dyslexia friendly schools handbook - south ayrshire · 2016-01-13 · south ayrshire dyslexia...

South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

South Ayrshire Council

Dyslexia Friendly Schools

Handbook


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This handbook collates existing documents which guide and support schools in South Ayrshire through the process of becoming Dyslexia Friendly. The contents have been developed and adapted as schools have progressed through their Dyslexia Friendly Journey and set ever higher aspirations, particularly in enabling children and young people to become empowered, active and ambitious in setting and reaching DFS goals for their schools. In the handbook you will find information on the aims, rationale and context of South Ayrshire’s DFS project, and a general guide to the accreditation process. There are extensive Appendices providing separate advice for Primary and Secondary schools at Bronze, Silver and Gold levels. In addition SAC’s Dyslexia Guidelines from the 2010 SAC Dyslexia Information Pack are included. Action planning road maps for Primary and Secondary are also provided with content from SAC shared good practice. The handbook should be read in conjunction with SAC Dyslexia Information Pack which laid the groundwork for the development of Dyslexia Friendly Schools in South Ayrshire, and also Good Practice in South Ayrshire Dyslexia Friendly Schools

Margaret Crankshaw June 2014

Contents

Barass ie Pr imary School

Barassie Primary School


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Contents Page

SAC DFS Learning Journey 4

Introduction 5

-----------------------------------------------------------------------------------------------------------------

SAC DFS Bronze Award (Primary Schools) 1 SAC DFS Silver Award (Primary Schools) 33 SAC DFS Gold Award (Primary Schools) 43

SAC Guidance for Gold Accreditation team (Primary Schools) 55

SAC DFS Bronze Award (Secondary Schools) 59

SAC DFS Silver Award (Secondary Schools) 79

SAC Gold Award (Secondary Schools) 91

SAC Guidance for Gold Accreditation team (Secondary Schools) 97

Appendices 101

Appendix 1 SAC Dyslexia Guidelines 2010 102

Appendix 2 DFS Self Evaluation Indicators (Primary) 107

Appendix 3 DFS Self Evaluation Indicators (Secondary) 109

Acknowledgments 111

Further Information 112

AMY FE RGUSON, M ON KTO N PRIMAR Y SC HOOL 201 1


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National Dyslexia

Developments

(Scotland)

South Ayrshire DFS

Learning Journey


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SOUTH AYRSHIRE COUNCIL

DYSLEXIA FRIENDLY SCHOOLS PROJECT:

INTRODUCTION

Kyle Academy Foyer


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Background

A self evaluated Dyslexia Friendly School model has been introduced in stages to South Ayrshire since 2010.

Schools were invited to “opt in” to this approach which emerged from existing SAC strategy and principles on

Dyslexia identification and intervention, and was strongly influenced by Neil MacKay’s DFS model1. The DFS

approach is inclusive and holistic, engaging the school community to support children at risk of literacy failure in

imaginative, effective and pupil centred ways. Accountability for identification of “at risk” children with

emergent patterns of unexpected literacy delay, is the responsibility of “dyslexia aware” class teachers

supported through effective school pupil support systems. Good practice should be embedded in everyday

classroom awareness, resources and organisation, while individual needs continue to be prioritized and

addressed through Staged Intervention. Children and parents are involved in the process through focus groups,

workshops, assemblies and training.

Planned outcomes include earlier identification and implementation of strategies for children at risk, reduced

emotional impact of perceived failure, effective partnership with parents, and improved literacy attainment.

The response from SAC schools has been overwhelmingly positive, with all Primary and Secondary schools

embarked on a “DFS learning journey” setting their own pace within an Improvement Planning framework.

Initial evaluation has been highly positive, particularly in relation to pupil empowerment and attitudinal change.

South Ayrshire Council’s Dyslexia Friendly Schools approach is embedded in South Ayrshire’s 2010 Dyslexia Guidelines (See Appendix 1)

Why DFS?

Traditional approaches to Dyslexia in schools have often focused on formal Staged Intervention procedures, and

are often reliant on a single “medical model” diagnostic assessment process, widely considered as inadequate in

the light of current research and good practice. Acknowledgement of a dyslexic pattern of learning and

individualised specialist support and planning often emerged once a child had experienced failure – the “wait to

fail” model - and the resulting negative emotional and learning responses became embedded. Children’s

views, and the social and emotional impacts of literacy difficulty, were not always considered in this model, and

the professional discourse used could both exclude and mystify parents. More recently there has been interest

in social interactive models of Dyslexia (Burden, 2008) (Hunter-Carsch 2001) and a focus on how children see

themselves and others as learners, and perceive and respond to literacy failure.

In contrast the inclusive and pro-active Dyslexia Friendly Schools model focuses on awareness and action rather

than pursuing definitive “cut-offs” of a clearly demarcated Dyslexia population, clearly establishes whole school

accountability for supporting all children at risk of literacy failure at a very early stage, and involves pupils and

parents closely in the process of tracking strengths and weaknesses. Underlying concepts include disability

rights, equality, inclusion, resilience, “pupil voice” and attribution theory.

1 Neil MacKay, Removing Dyslexia as a Barrier to Achievement, (SEN Marketing www.senbooks.co.uk)


Teacher awareness and confidence in dealing with Dyslexia are other significant factors as inclusive approaches

to Dyslexia are increasingly adopted. Reid urges that “effective teachers need to have an understanding of

Dyslexia, and to be aware of the criteria that can be used for identification and assessment” (Reid, 2005). This

is echoed in HMIE’s “Education for Learners with Dyslexia” (HMIE 2008), Education Scotland’s Making Sense:

Education for Children and Young People with Dyslexia in Scotland ((2014), and is a key assumption of the

excellent Scottish Addressing Dyslexia Toolkit (www.addressingdyslexia.org)

Awareness that a range of interventions and strategies need to be available for an additional support need that

comes in many shapes and sizes, is also paramount. Reid (2005) suggests that “there is no “off-the-shelf” ready-

made answer or programme that suits all dyslexic children…the teacher needs to be flexible and versatile in the

development of resources and teaching strategies”. Above all, the voice and views of learners need to be

considered.

The DFS model of supporting dyslexic pupil is explicitly established in many authorities, mainly in England

and Wales, particularly since the British Dyslexia Association embraced the concept in 1999 by issuing a DFS

Resource Pack (BDA, 1999). The SAC DFS project has benefited from this experience, not least through links

with Neil MacKay, the originator of the DFS concept and movement. Neil’s dictum that “Dyslexia friendly

is learning friendly” is a powerful one, as are his assumptions that success for pupils on the dyslexia

continuum lies in being taught to build on their strengths, to exercise choice over the range of strategies

available, and to develop as empowered and confident learners.

The DFS Model in South Ayrshire

Rationale of developing a Dyslexia Friendly approach in South Ayrshire 2010 -2014:

High profile of dyslexia currently with Scottish Government and Education Scotland

Launch of Scottish Assessment Toolkit June 2010 which embeds effective Dyslexia identification

and assessment within everyday classroom practice and staged intervention

(Addressingdyslexia.org).

DFS identified as good practice by HMIE 2008 Education for Learners with Dyslexia report

Curriculum for Excellence focus on literacy as responsibility of all teachers

Reflects paradigm shift from dyslexia as a uniform disability to dyslexia as learning preference

Normalises dyslexia continuum within classroom context

Part of response to a flexible approach to diversity

Addresses negative socio-emotional and attitudinal aspects of dyslexia

Antidote to “one size fits all” approach to dyslexia intervention which does not reflect the

diverse needs and learning preferences of dyslexic pupils

Focus on parent partnership within a supportive perspective and ethos

Embeds “pupil voice”, self-esteem and empowerment

Contributes to effective literacy practice for all children

Engages in explorations with learners

Provides the context for effective teacher CPD and networking of good practice


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Primary Self Evaluation model

In 2009, a short term DFS strategy group (involving pupil support teachers, school senior management, Pupil

Support Coordinator and Educational Psychologists) devised a South Ayrshire Dyslexia Friendly Primary Schools Self

Evaluation Toolkit. This toolkit was adapted from a range of existing good practice elsewhere in the UK, and in line

with Scottish priorities and SAC guidelines. In South Ayrshire each Dyslexia Friendly School completes a process of

self-evaluation which involves:

A designated DFS member of staff who links through regular network meetings with key staff in

other pilot schools

Setting up a Strategy group involving pupil and parent input

Training and awareness raising for all staff

Audit of current practice, with input from teachers, support staff, parents and pupils

Preparing a DFS action plan based on the audit, and implementing over a 2-3 year period at a

pace to meet the school’s needs

Closely involving and enabling pupils

Building parent partnership and support

Additional training and networking for DFS link teachers

Access to an action planning map outlining good practice

Access to an online SAC resource with a wide range of information and exemplars of good

practice shared by schools

Developing an extensive evidence base for accreditation as a DFS at Bronze, Silver and Gold

levels

Self Evaluation (Primary School model) addresses eight key areas:

Whole School Commitment

Early Literacy and Identification

Assessment

Dyslexia Friendly Classroom

Pupil Perspectives

CPD

Transition

Partnership with Parents.

Each key area has objectives at three progressive levels (Bronze, Silver and Gold) to give school optional levels to

achieve, based on their needs and other current priorities. Timescales are left to schools to determine.

Accreditation at Bronze and Silver level is considered by the authority DFS Steering Group on the basis of extensive

written, photographic and video evidence, and presentation delivered to members of the group; at Gold level, in

addition to a comprehensive range of additional submitted evidence including a short action research project, a

small team from Psychological Service, Additional Support Needs team and the authority DFS Steering group

spends a morning in the school observing classes and listening to the views of pupils, parents and staff. Schools

are also required to include any DFS involvement in their Improvement Plan, which is scrutinized and evaluated by

the local authority, and potentially by Education Scotland.


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DFS Steering group in school – parent and pupil

links

Prepare DFS audit and draft action plan

School DFS Key

teacher links with

DFS network

DFS Key teacher

attends network

and training

sessions

Whole school DFS training and follow – through with

involvement of pupils and parents

Implement DFS action plan derived from SAC Self

evaluation indicators

Prepare DFS evidence portfolio

Completion of DFS self evaluation process at

identified levels – bronze, silver, gold

Feedback from staff,

parents and pupils

Accreditation by SAC DFS steering group based on

collated evidence, audited views of school community,

and school presentation at accreditation meeting

Support from link

Educational

Psychologist

DFS Awards Maintenance and moderation of DFS

strategies in learning and teaching

South Ayrshire Dyslexia Friendly

Schools Self Evaluation Model

Self Evaluation Model School agrees to undertake DFS process as part of

School Improvement Plan


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Feedback from Primary School Pupils ……

I like using the “I need help card”

I like to use the highlighted paper –it keeps me in line

I can use the electronic dictionary all the time now

I’d like to be on the steering group as my little brother finds it hard to read

I can talk about how I feel about reading now – I used to not tell anybody

I feel much happier now that everyone knows about dyslexia and what it is because I don’t have to keep it to

myself any more

There’s no one with any problems in our school but I’ll be able to help dyslexic people when I grow up

The DFS group have helped us understand what problems Dyslexic people have with reading and writing

I like being able to learn in different ways / having things explained in different ways

I like being able to work with a partner or in a group

It’s OK to be different

I can read more easily when the whiteboard is changed to a yellow background

The dyslexia wall in the class always has children looking at it as they like things like the stretchy snake

I like using a reading overlay/highlighters/ pencil grips

P7 pupils enjoyed learning about the famous people who have Dyslexia and what Dyslexia is by researching

information for an Assembly

Dyslexia Friendly schools are great!

I love using mind maps. They help me to organise my ideas and remember lots of information

I like using the learning tools in our class. The reading ruler helps me at reading time and I use a fiddle ball when I

listen to the teacher

I like using ear defenders when I really want to concentrate

I like my teacher explaining slowly and clearly in small steps

I like it when my teacher puts an example on the board

I like being able to discuss my work with my teacher

I like it when my teacher uses a coloured background on the whiteboard

My reading ruler helps me when I am reading and I am getting much better now

I like to use the toolkit in my class because it helps me when I am a bit stuck with things

I have improved my reading and I am no longer afraid of being dyslexic

My reading has really improved and I know I can learn in different ways

The timer has helped me focus and get through my work quicker

The reading ruler helps me to find my place on a page

I like pencil grips, overlays and lexion

I like having our own boxes in the classroom

I am glad Newton is a Dyslexia Friendly school because everyone feels included

Dyslexia friendly Schools has helped me understand why I see things differently

People know how to help me with my spelling

I’m glad we get to do mind maps and stuff

Children don’t just have Dyslexia, famous people have it too

It doesn’t matter if people have dyslexia they are still the same


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Dyslexia Friendly Schools: the South Ayrshire model: Secondary Schools

Self Evaluation Indicators at Secondary level focus on seven key areas:

Whole school commitment to DFS

Identifying needs

Meeting Learner needs

Pupil Perspectives

CPD

Transition planning

Partnership with parents

Aims are:

To confirm whole school responsibility for supporting pupils with a range of literacy difficulties

To raise awareness of current research and national policies on Dyslexia within the whole school

community

To clarify expectations and responsibilities for teachers, pupils and parents

To normalise the dyslexia continuum within a classroom context through embedding everyday

emotional, organisational and technical support strategies

To maintain and enhance effective and equitable access to planned individual support through Staged

Intervention

To support meaningful profiling and tracking of pupils’ literacy skills

To facilitate pupils’ resilience, empowerment and informed choice

To maintain effective communication with all parents about Dyslexia Friendly Practice, and, where

necessary, about detailed individual support strategies and their impact

To encourage networking amongst pupils and staff for sharing and celebration of good practice


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Accreditation

Accreditation at Bronze and Silver level is considered by the authority DFS Steering Group on the basis of

extensive written, photographic and video evidence, and presentation delivered to members of the group; at

Gold level, in addition to a comprehensive range of additional submitted evidence including a short action

research project, a small team from Psychological Service, Additional Support Needs team and the DFS Steering

group spends a morning in the school observing classes and listening to the views of pupils, parents and staff.

Schools are also required to include any DFS involvement in their Improvement Plan, which is scrutinized and

evaluated by the local authority, and potentially by Education Scotland.

Accreditation of progress in the self –evaluation model is in three progressive stages:

Bronze level – This is the basic level which requires effective information sharing with all staff, parents

and pupils. Staff should have basic DFS awareness training, and be aware of SAC Guidelines and relevant

contents of SAC Dyslexia Support Pack. A key link “leader” will be clearly identified, and a Steering

group in place which is responsible for building and developing an Action Plan charting progress with

clear targets and actions. There should be evidence of emerging good DFS practice throughout the

school, and effective identification and support of pupils at risk of literacy failure. The DFS journey

should be high profile in the school building, and in communication with parents and the community

Silver Level – This level further extends Bronze good practice, for example in relation to practice in

marking, homework and library provision, and effective working with partner agencies. All teachers are

familiar with the Scottish Assessing Dyslexia Toolkit and following its recommendations. There is a focus

on effective peer support and appropriate differentiation. Assessment is for Learning practice is

embedded, and resilience and self-esteem promoted. Parents’ role in assessment is valued.

Gold level – This final level extends still further. The focus is on established, embedded and consistent

good practice across the school community. Literacy attainment is a major focus, and provision mapping

applied to meeting the needs of all learners. Teachers are monitored and supported by Senior

Management to identify literacy needs, maintain DFS good practice through innovative literacy projects,

and continue to “notice and adjust”. Assessment is holistic, with an explicit and consistent dyslexia

identification process, and support is “normalised” within effective classroom practice. Peer awareness,

acceptance and support are clear in classroom ethos. Involvement of all pupils is maintained and

extended and parents kept aware, informed and encouraged to give support.

Advice to schools on Accreditation

Application for Bronze and Silver levels is done by completing the Primary Self Evaluation Indicators (Bronze

level or Silver Level) and submitting an application form and accompanying evidence to the SAC DFS Steering

group. The Key link DFS teacher will be responsible for providing a brief report (around 500 words) about the

DFS journey at bronze level, and an update at Silver level. Application for Gold level involves application to the

Principal Educational Psychologist. A wide range of evidence is ideal. The school Action Plan is the main


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document and should be as detailed as possible. The Action plan may incorporate a diary, or term by term

progress. Some schools have a pupil version of the Action Plan. Key Policies, minutes of school meetings, school

council meetings, newsletters, website content, letters to parents, are obvious documents to include.

In addition, the following may be valuable:

Summary analysis of original audit information which provides a baseline and subsequent audit and focus group responses

DFS resources developed by the school

Evidence of training e.g. photographs, evaluations, presentation content

Evidence of parent workshops etc.

Feedback from pupils – through focus groups, questionnaires, post it comments, show of hands, class representative’s views, art work, drama, presentations, assemblies, poetry, personal written reflections, interviews, podcasts, blogs etc.

Feedback from staff – through questionnaires, focus groups, informal comments, and also from specific groups – e.g. pupil support staff, non-teaching staff, and SMT

Feedback from parents – through questionnaires, focus groups, parent representatives, informal comments, emails etc.

Feedback from other agencies

Case Studies – brief anonymous pen pictures showing progress related to DFS practice

Photographs of effective classroom practice, dyslexia walls, parent workshops, assemblies, art work etc.

Video of good practice – preferably edited highlights

Example of CPD Section of Action Plan Area 6 CPD Evidence

4.Staff are encouraged to

network and share DFS

good practice e.g.

through Cluster initiatives

Cluster DFS Group

DFS Network meetings

CfE Learning Festival – DFS group

Cross stage/level planning allow staff to share good practice.

Staff given opportunity to visit cluster schools to observe Active

Literacy.

Cluster DFS group meet regularly and share ideas and good

practice.

Staff are encouraged at staff meetings to share with colleagues DFS

strategies. Staff meetings are held in different classrooms so

teachers can see ideas and examples of effective classroom

organisation to support pupils‟ needs.

A DFS folder has been created on the staff shared area for teachers

to access CPD material and to share ideas and resources.

Kingcase Primary School: Excerpt from Silver DFS evidence 2013


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Example of “Our Journey” section of Application for Silver Accreditation

Our Journey towards Silver

Minishant Primary School

Minishant Primary School received their D.F.S Bronze Accreditation in May 2013 and has since been

aiming towards „Silver‟ level. I have consistently been the designated DFS member of staff within

Minishant Primary since August 2012 and have recently joined the South Ayrshire Steering Group.

Dyslexia Friendly good practice continues in classes and is clearly evident within the school ethos and

policy documentations. Good practice, for example in relation to marking, homework and planning

further extends our Bronze level, as well as effective working with partner agencies.

All teachers including any new members of staff are familiar and currently access information from the

Scottish Assessing Dyslexia Toolkit and follow its recommendations. Effective peer support and

appropriate differentiation is clearly evident across all stages within the school.

An enthusiastic DFS Pupil Committee, consisting of 7 children, are empowered to make decisions and

really help drive the initiative and keep the profile of Dyslexia Friendly good practice high within the

school. Members of the pupil committee have contributed to ensuring that good practice is maintained

and dyslexic friendly strategies and approaches remain a high profile in the school. They have been

„DFS detectives‟ during formal classroom observations carried out by the Head Teacher as well as

during staff and pupil led learning walks. This has been an extremely valuable experience in

maintaining a high profile for pupils and staff. The committee has also reported to both classes

throughout the year with their progress and any news which they have to share regarding effective

practice and raising awareness of DFS. They have planned and delivered a refresher for all pupils and

staff at an assembly with a particular focus on our new library.

All staff, pupils and many parents have worked extremely hard to create a new, exciting and engaging

library which now functions as the heart of the school. The Pupil Committee, Pupil Focus Group, Parent

Focus Group, Head Teacher and myself have all liaised with Ailsa McInness to ensure continuity and

familiarity for pupils in our school library to that of the local libraries in the authority. Through

collaborative working, we have created a library that we are all very proud of. The code used in our

library is the same as that used in South Ayrshire libraries. Pupils are all aware of the symbols and

dyslexic friendly books have their very own DFS mascot label.

The Pupil Committee worked hard to select a variety of books which were of interest to children of all

ages and more accessible for those pupils with literacy difficulties. As a result of fundraising we were

able to buy a fantastic range of audio books covering a variety of genre form well known children‟s

authors, as well as a selection of Barrington Stoke books. The addition of our new library to the school

has really raised the profile of reading for pleasure and pupils‟ engagement in reading and continues to

be a focus for our action research project when looking towards Gold Accreditation.

Julie Dean, Minishant Primary School, May 2014


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CPD

Basic DFS awareness training must be completed for all school teaching and support staff using a range of

appropriate materials, on a school or cluster basis. Further courses on Dyslexia are offered regularly both on

DFS and other aspects of Dyslexia. All staff should be familiar with the Scottish Assessing Dyslexia Toolkit.

Further materials are readily available for any gaps, new staff, supply teachers etc (e.g. Journey to Excellence

Dyslexia module; Addressing dyslexia treasure hunt). Parallel developments in training e.g. Lexion, Read and

Write Gold, Active Spelling and VCOP, North Lanarkshire‟s Active Literacy have been provided by SAC.

Excellent CPD is regularly available through the CALL Centre in Edinburgh. Using a range of ICT is an ongoing

CPD priority – reading pens, I-Pads, homework pen drives, mini-Lexion, emailed homework are all being tried out

and skills shared. Many staff attend Dyslexia Scotland‟s annual Education Conference and Neil MacKay has been

a regular visitor to South Ayrshire providing informative and motivating CPD for Primary and Secondary staff.

Key link DFS network meetings are held regularly for mutual support and development for schools. While these

network meetings are primarily for key link DFS teachers, anyone can attend. A central SAC CPD resource,

including a very wide range of national UK and Scottish resources, training materials developed by SAC and other

authorities (e.g. North Yorkshire; Wiltshire)etc. can be accessed through the SAC computer network. Parent

workshops, “drop –ins”, presentations by staff and/or pupils, and parent advice leaflets are an integral part of the

DFS process.

Example of slide from CPD presentation:

How can grouping

help?

Carrick Cluster Training 2012


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Resources

All Primary schools have copy of Neil Mackay‟s “The Dyslexia Friendly Schools Toolkit: Removing dyslexia as a

Barrier to Achievement” (2006) and “100 ideas for supporting pupils with Dyslexia” (Reid and Green 2007) as well

as a copy of the SAC Information Pack on Dyslexia, which is also available widely electronically. All schools also

have copies of Moira Thomson‟s guides on Dyslexia. (www.supportingdyslexicpupils.org.uk/)

Many resources have been home grown or acquired on the internet. Some schools are piloting working memory

resources such as Cogmed and Jungle Memory. SAC has invested in Lexion which functions both as an

assessment and intervention tool. A small range of materials has also been made available by the authority to

help fill “Coats” boxes. Many schools have invested in literacy resources, including North Lanarkshire‟s Active

Literacy, and also in assessment resources such as the GLA Dyslexia Screener and Portfolio. Neil MacKay

encourages the use of simple and inexpensive kit items such as highlighted lines and post-its. Several schools

and at least one cluster have moved to using cream paper across the school, with other schools experimenting

with a range of coloured paper on an “as needs” basis. Ear defenders and screens have become popular with a

wide range of pupils for specific tasks in class. Many schools have involved pupils in planning and ordering DFS

resources.

Newsletters are issued to update schools and share good practice.

Heathfield Primary School: Staff DFS Resource evening

http://www.supportingdyslexicpupils.org.uk/


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Example: Dyslexia Friendly Schools Newsletter: January 2014

Primary Accreditation Dates: Bronze/Silver

28.1.14 QMA 3.30 -5

18.3.14 QMA 3.30 -5

19.5.14 QMA 3.30-5

17.6.14 QMA 3.30-5

Neil MacKay's nine steps for turning a dyslexic pupil into a criminal! 1. Teachers should focus on reading accuracy at the expense of thinking and the other core skills of the national curriculum. 2. Fail to share concerns with parents, dismiss parental concerns, tell them their child is young/naughty/not ready yet. 3. Dismiss, or ignore, achievements or aptitudes in other subject areas because of basic skill weaknesses. 4. Put pupils in remedial groups despite average performance in subjects other than English. 5. Treat escalating bad behaviour as a problem with the pupil, their home, background or environment, rather than looking for causes within their schooling. 6. Ensure the pupil, on transfer to secondary school, is labelled "naughty" rather than in need of support. Ensure none of their teachers is aware of dyslexia or of how needs may have been identified or met in primary school. 7. If the pupil gets support, ensure it is focused on improving reading accuracy at the expense of functional reading with little or no emphasis on learning to learn, planning or organisation. "Death by phonics" is essential, especially if the pupil prefers to acquire literacy skills in other ways. 8. As attendance and punctuality decline, see it as a self-fulfilling prophecy rather than an institutional failure. 9. Ensure the pupil leaves school with minimal or no qualifications, despite being of average ability.

(http://www.odt.co.nz/news/national/61300/dyslexics-risk-early?page=0%2C1)

Neil returns to SAC

on 11th February to

work on DFS with

the Belmont Cluster

and Girvan

Academy…….

Congratulations to Kyle

Academy – who have achieved

their Bronze DFS Award

Congratulations to

Coylton Primary and

Sacred Heart Primary

Schools on their DFS

Gold Award!

Gold and Silver Accreditation Primary

Workshops

Monday 3rd February DFS Gold: Prestwick Academy 3.30 -5pm

Tuesday 4th February DFS Silver:

Alloway Learning Centre 3.30 -5pm

To book: email margaret.crankshaw@south-

ayrshire .gov.uk

Cameron Dawson from

Doonfoot Primary CSB

had his DFS poster

featured in Dyslexia

Scotland’s magazine,

along with artwork from

Monkton, Struthers,

Newton, Kingcase and

Glenburn Primaries and

Prestwick Academy


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Kyle Academy in South Ayrshire is one year into its journey to achieve the Dyslexia Friendly School (DFS)

Bronze Award (South Ayrshire Accreditation Scheme). A DFS Steering Group was set up, which collected

data to provide a benchmark against which improvement is now being measured, and to inform

strategic planning for next session and beyond.

There are 99 pupils with dyslexia in the school which amounts to 13% of the school’s population.

Traditionally they have received a high number of placing requests for young people with dyslexia.

Young people with dyslexia are identified by teaching staff where barriers to learning are detected. They

communicate concerns to the Pupil Support Department through Staged Intervention systems. A

Dyslexia policy outlines the roles and responsibilities of staff. Dyslexia toolkits are available in every

classroom. The Literacy across Learning Group, which supports staff in practical ways to develop literacy

skills across all curricular areas, is matching DFS strategies to their literacy frameworks. Staff also have

been issued with subject specific guidelines and the dyslexia identification toolkit. Staff, parents and

young people receive DFS News Bulletins.

Young people with dyslexia have had a significant influence on strategic planning. Each assembly has

also been hosted by different members of the DFS Pupil Group resulting in improvements to confidence

levels and a strong sense of achievement for the young people involved. All young people in the school

are dyslexia aware. Young people in the Champions’ Group meet regularly to plan for improvement. A

DFS pupil information leaflet has been produced for parents and pupils. Displays are in place in foyer,

school library and across the school to raise awareness and celebrate diversity.

The school has parent members who have worked closely with staff and young people to develop their

vision. They have also assisted in the production of dyslexia toolkits for all classrooms and shared their

strategies to support the learning of their child at home at the Family Network meeting.

The most significant positive impact has been on the health and wellbeing of the members of the Pupil

Champions’ Group. They now have the confidence to speak to teachers if their needs are not being met.

They also report improved understanding and respect from other pupils and many now want badges to

say they have dyslexia. Young people with dyslexia achieve positive destinations with many going on to

Further Education Colleges or university.

Staff appreciate that if they improve learning for young people with dyslexia they will improve the

learning for everyone.

Extract from Making Sense: Education for Children and Young People with

Dyslexia in Scotland (Education Scotland 2014)


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DYSLEXIA FRIENDLY SCHOOLS PROJECT

Bronze Award

(Primary Schools)

Accreditation Process


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SOUTH AYRSHIRE COUNC IL DYSLEXIA FRIENDLY SCHOOLS PROJECT :

Introduction

“being an effective school and becoming dyslexia friendly seem to be two sides of the same coin”

“The more children are empowered to deal with their dyslexia, the more effectively they will learn………………” “The concept of Dyslexia represents a continuum of difficulty from very mild, to severe and persistent, and within the continuum there are many different patterns of difficulty and learning experiences. All dyslexic pupils are individuals.” In South Ayrshire each DFS school completes a process of self-evaluation which involves completion of Self Evaluation indicators. There are eight areas for development:

Area 1: Whole School Commitment to DFS

Area 2: Early Identification and Intervention

Area 3: Assessment

Area 4: Dyslexia Friendly Classroom

Area 5: Pupil Perspectives

Area 6: CPD

Area 7: Planning at Primary-Secondary Transition

Area 8: Partnership with Parents

Essential components of the DFS process include:

Whole school responsibility for supporting children with dyslexia

Effective networking for sharing and celebration of good practice

Support for children’s resilience, empowerment and choice

A designated DFS member of staff who links with key staff in other pilot schools

Setting up a school steering group with input from pupils and staff

All parents informed of DFS initiative and parent leaflets made widely available



Building a DFS action plan which charts progress, and defines objectives and timescales

The action plan forms part of the cycle of planning for school improvement

Closely involving and empowering pupils



Support from a designated Educational Psychologist

A high profile for Dyslexia Friendly good practice

Aspirations towards a DFS are evident in schools ethos and policy documentation


21 | P a g e

Accreditation

Accreditation of progress in SAC self –evaluation model is in three progressive stages:


and pupils. Staff should have basic DFS awareness training, and be aware of SAC Guidelines and

relevant contents of SAC Dyslexia Support Pack. A key link “leader” will be clearly identified, and a

Steering group in place which is responsible for building and developing an Action Plan charting

progress with clear targets and actions. There should be evidence of emerging good DFS practice

throughout the school, and effective identification and support of pupils at risk of literacy failure. The

DFS journey should be high profile in the school building, and in communication with parents and the

community


marking, homework and library provision, and effective working with partner agencies. All teachers are

familiar with the Scottish Assessing Dyslexia Toolkit and following its recommendations. There is a focus

on effective peer support and appropriate differentiation. Assessment is for Learning practice is

embedded, and resilience and self-esteem promoted. Parents’ role in assessment is valued.


good practice across the school community. Literacy attainment is a major focus, and provision mapping

applied to meeting the needs of all learners. Teachers are monitored and supported by Senior

Management to identify literacy needs, maintain DFS good practice through innovative literacy projects,

and continue to “notice and adjust”. Assessment is holistic, with an explicit and consistent dyslexia



extended and parents kept aware, informed and encouraged to give support.

Application for Bronze and Silver levels is done by completing the Primary Self Evaluation Indicators (Bronze level

or Silver Level) and submitting an application form2 and accompanying evidence to the SAC DFS Steering group.

The Key link teacher will be responsible for providing a brief report (around 500 words) about the DFS journey at

bronze level, and an update at Silver level.

Application for Gold level involves application to the Principal Educational Psychologist. The Key link teacher along

with SMT should prepare a brief presentation.

Evidence at all three levels is most conveniently submitted on a security protected USB stick, but additional

material can be submitted. All material remains the property of the school, and will be treated confidentially.

Photographs and video material featuring children will require parental permission. Sharing good practice material

will require authorisation from the school. Any case studies, Action plans, IEPs or similar should be strictly

anonymised. The Action planning support map gives examples of the kind of evidence that is appropriate, but is

not prescriptive in any way. Feedback from pupils, staff and parents is likely to feature, and sample questionnaires

are provided in Appendices 1 and 2.


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Evidence

A wide range of evidence is ideal. The school Action Plan is the main document and should be as detailed as

possible. The Action plan may incorporate a diary, or term by term progress. Some schools have a pupil version of

the Action Plan! Key Policies, minutes of school meetings, school council meetings, newsletters, website content,

letters to parents, are obvious documents to include.


Summary analysis of original audit information which provides a baseline



Evidence of parent workshops etc.

Feedback from pupils – through focus groups, questionnaires, post it comments, show of hands, class

representative’s views, art work, drama, presentations, assemblies, poetry, personal written reflections,

interviews, podcasts, blogs etc.

Feedback from staff – through questionnaires, focus groups, informal comments, and also from specific

groups – e.g. pupil support staff, non-teaching staff, and SMT

Feedback from parents – through questionnaires, focus groups, parent representatives, informal

comments, emails etc.





Please note these are suggestion only – you are not expected to have all of these!

Example of Bronze application excerpt:

Doonfoot Primary Dyslexia Friendly School – The Story So Far!

Our Dyslexia Friendly Schools journey first started in May 2012 when staff took part in practical workshops

facilitated and ran by Mr Des Hughes, PT, to introduce them to the DFS initiative and what it meant for their

practice. DFS was placed on our School Improvement Plan and given a high priority within our school, with a

working party put in place to drive work forward at all levels. Staff were all made aware of the South Ayrshire

Dyslexia Support Pack and encouraged to refer to this and to use check lists to enable early identification of

literacy difficulties. Regular assessments and screeners are now carried out to identify dyslexia.

Any individual who attends relevant courses (as detailed in CPD record) has been able to cascade information

during staff meetings and CPD sessions. This has been invaluable to us as a staff. DFS has been a standing

item on the agenda of every staff meeting. The school has developed a very active approach to literacy and

uses a wide range of strategies. Mrs Connell has also bought in a variety of spelling and reading resources from

which all children are benefiting. Many teachers have attended additional CPD on literacy and DFS at

authority level with Neil MacKay. As a school, we have a strong working relationship with our Educational

Psychologist, Kim Whitehead, who continues to advise us and share her expertise with us, moving forward with

Dyslexia.


23 | P a g e

This session, the school celebrated Dyslexia Awareness week by celebrating dyslexia at assembly. Children

then completed follow-up tasks to give them an understanding and appreciation of dyslexia at a level which was

age and stage appropriate. This focused the school in a positive way and teachers gave positive feedback on

the activities.

Staged intervention paperwork is completed by all class teachers and a central file is maintained by Miss Flint,

PT (Pupil Support). Parents and indeed children if appropriate are fully informed and involved in paperwork and

teachers are now much more confident in their approach.

DFS is also included in termly newsletters. A pupil group was established and meets regularly at lunchtimes.

Pupils have been responsible for creating and delivering helper boxes within the classrooms and many pupils are

benefiting from the resources within them. There is a real sense of ownership and responsibility within the

group. There is a DFS display within school. This shows a variety of DFS strategies in use within the school

and is updated frequently in consultation with the pupil group. Each class has a learning wall which houses a

range of DFS resources to support different learning styles within the room. Children again are key in keeping

these resources current and up to date.

It has been a very positive experience to see the school take on board the initiatives it has. Staff, pupils and

parents have all benefited and all are now keen to maintain our progress and strive for future awards.

Doonfoot Primary School February 201


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SOUTH AYRSHIRE COUNC IL : DYSLEXIA FRIENDLY SC HOOLS PROJECT (PRIMARY SCHOOLS)

PRIMARY SELF EVALUAT ION INDICATORS (BRON ZE LEVEL)

Name of school

Date completed Completed by :

Statement Evidence Planning Working

towards

Completed Level

Area 1 Whole school commitment to DFS

1.A school Dyslexia Policy Statement written in clear English is in place and

available to all staff and parents

B

2.SAC Dyslexia Support Pack (Revised November 2010) is available to all

staff, and all staff are aware of SAC guidelines

B

3.A key Dyslexia Friendly School link member of staff is identified who is

responsible for implementing and monitoring DFS progress with SMT

support

B

Area 2 Early identification and intervention

1.Pre-literacy check-ups from nursery are followed up, and continued

tracking used as a basis for literacy profiles

B

2.Enhanced early literacy experience is established through active

learning in a classroom context

B

3.Staged intervention procedures are in place from nursery / P1 B

Area 3 Assessment

1.All staff are clear on SAC guidelines on Dyslexia identification and

assessment, and their role in the process

B

2.Pupil Support Staff have access to a selection of published and

computer based literacy assessment tools

B

3.The school can access advice and support on assessment and

intervention from SAC Educational Psychologists

B

4.External Assessments from professionals such as Chartered

Educational Psychologists are valued and may be used to contribute

information to the child’s profile

B


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Area 4 Dyslexia Friendly Classroom

1.All teachers implement a range of DFS strategies B

2.Classrooms are well organised with easily accessible dyslexia aids

available (e.g. Coats Box)

B

3.There is appropriate access to individual resources specified in child’s

action plan or IEP

B

Area 5 Pupil Perspectives

1.All children are given information about dyslexia appropriate to their

age and level of understanding

B

Area 6 CPD

2.The school has a systematic and supportive policy on dyslexia CPD for

all school staff

B

3.All teaching and support staff have attended at least

a basic dyslexia awareness raising session in the last 3

years

B

4.A record is kept of staff training and audit of training needs B

Area 7 Planning at Primary – Secondary Transition

1. Children have information about the range of supports and

strategies (including ICT) available in Secondary School, and how to

access them.

B

2.Children are consulted about sharing information

about their Dyslexia with new peers

B

Area 8 Partnership with parents

1.All Parents are made aware of the DFS process and SAC guidelines on

Dyslexia assessment and intervention

B

2.Parents are given clear written early notice of any school concerns on

literacy progress

B

3.Parents’ concerns are respected and acknowledged B

4.There is a system in place for informal regular sharing of information

about progress, supports in place, and targets

B


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DFS PRIMARY: ACTION PLANNING SUPPORT MAP 2012: Bronze Level

The purpose of the Action Planning Support map is to suggest possible content for action plans and evidence for accreditation: these are suggestions only.

