SpeakMe

A toolkit for the identification and support
of learners exhibiting literacy difficulties

Moves from Abroad

Supporting the school transition for children and young people who have moved from abroad can be challenging for a number of reasons e.g. their educational records may not be available or may be delayed in transit. 

Children and young people who are often involved in moving to Scotland from abroad may do so because of their parent/carers profession e.g. Armed Services or perhaps due to immigration/refugee support. Although they will have experienced a different education system it is important to try and find out as soon as possible from the family and child/young person their educational levels – even informally. Beware that standardised assessments may not take account of cultural differences and may not provide reliable information. If the child or young person has attended an English speaking school such as military school abroad it would be helpful to contact the school as soon as possible to discuss their profile. This is particularly important if dyslexia is suspected/mentioned or there are literacy difficulties which may be due to a history of interrupted learning but the supports can be the same.

Home to Nursery
 

A great deal of support is now available to help children and their family transition into nursery school. Often home visits are made and provide opportunities for parents and carers to ask questions and share concerns.

  • Listen to parents/carers and respect information shared about family links with dyslexia.
     
  • Share curriculum information and strategies, including the value of a literacy enriched home  environment – developing language through, play, singing, rhymes with home.
     
  • Share language development approaches.
     
  • Be sensitive to the fact that the parent’s experience of school may not have been positive if they are dyslexic. It may not have been identified.

Nursery to Primary 1
 

Nursery staff are well placed to build up a profile of a child through observation, consultation with parents and engaging the child in the experiences and outcomes which are planned for children years through active learning. This knowledge should support the transition into P1.

  • Listen to parents/carers and respect information shared about family links with dyslexia.
     
  • Provide supported/enhanced  transition for the child.
     
  • Use of Pre-school screener /observation.
     
  • Ensure Recording is accurate and up to date.
     
  • Ensure information is shared between nursery and P1 teacher.
     
  • Share curriculum information and strategies with nursery and home, including the value of a literacy enriched home environment, play, singing and rhymes.
     
  • Share reading schemes.
     
  • Be sensitive to the fact that the parent’s experience of school may not have been positive if they are dyslexic. It may not have been identified.