HERTFORDSHIRE COUNTY COUNCIL

SPECIAL NEEDS PANEL
WEDNESDAY 28 JANUARY 2004 AT 14.00 / Agenda item
2

Appendix 1

OVERVIEW OF SERVICES PROVIDED FOR SPECIFIC LEARNING DIFFICULTIES (DYSLEXIA) IN HERTFORDSHIRE

Report of the Director of Children, Schools and Families

Authors:Debbie Orton, Head of Learner Support Services Tel:01992 588555

Ayala Wilkinson, SEN Adviser Tel:01582 830273

Executive Member : Rob Gordon

1.Purpose of the report

To set out the present position regarding services provided to support Hertfordshire schools to meet the needs of pupils with specific learning difficulties (SpLD).

2.Summary

The report describes:

a)the Achieving Dyslexia Friendly Schools initiative

b)specialist SpLD services provided to support primary and secondary schools

c)areas of development for service delivery.

3.Conclusions

3.1There are well established and valued services in Hertfordshire for meeting the continuum of need in relation to SpLD.

3.2The Panel will wish to note and comment on the services provided and proposed areas of development.

1.Background

1.1The most common feature of dyslexia is a specific learning in acquiring literacy skills. Children with dyslexia may experience associated problems of memory, information processing and motor coordination skills.

1.2The Special Educational Needs Code of Practice (DfES, 2001) reinforces the responsibility of schools to meet the special educational needs of their pupils. This expectation is supported, in relation to SpLD, by the International Dyslexia Society which states that two of the most important factors in prevention and remediation are the teacher’s knowledge about reading and reading difficulties, and guided practice in how to teach children with these difficulties (International Reading Society, 1977).

1.3CSF provides a comprehensive set of SpLD services to enable and support Hertfordshire schools to meet their responsibilities. These services are aimed at both preventing and responding to needs. Support is available for schools at an organisational level to help them develop effective ‘whole school’ approaches, and at an individual pupil level when a significant level of difficulty has been identified.

2.Dyslexia Friendly Schools

2.1Some pupils in all schools will have SpLD. It is expected that the majority of these pupils’ needs will be met through whole-school practices and differentiation in the classroom.

2.2A major national initiative to support schools to develop effective whole-school approaches to SpLD (Dyslexia) is ‘Achieving Dyslexia Friendly Schools’ (ADFS). An ADFS pack was sent by the DfES (in conjunction with the British Dyslexia Association) to all schools in 1998. It was intended to celebrate and share good practice and provide advice on dyslexia friendly developments.

2.3The focus on becoming ‘dyslexia friendly’ falls in line with statutory expectations for schools in removing barriers to learning (National Curriculum 2000 Inclusion Statement), developing inclusive culture, policy and practice (Inclusive Schooling) and planning accessibility for disabled pupils (Special Educational Needs and Disability Act, 2002).

2.4Schools that are dyslexia friendly will have the features associated with effective inclusion practice. Effective schools ensure that the highest levels of achievement are attained by all pupils. This focus on promoting inclusion and achievement is reflected in the National Literacy Strategy guidance and in the objectives of the CSF Plan.

2.5A working group has taken forward the dyslexia friendly schools initiative in Hertfordshire. The group included representatives from the SEN Advisory Team, Primary SpLD Bases, the Hertfordshire Dyslexia Association, a Headteacher and SENCo.

2.6The Hertfordshire ADFS initiative is focused on supporting senior managers, teachers, support staff, pupils and parents to work together to ensure pupils with dyslexia are enabled to achieve their best.

2.7The aims of the initiative are to:

a)prevent low achievement and unsatisfactory emotional/social/ behavioural development for pupils with dyslexia

b)build capacity in schools to meet the needs of dyslexic pupils

c)work towards supporting all primary schools in becoming dyslexia friendly.

2.8The actions arising from the working group include:

a)developing a Hertfordshire ADFS self-evaluation and planning tool to help primary schools review current practice and develop an action plan

b)providing all primary school SENCos with written guidance and details of a county-wide ADFS 2003-04 training programme

c)planning the support that the primary SpLD bases will provide to schools on their ADFS action plans

d)development further guidance materials to be available on the Hertfordshire Grid for Learning (

e)incorporating the ADFS guidance into the Guide to SpLD Services in Hertfordshire

f)developing a countywide monitoring and evaluation framework and database.

