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:
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: