Inclusive Dyslexia Friendly Schools
Nanpean Community Primary School prides itself on being an Inclusive School. We strive to create an inclusive learning environment and provide resources that enable all our learners to access the Curriculum; celebrating our individual strengths and differences.
What is Dyslexia?
Dyslexia is a learning difference that primarily affects the skills involved in accurate and fluent word reading and spelling. Dyslexia can also be linked with difficulties with short-term memory, mathematical ability, personal organisation, motor co-ordination and the ability to be able to put things in order.
Dyslexia is caused by differences in the language areas of the brain. This affects how information is acquired, processed and understood. With the right support, pupils can learn to embrace this specific learning difference and for it never to become a barrier to their achievement and success.
Current Definition of Dyslexia:
“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across a wide range of intellectual abilities. It is best thought of as a continuum, not a distinct category, as there are no clear cut off point.”
(Sir Jim Rose, 2009)
We are currently working towards our Inclusion and Dyslexia Friendly School (IDFS) Accreditation. This award is issued only to those organisations that have met the rigorous quality standards and demonstrates public recognition that the school provides high quality education and practice for dyslexic individuals.
The Cornwall IDFS Quality Mark aims to provide a framework of support and understanding for schools which enable all pupils and staff to build on existing skills and develop new knowledge and expertise.
Our Dyslexia Champions, Ms Grindrod and Mrs Williams, together with our SENDCo Miss Morrison, are working hard to ensure our school practice follows the criteria that the IDFS Quality Mark requires, this includes;
- IDFS practice is a priority on our School Improvement Plan;
- Staff are proactive in implementing and promoting IDFS practice;
- Staff have undergone IDFS training;
- Parents and Governors are involved in the development of IDFS and have the opportunity to participate in Parent Drop In Sessions;
- Whole school assessment systems are used to identify and monitor pupils with dyslexia;
- Identified pupils are individually assessed and the outcomes are used to inform provision;
- Individual or small group provision is available where appropriate;
- Staff use appropriate multi-sensory teaching styles and pupils learn in a multi-sensory way and are given the choice of recording methods;
- Pupils with dyslexia are supported pastorally as well as academically.