helping the young with learning Difficulties

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The Rose Report-Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties-June 2009

RECOMMENDATIONS

  1. To improve teaching, learning and outcomes for children with literacy and dyslexic difficulties:

Strengthening teaching and learning

Recommendation 1

The DCSF should fund a number of teachers to undertake appropriately accredited specialist training in teaching children with dyslexia, in order to provide substantially improved access to specialist expertise in all schools and across all local authority areas.

Recommendation 2

Local authorities should consider with schools how they might form groups which could share the resource of a specialist dyslexia teacher.

Recommendation 3

The DCSF should commission short courses for teachers on selecting and teaching literacy intervention programmes. These courses should:

Recommendation 4

The National Strategies should refresh the dyslexia IDP materials in the light of this review. The materials should continue to be promoted for serving and trainee teachers, and other members of

the workforce involved with teaching literacy, such as teaching assistants.

Recommendation 5

The DCSF should ask the BDA to review their accreditation criteria for training courses for specialist dyslexia teachers so that courses cover good practice in Wave 1 teaching of reading and writing, and how a child’s literacy would normally develop if s/he is not experiencing difficulties.

Recommendation 6

The DCSF should ask the Training Development Agency for Schools

and the initial teacher training sector to build on initiatives for strengthening coverage of special educational needs and disability (including dyslexia) in initial teacher training courses and through continuing professional development. For example, by capitalising on the Leading Literacy Schools programme so it includes opportunities for trainee teachers to work with experienced teachers who are successfully tackling children’s literacy difficulties.

Recommendation 7

Local authorities should set out how schools can secure access to sufficient expertise to meet the needs of children with literacy and dyslexic difficulties.

Assessing children’s progress and identifying children’s difficulties

Recommendation 8

The first step in identifying that children may have dyslexia is to notice those making poor progress in comparison with their typically developing peers, despite high quality Wave 1 teaching.

Therefore, Local Authorities and the National Strategies should work with schools to make sure that they have in place good monitoring arrangements to ascertain that Wave 1 teaching is of a

high quality, especially in teaching word recognition and language comprehension skills in keeping with the ‘simple view of reading’.

Recommendation 9

When the Early Years Foundation Stage Framework is reviewed in 2010, consideration should be given to how language development can be carefully monitored so that where children have emerging difficulties with aspects of language and literacy that may be obstacles to their progress, practitioners can take steps to overcome them and tailor provision more carefully to individual language needs.

Recommendation 10

The DCSF should ask the QCA to ensure that Assessment for Learning (AfL) and Assessing Pupils’ Progress (APP) secure continuity of assessment practice with that of the EYFSP, and thus assist with identifying literacy difficulties, which is a first step towards identifying dyslexia.

Further strengthening intervention programmes

Recommendation 11

The DCSF should work with partners to develop the following additions to the delivery of Every Child a Reader and other interventions:

the phonic phases (as in Letters and Sounds25) can be tracked, and interventions and in-class support planned as complementary responses.

The dyslexia pilots proposed in the Children’s Plan should not go ahead.

Guidance for parents and others

Recommendation 12

The DCSF should commission clear guidance for parents and

schools on the policy and purpose of interventions. This should include explaining how effective interventions, for all school age groups, are to be made available for children with literacy and dyslexic difficulties, and how children’s progress will be monitored. The content and implementation of this guidance should be independently evaluated.

Recommendation 13

The guidance should be placed on an interactive website covering

literacy and dyslexic difficulties, on which there should also be:

A copy of this review and key background papers that contributed to it.

A copy of ‘What Works for children with literacy difficulties?’ (G. Brooks’s 2007) guidance, which should be regularly updated.

25 http://nationalstrategies.standards.dcsf.gov.uk/search/ earlyyears/results/nav:46163

Recommendation 14 All schools should:

Recommendation 15

The DCSF should continue to promote its SEN information booklet for parents, so they are better placed to understand and question provision being made for their children. This should refer directly to provision for reading difficulties, including dyslexia.

Recommendation 16

The DCSF should continue to fund a helpline that provides advice to parents and people working in schools on dyslexia and literacy difficulties.

Assuring the quality of provision

Recommendation 17

Headteachers and governors should audit school provision to make sure that it complies with ‘The Special Educational Needs Code of Practice’26 and the statutory duty on community, voluntary and foundation schools to use their best endeavours to ensure that the necessary provision is made for any pupil who has special educational needs27. By definition, this will include identifying and making necessary provision for children with dyslexia.

26 Published by the Department of Children Schools and Families (previously the Department for Education and Skills): http://  inclusion.ngfl.gov.uk or http://www.teachernet.gov.uk/docbank/  index.cfm?id=3724

27 Education Act 1996 section 317.

Recommendation 18

With the help of local authorities and the National Strategies, all primary and secondary schools should evaluate their intervention programmes, and make sure that where the expertise required for these programmes needs to be strengthened, steps are taken to do so.

Recommendation 19

The DCSF should consider asking Ofsted to undertake a survey to evaluate the extent to which, and with what impact, primary and secondary schools are using interventions to advance the progress of children and young people experiencing a wide range of literacy

difficulties. This should be timed to provide an opportunity to evaluate the implementation of this review’s recommendations.

 

Editors Notes

The Rose report on the Primary Curriculum was commissioned by the previous government and has been scrapped by the present one. The coalition response to this report is not known and is not shown on the Department of education website as of the 28th Jan 2011. We assume it has been superseded by the Green paper but we will try to find out the position and add this into our news letter