In 1995, Maple Hayes had an excellent Ofsted report from NIAS, the Northamptonshire Inspection and Advisory Service, following its Ofsted inspection. The inspectors noted that the school gave "value for money" and achieved "examinations results amongst the best".

Although this report established Maple Hayes as perhaps the foremost special school for Dyslexia/Specific Learning Difficulties in the country, it was felt that the Ofsted framework would not accommodate the uniqueness of our provision because the Ofsted special schools' criteria had not then been developed.

The provision for Dyslexics at Maple Hayes is different from elsewhere and the school commissioned the same Ofsted consultancy, NIAS, to investigate in depth and with Ofsted rigour the effectiveness of our provision for Dyslexics which is unique and based on research at the University of Aston in Birmingham in the 1970s.

The approach has been internationally presented on a number of occasions and has been recognised as a much-needed theoretically and practically viable initiative in literacy provision for all children.

I think you will find this report extremely interesting and thought-provoking as it presents further independent evidence of the successful application of modern morphological and unisensory teaching principles to these children, often called dyslexic or underachieving, who have failed to make significant progress despite considerable application of conventional rote-phonic and multisensory remedial approaches in mainstream or special provision elsewhere.

Dr E N Brown, Principal

The report is divided into the following sections:

Introduction

The Inspection Team and Schedule

Background

Icon Lessons

Basic Literacy

English

Mathematics

Geography

History

Chemistry

Handwriting

Discussions with the pupils

The Parents' View

Resumé of a case study

Pupils in the low range of Verbal and Performance I.Q.

In Conclusion

There are a number of linguistically capable children who experience profound and prolonged problems in learning to read, write and spell. Often these problems manifest themselves in anti-social behaviour and frequently produce the children Dr. Brown describes as ‘damaged’. In the case of most children who possess adequate oral language skills, learning to read and write poses little difficulty. Once the skills are mastered their access into learning is assured and they are able to develop to their potential. The title of the 1960’s BBC television programme "If at first you don’t succeed, you don’t succeed" rings as true today as it did then.

Why then do some children, such as those with specific learning difficulties, fail to master the skills of reading and writing? Neville Brown has shown that children with enormous educational difficulties are not necessarily intellectually defective. Rather, many of these children suffer from difficulties of combining information from various sense modalities. For example, many children manifesting reading disabilities may be suffering because of a wrong strategy for processing reading material. Most are taught to read phonically and are required to transpose a linguistic medium into an acoustic one. It is here that Neville Brown sees the breakdown and this is where children’s difficulties arise.

What might be done to help such youngsters? Most of the current teaching approaches are embedded in the pioneering work of Orton and the structured multi-sensory teaching approach of Gillingham and Stillman outlined in the manual "Remedial Training for Children with Specific Disability in Reading, Spelling, and Penmanship." During the sixties, desperate parents (finding little to help their children overcome their reading difficulties in this country) saw in the multi-sensory approach a life-line for their failing children. There is no doubt that this approach has assisted many youngsters in acquiring the necessary linguistic skills to enhance their educational attainment. However, there are many children who are unable to respond to a rote phonological or multi-sensory approach despite skilled teaching and they become frustrated by their lack of achievement. So, is there an alternative to the multi-sensory approach? Neville Brown’s work at Maple Hayes Hall suggests that there may well be.

In late 1994, I visited Maple Hayes Hall to discuss my requirements for an OFSTED inspection I was to be leading in the following January. Dr. Brown was enthusiastic about the approach to teaching linguistic skills at his school. He explained the differences between his ‘unisensory’ and morphological methods which he referred to as the ‘icon-meaning’ approach he had developed during his doctoral research at the University of Aston, Birmingham in the 1970’s. He challenged me, suggesting that I would be prejudiced by my past work and understanding of what has recently become the conventional multi-sensory and rote phonic approach to literacy teaching and learning. I gave assurances that I was coming to the school to judge the standards and quality of the education provided and not to be judgemental of any particular approach. He was somewhat disappointed by my response as he was quite prepared to submit the school’s literacy methodology to our critical scrutiny but, when he supplied me with the pre-inspection documentation, it contained a flavour of the background to the ‘icon-meaning’ system. One such paper was a copy of a press release from The British Psychological Society who had invited Neville Brown to make a contribution to their conference in 1983:

"An entirely new approach to teaching dyslexic children was reported by Dr. Neville Brown (Maple Hayes School for Dyslexics, Staffordshire). He has developed an ‘icon-meaning’ system whereby pictures are assigned to letter strings. His methods are likely to be controversial as they challenge the usual views about how to teach dyslexic children."

Professor Peter Pumfrey of Manchester University says, "Dr. Brown’s advocacy of remediation via the use of a "unimodal" (visual) teaching method based on morphographemic units, actions and "Icons" has considerable appeal. If this approach enables children to avoid the information ‘bottleneck’ associated with phonological recoding, they may be able to comprehend textual material more adequately."

Neville Brown’s methodology differs markedly from my own experience and other advocates’ experience of the multi-sensory approach. His work concentrates primarily on children who have at least average competence in using and understanding spoken language but for whom the task of reading and writing presents enormous difficulty. Without skilled intervention of an appropriate kind, the prognosis for most, if not all, such children is failure to access education by acquiring fundamental tools for academic learning. Failure also brings frustration, a lack of self-belief, emotional problems and a low self-image. In other words, the classic ‘damaged’ child Dr. Brown had already identified in our conversations.

Given my earlier reservations, it came as a surprise when Dr. Brown approached me after I had reported on my OFSTED initiated inspection with a view to returning to the school to make judgements about the remediation of linguistic deficit by the methodology used at Maple Hayes Hall. The school commissioned Northampton Inspection and Advisory Service (NIAS) to undertake the work, which was led by myself, Lynn Lewis, who would be the reporting inspector. Our primary task was to evaluate classroom practice and to trace the influence of the work done in the ‘icon lessons’ on subject teaching. The inspection team spent a total of seven inspector days in the school making their judgement.

1. Lynn Lewis OFSTED Registered Inspector of special schools, with extensive experience of Specific Leaning Difficulties (Dyslexia) both in this country and abroad.

2. Jill Spiby OFSTED Trained Inspector of special schools with considerable experience of teacher training, leading R.S.A. Diploma (Dyslexia) groups and in the teaching of linguistic skills.

3. Brian Burnett OFSTED Registered Inspector of special schools, with many years experience as a Senior Education Officer and Inspector (Special Educational Needs) with responsibility for statement procedures and the allocating of pupils to out-of-county placements.

4. Tom Atkins OFSTED Lay Inspector, with a background in industry and commerce and particular interests in promotional and presentational developments.

Prior to the commencement of the fieldwork, Dr. Brown supplied background information and published research details of the approach. On the evening before starting, he gave a presentation of the approach and how it was used at Maple Hayes Hall.

The (OFSTED) inspection concentrated upon standards of achievement and quality of learning and was not intended to make specific judgements about the Icon Method. However, my observations at the time indicated that, soon after entry, pupils became motivated by their learning and progress came with confidence. It was evident that pupils entered the school with very low self image, many felt themselves to be stupid and failed to understand why, despite enormous personal effort, they were unable to master the skills of reading, writing and spelling. When they left the school they had made enormous strides in the acquisition of literacy and were confident that they could make a positive contribution to society. This observation was supported by a very good record of examination successes at GSCE level.

Since that inspection there have been several significant developments in the management of the linkages between the icon approach and the subjects of the school curriculum. Central to these has been the appointment of a Coordinator to liaise and plan with subject leaders how icons can become the catalyst for the delivery of subject content. This has resulted in the permeation of icons, in an even more systematic and integrated way, throughout the curriculum.

The impact of this approach on dyslexic pupils learning in a range of subjects has manifested itself in two important ways: First, it has helped pupils to break down words into their constituent morphemes for the purpose of spelling. Secondly, it has provided pupils with basic concepts in curriculum content based upon their understanding of word meaning through icons.

In essence, the icon method used in subject teaching is based upon sound communication between subject teachers and the icon Coordinator. Initially, discussions evolve around the specialised vocabulary to be used in the subject teaching. This information is collated and subject requirements discussed with the teacher introducing icons. All of the icons required will have been covered by the week preceding the lessons and topics.

The icon lessons observed took two distinct forms.

1. There were those which were delivered as oral lessons by direct instruction. These lessons were taught to groups of up to 18 mixed ability pupils. They were language enriching experiences for all pupils, with clear understanding of, and insight into, word derivation and of the application of the concepts conveyed by the words. Pupils were fascinated by the interesting approaches in which the components of words were presented. These were powerful sessions with a high degree of thought provoking activity. Skilled questioning was central to the delivery, which included subtle differences of emphasis and inference, to meet the wide range of ability within the class group.

