This policy is for schools, parents and carers. It clarifies the expectations of the local authority and schools in respect of dyslexia
The purpose is to support teachers to be aware of learners who may require more differentiated teaching approaches to support their literacy development.
The policy does not provide a checklist for identification of dyslexia.
All school staff should have the skills necessary to identify and to intervene early with any child who has long term difficulties with word level literacy skills (dyslexia).
Teachers can identify children who have persistent difficulties with reading and spelling. This does not have to be carried out by external specialists. This can be done by using standardised reading and spelling tests to measure rates of progress and simple assessments of phonological processing skills.
Sometimes a detailed investigation by a Educational Psychologist is needed.
The Special Educational Needs and Disability Code of Practice (6:16-6:19) emphasises regular assessments of progress, to identify pupils making less than expected progress given their age and individual circumstances. It explains that the first response should be high quality teaching targeted at their areas of weakness.