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Category
Names and Definitions
Listed
below is an explanation of the four categories used to
describe schools in the Register. Also listed are
the criteria required for each category:
Specialist
Provision Schools - SP
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 staff qualified 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 specialist teacher will probably have
Head of Department status, and will certainly have
significant input into the curriculum design and
delivery.
Specialist
Classes - SC
Schools
where dyslexic pupils are taught in separate classes
within the school for some lessons, most probably
English and mathematics.
These are taught by teachers with qualifications
in teaching dyslexic pupils.
These teachers are deemed responsible for
communicating with the pupils’ other subject teachers.
Withdrawal
System - WS
Schools
where dyslexic pupils are withdrawn from appropriately
selected lessons for specialist tuition from a teacher
qualified in teaching dyslexic pupils.
There is on-going communication between
mainstream and specialist teachers.
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Criteria for Entry into the Register
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SP
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DU
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SC
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WS
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1.
The
school is established primarily to teach pupils
with Specific Learning Difficulties (Dyslexia).
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2.
Assessment
for admission to the school should include
Educational Psychologists’ reports.
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3.
The
Head of Learning Support (or equivalent) should
ideally have AMBDA status but, as a minimum, hold
a qualification recognised by the Joint Council
for Qualifications as being valid at the
preparation of a report for access arrangements.
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4.
As
a minimum, all
English and specialist teachers of literacy skills
are
qualified in the teaching of dyslexic children or
are undergoing training.
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5.
All members of staff
demonstrate the ability to meet the
needs of SpLD pupils within their own
departments.
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6.
The
school has a designated Unit or Centre that
provides specialist tuition on a small group or
individual basis.
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7.
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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8.
There
is an awareness by all members of staff of the
necessity to adjust their teaching to meet the
needs of dyslexic pupils and this is evident
across the curriculum.
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9.
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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10.
The
majority of lessons in the Unit or Centre to be
taught by those having qualifications or
undergoing training towards qualification in the
teaching of dyslexic pupils.
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11.
Dyslexic
pupils are taught in separate classes within the
school for some lessons, most probably English and
mathematics.
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12.
Teachers
of these separate classes are responsible for
communicating with other subject teachers
regarding the dyslexic pupils.
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13.
There
is awareness by other members of staff of the
needs of dyslexic pupils.
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14.
The
majority of specialist teachers are qualified in
the teaching of dyslexic pupils or are undergoing
training.
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15.
There
is provision for individual lessons on a
withdrawal basis, and these teachers communicate
with mainstream teachers regarding the dyslexic
pupils.
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Note:
1.
‘Qualified’
is holding AMBDA status or, as a minimum, a
qualification recognised by the Joint Council for
Qualifications as eligible for preparing reports in
support of access arrangements.
Please see www.jcq.org.uk/access_arrangements
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 pupils
- Special arrangements for all examinations being sought as necessary
- A documented reading scheme
- Individual Education Programmes (IEPs) for all
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
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