Special Educational Needs (SEND) – Dyslexia – Archbishop Holgate's School

General points

Dyslexia can make spelling, writing and processing information tricky.
Be encouraging and supportive. Children with dyslexia often have low self-esteem and it’s important to highlight their strengths.
Children with dyslexia are often more creative and curious than average. Encourage their skills and praise their efforts.

With their school work

Encourage them to attend homework club so they don’t miss any submission deadlines.
Establish a homework routine to build a sense of structure.
Build in regular breaks to study and homework time to help them maintain concentration and focus.
Make flashcards and topic word lists to help with remembering key terminology.
Reading your child’s writing back to them can help them to identify mistakes and improve their work.

With their home life

Break up tasks into smaller chunks; lots of information at once can be overwhelming for people with dyslexia.
Make reading fun! Encourage (but not pressure) your child to read things that interest them and read them together.
Encourage them to make lists (and make these visual if appropriate) so they can see what needs to be done at what time and can keep on top of things.
Encourage them to problem solve around their dyslexia – could they listen to an audio book rather than read it for example?
Having subtitles on TV programs can support with improving reading and recognising key words and sounds in context

General points

If I have a problem with anything dyslexia related, speak to one of the SEND team. If we don’t know about the problem we can’t help you!
Understand that I may find spelling, writing and processing information tricky and may have to work hard to create coping strategies that work for me.
Know that although spelling and writing might not be my strengths, I have strengths and talents in many other areas.

With my classwork

When working on a computer use a sans serif font (such as Comic Sans, Arial or Dyslexie). These fonts will make reading what I have written much easier.
If I’ve indicated signs of visual stress and been given an overlay, use my overlay when reading in class, for my homework and for reading for pleasure. This will make reading easier for me.
When using a computer, change the background colour to match my overlay if I have signs of visual stress. This will make it easier to read what I have written.
Use a reader pen if appropriate.

With my organisation

Make sure all my homework is written down in my planner. If I am confused about what to do, ask my friends or the teacher to explain.
Attend homework club to help me get organised with what homework needs doing by what date.
Pack my school bag the night before so I am not rushing in the morning before school.
If I work on a Chromebook, remember to collect one at the beginning of school and bring it back at the end of the day.

Diagnosis

School does not offer full diagnostic assessments for dyslexia.
We screen students for dyslexia in KS3 through the GL assessment and offer psychometric testing that can be used when applying for access arrangements.

Access arrangements

A diagnosis of dyslexia does not mean a student will receive exam access arrangements. We need to have evidence of the student’s needs in their normal learning environment.
School will apply to JCQ for access arrangements for exams. This must be no earlier than May of Year 9 (within 26 months of sitting the exam).

General points

Students are given overlays to use in lessons and at home if they have completed a visual stress test, indicated signs of visual stress and demonstrated in the test that an overlay would benefit them to support reading.
We have regular CPD to upskill staff and help them deliver quality first teaching.
Chromebooks are available for use in school.
We promote successful and well-known dyslexic people (both teachers and famous people) around school to help our dyslexic students understand that they’re not alone and can achieve.

Special Educational Needs (SEND) – Dyslexia