Queen’s Park Primary School
Guidance on Teaching and Learning
for Pupils with Specific Learning
Difficulties. [SpLD]
June 2013
Policy: Teaching and Learning Policy for Pupils
with Specific Learning Difficulties. [SpLD]
Introduction
This document is a statement of our aims, principles and strategies for the educational
provision of children with specific Learning Difficulties attending Queen’s Park
Primary School. This policy supports the school’s ethos of high expectations for all
children. It is also informed by our Special Educational Needs, Teaching and Learning,
Behaviour, Foundation Stage and our Equal Opportunities and Inclusion Policies.
What is Dyslexia?









A brain based disability that impairs a person’s ability to read and spell.
Difficulty with phonological awareness & manipulating sound.
If a parent is dyslexic there is a 35-40% chance the son will be and a 20%
chance the daughter will be.
At 3-4 years old there may be signs of Dyslexia e.g. difficulty in hearing
rhyming words.
Reversal of letters up to 7yrs is age related, however, 8 plus may be a sign of
Dyslexia
If despite good teaching and learning opportunities in the Foundation Stage and
KS1 a pupil still has difficulties with writing, spelling & reading, Dyslexia may
be diagnosed.
Spelling and rhyming tests are best for assessing for Dyslexia
The Simple View of Reading: Dyslexic children usually have good language
comprehension and poor word recognition.
Jim Rose Report June 2009 recommends the systematic teaching of synthetic
phonics as a suitable strategy for Dyslexia except in extreme cases. At Queens
Park School we use the Ruth Miskin Phonics Programme
Aim
To support pupils with Dyslexia by:






Understanding dyslexic difficulties
Understanding dyslexic strengths
Specialist expertise
Whole school and cross curricular approach
Good inclusive practice
Supporting parents.
We recognise that more children are successful using dyslexia friendly teaching
methods and all children benefit from this approach
As a school we have adopted the British Dyslexia association [BDA] definition.
2
“Dyslexia is best described as a combination of abilities and difficulties which affect the
learning process in one or more of reading, spelling, writing and sometimes
numeracy/language. Accompanying weaknesses may be identified in areas of speed
processing, short term memory, sequencing, auditory and /or visual perception, spoken
language and motor skills. Some children have outstanding creative skills, others have
strong oral skills. Whilst others have no outstanding talents, they all have strengths.
Dyslexia occurs despite normal intellectual ability and conventional teaching. It is
independent of socio economic or language background.”
Any two dyslexic learners will have different strengths and weaknesses in their learning
styles. That is why a multi-sensory approach is advocated so each learner may identify
their personal effective learning strategies. This ensures all the senses are used auditory
for hearing, visual for looking, kinaesthetic for touch and oral for speaking. The
stronger ones support the weaker ones by simultaneous input from visual, auditory, oral,
tactile and kinaesthetic channels.
Identification and Assessment
Concerns over a child may come from a variety of sources, parents, class teachers,
outside agencies or previous schools. At Queens Park we apply the following
procedures:
Stage 1
Inform parents and SENCO
The SENCO will administer early assessment of ‘Dyslexia Screener’ an interactive ICT
assessment tool. This identifies areas of weakness such as phonological awareness,
vocabulary, visual search and reading.
Stage 2
If the assessment highlights mild difficulties the SENCo will advise on suitable
interventions/ resources to be used. E.g. Class teacher to use the following:
Phonemic
awareness
& teaching
Phonics teaching
Early Intervention for Dyslexia
Vaughn & Roberts 2007
Teaching students phonemes to improve reading[blending] and spelling
[segmentation skills]
Teaching students how to sound out words using knowledge of graphemes to
decode multisyllabic e words & to generalise learned rules of language to new
words
Spelling & writing Encourage children to write letters sound patterns [graphemes] words & sentences
Teaching
to support and reinforce segmentation strategies and the acquisition of phonic rules.
3
Fluency teaching
Vocabulary
Teaching
Comprehension
Teaching
Provide opportunities for children to read words accurately to gain sufficient speed
to ensure that comprehension is not impaired because of undue concentration on
word reading
Teach children to recognise the meaning of words they are reading and to
build appreciation and understanding of new words.
Teach students to monitor their understanding while reading , linking what they
have read to previous learning and asking question about what they have read.
If the assessment highlights moderate difficulties the SENCo will administer further
assessments. [OCR Level 5 Dyslexia Assessment].
 Word Test
 Comprehension Assessment
 Spelling Test
 Running Record Miscue Analysis
 Independent Writing Sample
 Phonic Knowledge
 Phonological Awareness
Advice on suitable interventions/ resources to be used will be provided by the SENCo
and this will be recorded on the provision map.
Stage 3
If severe difficulties are highlighted an adult with a recognised professional
qualification [Alison Berry/Morgan Currie] for Assessing Dyslexia will administer
futher tests.










Word Test - York Assessment of Reading for Comprehension [YARC.]
Comprehension Assessment - York Assessment of Reading for Comprehension
[YARC].
Spelling Test- Single Word Spelling Test [GL Assessment].
Running Record Miscue Analysis.
Independent Writing Sample - Curriculum Based Measure [5 mins sample]
www.ncpublicschools.org/docs
Phonic Knowledge –RML Assessment [Oxford University Press OUP]
Phonological Awareness - Phonological Assessment Battery [GL Assessment]
Memory - Digits forwards & backwards Turner & Risdale Memory Test
[Dyslexia Action.]
Cognitive Ability - Wide Ranging Intelligence Test [PAR]
Alternative assessment package: Wide Ranging Achievement Test 4 [WRAT
4]. £208.00 Pearson Assessment UK PAR. Includes Cognitive Ability,
Comprehension Assessment, Spelling Word & Arithmetic Test, Phonic
Knowledge & Phonological Awareness.
4







A School Action Plus IEP will be written by the class teacher in consultation
with the SENCo/Specialist Teacher.
Wave 3 teaching will be provided by a specialist teacher if funding allows.
Parents will be informed by specialist teacher/SENCo of assessment outcome.
Parents will be given successful strategies and contacts to support Dyslexic
pupils.
Children’s progress will be monitored through formative, summative assessment
and IEP progress.
If satisfactory progress is being made new individual literacy targets will be set.
If unsatisfactory progress is made and /or concerns have increased advice may
be sought from the following professionals, Occupational Therapy, Educational
Psychologist or Speech and Language Therapist
Step 4
In severe cases a request for Statutory Assessment will be written by the SENCo or
Parent. This will need to be supported by a report from an Educational Psychologist or
an adult with a recognised professional qualification for Assessing Dyslexia.
To make all classrooms Dyslexia Friendly the following strategies were devised by
staff.
GENERAL STRATEGIES TO SUPPORT DYSLEXIA
Staff Brainstorm –January 4th 2011
Useful books for teachers:
Alpha to Omega - Bev Hornsby [available in school]
Memory Strategies –Tony Buzan
Identified area of need
Support strategies
Slow, inaccurate reading
 Avoid asking the learner to read out loud
 If a reading book is involved put it on tape to
familiarise the learner with the text –
familiarity can breed the confidence that
enables the student to have a go themselves.
E.G Oxford Reading Tree [INTERNET]
 Ask pupil to read to the end of line/paragraph
before attempting unknown word.
 Paired reading [sentence/paragraph]
according to ability.
 HF word games/flash cards to prepare child
for words in text.
 Match book to child’s interest level.
 Encourage child to ‘chunk’ use syllables for
reading
 Read to them to maintain develop enjoyment
of reading.
 Rapid Reading Drills
 Poem Cards
Loses place in text
 Use a line marker or ruler
 Reduce or avoid copying from the boardprovide pupil with handout.
5