Area 1 Whole school commitment to DFS Action Evidence

1.A school Dyslexia Policy Statement written in clear English is in place and available to all staff and parents

Policy draft discussed by staff Policy draft discussed with school council Policy in Staff Room and welcome area Policy on web site

Paper Copies available for parents raising concerns Copy in parent pack Pupil version of policy

Feedback from staff Feedback from parents Staff handbook Action plan Pupil version of policy DFS policy

2.SAC Dyslexia Support Pack (Revised November 2010) is available to all staff, and all staff are aware of SAC guidelines

Electronic Pack on school shared area High level of focus in school

Key Sections for Primary staff copied for all staff members Check all staff aware at staff meeting

Staff feedback Minute of staff meeting Steering group minutes Action plan

3.A key Dyslexia Friendly School link member of staff is identified who is responsible for implementing and monitoring DFS progress with SMT support

JB identified with ST as back up Steering group formed DFS link diary of activities SMT minutes Action plan


1.Pre-literacy check-ups from nursery are followed up, and continued tracking used as a basis for literacy profiles

Check nursery information on pre-literacy especially phonological awareness Staged Intervention data

Literacy profiles –samples Screening results summary Staged Intervention paperwork for children with ASN including pre- literacy delay Feedback from staff Action Plan

2.Enhanced early literacy experience is established through active learning in a classroom context

Evidence of good literacy practice in P1 Photographs Feedback from children Feedback from staff Action plan

3.Staged intervention procedures are in place from nursery / P1

Staged Intervention sample paperwork where applicable Summary of staged Intervention in P1

Area 3 : Assessment

1.All staff are clear on SAC guidelines on Dyslexia identification and assessment, and

Training for staff on SADT Training on Dyslexia identification and assessment

Evaluation of training Feedback from staff


27 | P a g e

their role in the process School literacy action plan /strategy Teachers are open minded Teachers identify dyslexia through their response to everyday teaching Assessment information informs target setting

School guidance on identification and assessment Action Plan

2.Pupil Support Staff have access to a selection of published and computer based literacy assessment tools

Compile Assessment Resource List for school including ICT Assessment tools are up to date and comply with SADT advice Time is available for assessment

Feedback from Pupil Support staff Sample reports Action plan

3.The school can access advice and support on assessment and intervention from SAC Educational Psychologists

Service Agreement document Meeting with Ed Psych

Feedback from staff Samples of Consultations

4.External Assessments from professionals such as Chartered Educational Psychologists are valued and may be used to contribute information to the child’s profile

Consistent practice from staff in dealing with private reports supplied by parents

Feedback from staff Feedback from parents(where appropriate)


1.All teachers implement a range of DFS strategies

DFS awareness clear Provision mapping for individual, group and class Thinking breaks Pupil presentations DFS Homework strategies DFS Marking policies Cooperative teaching

Pupil Passport Pupil help card Supply teacher alert system Learning preferences acknowledged Pupil workshops Pupil Assemblies Young people’s self-esteem ratings are considered in planning groups

DVD of good practice Classroom displays Learning walks and observations feedback from SMT Feedback from staff Feedback from pupils Action plan

2.Classrooms are well organised with easily accessible dyslexia aids available (e.g. Coats Box)

Coats Box in prominent place and widely used Use of ICT resources encouraged as normal practice

Home –school USB stick Audio books

Photographs Pupil feedback Action plan Feedback from staff Feedback from pupils

3.There is appropriate access to individual resources specified in child’s action plan or IEP

Individual DFS kits available Appropriate ICT in place and “normalised”

Parent and pupil feedback at IEP /action plan review Case studies Action plan


1. All children are given information about dyslexia appropriate to their age and level of understanding

Circle Time Dyslexia books / leaflets available

Assembly presentations by pupils Drama Workshops

Drama presentations Assemblies Art work


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Library displays Dyslexia Walls Trying out dyslexia aids

Work on famous dyslexics Feedback from pupils Action plan

Area 6 CPD

1.The school has a systematic and supportive policy on dyslexia CPD for all school staff

Short paragraph in Dyslexia Policy document Feedback from staff Policy extract

2.All teaching and support staff have attended at least a basic dyslexia awareness raising session in the last 3 years

Awareness raising course delivered and evaluated All new staff can access module training e.g. Journey to Excellence module

CPD audit Evaluations Photographs of activities Feedback from staff

3.A record is kept of staff training and audit of training needs

Record set up Staff audit Individual staff CPD records


1. Children have information about the range of supports and strategies (including ICT) available in Secondary School, and how to access them.

Liaise with Secondary Schools about supports and strategies P7 Transition groups or alternative networking P7 transition profiles

Pupil feedback P7 transition group planning Photographs

2.Children are consulted about sharing information about their Dyslexia with new peers

P7 interviews Pupil feedback


1.All Parents are made aware of the DFS process and SAC guidelines on Dyslexia assessment and intervention

Newsletters Letters Websites

Press Parent leaflets available for all parents Parents given opportunities to support DFS process

Feedback from parents Leaflets for parents Extracts from website Audit process Action Plan

2.Parents are given clear written early notice of any school concerns on literacy progress

All class teachers and support staff aware Parents are clear what action is being taken Logs of parents’ meetings are kept and shared with parents

Feedback from parents Feedback from staff Logs of parent meetings Sample records

3.Parents’ concerns are respected and acknowledged

All class teachers and support staff aware Problem solving “drop ins”

Parents are given leaflets on supporting children’s reading / spelling/ paired reading etc.

Feedback from parents

4.There is a system in place for informal regular sharing of information about progress, supports in place, and targets

Involvement of parents in planning and review of progress clearly laid out

Praisepods Text and email communication used consistently

Sample paperwork Action plan Parent feedback


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SOUTH AYRSHIRE COUNC IL : DYSLEXIA FRIENDLY SC HOOLS PROJECT

APPLICATION FOR ACCR EDITATION (BRONZE L EVEL)

DATE OF APPLICATION:

SCHOOL:

COMPLETED BY:

Start date of DSF process

Key link for school

Previous key links (if any)

Members of School Steering group

Steering group meetings (please tick as appropriate)

Weekly

Monthly

Every 2-3 months

Every term

Names of parents involved with Steering group( or similar)

Dates of whole staff training(please insert dates)

school

cluster

authority e.g. Neil Mackay

other

Dates of parent workshops (or similar)


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SOUTH AYR SHIRE COUNCIL : DYSLEXIA FRIENDLY SC HOOLS PROJECT (PRIMARY(

APPLICATION FOR ACCR EDITATION (BRONZE L EVEL) PAGE 2

Summary of Key Steps in the DFS journey*3

School:

Completed by: Date:

3 Around 500 words


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SOUTH AYRSHIRE COUNC IL : DYSLEXIA FRIENDLY SC HOOLS PROJECT

(BRONZE LEVEL ACCRED ITATION)

Staff Feedback

Please indicate your response to each of the following statements

SA : Strongly Agree A : Agree D : Disagree SD : Strongly Disagree DK : Don’t Know

SA A D SD DK

1

The school has a clear policy on Dyslexia

2

South Ayrshire’s Dyslexia Support Pack is available to all staff

3

Staged Intervention procedures are in place from Early Years for children with literacy problems

4

All teaching staff are clear of their role in identifying and supporting children with literacy problems

5

I have attended basic awareness training on Dyslexia Friendly Schools

6

I am aware that the schools has a designated key person to lead the DFS initiative

7

Parents have been given appropriate information about the Dyslexia Friendly schools project

8

Pupils have been given appropriate information about the Dyslexia Friendly Schools project

9

Parents are given clear notice of any concerns about literacy progress, and what intervention is in place

10

“The more children are empowered to deal with their dyslexia, the more effectively they will learn………………”

My three preferred dyslexia friendly classroom strategies are :


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Sample DFS Journey Report

Happy Days Primary Happy Days Primary registered as a Phase 1 school in June 2010. I was appointed lead DFS person for the school and set about carrying out an audit of where we were in relation to being a dyslexic friendly school. This audit was carried out with teaching staff and support staff, pupils and a sample of parents (completing sections as appropriate). All staff were given DFS teacher leaflets, and parent leaflets were displayed in the school foyer, along with examples of pupils’ DFS posters. All staff were also made aware of the DFS “secret place” e-resource base. Most staff were already very familiar with SAC guidelines on dyslexia, and the school already had a policy statement as part of the Pupil Support policy Since I am a P1 teacher, I was keen to involve staff from further up the school, and a P5 and P7 teacher joined the Steering Group, as did the Deputy Head Teacher, who is also the school Pupil support Coordinator. I then lettered parents to find out who were interested in joining our steering group. We had a wonderful response and seven parents were keen to join our group. Three were elected on to the steering group and the other 4 come in to school to support the group in driving forward the action plan. I also gave pupils an application form to complete and interviewed those who wished to join the group. Six pupils joined the steering group- representing Early, First and Second Level. The steering group arranged an awareness raising sessions for parents and this was very well attended. Further parents’ workshops are planned on supporting children’s homework. Staff in school all have had awareness training, including becoming familiar with South Ayrshire’s Dyslexia manual, SADT, on-line awareness raising and there has been one awareness raising as a cluster, focussing on building “Coats boxes”, strategies to support pupils (reading, writing, maths and generally). Staff have been asked to take forward three DFS strategies and feed back to year group partners, and I am compiling a list of Happy Days Best DFS Strategies. I have attended most network meetings with other school reps which are useful to share ideas and worries. Steering group meetings take place on the last Friday of every month. The minutes of these meetings are then shared with the whole school at assembly time and with staff at staff meetings/support staff meetings. Mrs MacDonald, the DHT has been asked by our Head Teacher to start to observe classes informally with a focus on Dyslexia Friendly good practice as we want eventually to “go for gold”. Staff have been very enthusiastic so far, and see the point of reducing anxiety and frustration for children and parents – and teachers too. Our non-teaching staff have been particularly helpful and involved. A monitor calendar has been drawn up and our progress is evaluated each term. DFS is on the agenda at staff meetings and this is when we have explored issues such as learning styles Jenny Smith DFS Key Link teacher


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DYSLEXIA FRIENDLY SCHOOLS PROJECT

Silver Award

(Primary Schools)



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SOUTH A YR SHIRE C OUNC IL DYSL E XIA FRIEN DLY SC HOOL S PR OJEC T :

Introduction


“The more children are empowered to deal with their dyslexia, the more effectively they will learn………………” “The concept of Dyslexia represents a continuum of difficulty from very mild, to severe and persistent, and within the continuum there are many different patterns of difficulty and learning experiences. All dyslexic pupils are individuals.”

In South Ayrshire each DFS school completes a process of self-evaluation which involves completion of Self Evaluation indicators. There are eight areas for development: Area 1: Whole School Commitment to DFS Area 2: Early Identification and Intervention Area 3: Assessment Area 4: Dyslexia Friendly Classroom Area 5: Pupil Perspectives Area 6: CPD Area 7: Planning at Primary-Secondary Transition Area 8: Partnership with Parents Essential components of the DFS process include:



Support for children‟s resilience, empowerment and choice















35 | P a g e

Accreditation


Bronze level – This is the basic level which requires effective information sharing with all staff,

parents and pupils. Staff should have basic DFS awareness training, and be aware of SAC

Guidelines and relevant contents of SAC Dyslexia Support Pack. A key link “leader” will be

clearly identified, and a Steering group in place which is responsible for building and developing

an Action Plan charting progress with clear targets and actions. There should be evidence of

emerging good DFS practice throughout the school, and effective identification and support of

pupils at risk of literacy failure. The DFS journey should be high profile in the school building, and

in communication with parents and the community

Silver Level – This level further extends Bronze good practice, for example in relation to

practice in marking, homework and library provision, and effective working with partner

agencies. All teachers are familiar with AddressingDyslexia.org and follow its

recommendations. There is a focus on effective peer support and appropriate

differentiation. Assessment is for Learning practice is embedded, and resilience and self-

esteem promoted. Parents’ role in assessment is valued.

Gold level – This final level extends still further. The focus is on established, embedded and

consistent good practice across the school community. Literacy attainment is a major focus, and

provision mapping applied to meeting the needs of all learners. Teachers are monitored and

supported by Senior Management to identify literacy needs, maintain DFS good practice through

innovative literacy projects, and continue to “notice and adjust”. Assessment is holistic, with an

explicit and consistent dyslexia identification process, and support is “normalised” within effective

classroom practice. Peer awareness, acceptance and support are clear in classroom ethos.

Involvement of all pupils is maintained and extended and parents kept aware, informed and

encouraged to give support.

Application for Bronze and Silver levels is done by completing the Primary Self Evaluation Indicators

(Bronze level or Silver Level) and submitting an application form and accompanying evidence to the

SAC DFS Steering group. The Key link teacher will be responsible for providing a brief report (around

500 words) about the DFS journey at bronze level, and a short update (200 words) at Silver level. School

representatives are invited to attend the Accreditation meeting along with members of the SAC DFS

Steering group

Core evidence at all three levels should be submitted on a USB stick, but additional material can also be

submitted. Evidence should preferably be presented in separate files for the 8 Self Evaluation areas. All

material remains the property of the school, and will be treated confidentially. Photographs and video

material featuring children will require parental permission. Sharing good practice material will require

authorisation from the school. Any case studies, Action plans, IEPs or similar material with

individual pupil names must be anonymised.

The Action planning support map gives examples of the kind of evidence that is appropriate, but is not

prescriptive in any way.


36 | P a g e

Evidence for Silver Accreditation

A wide range of evidence is ideal. An up to date school Action Plan is the main document and should be as

detailed as possible. The Action plan may incorporate a diary, or term by term progress. Some schools have a pupil

version of the Action Plan. Key Policies, minutes of school meetings, school council meetings, newsletters, website

content, letters to parents, are obvious documents to include. In addition, the following may be valuable:

Feedback from pupils – through focus groups, questionnaires, post it comments, show

of hands, class representatives’ views, art work, drama, presentations, assemblies, poetry, personal

written reflections, interviews, podcasts, blogs etc.





Relevant policies on homework, marking and DFS induction for new staff

Feedback comments from any new staff

Data on Identification Checklists - numbers used, systems, staff views etc.

Outline list of opportunities for all staff to share DFS good practice in school and Cluster– feedback

comments from staff and pupils


Examples of anonymised literacy profiles or similar

Feedback from parents, pupils and staff on partner agencies

Feedback from other agencies on their role in DFS

Views of pupils on how they are involved in planning and evaluating learning

Examples of DFS marking

Feedback from individual parents on how they are involved in gathering evidence on literacy progress

AddessingDyslexia.org – staff feedback on what they found more/less useful. Case Studies – brief

anonymous pen pictures showing progress in attainment, and social and emotional responses related to

DFS practice

Photographs of continuing effective classroom practice, dyslexia walls etc.

Example: Dyslexia Friendly Marking

Do not overcorrect spelling, be selective and encourage logical spelling.

Incorrect spellings could be pointed out by underlining in pencil allowing the pupil the opportunity to

correct and rub out the pencil mark.

Do not comment on or correct mis-spelling except those which have been taught or provided.

Each child should have a personal dictionary of words particular to themselves. Lists of useful words could

be typed and stuck into word book under topic headings.

Mark positively. Praise work that is well done. Keep comments short

Judge content separately from presentation.

Identify good points – but do not overdo. Patronising can be as damaging as criticism. (Probably two

good)

Identify points for improvement (probably one to improve each time)

Always be consistent in marking. Muirhead Primary School


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South Ayrshire Council : Dyslexia Friendly Schools : Self Evaluation Indicators (Silver)

Name of school


Statement Evidence Planning Working

towards Completion Date

Level


4.The school library is included in Dyslexia Friendly Practice

S

5. Dyslexia Friendly Practice is included in school homework policy, marking policy and Induction procedures for new staff

S


4.SAC Dyslexia Identification Checklists, or similar, are used regularly to record and address concerns

S

5.Effective information sharing is in place with other agencies such as Speech and Language Therapy

S

Area 3 Assessment

5.All teaching staff are familiar with, and demonstrate good practice from, AddressingDyslexia.org

S

6.All teaching staff are familiar with ”check-up” material for literacy skills to assess progress

S

7.Dyslexia friendly good practice is in place when marking everyday assessments

S


4.Peer support is well organised and innovative S

5.Learning is differentiated appropriately for individual learning needs

S


2.Feelings of learning failure, frustration and anxiety are acknowledged and addressed

S

3.Children’s views are respected and considered, particularly in relation to :

Learning resources

S


38 | P a g e

Learning groups

How adult support is used

4.Children are encouraged to identify their strengths and needs, and become independent learners

S

Area 6 CPD

4.Staff are encouraged to network and share DFS good practice between schools

S


3.Children are clear what information is being passed on to Secondary subject teachers

S

4.Pupils who will access Dyslexia supports at Secondary school are offered the chance to participate in a P7 Dyslexia Transition group or similar networking experience

S


5. Information from parents contributes to staged intervention planning S

Coylton Primary School


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South Ayrshire Council Dyslexia Friendly Schools Primary Road Map: Silver


4.The school library is included in Dyslexia Friendly practice

Dyslexia resource area Children’s books about Dyslexia - display Books coded /banded discreetly for reading level 5 finger rule posters /workshops Dyslexia publicity /posters/ leaflets for pupil Book banding Community library involved Community library visits /workshops Reading for Gold type schemes Shared and paired reading Children’s views on books available

Audio books available Listening Post Exhibitions /art work Audio corner DF books Oxford owl e books Nonfiction/ low text books Comics and magazines Book reports Reading reviews , logs and blogs

Pupil feedback Parent feedback Librarian feedback Photographs

5.Dyslexia Friendly Practice is included in school homework policy, marking policy and Induction procedures for new staff

SAC DFS homework policy used by all staff SAC DFS marking policy used by all staff Written Information for parents on homework and marking Homework Info card for pupils Differentiated targeted homework where agreed with pupils and parents Creating DFS Homework good practice with pupils Regular evaluation of homework learning targets

Pupil feedback on homework (smiley face etc.) Information on homework and marking on school website Style of homework altered to give more flexibility for learning style Different formats for submitted homework – bullet points, mind maps, diagrams Homework peer buddy / phone- email-text contact School positive marking code

Homework Policy Marking policy Induction procedures Feedback from parents on homework Feedback from new /temporary staff on DFS induction Case studies Feedback from pupils on homework


4.SAC Dyslexia Identification Checklists, or similar, are used regularly to record and address concerns

Ensure all staff are familiar with checklists Clear procedure for using checklists, outcomes and next steps Ensure checklists are readily available

Benchmarking Lexion

Sample completed checklists Number of checklists completed/ number significant Feedback from school staff

5.Effective information sharing is in place with other agencies such as Speech and Language Therapy

Agencies : SALT/ OT/ Ed Psych

Proactive discussion of literacy related issues

Involvement in target setting / IEPs etc for individuals

Teaching staff released to consult and plan with agencies

Review process

Feedback from school staff and agencies Feedback from parents

Area 3 Assessment


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5.All teaching staff are familiar with, and demonstrate good practice from, the Scottish Dyslexia Assessment Toolkit www.AddressingDyslexia.org

Staff training on AddressingDyslexia.org High profile of AddressingDyslexia.org in school Parents directed to AddressingDyslexia.org Staff “Treasure Hunt” CPD

Evaluation of staff training

SMT Focus

6.All teaching staff are familiar with ”check-up” material for literacy skills to assess progress

Audit of “check-up” material used and what happens to results SAC Checklists on staff shared area SAC checklists in Forward Plan folders

List of checkup material

available from P1 –P7

7.Dyslexia friendly good practice is in place when marking everyday assessments

Advice on DFS marking available to staff DFS marking explained to pupils and parents

Feedback from pupils and

parents


4.Peer support is well organised and innovative

Literacy circles Paired and shared learning experiences Cooperative learning Paired proof reading Age partner peer support Age difference peer support e.g. paired reading Circle Time

Buddies Homework buddies (swap email/phone numbers) Elbow partners Duos and Trios Mixed reading groups Use of choral reading Paired spelling Peer celebration of attainment /progress Buddy benches in playground

Photographs Pupil feedback from supporters and supported pupils

5.Learning is differentiated appropriately for individual learning needs

Response to assessed need is clear Provision mapping in place Key points revised on whiteboard Colour coded whiteboard areas Homework on whiteboard in homework area Homework is differentiated where necessary – appropriate, positive and of benefit Individualised computer aided learning Systemic individualised cumulative teaching

Spelling strategies e.g. Neil Mackay’s deconstruct words (hand under chin /clap syllables/make/break/jumble/ discuss then LSWCC Writing – range of scaffolding and recording options –doodle planning margins/ post it group planning /highlighted big space lines/ cream paper/ VCOP Blu tack finger spacing + full stops Use of age appropriate resources Toolkit / Coats Box available for learner directed differentiation

Learning walks

Staff self evaluation

Feedback from pupils


2.Feelings of learning failure, frustration and anxiety are acknowledged and addressed

Informal Individual / small group support built into timetable( may be disguised) Dyslexia story books dealing with emotional impact of literacy failure Effective communication with parents Learning conversations Dyslexia mentors/ leaders Creating confident kids

