HERTFORDSHIRE COUNTY COUNCIL
CHILDREN, SCHOOLS AND FAMILIES
SCRUTINY COMMITTEE
WEDNESDAY 14 MARCH 2007 AT 10.00AM
PROVISION FOR CHILDREN AND YOUNG PEOPLE WITH DYSLEXIA
Report of the Director of Children, Schools and Families
Author: Jim Dalton, Head of Access and Participation Tel: 01992 555862
Executive Member: David Lloyd
1.Purpose of the report
1.1To assist the Committee with a ‘one off’ scrutiny of Children, Schools and Families’s (CSF) services for dyslexia, often known as a specific learning difficulty (SpLD).
2.Summary
2.1Members may have felt in the past that dyslexia was a contentious issue. If so, that was probably because time and energy tended to be spent on debating the label, whereas it is good quality teaching across the curriculum that children with dyslexia need; and that is what the Committee will wish to be sure is provided.
2.2The report describes the specialist support available for children and young people with SpLD, and sets out the numbers involved. It provides information on staff training, explains the arrangements for evaluation and gives some examples of feedback on services. All the provision has developed with the support of the Hertfordshire Dyslexia Association.
2.3These services are well regarded. There is scope to provide greater consistency at secondary level and promote good practice; but the overall picture is pleasing.
3.Conclusion
3.1The Committee is recommended to study the information provided, question the witnesses and officers and satisfy itself that the needs of children and young people with dyslexia are well met.
4.Witnesses
4.1The following parents and CSF staff are kindly attending the Committee:
- Mike Patterson, Hertfordshire Dyslexia Association
- Wendy Grafton, Parent with a child atprimary school
- Jackie Clark, Parent with a child at secondary school
- Gill Varnam, Leader of BonneygrovePrimary School SpLD Base
- Jane Scaysbrook, Special Educational Needs Coordinator, LoretoCollege, and/or
-Patricia Nilsen, Special Educational Needs Coordinator, Herts and EssexHigh School
- Jonnie Yates, SpLD Advisory Teacher
- Ann Ricketts, Principal Educational Psychologist.
5.Background
5.1In January 2004, the Special Needs Panel considered an overview of services for SpLD and that report is attached as Appendix 1 (blue paper). This report updates the Committee on developments over the past three years and gives the January 2007 data.
5.2The scoping document for this scrutiny is Appendix 2 (yellow paper).
5.3Other documents, identified in the course of this report, are also attached to give the Committee a full picture of how the needs of children and young people are identified and met. They are as follows:
- “Dyslexia! What’s That”, Appendix 3 (pink paper)
- Guide to SpLD outreach services from primary bases, Appendix 4 (blue paper)
- Data on primary SpLD bases’ services, Appendix 5 (blue paper)
- Continuing professional development from primary SpLD bases, Appendix 6A (white paper)
-Flyers for courses at Bonneygrove Base, Appendices 6B and 6C (white paper)
-Secondary SpLD Advisory Teacher provision 2005-2006, Appendix 7 (lilac paper)
-Summary of Advisory Teacher visits 2005-2006, Appendix 8 (lilac paper)
-Accredited training in SpLD 2006-2007, Appendix 9 (gold paper)
-Secondary teachers funded for accredited training, Appendix 10 (gold paper)
-Hertfordshire framework for school self evaluation of SpLD bases, Appendix 11 (orange paper)
-Summary of inset evaluation feedback 2005-2006, Appendix 12 (cream paper)
-Non targeted schools evaluation data, Appendix 13 (peach paper).
6.What is dyslexia and how is it identified
6.1The Committee are asked to look at the second page of the information leaflet for parents “Dyslexia! What’s That”, attached as appendix 3 (pink paper), for a helpful explanation titled”What is dyslexia or SpLD”.
6.2Classroom teachers will identify when a child has a specific learning difficulty and then assess that individual’s learning need and the potential barriers to his or her learning that must be avoided or overcome.
7.The current level of in-county provision
7.1 Some pupils in all schools will have specific learning difficulties; and the majority of these pupils will have their needs met through whole-school practice and differentiation in their classrooms.
