Supporting school improvement for dyslexic learners: 2.1 Underpinning knowledge: Demonstration that staff with specific responsibilities (e.g. SENCO has dyslexia expertise gained thorough appropriate training) has a working knowledge of indicators, appropriate interventions at an early stage, in-class strategies and programmes of support. Evidence that training is to be updated through in-service development. and subject teachers know the indicators of dyslexia and strategies for support and how to access available sources of information (e.g. Dyslexia Friendly Status guidelines, SEN handbook, entitlement handbook). They also know when to refer to extra support. Demonstration that Teaching / Learning Support Assistants are valued members of the teaching team and apply support strategies for pupils with dyslexia. They are supported by the class teacher (and SENCO) and know when to refer back for extra support or different strategies. Demonstration that pupils are taught about the nature of their difficulty where appropriate, including areas of strength and preferred learning styles. Demonstration that teachers are of the suitability of their teaching styles. What form is the evidence in? Where is the evidence located?
Supporting school improvement for dyslexic learners: 2.1 Underpinning knowledge: Demonstration that staff with specific responsibilities (e.g. SENCO has dyslexia expertise gained thorough appropriate training) has a working knowledge of indicators, appropriate interventions at an early stage, in-class strategies and programmes of support. Evidence that training is to be updated through in-service development. and subject teachers know the indicators of dyslexia and strategies for support and how to access available sources of information (e.g. Dyslexia Friendly Status guidelines, SEN handbook, entitlement handbook). They also know when to refer to extra support. Demonstration that Teaching / Learning Support Assistants are valued members of the teaching team and apply support strategies for pupils with dyslexia. They are supported by the class teacher (and SENCO) and know when to refer back for extra support or different strategies. Demonstration that pupils are taught about the nature of their difficulty where appropriate, including areas of strength and preferred learning styles. Demonstration that teachers are of the suitability of their teaching styles. What form is the evidence in? Where is the evidence located?
BDA_Dyslexia_Friendly_Quality_Mark_for_Individual_Schools_-_Record_of_Evidence1.docx