GEMS Jumeirah Primary School (JPS) Private International School Following the British Curriculum 1300+ Students Students aged 3 - 11years.

GEMS Jumeirah Primary School (JPS)

• Private International School

• Following the British Curriculum

• 1300+ Students

• Students aged 3 - 11years

Outstanding

• JPS SEN provision was graded outstanding on four DSIB inspections.

• We have support for many SEN areas:Dyslexia – Dyslexia Unit.

Dyspraxia - Occupational Therapy

Downs Syndrome – Individual LSA

Visual and Auditory Processing – Behavioural Optometry, Sound Therapy.

Language and communication – Speech and Language Therapy.

English Language Learners – ELL Continuums

Social and Emotional difficulties – Well-Being Specialists

Gifted and Talented – Small group withdrawal, students as peer tutors, ASA.

We are going to focus mainly on dyslexia as it is the most common Specific Learning Difficulty.

Dyslexia

Visual and

Auditory

Working Memory

Dyspraxia

An Example of How Barriers to Learning Can Overlap

GEMS Jumeirah Primary School Dyslexia Unit

• Why did we need a Dyslexia Unit?

• What did it look like at the beginning?

• How did it develop?

• What is it like now?

• What are the next steps?

Why a Dyslexia Unit?

• Specific needs of the dyslexic learner differ from their classmates;1. Multi-sensory small steps

2. Repetition and over-learning

• Early intervention more successful;• Stress – poor immediate verbal memory• The Dyslexia Unit supports classroom teachers

and the children’s learning within the classroom environment (handout)

What did it look like at the beginning?

• 1 teacher - dyslexia teaching diploma;• Children assessed within school and/or by EPs;• 1:1 weekly tuition - parent as “silent observer” and senior

partner;• Structured, cumulative, multi-sensory teaching -

assessment for learning;• IEP for the term and weekly individual lesson plans;• Homework;• Homework feedback;• 6 monthly assessments.

How did the Dyslexia Unit develop?

• Successful outcomes fuelled demand from parents;• CPD for teachers;• DU syllabus reviews;• Growing resources – staff and materials;• Policies and systems:

1. Achievement Centre referral system;

2. DU policy;

3. DU Operating document;

• Publication of Dyslexia Guidance.

What is it like now?

• JPS roll 1300+0 – aim for 4% to 10%

5 – 11 year olds in DU;• 3 full time teachers;• 1 Teaching Assistant;• Consistently strong results in literacy -

closing the gap.

the support we proved hh Performance vs Potential June 2012

    WI WA Spelling

Est IQ Potential Last Score Last Score Last Score

2 109 105 111 110 104

2 121 111 99 118 103

2 107 104 107 112 102

3 118 109 122 129 109

3 113 106.5 96 120 90

3 97 98.5 105 117 101

3 105 102.5 98 99 92

3 120 110 121 117 96

3 95 97 129 136 110

3 96 98 121 122 103

3 119 109.5 112 117 95

3 105 102.5 99 110 98

3 101 100.5 126 126 106

4 97 98.5 107 105 95

4 117 108.5 115 107 107

4 111 105 109 119 98

4 120 110 112 119 100

4 99 99.5 117 125 92

4 97 98.5 102 111 96

4 102 1o1 92 91 82

4 109 104.5 117 121 106

4 103 101.5 111 118 97

5 101 100.5 98 112 86

5 101 100.5 109 104 101

5 96 98 99 103 90

5 105 103 94 104 96

5 93 96.5 112 116 83

5 103 102 97 100 98

5 94 96 114 117 100

5 109 104.5 117 116 102

5 111 106 110 117 105

5 113 106.5 112 116 97

5 115 107.5 125 136 110

5 97 98.5 113 115 105

5 106 103 107 104 97

6 109 104.5 124 137 110

6 91 95 108 136 101

6 103 101.5 100 110 102

6 101 100.5 113 120 104

6 81 90 100 113 111

6 103 102 118 116 96

6 88 94 99 112 90

6 96 98 95 108 79

6 118 109 123 121 108

87% achieving their potential in reading

44% achieving their potential in spelling

Next steps

• Dyscalculia - base on DU model:1. Early identification through assessment;

2. Encourage and facilitate class teacher referrals;

3. Construct syllabus;

4. Identify and develop resources;

5. CPD for staff;

6. Increase parental awareness and knowledge;

7. Monitor learning and adapt provision to meet learning needs.