Standard One: Focusing Developing Established Enhancing (recognising (work (achieving) (demonstrating Leadership and Management. development way) well) is required) 1.9 The school has established a framework for self-evaluation (e.g. an audit document). This should show a continuum of development for effective inclusion including dyslexia friendly practice. 1.10 The school works with the Local Authority (where appropriate) to access targeted (data driven) and cross departmental external support and training resources for dyslexia friendly provision and challenges where required to maintain and achieve standards. Total for Leadership and Management Number of standards achieved (out of 10) Standard Two: Focusing Developing Established Enhancing (recognising (work under (achieving) (demonstrating What is the Quality of Learning? development way) well) Supporting School Improvement for dyslexic learners: is required) 2.1 Underpinning knowledge: Demonstration that 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.
Standard One: Leadership and Management. Focusing (recognising development is required) Developing (work way) Established (achieving) Enhancing (demonstrating well) 1.9 The school has established a framework for self-evaluation (e.g. an audit document). This should show a continuum of development for effective inclusion including dyslexia friendly practice. 1.10 The school works with the Local Authority (where appropriate) to access targeted (data driven) and cross departmental external support and training resources for dyslexia friendly provision and challenges where required to maintain and achieve standards. Total for Leadership and Management Number of standards achieved (out of 10) Standard Two: What is the Quality of Learning? Supporting School Improvement for dyslexic learners: Focusing (recognising development is required) Developing (work under way) Established (achieving) Enhancing (demonstrating well) 2.1 Underpinning knowledge: Demonstration that 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.
BDA_Dyslexia_Friendly_Quality_Mark_for_Individual_Schools_-_The_Standards_Audit_Document.docx