3.3 Demonstration that self-esteem is promoted through: valuing the individual and diversity; praise for effort and achievement in all areas; promoting strengths; providing opportunities for success; and providing a stress free learning environment. How is self-esteem promoted within school? This criteria will be verified through informal discussions with pupils in addition to paper based evidence associated with this area, such as feedback from assessed tasks, award or reward systems that are in place, policy documents, mission statements, etc. 3.4 Evidence that effective measures are in place to deal with harassment or bullying related to SEN. Evidence of policies relating to this area, in addition, that such policies provide for situations of not only pupil/pupil incidents but also staff/pupil incidents. Where possible, evidence of examples of the implementation of these policies should also be provided. Standard Four: Partnership and Liaison with Parents, Carers, Governors and other Concerned Parties 4.1 Evidence that parents are aware of, and have confidence in, arrangements to meet the special educational needs of their children. Effective communication is in for parents to understand dyslexia and the basis on which the dyslexia friendly school teaches and supports their child. This should include: reference to the SEND Code of Practice; school systems for keeping parents informed, and vice versa;
3.3 Demonstration that self-esteem is promoted through: valuing the individual and diversity; praise for effort and achievement in all areas; promoting strengths; providing opportunities for success; and providing a stress free learning environment. How is self-esteem promoted within school? This criteria will be verified through informal discussions with pupils in addition to paper based evidence associated with this area, such as feedback from assessed tasks, award or reward systems that are in place, policy documents, mission statements, etc. 3.4 Evidence that effective measures are in place to deal with harassment or bullying related to SEN. Evidence of policies relating to this area, in addition, that such policies provide for situations of not only pupil/pupil incidents but also staff/pupil incidents. Where possible, evidence of examples of the implementation of these policies should also be provided. Standard Four: Partnership and Liaison with Parents, Carers, Governors and other Concerned Parties 4.1 Evidence that parents are aware of, and have confidence in, arrangements to meet the special educational needs of their children. Effective communication is in for parents to understand dyslexia and the basis on which the dyslexia friendly school teaches and supports their child. This should include: reference to the SEND Code of Practice; school systems for keeping parents informed, and vice versa;
BDA_Dyslexia_Friendly_Quality_Mark_for_Northern_Ireland_Schools_-_Guidance_Notes_for_NI_Standards1.docx