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Dyslexia- at school & at home

What do you do at BCS to address dyslexic pupils' needs?


We utilise quality-first teaching strategies (this is standard practice in all BCS classrooms) to address and remove any barriers. This involves adjustments to activities such as:


  • Teaching includes demonstration, prompts, visual support and opportunities for practice
  • Teaching uses multisensory methods broken down into manageable steps
  • Concrete, practical-based learning activities
  • Differentiation in presentation, pace and outcome
  • Staff are aware of the implications of mild sensory impairment, fine motor skill development and medical issues
  • Pupils work collaboratively in mixed-ability groups
  • Specialist resources available in class e.g. coloured overlays, word mats, table squares
  • Social and emotional factors are taken into account
  • Pupils' learning preferences are identified and addressed in teaching
  • Pupils receive prompt, constructive feedback
  • Alternatives to copying from board are in place
  • Pupils use alternative methods of recording learning
  • Cursive handwriting should be introduced as part of a multi-sensory approach
  • Material to support reading, writing, organisation or attention are provided e.g. visual timetables, task plans, vocabulary cards, visual aids, adapted writing frames with word and sentence support. 
  • Opportunities for pre-teaching of vocabulary where necessary
  • Some small group or 1:1 intervention may be required e.g. reading, maths, motor skills / catch-up programmes such as individual IDL accounts
  • Computing resources such as Clicker, IDL (a dyslexia reading and spelling programme), Helper Bird, screen overlays, voice recorders, typing programmes, text-to-speech programmes. 
  • CPD and resources for teaching staff using NASEN Mini Guides / Inclusion Development Programme (IDP) / Dyslexia Trust resources / LA or other staff training
  • Additional adults routinely used to support flexible groupings, differentiation and where appropriate provide 1:1 intervention


A Dyslexia Friendly Classroom involves: 

  • A well organised environment with clear routines to minimise movement and noise
  • A good mix of Visual, Auditory, Tactile and Kinaesthetic activities within each lesson
  • Dyslexic pupils ideally sit within easy eye contact of the teacher
  • Resource boxes / Goody boxes – lots of visual and hands-on support
  • A variety of writing implements (option of pencils or pens)
  • Revisiting reading and spelling strategies at the start of each year and having these displayed for constant reference
  • A selection of high interest/ low reading age texts available
  • Whiteboards with coloured markers to practise spellings and sentences
  • Keyword cards; eg. Days of the week/Months of the year cards
  • Writing planning boards or writing frames
  • Using a variety of recording methods – mind maps, storyboards, flowcharts, videos, diagrams, oral presentation
  • Using ICT as a multi-sensory method of working
  • Giving children thinking and talking time
  • Having drinking water available
  • Using ‘buddies’ or ‘peer mentors’ to help with homework / organising
  • Colour photocopies / coloured wallets / coloured reading rulers for use with white paper or reading books to help reduce any visual stress
  • Off-white / coloured backgrounds on screens


Different interventions (for dyslexia) that we use at BCS:

  • Spelling Bee
  • Toe by Toe
  • IDL literacy
  • Precision Teach

Is there anything I can do to support my child further at home?


There are lots of things you can do at home to support your child's learning needs if they have dyslexia/ tendencies. 

  • Encourage them to read (if they are reluctant, read to them and get them to follow the text with their finger/eyes). Getting them to read OUT LOUD is often best. 
  • Help them with their homework and incorporate multi-sensory strategies when spelling. This refers to getting them to trace words with their finger/ writing spelling words on palm with finger/ skipping whilst calling out letters for spelling words.
  • If they have an IDL account, encourage them to access it from home. Little and often is key for dyslexic pupils! 
  • When watching TV, have subtitles on so that they can see spelling patterns etc.


For further advice and suggestions, please see the attachment below.

How to support your child at home (dyslexia)

There are various Chrome Extensions/ applications that can be installed on your devices at home to support pupils with literacy difficulties. Please see below for further information.