At Buckden we passionately believe that all children, regardless of their ability or disability, should be given the best start to their education and we endeavour to support them as much as we can. We have a particular interest in support Dyslexia in school.

Dyslexia

Dyslexia is a Specific Learning Difficulty (SpLD). There is no one agreed upon definition of dyslexia, however at Buckden we use the definition given below, used by the British Dyslexia Association, which was developed from the definition by Sir Jim Rose in his 2009 report ‘Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties.

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

Dyslexia occurs across the range of intellectual abilities.

It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.'

In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

At Buckden we are proud to working closely with the British Dyslexia Association, in our journey to gain the British Dyslexia Association’s Dyslexia Friendly Schools Quality Mark in the next two years (details further below)

Our aim is by 2020 to have a specialist dyslexia teacher holding a current 5 qualification to work with individual and small groups of children, and two further specialist teachers holding a current Level 7 Qualification and Practising Certificate from PATOSS, whom will be able to carry out formal dyslexia assessments for our pupils within school.

All staff both teachers and support staff have and are continuing to receive training on support children with dyslexia or dyslexic tendencies in the classroom.

If you have concerns regarding dyslexia or your child’s progress, please speak to their class teacher or contact  our SENDCo Mrs Bliss.

The following websites may contain useful information:

• British Dyslexia Association
• Dyslexia Action
• Local Dyslexia Association

The British Dyslexia Association's mission is to create a dyslexia friendly society.

To achieve this we set the standard nationally and internationally for Dyslexia Friendly practices with our Dyslexia Friendly Quality Mark.

The Quality Mark strives to address barriers throughout society. There are tailor-made criteria for the areas that most dyslexic individuals will progress through in their lives: schools, colleges, vocational training establishments, universities and companies.

Whilst many organisations are already starting to show some improvements in dyslexia awareness, we believe that it is not just about having appropriate classes, seminars and meetings but about the whole of the organisation; its practices and its ethos.

The BDA Dyslexia Friendly Quality Mark comprises sets of standards that organisations work towards in order to become dyslexia-friendly and attain the Quality Mark award.