2.9The development and impact of whole-school approaches will be monitored and evaluated. This will involve school self-evaluation, pupil achievement tracking, collecting feedback from parents, pupils and school staff and Ofsted reports. It is expected that ADFS developments will impact on earlier identification, the number of pupils referred by individual schools, pupil achievement, improved emotional/social/behavioural skills, fewer parental referrals and the level of school staff expertise.

2.10Further details about the Hertfordshire ADFS, including the school self-evaluation and action planning tool, a professional development audit tool for school staff and details of the ADFS related training programme 2003-04, are attached in Appendix 1.

3.Specialist Provision to Support Pupils with SpLD

3.1Hertfordshire recognises that there is a continuum of need for pupils with specific learning difficulties. For those persistent difficulties, schools will use the SEN processes as the basis for identification and intervention, providing support arrangements through Individual Education Plans. These are drawn up in consultation with parents and the progress of these pupils is monitored through School Action/Action Plus as set out in the revised SEN Code of Practice. This graduated approach is in line with the British Psychological Society’s review of evidence about SpLD which supports a “staged process of assessment through teaching” (BPS, 1999).

3.2All schools have allocations for additional educational needs within their budget shares based on size, deprivation and pupil attainment data. In addition to this, schools may also apply for an allocation of Earmarked Pupil Funding (EPF) to support individual pupils with more significant difficulties. Funding is subject to published criteria relating to the level of pupil need and the provision already made by the school. Decisions are taken by termly panels, which include school representatives. Once allocated, the resource remains with each child for a period of 2 years.

3.3There are currently 243 pupils with SpLD where EPF has been allocated. 96 are in the primary sector and 147 in secondary schools. By year group the breakdown is as follows:

Primary (January 2004) Secondary (January 2004)

Year Group / Pupils Allocated EPF / Year Group / Pupils Allocated EPF
2 / 1 / 7 / 42
3 / 7 / 8 / 35
4 / 16 / 9 / 33
5 / 26 / 10 / 20
6 / 46 / 11 / 15
12 / 2
TOTAL / 96 / TOTAL / 147

3.4CSF also recognises that a small number of pupils with the most severe difficulties may require a Statement of SEN to provide support over and above the resources normally available in their local school.

3.5At the current time (January 2004) there are 170 pupils with Statements of SpLD. By year group the breakdown is set out below.

Primary (January 2004) Secondary (January 2004)

Year Group / Statemented Pupils / Year Group / Statemented Pupils
2 / 2 / 7 / 15
3 / 0 / 8 / 18
4 / 0 / 9 / 28
5 / 6 / 10 / 31
6 / 12 / 11 / 39
12 / 13
13 / 5
14 / 1
TOTAL / 20 / TOTAL / 150

The placement arrangements for these pupils are as follows:

Placement / Number
Herts mainstream school / 138
Herts secondary school with SpLD base / 15
Herts special school / 8
Independent school/specialist school / 6*
OLEA school / 1
Other / 2
TOTAL / 170

*1 placed by Armed Services; 3 in independent mainstream schools; 1 in independent special school placed and funded by parents; 1 independent special school placed by CSF.

3.6Only 1 pupil with SpLD (now Year 11) is currently placed out of the county by CSF. This indicates how effective the current range of provision is at meeting the needs of pupils in local mainstream placements.

4.Primary SpLD Provision

4.1There are 10 primary SpLD bases organised as part of CSF Quadrant provision to support local schools (see Appendix 2 for details of SpLD bases and locations).

4.2These bases are well established and deliver a range of services in their geographical area. These services include:

  • guaranteed sessions for every primary and middle school
  • school-focused consultations
  • pupil-focused consultations
  • advice and support for pupils with Statements
  • access to resource displays
  • a programme of school and quadrant-based training

4.3A Guide to Services was published and distributed to schools in January 1998. This is currently being revised in the light of discussions with schools and in order to reflect more recent national and CSF developments.

4.4Services are delivered on an outreach model with specialist base staff supporting schools to meet the needs of pupils with SpLD. Schools make good use of the services provided. Referrals are made via Client Services and prioritised through termly panel meetings according to threshold criteria.

