"Schools should identify dyslexia earlier" - OFSTED Reports on UK schools

The following is a digest of the recent OFSTED Report which was published in November 1999.

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Dyslexic children are helped most when their condition is identified early and is known to all their teachers, a new report from OFSTED (The Office for Standards in Education in the UK) has said. Pupils with statements of special educational need for specific learning difficulties (dyslexia) placed in mainstream schools are making at least satisfactory progress, say Her Majesty's Inspectors (HMI) in a report published today. Pupils who are identified earlier in their primary school education, rather than shortly before transfer to secondary level, tend to make better progress. In a second report published today, HMI say that pupils with special needs are being set more challenging targets since the Special Educational Needs Code of Practice came into force, but are not being consulted by teachers on their educational development. Dyslexic pupils who obtain additional specialist help for the greatest possible time before transfer to secondary school at age 11 are less likely to experience emotional problems. Some schools and local education authorities are also taking too long to give pupils a formal assessment, which is wasting pupils' time and lowering their confidence. The quality of teaching and support for dyslexic pupils is satisfactory in 94% of lessons in primary schools and 90% of lessons in secondary schools. The quality of teaching and support is often good or very good and, occasionally excellent. Good progress in reading is usually linked to a highly-structured program of teaching, often involving a multi-sensory approach. Pupils are making progress in spelling, although seldom to the same extent as in reading, and make much more limited progress in the development of their writing. Spelling and writing continues to pose problems for many dyslexic pupils after their transfer to secondary school. The SEN Code of Practice: three years on, says that schools have become more effective in their provision for pupils with special educational needs since the Code of Practice came into force. Pupils are being set new targets which provide them with greater challenge, and schools have improved their attitudes and understanding of their responsibilities towards such pupils. But the report says that schools are not taking account of the views of pupils in setting and reviewing their learning targets. This report, the third by HMI on the implementation of the Code of Practice for pupils with special educational needs, considers the effectiveness of the Code with particular reference to the development of individual education plans (IEPs) in the assessment of pupils' educational progress. The report confirms previous findings that, while appropriate procedures for preparing and reviewing, IEPs are generally in place in most schools, IEPs are seen as planning tools for teachers, detailing what, why and how often skills or items of knowledge should be taught to pupils. This can limit the contribution made by the pupils themselves. Schools also concentrate more on how IEPs are written and presented rather than their purpose and function. Some other weaknesses of IEPs highlighted by HMI are imprecise terminology, failure to indicate which teachers and subjects are involved, and failure to link IEPs with other areas of assessment and recording procedures in the school. The best IEPs are based on sound knowledge of the child, take account of pupils' strengths and interests, state realistic timescales, are linked to resources in school, and involve parents. Examples of good practice using IEPs from schools around the country are included in the report. Since the Code's implementation, there has been improved liaison between primary and secondary schools, and schools are using the Code's guidance in their planning. Yet schools continue to have difficulties in meeting every child's special needs. Chris Marshall, head of OFSTED's special educational needs division, said: "Individual education plans have a vital role to play in schools' strategic planning and special educational needs policy. Some schools are making effective use of these plans in setting learning targets and reviewing their pupils' progress, but many are not. "Schools and local education authorities also need to be aware that delays in identifying pupils with dyslexia can undermine their progress in school." Key recommendations of the Report Special needs co-ordinators' training should include guidance on dyslexia and multi-sensory teaching programs. Children with significant reading and spelling problems should get well-structured support as early as possible. Primary schools should give more attention to the formal teaching of writing skills. Different approaches to the literacy hour may be needed by some primary pupils, to match their particular strengths and weaknesses. Dyslexic pupils need continuing support at secondary school, particularly with "higher" literacy skills such as skimming and scanning text. Dyslexic pupils should not be expected to do as much reading and writing work as other pupils - alternatives include group-reading and discussion using video material. Notes The reports, 'Pupils with specific learning difficulties in mainstream schools' (HMI 208) and 'The SEN Code of Practice: three years on '(HMI 211), are available free from the OFSTED Publications Center, PO Box 6927, London E3 3NZ. Tel 0207 510 0180 (in the UK). OFSTED is a government department established to take responsibility for the inspection of all schools in England. Its staff include Her Majesty's Inspectors (HMI), who draw on inspection evidence to report on good practice in schools and on a wide range of educational issues. Comments You could have fooled me! It is certainly true that early identification is the key to success for dyslexic children, and excellent work is to be seen in many schools. However, it is far off the mark to say that 90% or 94% of lessons (in the UK) are satisfactory for dyslexic pupils. Our huge mailbag of e-mails from parents who are unhappy, frustrated or angry about the lack of suitable provision for their child bears witness to this. It may be that children who have already been identified by a psychological assessment as being dyslexic are being properly catered for, but what of the many children who remain un-assessed? Her Majesty's Inspectorate would be better occupied examining the process by which schools identify children with special needs. This is the weak link which is letting our children down. John Bradford 2000 Related links: • Times Educational Supplement (UK) • OFSTED (UK) Report on Dyslexia in Schools - Jan 1999: 'Pupils with specific learning difficulties in mainstream schools'. Letter I have read your comments about the OFSTED report on dyslexia. I too have experienced problems with the attitude to the problem. I have concerns for one of my children but am told it's too early to tell. She continually struggles with reading and spelling even with continual support at home. It does not surprise me at all to hear you say that here are huge amounts of mail saying the same. Keep up the good work of trying to highlight this problem. (Mark S)

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