Noticing and adjusting Flexibility of teaching response Project work on Famous Dyslexics Pupils feel able to express and share views(who didn’t previously) Pupil Dyslexia support group Explicit links with Resilience curriculum Celebration of pupil awareness and taking ownership

Pupil feedback Case Studies


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Open door policy with parents Bounceback material “Cando” dyslexia mascot Lessons adjusted in response to pupils Worry boxes Art activities

of learning Avoiding blame Open door policy for parents Risk signs - Immediate opportunity for teacher informal chat

3.Children’s views are respected and considered, particularly in relation to

Learning resources

Learning groups

How adult support is used

Individual support -time to listen Peer support Involvement of pupil council Dyslexia Card system Pupils can request alternative ways of doing a task Pupil consultation with SMT Noticing and adjusting Learning from pupil behaviour Clear evidence base and rationale for targets and learning strategies

Pupil feedback Parent feedback

4.Children are encouraged to identify their strengths and needs, and become independent learners

Learners are empowered and can exercise choice Dyslexia “help” cards available AiFL Pupil Voice strategies

Feedback from pupils Feedback from staff Observations Case Studies

Area 6 CPD

4.Staff are encouraged to network and share DFS good practice between schools

Cluster activities and literacy projects Joint CPD Delivering training to other schools Joint meetings with parents e.g. at Transitions Material shared on “secret place” DFS folder on staff shared area Attendance at Cluster networking meetings Leading network meetings and activities

Share good web links and information on recent research Staff have up to date knowledge –especially about Scottish policies and practice Shared activities for pupils across schools Participation in SAC Exhibitions and competitions Sharing evidence of good practice from accreditation process Stage partners across schools

Attendance at network meetings etc. Evidence of shared good practice


3.Children are clear what information is being passed on to Secondary subject teachers

Liaise with Secondary School Pupils involved in transition profiles

Feedback from P7 pupil council Pupil feedback

4.Pupils who will access Dyslexia supports at Secondary school are offered the chance to participate in a P7 Dyslexia Transition group

P7 Transition groups or alternative networking Pupil feedback

Parent feedback


1. Information from parents contributes to staged intervention planning

Protocols for parent information on early development in place Consistent practice with all parents at Stage 1 intervention

Parents’ questionnaire New document for enrolment procedures Ante-pre and pre-school registration should include informal family history of dyslexia

Feedback from parents Evidence of tracking and responding to parental concerns

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South Ayrshire Council: Dyslexia Friendly Schools: Application for Silver

Accreditation

Date of Application: School:

Completed by:


Key link for school


Date of Bronze Award

Summary of “Journey to Silver”

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Gold Award

(Primary Schools)


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SOUTH A YR SHIRE C OUNC IL DYSL E XIA FRIEN DLY SC HOOL S PR OJEC T :

Introduction


“The more children are empowered to deal with their dyslexia, the more effectively they will learn………………” “The concept of Dyslexia represents a continuum of difficulty from very mild, to severe and persistent, and within the continuum there are many different patterns of difficulty and learning experiences. All dyslexic pupils are individuals.” In South Ayrshire each DFS school completes a process of self-evaluation which involves completion of

Self Evaluation indicators. There are eight areas for development:

Area 1: Whole School Commitment to DFS

Area 2: Early Identification and Intervention

Area 3: Assessment

Area 4: Dyslexia Friendly Classroom

Area 5: Pupil Perspectives

Area 6: CPD

Area 7: Planning at Primary-Secondary Transition

Area 8: Partnership with Parents

Essential components of the DFS process include:



Support for children‟s resilience, empowerment and choice














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Accreditation


Bronze level – This is the basic level which requires effective information sharing with all staff, parents and pupils.

Staff should have basic DFS awareness training, and be aware of SAC Guidelines and relevant contents of SAC Dyslexia

Support Pack. A key link “leader” will be clearly identified, and a Steering group in place which is responsible for

building and developing an Action Plan charting progress with clear targets and actions. There should be evidence of

emerging good DFS practice throughout the school, and effective identification and support of pupils at risk of literacy

failure. The DFS journey should be high profile in the school building, and in communication with parents and the

community

Silver Level – This level further extends Bronze good practice, for example in relation to practice in marking,

homework and library provision, and effective working with partner agencies. All teachers are familiar with the

Addressing Dyslexia.org website. There is a focus on effective peer support and appropriate differentiation.

Assessment is for Learning practice is embedded, and resilience and self-esteem promoted. Parents’ role in

assessment is valued.


good practice across the school community. Literacy attainment is a major focus, and provision

mapping applied to meeting the needs of all learners. Teachers are monitored and supported by Senior

Management to identify literacy needs, maintain DFS good practice through innovative literacy

projects, and continue to “notice and adjust”. Assessment is holistic, with an explicit and consistent

dyslexia identification process, and support is “normalised” within effective classroom practice. Peer

awareness, acceptance and support are clear in classroom ethos. Involvement of all pupils is

maintained and extended and parents kept aware, informed and encouraged to give support.

Accreditation for Gold level involves a half day school visit to see classroom practice, and discussion with pupils

and parents. The Key link teacher along with SMT should prepare a brief presentation and timetable. The

Accreditation Group will consist of an Educational Psychologist (normally the school’s link psychologist), a member

of the ASN team and a member of the SAC DFS Steering group. As with Bronze and Silver levels, the relevant

application form should be completed and submitted to the Principal Educational Psychologist along with the

current DFS Action Plan and evidence relating to the 8 Self Evaluation areas (with relevant core material for each

self-evaluation area which must be on a USB stick ). A date for a school visit should be requested well in advance

by contacting the Principal Educational Psychologist, and arrangements made for the accreditation group to meet

small representative groups of pupils and parents, as well as observe classroom practice. All staff, parents and

pupils should have an opportunity to have their views included at this stage through Questionnaires, Focus

Groups or similar forms of feedback.

All material remains the property of the school, and will be treated confidentially. The use of photographs and

video material featuring children will require explicit parental permission. Good practice material will be shared

with other schools with the school’s agreement. Any case studies, Action plans, IEPs or similar material with


The Action planning support map gives examples of the kind of evidence that is appropriate,

but is not prescriptive in any way.

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Evidence for Gold Accreditation

A wide range of evidence is ideal. A current school Action Plan is the main document and should be as detailed as

possible. The Action plan may incorporate a diary or term by term progress and give clear timescales and

responsibilities.

How do we know?

Much of the good practice for Gold Accreditation may already have been submitted in evidence for Bronze and

Silver levels and can be cross-referenced in your submission - what is particularly important at Gold level is to show

that staff, pupils, parents and partner agencies agree that the school has embedded and can sustain DFS good

practice in everyday learning, classroom ethos and organisation, and relevant aspects of school life. It is essential

at this stage that the views of everyone involved, including parents, pupils, and staff including senior management,

are revisited through questionnaires, focus groups or the equivalent to provide evidence for the following DFS Self-

evaluation indicators:

1(6), 1(7), 1(8), 1(9), 2(6), 3(8), 3(9), 4(6), 4(7), 4(8), 5(5), and 8(7).

If you have been collecting this evidence as you progress through Bronze and Silver, so much the better!

For 6(5) there needs to be reference to a small research project. A summary evaluation (500-1000 words) of any

aspect of DFS good practice, introduction of a new literacy, curricular or assessment resource, the role of pupil

involvement etc. are examples of appropriate topics. Reference should be made to Aims, Outcomes and

Evaluation. (see below)

For 7(5) it would be helpful to have follow-up feedback from a small sample of relevant Secondary school pupils.

For 8(6) it would be helpful to have evidence of formal workshop evaluations, and regular informal “drop-ins” or

parent support sessions available on a school or cluster basis.

DFS Gold Indicator 6(5) (Primary) Action Research guide

“Action research projects which pilot DFS good practice are encouraged and supported”

“At its heart, action research involves the careful monitoring of planned change in practice. A decision is

taken that a particular action may either yield improvements or provide information as to the nature of

the teaching situation. The action is thus used as a research tool. Both elements of action and research are

of equal prominence in the approach”

Two requirements here : you need to give evidence of how the school (Senior management in particular)

have encouraged and supported this research as well as write up a small piece of Action Research

Research write up should be around 1000 words. If research is being submitted that is part of a current

degree by a member of school staff investigating school practice e.g. M Ed, and is relevant, then submit

in existing format ( including partial or draft)

Suggested format of write up under the following headings:

1 Title e.g. A brief evaluation of North Lanarkshire Active Literacy in P1-3

2 Abstract - 2-3 concise sentences outlining what you did, why you did it and what your conclusions were.

Should be written in italics

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3 Introduction –Aims, Context, what you are investigating, why you chose to investigate this, links to other

research if any, or other aspects of the curriculum

4 Method –what you did, who did it (avoid saying I all the time) and how long did it take. If you are

evaluating something try to get baseline information or views to start with.

5 Results – what you found – use diagrams etc. to summarise what you found

6 Discussion –did you find what you expected? If not why not, if yes what else would you like to know?

7 Conclusion – very briefly what you have concluded e.g. NLAL has contributed to an increase in the range

of literacy strategies used by pupils and an increase in metacognitive awareness in P1-3 within the context

of changing practice through Curriculum for Excellence

Don’t use photographs unless essential to content i.e. not just to look nice!

The research could be done by pupils themselves but they would need a high level of support to produce

the research report

The school’s link Educational Psychologist will be a useful source of advice for the research project

Gold Accreditation (Primary): Questions and Answers

1 Do I need to have Bronze and Silver before I apply for Gold?

Yes

2 Is Gold different from Bronze and silver

Yes – the process has to be particularly robust, transparent and consistent to have credibility, so it takes longer and is more challenging. Hence all evidence must be on pen drive and with the accreditation team at least two weeks before the accreditation date. If there are any significant omissions or weaknesses in Evidence then you may be asked give additional evidence, or resubmit and come back at a later date. Gold is also different since as well as meeting targets to meet requirements of self- evaluation indicators, there will be an overall qualitative assessment of how embedded and how high profile DFS practice is within the school community

3 How long do I have to wait before “going for gold”?

Several schools have already produced excellent evidence for gold indicators at their Bronze and Silver accreditations – so the time will vary depending on how much preparatory work has already been done at Silver level. You can cross reference to Bronze and Silver evidence as long as this is available on your pen drive.

4 Do I have to do a research project?

Yes – but on a very small scale with a brief write up – around 1000 words. Ideally there should have been preparation during the Bronze and Silver process to track and evaluate a particular aspect of DFS, including literacy resources and teaching strategies. You will need to show why this was chosen, how it was introduced, and to evaluate impact. It may be possible to do this retrospectively. See Action Research guidance - above

5 Do I have to go for Gold?

Joining the DFS project at any level has been a voluntary opt in for SAC schools. Not all schools will want to go for Gold, depending on circumstances and competing demands. However the focus on DFS as part of the literacy strategy is likely to grow rather than diminish and it may be more appropriate to focus on Gold over a longer time scale rather than opt out.

6 Does Gold evidence need to include views of all parents and pupils?

As far as possible - Yes - in order to indicate awareness and understanding of most pupils and parents, and to give everyone an opportunity to express their views. There should be no parents or pupils who don’t get a chance to give their views on DFS at the stage of Gold submission

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7 Where does the accreditation happen?

It happens in the school in a convenient room. The school is responsible for making up a programme for the morning over at least three hours –see sample programme.

8 Who arranges accreditation?

School Link educational psychologist sets date with school at least 2 months in advance

Link ed psych confirms ASN representative and a volunteer from the SAC DFS Steering Group List

Link Ed Psych checks school has submitted evidence on time and sent out a programme for the morning

School sets up focus groups of pupils, parents and staff.

9 Which staff will the team want to meet?

Preferably class teachers not involved with leading DFS but this will very much depend on who can be made available

10 Who chooses the classrooms for the Accreditation team to visit?

The team will decide, but on the advice of the Head Teacher - a sample covering different stages is best. It may be appropriate to include the nursery class.

11 Which parents will the team want to meet?

Inevitably the parents who are keen to be interviewed are likely to feel strongly about DFS - one way or the other! Ideally a representative sample of parents who may or may not have children with literacy needs, from a range of stages. The size of the group could vary widely. Members of the School Council may be helpful/

12 Can pupils make the Gold presentation?

You may wish to use pupil presentations in your evidence, but on the accreditation day it should be either the key link teacher or a member of SMT. There will be chance for a representative group of pupils to talk informally to the accreditation team

13 What does the school get?

A Gold DFS certificate and permission to use DFS Gold logo - and the satisfaction of a job well done!

14 What happens after Gold?

After the celebration….there will be a continued need for schools to prioritise CPD, effective parent communication and pupil awareness to maintain DFS status

Sample Gold Accreditation Programme (Primary)

Gold Accreditation Timetable of Events: Thursday 10th

October 2013: 9am – 12pm

Time Programme of Events

9am – 9.30am

Welcome! Presentation - SMT

9.30am – 10.15am

Class Visits

10.15am – 10.30am

Coffee

10.45am – 11.00am

Meeting with Staff

11.00am – 11.15am

Meeting with Pupils

11.15am – 11.30am

Meeting with Parents

11.30am – 12.00pm

Questions / Feedback / AOB

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Some DFS Classroom Checklist Reminders….

Tricky/common word banks

Explicit reference to DFS in classroom e.g. DFS posters, DFS tip of the week

Class DFS rep

DFS badges

Peer assisted learning and assessment

Peer advocacy

Pupil Voice and Choice

DFS Blogs

DFS Art Work

Pick and Mix DFS Resources

Literacy circles

Cooperative learning

Learning style awareness

Traffic lights

Organised and labelled resources

Use of ICT to address barriers to learning

Writing “scaffolds” for editing skills.

Mind mapping and bullet points.

Highlighted lined paper Whiteboard colour coding

Ear Defenders

Mnemonics

Interesting Literacy resources

Use of highlighters to find keywords.

Blu tack for end of sentences.

North Lanark Active literacy

Post-it planning

Must, should, could homework

Clear target setting

DF homework strategies

Variety of spelling strategies.

Reading rulers TCPQR

DFS Displays

Famous Dyslexics

Key words

DFS Displays

Information for Supply Teachers

Pupil ownership of strategies

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PRIMARY SELF EVALUATION INDICATORS (GOLD)

Name of school


Statement Evidence Planning Working towards

Completed Level


6.The school community has a consistent, inclusive and positive approach to dyslexia which is fully supported by all staff

G

7.Rich data on literacy attainment is regularly evaluated on a whole school basis, and clearly impacts on children’s learning

G

8.Teachers are supported to evaluate their contribution to DFS good practice G

9.Innovative literacy projects are introduced on a regular basis G


6.Awareness of children “at risk of literacy failure”, and appropriate intervention, is well established in the Early and First levels

G

Area 3 Assessment

8.Dyslexia assessment is an integral part of the ongoing process of identification, intervention and evaluation of progress for all children

G

9.Assessment relates to Literacy attainment and in addition, Early development, Educational history and experience, Learning style and strengths, Child’s perspectives on learning

G


6.The impact of all children’s “dyslexia awareness” is clear in classroom ethos G

7.Children who may be dyslexic are motivated to learn and evaluate progress G

8.Teachers are “noticing and adjusting” effectively with a positive impact on learning for all children

G


5.Children can demonstrate their understanding of dyslexia at an appropriate level G

Area 6 CPD

5.Action research projects which pilot DFS good practice are encouraged and supported G


5.Children and young people are confident that their P7 transition was well planned and supported by their Primary School

G


6.Workshops are available for parents on supporting children with Dyslexia G

7.Parents are confident that the school has a positive approach to Dyslexia G

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Action planning Road Map : Primary Gold Evidence


6.The school community has a consistent, inclusive and positive approach to dyslexia which is fully supported by all staff

Evidence of good practice DVD Dyslexia week DFS Assemblies Drama Art Exhibition Poster display Newsletter updates Community news

Pupil podcasts and blogs Contacts with a famous dyslexic Visits form adult / secondary pupils who are dyslexic with a positive message Effective communication with parents Dyslexia Wall DFS “champions” Termly progress feedback from staff DFS newsboard

HT Termly evaluations of good practice Cluster based celebration Website updates School based celebration Displays in community library Teacher peer evaluation within Clusters DFS pupil group broadcast interview UWS DFS Toolkit event

School council minutes Steering Group minutes School Improvement plan School Standards and Quality Report Learning walks feedback Teacher peer review SMT minutes Staff feedback Website Audit process Questionnaires

7.Rich data on literacy attainment is regularly evaluated on a whole school basis, and clearly impacts on children’s learning

INCAS PIPS AfE Lexion SAC Information Pack Assessment toolkit Phonological Awareness checks Rigorous system in place to identify and monitor pupil attainment and achievement

Curricular check-ups e.g. phonics/ word reading/ non-word reading/ labelling/auditory discrimination - use of SAC Assessment toolkit in pink pack Strengths and weaknesses profile from Stage1 Children keep personal learning diaries (mind maps/ stick ons/ ) Focus on individual learning journeys Children’s self evaluations

Literacy profiles and tracking data Literacy progress overview for each class Provision mapping linked to identified individual and class needs

8.Teachers are supported to evaluate their contribution to DFS good practice

Using the “D” word comfortably Positive attitudes to DFS Inservice and / or twilight time allocated to supported self-evaluation and use of DFS strategies

Negative responses from parents listened to DF SMT Ongoing review of DF classroom practice with next steps identified

High profile with SMT Peer support / critical friend support for teachers

Staff feedback Key teacher feels supported by SMT

9.Innovative literacy projects are introduced on a regular basis

Paired Reading Literacy circles Cooperative learning – spelling P1/P2 Sound folders Jelly and Bean Books North Lanarkshire Active Literacy Headstart programme

Hearsay Reading routes Big writing Phonics Bug decodable readers VCOP Reading Recovery Lexion Extreme reading

Roald Dahl day World Book day Resource day for staff- based on Kung Fu punctuation Igniting the writing Rainbow Reading Active spelling

Action Research write up


6.Awareness of children “at risk of literacy failure”, and appropriate intervention, is well established in the Early and First levels

Benchmarking records

Consistency of interpretation of “at risk”

Staff Awareness of links with specific language/

Staff Awareness of links with attentional and

working memory weakness

Borrow me books system

Case studies Feedback from staff

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communication disorders Early literacy profiles

Area 3 Assessment

8.Dyslexia assessment is an integral part of the ongoing process of identification, intervention and evaluation of progress for all children

Clear tracking procedures Staff training Viable format for literacy tracking of assessment and interventions

Use of SAC Assessment toolkit Work with pupils on learning styles Work with pupils on philosophy for kids

Feedback from SMT

9.Assessment relates to Literacy attainment and in addition:

Early development Educational history and experience

Learning style and strengths Child’s perspectives on learning

Use of SAC Assessment toolkit

Literacy profile relates to these factors Pupil Consultation questionnaires

Literacy profiles Learning journeys Case studies


6.The impact of all children’s “dyslexia awareness” is clear in classroom ethos

Ethos checklist Use of DFS resources by pupils Proud board

Classroom observations highlight good practice Feedback from pupils Observations of teaching Unsolicited positive feedback

7.Children who may be dyslexic are motivated to learn and evaluate their progress

Pupil awareness of learning targets Children looking for celebration of success Self checking Gettable targets Celebration of “good enough” spelling Self checking Child Friendly IEPs

Group just below the Cut Off for ASN targeted Regular information on progress Traffic lights Learning hour Learning journeys HT award scheme

Learning walks Case Studies Individual pupil feedback

8.Teachers are “noticing and adjusting” effectively with a positive impact on learning for all children

Evidence of noticing and adjusting Using “time to think” Teacher flexibility “normalising the special”

Observations of classroom practice Teachers share good practice – magpie ideas Noticing and adjusting cards in each classroom

Learning walks

Teachers’ planners


5.Children can demonstrate their understanding of dyslexia at an appropriate level

Famous Dyslexic materials Circle Time Poster making

Art work Health and Well Being links Resilience link

Short presentation Drama

Pupil Feedback

Area 6 CPD

5.Action research projects which pilot DFS good practice are encouraged and supported

Summaries of action research Book club P7 Literacy challenge – Reading between the lines Story Bags

Action research write up/

evaluation


6Workshops are available for parents on supporting children with Dyslexia

Workshops set up and publicised to all parents e.g. what is DFS/ how to help children be enthusiastic readers / helping with homework

Provide DVD of school DFS practice for parents who can’t attend workshops Pupil presentations to parents

Evaluations DVD

7Parents are confident that the school has a positive approach to Dyslexia

Obtain parent feedback regularly / annually Positive comments file


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South Ayrshire Council: Dyslexia Friendly Schools: Application for Gold Accreditation (Primary Schools) Date of Application:

School:

Completed by:


Key link for school


SMT member(s) responsible for submission

Date of Bronze Award

Date of Silver Award

Dates of most recent questionnaires for all parents (Please attach summary of results including number of responses and percentage response)

Dates of most recent questionnaires for all staff (Please attach summary of results including number of responses and percentage response)

Dates of most recent questionnaires for pupils (please attach summary of results etc.)

