Governing the school How well does the school gather and use evidence to underpin its strategic planning and self review with students with dyslexic type learning needs in mind? The school has a dyslexia screening test which it is applying to children with suspected with dyslexic type learning needs to inform planning. A Learning Support forum is in place which brings together a representative from each syndicate or team. The purpose is to discuss and agree strategies for use in the classroom and share progress. The policy is supported by a “Notice and Adjust” classroom resource and 4D teachers guide to enable appropriate planning at classroom level. Teachers have completed self reviews to inform future planning and direction. The school has an evidence based approach to strategic planning and review, lead by the Board and senior management. Dyslexia screening test results Progress reports on children covered by Learning Support in SENCO notes Forum notes Notice and Adjust resource Self review forms Positive ERO report Peer coaching programme Folder 2c Folder 2e Folder 4 Folder 4 Folder 4 Final Report Awaited Folder 1 Integrated 2.Engagement
How well does the school engage with and make use of community resources, agencies and other educational institutions? The school recognises the importance of building and maintaining partnerships between home and school. With this in mind, the learning blog and dyslexia aware blogs provide resources and ideas to use at home. The Learning Support Teacher is also available for discussions with parents seeking ideas to implement at home, and ad-hoc support and guidance is given. RTLB have some of our children with dyslexia and dyslexic type learning needs on their roll and have given support with assistive technology options SPELD were involved in initial discussions about policy. Francesca Mauer from SPELD provided some professional development for all staff Laughton King visited the school to give a professional development seminar for staff and returned a few weeks later to speak with parents and the wider community The Learning Support Teacher gave a presentation to SENCO’s and RTLB’s from around the region on our journey to become a 4D Best Practice School. Resources that Learning Support teacher had compiled were given to them to take back to their schools Our school librarian has sourced books to use in school that are specifically written and presented in dyslexia friendly ways Learning Support blog Dyslexia aware blog Link is to one example Meeting notes Emails See blog link Copy of presentation Speak with librarian Folder 4 Folder 4 Folder 4b Integrated
How well does the school engage parents and whanau in the life of the school? (Reach out to the hard to reach) The school regularly encourages parents to feedback. There is an open door policy. It is a natural process. Comments through classroom blogs are encouraged. Parents help with varied school activities for example: - hooked on books /school trips/ production/ camps etc. Termly contact with parents through reporting or conferences Juniors take home daily reading diaries in which parents can comment and read tips on how best to support their child’s reading See Link Parent voice Example of reading diary pages Target Learner’s profile Integrated 3.Teaching Evaluative questions Response Evidence File refs Level
Effective teaching How effectively is TEACHING promoting the learning of students with dyslexic type learning needs? Teachers use a variety of multi-sensory teaching methods. They are aware of individual strengths and needs and differentiate tasks appropriately Some examples of strategies that teachers are using in classrooms are:- buddy systems/ collaborative work/ dramatic inquiry/ mind mapping/ audio recordings Teachers use IEP targets in classroom and support sessions WALTS/goal setting/clear expectations. Referring to Learning Intentions at the start and throughout lessons is one of the 8 ‘adjust’strategies that all classrooms will be focussing on during this term. Teachers are exploring multi-sensory ways to make Learning Intentions clear and accessible to all. Photographic log save to DVD/CD/USB See link examples See video example IEP’s First phase of adjust strategies in classrooms. One example of this is the use of Vokis on classroom blogs and projector screens. Folder 4c Target Learner’s profile Folder 3a/ ETAP Folder 4 Developing/Integrated
What is the quality of relationships and interactions between teachers and students with dyslexic type learning needs? There is a very high standard of relationships and interactions between teachers and students. Teachers promote a “can-do” attitude through use of programmes such as “Howie Learn” Teachers provide personalised learning for their students. Students are encouraged to voice concerns, questions and ideas. Students recently completed questionnaires, giving their opinions on many aspects of school life including the teachers. See examples of “wordle” pictures compiled from students answers The “Howie Learn” programme has a student focus. It encourages students to think about their learning and to give their best. Individual targets and IEP processes and IEP’s help teachers to understand and provide for the individual needs of their students. Students feel secure in the knowledge that their teachers are helping then to be the best they can be Learning Support programme Opportunities for this are given in the daily classroom environment through buddy systems/ wonder walls/ individual conferencing with teachers Folder 4 Folder 3 Folder 3a Folder 1 Folders 2/2a/2b/2c/2d/2e Integrated
4.Culture Evaluative questions Response Evidence File refs Level Safe and inclusive school culture How effectively does the SCHOOL’S CULTURE promote a safe physical and emotional learning environment for students with dyslexic type learning needs? Learning is child centred and students are consistently supported to be the best that they can be. Students are the main focus in the learning journey. Their strong self esteem is of utmost importance. The school provides a safe physical environment that allows the students to feel happy and comfortable. IEP’S, student targets, scaffolded learning Encouraging comments on blog posts Student award certificates Giving students the right to pass and time to think. See Notice and Adjust document Classroom adaptations such as the placing of desks, computer monitors and accessibility to the classroom teacher. See Notice and Adjust document Folder 3 Target Learner’s profile Target Learner’s profile Folder 4 Folder 4 Integrated