 

2. There were lessons used to reinforce the oral lessons using information technology and a program devised by the Deputy Headteacher. The program is a challenging one and often involves two pupils working collaboratively to solve the challenges posed. These lessons are high quality learning experiences, meeting the individual needs of all pupils and ending with a speed test and reward for pupils who improved upon their own personal best performances.

 

Both styles of lesson are delivered with interest and enthusiasm by teachers, who are in total command of the subject content, and this approach is very well received by the pupils. Pupils demonstrated, both in icon lessons and in curriculum subjects, the usefulness of the approach to spelling and the concepts of word origin which they contained.

Basic literacy lessons are delivered daily and are used to practise and reinforce the icons learned in the icon lessors. These lessons are co-ordinated and time-tabled to occur at the start of each day. They prove to be a useful reminder and reinforcement of the conceptual work contained within the icon lessons themselves and are used to provide community cohesion and ownership of the methodology. They are also a reminder and preparation of the cognitive content of forthcoming lessons in geography, history, the three sciences and other subjects of the curriculum.

During the lessons pupils are questioned on the semiology and meaning of icons and this is followed up with written tests. Cloze worksheets, devised by the teachers are used for testing and reinforcement.

What is not, at first sight, covered by these lessons is basic literacy as it is commonly understood in mainstream schools i.e. early reading and writing skills. This might cause some misunderstanding or confusion should the approach be disseminated to a wider audience in an uninformed manner. Although the evidence of progress is clear, it might well raise concerns for those concepts of progress in literacy which are now conditioned by the more usual "multi-sensory" approach to teaching pupils with specific learning difficulties, with its successive and hierarchic stages. For wider dissemination it would be necessary to develop an induction programme which gives clear indications of the cognitive growth and development which under-pins the icon approach. It will be very easy to dismiss a serious approach to teaching literacy skills because of a lack of understanding by the perceiver. During our visit to Maple Hayes Hall, the experienced teachers in the team demonstrated a good understanding of the strengths of the icon method and were able to conceptualise what was happening in the classroom. My less well informed colleagues in this methodology were unsure of themselves following the initial induction and acquired a better understanding from the lesson observations which followed than from the presentation.

The lessons observed covered a variety of aspects to develop literacy skills. In one lesson, for example, the novel Animal Farm was being revised and summarised by the pupils. In this lesson icons were used systematically and effectively to aid the spelling of individual words, to provide a bank of vocabulary relevant to the subject matter and to explore critically the content and meaning of concepts and themes within the literature.

Through discussion with pupils, it was evident that they found the lessons interesting and valuable in all of the above aspects. They were observed to be hard-working and highly motivated and discussed various aspects of both the story line and the political issues that were represented, intelligently and with insight.

Icons are used to help visualise the processes required for manipulating numbers. This is then represented as a two dimensional diagram. Mathematics teaching is good and at times inspirational. Although several pupils struggled with the work to be covered they remained highly motivated and involved for the whole lesson.

In one lesson pupils worked on finding the volume of cuboids. The lesson was well structured and planned in a variety of stages to ensure that the needs of all pupils are being met. The teacher circulated well and assisted pupils as and when it was necessary. Skilled teacher questioning was a feature of this particular lesson and was designed to provoke clarity of thinking in pupil responses. There was little evidence in the lesson of direct reference to icons, but pupils used a variety of strategies, which had been evident in subjects where icons had been used, to reason why a correct or incorrect solution had resulted and alternative approaches to the set problem which would also have produced a correct result.

In geography, icons were used to teach an understanding of plate-tectonics and earthquakes. The lesson opened with a revision of the relevant icons and associated morphemes and percepts. Pupils demonstrated good knowledge of both the icons themselves and the built-up concepts developed with them. They worked hard throughout and concentrated well. Discussions revealed pupils’ thoughtfulness knowledge and understanding of a complex topic and this appeared to be integral to the concepts developed through the icons.

New icons were presented in the second part of the lesson to develop the range of concepts further.

Geography lessons were delivered with good pace and in a manner which sustained pupils’ interest. Teachers signalled clearly their high expectations for pupil achievement and behaviour.

Another lesson on the same topic included an opening phase where icon cards, in their appropriate colours, were given out to assist word building and understanding. Further worksheets were available to consolidate recognition and understanding. Pupils are confident that the reading and spelling of words such as ‘epicentre’ and ‘Subducting/subduction’ are not a problem, but more profound was the method used for developing understanding through the derivation of words learned during the icon lessons. Teacher and pupils were enthusiastic and both performed at high levels of expectancy and success. In conversation following the lesson, pupils felt confident that the new vocabulary was secure and it had helped them understand the complexities of the geography being taught.

