Dyslexia Friendly Schools Quality Mark Woodstock Primary School

Transcription

1 Dyslexia Friendly Schools Quality Mark Woodstock Primary School Verification Visit: Report Date: January 2015 Verification Report Verifiers: Marie Allison Paul Riddick Helen Webb

2 Dyslexia Friendly Schools Quality Mark Award Verification Report Initial Comments: All members of staff of Woodstock Primary School involved in the Dyslexia Friendly Schools Quality Mark should be congratulated on their hard work in developing and achieving the standards of dyslexia friendly provision outlined in the report below. In particular, the work and efforts of the SENCo should be mentioned for supplying the verifiers with a clear and comprehensive set of evidence that was both thorough and logically structured and for her work as an ambassador of dyslexia friendly practices across the school. In making a judgement about the school s achievement against the BDA s Dyslexia award standards, the verifiers have taken into account the documentary evidence provided in the evidence files and practice during the verification visit. The verifiers key judgements are outlined in the following report

3 Review of Policies and Systems Addressing BDA Standards Presented in the Evidence File Report Date: January 2015 Standard One Leadership and Management 1:1 Evidence found in the School Development plan that targets have been set to achieve Dyslexia Friendly Status, and how this will be monitored and evaluated on an on-going basis: DFSKM Audit and Action Plan shows actions, and on-going monitoring of work DFSKM mentioned in SLT minutes School action plan with detailed objectives, actions, those responsible and success criteria Some evidence of a Dyslexia Group set up via notes on group scrutiny of homework Survey on attitudes to writing Staff awareness training in further section 1:2 Evidence found of guidelines for meeting the needs of pupils with dyslexia within other whole school key policy documents Not : evidence of DFSKM developed in consultation with a wide range of stakeholders, including parents/ carers; and evidence of effectively communicated to those stakeholders Feedback to SLT to governors Governor s agenda for meeting Information to parentsworkshop Presentation notes to parents about DFSQM Dyslexia Checklist being used Provision menu shows strategies to support dyslexic pupils but not specific mention of dyslexia Order form resources to support dyslexic pupils Booklet on Tips for teaching dyslexics Dyslexia Policy Prospectus in folder has a few lines on going being a DFSCH but this is not on the one on the web!!! SEN leaflet for parents Single Equality policy Verify SEN Policy: On line policy for Teaching & Learning refers to links with SEN Policy SEN policy not Information on website for parents re: DFSQM Information on how learners supported DFS Policy on website New SEND Policy in line with new CoP

4 1:3 Evidence can be found in the planning documentation of all staff that they are promoting dyslexia friendly practice to meet the needs of pupils. Evidence of phonic teaching Evidence of multi-sensory activities and differentiation within Literacy and maths units and in planning Verify at visit: Children identified as dyslexic in planning notes? 1:4 School governors and parents are involved and understand the role they can play in promoting dyslexia friendly practice. Evidence can be found that these groups have participated in training (e.g. awareness, homework support etc). Evidence of parent workshop on dyslexia (incl presentation Minutes from governors meeting where DFSKM was on agenda 1:5 Evidence of a plan for on-going in-service development can be found (through school or Local Authority) in relation to Dyslexia Friendly Status. Evidence of DFSKM training to teachers and TAs Audit of staff skills re dyslexia Evidence of regular agenda on staff meetings, classroom observations as part of monitoring for environmental checks Strategies and support to staff via Pen Portraits Induction booklet for Supply or new staff Verify Awareness training to governors Verify: Follow up on response to staff skills audit planned CPD as Initial and followup responses to response? Dyslexia qualification? staff skills audit Shows increased staff confidence and skills Further development planned into Action plan including additional staff training Sept :6 Evidence is available that school induction procedures for new staff (and supply staff) make explicit reference to expectations of Dyslexia Friendly status. See above 1.5 evidence of Induction/supply staff booklet with links to Dyslexia Strategies booklet. Student/volunteer Induction handbook

