Dyslexia Friendly Schools
Dyslexia School Search offers an extremely specialist service. To this end Dyslexia School Search takes time to research and visit schools that have or are developing strong learning support departments in order to ensure that what is claimed in a prospectus or on a website is the true situation.
Our aims, wherever possible, is to place pupils with learning difficulties into mainstream private schools rather than specialist dyslexia schools. It is our belief that children with learning support needs benefit from the very wide and varied extra-curricular subjects that are on offer in the UK private school sector. A pupil with dyslexia may well find the academic work tough, and their self-esteem non-existent when they arrive at their chosen school, however a school that places the welfare of their pupils first, will ensure that each pupil will be encouraged to participate in as many activities as possible until their particular strength is uncovered.
Mainstream independent schools that welcome pupils with mild to moderate learning support needs such as dyslexia, dyspraxia, dyscalculia and dysgraphia as well as pupils with physical disabilities such as cerebral palsy and hearing loss do not necessarily advertise the fact that they have well developed departments or have the facilities to give these children a successful and well-rounded educational experience. It is often the case that the governing body do not want to be known as a ‘special school’; however, they do want all their students to succeed, a school will not thrive if the pupils are not successful. At Dyslexia School Search we are aware of schools (that are not specialist schools) who have a very large number of qualified specialist teachers, teaching both within the specialist department and also in the mainstream classes. Often these schools make the deliberate choice to avoid becoming affiliated with organisations such as CReSTed.
What we at Dyslexia School Search look for when assessing a school?
Click here for further details or call (0)1728 687964
Our aims, wherever possible, is to place pupils with learning difficulties into mainstream private schools rather than specialist dyslexia schools. It is our belief that children with learning support needs benefit from the very wide and varied extra-curricular subjects that are on offer in the UK private school sector. A pupil with dyslexia may well find the academic work tough, and their self-esteem non-existent when they arrive at their chosen school, however a school that places the welfare of their pupils first, will ensure that each pupil will be encouraged to participate in as many activities as possible until their particular strength is uncovered.
Mainstream independent schools that welcome pupils with mild to moderate learning support needs such as dyslexia, dyspraxia, dyscalculia and dysgraphia as well as pupils with physical disabilities such as cerebral palsy and hearing loss do not necessarily advertise the fact that they have well developed departments or have the facilities to give these children a successful and well-rounded educational experience. It is often the case that the governing body do not want to be known as a ‘special school’; however, they do want all their students to succeed, a school will not thrive if the pupils are not successful. At Dyslexia School Search we are aware of schools (that are not specialist schools) who have a very large number of qualified specialist teachers, teaching both within the specialist department and also in the mainstream classes. Often these schools make the deliberate choice to avoid becoming affiliated with organisations such as CReSTed.
What we at Dyslexia School Search look for when assessing a school?
- The Head of the school is actively supportive of children with dyslexia and other learning difficulties.
- All children on arrival at their new school are screened for dyslexia, even if there is no previous indication that a child may have any problems. Very bright children may well slip under the radar whilst in their primary years and it isn’t until they start to progress towards their GCSEs and A levels that the problems become apparent.
- That the learning support/learning enrichment department is well resourced and sits in the heart of the school and not tucked away in a corner of the school, out of sight out of mind.
- The school works with speech and language therapists, occupational therapists, behavioural optometrists.
- That each student is provided with their own IEP (independent education plan) and that all members of the teaching staff are made fully aware of the pupils individual learning needs and styles – it is crucial to the success of a pupil that every member of the school staff, are kept up to date with each individual child’s learning style and progress. It is also essential that all staff are educated by the Learning Support Department to keep them updated if a pupil is struggling, the sooner intervention is made the sooner the problem can be addressed and the pupil can move on.
- The school is flexible in their approach to subjects studied at GCSE. Where it is apparent that a pupil struggles with learning a second language, such as French, the pupil is able to drop that subject and those freed up periods are used specifically for additional SEN lessons.
- Wherever possible children are not ‘pulled’ from class, thereby missing lessons that they will struggle to catch up with on their own.
- A wide and varied range of subjects on offer. The Art, Design & Technology, Drama and Music Departments are well resourced with well qualified teachers. Sport is varied therefore offering pupils a good base from which to source success.
- Houseparents, matrons and tutors are fully conversant with their pupils issues and are qualified to help them avoid becoming stressed about any issue, whether classroom based or on a social level. Within the boarding house environment students are supported in their day to day living – it is a well-known fact that dyslexic students can have serious organisational failings in their personal environment.
- The ethos of the school is paramount. That the school and this includes both teachers and students welcomes and appreciates the contribution that their dyslexic children bring to the school.
Click here for further details or call (0)1728 687964