G7. Our school has B8. Following S6. Our screening access to, and makes Awareness training, process includes use of, the skills of a each member of staff holistic pupil has used the Primary profiling. dyslexia specialist teacher (trained to a Dyslexia Checklist or S7. Staff members Early Years ‘At Risk’ minimum of BDA (minimum 2 in total) Identification Approved Teacher Checklist with a representing each Status or equivalent) minimum of one school phase have child. or other appropriate attended the external agencies, to Building an help with the further Identification development of Toolkit training screening processes session (minimum and interpretation of 2.5 hours). results. 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. B9. All teachers and S10. All teachers in G8. Our school has in support staff have our school have place effective, trialled and reflected implemented a appropriately on three Dyslexia further 2 dyslexia selected, Friendly strategies friendly strategies in based interventions Intervention selected from the their classrooms, informed by primary Awareness training. building on those need, which are tied and introduced at to SMART outcomes, Bronze Level. and are subject to regular review S11. We have built Support processes. Good Practice sharing opportunities into our staff meetings.
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