4.5Referral data for individual pupils over the last two years indicates the following:

Year / No. of Referrals Made
Jan – Dec / 2002 / 496
Jan – Dec / 2003 / 489

4.6A sample of decisions made at the panel meetings in the summer and autumn terms 2003 indicate that approximately 90% of referrals are considered appropriate. In the remaining cases either the pupils' level of need did not meet the threshold criteria, or further evidence was required.

4.7The support provided by the base for individual pupils may include:

  • advice on assessment, strategies and resources
  • working with the class teacher and teaching assistant
  • working with the SENCo
  • supporting home/school liaison
  • providing exemplar teaching through work with individual pupils
  • leading staff meetings

4.8The services provided by the primary SpLD bases were fully evaluated in 1999. This indicated that schools and parents highly value the quality of services provided. There were some development areas identified to the model of delivery and these will be reflected in the revised Guide to Services referred to earlier.

4.9Individual bases continue to seek formal feedback from service users and the working group will be producing a standardised monitoring and evaluation framework which incorporates this type of information and also pupil achievement data. Feedback from users continues to be very positive.

5.Secondary SpLD Provision

5.1These are 2 secondary bases for pupils with significant specific learning difficulties, at BarnwellSchool in Stevenage (covering North and East Herts) and Francis Combe School & Community College in Watford (covering South and West Herts).

5.2The bases provide placements for a small number of pupils with Statements who have severe and complex learning difficulties. There are admission and threshold criteria and, once placed, pupils will be provided with support in class as well as withdrawal teaching and pastoral support. Each base currently has capacity for up to 12 such pupils.

5.3At the current time (January 2004) the following pupils are placed.

BarnwellSchool / FrancisCombeSchool
Year Group / Pupil Numbers / Year Group / Pupil Numbers
7 / 2 / 7 / 1
8 / 1 / 8 / 2
9 / 2 / 9 / 1
10 / 1 / 10 / 0
11 / 2 / 11 / 3

5.4In addition, the bases provide some outreach and training to other secondary schools. Staff from other schools also visit the base to look at resources and seek advice.

5.5Although it had been planned to develop a third base in East Herts, this was postponed due to an unsuccessful capital bid in 1997. Further consideration was then given to an alternative approach which has resulted in greater flexibility and made a wider impact for more schools and pupils. The focus has been on enhancing the capacity of local secondary schools to cater more effectively for SpLD.

5.6In 1998, approval was given to develop this strategy in East Herts as an alternative to setting up an additional base. This has proved to be an extremely significant and successful initiative and a similar model has now been extended to West Herts.

5.7The model provides intensive accredited SpLD training to identified staff in target secondary schools on a rolling programme. It is intended that two members of staff in up to 12 secondary schools in West Herts will receive this level of intensive support between September 2003 and July 2005. The East Herts project resulted in 23 out of 25 secondary schools having at least one teacher with accredited training in SpLD. Target schools also receive at least 6-8 visits each year from one of the county’s two specialist advisory teachers.

5.8In addition to the targeted schools, all secondary schools are offered a minimum of 3 advisory visits each year which may include training, advice on general SpLD issues and advice on individual pupils with SpLD. A range of quadrant-based training relating to SpLD is also available to schools.

5.9The extended service delivery model in East and West Herts is consistent with the recommendations of the British Dyslexia Association on ‘Achieving Dyslexia Friendly Schools’. It also supports the Key Stage 3 strategy and meets parents’ preferences for their children to be supported within their local secondary school.

5.10The impact of extending these developments to West, including progress of individual pupils and the feedback from parents and schools, will be evaluated at the end of the 2 year period in July 2005. This may have further implications for the way services are delivered in the secondary sector.

  1. Conclusions and Development Areas

6.1A range of effective and highly valued services are provided to support Hertfordshire schools to meet the needs of pupils with SpLD. The majority of these pupils are catered for in local mainstream schools. The focus of services is increasingly to assist all schools to develop their expertise and a ‘dyslexia friendly’ whole-school approach.

