1. Specific Literacy Difficulty Service March 2012 Children & Young People’s Services

2. Context DE Literacy / Numeracy Strategy – now issued DE – Resource Allocation Plan (RAP) Task Force on Dyslexia – Survey of schools – November 2011. SEN Summary of Consultation Responses – January 2012.

3. Resource Allocation Plan - Target Issued by DE in March 2011: RAP 2.3: ‘By March 2012 to devise a common model of support and provision for pupils with specific learning difficulties that is consistent with the aims of the literacy/numeracy strategy’.

4. Regional Framework Has required a phased approach with a need to ensure agreement across the five boards regarding the service delivery model. Clarity in terms of the time frame for implementation of a revised model. Consultation with schools, parents, and other stakeholders.

5. SPLD Service – Proposed September 2011 22 Staff (20 full-time equivalent) 343 children met criteria for support Named teacher for each school accessing direct pupil support Continued emphasis - advice, support and training as part of capacity building approach.

6. September 2011 cont.. Increased link between interventions of SpLD teacher and the school; Focus on training at school based level Pilot in some areas based on intensive blocks of teaching support.

7. Consultation Framework Meetings with Heads of SPLD services across 5 Boards Workshops with Heads of Children Services Input from Educational Psychology Services Meetings with Schools

8. Feedback regarding ETi Survey Schools where the management of SPLD was based on a whole school approach – more effective Those schools where there was a reliance on individual pupil support from board services, with less school engagement – less effective

9. Proposed Model - Level 1 Capacity Building Leadership & Management Dyslexia Awareness Audit Dyslexia Friendly Classrooms Identified Training options – spelling, study skills, assistive technology

10. Level 2 : Pupil Focused Advice & Support Individual pupil advice for SENCO, class teacher, classroom assistants, parents/ carers Objective – to put in place relevant and purposeful measures

11. Level 3: Intensive Pupil Support Baseline diagnostic & standardised assessment Intervention plan Class teacher support for IEP target setting Intensive tuition from specialist teachers Monitoring and Review

12. Issues that require clarification Each school with named Board officer for SPLD Intensive support (Block) vs. weekly input Progressive use of ICT – C2K and assistive software Progressive independence through ICT support for pupils with most intensive needs.

13. Implementation Issues Need to complete EQIA screening Further to five board agreement with model – need for parental engagement, as well as school engagement Workforce issues for some services – training, emphasis on ICT … Engagement with young people who have accessed the service.