5 1:7 Data should be available to indicate the following, demonstrating changes over time to reveal the impact of dyslexia friendly practice: LA SEN Audit Pupil progress for pupils on LAST caseload increase on progress for send Outcomes from JPM Register of SEND by need including Dyslexia Analysis of parent questionnaire Raise on Line data SEN making better progress than national. Schools own tracking data Verify at visit Record or analysis of reviews with parents 1:8 Evidence that resources are allocated to ensure effective implementation of the initiative, linking targeted resources to measurable outcomes. Let s talk screen showing progress for Big Moves and progress for Light Touch reading and Reading Recovery Provision Map showing entry and exit criteria and progress checks Resources ordered to support initiative 1:9 The school has established a framework for self evaluation (e.g. an audit document). This should show a continuum of development for effective inclusion including dyslexia friendly practice. DFS audit and action plan School SEF indicates work of DFSKM DFSKM group carry out observations and walks Learning Environment checklist etc. 1:10 Evidence that the school works with the Local Authority in a range of ways Pupil progress analysis for pupils known to LAST Analysis of pupil progress over year JMP evidence and outcomes Service agreements with SEND Support achieved

6 Standard Two: The Quality of Learning 2:1 The school presented a range of documents showing underlying knowledge of staff SENCo- Evidence Online Course where focus of research was on dyslexia Dyslexia training to staff Use of identification checklist for dyslexia completed example Advice for staff strategies to use to support learning for dyslexic pupils - Top Tips booklet Audit of staff skills and analysis Staff use of different learning styles in lesson plan example Intervention sheet shoeing additional support Demonstration that Teaching / Learning Support Assistants are valued members of the teaching team and apply support strategies for pupils with dyslexia. Demonstration that pupils are taught about the nature of their difficulty where appropriate Staff use of different learning styles needs verified during lesson observations 2:2 Evidence of assessment and identification: Dyslexia Checklist used and completed examples Phonic assessment Minutes of Pupil progress meetings where individual identified Evidence of individual assessment in other sections Overview of school s assessment and monitoring procedures not Policy for Dyslexia New SEN Policy updated in line with new CoP 2:3 Evidence of Programmes of learning: Class based advice for support Top Tips Evidence of differentiated planning in lesson plan, including use of TA in session SEN Provision map [1:2] Evidence of mixed grouping in class for literacy Evidence of pupil with SpLD in different ability groups for Literacy and Maths Intervention monitoring RMl, 1:1 and Big Moves Verify Pen portraits of all pupils with SpLD include individual teaching and learning strategies and are available to all staff including supply teachers.

7 2:4 Evidence that teachers use methods that enable pupils with dyslexia to learn effectively: Section not completed Need evidence for verification Provision Map variety of interventions Examples of differentiated work pupils booksalternative means of recording Dyslexia Concerns sheetshowing needs and adaptations 2:5 Some evidence that teachers use range of methods to support pupils with SpLD Photo evidence of different methods of recording and marking Homework Guide for parent 2:6 Evidence of: Transition procedures in place- evidence of meetings Staff training on managing anger Provision Map [2:2] Dyslexic Checklist Contracts in use Review meeting notes Application for extra time Evidence for marking and assessment policy Life skills development for pupil Assertive mentoring- PSP document- Actions taken to develop skills Evidence of career Week events held at school

8 2:7 Evidence of appropriate whole school awareness of Dyslexia: Evidence found in 1:3 PLUS: Staff meeting focus dates SpLD highlighted Evidence of staff INSET Governors minutes Section not completed No on-going evidence of training Follow-up actions to updated staff audit Action Plan Evidence of further staff meeting this term SENCo on central training looking at school based assessments 2:8 Evidence of monitoring of progress made by pupils with SpLD: Section not completed Example of parent questionnaire Analysis of pupil questionnaire and actions identified Evidence of monitoring reading trends over time Evidence of 6 pupils starting KS2 below L2 in readingachieving L4 at end of KS [Enhanced progress]