How well does the school provide a safe physical and emotional environment for students with dyslexic type learning needs? Teachers understand that students with dyslexic type learning needs work best in an environment where the stress is removed. Teachers often use short burst activities and provide opportunities for physical breaks. Allowing students to do more of what they are good at Providing resources/assistance that allow inclusion in whole class tasks but removes the anxiety e.g. scribe/laptop/graphic organisers/Dictaphone/ assisting with initial organisation of ideas/ adaptation of homework Ensuring seating arrangements work, lighting is comfortable and decreasing stress. Target Learner’s profile Folder 4c Teacher voice/classroom arrangements Integrated How well does the school promote and maintain respectful relationships in an inclusive culture? Students have ownership of their own learning. They often work together in flexible groups and buddy groups. Students are aware of learning differences and are taught to understand and respect the needs of others. Howie Learn programme School values Integrated
Leading and managing the school How effectively do the school LEADERSHIP and management promote the learning of students with dyslexic type learning needs? Fully integrated programme for Dyslexia Best Practice lead by Learning Support teacher and very well supported by management. Open communication between senior management and staff. Clear process of professional development in support of Dyslexia Best Practice programme. Teachers have easy access to useful literature. Regular update meetings with staff explaining 4D process and screening tests etc. Teachers given supportive resources together with explanations of content. Learning Support Forum meets regularly to discuss useful strategies etc. Strategic goals as seen in the school charter Learning Den Blog Certificates from Neil Mackay workshops Laughton King seminar Staff workshop given by Learning Support teacher Presentation by SPELD representative All classrooms have copies of the dyslexia policy and Notice and Adjust resource and 4D’s classroom teacher’s guide and mindmap Meeting notes/ staff brainstorms/first phase implementation plan Folder 4 Folder 4 Folder 4a Folder 4 Folder 4e/powerpoint presentation on laptop Folder 4 Folder 4 Integrated
How well does school leadership ensure high quality curriculum design, teaching strategies, interventions, professional development and performance appraisal? Professional development is focussed and in line with charter goals Teams meet on a weekly basis Senior management meet on a weekly basis SENCO team meet monthly Teachers self develop using the peer coaching model Teachers are observed regularly Workshops/seminars as previously mentioned above SENCO notes Teacher voice Senior management voice Folder 2c Teacher voice Teacher voice Integrated
Student learning, engagement and achievement How well are dyslexic type students LEARNING, ENGAGING PROGRESSING AND ACHIEVING and what evidence is there for this? Teachers are aware that working with a student’s learning preferences is an effective way to enable progression. By working in this way students with dyslexic type learning needs are becoming more engaged and therefore progressing further than they may have previously done Collaborative work is supporting learning Scaffolded learning is enabling students to progress and achieve Students with dyslexic type learning needs are given opportunities to do more of what they are good at orally or in more visual and kinaesthetic ways Using alternative ways of presenting information is having a positive effect on student’s self esteem. They are engaged and therefore learning and feeling happy with what they are achieving Students with dyslexic type learning needs are able to voice their ideas and opinions and have them scribed by a member of a group or buddy. Students are able to structure their ideas with strategies such as the use of mind maps and graphic organisers See links in this post Target Learner’s profile See examples of students learning Folder 4 Photographic log Folder 4c Teacher/student voice Error! Hyperlink reference not valid. Developing/Integrated
How robust is the information used by teachers for making judgements about student (with dyslexic type learning needs) achievement? And how well is it used? Teachers work closely together in syndicate teams at XXXXX which ensures a consistent and robust approach to using assessment tools, whilst allowing a shared understanding of how they can be adapted where needs be. Discussions amongst teams allow teachers to have confidence that their judgements of student achievement are robust. Detailed guidance supported by the professional development programme also helps ensure the robustness of teacher judgement. Professional development/ peer coaching Staff and syndicate team meetings Notice and Adjust guidance for teachers Teacher voice Folder 4 Integrated
To what extent are students with dyslexic type learning needs encouraged to respect and learn about the values underpinning the New Zealand curriculum and to develop their ability to express, discuss, explore and critically analyse values; and to make ethical decisions and act on them? Students with dyslexic type learning needs are encouraged to respect and learn about the values underpinning the New Zealand curriculum and to develop their ability to express, discuss, explore and critically analyse values through four inter related ways in which the school works: Clear policy and practice governing behaviour management that results in a positive and respectful atmosphere and culture within school that encourages all students to contribute with confidence A collaborative approach to learning that sees students working in partnership or teams with their peers, or buddying with much older / younger children. This collaboration also extends to the teaching staff, where strong syndicate based teams are in place that enable a consistent approach to discussion and analysis Inquiry based learning which encourages all students to develop critical thinking by asking “so what”? Values and thinking styles explicitly integrated into the teaching, one example being the “Howie Learn” programme. Behaviour Management Policy News boards Howie Learn programme Integrated
To what extent are students with dyslexic type learning needs purposefully engaged in the learning and the in the wider life of school? Students with dyslexic type learning needs are actively encouraged to be engaged in the wider life of school through initiatives such as: School production Enviro-schools Giving responsibility for road patrols The Leadership programme XXXXX Kapa Haka group School and representative sports programmes In terms of being actively engaged in learning, this has already been answered through several of the above questions. Production Enviro-schools material Road patrols The Leadership programme XXXXX Kapa Haka group Sporting achievements Music lessons Integrated