Dyslexia Quality Mark Primary School Staff Understanding of Inclusive and Dyslexia-Friendly Practice

Transcription

1 Dyslexia Quality Mark Primary School Staff Understanding of Inclusive and Dyslexia-Friendly Practice Objective Aim Responsibility Date 1. Intention to achieve the DQM in School Development Plan with date and timeline (appendix a) 2. Roles and Responsibilities of all personnel towards promoting dyslexia friendly practice, recognised throughout school. Agree as a senior management team Share intention with staff Share intention with governors/pta/ Public Appoint DQM coordinator Identify Learning Needs and organise DQM training session Include discussion around curriculum planning Head Teacher Head Teacher Head Teacher/ Head Teacher, DQM coordinator, and SpLD Specialist arrange date for Dyslexia Friendly Practice training for WHOLE school. Whole staff audit of skills and practice in relation to dyslexia. 3. There is a Further training sessions is plan for ongoing your EMS SpLD team. often available locally from professional development to improve staff knowledge and understanding in relation to dyslexia-friendly practices. Head Teacher/ 1 P a g e

2 Policies and Documentation reflects Inclusive Practice Objective Aim Responsibility Date completed 4. Whole school documents provide guidelines for meeting the needs of pupils with dyslexia and other SpLD Policy documents contain inclusive and dyslexia friendly practices. Responsibility for ensuring this is allocated to various staff: Whole School Provision Map SEND Policy Handwriting Policy Marking policy Behaviour Policy Access arrangements Anti-bullying Policy Safeguarding Policy Documents relating to Teaching and Learning reflect dyslexia-friendly and inclusive practices Staff know where to obtain guidance/materials regarding facets of dyslexia, and other SpLD All staff 2 P a g e

3 Quality of Teaching and Learning Objective Aim Responsibility Date 5. Whole school assessment systems are used to identify and monitor pupils with dyslexia and other SpLD 6. Curriculum planning is well matched to the needs of ALL pupils including those with dyslexia Evidence that /Inclusion Advisor is familiar with, and proficient in using and supporting colleagues to use: Initial Checklist for Dyslexia Reading Assessments Spelling Assessments Maths Assessments Evidence of clear tracking systems to measure pupil progress with pre and post intervention measures: Use of Inclusion Passport Pupil voice Ratio gains Standard scores Phonics and HFWs Personalised documentation matches the requirements of LA formats: Individual provision maps Inclusion Passports 7. Underpinning Appropriate learning knowledge of objectives / outcomes. dyslexia is Use of strategies and embedded in resources (see teaching styles suggestions in Appendix b and approaches - Dyslexia Friendly Teaching and Learning) Evaluate through performance management Collation by: 8. Transitions between key stages are well managed Evidenced through Learning Walk Transition planning is evident. DQM Coordinator 3 P a g e

4 The Learning Environment Objective Aim Responsibility Date 9. Evidence that each classroom is dyslexia friendly and inclusive 10. Appropriate ICT is available to promote independent learning and improve access to curriculum 11. Access arrangements are considered for SATs and entrance examinations (if required) Each learning environment should meet the needs of learners with SpLD (ideally each learning environment should include the adjustments in the Inclusive Classrooms checklist - appendix c) ICT lead will identify facilities, programmes and apps which can facilitate the independent learning of pupils with dyslexia Examples of access applications and accommodations will be evident All staff will evaluate their own learning space DQM lead / will select a date to audit the learning environment Lead for ICT Information will be prepared in readiness for DQM assessment Teacher evaluation of learning space date: School Audit date: Information collated by: File collated by: 4 P a g e

5 Partnership and Liaison Objective Aim Responsibility Date 12. Children are involved in all aspects of school life 13. Effective working partnership between school and home 14. Effective partnership and liaison with appropriate outside agencies Evaluate pupils experience of inclusive and dyslexia-friendly practices. Pupil questionnaire (example appendix d) plus other pupil voice measures (e.g. 1 to 1 formats monitored over time). Evaluate parents experience of inclusive and dyslexia-friendly practices: Parent questionnaire (example appendix e) Evidence of systematic reviews of pupil progress and records from multidisciplinary forums. DQM Lead to send out pupil questionnaire (Electronic or hard copy) DQM Lead to send out pupil questionnaire (Electronic or with SAE) Date Sent: Date to be returned: Feedback Collated: Date Sent: Date to be returned: Feedback Collated: File collated: DQM Assessment Objective Aim Responsibility Date 15. Achieve DQM status Prepare for the DQM Assessment ensuring all staff are prepared. (appendix f) Head Teacher DQM Coordinator, In meeting the above objectives the school will demonstrate excellent dyslexiafriendly practice and will also exemplify a desire to be inclusive, acknowledging the pupil as an individual with positive aspirations. 5 P a g e

