Introduction to CReSTeD

The Council for the Registration of Schools Teaching Dyslexic pupils is a charity set up to help parents and those who advise them choose schools for children with Specific Learning Difficulties (SpLD) of which the main difficulty is dyslexia.  There is however a general recognition that dyslexia rarely exists in isolation and latest research demonstrates a high level of co-occurrence with other difficulties.  These include Dyspraxia, Dyscalculia, ADD, as well as Pragmatic and Semantic Language Difficulties.  

CReSTED acts as a source of school names which parents can use as their first step towards making a placement decision which will be critical to their child's educational future.  CReSTeD is a valuable resource for parents, educational advisers and schools.  

CReSTeD was established in 1989 and publishes its Register of schools annually.  These schools cover all levels of provision for dyslexic (SpLD) pupils and include both state and independent provision.

The Administrator, Christine Hancock, is available to answer queries from schools about registration and to ensure that schools are visited on a regular basis.

The Register
CReSTeD's main activity is to produce, and supply to parents free of charge, a Register of schools that provide for dyslexic (SpLD) pupils.  The levels of provision at schools are divided into four broad categories labelled
     Dyslexia Specialist Provision (Category DSP)
     Specialist Provision Schools (Category SPS)
     Dyslexia Unit (Category DU)
     Specialist Classes (Category SC)
     Withdrawal System (Category WS)
     Maintained Sector (Category MS). 

Children have different needs and the categories are a way of helping match the level of the pupil's needs to the level of provision at the school.  A report from an Educational Psychologist or a specialist teacher who holds an Assessment Practising Certificate should offer guidance as to the level of provision relevant to the child.

A child at the severe end of the dyslexia spectrum may require a Dyslexia Specialist Provision school, whereas a child with, for example, only some slowness in spelling skills may be suitably provided for in a school from Category Withdrawal System.  The categories offer this guidance. Note that the Maintained sector is only open to local authority schools and not to Independent schools.

 The Register includes a checklist to help parents decide if a school can meet their child's dyslexia (SpLD) educational needs.  It also provides a geographical index of schools.

CReSTeD Criteria and Visits
Every school on the CReSTeD list has been independently verified for dyslexia (SpLD) provision by CReSTeD consultants which is not the case in other lists.

The first stage of registration is for the school to complete the CReSTeD registration form and to provide supporting documentation, such as policies for dyslexia.  This form covers staff development, admission policy, organisation of the school week, specific arrangements for dyslexic (SpLD) pupils, examination results for the school in general and for its dyslexic (SpLD) pupils in particular, resources and a list of parents' names so that the Consultant may check parents' feelings about the school.

The schools are visited by Consultants who look to see if this information is accurate and that the basic criteria set by CReSTeD Council for the particular category are met by the school.

These criteria include the provision of relevant and high quality information technology resources, Joint Council for Qualifications (JCQ) approved training qualifications for teachers, awareness of the needs of dyslexic pupils by the non-specialist staff, and arrangements to obtain and provide special provision for examinations. 

Schools are visited on a three yearly cycle, with possible earlier visits if there is a change in location.  If the Head of a CReSTeD school changes, we require the school to inform us and ask the new Head to confirm that the school intends to continue with the dyslexia provision in accordance with the criteria set by CReSTeD (at the agreed category level).   This enables us to retain the school's details in the Register without the need for an extra visit.  CReSTeD Council will also initiate 'responsive' visits if it has any cause for concern about a particular school.  Thus CReSTeD gives some reassurance as to the level of provision of a school.

The Register
The Register of schools is published annually and is obtainable from the CReSTeD Administrator.   To encourage accuracy, Council require schools to inform it of significant changes which impact on provision for its dyslexic (SpLD) pupils.  

The website contains all the information that is in the Register.  It is updated as new information is received, or new schools approved, and contains links to the websites of all registered schools as well as to other websites which may be of assistance to parents of dyslexic children.

CReSTeD Council
The Council includes representatives from a wide area of Dyslexia (SpLD) provision including Dyslexia Action, the British Dyslexia Association and schools.  A solicitor who is a specialist in the legal aspects of dyslexia is an Honorary Advisor to the Council. 

Conclusion
CReSTeD was founded to help parents.  It has had, and will continue to have, influence on the standards of provision for dyslexic (SpLD) pupils.  Council is grateful for the support of Dyslexia Action, the British Dyslexia Association, the schools on the Register and parents.