7.2 In addition Hertfordshire maintains 10 bases at primary schools, providing outreach support for schools and pupils in their area. They are at:
-ApplecroftSchool, WelwynGarden City
-BonneygrovePrimary School, Cheshunt
-EastbrookPrimary School, Hemel Hempstead
-Grange JM School, Letchworth
-LauranceHainesSchool, Watford
-ParksideCommunityPrimary School, Borehamwood
-The Leys Primary & Nursery School, Stevenage
-ThorleyHillPrimary School, Bishop’s Stortford
-WestfieldCommunityPrimary School, Hoddesdon
-WindermereJMISchool, St Albans.
7.3 Secondary schools and staff are supported by an Advisory Teacher to enhance their provision for students with SpLD. In addition students can be placed at the bases at Barnwell and FrancisCombeSchool.
7.4 The following tables provide information on:
- The number of SpLD pupils with earmarked pupil funding
- The number of SpLD pupils with a statement of SEN
- The placement arrangements for the pupils with statements
- The number of secondary pupils at the SpLD bases at Barnwell and FrancisCombeSchools.
The January 2007 figures are given with the January 2004 figures for comparison.
7.5 The number of SpLD pupils with earmarked pupil funding (EPF):
Primary: January 2007 (Jan 2004) Secondary: January 2007 (Jan 2004)
Year Group / Pupils Allocated EPF / Year Group / Pupils Allocated EPF2007 / (2004) / 2007 / (2004)
-1 / 1 / 7 / 36 / (42)
0 / 2 / 8 / 54 / (35)
2 / (1) / 9 / 46 / (33)
3 / 8 / (7) / 10 / 42 / (20)
4 / 12 / (16) / 11 / 25 / (15)
5 / 28 / (26) / 12 / (2)
6 / 28 / (46)
Unknown / 1
TOTAL / 80 / (96) / TOTAL / 203 / (147)
7.6 The number of SpLD pupils with a statement of SEN:
Primary: January 2007 (Jan 2004) Secondary: January 2007 (Jan 2004)
Year Group / Statemented Pupils / Year Group / Statemented Pupils2007 / (2004) / 2007 / (2004)
2 / (2) / 7 / 12 / (15)
3 / (0) / 8 / 14 / (18)
4 / 3 / (0) / 9 / 22 / (28)
5 / 5 / (6) / 10 / 27 / (31)
6 / 1 / (12) / 11 / 25 / (39)
12 / 6 / (13)
13 / 4 / (5)
14 / 2 / (1)
TOTAL / 9 / (20) / TOTAL / 112 / (150)
7.7The greater numbers at secondary schools are not surprising. The curriculum demands on pupils increase as they become older; and that is when the need for additional support arises. The numbers at primary schools are not because of any shortcomings in early identification.
7.8 The placement arrangements for the pupils with statements are as follows:
Placement / 2007 / (2004)Herts mainstream school / 85 / (138)
Herts secondary school with SpLD base / 18 / (15)
Herts special school / 8 / (8)
Independent school / 2 / (6)
Other local authority school / 5 / (1)
Other / 3 / (2)
TOTAL / 121 / (170)
7.9 The two pupils now at independent schools were both placed following Tribunal decisions. The three pupils currently recorded as ‘other’ are placed at independent schools at their parents’ expense.
7.10 The number of secondary pupils at the SpLD bases at Barnwell and FrancisCombeSchools:
BarnwellSchool: FrancisCombeSchool:
January 2007 (Jan 2004) January 2007 (Jan 2004)
Year Group / Pupil Numbers / Year Group / Pupil Numbers2007 / (2004) / 2007 / (2004)
7 / 1 / (2) / 7 / 1 / (1)
8 / 1 / (1) / 8 / 1 / (2)
9 / 2 / (2) / 9 / 2 / (1)
10 / 3 / (1) / 10 / 3 / (0)
11 / 2 / (2) / 11 / 2 / (3)
TOTAL / 9 / (8) / TOTAL / 9 / (7)
8.Primary SpLD bases
8.1The January 2004 report explained that the development and impact of whole school approaches would be monitored and evaluated (paragraph 2.9). The outcome of this is a revised guide to services that is now being prepared; and the latest draft is attached as Appendix 4 (blue paper). See also paragraph 4.3 in the 2004 report.
8.2Data on the services provided by each of the bases in 2006 calendar year is set out in Appendix 5 (blue paper).
8.3The Continuing Professional Development that will be delivered by the bases this term and next is covered in Appendix 6 (white paper). As an example of in-service training provided by the bases, flyers for two courses being run this term at the Bonneygrove Base are attached as Appendices 6B and 6C (white paper).
