2.2 Assessment and identification. Evidence that systems and assessments are in place to identify pupils with literacy difficulties throughout their education, including dyslexia early and specific interventions (see below). Pupil’s progress and targets are closely monitored and evaluated regularly. Adjustments are made to support provision where necessary. Evidence that there is regular monitoring of the whole class to assess the progress in reading and spelling to reveal unexpected difficulties. Attainment in other curriculum areas is similarly monitored. What form is the evidence in? Where is the evidence located?
2.2 Assessment and identification. Evidence that systems and assessments are in place to identify pupils with literacy difficulties throughout their education, including dyslexia early and specific interventions (see below). Pupil’s progress and targets are closely monitored and evaluated regularly. Adjustments are made to support provision where necessary. Evidence that there is regular monitoring of the whole class to assess the progress in reading and spelling to reveal unexpected difficulties. Attainment in other curriculum areas is similarly monitored. What form is the evidence in? Where is the evidence located?
BDA_Dyslexia_Friendly_Quality_Mark_for_Individual_Schools_-_Record_of_Evidence1.docx