Trinity School and College have a dedicated Dyslexia Centre which provides resourcing for the classroom, an assessment suite and one to one, or small group interventions, to support Dyslexic learners as well as other groups such as Stretch and Challenge and Bridging the gap.
There are two senior dyslexia specialist teachers in the school, with a further three teachers currently studying for the Diploma in Specific Learning Difficulties (Dyslexia) with training being offered to all other teachers and classroom assistants during the academic year.
Dyslexia support intervention/workshops are timetabled to support learners throughout the week on their personalised learning programmes.
The Dyslexia Specialist Team provides one to one intervention and/or small group sessions to those who require this level of intervention. This is identified on the personalised learning programmes of young learners, both in the School and in the College. The school provides dyslexia friendly classrooms, and the team provides up to date training and development for all teachers. All English teachers have Dyslexia Diploma’s at level 5 or are now training to achieve these qualifications.
All support and vocational teaching staff have completed Dyslexia training to support their work with Dyslexic learners.
The school ensures that Reading and Spellings learning opportunities are an intrinsic part of every learners personalised learning programme. Reading is a dedicated period at the beginning of each learning session.
This is a bespoke provision which extends the learning of those who are ready to progress beyond their classroom peers and are motivated to become independent learners. The provision is also to provide challenge to those learners who are finding the development of literacy or numeracy skills necessary to progress difficult.
Those learners who are identified as working above the level of their peers within their classroom work in small groups across the key stages to continue to develop their knowledge and understanding in both literacy and numeracy. This provision is identified and shown on the learners personalised learning programme. Within Key Stage 4 learners are placed in progression pathway groups for English and Mathematics, ensuring that they are working with peers with group targets and accreditation learning outcomes.
All therapies, interventions and support provision is reviewed and evaluated to ensure that the allocated resource impacts positively on progress towards statement objectives long and short term targets. This is based on individual personalised learning programmes within the school and evidence of impact is discussed at Annual Reviews, Transitional Reviews and within personal reports.