The Council for the Registration of Schools Teaching Dyslexic Pupils
 

Category Names and Definitions

Listed below is an explanation of the six categories used to describe schools in the Register.  Also listed are the criteria required for each category:

 

Dyslexia Specialist Provision Schools - DSP

The school is established primarily to teach pupils with dyslexia.  The curriculum and timetable are
designed to meet specific needs in a holistic, co-ordinated manner with a significant number of
teaching staff holding nationally recognised qualifications in teaching dyslexic pupils.

 

Specialist Provision Schools - SPS 

The school is established to teach pupils with SpLD and other associated difficulties.  The curriculum
and timetable are designed to meet specific needs in a holistic, co-ordinated manner with a significant number of teaching staff holding nationally recognised qualifications in teaching dyslexic pupils.

 

Dyslexia Unit - DU 

The school has a designated Unit or Centre that provides specialist tuition on a small group or
individual basis, according to need.  The Unit or Centre is an adequately resourced teaching area
under the management of a senior specialist teacher, who co-ordinates the work of other specialist teachers and ensures on-going liaison with all mainstream teachers. This senior dyslexia teacher will probably have Head of Department status, will hold nationally recognised qualifications in teaching dyslexic pupils and will certainly have significant input into the general school curriculum design and delivery.

 

Specialist Classes - SC 

Schools where dyslexic (SpLD) pupils are taught in separate classes within the school for some
lessons, most probably English and mathematics.  These are taught by teachers with nationally recognised qualifications in teaching dyslexic pupils.  These teachers are deemed responsible for communicating with the pupils’ other subject teachers.

 

Withdrawal System - WS

Schools where dyslexic (SpLD) pupils are withdrawn from appropriately selected lessons for specialist tuition from a teacher with a nationally recognised qualification in teaching dyslexic pupils.  There is on-going communication between mainstream and specialist teachers.

 

Maintained Sector - MS

Maintained schools where the school supports dyslexic (SpLD) pupils to access the curriculum; where
there is an effective system of identifying dyslexic (SpLD) pupils; where there is a withdrawal system for individualised literacy support. There is positive on-going communication between mainstream and SEN staff, and the SMT.

 

NOTE:
'Qualified’ is holding a nationally recognised qualification such as the Joint Council for Qualifications as being eligible for preparing reports in support of access arrangements.  Please see www.jcq.org.uk  for the current qualifications acceptable for this purpose.

 

 

Criteria for Categories

 

DSP

SPS

DU

SC

WS

MS

1. The school implements a thorough and rigorous process for identifying dyslexic (SpLD) children.

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2. The Senior Management Team and Governors fully support the provision for dyslexic (SpLD) pupils

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3. The impact of the provision for dyslexic (SpLD) pupils is measurable

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4.  The school is established primarily to teach pupils with Dyslexia (SpLD).

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5.  The school is established primarily to teach pupils with SpLD which may include other difficulties.

 

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6.  Assessment for admission to the school should include a report from an Educational Psychologist or a Specialist Teacher who holds an Assessment Practising Certificate.

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7.  The Head of Learning Support (or equivalent) should hold a nationally recognised qualification for the teaching of dyslexic (SpLD) pupils.

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8.  As a minimum, all English teachers and teachers of literacy skills will have nationally recognised qualifications in the teaching of dyslexic (SpLD) children.  In exceptional circumstances the consultant may recommend to Council that an experienced teacher undergoing training satisfies this criterion.

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9.  All members of staff demonstrate the ability to meet the needs of dyslexic (SpLD) pupils within their own departments.

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10. The school has a designated Unit or Centre that provides specialist tuition on a small group or individual basis.

 

 

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11. The Unit or Centre is adequately resourced, under the management of a senior specialist teacher, who co-ordinates the work of other specialist teachers.

 

 

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12.  There is an awareness by all members of staff of the necessity to adjust their teaching to meet the needs of dyslexic (SpLD) pupils and this is evident across the curriculum.

 

 

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13.  The Head of Unit or Centre will have Head of Department status, and must have an input into curriculum design and delivery.

 

 

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14.  The majority of lessons in the Unit or Centre to be taught by those having nationally recognised qualifications in the teaching of dyslexic (SpLD) pupils.  In exceptional circumstances the consultant may recommend to Council that an experienced teacher undergoing training satisfies this criterion.

 

 

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15.  Dyslexic (SpLD) pupils are taught in separate classes within the school for some lessons, most probably English and mathematics.

 

 

 

 

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16.  Teachers of these separate classes are responsible for communicating with other subject teachers regarding the dyslexic (SpLD) pupils.

 

 

 

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17.  There is awareness and support by other members of staff of the needs of dyslexic (SpLD) pupils.

 

 

 

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18.  The majority of teachers providing literacy support hold a nationally recognised qualification in the teaching of dyslexic (SpLD) pupils.  In exceptional circumstances the consultant may recommend to Council that an experienced teacher undergoing training satisfies this criterion.

 

 

 

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19.  There is provision for individualised lessons on a withdrawal basis, and these staff communicate with mainstream teachers regarding the dyslexic (SpLD) pupils.

 

 

 

 

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20. The teaching assistants responsible for in-class support have received specific training in dyslexia (SpLD) and will continue to receive regular Continuous Professional Development  in supporting dyslexic pupils.

 

 

 

 

 

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21. There is either a Dyslexia (SpLD) specialist teacher in the school or the school uses specialist support and advice as needed.

 

 

 

 

 

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 NOTE:
1.  'Qualified’ is holding a nationally recognised qualification such as the Joint Council for Qualifications as being eligible for preparing reports in support of access arrangements.  Please see www.jcq.org.uk  for the current qualifications acceptable for this purpose.


2.  For the purposes of CReSTeD, a 'teacher' is a person who delivers lessons.  If a Learning Support Assistant is charged with delivering lessons (1:1 or groups) then this person will be regarded as a teacher by CReSTeD.

CReSTeD would expect to see in all schools:

  •  Resources for learning being appropriate to the level of need

  •  IT provision being relevant and of high quality, with up to date and regularly used programmes for dyslexic (SpLD) pupils

  •  Special arrangements for all examinations being sought as necessary

  •  Specific structured teaching materials to address literacy with dyslexic (SpLD) pupils

  •  IEPs for all dyslexic (SpLD) pupils

  •  A system for regular monitoring of provision for and achievement of pupils.  

 CReSTed Registered office:

Greygarth, Littleworth, Winchcombe, Cheltenham, Gloucestershire GL54 5BT England

Tel: 01242 604852 

Email:  crested@crested.org.uk

Administrator: Christine Hancock

Registered Charity No. 1052103