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South Ayrshire Gold DFS Award

Accreditation:

Guidance for Accreditation team

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South Ayrshire Gold Accreditation: Guidance for Accreditation team:

School:

Date:

Accreditor:

See SAC Gold Award Accreditation Guide leaflet for all detailed information on the Accreditation process.

On the day of the accreditation it may help to have the following questions in mind:

Is a DFS approach embedded in Learning and Teaching throughout the school?

Is there evidence that most children in the school have benefitted from DFS, and not just children with literacy problems?

If I thought my own child was dyslexic would I know how his/her needs would be identified and addressed and how I would

be involved?

Have parents been kept in the loop?

How robust is the evidence of staff views?

What problems have there been with DFS and how have they been resolved?

Is good practice sustainable?

Please tick the key aspects of DFS which you consider to be in place:

Whole school responsibility for supporting children with identified dyslexic learning needs

Support for children’s resilience, empowerment and choice


A school steering group with input from pupils and staff

All parents informed of DFS initiative and kept up to date


Feedback from teachers, support staff, parents and pupils

A DFS action plan which charts progress, and defines objectives and timescales




A visibly high profile for Dyslexia Friendly good practice

Aspirations towards a DFS are evident in school ethos and policy documentation

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South Ayrshire Gold Accreditation Self Evaluation Indicators: Guidance for Accreditation team

Gold self-evaluation indicators: Please tick the Gold self-evaluation indicators where you consider appropriate

evidence has been provided by the school:


The school community has a consistent, inclusive and positive approach to dyslexia

which is fully supported by all staff

Rich data on literacy attainment is regularly evaluated on a whole school basis, and

clearly impacts on children’s learning

Teachers are supported to evaluate their contribution to DFS good practice

Innovative literacy projects are introduced on a regular basis


Awareness of children “at risk of literacy failure”, and appropriate intervention, is well

established in the Early and First levels

Area 3 Assessment

Dyslexia assessment is an integral part of the ongoing process of identification,

intervention and evaluation of progress for all children

Assessment relates to Literacy attainment and in addition:

Early development

Educational history and experience

Learning style and strengths

Child’s perspectives on learning


The impact of all children’s “dyslexia awareness” is clear in classroom ethos

Children who may be dyslexic are motivated to learn and evaluate their progress

Teachers are “noticing and adjusting” effectively with a positive impact on learning for

all children


Children can demonstrate their understanding of dyslexia at an appropriate level

Area 6 CPD

Action research projects which pilot DFS good practice are encouraged and supported


Children and young people are confident that their P7 transition was well planned and

supported by their Primary School


Workshops are available for parents on supporting children with Dyslexia

Parents are confident that the school has a positive approach to Dyslexia

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South Ayrshire Gold Accreditation (Primary): Guidance for Accreditation team - Comments

Accreditation: please comment on any particular aspects of accreditation

School Presentation

Evidence provided

Classroom Observation

Staff views

Pupil views

Parents’ views

Signature: Please return to the lead accreditor.

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Dyslexia Friendly Schools Project

Bronze Award

(Secondary)

Accreditation Guide

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Introduction


Neil MacKay, 2001


“The concept of Dyslexia represents a continuum of difficulty from very mild, to severe and persistent, and within the continuum there are many different patterns of difficulty and learning experiences. All dyslexic pupils are individuals.”

In South Ayrshire each DFS school completes a process of self-evaluation which involves:




Preparing a DFS action plan and implementing over a 2 year period (approximately)

Closely involving children and young people



Rationale of developing a Dyslexia Friendly approach in South Ayrshire:

High profile of dyslexia currently with Scottish Government, HMIE and COSLA

Launch of Scottish Assessment Toolkit June 2010 which embeds effective identification and assessment within everyday classroom practice and staged intervention.

DFS identified as good practice by “HMIE 2008 Education for Learners with Dyslexia” report

Curriculum for Excellence focus on literacy as responsibility of all

Reflects paradigm shift from dyslexia as disability to dyslexia as learning preference

DFS approach links with other current key learning concepts : resilience, shared learner intentions, cooperative learning, learning engagement and aspiration, and celebrating success


Antidote to “one size fits all” approach to dyslexia intervention

Focus on parent partnership

Aims of Dyslexia Friendly Secondary Schools


To raise awareness of current research and national policies on Dyslexia within the whole school community


To normalise the dyslexia continuum within a classroom context through embedding everyday emotional, organisational and technical support strategies

To maintain and enhance effective and equitable access to planned individual support through staged intervention



To maintain effective communication with all parents about Dyslexia Friendly Practice, and, where necessary, about detailed individual support strategies and their impact

To encourage networking for sharing and celebration of good practice

“High quality interactions between learners and staff lie at the heart of assessment as part of learning and teaching.”

“All practitioners are in a position to make important contributions to developing and reinforcing young people’s literacy skills.”

Curriculum for Excellence

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Accreditation


Bronze level – This is the basic level which requires effective information sharing with all staff,

parents and pupils. Staff should have basic DFS awareness training, and be aware of SAC Guidelines

and relevant contents of SAC Dyslexia Support Pack. A key link “leader” will be clearly identified,

and a Steering Group in place which is responsible for building and developing an Action Plan

charting progress with clear targets and actions. There should be evidence of emerging good DFS

practice throughout the school, and effective identification and support of pupils at risk of literacy

failure. The DFS journey should be high profile in the school building, and in communication with

parents and the community

Silver Level – This level further extends Bronze good practice, for example in relation to practice in homework, marking,

pupil networking and Departmental initiatives. All staff, pupils and parents continue to be consulted in rolling out the DFS

Action Plan. Effective and consistent cross- curricular literacy practice is secure across the school, and Pupil Support is

embedded through Staged Intervention procedures. There is a focus on pupil voice, effective peer support and appropriate

differentiation. Assessment is for Learning practice is embedded, and resilience and self-esteem promoted. Parents’ role in

continuing assessment is valued, and there is a high level of communication with parents about DFS practice.

Gold level – This final level extends still further. The focus is on established, embedded, transparent and consistent good

DFS practice across the school community. Literacy attainment is a major focus, and provision mapping applied to meeting

the needs of all learners. All teachers are monitored and supported by Senior Management to maintain DFS good practice

through innovative literacy projects, and continuing to “notice and adjust”. Assessment is holistic, with an explicit and

consistent dyslexia identification process, and support is “normalised” within effective classroom practice. Peer awareness,

acceptance and support are clear in classroom ethos. Involvement of all pupils is maintained and extended, and parents

kept aware, informed and encouraged to give support. There is a clear plan for continued moderation and maintenance of

DFS practice beyond Gold Accreditation

Application for accreditation at all levels is done by completing the Self Evaluation Indicators at the appropriate level (or

an action plan format with the same level of information.) The relevant application form with a brief report (around

500 words) by the key link teacher) should also be completed and submitted to the Principal Educational Psychologist

along with the current DFS Action Plan, and evidence relating to the 7 Self Evaluation areas, with relevant core material

for each self-evaluation area, on a USB stick . At Bronze and Silver levels the key DFS teacher should arrange a

convenient time with the school’s link Educational Psychologist together with a Principal Teacher of Pupil Support from

another Secondary School, to present and discuss DFS evidence. A short summary of this meeting should be kept using

the format below:

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Dyslexia Friendly Schools – Bronze/ Silver Accreditation Meeting

School:

Accreditation Team:

Date of meeting:

Summary of discussion:

Issues/Difficulties identified:

Excellent and Innovative practice: Next steps/Future plans:

NB All material remains the property of the school, and will be treated confidentially. The use of photographs and video material

featuring children will require explicit parental permission. Good practice material will be shared with other schools with the school’s

agreement. Any case studies, Action plans, IEPs or similar material with individual pupil names must be anonymised

63 | P a g e

Evidence

A wide range of evidence is ideal. The school Action Plan is the main document and should be as detailed as possible. The Action

plan may incorporate a diary, or term by term progress. Some schools have a separate pupil version of the Action Plan. Key Policies,

minutes of school meetings, school council meetings, newsletters, website content, letters to parents, are obvious documents to

include.


Summary analysis of original audit information which provides a baseline



Evidence of parent workshops e.g. evaluation feedback

Feedback from pupils – through focus groups, questionnaires, post it comments, show of hands, class representative’s

views, art work, drama, presentations, assemblies, poetry, personal written reflections, interviews, podcasts, blogs etc.

Feedback from staff – through questionnaires, focus groups, informal comments, and also from specific groups – e.g. pupil

support staff, non-teaching staff, and SMT

Feedback from parents – through questionnaires, focus groups, parent representatives, informal comments, emails etc.





Please note these are suggestion only – you are not expected to have all of these!

Dyslexia Friendly Classroom Tips

Put k e y w o r d s (with pictures & explanations) on the class room wall

Get students to write their own mnemonics to remember key facts.

Ask them to themselves in a given situation – slave or slave trader

Use a buddy system – put someone with good handwriting with someone with

imagination.

When reading, suggest pupils cover read text with a piece of paper to help a pupil keep their place, or use a reading ruler.

Praise positive aspects of all student work and behaviour.

Thank pupils for taking part (even if the answer was not right) or for good behaviour that you have not asked for. No one likes to be taken for granted.

Many dyslexic pupils have s l o w processing speed. Give them time to think. Allow them

to prepare answers to questions by giving them the question in advance.

Kyle Academy Bronze DFS evidence

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South Ayrshire Council Dyslexia Friendly Secondary Schools Project: Reminder Checklist

Progress statements

Completion target date

DFS is part of school Improvement plan

Steering group set up to oversee progress with links to SMT (e.g. PT Pupil Support, Pupil Support Coordinator and representatives from key Departments)

DFS core group of interested pupils in place

Steering group members are familiar with “secret place” \\sd-nas\schools;

All staff, parents and pupils have been made aware of DFS process

DFS information on school website and other publicity

Baseline audits have been completed of staff, parents’ and pupils’ views

Date arranged for whole school staff training and CPD audit for staff completed

Steering group meets regularly and is responsible for gathering evidence throughout the process

Action Plan is in place with clear time scales and responsibilities

Key staff network with DFS link staff in other Secondary schools and within Cluster

All staff and pupils are kept involved through newsletters, notice board, staff meetings etc.

Parent workshops / information sessions or similar - advertised to all parents, delivered and evaluated

Exemplars of good practice are collated on “secret place” school file


Pupils are closely involved and empowered

Parent partnership is in place

Additional training and networking for DFS link teachers is accessed

Aspirations towards a DFS are evident in school’s ethos, policy documentation and publicity e.g. website

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SOUTH AYRSHIRE COUNC IL : DYSLEXIA FRIENDLY SC HOOLS PROJECT (SECONDARY SCHOOLS)

APPLICATION FOR ACCR EDITATION (BRONZE L EVEL)


SCHOOL:

COMPLETED BY:

Start date of DFS process

Key link for school



Steering group meetings (please tick as appropriate)

Weekly

Monthly

Every 2-3 months

Every term

Names of parents involved with Steering group( or similar)

Dates of whole staff training(please insert dates)

school

cluster

authority e.g. Neil Mackay

other

Dates of parent workshops (or similar)

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SOUTH AYRSHIRE COUNC IL : DYSLEXIA FRIENDLY SC HOOLS PROJECT (SECONDARY SCHOOLS)

APPLICATION FOR ACCR EDITATION (BRONZE L EVEL) PAGE 2

Summary of Key Steps in the DFS journey*4

School:

Completed by: Date:

4 Around 500 words

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Dyslexia Friendly Secondary Schools: Self Evaluation Toolkit: Bronze indicators


Established

Level

Area 1 Whole School Commitment to DFS

1. All members of the school community are involved in the DFS process B

2. SAC Dyslexia Information Pack (Revised November 2010) is available to all staff B

3. Staff are clear on their particular roles and responsibilities in relation to meeting the criteria for

a Dyslexia Friendly School

B

4. A key DFS School link member of staff is identified who is responsible for coordinating and

monitoring progress towards DFS status, with SMT and whole school support

B

5. A Dyslexia Policy Statement is part of the Pupil Support policy, which is available to all staff

and parents

B

Area 2 Identifying needs

1 There are clear procedures in place for identifying learners with dyslexic difficulties through the Staged Intervention system, including concerns from pupils or parents

B

2 All staff are given notification of children with identified dyslexic or literacy difficulties, and specific strategies are highlighted

B

3 Systems are in place to ensure that teaching staff are familiar with national guidance on Dyslexia Assessment (Scottish Assessing Dyslexia Toolkit) and SAC identification checklists

B

4 Effective Staged Intervention P7 transition procedures are in place B

5 Identified pupils have a profile of assessment and intervention data recorded and shared for SQA Verification procedure

B

Area 3 Meeting Learner Needs

1 Classrooms are well organised with accessible dyslexia friendly supports and strategies available e.g. subject specific word lists, toolkits, post-it planning, photocopied notes from whiteboard, alternative forms of recording and assessment

B

2 Teachers actively encourage the use of ICT as a support B

3 Staff use the subject specific strategies detailed in the SAC Dyslexia Information Pack.

B

4 All pupils are “dyslexia aware” B

5 Dyslexia Friendly good practice is in place when marking everyday assessments. B

6 Assessment information and identified support strategies are communicated effectively B


1 All learners have access to information about dyslexia friendly schools appropriate to their B

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1 All teaching and support staff have completed at least a basic dyslexia awareness raising course in the last 3 years

B

2 Staff are encouraged to identify training needs B

Area 6 Transition planning

1 At Primary 7 transition, all children and parents have access to clear information about the range of DFS supports and strategies (including ICT) available at Secondary and how to access them if appropriate

B

2 At Primary 7 transition, children with identified dyslexic barriers to learning should have the option to attend a transition workshop or similar experience

B

3 S1 Children with identified dyslexic barriers to learning should have a follow up interview to ensure supports are appropriate

B

4 Children and young people who access Dyslexia supports at Secondary school are supported to have a transition plan drawn up to transfer to their positive destination post 16

B

5 Children and Young People are clear what information is being passed on to teachers and other professionals who are supporting their post 16 transition e.g. Skills Development Scotland staff

B


1. All Parents and carers are made aware of the Dyslexia Friendly School development, and SAC Guidelines on Dyslexia

B

2. At Primary-Secondary transition, all parents are informed of school systems in place to support young people with Dyslexia, and appropriate contact details

B

3. Parents are given clear written early notice of any new school concerns regarding literacy skills B

4. For parents of pupils identified through the Staged Intervention system , there is clear guidance on how, and when, information on progress and targets is shared

B

age and level of understanding

2 Feelings of learning failure, frustration and anxiety are acknowledged and addressed B

3 Learners are supported by known individuals and practised strategies for assessment purposes. B

Area 5 CPD


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Dyslexia Friendly Secondary Schools: Self Evaluation Toolkit: Bronze indicators

Action Planning Roadmap

Statement Evidence


1 All members of the school community are involved in the DFS process

School Improvement plan

Audits of staff, parents and pupils -results

Information on DFS to all parents -examples

Department links to Steering Group –diagram

Parent focus groups

School Librarian on Steering group

Awareness raising assemblies

Poster /logo competitions

DFS file on staff shared area

“Secret place” link from staff shared area

Regular updates in Staff news

Classroom posters –examples

Parent, staff and pupil audit completed. Results collated.

Dyslexia display in school foyer and library.

Staff Champions group set up.

Parents and pupils on steering committee. Minutes available.

News bulletins available.

Parent and staff workshop delivered by Neil McKay

Parent Questionnaires -results

Pupil input to Steering group -minutes

Staff training -evaluations

Parent workshops -evaluations

School website DFS area

School website updates

Dyslexia displays

Suggestions box

Parent ideas invited

DFS Wall

Links with School Council

Pupil blogs –examples

Information pack for pupils with Dyslexia

Pupils deliver presentation on their vision and their plans to staff

Good practice DVD

SAC subject specific guidelines distributed to all staff

DFS pupil group have delivered awareness raising sessions to all year groups

2 SAC Dyslexia Information Pack (Revised November 2010) is available to all staff

In subject departments Dyslexia folders

On staff shared area

On school website

Paper copies of guidelines to all staff

Subject specific sections paper copies to all staff

3 Staff are clear on their particular roles and responsibilities in relation to meeting the criteria for a Dyslexia Friendly School

Results of staff questionnaire

Section in School DFS policy -policy doc

SMT learning walks

Departmental agendas –minutes

Termly progress feedback from staff

On school website DFS section -examples

On staff shared area -examples

Pupil Support staff input to Departmental meetings – minutes

DFS Champions in each Department

Feedback from wider school community and other agencies


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4 A key DFS School link member of staff is identified who is responsible for coordinating and monitoring progress towards DFS status, with SMT and whole school support

Member of staff is: School strategy group has also been set up involving SLT.

Teacher Champion group has been set up.

5 A Dyslexia Policy Statement is part of the Pupil Support policy, which is available to all staff and parents

Dyslexia Policy statement updated and in school handbook

Available as leaflet to parents, in school library and at school entrance

Policy statement on school website Policy statement in Cluster Primary schools


1 There are clear procedures in place for identifying learners with dyslexic difficulties through the Staged Intervention system, including concerns from pupils or parents

Procedures in Pupil Support Policy

Feedback from parent questionnaire

Staff audit

Targeted questionnaire for parents of dyslexic pupils

“D” word is used comfortably

Any records of consultations with other agencies are copied to parents and pupils

Guidelines on parent and self- referral

Concerns box in foyer

Feedback from staff

Brief records of any meetings with staff about individual needs are copied to parents and pupils

2 All staff are given notification of children with identified dyslexic or literacy difficulties, and specific strategies are highlighted

Examples of information shared (anonymised)

Feedback from staff

Feedback from pupils (e.g. P7 / S1 cohort at October interviews)

Effective information sharing with Primary Schools – examples of good practice

Alert form for teaching staff

Student “Dyslexia Identity” Cards with key support strategies identified

Register of pupils with dyslexic difficulties is available.

Pupil folder distributed to all Departments

Continuing updates to information

Support Plan or IEP in place for every pupil on staged intervention

S1 screening

Analysis of INCAs results

Purple folder distributed to all departments with Staged plans and suggested strategies.

Profiles updated and distributed to staff throughout session.

3 Systems are in place to ensure that teaching staff are familiar with national guidance on Dyslexia Assessment ( Scottish Assessing Dyslexia Toolkit) and SAC identification checklists

Links to AddressingDyslexia.org on staff shared area

Staff feedback

Summary leaflet on AddressingDyslexia.org

Identification checklists readily available to all staff

Staff meetings reminders (examples)

4 Effective Staged Intervention P7 transition procedures are in place

Dyslexic transition groups in place

Literacy profiles are passed on and used as basis for monitoring and intervention

DFS transition leaflets

Pupil support staff work closely with P7 staff

Feedback from targeted parents

Parents invited to contribute information

P7 profiles made by pupils

DFS transition pack in place

Follow up meetings with pupil groups to evaluate their experience

Key Pupil Support teacher with liaison remit

5 Identified pupils have a profile of All identified pupils have a folder of assessment – case study Pupils and parents involved in consultation


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assessment and intervention data recorded and shared for SQA Verification procedures.

examples for SQA

Parent feedback

Pupil feedback

Area 3 Meeting Learner Needs 1 Classrooms are well organised with

accessible dyslexia friendly supports and strategies available e.g. subject specific word lists, toolkits, post-it planning, photocopied notes from whiteboard, alternative forms of recording and assessment

Class Observations

Classroom photographs

Staff feedback on favourite strategies

Pupil audit of DFS classrooms

DF classroom awards

Information of good DFS classroom practice available on staff shared area

Learning walks by SMT

Peer staff support

Peer evaluation

Departmental agendas – collate examples of good practice

Pupil preferences are acknowledged (e.g. read aloud /not read aloud; share info re dyslexia/not share info etc.)

2 Teachers actively encourage the use of ICT as a support

Feedback from pupils on ICT availability / flexibility / access

Monitoring of ICT technical problems

Increased use of ICT in classes e.g. laptops, tablets etc.

Read, Write and Gold on network and can be accessed by all pupils and staff.

Increased use of internet to allow pupils to access curriculum e.g. use of YouTube clips.

Availability of advice for staff on programmes in use

Staff feedback on ICT availability

Lexion programme is part of individual tutorial programmes

MCMC funding has been used to purchase new desktop computers and laptops.

3 Staff use the subject specific strategies detailed in the SAC Dyslexia Info Pack.

Audit use through learning rounds Staff feedback

4 All pupils are “dyslexia aware” Feedback from pupils

Electronic feedback at DFS Assemblies

Feedback from targeted Dyslexic pupils or DFS pupil group

PSD programmes

Quizzes

5 Dyslexia Friendly good practice is in place when marking everyday assessments.

DFS marking code is followed

Departmental meetings agenda item

DFS marking code on school website


Feedback from staff

6 Assessment information and identified support strategies are communicated effectively

Feedback from staff on timescales, formats and content



Area 4 Pupil Perspectives 1 All learners have access to information

about dyslexia friendly schools appropriate to their age and level of understanding

DFS Assemblies

PSD lesson content

Leaflets

Posters

Pupil information leaflet has been produced

Displays are in place in foyer and school library

Awareness raising assemblies have taken place

DF Buddy skill training /awareness raising

Website

Library resources

Displays

Celebrations of success

Learning toolkits in all classrooms.


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1 All teaching and support staff have completed at least a basic dyslexia awareness raising course in the last 3 years

CPD log excerpts

CPD audit results

Staff feedback

2 Staff are encouraged to identify training needs

CPD audit results Staff feedback


1. At Primary 7 transition, all children and parents have access to clear information about the range of DFS supports and strategies (including ICT) available at Secondary and how to access them if appropriate

DFS Transition material

Dyslexia Transition groups

Leaflets on Dyslexia support

Pupil Support staff and DFS pupil group attended Primary 7 parents Evening in December.

Primary 7 parents have been invited to Family support network

Pupil feedback

Dyslexia transition groups are well established.

To introduce parents afternoon for pupils in Primary 7 with Dyslexia.

Parent and Pupil friendly leaflets are being produced.

Pupil Support staff and DFS pupil group

2. At Primary 7 transition, children with identified dyslexic barriers to learning should have the option to attend a transition workshop or similar experience

Evidence of availability of transition workshops etc.

Pupil feedback

Parent feedback

3. S1 Children with identified dyslexic barriers to learning should have a follow up interview to ensure supports are appropriate

Information of follow up interviews – who does this, when


Content of follow up interviews

Video / audio evidence

4. Children and young people who access Dyslexia supports at Secondary school are supported to have a transition plan drawn up to transfer to their positive destination post 16

Transition plans drawn up for Stage 2 and 3 pupils

Example of transition plan

Pupil feedback from post transition placement

2 Feelings of learning failure, frustration and anxiety are acknowledged and addressed

Monthly Clinic

Worry Box

Regular meetings of pupils with dyslexic difficulties

Focus on resilience and building strategies

Pupil feedback

Parent feedback

“what if….” Question and answer information

Fast track action from Guidance/ Pupil Support staff

3 Learners are supported by known individuals and practised strategies for assessment purposes.

Early preparation for alternative arrangements

Alternative recording of work in informal assessments

Pupil feedback

Parent feedback

Pupil Support records

Area 5 CPD


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5. Children and Young People are clear what information is being passed on to teachers and other professionals who are supporting their post 16 transition e.g. Skills Development Scotland staff

Links in place with Colleges

Case study evidence from young person

Informal pupil feedback


All Parents and carers are made aware of the Dyslexia Friendly School development, and SAC Guidelines

Information in school handbook and website

Leaflets available for parents

At Primary-Secondary transition, all parents are informed of school systems in place to support young people with Dyslexia

Transition leaflets

Contents of p7 parent meetings

Parent leaflets

Pupil leaflet updated

Parent’s workshops

Parents’ transition afternoon planned for May.

Evidence from Guidance staff contact with parents

Parent feedback

DFS group attend P7 Parents Evening.

Family network support group established.

Parents are given clear written early

notice of any new school concerns

regarding literacy skills

Evidence of letters sent Parent feedback

For parents of pupils identified

through the Staged Intervention

system , there is clear guidance on

how, and when, information on

progress and targets is shared

Pupil Support open access monthly sessions

Staged Intervention leaflet for parents

Calendar of staged intervention processes

Diary of parent contacts

Questions and answers on Staged Intervention on school website


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Audit of staff views (Secondary)

Please note that this information will be used as part of the basis for a school Dyslexia Friendly Action Plan - i.e. this is the BEFORE

situation. Comments should be in general, and anonymous.

Statement from DFS Self Evaluation Criteria Please note that this information will be used as part of the basis for a school Dyslexia Friendly Action

Plan - i.e. this is the BEFORE situation. Comments should be in general, and anonymous.

Please state: - agree X - disagree - - don’t know

The school community has a consistent, inclusive and positive approach to dyslexia

A written school policy on Dyslexia is available to all staff

School staff are aware of South Ayrshire guidelines on Dyslexia

Dyslexia friendly practice is a priority for most Departments

The school uses innovative practice in teaching literacy

SAC Dyslexia Identification Checklists are used regularly by subject teachers

All teachers and support staff are “dyslexia aware”

All staff are confident that can contribute to the identification of barriers to learning in literacy

Pupil Support staff give clear guidance on strategies for supporting individual learners

Most staff use dyslexia friendly good practice in marking pupils’ work

Most staff use Dyslexia friendly good practice in setting homework

Most teachers are confident that they are meeting the needs of dyslexic children

Parents’ concerns about Dyslexia are respected and acknowledged by all school staff

Peer support and cooperative learning are well established in most classrooms to support dyslexic learners

Children are encouraged by all staff to identify their learning needs and become independent learners

Feelings of learning failure and frustration are addressed positively by all class teachers

Children’s views are respected by all teachers in relation to how they are supported


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Sample Audit of CPD needs for all school staff

School: Member of staff:

To help your school’s Dyslexia Friendly School development please identify aspects of Training and /or Resources which would be most helpful to you:

Yes No Priority

Recent research on Dyslexia

Identifying and assessing dyslexia

Dyslexia Friendly Classroom Strategies

Barriers to learning experienced in dyslexia

ICT Dyslexia resources

Supporting Dyslexic writers

Setting targets and monitoring dyslexic pupils

Supporting parents of Dyslexic pupils

The emotional and social aspects of dyslexia

Please list any relevant training / CPD / study you have completed in the last 3 years relevant to Dyslexia:

Course

Title / description (approx. date)

School twilight or similar

SAC twilight(s)

DFS w’shops at CfE Learning Festival

Dyslexia Scotland Conference

Post grad course -please give details

Other(s) – please give details


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Audit for Parents and Carers

School : Please tick () Date : Yes Partly No Don’t

know 1. I am aware that my child’s school is taking part in South

Ayrshire’s Dyslexia Friendly Schools Project

2. I have read information about Dyslexia Friendly Schools from a leaflet, letter, newsletter or website

3. I am aware that my child’s school has a Dyslexia Policy or Guidelines

4. I am aware that South Ayrshire Council has guidelines on

Dyslexia

5. I have confidence that my child’s school supports children with dyslexic difficulties well

6. Parents are given clear early notice of any school concerns on progress in reading, writing and spelling

7. Parents’ concerns are respected and acknowledged

8. Workshops are available on supporting children with Dyslexia

9. Teachers in the school are “Dyslexia aware”

10. Children in the school are “Dyslexia aware”

Please return to:


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Audit of Dyslexic pupils’ views

S1 S4

S2 S5

S3 S6

(please circle your year group)

Please state: - agree X - disagree - - don’t know

All pupils can get information about Dyslexia at school

Most teachers know what to do to help Dyslexic pupils

There is a school policy on Dyslexia

Using computers helps dyslexic pupils in school

Dyslexic pupils can have a hard time in school

Dyslexic pupils are asked their views on the best ways to support them in class

Support for assessments and exam works very well

It is helpful to talk to other people with Dyslexia

All pupils should know more about Dyslexia so that they can understand what it feels like

Pupil Support staff can usually sort out any problems

School is OK

What three things would make your school more dyslexia friendly?

1.

2.

3.


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Example: Bronze Application Excerpt

Summary of Key Steps in the DFS journey

School: KYLE ACADEMY Completed by: SUSAN QUIGLEY Date: 6TH

NOVEMBER 2013

In January 2012, Kyle Academy, Marr College and Prestwick Academy agreed to pilot the DFS Bronze Award in South Ayrshire Council in session 2012-13. A Steering Group including representation from the three schools was established to support joint working and share good practice. A Kyle Academy Steering Group undertook surveys of stakeholder views, an audit of existing practice as well as an analysis of attainment / achievement data to provide a benchmark against which improvement will be measured, and to inform strategic planning for the current session.

The DFS initiative was launched in Kyle Academy on the August 2012 in-service days by Neil McKay, which resulted in almost all staff volunteering to pilot DFS strategies in their classrooms at that stage. The Senior Leadership Team has supported, monitored and evaluated Departmental Improvement Plans to ensure that priority is given to meeting pupil needs and the implementation of DFS strategies. Classroom observations by the Senior Leadership Team are underway with a focus on evaluating progress in Meeting Learners’ Needs and the impact of DFS strategies on outcomes for learners.

In August 2012, the DFS Pupil Group developed their vision of a DFS school which included the aim that all young people should know and feel what it was like to be dyslexic. They created display materials and planned DFS assemblies for all year groups to benchmark learners’ views and to measure the impact of their work to promote diversity. Improvements in attitudes have been secured in S2 to S6 to date. Each assembly has also been hosted by different members of the DFS Pupil Group resulting in improvements to confidence levels and a strong sense of achievement for the young people involved.

Their ambition to make a positive difference for all dyslexic young people led to their decision to share their vision in a workshop at the National Dyslexia Conference in Edinburgh in September. They have also provided training for staff on the October In-Service Day to highlight good practice that already existed within the school, as well as additional strategies which support their learning. As a result, all departments are now piloting a range of strategies and young people report improvements in their learning experiences at this early stage. In addition to the training provided by the DFS Pupil Group in October, Pupil Support staff also provided training for all staff on DFS homework strategies. A range of support materials was provided for staff including subject specific guidelines and general guidelines on classroom support strategies. An audit of departmental initiatives was also completed at this stage.

The Literacy across Learning Group, which supports staff in practical ways to develop literacy skills across all curricular areas, is matching DFS strategies to the literacy frameworks. Their aims are to develop strategies from Neil McKay to ensure appropriate support for dyslexic pupils, exemplify approaches to support reading skills required for research and project work and include listening and talking resources in ‘Learning Toolkit’ boxes in each classroom. In May 2013 it was decided to merge the Literacy group with the DFS group as both initiatives were inextricably linked.

Work is currently underway to undertake shared CPD activities across the cluster to support earlier intervention and diagnosis of dyslexia. Transition workshops have been in existence for many years and include separate workshops on dyslexia. Transition reviews are held early in S1 to check how pupils are settling.

A workshop for all parents of dyslexic pupils in South Ayrshire Council was provided by Neil McKay on 12th

August. Our own parents were subsequently invited to form a DFS Parent Champions’ Group. Parent volunteers were actively involved in school creating ‘Literacy Toolkits’ which contain resources for all classrooms. They were also involved in the organisation of two DFS family Network meetings held in the school last session. Each department has a DFS folder containing a variety of resources to help support dyslexic pupils including departmental strategies. A whole school CPD evening is planned in December where the theme is ‘Differentiation.’ Throughout the process we have been keeping parents, staff and pupils informed through newsletters, information on the web site and noticeboards.

Working towards a DFS has been in the school improvement plan since 2012 and the current plan outlines the next steps. The DFS pupil group has met on several occasions this session and have already planned and delivered a presentation to the new S1. Audits have been repeated this year and are currently being collated and the results will inform our new Action Plan.


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Silver Award

(Secondary)

Accreditation Guide


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Introduction


Neil MacKay, 2001
































“All practitioners are in a position to make important contributions to developing and reinforcing young people’s literacy skills.”

Curriculum for Excellence


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Accreditation


Bronze level – This is the basic level which requires effective information sharing with all staff, parents and pupils. Staff

should have basic DFS awareness training, and be aware of SAC Guidelines and relevant contents of SAC Dyslexia Support

Pack. A key link “leader” will be clearly identified, and a Steering Group in place which is responsible for building and

developing an Action Plan charting progress with clear targets and actions. There should be evidence of emerging good DFS

practice throughout the school, and effective identification and support of pupils at risk of literacy failure. The DFS journey

should be high profile in the school building, and in communication with parents and the community

Silver Level – This level further extends Bronze good practice, for example in relation to practice in homework,

marking, pupil networking and Departmental initiatives. All staff, pupils and parents continue to be

consulted in rolling out the DFS Action Plan. Effective and consistent cross- curricular literacy practice is

secure across the school, and Pupil Support is embedded through Staged Intervention procedures. There is a

focus on pupil voice, effective peer support and appropriate differentiation. Assessment is for Learning

practice is embedded, and resilience and self-esteem promoted. Parents’ role in continuing assessment is

valued, and there is a high level of communication with parents about DFS practice.

Gold level – This final level extends still further. The focus is on established, embedded, transparent and consistent good

DFS practice across the school community. Literacy attainment is a major focus, and provision mapping applied to meeting

the needs of all learners. All teachers are monitored and supported by Senior Management to maintain DFS good practice

through innovative literacy projects, and continuing to “notice and adjust”. Assessment is holistic, with an explicit and

consistent dyslexia identification process, and support is “normalised” within effective classroom practice. Peer awareness,

acceptance and support are clear in classroom ethos. Involvement of all pupils is maintained and extended, and parents

kept aware, informed and encouraged to give support. There is a clear plan for continued moderation and maintenance of

DFS practice beyond Gold Accreditation

Application for accreditation at all levels is done by completing the Self Evaluation Indicators at the appropriate level

(or an action plan format with the same level of information.) The relevant application form with a brief report (around

500 words) by the key link teacher) should also be completed and submitted to the Principal Educational Psychologist

along with the current DFS Action Plan, and evidence relating to the 7 Self Evaluation areas, with relevant core

material for each self-evaluation area, on a USB stick . At Bronze and Silver levels the key DFS teacher should arrange a

convenient time with the school’s link Educational Psychologist together with a Principal Teacher of Pupil Support from

another Secondary School, to present and discuss DFS evidence. A short summary of this meeting should be kept using

the format below:


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Dyslexia Friendly Schools – Bronze/ Silver Accreditation Meeting

School:

Accreditation Team:

Date of meeting:

Summary of discussion:

Issues/Difficulties identified:

Excellent and Innovative practice: Next steps/Future plans:

All material remains the property of the school, and will be treated confidentially. The use of photographs and video material

featuring children will require explicit parental permission. Good practice material will be shared with other schools with the school’s

agreement. Any case studies, Action plans, IEPs or similar material with individual pupil names must be anonymised.


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The Action planning support map gives examples of the kind of evidence that is appropriate, but is not

prescriptive in any way. Feedback from pupils, staff and parents is likely to feature.

Silver Evidence

A wide range of evidence is ideal. The up to date school Action Plan is the main document and should be as

detailed as possible. The Action plan may incorporate a diary, or term by term progress. Some schools have a

separate pupil version of the Action Plan. Key Policies (e.g. homework policy), CPD documentation and

evaluations, minutes of school meetings, school council meetings, newsletters, website content, letters to

parents, are obvious documents to include.



Evidence of training e.g. photographs, presentation content



representative’s views, art work, drama, presentations, assemblies, poetry, personal written

reflections, interviews, podcasts, blogs etc.



Feedback from parents (parents of both dyslexic and non-dyslexic pupils) – through questionnaires,

focus groups, parent representatives, informal comments, emails etc.

Evidence of literacy screening and resources used


Feedback from post school transition outcomes and experiences

Curriculum evidence(e.g. Dyslexia included in Health and Wellbeing


Photographs of effective classroom practice, dyslexia walls, parent workshops, assemblies, art work

etc.

Good practice shared /networked with other schools

Presentations by pupils e.g. power point slides

Evidence of Departmental good practice

Video material – preferably edited highlights

NB Evidence submitted will be shared with other schools so relevant permissions must be in place……


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South Ayrshire Council Dyslexia Friendly Secondary Schools Project: Silver Baseline Checklist

Progress statements

In place

DFS is part of school Improvement plan

Steering group set up to oversee progress with links to SMT (e.g. PT Pupil Support, Pupil Support Coordinator and representatives from key Departments)

DFS core group of interested pupils in place

Steering group members are familiar with information on “secret place”

\\sd-nas\schools

Steering group meets regularly and is responsible for gathering evidence throughout the process

Action Plan is in place with clear time scales and responsibilities

Key staff network with DFS link staff in other Secondary schools and within Cluster

All staff and pupils are kept involved through newsletters, notice board, staff meetings etc.

Exemplars of good practice are collated on “secret place” school file


Pupils are closely involved and empowered

Parent partnership is in place and parents are regularly updated

Additional training and networking for DFS link teachers is accessed

Aspirations towards maintenance of DFS are evident in school’s ethos, policy documentation and publicity e.g. website


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SOUTH AYRSHIRE COUNCIL: DYSLEXIA FRIENDLY SCHOOLS PROJECT (SECONDARY SCHOOLS)

APPLICATION FOR ACCREDITATION (SILVER LEVEL)


SCHOOL:

COMPLETED BY:

Start date of DFS process

Key link for school


Members of Current School Steering group

Date of Bronze award

Summary of key steps in the DFS Journey to silver


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Dyslexia Friendly Secondary Schools: Self Evaluation Toolkit: Silver Action Plan


Established Level


6.Dyslexia Friendly good practice is included in school homework policy, marking policy and Induction procedures for new staff

S

7.Data on literacy attainment is regularly evaluated on a whole school basis S

8.Staff have the opportunity to share effective DFS practice at Departmental and whole school level

S


6.Pupil support staff are secure in building literacy profiles based on screening and assessment data, educational history, learning style and strengths, and the pupil’s perspective on learning

S


7.Pupil support staff and partner agencies provide effective support and advice to staff, individual learners, and parents, and contribute towards meeting learning needs

S

8. All staff are familiar with CfE cross curricular literacy experiences and outcomes, are working towards embedding them into the curriculum and supporting literacy development.

