Nottinghamshire County Council - Dyslexia Advice (Cognition & Learning Team)

Availability

Age Ranges

5 - 18 years

Referral Details

Schools and Families of Schools are expected to make the first response to meet the needs of learners with dyslexia. They may request training or support to develop systems to meet the needs of pupils. Individual request for pupils with more complex profiles in exceptional circumstances may be appropriate but they are likely to meet the criteria below.

Placement at risk could mean challenges with curriculum provision such that the pupil’s placement may break down due to the level of individualisation needed.

Criteria

Pupils in KS2 to KS5 who:

• Live within Nottinghamshire and / or attend a Nottinghamshire school.
• Have needs that are considered to be severe and complex and have a significant impact on their cognitive abilities.
• Have needs that are likely to be life-long or may be life limiting.
• Are likely to also have difficulties with a range of other skills such as coordination, self- help, communication and social development
• Attainment is likely to be within P levels in Primary Schools and P levels or very early National Curriculum levels in Secondary Schools.
• Are making very little or a very slow rate of progress even with high levels of intervention and support.
• Require a highly differentiated/ individualised curriculum and provision.

 In addition to the above criteria, priority will be given to those children where:

•  There are significant safeguarding issues.
• There is high risk of permanent exclusion.
• The placement is at risk of breaking down or there are complex transitional issues.
• The child is looked after by the local authority and has SEN.
• There is significant lack of parental and/or school confidence in the provision.
• Parents or school may be considering requesting a Statutory Assessment.

 Finally, the school or setting must be able to show evidence of a graduated response from the SEN Code of practice, make clear their current and previously tried interventions and show that they have sought appropriate support from the Family Network.

There may also be a significant gap between the knowledge/skills/experience of school or setting staff and the child’s needs which is likely to be seen as a priority.