8.4The last report also set out the position over dyslexia friendly schools. The DfES pack mentioned in paragraph 2.2 has not been updated; but Hertfordshire has continued to promote the benefits of being dyslexia friendly because it means schools will be demonstrating good practice.
8.5All the bases assess the impact they are having. The documentation is too extensive to copy for members; but all the bases collect information to assess the impact they are having. The progress of individual pupils is monitored and detailed records are kept of the number of school visits made as well as attendance by schools on the training organised by the bases. In addition a working party of base teachers and officers is developing a common self-evaluation tool to be used across the host schools and their bases.
9.Secondary SpLD base provision
9.1The two bases at Barnwell and FrancisCombeSchools, plus the Advisory Teacher, provide the following services:
- Latest resources such as software, journals, games and other teaching and assessment materials
- Three forms of training:
- Training tailored to the needs of staff in individual schools
- Training to meet the needs identified across the county
- Nationally recognised accredited training at Certificate or Diploma level
-Consultation service to schools to help them to meet the needs of pupils with specific learning difficulties
-Intensive support for targeted schools in the development of whole school approaches
-Advice and support to teachers of pupils with statements who have severe and complex specific learning difficulties
-Placements for a very small number of pupils at both base schools.
10.Secondary SpLD Advisory Teacher Provision
10.1Secondary schools (including special and middle) in East 2 and West 2 are circulated annually with brief information about the service. They are invited to become ‘targeted’ for additional SpLD input including funding for SpLD/inclusive resources. This is a 2 year commitment and includes training for all teaching, support and library staff in the school as well as funding for resources and a number of visits from the SpLD Advisory Teacher.
10.2Targeted schools undertake to identify a sample of 15/20 students with literacy needs and monitor reading and spelling progress. The targeting process ensures the involvement of senior leadership in a school and as such is able to move into whole-school areas and not be confined within SEN departments.
10.3Schools other than targeted schools (including special and middle) in East 2 and West 2 are circulated annually with an entitlement for up to 3 visits from the SpLD Advisory Teacher that can be used for training, consultations on individual students or other related SpLD issues. Schools where the Advisory Teacher has worked have instituted systems and programmes including paired reading schemes, study buddies, paired spelling, paired maths, homework clubs, revision sessions using more VAK-type resources, parents workshops, adoption of ICT hardware and software to improve learning and independence.
10.4In 2005-2006, the Advisory Teacher made 148 school visits. A summary analysis of these visits is set out in Appendix 7 (lilac paper). Data on the impact of the work in targeted schools is also included in Appendix 7. Appendix 8 (lilac paper) amplifies on the purpose of each of the 148 visits to give the Committee more of an insight into the scope of the work.
10.5Schools across the county are invited to apply for funding for accredited SpLD training. Further information on this training is set out in Appendix 9 (gold paper) that describes the training, the venues and the training timetable; and in Appendix 10 (gold paper) further information on the teachers who have been trained.
10.6Teachers are finding OCR accredited training courses are difficult and time consuming. These certificates have changed greatly over the last few years and the amount of work required is sometimes prohibitive. We are looking at a wider variety of accredited training that will more closely match teachers’ needs.
10.7The aim of the Advisory Teachers’ work is to raise secondary pupil achievement and improve the quality of teaching for pupils with significant specific learning difficulties and to develop a whole-school approach to meeting the needs of all pupils with specific learning difficulties. We have seen significant improvements in pupil achievement in some of our schools as well as many schools instituting whole-school approaches that will benefit not only students with SpLD but are good practice for all.
11.Monitoring and evaluation
11.1One of the areas for development mentioned in the 2004 report was a county wide monitoring and evaluation framework (paragraph 6.2 c). An audit tool is being development for best practice at SpLD bases, within the county framework for school self evaluation. This work in progress is attached as Appendix 11 (orange paper).
11.2As the Committee would expect SpLD staff constantly seek feedback on their services. Two examples are attached: Appendix 12 (cream paper) is a summary of evaluations for 20 in-service training sessions across 6 secondary schools; and Appendix 13 (peach paper) is the assessment of services offered by the secondary SpLD Advisory Teacher.
12.Financial Implications
12.1Officers are still working on the financial implications of this report, so this section is to follow. The financial implications will be published as an addendum and sent to members of the Committee before the meeting.
13.Conclusion
13.1The Committee is recommended to study the information provided, question the witnesses and officers and satisfy itself that the needs of children and young people with dyslexia are well met.
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Agenda Item 2 Dyslexia report