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GEMS Jumeirah Primary School (JPS)

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.

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GEMS Jumeirah Primary School (JPS)

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

  2. 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.

  3. An Example of How Barriers to Learning Can Overlap

  4. 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?

  5. Why a Dyslexia Unit? • Specific needs of the dyslexic learner differ from their classmates; • Multi-sensory small steps • 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)

  6. 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.

  7. 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: • Achievement Centre referral system; • DU policy; • DU Operating document; • Publication of Dyslexia Guidance.

  8. 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.

  9. Next steps • Dyscalculia - base on DU model: • Early identification through assessment; • Encourage and facilitate class teacher referrals; • Construct syllabus; • Identify and develop resources; • CPD for staff; • Increase parental awareness and knowledge; • Monitor learning and adapt provision to meet learning needs.

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