Difficulty in following instructions





Inconsistent performance









Problems with producing written
evidence of work






Remembering times-tables








If it is not possible begin each line with a
different coloured dot to make tracking easier
Coloured overlay.
Pupil tracks with finger.
Beginning of line initial word a different
colour[highlight/ print]
Cover up remaining text with paper so only
one line is visible.
Word/window strip ruler.
Double spacing in handouts /IWB.
Give instructions in short, manageable
chunks [age appropriate]
Encourage rephrasing of the instructions in
the students’ own words to ensure they are
understood
Write instructions/display instructions with
visual prompts for the pupil.
Child friendly language
Visual –sequence picture instructions
Don’t say “well you knew it yesterday” –
patience is the best strategy
Regular personalised goal setting [regularly
reviewed]
Link learning to interests.
Teach memory strategies e.g. mnemonics for
spellings
Find learning style & use that to help them.
Visual reminders
Give 5 mins. before lesson to refresh
memory.
Adjust/ adapt expectations
Use writing frames that limit the amount of
writing required and help the writer to
structure what they want to say.
Consider developing alternative ways of
demonstrating learning (e.g story boards,
tape recording, oral reports)
Use laptop, video, photographs etc...
Pupil uses storyboard/annotates picture.
Paired work scribed accurately by
partner/LSA/TA
Mind mapping
Use verbal/ practical assessment of pupil.
Small manageable tasks
Organisers/brainstorm
ACE Dictionary
Talk for Writing (Pie Corbett)
Use tables squares
Use learner’s strengths and main intelligence
area
6

Low self-esteem










Poor organisation









Test Taking Strategies




Accept that some may never be learned and
focus on the 2,5 and 10 times tables – use a
calculator or number square for others
Sing/Rap/ put tables to Music.
Regular revision.
Create learning experiences in which success
occurs more often than not
Develop the “no failure, only feedback”
ethos in which “mistakes” are seen as
learning opportunities
Highlight good examples and WALT if
achieved
Remember process is more important than
product and praise the effort.
Use reward systems [bronze, silver and gold
stickers] e.g.“ You have been spotted...
explaining your answer to your talk partner/
reading using your finger/sitting still for ?
mins etc.....”
Share successes with parent.
Provide pupil with role of responsibility in
the class
Discuss learning difficulties with pupil &
strategies to cope with it. [SEN Resources
Books available in school – see attached list]
Make them aware of what they are good at.
Have an organised classroom with resources
labelled visually (as well as in writing) and a
place for things learners need regularly
Help learners draw up their own timetable
using colours and pictures – one copy in
school and one at home
Provide an aide-memoire for repeated
procedures or ask the learner to provide their
own
Make sure the process is fully understood –
check with the learner
Visual timetable.
Diary /what they need to bring in each day.
Colour coded checklists and organisational
timetables.
Lists to tick off when completed.
Mock tests should be administered.
Teacher highlights key words.
Identifying patterns in reading.
comprehension questions.
Time management strategies.
7
Specific visual/auditory problems










Difficulties with fine motor skills










Multi-sensory teaching and learning will
ensure you are teaching to student’s strengths
Coloured overlays
Sit child close to adult/IWB/ talk partner
Suggest glasses colour tinted & tailored to
individual child [ through Dolland &
Aitchson ,Specsavers [not available on NHS]
Check correct seating position.
Speaking & Listening Games [SaLT
Strategies]
Coloured paper e.g. off white print in dark
blue, purple, pink. Avoid print in black, red
& green.
Suitable fonts: Comic Sans/Calibri /Tahoma/
Verdana
Does the child need to sit an area with low
visual stimuli e.g. no displays.
Vocabulary for the week/topic should be
shared, and clearly located.
Colourful Semantics
Minimise auditory distractions
Use Cued Articulation strategies
Teach a cursive style from the start which
will also develop the motor memory and help
with spelling
Provide support to learn to hold a pencil/pen
Pencil tripod grip
Berol Hand Huggers Pen Handwriting KS2
Encourage the use of a computer ensuring the
appropriate keyboard skills are taught
Dough/ sand/ keyboards/ mobile phones/
cooking/ cutting & around outlines/
threading/
Practise skills daily.
Other suitable strategies are:

All children entering Reception class will have access to a name card with their
full name on one side and their birthday and address on the other.