S

9.Peer support is well organised and innovative

S


4.Children’s and young people’s views are respected and considered, particularly in relation to :

Planning learning targets

Learning resources

Learning groups

Access to adult and peer support

S

5.Children and young people are encouraged to network with others who have similar barriers to learning for mutual support

S


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3.The school has a systematic and supportive policy on continuing dyslexia friendly awareness raising for all school staff

S

4.Initiatives which pilot DFS good practice in Departments, or on a whole school basis, are encouraged and supported

S


6.Young people at post school transition are given relevant information on Dyslexia supports in Further and Higher Education, and in the workplace

S


5.Parents’ concerns are respected and acknowledged by all school staff

S

6.Parents are given the opportunity to learn more about aspects of Dyslexia Friendly School practice

S

Pupil presentation at Parents’ Meeting

Area 5 CPD


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Dyslexia Friendly Secondary Schools: Self Evaluation Toolkit: Silver indicators

Action Planning Roadmap: suggestions for appropriate evidence for Silver accreditation

Statement Evidence


6.Dyslexia Friendly good practice is included in school homework policy, marking policy and Induction procedures for new staff

Copy of homework policy Copy of marking policy Copy of induction procedures

Feedback from new staff Parent views re homework Pupil views re homework Staff views re homework

7.Data on literacy attainment is regularly evaluated on a whole school basis

List of literacy attainment tools used Responsibility for data analysis and support planning – flowchart? Staff and pupil views on literacy attainment information and how it links to support

8.Staff have the opportunity to share effective DFS practice at Departmental and whole school level

Review of pathways at Department and school level Staff feedback on sharing and evaluating DFS practice


6.Pupil support staff are secure in building literacy profiles based on screening and assessment data, educational history, learning style and strengths, and the pupil‟s perspective on learning

Explicit examples of literacy profiles or similar (anonymised) Case studies

Views of pupils and parents on value of literacy profiles Feedback from pupil support staff on literacy profiles


7.Pupil support staff and partner agencies provide effective support and advice to staff, individual learners, and parents, and contribute towards meeting learning needs

Feedback from pupils, staff and parents (samples) Analysis of Literacy outcomes


Feedback from staff Feedback from SMT

9.Peer support is well organised and innovative Examples from Departments Feedback from pupils

Photo evidence


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3.The school has a systematic and supportive policy on continuing dyslexia friendly awareness raising for all

school staff

Examples of relevant CPD; staff news; school website material; management information;

Feedback from pupils, parents and other members of school community

4.Initiatives which pilot DFS good practice in Departments, or on a whole school basis, are encouraged and supported

Specific examples of individual initiatives Examples of how initiatives are supported and rolled out e.g. through cooperative teaching; teacher peer working and observation; SMT Learning walks etc.

Photo evidence Checklists of strategies used Evaluations by staff and pupils


6.Young people at post school transition are given relevant information on Dyslexia supports in Further and Higher Education, and in the workplace

Case studies Feedback from identified former pupils now in Further or Higher education

Examples of information provided


5.Parents‟ concerns are respected and acknowledged by all school staff

Feedback from parents who have shared concerns Feedback from SMT

6.Parents are given the opportunity to learn more about aspects of Dyslexia Friendly School practice

Examples of parent groups, networks, workshops, website, newsletters etc.


4.Children‟s and young people‟s views are respected and considered, particularly in relation to :


Learning resources

Learning groups


Feedback from pupils IEP evidence Review minutes

5.Children and young people are encouraged to network with others who have similar barriers to learning for mutual support

1. Examples of pupil networking in or between schools – including social networking; appropriate websites e.g. www.dudeswithdyslexia.com/

Area 5 CPD


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Prestwick Academy Pupil Presentation


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Gold Award

(Secondary Schools)

Accreditation Guide


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Introduction


Neil MacKay, 2001

































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Accreditation



and pupils. Staff should have basic DFS awareness training, and be aware of SAC Guidelines and relevant

contents of SAC Dyslexia Support Pack. A key link “leader” will be clearly identified, and a Steering Group

in place which is responsible for building and developing an Action Plan charting progress with clear

targets and actions. There should be evidence of emerging good DFS practice throughout the school, and

effective identification and support of pupils at risk of literacy failure. The DFS journey should be high

profile in the school building, and in communication with parents and the community


homework, marking, pupil networking and Departmental initiatives. All staff, pupils and parents

continue to be consulted in rolling out the DFS Action Plan. Effective and consistent cross- curricular

literacy practice is secure across the school, and Pupil Support is embedded through Staged Intervention

procedures. There is a focus on pupil voice, effective peer support and appropriate differentiation.

Assessment is for Learning practice is embedded, and resilience and self-esteem promoted. Parents’ role

in continuing assessment is valued, and there is a high level of communication with parents about DFS

practice.

Gold level – This final level extends still further. The focus is on established, embedded, transparent

and consistent good DFS practice across the school community. Literacy attainment is a major focus,

and provision mapping applied to meeting the needs of all learners. All teachers are monitored and

supported by Senior Management to maintain DFS good practice through innovative literacy projects,

and continuing to “notice and adjust”. Assessment is holistic, with an explicit and consistent dyslexia



extended, and parents kept aware, informed and encouraged to give support. There is a clear plan for

continued moderation and maintenance of DFS practice beyond Gold Accreditation

Application for accreditation at all levels is done by completing the Self Evaluation Indicators at the appropriate

level (or an action plan format with the same level of information.) The relevant application form with a brief

report (around 500 words) by the key link teacher) should also be completed and submitted to the Principal

Educational Psychologist along with the current DFS Action Plan, and evidence relating to the 7 Self Evaluation

areas, with relevant core material for each self-evaluation area, on a USB stick .

At Gold level application should be submitted to the Principal Educational Psychologist. A date is then set for a full

day’s accreditation by a group composed of:

Educational Psychologist

Three members of the DFS Secondary network one of whom should be a PT Pupil Support

level, and one a DHT or HT

A representative of the ASN team

All evidence, including audit material, action plan and application must be submitted to the accreditation team at

least two weeks before the accreditation date in an accessible electronic format.


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It is essential that this process is particularly robust, transparent and consistent. As well as meeting the specific

Gold self-evaluation targets, there will be overall qualitative assessment of how embedded and high profile DFS

good practice is within the school community. If there are significant omissions or weaknesses in Evidence you

may be asked to resubmit at a future date. The visit will include a presentation by school staff and pupils,

meetings with a range of focus groups of staff, parents and pupils, and a selection of classroom observations. All

staff, pupils and parents should have an opportunity at this stage to have their views on DFS considered.

The school is responsible for negotiating a date through their link Educational Psychologist, and arranging a

programme for the Accreditation Team on the day.

NB All material remains the property of the school, and will be treated confidentially. The use of photographs and

video material featuring children will require explicit parental permission. Good practice material will be shared

with other schools with the school’s agreement. Any case studies, Action plans, IEPs or similar material with


Gold Evidence

A wide range of evidence is ideal, including a summary presentation of around 10 -15 minutes. The school Action

Plan is the main document and should be as detailed as possible. The Action plan may incorporate a diary, or term

by term progress. Key Policies, minutes of school meetings, school council meetings, newsletters, website content,

letters to parents, are obvious documents to include. Evidence already submitted for Bronze and Silver

Accreditation can be cross referenced.






representative’s views, art work, drama, presentations, assemblies, poetry, personal written reflections,

interviews, podcasts, blogs etc.










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Gold Self Evaluation Indicators – Secondary Schools Evidence Planning Working towards

Established Level


9.All members of the school community have a consistent, inclusive and positive approach to dyslexia

G

10.There is clear evidence of effective DFS practice at classroom level throughout the school

G

11.DFS is an integral part of school improvement and departmental Planning

G


7.All staff are confident that can contribute to the identification of barriers to learning in literacy

G


10 .All teaching takes into account dyslexia friendly classroom practice. Tasks, activities and resources provide appropriate support and challenge to enable all learners to maximise their progress.

G

11.Teachers are confident that they are meeting the needs of all learners who may be dyslexic

G

12.Learners are motivated, learning intentions are appropriate for each learner, and a range of learning styles is encouraged

G

13.Learners are closely involved in evaluating their progress

G


6. Children and young people are encouraged to identify their strengths and needs, and become independent learners

G

7. Learners have confidence in approachability and awareness of all staff in relation to literacy difficulties

G


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5. Staff are encouraged to network and share DFS good practice between Secondary Schools, and with associate Primary Schools

G


7. Parents and young people are confident of good practice at transition Stages

G


7. Parents are confident that there is effective communication, assessment and intervention where there are literacy concerns

G

8. All pupils are confident that the school meets the needs of dyslexic learners

G

Area 5 CPD

CPD: Nicola and Lyndsey lead the Prestwick Academy teaching staff in a “spelling test”

test”


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South Ayrshire Gold Accreditation (Secondary Schools): Guidance for

Accreditation team:

School:

Date:

Accreditor:

*See SAC Gold Award Accreditation Guide (Secondary) Section for all detailed information on

the Accreditation process.

On the day of the accreditation it may help to have the following questions in

mind:

Is a DFS approach embedded in Learning and Teaching throughout the

school?

Are there examples of excellent practice in several Departments?

Are there clear links between DFS and the school’s Literacy Strategy?

Is there evidence that most children in the school have benefitted from

DFS, and not just children with literacy problems?

If I thought my own child was dyslexic would I know how his/her needs

would be identified and addressed and how I would be involved?

Have parents been kept in the loop?

How robust is the evidence of staff views?

What problems have there been with DFS (e.g. change of key personnel)

and how have they been resolved?

Is good practice sustainable?


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For Guidance in the Accreditation process, please tick the key aspects of DFS which you consider to be

in place:

Whole school responsibility for identifying and supporting children with literacy

learning needs

Support for children’s resilience, empowerment and choice of learning strategies

and contexts

A designated DFS member of staff who links with key staff in Departments

Leadership and support from SMT in developing DFS

A school steering group with input from pupils and parents

All parents informed of DFS initiative and kept up to date

Pupils are Dyslexia aware

Dyslexia supports are normalized within good classroom practice

Adequate training and awareness raising for all staff

Staff are “Dyslexia aware” and “notice and adjust”

Appropriate ICT support and advice is available

Positive representative feedback from teachers, support staff, parents and pupils

The DFS action plan forms part of the cycle of planning for school improvement

Pupils are confident in their learning choices

Parents feel they can be involved in DFS developments if they wish to be, and all

parents have access to DFS information

A visibly high profile for Dyslexia Friendly good practice is evident throughout the

school

Aspirations towards a DFS are evident in school ethos and policy documentation


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South Ayrshire Gold Accreditation Self Evaluation Indicators (Secondary Schools):

Gold self-evaluation indicators: Please tick the Gold self-evaluation indicators where you consider

appropriate evidence has been provided by the school:


The school community has a consistent, inclusive and positive approach to dyslexia which is fully supported by all

staff

Rich data on literacy attainment is regularly evaluated on a whole school basis, and clearly impacts on children’s

learning

Teachers are supported to evaluate their contribution to DFS good practice

Innovative literacy projects are introduced on a regular basis


Awareness of children “at risk of literacy failure”, and appropriate intervention, is well established in the Early and

First levels

Area 3 Assessment

Dyslexia assessment is an integral part of the ongoing process of identification, intervention and evaluation of

progress for all children

Assessment relates to Literacy attainment and in addition:

Early development

Educational history and experience

Learning style and strengths



The impact of all children’s “dyslexia awareness” is clear in classroom ethos

Children who may be dyslexic are motivated to learn and evaluate their progress

Teachers are “noticing and adjusting” effectively with a positive impact on learning for all children


Children can demonstrate their understanding of dyslexia at an appropriate level

Area 6 CPD

Action research projects which pilot DFS good practice are encouraged and supported


Children and young people are confident that their P7 transition was well planned and supported by their Primary

School


Workshops are available for parents on supporting children with Dyslexia

Parents are confident that the school has a positive approach to Dyslexia


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South Ayrshire Gold Accreditation (Secondary): Guidance for Accreditation team - Comments

Accreditation: please comment on any particular aspects of accreditation

School Presentation

Evidence provided

Classroom Observation

Staff views

Pupil views

Parents’ views

Signature:

Please return to the lead accreditor.


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Appendices

Heathfield Primary / Prestwick Academy P7 transition


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Appendix 1

South Ayrshire Council Dyslexia Guidelines 2010

i. Aims:

To facilitate and encourage:

whole school responsibility for supporting children with dyslexia

dyslexia friendly learning environments

early identification of children at risk of experiencing literacy delay

effective and equitable access to planned support using staged intervention

appropriate intervention strategies relevant to the child’s specific needs

effective profiling and tracking of children’s literacy development

innovative relevant curricular initiatives

a range of CPD opportunities relating to Dyslexia for all staff

effective networking for sharing and celebration of good practice

children’s resilience, empowerment and choice

ii. Background

In 1999 South Ayrshire Council published its Policy on Promoting Inclusive Education which stated as one of its key

principles that the Council ‘believes that every child and young person has a fundamental right to education and an

entitlement to opportunities to enable each individual to achieve success’. Since then, there has been significant

legislative and policy change nationally which is relevant to good practice in meeting the needs of pupils with

additional support needs. The needs of pupils who are on the continuum of Dyslexia should be addressed within

this context:

The Disability Discrimination Act, which was extended to include education in September 2003, identifies

Dyslexia as a disability. The appropriate provision in school for the needs of dyslexic pupils is now

therefore enshrined in law.

The Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002 places a duty on

education authorities to prepare a strategy to increase, over time, the physical accessibility of the school

environment and the accessibility of the curriculum for pupils and prospective pupils with disabilities.

The Education (Additional Support for Learning) (Scotland) Act 2004), and the 2010 revision, introduced a

new framework for supporting children and young people in education. A key clause of the Act (4(1))

distinguishes it clearly from previous legislation relating to special educational needs. The education

authority has a duty to give the necessary additional support to every individual child or young person

who needs it to benefit from education. It also has to take appropriate steps to identify children and

young people with additional support needs and to review their continuing needs and the adequacy of

steps taken to meet them.

Curriculum for Excellence places a strong focus on literacy and numeracy throughout the curriculum. “All

children and young people require these skills to gain access to learning and to succeed in life.

Confidence and competence in literacy and numeracy provide the foundations for lifelong learning.”

Curriculum for Excellence 2009

HMIE’s 2008 report “Education for Learners with Dyslexia” gave a clear direction to Scottish Local

Authorities that regardless of continuing issues around the definition and scope of Dyslexia, there is an

expectation of acceptance and development of good practice. The report states that :


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“Dyslexia is now seen widely as part of a continuum of need that relates to approaches to developing language and

literacy skills. It does not always come unaccompanied. Learners often face a range of other challenges to various

degrees of severity…….as with a range of other additional support needs, the key is to assess accurately the

communication difficulties being experienced and to find what works for each learner”

Education for Learners with Dyslexia (HMIE 2008)

Good practice identified includes effective learning and teaching strategies such as metacognitive approaches,

reciprocal teaching, addressing preferred learning styles, scaffolding and synthetic phonics. Adequate access to

relevant ICT resources, effective early identification and intervention, positive partnership with parents,

development of dyslexia friendly schools and specific transition programmes at P7 are all identified as key areas.

iii. Definitions of Dyslexia

South Ayrshire, along with most Scottish Local Authorities, adopted the British Psychological Society’s definition of

Dyslexia as a workable and inclusive guideline:

“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with

great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and

persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment

through teaching”

British Psychological Society, Division of Education and Child Psychology Working Party Report 1999

In addition, the following working definition of dyslexia was developed in 2009 by the Scottish Government,

Dyslexia Scotland and the Cross Party Group on Dyslexia in the Scottish Parliament. The aim of this particular

working definition is to provide a description of the range of indicators and characteristics of dyslexia as helpful

guidance for educational practitioners, pupils, parents/carers and others:

“Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist

despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's

cognitive abilities and may not be typical of performance in other areas. The impact of dyslexia as a barrier to

learning varies in degree according to the learning and teaching environment, as there are often associated

difficulties such as:

auditory and /or visual processing of language-based information

phonological awareness

oral language skills and reading

short-term and working memory

sequencing and directionality

number skills

organisational ability

motor skills and co-ordination may also be affected.

Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary,

life-long, neurodevelopmental condition. Unidentified, dyslexia is likely to result in low self esteem, high stress,

atypical behaviour, and low achievement. Learners with dyslexia will benefit from early identification, appropriate


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intervention and targeted effective teaching, enabling them to become successful learners, confident individuals,

effective contributors and responsible citizens.”

http://www.scotland.gov.uk/Topics/Education/Schools/Welfare/ASL/dyslexia

As Dyslexia represents a continuum, children and young people with Dyslexia may differ markedly from each

other:

in their educational experience

in their levels of attainment

in the extent to which there are barriers to learning

in experiencing additional co-existing additional support needs

in their response to intervention

in their views on support strategies

in the impact on their self awareness and self esteem

It is essential to acknowledge these differences and to avoid a “one size fits all” approach.

iv. Key principles on which good practice is based:

the early identification of children at risk of developing literacy delay or difficulty, and the implementation of

appropriate intervention

an accurate description of the child’s difficulties through a variety of assessment strategies

equality of access to the curriculum through appropriate individual planning and differentiation

recognition and encouragement of the effective role which parents may play in partnership with schools

full involvement of young people in discussion of their additional support needs and progress

embedded peer awareness and support

Identification, assessment, intervention and evaluation should be set clearly in the context of South Ayrshire’s

Staged Intervention model of Pupil Support. This model provides a framework which includes systems for planning

and review, clear documentation and close parental and pupil involvement.

Making appropriate provision is a whole school responsibility and each school should make it clear in its policies

how it will meet the needs of children and young people with Dyslexia. This process may be enhanced and

acknowledged through South Ayrshire’s Dyslexia Friendly School Self Evaluation process.

Assessment should be:

Collaborative – using existing information from pupil records, profiles and literacy screening. In addition

the views of pupil and parents, class teacher, support staff and other partner agencies will inform any

contribution to effective formative assessment.

Contextual - considering what actually happens in the learning environment

Holistic - including information on social, emotional and behavioural aspects, not solely literacy skills

Interactive - evaluating the reciprocal effects of different factors e.g. phonological weakness, classroom

organisation, pupil’s self esteem and the perspectives of pupils and parents.

South Ayrshire Council: Dyslexia Information Pack (Revised 2010): Guidelines)

http://www.scotland.gov.uk/Topics/Education/Schools/Welfare/ASL/dyslexia


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SAC Dyslexia Guidelines (2010): Role of Psychological Service South Ayrshire Psychological Service allocates time to all schools and clusters. Delivery of core services includes:

Consultation

Assessment

Intervention

Training

Research and Evaluation These strands are offered at three levels of intervention:

The individual or family

School level

Local Authority Educational Psychologists can work at local authority, school and cluster level:

To give additional advice about dyslexia to children, young persons and their parents where that is appropriate

To support the development of effective school based identification, assessment, intervention and monitoring procedures for all children at risk of literacy failure

To provide background knowledge of theory and practice to improve awareness, and support identification and intervention

To support the development of Dyslexia Friendly Schools

To work collaboratively with school staff, parents and pupils in relation to assessment, planning and intervention for pupils with the most complex and persistent dyslexic difficulties

Consultation Consultation is one of the five strands of service offered by the Psychological Service. It is considered the most efficient way of delivering psychological theory and knowledge to the users of the service. Given the number of children and young people referred to the service by schools and the limited time available for an educational psychologist in each school, consultation is seen as a way of having the most effective impact. It involves the educational psychologist spending time with the key people who are most often involved with the referred child or young person. This may be the class teacher or school pupil support coordinator or it may be the parent or pupil support assistant.

