At Carleton Endowed CE Primary School we aim to develop in each child the knowledge, concepts, skills and attitudes that will enable them to reach their full potential.

We give high  priority to the quality of care and nurture attitudes of mutual respect and responsibility within  the school community as reflected in the Every Child matters agenda. 

Our Primary School provides a broad and balanced curriculum for all children. We do however  recognise that some children either cannot or do not achieve in line with expectations. This can  be manifested in many different ways, ranging from difficulties acquiring and using new  knowledge, concepts and skills to extremely low levels of self discipline.  

The National Curriculum is the main benchmark for assessing children’s progress and for  planning to meet their academic needs. When planning, teachers set suitable learning  challenges and respond to children’s diverse learning needs. They take account of pupils  needs and make provision, where necessary, to support individuals or groups of children and  thus enable them to participate effectively in curriculum and assessment activities.  

Aims and Objectives  

The aims of this policy are:  

  • to create an environment that meets the special educational needs of each child and  is Dyslexia Friendly;
  • to ensure that the special educational needs of children are identified, assessed and  provided for;
  • to make clear the expectations of all partners in the process;
  • to identify the roles and responsibilities of staff in providing for children’s special  educational needs;
  • to enable all children to have full access to all elements of the school curriculum. 
  • To provide teachers with handy hints to ensure that Dyslexic children are recognised  and supported.

Handy Hints for Primary School Teachers 

We have all come across the situation. A child who is struggling with spelling, writing or  reading, or perhaps numeracy. A child, who does not progress as quickly as his/her  classmates – or worse, does not seem to progress at all. And yet there are obvious  inconsistencies; the child clearly has areas of ability as well as weaknesses.  

You think the child will improve in time – but you see no change. Then someone mentions  dyslexia and you start to wonder. But you tell yourself that children often get over such early  difficulties and you hope for the best. Yet you still feel uneasy. This child is different.  

So how do you tell if a child may be dyslexic? There are some obvious signs, if you know  what to look for. But not all children have the same cluster of abilities or difficulties

Look out for the following areas of weaknesses which will appear alongside abilities, which  may be in areas of creativity or in highly developed verbal skills:  

General 

  • speed of processing: spoken and/or written language slow
  • poor concentration
  • has difficulty following instructions
  • forgetful of words

Written Work

  • has a poor standard of written work compared with oral ability
  • produces messy work with many crossings out and words tried several times, e.g.  wippe, wype, wiep, wipe
  • is persistently confused by letters which look similar, particularly b/d, p/g, p/q, n/u,  m/w
  • has poor handwriting with many ‘reversals’ and badly formed letters 
  • spells a word several different ways in one piece of writing
  • makes anagrams of words, e.g. tired for tried, breaded for bearded 
  • produces badly set-out written work, doesn’t stay close to the margin 
  • has poor pencil grip
  • produces phonetic and bizarre spelling: not age/ability appropriate 
  • uses unusual sequencing of letters or words

Reading 

  • makes poor reading progress, especially using look and say methods 
  • finds its difficulty to blend letters together
  • has difficulty in establishing syllable division or knowing the beginnings and endings  of words
  • pronunciation of words unusual
  • no expression in reading comprehension poor
  • is hesitant and laboured in reading, especially when reading aloud 
  • misses out words when reading, or adds extra words
  • fails to recognise familiar words
  • loses the point of a story being read or written
  • has difficulty in picking out the most important points from a passage   Num
  • shows confusion with number order, e.g. units, tens, hundreds
  • is confused by symbols such as + and x signs
  • has difficulty remembering anything in a sequential order, e.g. tables, days of the  week, the alphabet

Time

  • has difficulty in learning to tell the time
  • shows poor time keeping and general awareness
  • has poor personal organisation
  • has difficulty remembering what day of the week it is, their birth date, seasons of the  year, months of the year
  • difficulty with concepts – yesterday, today, to

Skills

  • has poor motor skills, leading to weaknesses in speed, control and accuracy of the  pencil
  • has a limited understanding of non verbal communication
  • is confused by the difference between left and right, up and down, east and west 
  • has indeterminate hand preference
  • performs unevenly from day to day

Behaviour

  • employs work avoidance tactics, such as sharpening pencils and looking for books 
  • seems to ‘dream’, does not seem to listen
  • is easily distracted
  • is the class clown or is disruptive or withdrawn (these are often cries for help) 
  • is excessively tired due to amount of concentration and effort required

A child who has a cluster of these difficulties together with some abilities may be dyslexic.  Your next step should be to consult the school’s SENCo immediately and to decide whether  the parents should be informed and the child given appropriate help.  

The SENCO/headteacher monitors the movement of children with Dyslexia within the SEN  system in school.  

The SENCO, class teachers, support assistants and parents work together to draw up  Individual Education Plans for children.  

The SENCO, headteacher and the named governor for SEN hold regular meetings to review  the work of the school in this area.  

The Governing Body will review this policy in spring 2012 and consider any amendments in  light of the review findings.  

See also; Appendix 1 (Dyslexia Friendly Classrooms)  

Appendix 2 (Parent Dyslexia Information Booklet