6.2The issues for further development include:

a)building on the Achieving Dyslexia Friendly Schools initiative in the primary and secondary sector

b)evaluating the professional development requirements and opportunities for specialist SpLD staff in relation to further supporting the ADFS initiative.

c)further developing a countywide monitoring and evaluation framework that helps to identify and promote best practice for SpLD. This will link to the national primary and secondary strategies, the effective schools and inclusion agenda and the ADFS initiative.

d)evaluating the extension of the alternative secondary model in West Herts, and

e)giving further consideration to the overall pattern of service delivery, particularly in the secondary sector. This needs to ensure there is high quality, consistent and equitable provision to meet the continuum of need across the county and continues to facilitate the capacity of schools to deliver best practice for meeting SpLD.

6.3The development of provision has taken place in collaboration with the Hertfordshire Dyslexia Association. This partnership is an important aspect of the success of local arrangements and will continue as part of the development process.

  1. Resource Implications

7.1The outreach services and bases described in this report are funded from the approved budget. Accredited training and the “Achieving Dyslexia Friendly Schools” initiative are currently resourced through the Teachers’ Standards Fund budget.

7.2Further consideration may need to be given to future resourcing arrangements in light of the evaluation of the extended secondary model in West Herts and a review of base provision in the north and south. These will be reported to a future meeting of the Special Needs Panel.

Background material referred to by the author while compiling this report

British Psychological Society (1999) - Dyslexia, Literacy and Psychological Assessment

International Dyslexia Society (1997)

Informed Instruction for Reading Success: Foundations for Teacher Preparation

SEN Panel – 1 May 1998 - Secondary SpLD Provision in East Herts

SEN Panel – 19 November 1999 - Review of Services Provided by Primary SpLD Bases

SEN Panel – 20 October 2000 - East Herts Secondary SpLD Project Review of Progress

County Council – January 1998 - Primary Bases for SpLD: A Guide to Services

County Council – June 2003 - Guide to Secondary SpLD (Dyslexia) in Hertfordshire

If you require further information about the issues referred to in this report please contact: Debbie Orton, Telephone: 01992 588555

APPENDIX 1

Achieving the “DyslexiaFriendlySchool”

Being an inclusive and effective School and being “dyslexia friendly” are synonymous. Inclusive and effective schools are categorised bystrong leadership, value staff development and pay close attention to the quality of teaching and learning (1 - cf.BDA`s Achieving Dyslexia Friendly Resource Pack). Through their culture, policies and practice they ensure that all barriers to learning and participation are removed (2 cf.Index for Inclusion) and that the highest levels of achievement are attained by all pupils. Senior managers, teachers, support staff, pupils and parents all work together to ensure that every pupil is enabled to achieve their very best.

Such schools will be continually working to develop their practice regarding SEN and Inclusion. To ensure that this includes a dyslexia friendly focus the attached self-review audit may be helpful and should be used alongside the Dyslexia Friendly Resource Pack (see 1 above) sent to every school by the DfES. Schools/settings may reflect their commitment to dyslexia friendly practice through their general policy development, school improvement planning and/or specific action within the school`s SEN/Disability Action Plans. An action planning proforma is included to support and clarify this process.

Advice, training and staff development opportunities are available from a wide range of sources including national and voluntary organisations (eg. British Dyslexia Association), publications, websites, accredited courses (eg.OCR certificate/diploma in SpLD, Dyslexia Institute Training Programmes and the CLANSA course for TAs), andadvisory services (eg. SpLD Bases, Educational Psychologists) in Hertfordshire. What is important is that every school considers its priorities, plans development and training opportunities and takes action where appropriate.

Reading:

  1. Achieving Dyslexia Friendly Schools Pack (BDA tel. 0118 966 2677),
  2. Inclusion Statement in Curriculum 2000 (statutory guidance)
  3. Index for Inclusion (CSIE)
  4. Inclusive Schooling (statutory guidance)
  5. SEN Code of Practice (2002) and Toolkit
  6. SEN and Disability Act, 2002 (statutory)
  7. The Dyslexia Handbook (published annually by the BDA)
  8. Meeting special educational needs in the Literacy Hour (DfES/NLS – with an appendix on meeting needs of dyslexic pupils in the literacy hour)
  9. Including all children in the literacy hour and daily mathematics lesson - a management guide (DfES publication ref. DfES 0465/2002)
  10. Accessible Schools: Summary Guidance (ref.DfES/0462/2002)

Numerous publications on dyslexia with details available from College libraries, SpLD Bases, dyslexia websites etc.