One of the history lessons observed was based on the offensive strategies of warfare adopted on the Western Front during World War II and the defensive patterns used to negate them. The lesson began with a resume of the appropriate icons followed by a clear explanation of their use. Time management was a strong feature of the lesson which proceeded through its planned stages with precision. There was excellent use made in the initial build-up to target words to be used during the lesson. Pupils were encouraged to make decisions about what constituted offensive and defensive weapons. They made decisions, which they were happy to debate with peers, about which weapons to select in given defensive situations. This led to some high quality discussion within small groups on a range of offensive and defensive strategies and the weapons to be deployed. Pupils had a clear understanding of the need to write in history and they found that the targeting of words at the beginning of the lesson helped them to focus, in a measured way, upon the accuracy and precision of their written accounts. The inspector in this lesson was impressed by the recall of the word ‘mobility’ which had been taught during an icon lesson some two months previously and had remained secure over that period.

Another history lesson dealt with the registration of births. Icons were used to develop concepts about the registration and certification process. Pupils understood the lesson well and worked throughout with concentration. They responded well to the artefacts that were used to illustrate the lesson and worked hard on the related worksheets. The lesson was delivered with precision and the teacher had very high expectations of the pupils.

One of the chemistry lessons observed immediately followed the icon lesson that related to it. This was an excellent example of the initial learning of specialist vocabulary and the concepts associated with it being followed up in the chemistry lesson itself. Pupils showed a good grasp of the burning of magnesium and related this to what they had learned in the icon lesson. The teaching was good, demonstrating high expectations of work and behaviour with the teacher insisting that strict procedures should be followed. Pupils were very hard working and very well behaved.

Although the chemistry teacher is relatively new to the system, she demonstrated appreciation, knowledge and understanding of the icon approach. Before she took up the position, Dr. Brown had gone through the icon methodology very thoroughly for her benefit. She now received weekly training when she attended her form group’s icon lesson. Like the pupils, staff attending these sessions are encouraged to ask questions where further clarification is necessary. There are many sound messages given to pupils when their teachers are comfortable to sit with them and learn together. When asked what benefits the pupils had gained from the icon lessons she replied, "I have found that my pupils are able to break down more difficult and complex words, as for example in a lesson earlier in the term which covered ‘photosynthesis’ into more manageable morphemes." She felt that this was a significant breakthrough for many of her pupils who had very severe specific learning difficulties. "The nice thing about the method is that I have a say in the icons my subject requires to be covered, because it is more topic based."

In his original research Neville Brown drew a number of conclusions to guide school policy towards handwriting and certain aspects of spelling difficulties. He found that:

l. Where an apprentice writer has difficulty with the formation of letters, with letter reversals and letter order problems, emphasis on putting spelling patterns unisensorily into kinesthetic memory, is a promising way of proceeding. Following the kinesthetic learning, visual integration can be attempted

2. Most, if not all of the problems associated with handwriting can be avoided or at least improved if fully cursive, with its heavy emphasis on kinesthetic learning, is adopted from the outset of schooling. There seems to be little point in teaching children to print first and convert to cursive later when they are able to spell adequately. [The inspection team observed pupils with severe literacy difficulties being taught cursive writing at the school.]

3. Aids for letter formation should be kinesthetic rather than visual - oriented. The introduction of aids with a strong tactile stimulus such as sandpaper letter shapes only inhibit kinesthetic learning.

Neville Brown believes that the aim of any aid to handwriting should be to allow maximum use of kinesthetic memory for words and letter strings with minimal visual control. "It is often said of a skilled craftsman that he can do the job ‘with his eyes shut’ and this applies no less to handwriting and spelling." Visual control is necessary of course to enable writing to be kept on the line and for t’s to be crossed and i’s to be dotted.

Handwriting is taught as part of the Basic Literacy programme with methodology based on the findings in his research. Teachers work within the global parameters recommended but their ingenuity is called upon to devise the best methods for the individual child.

Lessons sometimes opened with a review of the icons that had been taught earlier and were followed by encouraging pupils to produce a series of cursive patterns to improve graphomotor skills. This was done for some pupils visually and others using blindfolds. Pupils then practised words covered in the icon lesson again both visually for some and blindfolded for others. The degree of confidence observed was impressive with participants enjoying the challenges set. The standard of handwriting observed was very good for pupils with severe literacy problems.

These discussions were held with selected pupils following inspectors’ observations of them in lessons.

Pupil A

I have been at Maple Hayes for over six years. When I attended my local primary school, teachers thought I wasn’t very bright. At six I couldn’t read but I decided to teach myself. I could think and speak quite well I thought.

When I changed classes my new teacher thought I was ‘thick.’ The local remedial specialist (LEA Support Services) thought I wasn’t very bright and basically taught me how to avoid working.

My problem with spelling is I can’t remember. The icon method has taught me how to hold a word in its different parts. I never use phonics and I can spell without sounding.

It’s been a brilliant experience for me and I have now got some targets for the future.

Pupil B

I am a newcomer to the school and in my second term. It’s made a great difference to me. The other pupils are a great support and being with them has convinced me that I’m not stupid.

The icon method has been a challenge to me, but I am now well on my way to succeeding. My reading, writing and spelling are already much improved and I believe that I will get some success in examinations before I leave.

Pupil C

When I came two years ago I was aloof and found I could not make friends easily. My self esteem has soared since being here and I have the confidence to make friendships. I’ll never be the centre of attraction at social events, neither will I be the butt of boorish humour.

What is more, my academic work has gone ahead in leaps and bounds since I came to Maple Hayes.

The selection which follows is typical of the large number of letters received from parents. There were no negative responses from any of them. They very much mirror the support given by parents at the earlier Ofsted Inspection when over 90 percent attended.

Typical of the parental responses to their childrens development is the statement, "He achieved all the developmental milestones as expected and it was only on the introduction of reading and writing did problems begin to arise."

Parent 1.

My son was taught the icon method by Dr. E. Neville Brown for the first time in December 1993 on a visit to the school.

He was calm and reflective afterwards and for the first time in years I was able to relax. I asked him what he thought about it and he said even if he couldn’t go to Maple Hayes he hoped it would be there always for other children. He was particularly worried that the school should continue. The change in his emotional behaviour lasted until we were about half way back home.

He had brought all his lesson books home at the end of the summer term 1993 and I found that it was commonplace for him not to be able to keep up note taking and miss homework. The teachers’ comments in these books treated him as if he didn’t have learning difficulties as did his end of term school report.

My son’s confidence has returned since he has attended Maple Hayes (September 1994) the tension has eased and his handwriting has improved to an enormous degree. He writes poems and he is enjoying lessons, especially writing stories. He has always had original ideas for stories and is reading Stephen King.

Parent 2.

Following a history of slow learning and with the early signs of some emotional problems, at age 8 years 5 months we chose to have John privately assessed by the Dyslexia Institute for a possible cause of his difficulties. It was confirmed that John was of at least average intelligence but suffering from specific learning difficulties (dyslexia) for which he needed specialist teaching; his reading comprehension age was assessed as 6 years 6 months and his spelling age 6 years 5 months. After considerable debate with the Local Education Authority (LEA) through a series of meetings and letters, it became apparent that the LEA was not prepared to offer any satisfactory assistance without the prospect of a very lengthy and bitter struggler. We then opted to take John out of state education and he joined Maple Hayes in January 1991.

Within a short period John’s confidence in his own abilities had grown considerably. Despite the wrench of moving away from home at a young age this shy and inhibited boy came out of his shell. The school picked up on those activities that he could do well and pushed them hard (science, art, woodwork and textile work); this made him feel that perhaps he wasn’t a hopeless case after all. He clearly had considerable work ahead of him, particularly concerning Maths and English where progress in these subjects was not as prodigious. Nevertheless, by the use of the school’s unique teaching methods, John has, in our view, progressed remarkably well. Moreover, he has developed into a caring, considerate and well rounded individual who now finds it easier to make friends and is well thought of by all who know him.

Parent 3

We were told that if he did not benefit from this extra tuition within six months that he could be ‘statemented’ and then he could be offered up to three hours extra tuition per week.

We decided that at his age a more intensive approach was required, if he was ever going to achieve his potential at GCSE.

Since coming to Maple Hayes in l994, his attitude to school work has become much more positive. His writing is more fluent, his spelling has improved considerably and, because of his increased confidence, he is working harder. He is no longer ridiculed by his peers for his failure to achieve.

Socially he is much happier and more at ease with fellow pupils. He has been described by adult friends of the family as relaxed, and ‘more together!’

Christopher’s expectations of himself academically have also increased and he is looking at the prospect of further education beyond 16.

