Update from Sir Jim Rose
I would like to thank everyone who responded to my recent call for evidence, views and experiences on dyslexia and associated learning difficulties such as dyspraxia and dyscalculia. This resulted in about 850 responses, including 75 from children and young people. A thorough analysis of these responses is being prepared, which I will consider with my expert advisers as we develop recommendations to improve the identification, progress and outcomes for children and young people with dyslexia and associated learning difficulties.
Many parents who responded tell us they find it difficult to obtain sufficient or appropriate help with their children’s difficulties through their schools, and some have sought support from independent specialists. Responses from people with dyslexia tell of the frustration and anxiety they experienced at school, again because they did not feel they were getting the help they needed.
With valuable support from my Expert Advisory Group, through visits to schools, by reviewing published research and meeting a number of researchers, I am assembling an up-to-date picture of the complex nature of dyslexia and other associated learning difficulties around which I will be making recommendations on the identification and teaching of children and young people with these difficulties.
Early identification is crucially important, but that is by no means the whole story. Once dyslexia and associated learning difficulties has been identified, we need to be a good deal clearer about what constitutes a high-quality teaching programme with sufficient flexibility to take account of individual differences.
I would reiterate the Secretary of State’s December 2007 message to schools and local authorities: ‘We need to be better at identifying pupils with dyslexia and then supporting them … I want all schools to look closely at the support they offer for dyslexia, check that they are giving the most appropriate support available and try to identify dyslexia where it may occur.’
This chimes with paragraphs 5:41 and 6:48 of the Special Educational Needs Code of Practice (www.teachernet.gov.uk/_doc/3724/SENCodeOfPractice.pdf) which say that ‘where progress is not adequate, it will be necessary to take some additional or different action to enable the pupil to learn more effectively. Whatever the level of pupils’ difficulties, the test of how far their learning needs are being met is whether they are making adequate progress’.
The firm intention is that my report, which I am now expecting to publish this coming spring, will provide clear recommendations on how schools and local authorities can best respond to the Secretary of State’s challenge to improve the identification, progress and outcomes for children and young people with dyslexia and associated learning difficulties.
Jim Rose
1 December 2008
We know that schools are using a number of different interventions to accelerate the progress of children with dyslexia, and Sir Jim Rose is interested in learning much more about their impact. We would not wish schools to interpret Sir Jim's work as a sign to stop using any particular approaches that may already be in place, or may be under consideration for particular children, (e.g. specialist dyslexia teaching). Indeed, it is very much hoped that schools will send evidence of children's progress being achieved from different interventions so that this can be considered as Sir Jim develops his recommendations.
October 2008
Many years ago I read an article entitled: ‘Dyslexics of the world untie.’
In those days the nature of dyslexia was little understood. There were many who believed that dyslexia was not only hard to define but also questioned whether it existed at all. Nowadays we know better. Dyslexia is no joke.
Today I am launching a website which asks teachers, parents, children, young people and others with an interest in dyslexia to let me have their views and experiences, to help me develop recommendations to Ed Balls, the Secretary of State for Children Schools and Families, on the identification and teaching of children with dyslexia. I am also asking for details of relevant research evidence to be sent to me, to add to the growing body of research evidence already being identified by expert advisers.
For those parents with a dyslexic child, concern can quickly turn to anxiety as, for example, difficulties with learning to read become an entrenched and increasingly serious obstacle to learning across the whole curriculum. Obviously, parents’ concerns are hardly made less if, as they and dyslexia charities tell us, children cannot always get the right help when they need it. Of course, it is important to distinguish between children who may not have been taught as effectively as they might have been, and those whose difficulties continue in ways that are described as dyslexic. But it is equally important to ensure that if a child has a difficulty, the right help is provided to support him or her in overcoming barriers to learning.
Parents’ concerns are no less than those of teachers whose best efforts may, for various reasons, not succeed in helping children to overcome dyslexia. This is often despite the fact that these children may display unusual talents and high ability in aspects of the curriculum which make a low demand on their reading and writing skills.
I am therefore pleased to be asked by Ed Balls to look at the current position on tackling dyslexia and to make recommendations about the identification of this learning difficulty and the teaching needed to overcome it. I am already undertaking a review of the Primary Curriculum, and although I shall also be looking at how children with dyslexia can be most appropriately supported at secondary school, it is often whilst at primary school that children’s difficulties should first be identified and addressed. I will be drawing strongly on the help of expert advisers and we will look at other learning difficulties, such as dyscalculia and dyspraxia, which may overlap in some respects with dyslexia. I am talking to teachers, children and young people about their experience of tackling dyslexia whilst visiting schools, as well as to representatives of the dyslexia charities.
Of course, much is already happening to improve outcomes and provision for children with dyslexia. Local authorities and schools are funded to provide services for children with special educational needs (SEN), including those with dyslexia. It is for schools to determine how best to use resources to overcome barriers to achievement. The law requires schools to use their best endeavours to make suitable provision available for all children with SEN. Local authorities and schools budgeted to spend £4.9 billion on SEN last financial year, up from £2.8 billion in 2001-02.
To encourage schools’ development of best practice in improving outcomes for children with dyslexia, the Department for Children, Schools and Families is providing funding of around £1m over three years to the No to Failure project. No to Failure is trailblazing and evaluating the impact of specialist training for teachers and specialist tuition for children with dyslexia in some schools in Southwark, Cornwall and Calderdale. An evaluation of the impact of this project on outcomes for children identified as experiencing learning difficulties, including dyslexia, will be available towards the end of this year, and will be an important source of evidence for me to take into account when making my recommendations.
The Department is also rolling out to all areas an Inclusion Development Programme designed to increase knowledge and awareness of dyslexia and communication difficulties amongst the schools and early years workforce and improve learning outcomes for this particular group of children.
In addition, the Department is providing funding to Dyslexia Action for further Partnership for Literacy pilots, and for the British Dyslexia Association to develop their helpline, which provides advice about dyslexia (0845 251 9002).
I will be visiting schools where there is much to learn from their good practice and the website will provide regular updates on progress. I expect to publish a report, containing my recommendation, by the end of February next year.
Jim Rose
July 08
