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Overdale Junior School

Working Together, Learning Together

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The following policy statement has been evolved by the staff at Overdale Junior School in relation to the work carried out over a 2 year period.  This statement is applicable to any school policy and should therefore be considered alongside all our policies.

Overdale Junior School recognises the unique contribution of every individual in the school community. It is an inclusive school in which pupils of all abilities and from all cultures and backgrounds are valued and their achievements matter. The good progress of all our pupils is of a paramount importance.

Our aims

  • All pupils will make satisfactory or better progress towards their individual targets.
  • Parents will be well informed about their child’s progress so that we can work in partnership to celebrate success and overcome difficulties.
  • Any pupils or pupil group experiencing barriers to their learning will be rapidly identified and action taken to overcome each barrier.

Aspects of practice

We strive to:

  • Create an ethos of achievement and a climate of high expectation.
  • Value a broad range of talents, abilities and achievements.
  • Promote success and self-esteem.
  • Remove barriers to learning.
  • Combat discrimination.
  • Promote understanding and appreciation of diversity.

Training

In our school the SENCO (Special Educational Needs Co-ordinator) leads policy and practice and is in a position to ensure the whole school policy is translated into classroom based practice. We recognise that whole school awareness training for all contact staff is essential. A catch-up programme is in place for new staff – teachers, teaching assistants (TAs) and all other staff joining the school.

Identification, assessment and monitoring

A key attribute of a Dyslexia Friendly School is the willingness to respond quickly to perceived needs without waiting for a formal assessment. This inclusive, dyslexia friendly response comes from class teachers who are empowered to identify learning issues and respond appropriately as part of their day to day teaching. There are clear referral procedures for identification, assessment and monitoring through a ‘staged approach’.

Response to need

In a dyslexia friendly classroom learners are supported to be the best they can be. A range of strategies promote effective teaching and learning for all pupils:

  • class, group and individual learning;
  • recognition and use of different learning styles;
  • flexible teaching;
  • differentiation of the ways in which pupils may record information;
  • differentiated assessments;
  • individual target marking to highlight selected key elements;
  • out of class opportunities for small group or 1:1 support.

Where possible or appropriate, opportunities for the reinforcement of core skills are taken in before and after school sessions.

Parents as partners

Parents and carers are actively encouraged to be involved in their child’s learning. Clear information, advice and support is available for parents.

  • The school is proactive and makes contact with parents as soon as any concerns are raised.
  • Parents are consulted both formally and informally at parents’ evenings, IEP (Individualised Education Plan) and review meetings, home/school diaries, phone calls and consultations.
  • Staff respond promptly and sensitively to parental concerns and treat parents as partners.

Summary

At Overdale Junior School we recognise that many apparent learning difficulties may actually turn out to be learning differences which can be minimalized or overcome by a change in teaching approach.

We have adopted a wide range of dyslexia friendly strategies. More information on these strategies is available in our Dyslexia Policy.