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Literacy and Learning

Literacy and learning difficulties can include: 

  • Reading and spelling
  • Learning new information and concepts
  • Working with numbers
  • Working memory
  • Concentration

Students may have conditions such as Specific Learning Difficulties, dyslexia, general learning difficulties, AD(H)D, Down’s Syndrome.

Students may present with difficulties that do not have a specific title.

All students can access:

  • Quality First teaching with appropriate differentiation (including best SEN practice).
  • Visual aids to support key vocabulary, concepts and themes.
  • Dedicated and caring staff who value all students regardless of ability.

Support for target groups of students may include:

  • Blocks of 1:1 small group lessons that focus on a range of needs such as literacy, comprehension and spelling.
  • Nurture class/adapted curriculum

The nurture group is an adapted curriculum which is fun, engaging and designed to maximise opportunities for progress in literacy. This includes:

A reading/spelling scheme to ensure rapid progress.

A nurturing environment in a smaller classroom with full-time TA support.

Personalised targets and feedback to give the students a sense of their achievement.

Weekly opportunities for extra-curricular activities to broaden the students’ experiences and build their confidence and self-esteem.

Pastoral support at break and lunchtimes in B6.

Homework support.

Regular feedback

  • Where needed, help from an external agency (e.g. Psychologist)
  • Teaching Assistant support in some lessons.
  • Break and lunch supported centre for vulnerable students.
  • Screening for dyslexic tendencies

Targeted individual support may include:

  • On-going tailor made 1:1 tuition in the SEND department, led by a teacher or teaching assistant under the instruction of the SENDCo
  • Where needed, help from an external agency (e.g. Educational Psychologist)
  • Termly testing for students with literacy difficulties to review and plan.
  • In class Teaching Assistant support in targeted lessons.
  • External agency advice where needed.
  • Exam access Arrangements.
  • Post 16 Transition support.
  • Keyworkers for students with statements/EHCs or high level need

Any interventions will be determined for each student in conjunction with their parents/carers and will be regularly reviewed and modified as required.

Side panel – LA Dyslexia Guidance Report