6 Appendix a) Summary Timetable in date order Action Responsibility Date to be achieved 1 Agreement to apply for DQM HT and governors following learning walk Inform NYCC SpLD Specialist HT Team of desire to seek DQM and potential timescale. 2 Whole school dyslexia training All staff 3 3-year School Development HT and Plan CPD/INSET schedule includes Inclusive or dyslexia specific events 4 Evaluation and revision of all school policy documents HT allocates responsibility and deadline for completion 5 Audit methods of assessment for learning for target group 6 Audit curriculum planning to DQM Lead reflect inclusive / dyslexic accommodations 7 Audit staff to ensure that Performance management teaching reflects dyslexiafriendly /inclusive practices (appendix b) 8 Audit of personalised /DQM Lead documentation (including in relation to transitions) 9 Audit classroom environments All Staff/DQM Lead (appendix c) 10 Audit ICT Lead for ICT with DQM Lead 11 Audit clarity of access / HT arrangements/accommodations 12 Evaluate pupil experience DQM Lead (appendix d) 13 Evaluate parent experience DQM Lead (appendix e) 14 Audit MDT meetings and / DQM Lead subsequent action plans 15 Request DQM Assessment DQM Lead 16 Organise DQM assessment visit HT/DQM Lead including identification of the group with at least some characteristics of dyslexia (appendix f) 6 P a g e

7 Appendix b) Dyslexia Friendly Teaching and Learning Adaptation focused on dyslexia friendly inclusion Achieved Not Applicable An encouraging ethos promotes the strengths and mitigates the difficulties of learners with SpLD and SEN. Fear of failure avoided. Clear objectives and links are made to prior learning Use of appropriate Assessment for Learning Evidence of a multisensory approach emphasising visual and kinaesthetic learning strengths Collaborative approaches and active learning TA use is based on liaison, fluid interactions and promotes independent learning and understanding rather than just getting the notes down on paper A clear distinction is made between aptitude for the subject and ability to access and record in written form. Homework is given in a way that ensures students can record it accurately and understand it when they get home (and parents). Any differentiation is based on both literacy and subject ability Pupil Voice is evident in schemes of work etc Access Arrangements are understood by subject staff and assistive technologies / word processing / other arrangements are used regularly. Subject staff add to the portfolios held by Support Alternatives to written recording are used including assistive technologies Working memory difficulties, weak phonological awareness (the sounds in words) and verbal processing speed are taken into account for inputs, explanations, questioning and feedback Copying from the board is avoided Teaching and learning styles are varied Writing is supported where required (planning strategies - a focus on writing flow - editing processes - writing frames etc) The content of the work not the presentation is emphasised - the message is in the marking (MacKay, 2006) when writing at length learners know that only carefully selected spelling errors will be highlighted and that learning and understanding is the focus. Class teachers encourage use of the learning walls / table-based self-reference materials 7 P a g e

8 Appendix c) Inclusive Classrooms Adaptation/accommodation Achieved Not Applicable Blinds on windows - to reduce visual distractibility Classroom is de-cluttered (e.g. avoiding washing lines) Consideration is given to the potential for auditory distraction e.g. sound carrying from other areas All displays written in Comic Sans Font/Ariel/other DF Availability of coloured overlays or targeted use Use of buff/pastel background on whiteboard Availability or targeted use of buff/pastel exercise books/paper Table-based self-reference support is available e.g. Clicker word banks, word mats etc. for pupils with dyslexia Key words should be in alphabetical order and where possible be accompanied by symbols/ pictures to support reading and spelling. Context dependent: Adapted writing tools Visual timetables Availability of privacy boards Availability of ear defenders Tennis ball rockers for chairs Availability of move n sit cushions SpLD Appropriate Assessment for Learning techniques are visually supported (e.g. Traffic lights, mini whiteboards, ipad apps, prism, planner, colour fan etc) Top tips mats or similar are informed by understanding of dyslexic learning styles (e.g. how to use mind mapping) Front facing seating position at appropriate distance - target group Room numbers or teachers names clearly displayed Alternatives to written recording are offered / access to assistive software / ICT where appropriate Pupils SMART targets are easily accessible / visible to ensure they stay in focus Groupings and room layouts encourage active multisensory learning and collaboration according to level of intellectual functioning 8 P a g e

9 Worksheets: General less is more. Good use of white space and information is limited to what is required. Instructions do not present a barrier to accessing the task itself and learning objectives may be printed to avoid copying. Text to be left aligned - do not use right justification. Layout to be consistent and logical (use of bullets) No words to be split between lines. Where possible, use lower case rather than capital letters. Avoid using italics and underlining wherever possible. Use bold text to emphasise a statement instead of underline/italic/ capitals. Good contrast between text and background avoid using bright colours. Pictures and symbols provide cues to promote understanding and retention. Posters/wall displays:- There is a clear system in terms of what is displayed where e.g. zoning of literacy / numeracy / time and sequences / celebrating achievement (ideally as part of a whole school system) Simple and clear typeface that is visible from most positions in the classroom Vocabulary is presented alphabetically to aid speed of reference unless inappropriate for topic Main body of text to be left aligned and capitals only used where required (proper nouns etc) No text to be laid over the top of an image and rainbow fonts are avoided Consider where they are to be posted good contrast between poster colour and wall colour. Alphabet arc(s) are displayed in all classrooms (lower case only or with upper case as separate arc) Avoid using loud colours. Poster area to be well lit. No fly posting designated boards only. Learning walls celebrate achievement without becoming busy or distracting Posters are removed once event has taken place. Best practice is maintained with digital photographs so that they can be repeated / used as models / added to DQM file 9 P a g e

