Good Practice in Learning Support: The Somerset Learning Support Services

Talk; Good Practice - Secondary

Wednesday stream 3 Session 14.00 - 15.40 Length 25 minutes

Good Practice in Learning Support: The Somerset Learning Support Services

Carol Palmer

Learning Support Services, Somerset County Council CCPalmer@somerset.gov.uk

Abstract

I would welcome the opportunity to share with Policy makers the effective ways in which our Education Department has worked consistently towards enhancing provision and addressing the needs of dyslexic students in all phases of mainstream education. My presentation would open with a brief reflection of changes over the last 10 years. The main content would outline the most effective changes over the last 3 years. This would include reference to: Multi-agency working with Health Trust purchasing Speech and Language Therapy and Occupational Therapy through a Service Level Agreement. Multi-professional support services and schools. How the twice-yearly Consultation Meetings with all schools are managed, the process and the outcomes. Monitoring and evaluating schools' SEN provision through the process of "A Framework for Supported Self-Review"- Systems and Provision for Special Educational Needs in Mainstream Schools. This is a new initiative and is in the pilot stage at present due to start in September 2000. The rolling programme of specialist training for teachers, ongoing professional development, Diplomas in Advanced Professional Studies, SENCo Awards, and the Certificate Course- Special Needs in Mainstream Schools. County policy documents: Specific Learning Difficulties- Policy Document Policy into Practice Outlining the effective practice of specialist advisory teachers to work exclusively with Specific Learning Difficulties. Promoting dyslexia friendly schools- describing a recent successful dyslexia audit carried out in a large mainstream Secondary School. Parent Forums, reflecting on how parents have influenced County policy in setting targets in the field of DCD/Dyspraxia. The work of a multi-agency working party on DCD/Dyspraxia and a new postgraduate course on Specific Learning Difficulties to include DCD/ Dyspraxia. I would like to promote the strategies which have been most successful in developing an effective working relationship with the local dyslexia association. Finally, to provide an opportunity for discussion and the sharing of good practice in other Local Education Authorities.

Somerset Education Department has a commitment to improve provision for dyslexic students and has implemented various strategies over the last decade to support schools.

This began in1990 with the introduction of an RSA course on Specific Learning Difficulties run by the Education Department, accredited by the British Dyslexia Association, attended by both teachers and Support Service staff.

In 1996 Support Services were re-organised from discrete teams to form area, Multi-professional Teams. New joint working on assessments, case work and sharing of expertise produced effective results. Twice-yearly Consultation Meetings with each school provide opportunities for raising pupil concerns, sharing advice and planning training.

School requests for specialist support soon exceeded resources. New advisory teachers were appointed to work exclusively with dyslexic students, due to demand this team expanded to five full time specialists.

Success is attributed to the nature of support provided. Specialists meet with parents, negotiate with schools to resolve difficulties and aim to always involve and skill school staff when implementing individual education programmes and provide specialist teaching sessions. Weekly visits are for an agreed period of time, but monitoring links are maintained with schools with further visits if requested.

To obtain parental views, area evening meetings were held, with a general agreement that provision for dyslexic students was improving. New concerns focussed on the shortage of Speech and Language Therapy and Occupational Therapy for Dyspraxic students, - services traditionally provided by Health Authorities. Multi agency professionals met and Service Level Agreements were finalised to purchase additional Therapy time.

Specialist training continues, including a new module on Dyspraxia (prepared with help from medical colleagues).
A recent initiative on 'Monitoring and Evaluating SEN Systems and Provision' through "Supported Self Reviews" has been well received by schools.

County Policy documents are shared with the Somerset Dyslexia Association, from whom we receive valued support, working together promoting Dyslexia Friendly Schools is gradually progressing.

It is recognised that there is much work still to do, but hopefully recently circulated documents1 will provide further opportunities for raising awareness, sharing strategies2 and improving standards and achievements that will benefit not only dyslexic students, but all students with learning difficulties.

Carol Palmer, Learning Support Services Manager, Somerset LEA.

References

2) McNamara, S. & Moreton, G. 1997. Understanding Differentiation; A Teachers Guide. David Fulton Publishers.

1) Somerset Education Department. 2000. The Specific Learning Difficulty of Dyslexia. Somerset County Council.