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

Transitions: Class to Class, Year to Year, P7-S1

Class to class

It is extremely important that all teachers and support staff working with children who have additional support needs are aware of the child support needs and profile. This also includes supply staff. 

Information must be made available to the all of the child’s teachers through the school's confidential information sharing system, and they must access it.

Year to year

Parents regularly express concern and frustration that each year they feel that they have to repeat the process of sharing information to new class teachers about their child’s support needs and how much valuable pertinent learning and teaching time is lost for their child due to this delay.  Records should be kept up to date and shared when possible between teachers. If that is not possible due to staff changes in the new academic session, information must be made available to the new teacher through the school's confidential information sharing system.

Primary 7 – Secondary school (S1)

The transition from primary school to secondary school can be daunting for children with dyslexia. Primary and secondary schools must work together to support the transition process for all children and for those who have additional support needs, planning is required to support the needs of the child.  Effective communication between all those highlighted below should be in place prior to the new academic year starting in August to ensure that secondary school class teachers have up-to-date relevant information to support their class and curriculum planning.

In cases where dyslexia is a significant additional support need the transition planning must begin no later than 12 months before they enter S1 and it often the case that transition begins in P6, or sometimes earlier as highlighted in the 2010 Code of Practice.

  • Arrange a transition meeting with the parents/carers, schools and child
  • Listen to parents/carers and respect information shared about family links with dyslexia
  • Provide supported/enhanced  transition for the child
  • Provide information and report from the Identification Pathway
  • Ensure recording is accurate and up to date
  • Ensure information is shared between P7, Primary support staff and Secondary support staff
  • Ensure strategies and approaches available in primary school are discussed and supported in secondary school as appropriate
  • Provide a visual timetable and ensure multiple copies are available and shared with home
  • Arrange a P7 parent session at the secondary school to share school information, meet other parents and see the school
  • Share curriculum information and strategies with the child’s S1 teachers by June to provide them with time for planning
  • 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
  • Ensure that staff have access to professional learning on dyslexia and inclusive practice