What is Dyslexia?

Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning difficulties. It usually runs in families and is a life-long condition.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

Watch the video below from the British Dyslexia Association

Dyslexia Support

Parents and carers raise concerns surrounding dyslexia more than any other specific learning need. This is understandable as according to the British Dyslexia Association, the number of dyslexics in the UK is around 10%, where 4% of this severely suffer from Dyslexia. In addition, when learning key, basic skills in primary school, some of the barriers that children meet can often be reflective of dyslexic tendencies (e.g. spelling errors, letter reversals and retaining information). However, most of these barriers tend to be developmental or caused by other varying factors. 

At Oldswinford CE Primary School, all children are on a dyslexic pathway as this involves them accessing Quality First Teaching and dyslexia-friendly approaches according to Ordinarily Available Inclusive Provision:

• We adopt inclusive strategies that reflect the needs of SEND learners, including those with dyslexia;
• Staff are trained in dyslexia awareness and dyslexia friendly practices;
• Our learning environments support the needs of children with dyslexia;
• We help dyslexic learners to understand their dyslexia and promote resilience through growth mindset;
• We  promote self-esteem by having high expectations and celebrating the strengths and achievements of our dyslexic learners.

Where there is evidence of dyslexia, and in consultation with parents, we can carry out a dyslexia screening with pupils. This is not diagnostic but can identify to what extent the child's profile aligns with that of someone with dyslexia. The report enables us to identify any particular barriers which could result in further investigation (e.g. a visual processing test at the opticians), personalised resources (e.g. coloured overlays, memory aids) or adaptive teaching approaches. 

We are continually reviewing our processes and will update parents and carers of any changes made to our approach. If, having read the information above, you have further questions which you would like to discuss with us, please contact Mrs Seker.