9 2:9 Some evidence of measurable impact of inclusive practice across school Section not completed Example of individual assessments for pupil impact of support highlighted Evidence of support for pupil shown on PM Monitoring impact of Lexia support for 4 pupils Standard Three: Creating a climate for learning 3:1 Evidence of access strategies used in: Evidence of agreed classroom practiceto be used whole school-, following whole school training Verified at visit Lesson observations 3:2 Evidence of adapted classroom organisation : Photograph evidence of use of overlays, visual methods, non- white paper, use of mind mapping and collaborative/ peer support, practical apparatus in use. List of resources, used by pupils with Dyslexia and where these resources are kept, for staff No evidence for: Seating/ lighting / labelling of resources Use of ICT through Acceleread, Accelerwrite programme Evidence of interventions in place PM Use of ICT- Lexia programme Pictures of resources to support learning used in class Verified at visit through lesson observations and lesson plans/ other curriculum planning

10 3:3 The school showed that it promoted pupil self-esteem through: Reward system Stars programmes individual and group Awards for reading Parent Support programmes and recording PSHE programme shows strengths and programmes 3:4 Measures that are in place to deal with bullying included: Policy on bullying shows evidence of recognition of link between bullying and SEN Attendance of pupils with SEN to school clubs? Display board on what children can do in case of bullying No example of systems used by parent to record concerns and how school responded to this

11 Standard Four: Partnerships and Liaison with Parents, carers, Governors and other Concerned Parties 4:1 Evidence of parental awareness of and confidence in SEN : Staff trainig on Effective Conversations Questionnaire template for parents Minutes of meetings with parents Minutes of Parent Support programme Dyslexia Day held by school 4:2 Raising parental awareness of concerns shown: SEN Policy or information on SEN on website Analysis of parent questionnaire - concerns about HW on action plan Complaints procedures in SEN Policy Evidence of action taken in light of analysis of parent questionnaire SEN procedures outlined in SEN Policy 4:3 Evidence of parental partnership shown through: Evidence of meetings with parents- review meeting minutes Assertive Mentoring files - feedback to parents documented How parents involved in procedures part of new policy

12 4:4 Evidence of parental concerns being followed up not evidenced Procedure is Complaints Policy and procedure Policy refers to recording system 4:5 The school demonstrated a working relationship with pupils through: Section from Draft SEN CoP? not school s own Pupil questionnaire template PSHE showing learning Styles and pupils strengths Dyslexia awareness day for pupils power point and notes Pupil questionnaire responses and analysis Place for pupil signature on Assertive Mentoring target sheets not always completed 4:6 Evidence of the school signposting parents to external support: Dyslexia Awareness leaflets Contact list for external agencies Is this for parents? Website not referring to SEN, dyslexia Evidence weak verification visit Displays/ Leaflets in foyer School website highlights external support available for pupils with Dyslexia and their families Top 10 tips for parents how to support their child

13 Action Points: Standard Standard 3 Action Needed Attendance of pupils with SEN to school clubs identified as area to look at through Pupil Questionnaire, Place for pupil and parental signature on Assertive Mentoring target sheets consistently to be completed General Senior managers to continue to monitor and evaluate the effectiveness of dyslexia support to ensure that standards are maintained. It would be suggested that such a review takes place on an annual basis. Conclusion: Verification Outcome: Leicester City Special Educational Needs and Disability Service (SENDS) feels that following this verification process it is delighted to award The Dyslexia Friendly Schools Quality Mark to Woodstock Primary School. The authority does, however, reserve the right to monitor the school during the life of the award, (awards are subject to re-verification after 3 years) as part of its own monitoring and quality processes. Dyslexia Friendly Schools Quality Mark Signed: Joe Dawson Head of Special Educational Needs and Disability Service