About the Hillfield Dyslexia setting
Hillfield offers positive individual support to pupils who may find reading, spelling, literacy, mathematics, handwriting or processing skills challenging. Hillfield’s role is to give a helping hand and provide an academic boost to each child during their time at Airthrie. Some pupils may need a minimal level of support (one session per week) while others may benefit from more (up to three sessions, 40 minutes each, per week) depending on their individual needs.
The way we work
In Hillfield we believe that early intervention is key, therefore, as soon as a class teacher or parent notices that a pupil is struggling in any curricular area, then the child will be more closely monitored. One of our Special Educational Needs (SEN) teachers will observe the pupil in the classroom, view their written work and give suggestions as to how to help. If further input is needed, then an ‘in-house’ assessment is offered to ascertain the areas within which the pupil is struggling such as literacy, mathematics or handwriting along with exploration to determine whether there are difficulties with auditory or visual processing, or working memory. Parents are invited to meet with the SEN and class teacher to discuss the results and decide upon a plan of action. If it is agreed that the pupil should receive individual support within Hillfield for their particular needs then a Hillfield Education Plan (HEP) is drawn up detailing specific areas in which the child will be supported and includes personal targets, resources and activities to be undertaken.
The Hillfield teachers work in close collaboration with the class teacher and parents to ensure that each pupil is supported in identifying and overcoming any barriers to learning they may be facing. Learning in Hillfield is a cumulative process and each child progresses at their own pace. Our pupils develop individually and are able to apply their newly acquired skills in the classroom and at home. They enjoy seeing their successes and this helps to improve their confidence.
Standardised reading and spelling assessments are given in November and May. Progress is reviewed and discussed formally with parents twice a year and informally at any time. If a pupil is not making the progress expected following the intervention recommended in the child’s HEP plan, then outside agencies may be called in to assess and advise (the Special Education Needs and Disabilities Co-ordinator (SENDCo) will manage these interventions).
If needed, we follow the Gloucestershire Local Authority ‘Graduated Pathway’ to seek an Education, Health and Care Plan (EHC) for a pupil who is not able to progress with intervention provided within Hillfield.