Guidance for Standards BDA Dyslexia Friendly Quality Mark for Individual Schools Standard One Leadership and Management: – 1.1 Evidence is found in the School Development Plan that targets have been set to achieve Dyslexia Friendly Status, and how this will be monitored and evaluated on an on-going basis. This should be: developed in consultation with a wide range of stakeholders, including parents/carers; and effectively communicated to those stakeholders. Copies of the school’s development plans clearly identify dyslexia as a priority area. Development plans with clear targets of how developments in the area of support for dyslexic pupils will be implemented and an appropriate timescale within which this will take place. Evidence should also be provided of how this development plan will be reviewed and evaluated and how it will be ensured that the identified targets are being met. Development plans should show: Consultation with parents, pupils, stake holders, etc. Clear targets for support for dyslexic pupils Review and evaluation strategies How policy is to be communicated to parents, pupils, stakeholders, etc. for example through parents’ handbooks, circulars, etc. (See sample questionnaires for parents and pupils) 1.2 Evidence can be found of guidelines for meeting the needs of pupils with dyslexia within other whole school key policy documents. For example:
Guidance for Standards BDA Dyslexia Friendly Quality Mark for Individual Schools Standard One – Leadership and Management: 1.1 Evidence is found in the School Development Plan that targets have been set to achieve Dyslexia Friendly Status, and how this will be monitored and evaluated on an on-going basis. This should be: developed in consultation with a wide range of stakeholders, including parents/carers; and effectively communicated to those stakeholders. Copies of the school’s development plans clearly identify dyslexia as a priority area. Development plans with clear targets of how developments in the area of support for dyslexic pupils will be implemented and an appropriate timescale within which this will take place. Evidence should also be provided of how this development plan will be reviewed and evaluated and how it will be ensured that the identified targets are being met. Development plans should show: Consultation with parents, pupils, stake holders, etc. Clear targets for support for dyslexic pupils Review and evaluation strategies How policy is to be communicated to parents, pupils, stakeholders, etc. for example through parents’ handbooks, circulars, etc. (See sample questionnaires for parents and pupils) 1.2 Evidence can be found of guidelines for meeting the needs of pupils with dyslexia within other whole school key policy documents. For example:
BDA_Dyslexia_Friendly_Quality_Mark_for_Individual_Schools_-_Guidance_Notes_for_Standards1.docx