Some children have laminated personal timetable in their book bag to help them
remember when to bring things into school.

A visual timetable is displayed in all classrooms and children are reminded that
tomorrow they will need....

Key topic words are regularly displayed and access to word mats, table mats and
cards are provided.

Verbal instructions for tasks are limited to no more than two, whenever possible.
8

Children are regularly asked to repeat back or explain in their own words what
they have been asked to do.

It is regular practise to have ‘talk partners’ in the classroom.

There are resources available of numbers 1-100, place value charts,
multiplication tables, current day and month for children to access
independently.

Where appropriate children use mnemonics to learn ‘tricky words.’

All children are shown a strategy to help overcome b/d confusion.
Management of the Classroom.


















Seating is appropriate to the child and task especially if they are left handed. All
children are facing the board appropriately.
Time is allowed for learners to answer questions.
Open ended and higher order questions are used to extend the children’s
learning.
Learning objectives are reviewed throughout the lesson
Alternative methods of recording work are used.
ICT is used where appropriate e.g. Word/Number shark is taught in a structured
system with adult intervention.
Brain breaks are built into the lessons.
Access to resources/ equipment is well organised and available.
Resources are matched to students’ specific needs.
Multi sensory techniques are used – see IDP Staffordshire Dyslexia [SEN
Resources].
Differentiated writing tasks for children who may be verbally able but have
difficulty recording, digital camera, writing frames, recording, labelled diagrams
etc...
Marking is targeted depending on the purpose of the task.
Suitable fonts and types for use are Comic Sans or Primary Sassoon.
Use of coloured paper is effective
Font size to be a minimum 12 pt.
Double space work on worksheets/ IWB.
Use bold to highlight rather than italics or underlining.
Avoid underlining titles or key words.
9
Emotional Impact
As a school we recognise pupils with specific learning difficulties may have low selfesteem we therefore use the following strategies:





Learning mentors for pupils.
By talking through negative beliefs with children and helping to find a balance
between what can be done by others and what they must do themselves, thereby
encouraging independent learning.
Develop self-help strategies for independent learning
Pupil Questionnaires to evaluate children’s preferred learning styles and
attitudes towards school.
Use of class/school reward systems to celebrate their successes and strengths.
Using ICT to Support Pupils with SpLD.
We recognise the importance of computers in supporting dyslexic pupils. They provide
and enjoyable and motivating way to acquire and practise literacy and numeracy skills.
They can also help in expressing and recording ideas in a well presented format.
We have the following software:

Millies Maths House [to develop language of maths]

Word/Number Shark [Read and spell games]

Handwriting for Windows [Produces work in handwriting format]
Useful Teaching Resources

The Wilson Reading System
www.wilsonlanguage.com

Everything You Want to Know and Exactly Where to Find It.
www.syllablesreadingcenter.com/store/index.php?main_page...id...

Explode the Code Phonic Recognition Level 1-10.

Spellbound Spelling Workbooks.
ICT:




Ipad applications targeted to spelling and phonics
Dragons Speak
Nessie Learning Programe - www.nessylearningprogramme.co.uk
Ron Yoshimoto interactive PDF computer program.
10










Simplex Spelling- Dolch Sight words with reverse spelling £2.99
Thinking Things- Memory, critical thinking, problem solving £5.99
Sound Uncovered- auditory learning (free)
Word World- phonics £1.99
Happi & the pirates- spelling and maths £1.99
Gappy's first words- phonics and spelling for lower KS1 £1.99
Petting Zoo- Story sorting app. £0.69
Stemscopedia- to help SEN pupils with science content £1.49
4KidCal- really useful calendar for management skills, with some maths £1.49
MathBoard £2.99
11