share

Dyslexia Support

Children with dyslexia are often creative and very logical thinkers, however, they may find reading, writing, spelling, handwriting and sometimes maths challenging. Children with dyslexia often struggle to write their ideas down.

Aims

At the Gipsy Hill Federation we aim to identify and support all pupils at risk of having dyslexia as early as possible so that appropriate support can be provided.

We will identify individual pupil’s skills and needs, ensuring that children access all areas of the curriculum. Further to quality first teaching in the classroom we aim to provide appropriate and effective learning opportunities for pupils with dyslexia.

Click here to open the GHF dyslexia parent leaflet.

Identification

If a child is suspected to be dyslexic:

  1. Class teachers refer the child to the SENCO with an outline of what support is already in place plus identification of needs.
  2. The child will be screened for dyslexia using Testwise.
  3. Once identified the child will receive support and will be closely monitored by the class teacher.

Children who show significant difficulties further to this will be referred to the Educational Psychologist for additional assessment.

Support

Children with dyslexia will receive quality first teaching across the curriculum. We are able to create a ‘dyslexia friendly’ learning environment through visual timetables and displays, interactive teaching, extra support materials during lessons, handwriting practice, regular phonics teaching and regular reading with the class teacher. Further to this children will be supported through reading, literacy and numeracy intervention groups where need is identified.

This may be through:

  • Numeracy booster groups
  • Literacy booster groups
  • Reading Recovery
  • Phonics intervention
  • Being a target reader
  • 5 minute booster boxes in literacy and maths
  • Reading and comprehension groups
  • Class Teacher and Teaching Assistant supported groups

Early signs might include:

  • Obvious good and bad days for no particular reason.
  • Difficulty with sequence e.g. coloured beads on string.
  • Persistent difficulty in learning nursery rhymes.
  • Struggles to learn and recall names for things, like ‘table’ or ‘chair’.
  • Use of jumbled up phrases, e.g. ‘coddler’s club’ instead of ‘toddler’s club’.
  • Use of substitute words e.g. ‘lampshade’ instead of ‘lamppost’.
  • Enjoys being read to but has no interest in letters or words.
  • Signs of apparently not paying attention.
  • Poor concentration.
  • Persistent difficulties in getting dressed efficiently, e.g. putting shoes on the right feet.
  • May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'.
  • Problems with gross motor skills, e.g. skipping, hopping, throwing.
  • May often bump into things or easily fall over.
  • Difficulties with clapping a simple rhythm.
  • Delayed speech development.
  • Slow speed of processing.

Useful links

Listed below are some useful websites to support you, and for your child to play at home to support them in their learning.

  • Kingswood Primary School Lower Site
  • Kingswood Primary School Upper Site
  • Elm Wood Primary School
  • Paxton Primary School
  • Crawford Primary School
  • Fernstanton Primary School
  • Glenbrook Primary School
school contacts

How To Find Us

Contact Gipsy
Hill Federation