The Pilgrims' Way Primary School

B is 8 years old and in year 4.  She is having difficulty with spelling and writing.

In Year 2 SATs, she got 1A for writing (no reading result was available).  Assessment in September 2008 showed: 2B - writing, 1A / 2C - reading, 2C - comprehension, a spelling age of 7 years.  She has extra support for handwriting.  She is not in any catch-up programme despite clear weaknesses (it is likely that there are weaker pupils and what little resources there are, are given to them).

B is friendly, confident and open.  She communicates well verbally.  She was chosen for the Helen Arkell Dyslexia Centre programme due to ongoing literacy difficulties.  At initial assessment in December 2008, her reading age was 6:4-6 months SS81, spelling age 6:2 SS81 and she had weak writing skills.

B received 12 hours 1:1 specialist tuition from an HADC student for one hour per week from December 2008 to April 2009.  This was multisensory teaching related to B's interests, working from two IEPs each with six very specific targets in reading and spelling.  These included: reading and spelling certain high frequency words, vowel sounds, magic 'e' rule, discriminating beteween /t/ and /d/, and use of full stops and capital letters.

B was reassured at the end of the second IEP.  Her reading age was 8:0 - an increase of over 18 months.  Her spelling age was 7:2 - an increase of one year.  Her handwriting had improved also.  B's mother commented "B really enjoyed these lessons and there has been a major improvement in B's attitude and progress".

B has now gone on to receive more tuition from another HADC student teacher for a further six hours.

What steps has the school taken to raise dyslexia awareness among the staff?

The school has close links with the Helen Arkell Dyslexia Centre.  Students from the Centre are sent regularly to the school for teaching practice.

What teaching methods and resources does the school use to support dyslexic pupils?

Small, daily phonics groups in every class.  SENCo works 1:1 with some children.

What else have you done to make your school inclusive?

External specialists have contact with the school,

Close links with parents

Home-school link worker

Ramps for wheelchairs

• Disabled toilets etc