Inclusion: Using the IDP as part of LA support around a primary school developing a SpLD provision

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Shelley, Susan
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Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to improve literacy skills and raise the achievement of targeted pupils with dyslexia and SLCN, and to develop partnerships with parents and class teachers' expertise in identifying and removing barriers to learning.

Aims: The main aim of this development work is to improve teaching and learning for children and young people with high incidence special educational needs (SEN) and to help to raise standards and attainment generally.

Methods: The participants in this case study are the head of school improvement, headteacher, middle leader, senior leadership team, subject leader, teacher, external agency, and parents/carers. The methods used included LA support for setting up an in-school SpLD provision, LA launch of IDP to SENCos and SLT, LA support for IDP training, periodic teacher assessment, CPD approaches, and parent/carer involvement.

Findings: The main findings are that LA support for setting up an in-school SpLD provision has had a positive impact on pupil learning, teaching, and school organisation and leadership. Pupils have made increased progress in comparison to previous terms, staff are more confident in their ability to support pupils, and an annual programme has been agreed and planned.

Implications: The findings suggest that LA support for setting up in-school SpLD provision, high-profile LA launch of IDP, and LA support for IDP training within school are essential elements for successful implementation of the Inclusion Development Programme. This has resulted in increased pupil confidence, improved literacy skills, and increased staff confidence in supporting pupils with Dyslexia and SLCN.
Keywords (free text)
Primary education , English - reading , English - writing
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