Specialist Literacy

To provide support and advice to colleagues on issues related to teaching pupils with specific literacy difficulties within educational settings and direct teaching consistent with the main duties and responsibilities of the post. The Specialist Literacy Practitioner will work as a member of the multi professional team to promote inclusion of pupils with persistent literacy difficulties and SpLD needs. The role is peripatetic with an office base in Ashington.

Duties and key result areas: Support for Schools and Pupils.
- Manage a caseload of pupils referred to the Literacy Team, from all age-ranges and phases in schools across Northumberland.
- Work with initiative under mínimal direction from the Lead Practitioner adhering to appropriate time constraints.
- Employ specialist knowledge and experience of dyslexia and co-occurring difficulties during the assessment of children with persistent literacy difficulties, in accordance with the guidelines outlined in the SEND Code of Practice and other relevant advice, e.g. the Rose Review.
- Administer standardised tests (including tests of cognitive ability and attainment) in order to identify areas of strength and weakness, and use this information to recommend appropriate evidence-based interventions and/or support strategies. Draw on theory, knowledge and experience of dyslexia/co-occurring difficulties in order to interpret the results and identify whether the learner’s difficulties are consistent with SpLDs/dyslexia, or more general learning difficulties. Refer to current definitions of dyslexia (i.e. BDA, Rose [2009]).
- Demonstrate knowledge and understanding of how pupils develop literacy skills and how this impacts on teaching children with literacy needs. Draw on knowledge and theory of reading (e.g. the Simple View of Reading), spelling and writing development, and relevant research and publications (e.g. What works for children and young people with literacy difficulties?) when advising on appropriate interventions and support strategies.
- Write up the results in the form of a comprehensive report to be shared with parents and school, which should comply with best practice within the field and with reference to advice from Patoss, BDA and SASC Guidelines regarding test selection and reports relating to Specific Learning Difficulties, where relevant (SASC - Specific Learning Difficulties Assessment and Standards Committee).
- Identify, organise and prepare (when needed) appropriate resources to be used within the pupil’s intervention plan.
- Facilitate positive collaboration between parents/carers and school, to ensure a co-ordinated approach to supporting the pupil’s needs. Respond sensitively and professionally during any challenging conversations. Invite parents/carers and school staff to meetings, in order to gather information to support the assessment process. Invite parents/carers and school staff to a feedback meeting to discuss the assessment results, recommendations for future support and suggested resources. Demonstrate activities, as appropriate, to support the delivery of the intervention plan, at home and in school.
- Contribute to statutory assessments of special educational needs and the preparation of EHCPs by providing written literacy advice, and attend EHC meetings, when requested by the SEN Monitoring and Assessment Team.
- Actively support the inclusion of pupils with persistent literacy needs to enable them to make progress; supporting the aims and ethos of the Northumberland Inclusive Education Services.
- Supporting schools to set high expectations which inspire, motivate and challenge pupils and encourage pupils to take a responsible and conscientious attitude to their own work and study at a level appropriate to their age and level of need.
- Supporting the development of whole school approaches in the creation of literacy supportive environments.
- Ensure confidentiality and security when dealing with personal data (including sensitive data), in accordance with NCC Information Governance policies and security procedures.
- To follow Government, NCC and NIES policies and procedures regarding Safeguarding.
- Raising awareness within educational settings of the additional needs of pupils with specific learning difficulties and appropriate evidenced-based interventions to support them.
- Providing training, where appropriate, to small groups of staff to enable them to successfully include pupils with literacy needs and implement aspects of a pupils individual programmes.
- Plan and deliver specialist teaching of literacy skills to individual pupils and small groups of pupils in schools across Northumberland, to enable pupils with severe and persistent literacy needs, to make progress.
- Contributing to the development of individual plans/pupil profiles through the identification of appropriate targets, intervention strategies and resources. Monitoring and assessing the progress of individual pupils, when requested, as pa