Secular

Curriculum

Click the links below to find curriculum information for each Year Group at BJCFPS. If there is any further information regarding our secular curriculum you would like to access or discuss, please contact the school office directly and we will gladly support you with your request.  

Supporting pupils with Dyslexia

We aim to support all our pupils that have dyslexia or dyslexic traits throughtout all areas of the curriculum as follows:

Writing policy:

Our approach to writing supports pupils with dyslexia through the use of scaffolds, visual aids, and multisensory techniques. Pupils are encouraged to plan using mind maps or storyboards and to draft using assistive technology where helpful (e.g., speech-to-text tools or typing). Spelling and grammar teaching will be structured, cumulative, and phonics-informed. The policy promotes flexibility in how pupils record their ideas, including the use of scribing or recording devices where needed, to reduce barriers and support written expression. 

Reading policy:

We adopt a dyslexia-friendly approach to reading by providing structured, phonics-based teaching, coupled with personalised support where needed. Pupils with reading difficulties will be supported through targeted interventions, access to dyslexia-friendly texts (e.g., those with larger fonts, tinted pages), and digital tools such as text-to-speech software or audiobooks. The aim is to ensure that all students can access and enjoy reading, and that decoding, fluency, and comprehension are explicitly taught using inclusive, evidence-based methods.

Maths policy:

We recognise that dyslexia can affect mathematical understanding, particularly in areas involving memory, sequencing, language, and problem-solving. Teaching will include clear modelling, use of visuals and manipulatives, and opportunities to talk through mathematical thinking. Pupils may be provided with checklists, worked examples, or templates to reduce cognitive load. Spelling errors in maths will not be penalised, and tasks will be adapted where necessary to ensure fair access and success for learners with dyslexia.

Assessment and Marking:

Our assessment procedures are designed to be inclusive and supportive of learners with dyslexia. Where appropriate, access arrangements such as extra time, a reader, a scribe, or the use of assistive technology will be considered in line with guidance for statutory assessments, including Key Stage 2 SATs. Applications for adaptations will be made in a timely manner, based on individual needs and evidence gathered through normal classroom practice. We recognise that pupils may require alternative ways to demonstrate their understanding, and wherever possible, assessments will be adapted to reduce unnecessary barriers, ensuring a fair reflection of each child’s ability.

We recognise that students with dyslexia may face challenges in spelling, handwriting, and written expression. Marking will prioritise the quality of ideas, structure, and understanding over surface features such as spelling or grammar (unless these are the specific focus of the task). Spelling corrections will be selective and targeted—focused on high-frequency or subject-specific words. Where appropriate, oral feedback or alternative marking strategies will be used to ensure accessibility and understanding. Staff will be trained by the Learning Support Service to provide dyslexia-sensitive feedback that encourages progress and builds confidence.