10 Appendix d) Pupil Questionnaire The sample in the box below has an embedded link to an online questionnaire that can be made available to pupils on computers or ipads (and other tablets we think). The data is automatically collated and is only available to the person administrating - once a simple Gmail account has been set up (e.g. primaryschool@gmail.com). Alternatively, if School already has Survey Monkey a similar form can be produced. The link to the DQM pupil questionnaire in the box below is only for demonstration purposes unless you would rather handle the process on paper. If so then simply print it out and photocopy you may need to add more space on the comment box and it will take some time to collate the responses. Even if you choose to do surveys electronically some respondents will prefer to use hard copy. However an administrator can then input the data for the respondent using the same link so that it is included in the data. Google Survey (see YouTube clip these date quickly, search on YouTube), responses come in automatically, a spreadsheet is populated and graphs are produced (to see the graphs etc go to Form tab > Show Summary of Responses ). If you have ipads and feel that some pupils will need help reading the questions then you can modify the settings to give them some independence on this Speak Selection. Dear pupil, Please help us to make our school an even better place to learn in by completing a survey. Click this link and fill in the form - iewform?usp=send_form Your name will not be on the form. If you want someone to know about something that is concerning you then just put your name in the box at the end. The survey will be shared with external assessors to see if we can be awarded the Dyslexia Quality Mark. Thank you for completing the form. Headteacher etc 10 P a g e

11 Appendix e) Parent Questionnaire The sample in the box below has an embedded link to an online questionnaire that can be made available to parents by . The data is automatically collated and is only available to the administrator - once a simple Gmail account has been set up (e.g. primaryschool@gmail.com). Alternatively, if School already has Survey Monkey a similar form can be produced and the destination for the replies will already exist. The link to the DQM pupil questionnaire in the box below is only for demonstration purposes unless you would rather handle the process on paper. If so then simply print it out and photocopy you may need to add more space on the comment box and it will take some time to collate the responses. Even if you choose to do surveys electronically some respondents will prefer to use hard copy. However, an administrator can then input the data for the respondent using the same link so that it is included in the data. Google Survey (see YouTube clip these date quickly, search on YouTube), responses come in automatically, a spreadsheet is populated and graphs are produced (to see the graphs etc go to Form tab > Show Summary of Responses ). Dear Our school strives to provide an inclusive learning environment. One in which a pupil is seen as an individual with abilities, skills and learning needs. We aim to be as inclusive and flexible as possible; creating a learning environment and teaching styles and materials, that accommodate different processing needs. In order to evaluate whether we are achieving this goal, we would like to gain some insight into your experience. What works, what does not work, and what we can do better to improve your ability to learn. Please help us to make our school an even better place to learn in by completing a survey. Click this link and fill in the form electronically by [date]: E/viewform?usp=send_form Your feedback will help us to maintain/improve our practice. It will also be used by external assessors to evaluate whether our school deserves to be awarded the Dyslexia Quality Mark. Anonymity is guaranteed, unless you would like to highlight an issue that requires addressing (if so please add your name to the final Comment box) Thank you for completing the form. Headteacher etc 11 P a g e

12 Appendix f) DQM Assessment Visit Activity Meet with Head Teacher, DQM lead and Purpose: Discuss the school s journey to date and provide a list of those children with at least some characteristics of dyslexia. They should not be aware that they are highlighted and teachers should subtly point them out if asked to do so. Time Review parent and pupils feedback (Pupil Voice will also be collected during learning walk) Evaluate school policies and procedures (SENCO / DQM Lead or HT to be available to answer queries) Learning Walk - throughout the school facilities and classrooms (unaccompanied). The team will also need to meet the ICT coordinator. Interview with a representative group of teachers (depending on size of school) and Teaching Assistants. This can be over lunch Assessors discuss all feedback and information then formulate recommendations Feedback to HT, DQM Lead and on the 5 Standards The DQM is now assessed at only 2 levels: Pass (formerly Establishing and Enhancing) Working towards (further work needed to obtain DQM, formerly Developing) Summary report will be sent within 2 weeks DQM status given for 3-year period (certificates will state the period that the award is valid for and are issued within 3 months of a successful validation) School to highlight revalidation in development plan. 12 P a g e