Case Study

Transition from Primary to Secondary

J is within the average range of intellectual ability but is severely dyslexic.

In Year 1, her parents were concerned that she was behind her peers with reading and was having difficulty grasping what was taught.

In Year 2 she moved to a different school, which was concerned about the effect her learning difficulties had had on her self-esteem.

In Year 5, despite her enthusiasm and positive approach towards learning and additional input from the school and home, J was continuing to experience great difficulties with writing and reading.

National Curriculum Levels EnglishDate Maths Science Reading Writing Speaking + Listening

Yr 5 Dec. 2c 2c 1a 1a 2c

Her mother was aware of her reluctance to take part in activities at which she felt she would not succeed. She was assessed by a specialist teacher Year 5 Feb.

Reading age 06:02 Reading comprehension SS 75

Spelling 06:05

Her sight word recognition and text reading accuracy were at the 1st percentile.Her verbal working memory was below average.The school put in place recommended strategies to support her literacy skills, memory and self-esteem and her parents arranged for her vision to be checked.She was given roles of responsibility within the school, was a member of recreational activities in school and the community.She also started attending weekly lessons with the Dyslexia Association.

In Year 6, a statutory assessment confirmed that while J is of average intellectual ability, was self-motivated to persevere, focussed and concentrated well, her well below average literacy skills were impacting her ability to access the language based curriculum areas and were impacting on her confidence and self-esteem to fully participate in small group or whole class contexts.She was awarded a Statement of Special Educational Needs

SATS Levels Maths Science English4b 4c 4c

Year 7Initial assessments using WRAT 4 in year 7 were not reflective of her SATs levels:Year 7 Sept Reading age Reading comprehension SS 74 Spelling 07:06

07:03

Despite interventions, little, if any progress was made in the first half of Year 7Year 7 April

Reading age 07:05 Reading comprehension SS 65

Spelling 07:09

J hardly spoke for the first three years of secondary school, finding it hard to cope in such a big establishment compared to her small primary school in which everyone knew everyone.She did however, welcome all offered support and applied suggested strategies.

Year 8J took up running and has represented the school ever since.

Year 10In Year 10, she had a breakdown and was supported by CAMHS. She nearly left the school and went to college. Her mother even wondered if a special school placement was needed.

Year 11She made the normal standardised rate of progress for reading in the first half of Year 11.Year 11 Sept Reading age

09.03Reading comprehension SS 77 Spelling 08:07

Year 11 April Reading age 09.11

Reading comprehension SS 82 Spelling 08:11

These reading comprehension levels do not reflect her auditory comprehension.

She had a very successful work experience.She enjoyed her practical subjects.J was more up to date with her coursework in Year 11 and felt she understood more.She worked well in pairs and groups and contributed to class discussions.She was more independent and self-assured.She was more open about her specific learning difficulties, knowing what she does well and what support she needs.

She had 25% additional time, used a reader (or computer reader) and scribe ell in exams.

She has a conditional offer to study level 2 engineering technology at college.

SUMMer results

Year 12J is going to college to study art and design.Her EHCP will be going with her.

Positive factors towards her J’s success J’s eagerness to learn. Her acceptance of all offered support.

Her supportive parents. Her strong social skills and her good group of supportive friends and, as her mother

stated, “She never had a day’s bullying” The monitoring of provision and strategies and their being adapted to J’s changing

needs as she progressed through the school.E.g. yellow paper - to yellow lenses - to pink lenses. Reading Pen - to reader in class when needed - to computer reader for GCSE English exam - Part A Booster groups. Lunch time support. SEN homework club. Out of French. Subject support in Years 10 and 11 available from 8:20 to 4:00 Supported visits to the college.

CommunicationThere were regular meetings with the Secondary SENCo and J’s mother.J’s mother knew who she was speaking to and emphasised that “parents need to feel secure.” She knew that the SEN door always open (because SENCo was not a class teacher)J’s mother stated that they “only got through it because of the support from the SENCo” who “always believed in J.” and was “always available for a chat when there were “hiccups”. All support staff teachers were supportive.

Involvement of outside agencies. Non-literacy-based outlets and successes – running and horse riding Positive work experience.

Negative factors towards her difficulties There had been no indication that J had had access to any special arrangements

(reader and scribe) in her Key Stage 2 SATs. The attained levels did not reflect what she was able to attain when working independently. The Fischer Family Trust predictions, used by the secondary school, were therefore too high. J’s mother feels that these set J up to fail.

Recommendations Reliable data from primary school Outlet (devoid of the area of difficulty) – something at which the CYP is successful,

and is supported and valued by the school. Supportive parents. Good communication between school and home and availability to parents. Supported visits to college (as to secondary from primary)