Training needs Training Plan is reflected in identified in School School Development Plan Development Plan Identification and Assessment Dyslexia checklist DFES Indicator list known by all adopted as initial staff ‘SEND indicator at Support’ Routine assessment Appropriate monitoring and (e.g. in marking evaluation of pupils’ progress policy), takes into account the learner with dyslexic tendencies. Provision Guidelines on Whole school approach to common management and dyslexic problems e.g. policies strategies are implemented, teaching styles included in school reflect range of needs, resources staff handbook appropriate The names of pupils books/pupil names/register with dyslexic Pupil names and needs made known tendencies are made to Supply Teachers known to supply
Training needs identified in School Development Plan Training Plan is reflected in School Development Plan Identification and Assessment Dyslexia checklist adopted as initial indicator at ‘SEND Support’ DFES Indicator list known by all staff Routine assessment (e.g. in marking policy), takes into account the learner with dyslexic tendencies. Appropriate monitoring and evaluation of pupils’ progress Provision Guidelines on management and strategies are included in school staff handbook Whole school approach to common dyslexic problems e.g. policies implemented, teaching styles reflect range of needs, resources appropriate The names of pupils with dyslexic tendencies are made known to supply books/pupil names/register Pupil names and needs made known to Supply Teachers
Dyslexia-Friendly-Action-Plan-Primary-SENplus.docx