Parent 4

Since his schooling at Maple Hayes started from January 1995, we have noticed a dramatic change in his ability and confidence. The way of teaching has suited him. If he has homework he settles down to it (a lot of work is done at prep) without any fuss. His confidence has increased enormously from being a shy loner to being able to mix and talk to people and having confidence in what he is saying and doing - a normal boy.

Parent 5

After 12 weeks at Maple Hayes the change in Iain was beyond belief. He was again a chatty boy eager to talk about his experiences at school especially his successes in gaining ‘merits.’ He is once more included in both academic and sporting activities and even asked if he could become a full boarder! Over the last 12 weeks he has gained in confidence, motivation and concentration. He wants to read and is beginning to read road signs, adverts and more importantly

books without showing signs of trauma. For Iain ‘the Maple Hayes Method’ appears to be working. We’ve now got a son who is beginning to believe in himself and regain his self esteem.

As parents we have nothing but the highest regard for Dr. Brown and his staff.

Parent 6

In accordance with his first statement in 1992 and common practice, a multisensory approach to learning had been pursued without success. Aged nearly 12, Tom was unable to spell the simplest of words and his writing was illegible. He was acutely aware of his failures such that he was becoming isolated, lacking any self confidence and a very unhappy boy.

In a very short period since joining Maple Hayes his writing skills and vocabulary have improved dramatically as have his spelling and reading skills. The icons and attention paid to the basic structure of words is a remarkably thoughtful, systematic and logical approach to developing literacy skills which clearly works for Tom. He is enjoying some success in spelling tests for the first time in his life and hopefully, now that his self-confidence is growing, he does not see himself as simply being "thick" or with "sawdust in his head" as he has described himself in the past.

Tom’s short time at the school has been notable for his real academic progress, an absence of significant behavioural problems and very pleasing, positive

formal reports, a complete reversal of the many wasted years in mainstream

education.

Parent 7

Since coming to Maple Hayes two terms ago, Keith has positively blossomed. He has a self assurance and confidence in his abilities that previously did not exist. At present I can see a very bright and promising future for him. While he continues to have the teaching regime that he is presently having, at last he has the opportunity to achieve his full potential and make a positive success of his education and chosen career.

Parent 8

The remedial help took the form of one half hour per week working in a small group with a remedial teacher on the "Alpha to Omega" programme. Any advantage Patrick may have gained was totally undermined by the composition of the group who Patrick knew were "not the sharpest pencils in the box", his

self-esteem plummeted. Patrick was withdrawn from the rest of the class who were involved in a Maths lesson, and as he missed the same lesson each week, it affected his mathematical progress. To add insult to injury there was no discernible improvement in either writing or spelling. Patrick finished his first year in the middle school as a very bewildered and angry boy and we decided to move him to Maple Hayes because it was clear the state system could not, or would not, provide the support needed.

When Patrick went to Maple Hayes the changes in both his literacy skills and his confidence and self image were remarkable. He was fully supported in the development of his writing and spelling in all subjects with his class mates.

He discovered that he was not a failure and that his problems no longer prevented him from expressing himself and maximising his potential in all subject areas. His academic progress and the acknowledgement of his own worth have produced a confident young man with six GCSE’s including C’s in English Language and Literature at the age of fifteen.

Parent 9

Whilst at his previous school we discovered that he was being removed from class and placed in a ‘containment’ class for backward plus disruptive children (he was not disruptive.) He was clearly suffering in this unit and it was on discovery of this fact, plus the acknowledgement of his Head of Year that the school had ‘failed’ Simon, that we withdrew him and placed him at Maple Hayes.

The Simon who arrived at Maple Hayes in November 1994 was a severely backward, illiterate boy, desperately lacking in self-confidence. The break of sending him away to school was very hard indeed for both us and Simon.

We now look back, a year on, and wish we had placed Simon at Maple Hayes years ago. The dramatic change we perceive is in Simon’s confidence in himself. This is because of a number of factors. We believe that for the first time in Simon’s life, Dr. Brown and his staff have identified the nature of Simon’s disability and have the specific provisions to help Simon towards being able to read and write. No other type of teaching in the past has achieved this. The experience of achieving literacy has profoundly affected his confidence. He actually enjoys learning now. Prior to arrival at Maple Hayes the whole education process was viewed as a miserable battleground.

The staff at Maple Hayes care about the boys at the school. In no previous school have we seen such commitment towards the pupils. This is particularly important to us as it is Simon’s first time away from home.

Parent 10

To avoid his being effectively discarded to the rear of every class, with all the probable consequences, we removed him from the primary school and, after an initial assessment interview, enrolled him as a full-time boarder at Maple Hayes in September ‘9l. This was to prove a watershed in our son’s education.

