websites Moving English forward, Ofsted (2012) – With the introduction of the new www.ofsted.gov.uk SEND Code of Practice, all teachers Removing barriers to literacy, Ofsted (2011) – are responsible and accountable for www.ofsted.gov.uk the progress and development of the The Effective Role of the SENCO, nasen information pupils in their class. sheet 1 – www.nasen.org.uk/uploads/ publications/66.doc SENCOs should work with the senior leadership team, to ensure that: What works for pupils with literacy difficulties? • all staff have an understanding of The effectiveness of intervention schemes by Greg dyslexia and know how to meet a Brooks (2007) – www.interventionsforliteracy.org. dyslexic pupil's learning needs uk/assets/documents/Greg-Brooks.pdf • teachers are aware of their role in Identifying and Teaching Children and Young the process of identifying pupils People with Dyslexia and Literacy Difficulties, who may have dyslexia The Rose Report (2009) http://dera.ioe. • consistent, inclusive practice is ac.uk/14790/1/00659-2009DOM-EN.pdf maintained in all departments for No to Failure Report 2009 – www.thedyslexia- pupils with dyslexia spldtrust.org.uk/2/about-us/8/history • sufficient, detailed progress tracking The Sutton Trust EEF Teaching and Learning Toolkit ensures that pupils are making the – http://educationendowmentfoundation.org.uk/ expected progress, or alternative toolkit approaches are implemented • staff are informed of new and Visual disturbance – http://irlen.com revised approaches to meet the Screening, assessment and intervention software – dyslexic pupil’s learning needs. www.lucid-research.com DFES (2007) Letters and Sounds – www.education. The Literacy and Dyslexia-SpLD gov.uk/publications/standard/publicationdetail/ Professional Development Framework page1/DFES-00281-2007 is a free online tool that contains Training providers a wealth of resources, knowledge Understanding and Supporting Learning – and skills required by teachers of www.us-l.co.uk dyslexic learners. The framework was commissioned by the Department British Dyslexia Association – for Education and developed by the www.bdadyslexia.org.uk Dyslexia-SpLD Trust in consultation The Dyslexia-SpLD Trust – with a wide number of stakeholders. www.thedyslexia-spldtrust.org.uk Dyslexia Action – http://dyslexiaaction.org.uk

16 • www.nasen.org.uk The Nasen Guide for Primary & Secondary SENCOs Preparing for School Inspection

Updated in 2014, this nasen guide to school inspection is a practical, straightforward guide that breaks down school improvement into easily digestible parts.

❚ Four sections, each representing a different element of the SENCO role

❚ Clear and succinct explanations of each section – suggested evidence, ORDER NOW nasen tips, Ofsted focus SPECIAL OFFER GET NASEN ❚ A comprehensive list of resources MEMBERSHIP ❚ Clear examples of best practice FREE www.nasen.org.uk/schoolinspectionwww.nasen.org.uk/schoolinspection About nasen

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