Since each pupil’s difficulties will manifest themselves in unique ways, any remediation must take account of this.  Tuition is mainly individual and each pupil has a programme designed to meet their specific needs. The teaching methods used in the Unit, in common with current teaching practice in the field of dyslexia, centre on a structured, cumulative, multi-sensory approach, a systematic teaching of written language using the visual, auditory, kinaesthetic and tactile sensory channels.  Given appropriate tuition pupils with specific learning difficulties should fulfil their potential and Mayville has had many shining success stories.  However it has to be recognised that the process can be lengthy, sometimes frustrating, and always involves a great deal of effort on the part of both pupil and teacher.

In the Pre-Prep and Junior Departments the pupils normally attend the Unit for one, two or three thirty minute lessons per week. Senior pupils usually have one or two fifty minute lessons each week depending on need. There is ongoing liaison with class and subject tutors to ensure that pupils are able to transfer what they learn in the Unit to their work in the classroom.

Liaison with parents is also important, regular parents’ evenings are held and in addition parents are welcome to make an appointment to visit the Unit and discuss their child’s progress at any time during the term.

The emphasis throughout the school is on a holistic teaching approach, helping the pupil to improve essential skills while at the same time increasing self-esteem, self confidence and motivation. To this end the teaching also incorporates the principles of Accelerated Learning, Learning Styles Analysis and Multiple Intelligence profiling. We believe that examining how pupils learn best is an essential part of laying the foundations for effective learning.  This is explored further in Remove (Year 7) when the pupils take a Study Skills course with an external trainer.  Part of this course focuses on understanding and applying the results of a detailed Learning Style Analysis which the pupils complete on-line in advance of the course.

The Senior Teacher DLEU is also responsible for assessing pupils prior to school entry, coordinating the Cognitive Ability testing and other assessments throughout the school, including applying to the Exam Boards for Access Arrangements for Key Stage 3 and GCSE pupils. She is also responsible for conducting Annual Reviews for Statemented pupils who have transferred to Mayville so that their Statement remains open for them should they wish to transfer back into the State system or continue on to Further Education.

There is regular liaison with the Gifted and Talented Coordinator regarding provision for Gifted and Talented pupils as well as maintaining and updating the Special Educational Needs Register.

We are aware of the needs of pupils for whom English is an additional language and provision is made for them primarily in the classroom situation, however there is scope for individual tuition if this is deemed appropriate.

The School is an organisational member of the BDA and a member of NASEN (The National Association for pupils with Special Educational Needs) and maintains strong links with other schools and bodies in the field of Dyslexia.

The Unit is inspected every three years (most recently in 2007) by CReSTeD (The Council for the Registration of Schools Teaching Dyslexic Pupils) and has been consistently highly rated under the Category “DU”. 

The Summary of the last report states:

“Mayville is an excellent school.  Its ethos is commendable and it is rare to see such happy staff and happy pupils.  It is well lead and the management have ensured that the school has a superb reputation locally.  The DLEU is run by an experienced team who have had considerable success with their pupils, and have ensured an unusually high awareness of the individual problems of the dyslexic pupils amongst the rest of the staff.  This school is recommended for re-registration without any reservation.”

Other quotes from the report –

“I contacted 6 parents and have rarely heard quite such unanimity – they could not find fault with the school”

“The pupils I saw were all enthusiastic about their teachers, particularly the ones in

DLEU – though they rated their other teachers highly for their awareness of the dyslexics’ individual difficulties.”

“I was impressed with all the lessons I attended and very impressed with most of them.”

“…..it was clear that skilful and appropriate teaching combined with a caring attitude and an atmosphere which was right for study were central to the education and the developing self-esteem of these pupils – particularly those in the DLEU.”

                                                                                                            Allan Giles

                                                                                                            Inspector

School Note

Do not hesitate to contact us for a full copy of the report.