Our school practice, where children are still struggling to make progress in Year 3, is to use the basic dyslexia screening test, particularly where there may be a specific learning difficulty of a dyslexic nature. Through this process, we develop a clearer profile of the child’s areas of strengths and difficulty.
Every month we focus on a specific SEN area of need. A description or explanation about the area of need is shared, with examples of classroom strategies, and any resources available in school. We also share current practice already taking place at SPA, showing a number of images.
Attached areas of need are: Physically disabled students (Focus on Cerebral Palsy), Dyslexia, Supporting students with handwriting
A staff meeting took place to raise awareness of dyslexia amongst staff. The session also included supporting staff with understanding other areas which can affect learners, such as working memory. Ideas to support pupils with dyslexia or dyslexic tendencies were also discussed.
We receive a lot of support from our Area SENCO; as the SENCO in our nursery, I feel supported by her with any questions that I have about a child who I think might have SEND, or who has already been identified as having SEND. She is always really helpful and offers us lots of good advice. She sometimes challenges us on our practice, and that helps us to continuously improve. This all has a positive impact on the children, and the parents appreciate this support too.
This personalised visual timetable was created for a Y1 pupil. This boy spends some morning sessions in our Nursery class which currently provides the 'best fit' for him in terms of his academic development and level of socialisation. 'Communication in Print' was used to create visuals of the activities that are planned for him in either Nursery or Y1 so that he can clearly see what the expectations are of him by both teachers.