Even from the very early stages the changes were apparent and after a period of 4 years progress in all subjects has been truly remarkable. His newly acquired and improving literacy enables him to be involved in a wide variety of pursuits which would otherwise have been denied. For example, gone is the characteristic hostility and avoidance of everyday reading situations, such as newspapers, advertisements, street signs etc. Sciences, Geography and History are now all subjects not to be feared but to be better appreciated and indeed enjoyed.

Apart from academic advancement he is now developing increased confidence in himself, an ability to communicate with his peers as an equal, display a sense of humour, and, perhaps most importantly of all, lead a normal childhood free from the stigma of being classified as ‘different’.

We, as parents owe much not only to Maple Hayes as a very special school, but also to its dedicated staff and their application of the unique pioneering methods of Dr. Brown. May their success grow to be fully recognised and rewarded.

I was observing one of Dr. Brown’s icon lessons, when he mentioned the word ‘radical.’ "What does it mean?" he asked. One of the eighteen pupils in the class responded with "favouring constitutional, social and political reform," which was further developed by Dr. Brown. I was fascinated by the quality of this response and asked permission to interview the boy, whose parents had no objection and were pleased to come and discuss him with me. The story typifies many of the stories one hears about the struggles for recognition and I have included it in this report.

A parent of a gifted youngster added "He could walk and run with confidence and hold conversations using proper sentences when he was one year old." The same youngster at eighteen months "soaked up information like a sponge, and developed interests in many areas including history and current affairs.

His vocabulary was extraordinary and his use of language was sophisticated and a source of great amusement to many adults. He began school soon after his fourth birthday and it soon became evident that he was not making progress.

He found everything very difficult particularly reading, writing and physical education."

In his third year at school the pressure to learn to read and write was removed. "He was encouraged to use books he was interested in, whatever the reading level, and gradually his enthusiasm created the right environment for reading skills to develop. At age seven years three months his reading age on the British Ability Scale was ten years and ten months." He began to enjoy writing poetry although there were signs that he was finding writing for differing purposes very stressful. The more he tried to write the more obvious were his difficulties in letter and word orientation, spelling simple words, constructing a coherent sentence and translating his thoughts and ideas into writing. "Despite obvious improvement it was very evident that he was having significant difficulties in this area to such an extent that they were limiting his progress and affecting his behaviour and his self image."

As he struggled to overcome his difficulties the educational world murmured reassuring platitudes that he was very young, would never be a writer, and the classic "boys are always slower to take off." At this point his parents decided to consult an educational psychologist.

An independent educational psychologist’s report stated : "My general impression was of a friendly, enthusiastic and highly verbal child of dual exceptionality. On one hand Neil demonstrates outstanding intellectual ability, particularly in the verbal area. On the other hand his scholastic progress is subject to the depressing influence of a specific learning difficulty in the areas of literacy skills."

The Local Education Authority psychologist felt that it was inappropriate to assess him under section five of the 1981 Education Act, the reasons cited being that he did not have "significantly greater difficulty" than his peers and that the school "had not yet made use of the resources that were available without recourse to section five."

On transfer to middle school, where the headteacher had assured the parents that everything would be done to help him, he found his new teacher totally unsympathetic. As the negative feedback on his written work built upon and his utter despair at having to learn spelling lists of words such as ‘parallelogram,’ ‘rectangle’ and ‘sausage,’ things began to deteriorate. His frustration grew and "he was angry that he was always with the less able children, upset that he could not do what the other children were doing and totally bewildered as to why children who didn’t seem to know much about anything, found writing and spelling easier than he did."

In desperation his parents sought help from the independent sector and eventually ended up at Maple Hayes Hall. His first term had its problems, but he gradually settled and his parents report as follows:

"There have been dramatic changes in his behaviour and although he is still subject to bouts of anxiety the understanding and supportive environment which the school provides has allowed him to maximise his potential in all areas of the curriculum whilst tackling his basic problems of spelling and writing using techniques which are compatible with his intellectual ability. He has achieved very good marks in external examinations, feels successful and is proud of his achievement."

He has been a day pupil at Maple Hayes Hall for almost three years, financed by a second mortgage on the family home.

I interviewed the boy during the period of our visit when he commented positively on the impact Maple Hayes Hall has had on his education. He felt that he would get a further good ‘crop’ of GCSE’s, go on to A levels, take a degree and learn to put his skills to good use.