 

  Categories of Schools

Categories are used to explain the type of provision given by a school.   One category should not be seen as 'better' than another, but as a guide to the provision required by the student.  There are six categories, two new categories having been introduced with effect from September 2009.

• Schools that have been listed as Specialist Provision (Category SP) will now be called 
  Dyslexia Specialist Provision (Category DSP). 

• Two new categories called Specialist Provision Schools (Category SPS) and Maintained Sector (Category MS) are now included.  An explanation of these new categories is below. 

 

Please note that schools listed as Dyslexia Specialist Provision may also have provision for other 
special needs.   However as each of these schools is re-visited, or if they consider that this category is 
no longer appropriate for them, the listing will be adjusted but this may take some time.

 

Please contact the administrator for more information.

 

Our Categories:

 

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.

 

 

Criteria for Categories

Click on Heading below for an explanation of category
1. The school implements a thorough and rigorous process for identifying dyslexic (SpLD) children.	√	√	√	√	√	√
2. The Senior Management Team and Governors fully support the provision for dyslexic (SpLD) pupils	√	√	√	√	√	√
3. The impact of the provision for dyslexic (SpLD) pupils is measurable	√	√	√	√	√	√
4.  The school is established primarily to teach pupils with Dyslexia (SpLD).	√
5.  The school is established primarily to teach pupils with SpLD which may include other difficulties.		√
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.	√	√
7.  The Head of Learning Support (or equivalent) should hold a nationally recognised qualification for the teaching of dyslexic (SpLD) pupils.	√	√	√
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.	√	√
9.  All members of staff demonstrate the ability to meet the needs of dyslexic (SpLD) pupils within their own departments.	√	√
10. The school has a designated Unit or Centre that provides specialist tuition on a small group or individual basis.			√
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.			√
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.			√			√
13.  The Head of Unit or Centre will have Head of Department status, and must have an input into curriculum design and delivery.			√
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.			√
15.  Dyslexic (SpLD) pupils are taught in separate classes within the school for some lessons, most probably English and mathematics.				√
16.  Teachers of these separate classes are responsible for communicating with other subject teachers regarding the dyslexic (SpLD) pupils.				√
17.  There is awareness and support by other members of staff of the needs of dyslexic (SpLD) pupils.				√		√
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.				√	√
19.  There is provision for individualised lessons on a withdrawal basis, and these staff communicate with mainstream teachers regarding the dyslexic (SpLD) pupils.					√	√
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.						√
21. There is either a Dyslexia (SpLD) specialist teacher in the school or the school uses specialist support and advice as needed.						√

 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.  

 

Registration Fees

    With effect from September 2010

1.   Assessment for Registration
Category DSP, SPS, DU	Two consultants for one day	£810
Category SC, WS	One consultant for one day	£405
2.   Review Visit (due to change of premises, or other significant event)
All Categories	One consultant for one day	£405
3.   Re-Registration Visit
All Categories	One consultant for one day	£405
4.   Registration Fee An annual fee of £350 is charged for inclusion in the CReSTeD Register.

Consultants are self-employed and serve as agents of Council. Schools will be invoiced by CReSTeD for the visit fee plus a standard cost of £155 per consultant to cover expenses.   Payment must be received before the visit date is arranged.  Fee/expenses increases take place annually in September linked to the national teachers' pay increase.

Mileage rate for consultants is 40p per mile.

 

 Lesson Checklist

 

This checklist is used by consultants when visiting classes.

1.         Seating facilitates easy access teacher-pupil, pupil-board/OHP
2.         Introduction
                 Revision of topics covered in previous lessons - setting the scene
                 Revision of main points already covered
                 Revision of content covered in previous lesson
3.         Homework reviewed
                  Pupils contributing
                  Mistakes used as teaching points, not as confidence destroyers!
4.         Spoken content clear, precise and correct
5.         Work on B/B or OHS correct, clear, precise and well laid out
                   Notes provided for dyslexics
6.         New concept introduced
                   Interactive discussion
                   Example worked on board with whole class
                   Immediate revision of forgotten/misunderstood topics
7.         Individual work (exercises/activities)
                   Teacher continually taking note of what everyone is doing
                   Class kept together, support for dyslexics
                   Mistakes immediately pointed out sympathetically and tactfully
                   Pupils involved in discussions
8.         Whole class on task throughout lesson
9.         Whole class progression
10.       Humour
11.       Enthusiasm
12.       Good pace
13.       Differentiation for dyslexic pupils
14.       Homework clearly set (written on B/B or OHS) 
                   Handout for dyslexic pupils
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