Where is Appleford School exactly?

In Wiltshire in a rural setting on the edge of Salisbury Plain, in the small village of Shrewton, 12 miles from Salisbury.

Is access to extra-curricular activities restricted in any way?

No, an extensive range of activities and after-school clubs are available to all, ie horseriding, golf, archery.

We are in the Military. My son has dyslexia. I’ve heard that the MoD will pay my son’s school fees?

The MoD may help with fees for eligible personnel to pay for the boarding school education of your child through the Continuity of Education Allowance (CEA).

For children with Special Educational Needs (including Dyslexia, Dyspraxia, Dyscalculia and others; there are 3 further subdivisions of the Allowance – Non Specialist independent (NSI), Dyslexic Unit (DU) and Special School (SP) Allowances. NSI and DU claims are normally for 1:1 tuition perhaps one or 2 per week, whilst SP means a whole school approach to the problem.

If you think your child has a specific learning difficulty, you should talk to the class teacher and find out what support your child is receiving.

If the child needs a higher level of support you should obtain a mandatory Boarding School Information Pack and blank CEA Entitlement Certificate (EC) from the MOD Children’s Education Advisory Service. At this stage you should check with your unit admin office whether you might be entitled to claim CEA.

Once you know you child’s needs and that you are entitled to claim CEA you should look at a number of schools to try and find the right school to cater for your child’s needs.

What does the ‘SP’ mean?

It means Specialist Provision: that the school is established primarily to teach pupils with dyslexia. The curriculum and timetable are designed to meet specific needs in a holistic, co-ordinated manner with a significant number of staff qualified in teaching dyslexic pupils.

What learning skills development programmes and structured multi-sensory literacy and numeracy programmes are used?

English and Maths are taught in line with the National expectations using the latest resources and techniques including unrivalled ICT access.

How is special teaching delivered: in class, by withdrawal, individually or in a small group?

All of these. As our groups are very small, individual needs can be addressed in the classroom so withdrawal is not the norm apart from Occupational Therapy and Speech and Language Therapy.

What resources and equipment are available?

An extensive range of computers, interactive whiteboards, spelling programmes, reading programmes, and other resources are available. We have a fully equipped science lab, two computer suites, an art block with pottery kiln and a sports hall with climbing wall and a food technology room.

What access to and training for ICT do dyslexic pupils have?

We have excellent resources here. At last count, 200 computers for pupils available in various rooms around the school.

What is the preferred teaching approach: formal, informal, practical, topic based, or multi-sensory?

A combination of all of these approaches is used, but always in the appropriate child/dyslexic-friendly manner.

How rigid is the school’s approach to the National Curriculum?

The full curriculum is taught, differentiated to meet individual needs.

What is the school’s Inset (training) policy for class teachers, and special needs staff?

We are proactive and encourage continuous professional development as courses become available.

Are you a member of the BDA British Dyslexia Association?

Yes we are a supporter and silver organisational member of the BDA

How many teachers are specially trained to work with SpLD students?

All of our teachers are SpLD qualified or in the process of gaining a qualification.

Can you put me in touch with other parents?

Yes, just call 01980 220012, we would be happy for you to speak to parents of current and past Appleford pupils.

Can I see a typical Support Plan?

A Support Plan comprises of: the pupil’s unique needs, outcomes to meet these needs and provision to work towards these outcomes. Over time it also references progress through report information, assessment ladders and spelling / maths and reading ages. From Year 9 onwards it also starts to look at provision beyond Appleford.

How are the children’s needs met when they are in classes?

We have a whole school approach to dyslexia using research-based programmes and resources. All members of staff demonstrate the ability to meet the needs of dyslexic pupils within their departments.

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