Graham enjoyed his Icon lessons and contributed well to them. He learnt to read and write and passed the AEB Basic Science examination. Graham had been bullied in his previous school and was described as a ‘nervous wreck’.

He took the same curriculum as everyone else, including the three sciences and learnt to work safely in the laboratory. When he left he went on to further education and is now following a catering course.

Matthew came to the school in January 1995, was of low intelligence with literacy at base level. He had been placed in a special school for moderate learning difficulties, where he was very frustrated at the low level of work and expectation. Matthew did well at Icons, learnt to read and write, obtained 4 GCSE’s and a City and Guilds certificate in basic woodworking skills and is now following a GNVQ at a further education college.

Delving back into the school archives Frank, with a very low I.Q. had undergone Doman-Delacato therapy, was dyspraxic and dysgraphic and entered Maple Hayes with base level literacy. Frank learned to read and write and coped with the curriculum, including three sciences, and proceeded to further education and gainful employment. Using the unisensory principle in physical education, he was taught to swim, do forward rolls and jump the box in gymnastics.

Observations of lessons showed that pupils clearly understood and enjoyed the icon method, both cognitively and as a replacement for approaches that had failed for them up to this point. Discussions with pupils revealed a very positive attitude to this approach. Pupils who had been at the school for any length of time were very clear and positive about the improvements that they had made, though the improvement was not solely attributed to the icon method but also to small classes, high expectations and good teaching. The improvement was evident to the observers in class-teaching and in respect of examination results. Parents viewed the method as one which enabled the children to work to potential in all aspects other than reading and writing. In reading and writing, nevertheless, pupils made remarkable progress judged across the year groups. Parents were clear about the academic and emotional improvements in their children. They were less sure about what this was due to and perhaps there is room here for further explanation to parents and possibly LEA representatives about the nature of the approach. This is clearly working with pupils who, up to this point, have presented intractable problems.

The first impression one gets of the icon approach might indicate its suitability for more able pupils, but there are youngsters at the school who operate at the lower end of the intelligence range for which the school is approved. These pupils work alongside their more able peers and illustrate the broad range of ability taught at the school. School archives support the view that in the past there have been pupils who have succeeded with the icon approach despite being described as of low intelligence (WISC-111 UK qualitative descriptions).

The potential for a whole school approach to literacy is great. This potential is affected by the size of the school (which is small and thus facilitates communication) and the motivation of the teachers.

Neville Brown says that "there is an assumption - that seems at first sight reasonable - that small words are easier to learn than long words and that one

should therefore start literacy learning only with short words. This is so if the approach is phonic/syllabic but not necessarily so if the approach is changed. In [my] research, there was no greater difficulty in learning ‘cat’, the animal denoted by a short word, than ‘cat’ or ‘cata’ as a component of ‘catastrophe’ or ‘cathedral’. In Chinese spoken language, the three components of ‘cat-hedr-al’, would be regarded as separate words but also as quite disparate semiological components of one ideogram."

This has helped to clarify inspectors’ reservations about the acquisition of basic letter sounds blends and high frequency words such as ‘it, but, when’ etc.

This needs to be understood by teachers of younger children who may feel that such an approach is inappropriate. There have been several very young, totally illiterate children, placed at aged 6 and one aged 5 years who have succeeded in learning to read and write.

Subjects which at first sight seem to be unsuitable to the methodology can be incorporated. The semiology (graphics) of the icons is perfectly applicable to Design and Technology involving thinking processes that focus on or enhance our perceptions of the physical operations in the subject. In Music, terms such as ‘major’, ‘minor’, ‘augmented’, ‘chord’ can be taught in icon lessons in such a way as to relate the percepts and concepts to other contexts of application. Neville Brown says that "The Icons are semiological devices to enhance the perception not of speech sounds but of the units of movement that constitute the mainsprings of human action that give rise to the need for language."

There is a fundamental belief in the school that subjects which don’t appear to be approachable through the icon method can be included. The development of a modern foreign language (MFL), using the icon/morphemic approach

supported by appropriate information technology (IT) as is used in English

Language, would be possible. The research expertise and direction is already available for French and Russian, if there were appropriate funding for implementation, and could be developed for Italian, Spanish and German.

The icon methodology has much to offer pupils with severe written language retardation or dyslexia. Because of its cognitive component and the integration of this with literacy across the subject curriculum, it has great potential for application to appropriately organised mainstream education, where it could be expected to be a preventative measure for underachievement. It deserves further consideration from everyone in education especially those with responsibility for placing children at taxpayers’ expense.