School Commitment B1. Our Board of Governors has been informed of the certification process and supports us in achieving its aims. A named Governor has been given responsibility for reporting on the progress of the award. B2. Our head teacher and senior management team have met with all teachers + support staff to explain how the certification process will benefit pupils and staff alike. B3. We have appointed two leads (one of whom is a member of the SMT) who have overall responsibility for the certification process and for collating evidence required for certification. B4. Our school is aware of appropriate external agencies; information on appropriate signposting is included in school policy documents. S1. Our school is committed to identification, including early identification, of Dyslexia and other SpLD; this is reflected in the School Development Plan. S2. The Board of Governors is regularly updated and informed of progress towards certification. G1. Our school is a champion of Dyslexia Friendly policies and is committed to helping other schools to adopt Dyslexia Friendly practices.
Identification B8. Following Awareness training, each member of staff has used the Primary Dyslexia Checklist or Early Years ‘At Risk’ Checklist with a minimum of one child. S6. Our screening process includes holistic pupil profiling. S7. Staff members (minimum 2 in total) representing each school phase have attended the Building an Identification Toolkit training session (minimum 2.5 hours). S8. A lead person (normally the SENCo) has been appointed to and oversee screening processes within the school. S9. Following the Building an Identification Toolkit training session, our school has selected appropriate tools for use in the school. G7. Our school has access to, and makes use of, the skills of a dyslexia specialist teacher (trained to a minimum of BDA Approved Teacher Status or equivalent) or other appropriate external agencies, to help with the further development of screening processes and interpretation of results. Support and Intervention B9. All teachers and support staff have trialled and reflected on three Dyslexia Friendly strategies selected from the Awareness training. S10. All teachers in our school have implemented a further 2 dyslexia friendly strategies in their classrooms, building on those introduced at Bronze Level. S11. We have built Good Practice sharing opportunities into our staff meetings. G8. Our school has in place effective, appropriately selected, interventions informed by primary need, which are tied to SMART outcomes, and are subject to regular review processes. based
B1. Our Board of Governors has been informed of the certification process and supports us in achieving its aims. A named Governor has been given responsibility for reporting on the progress of the award. The Board of Governors will be given full details of the certification framework and should be fully supportive of the school’s involvement. A named governor, possibly the SEND governor, will be given responsibility for overseeing and reporting on the school’s progress in achieving the award. B1 evidence required: minutes of the meeting show that the Board has been informed of the award scheme and that a named governor has been given responsibility for overseeing progress and reporting back to the Board on a regular basis. B2. Our head teacher and senior management team have met with all teachers + support staff to explain how the certification process will benefit pupils and staff alike. Success at Bronze Level relies on all staff being committed to the aims of the certification framework. As all teachers and support staff will be involved in meeting the criteria to achieve the award, whole staff ‘buy-in’ is crucial. If support staff are unable to attend the meeting, it should be cascaded to them by teachers. Senior managers should use this opportunity to promote the benefits to individual staff of the award scheme. These include CPD, delivered through the Awareness of Dyslexia training session, which is designed to help teachers achieve the requirements of the SEND Code of Practice. Feedback from teachers who took part in the pilot year included reports that the training sessions made teachers’ lives easier as it helped them to meet their responsibilities. Teaching Assistants stressed how they felt more valued as a result of the training and were able to take greater ownership of their teaching. This meeting can also be used to encourage an ethos which promotes the strengths and mitigates the difficulties of learners with SpLD + SEN. All teachers and support staff should acknowledge the difficulties experienced by many children in areas such as literacy, numeracy, and personal organisation and the resultant impact on behaviour and It is essential that all teachers strive to achieve an encouraging learning environment in which fear of failure is avoided and a ‘can do’ attitude is fostered. Tip: The first few slides of the Awareness of Dyslexia presentation provide an overview of the certification framework and can be a useful starting point for this meeting. B2 evidence required: