Primary School

  • An awareness of strengths and weaknesses in which lessons can be differentiated for and tailored support given.
  • Additional support with regards to need and support for the child. This may be spelling intervention, reading intervention, handwriting support, phonological support, support with the short term and working memory and/ or mathematics, for example.
  • Additional support may include bringing the pupil out of the classroom for additional learning support using programs such as Rapid Phonics and Nessy, for example.
  • An awareness that the student is dyslexic so may need an element of differentiated teaching and additional support within the classroom. For example, use of word mats, splitting instructions into chunks to assist working memory and differentiation.
  • Some students read with a different font, size of font or an overlay. Lessons may need to be differentiated for this.
  • Those with attention and concentration difficulties may benefit from sitting at the front of the class.
  • The possibility of access arrangements in Year 6. These may include additional time to complete tasks, compensatory marks for spelling, readers, the use of prompts and rest breaks, for example. More information can be found here – https://www.gov.uk/government/publications/key-stage-2-tests-access-arrangements