Assessment “In their practice, educational psychologists have moved away from a medical model, which perceived the problem to be inherent in the child, thereby requiring assessment, diagnosis and treatment towards a model which perceives difficulties to arise from the interaction of children with their environment, curriculum, teachers and peers. The solution therefore lies not so much in treating the child as in adjusting the environment…in such a way as to remove any obstacles…” (Review of Provision of Educational Psychology Services in Scotland 2002) The school’s educational psychologist may be involved in the continuing cycle of assessment and intervention which operates throughout the Staged Intervention process, by negotiation with the school’s Pupil Support Coordinator. However use of Psychological Service’s limited allocated time to schools may be most appropriate for those few pupils whose difficulties are particularly persistent despite appropriate school based assessment and intervention. The nature of the psychologist’s role will vary in relation to school context and individual


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requirements, but central to any assessment is the understanding that dyslexia represents a continuum of need reflecting different levels and patterns of difficulty, and that the impact of learning styles, pupils’ perspectives, associated learning difficulties, and educational experience is acknowledged. Assessment of individual patterns of difficulty involving the Authority educational psychologist should be:

Collaborative – using existing information from pupil records, profiles and literacy screening. In addition the views of pupil and parents, class teacher, support staff and other partner agencies (such as Speech and Language Therapists) will inform any contribution to effective formative assessment.

Contextual - considering what actually happens in the learning environment

Holistic - including information on social, emotional and behavioural aspects, not solely literacy skills

Interactive - evaluating the reciprocal effects of different factors e.g. phonological weakness, classroom organisation, pupil’s self esteem and the perspectives of pupils and parents.

Assessment information should primarily be used to inform and evaluate intervention strategies.

How does an Educational Psychologist become involved?

The school, parent or carer, or other professional can request involvement. Educational psychologists become involved with those youngsters who have the most significant and complex difficulties, which affect their learning and development.

If there are significant and continuing concerns about a child or young person’s progress in literacy and other related dyslexic indicators, school staff will have discussed these with parents. They will also have drawn up an Action Plan or an Individual Education Plan (IEP). This will identify targets the school is working on with the child. It also summarises what the school, any other professionals who might be involved, the family and child are going to do to work towards achieving these targets. The school’s pupil support co-ordinator monitors the IEP together with the class teacher.

Once the IEP is in place, if there are still concerns about the child’s progress, the pupil support coordinator may decide to ask for advice from the school’s link educational psychologist. Parental agreement is essential at this stage. The Educational Psychologist will usually then have a consultation meeting with school and parents, to consider existing supports and resources, and to agree next steps. Consultation may result in a range of actions:

Building on and developing any approach that has already led to some progress.

Planning and trying out different approaches.

Gathering more information to get a better idea of the nature of the problem.

Asking for advice from other professionals

Deciding that a more detailed assessment by the educational psychologist would be helpful.

Whatever the outcome of the discussion, the school will keep records of any action planned to help the child and the educational psychologist will send a consultation record to the school and parents.

What happens next? This depends on the plan of action agreed with teachers and parents after the educational psychologist’s involvement. Responsibility for helping the child or young person remains with the school. His or her progress will continue to be monitored and reviewed after a reasonable period of time by the school.

At a review, if the child or young person is making good progress and everyone agrees the educational psychologist doesn’t need to be involved anymore then the Psychological Service file will be closed.

If the school or family becomes concerned about the child or young person again in the future, then the psychologist can be involved again.

(South Ayrshire Council: Dyslexia Information Pack (Revised 2010): Guidelines)


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Appendix 2: DFS Primary School Self Evaluation Indicators

SAC Self Evaluation Toolkit statements(Primary) (B-Bronze level; S-Silver level; G-Gold level)


1. A school Dyslexia Policy Statement written in clear English is in place and available to all staff and parents B

2. SAC Dyslexia Support Pack (Revised November 2010) is available to all staff, and all staff are aware of SAC guidelines B

3. A key Dyslexia Friendly School link member of staff is identified who is responsible for implementing and monitoring

DFS progress with SMT support

B

4. The school library is included in Dyslexia Friendly practice S

5. Dyslexia Friendly Practice is included in school homework policy, marking policy and Induction procedures for new

staff

S

6. The school community has a consistent, inclusive and positive approach to dyslexia which is fully supported by all

staff

G

7. Rich data on literacy attainment is regularly evaluated on a whole school basis, and clearly impacts on children’s

learning

G

8. Teachers are supported to evaluate their contribution to DFS good practice G

9. Innovative literacy projects are introduced on a regular basis G


1. Pre-literacy check-ups from nursery are followed up, and continued tracking used as a basis for literacy profiles B

2. Enhanced early literacy experience is established through active learning in a classroom context B

3. Staged intervention procedures are in place from nursery / P1 B

4. SAC Dyslexia Identification Checklists, or similar, are used regularly to record and address concerns S

5. Effective information sharing is in place with other agencies such as Speech and Language Therapy S

6. Awareness of children “at risk of literacy failure”, and appropriate intervention, is well established in the Early and

First levels

G

Area 3 Assessment

1. All staff are clear on SAC guidelines on Dyslexia identification and assessment, and their role in the process B

2. Pupil Support Staff have access to a selection of published and computer based literacy assessment tools B

3. The school can access advice and support on assessment and intervention from SAC Educational Psychologists B

4. External Assessments from professionals such as Chartered Educational Psychologists are valued and may be used

to contribute information to the child’s profile

B

5. All teaching staff are familiar with, and demonstrate good practice from, the Scottish Dyslexia Assessment Toolkit

http://www.frameworkforinclusion.org/assessingdyslexia

S

6. All teaching staff are familiar with ”check up” material for literacy skills to assess progress S

7. Dyslexia friendly good practice is in place when marking everyday assessments S

8. Dyslexia assessment is an integral part of the ongoing process of identification, intervention and evaluation of

progress for all children

G

9. Assessment relates to Literacy attainment and in addition:

Early development;

Educational history and experience;

Learning style and strengths;


G



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1. All teachers implement a range of DFS strategies B

2. Classrooms are well organised with easily accessible dyslexia aids available (e.g. Coats Box) B

3. There is appropriate access to individual resources specified in child’s action plan or IEP B

4. Peer support is well organised and innovative S

5. Learning is differentiated appropriately for individual learning needs S

6. The impact of all children’s “dyslexia awareness” is clear in classroom ethos G

7. Children who may be dyslexic are motivated to learn and evaluate their progress G

8. Teachers are “noticing and adjusting” effectively with a positive impact on learning for all children G


1. All children are given information about dyslexia appropriate to their age and level of understanding B

2. Feelings of learning failure, frustration and anxiety are acknowledged and addressed S

3. Children’s views are respected and considered, particularly in relation to: Learning resources; Seating; Learning

groups; How adult support is used

S

4. Children are encouraged to identify their strengths and needs, and become independent learners S

5. Children can demonstrate their understanding of dyslexia at an appropriate level G

Area 6 CPD

1. The school has a systematic and supportive policy on dyslexia CPD for all school staff B

2. All teaching and support staff have attended at least a basic dyslexia awareness raising session in the last 3 years B

3. A record is kept of staff training and audit of training needs B

4. Staff are encouraged to network and share DFS good practice through Cluster initiatives and GLOW S

5. Action research projects which pilot DFS good practice are encouraged and supported G


1. Children have information about the range of supports and strategies (including ICT) available in Secondary School,

and how to access them.

B

2. Children are consulted about sharing information about their Dyslexia with new peers B

3. Children are clear what information is being passed on to Secondary subject teachers S

4. Pupils who will access Dyslexia supports at Secondary school are offered the chance to participate in a P7 Dyslexia

Transition group or similar networking experience

S

5. Children and young people are confident that their P7 transition was well planned and supported by their Primary

School

G


1. All Parents are made aware of the DFS process and SAC guidelines on Dyslexia assessment and intervention B

2. Parents are given clear written early notice of any school concerns on literacy progress B

3. Parents’ concerns are respected and acknowledged B

4. There is a system in place for informal regular sharing of information about progress, supports in place, and targets B

5. Information from parents contributes to the child’s profile S

6. Workshops are available for parents on supporting children with Dyslexia G

7. Parents are confident that the school has a positive approach to Dyslexia G


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Appendix 3: DFS Secondary School Self Evaluation Indicators


1. All members of the school community are involved in the DFS process B

2. SAC Dyslexia Information Pack (Revised November 2010) is available to all staff

B

3. Staff are clear on their particular roles and responsibilities in relation to meeting the criteria for a Dyslexia Friendly School B

4. A key DFS School link member of staff is identified who is responsible for coordinating and monitoring progress towards DFS status, with SMT and whole school support

B

5. A Dyslexia Policy Statement is part of the Pupil Support policy, which is available to all staff and parents B

6. Dyslexia Friendly good practice is included in school homework policy, marking policy and Induction procedures for new staff

S

7. Data on literacy attainment is regularly evaluated on a whole school basis S

8. Staff have the opportunity to share effective DFS practice at Departmental and whole school level S

9. All members of the school community have a consistent, inclusive and positive approach to dyslexia G

10. There is clear evidence of effective DFS practice at classroom level throughout the school G

11. DFS is an integral part of school improvement and departmental planning G


1. There are clear procedures in place for identifying learners with dyslexic difficulties through the Staged Intervention system, including concerns from pupils or parents

B

2. All staff are given notification of children with identified dyslexic or literacy difficulties, and specific strategies are highlighted

B

3. Systems are in place to ensure that teaching staff are familiar with national guidance on Dyslexia Assessment ( Scottish Assessing Dyslexia Toolkit) and SAC identification checklists

B

4. Effective Staged Intervention P7 transition procedures are in place B

5. Identified pupils have a profile of assessment and intervention data recorded and shared for SQA Verification procedures. B

6. Pupil support staff are secure in building literacy profiles based on screening and assessment data, educational history, learning style and strengths, and the pupil’s perspective on learning

S

7. All staff are confident that can contribute to the identification of barriers to learning in literacy G


1. Classrooms are well organised with accessible dyslexia friendly supports and strategies available e.g. subject specific word lists, toolkits, post-it planning, photocopied notes from whiteboard, alternative forms of recording and assessment

B

2. Teachers actively encourage the use of ICT as a support B

3. Staff use the subject specific strategies detailed in the SAC Dyslexia Information Pack. B

4. All pupils are “dyslexia aware” B

5. Dyslexia Friendly good practice is in place when marking everyday assessments. B

6. Assessment information and identified support strategies are communicated effectively B

7. Pupil support staff and partner agencies provide effective support and advice to staff, individual learners, and parents, and contribute towards meeting learning needs

S


S

9. Peer support is well organised and innovative S

10. All teaching takes into account dyslexia friendly classroom practice. Tasks, activities and resources provide appropriate support and challenge to enable all learners to maximise their progress.

G

11. Teachers are confident that they are meeting the needs of all learners who may be dyslexic G

12. Learners are motivated, learning intentions are appropriate for each learner, and a range of learning styles is encouraged G

13. Learners are closely involved in evaluating their progress G



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1. All teaching and support staff have completed at least a basic dyslexia awareness raising course in the last 3 years B

2. Staff are encouraged to identify training needs B

3. The school has a systematic and supportive policy on continuing dyslexia friendly awareness raising for all school staff S

4. Initiatives which pilot DFS good practice in Departments, or on a whole school basis, are encouraged and supported S

5. Staff are encouraged to network and share DFS good practice between Secondary Schools, and with associate Primary Schools

G


1. At Primary 7 transition, all children and parents have access to clear information about the range of DFS supports and strategies (including ICT) available at Secondary and how to access them if appropriate

B

2. At Primary 7 transition, children with identified dyslexic barriers to learning should have the option to attend a transition workshop or similar experience

B

3. S1 Children with identified dyslexic barriers to learning should have a follow up interview to ensure supports are appropriate B

4. Children and young people who access Dyslexia supports at Secondary school are supported to have a transition plan drawn up to transfer to their positive destination post 16

B

5. Children and Young People are clear what information is being passed on to teachers and other professionals who are supporting their post 16 transition e.g. Skills Development Scotland staff

B

6. Young people at post school transition are given relevant information on Dyslexia supports in Further and Higher Education, and in the workplace

S

7. Parents and young people are confident of good practice at transition stages G


1. All Parents and carers are made aware of the Dyslexia Friendly School development, and SAC Guidelines on Dyslexia B

2. At Primary-Secondary transition, all parents are informed of school systems in place to support young people with Dyslexia, and appropriate contact details

B

3. Parents are given clear written early notice of any new school concerns regarding literacy skills B

4. For parents of pupils identified through the Staged Intervention system , there is clear guidance on how, and when, information on progress and targets is shared

B

5. Parents’ concerns are respected and acknowledged by all school staff S

6. Parents are given the opportunity to learn more about aspects of Dyslexia Friendly School practice S

7. Parents are confident that there is effective communication, assessment and intervention where there are literacy concerns G

1. All learners have access to information about dyslexia friendly schools appropriate to their age and level of understanding B

2. Feelings of learning failure, frustration and anxiety are acknowledged and addressed B

3. Learners are supported by known individuals and practised strategies for assessment purposes. B

4. Children’s and young people’s views are respected and considered, particularly in relation to :


Learning resources

Learning groups


S

5. Children and young people are encouraged to network with others who have similar barriers to learning for mutual support S

6. Children and young people are encouraged to identify their strengths and needs, and become independent learners G

7. Learners have confidence in approachability and awareness of all staff in relation to literacy difficulties G

8. All pupils are confident that the school meets the needs of dyslexic learners G

Area 5 CPD


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Acknowledgements

The DFS project has many remarkable teachers and children to thank for their enthusiasm, ingenuity and energy in

making change happen. The ideal of classrooms and schools where children considered in any way Dyslexic can

learn effectively and positively in an inclusive and supportive environment is being increasingly realised due to

their efforts.

Thanks are due to staff (including pupil support staff) and pupils of:

Alloway Primary, Ballantrae Primary, Barassie Primary, Barr Primary, Barrhill Primary, Braehead Primary, Cairn

Primary, Colmonell Primary, Coylton Primary , Crosshill Primary, Dailly Primary, Dalmilling Primary, Doonfoot

Primary, Dundonald Primary, Fisherton Primary, Forehill Primary, Gardenrose Primary, Girvan Primary, Glenburn

Primary, Grammar Primary, Heathfield Primary, Holmston Primary, Kincaidston Primary, Kingcase Primary,

Kirkmichael Primary, Maidens Primary, Minishant Primary, Monkton Primary, Muirhead Primary, Newton Primary,

St Cuthberts Primary, St Johns Primary, St Ninians Primary, St Patricks Primary, Straiton Primary, Struthers Primary,

Symington Primary, Tarbolton Primary, Troon Primary

Ayr Academy, Belmont Academy, Carrick Academy, Girvan Academy, Kyle Academy, Marr College, Prestwick

Academy, Queen Margaret Academy

South Ayrshire Psychological Service has given invaluable support to DFS - thanks especially to Diann Neill and

Kimberley Whitehead for their support, ideas and very valuable time - and to all the Psychologists who have taken

on the role of Gold accreditation willingly and graciously!

South Ayrshire Libraries who hosted a major DFS Exhibition in 2013 also deserve thanks, and particularly Ailsa

McInnes who has enthusiastically supported the creation of Dyslexia Friendly libraries in schools across South

Ayrshire.

Dyslexia Scotland has been supportive of the DFS journey in South Ayrshire – and encouraged us to lead

workshops at their annual national Education Conference - the remarkable Paul McNeill has also visited South

Ayrshire several times in his role as Dyslexia Ambassador

Lastly without Neil MacKay’s inspiration and training input the DFS project would have been much less successful -

and without the support of ASN staff - Catherine Reynolds, Janey Smith and Jim McCaffrey in particular - it

probably wouldn’t have happened at all….

Margaret Crankshaw

SAC DFS Coordinator

June 2014


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For further information:

South Ayrshire DFS

Conference Presentations

http://www.dyslexiascotland.org.uk/sites/default/files/page_content/Developing%20DFS.pdf Dyslexia Scotland

Education Conference (2012)

http://www.dyslexiascotland.org.uk/sites/default/files/page_content/Copy%20of%20perth%2021%20sept%20201

3%20webversion.pdf Dyslexia Scotland Education Conference (2013)

Publications

Crankshaw, M. (2013) Dyslexia Friendly Schools Project, South Ayrshire Council Educational Psychology in Scotland

Vol 14 Number 1 Summer 2013 pp16-19

Dyslexia Voice (September 2013) pp 32 -35 - Views and artwork on DFS from SAC pupils

Dyslexia Friendly Schools Key Books

Removing Dyslexia as a Barrier to Achievement: Neil MacKay, SEN Marketing (2006)

Dyslexia Friendly Schools Good Practice Guide: ed. Cochrane, C. and Saunders, K., (BDA 2012)

The Dyslexia -Friendly Primary School – a Practical Guide for Teachers: Barbara Pavey (PCP 2007)

Other Useful References

Burden, R., (2005) Seeking a Dyslexic Identity, Whurr

Elliot, D., Davidson, J., and Lewin, J., (2007) Approaches to the Provision of Education for Children with Dyslexia

(SCRE)

HMIE (2008) Education for Learners with Dyslexia

(http://www.educationscotland.gov.uk/Images/Education%20for%20Learners%20with%20Dyslexia_tcm4-529649.pdf)

Hunter-Carsch, M., Dyslexia: A psychosocial perspective Whurr 2001

Journey to Excellence Meeting the needs of learners with dyslexia - learning together resource

(http://www.educationscotland.gov.uk/Images/meetingtheneedsoflearners_tcm4-554168.pdf)

Miles, T., (2004) Dyslexia and Stress Whurr

Reid, G., (2009) The Routledge Companion to Dyslexia Routledge

Reid, G., and Green, S., (2007) 100 ideas for supporting pupils with Dyslexia, Continuum

Rose, J. (2009) “Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties”...An

independent report from Sir Jim Rose to the Secretary of state for Children, Schools and families

Scottish Government Literacy Action Plan: An Action Plan to Improve Literacy in Scotland (2010)

Thomson, Moira, www.supportingdyslexicpupils.org.uk/

http://www.dyslexiascotland.org.uk/sites/default/files/page_content/Developing%20DFS.pdf

http://www.dyslexiascotland.org.uk/sites/default/files/page_content/Copy%20of%20perth%2021%20sept%202013%20webversion.pdf

http://www.dyslexiascotland.org.uk/sites/default/files/page_content/Copy%20of%20perth%2021%20sept%202013%20webversion.pdf

http://www.educationscotland.gov.uk/resources/p/professionaldevelopmentpacks/genericresource_tcm4645026.asp?strReferringChannel=journeytoexcellence&strReferringPageID=tcm:4-556930-64

http://www.educationscotland.gov.uk/Images/meetingtheneedsoflearners_tcm4-554168.pdf

http://www.google.co.uk/url?sa=t&rct=j&q=rose%202009%20dyslexia%20report&source=web&cd=1&ved=0CFQQFjAA&url=https%3A%2F%2Fwww.education.gov.uk%2Fpublications%2FeOrderingDownload%2F00659-2009DOM-EN.pdf&ei=3R0dUO6-G6Kq0QXB_oDQDw&usg=AFQjCNFUhWOPoGid-mAGw5QM2KH-t12Psw&cad=rja


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South Ayrshire DFS Art work


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