Dyslexia Quality Mark

Primary School

Staff Understanding of Inclusive and Dyslexia-Friendly Practice

Objective Aim Responsibility Date1. 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

Head Teacher

Share intention with staff Head TeacherShare intention with governors/PTA/ Public

Head Teacher/SENCo

Appoint DQM coordinatorIdentify Learning Needs and organise DQM training session

Include discussion around curriculum planning

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 plan for on-going professional development to improve staff knowledge and understanding in relation to ‘dyslexia-friendly practices.

Further training sessions is often available locally from your EMS SpLD team.

Head Teacher/SENCo

 

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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 MapSEND PolicyHandwriting PolicyMarking policyBehaviour PolicyAccess arrangementsAnti-bullying PolicySafeguarding PolicyDocuments relating to Teaching and Learning reflect dyslexia-friendly and inclusive practicesStaff know where to obtain guidance/materials regarding facets of dyslexia, and other SpLD

All staff

 

 

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Quality of Teaching and Learning

Objective Aim Responsibility Date5. Whole school assessment systems are used to identify and monitor pupils with dyslexia and other SpLD

Evidence that SENCo/Inclusion Advisor is familiar with, and proficient in using and supporting colleagues to use:Initial Checklist for DyslexiaReading AssessmentsSpelling AssessmentsMaths Assessments

SENCo

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

SENCo

6. Curriculum planning is well matched to the needs of ALL pupils including those with dyslexia

Personalised documentation matches the requirements of LA formats:

     Individual provision maps

     Inclusion Passports

SENCo Collation by:

7. Underpinning knowledge of dyslexia is embedded in teaching styles and approaches

Appropriate learning objectives / outcomes.Use of strategies and resources (see suggestions in Appendix b- Dyslexia Friendly Teaching and Learning)

Evidenced through Learning Walk

Evaluate through performance management

8. Transitions between key stages are well managed

Transition planning is evident.

SENCoDQM Coordinator

 

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The Learning Environment

Objective Aim Responsibility Date9. Evidence that each classroom is dyslexia friendly and inclusive

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)

All staff will evaluate their own learning space

 DQM lead /SENCo will select a date to audit the learning environment

Teacher evaluation of learning space date:

School Audit date:

10. Appropriate ICT is available to promote independent learning and improve access to curriculum

ICT lead will identify facilities, programmes and apps which can facilitate the independent learning of pupils with dyslexia

Lead for ICT

Information will be prepared in readiness for DQM assessment

Information collated by:

11. Access arrangements are considered for SATs and entrance examinations (if required)

Examples of access applications and accommodations  will be evident

SENCo File  collated by:

 

 

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Partnership and Liaison

Objective Aim Responsibility Date12. Children are involved in all aspects of school life

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).

DQM Lead to send out pupil questionnaire (Electronic or hard copy)

Date Sent:

Date to be returned:

Feedback Collated:

13. Effective working partnership between school and home

Evaluate parents experience of inclusive and dyslexia-friendly practices: Parent questionnaire(example appendix e)

DQM Lead to send out pupil questionnaire (Electronic or with SAE)

Date Sent:

Date to be returned:

Feedback Collated:

14. Effective partnership and liaison with appropriate outside agencies

Evidence of systematic reviews of pupil progress and records from multi-disciplinary forums.

SENCo File collated:

 

DQM Assessment

Objective Aim Responsibility Date15. Achieve DQM status

Prepare for the DQM Assessment ensuring all staff are prepared.(appendix f)

Head TeacherDQM Coordinator, SENCo

 

In meeting the above objectives the school will demonstrate excellent dyslexia-friendly practice and will also exemplify a desire to be inclusive, acknowledging the pupil as an individual with positive aspirations.

 

 

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Appendix a)

Summary Timetable in date order

Action Responsibility Date to be achieved

1 Agreement to apply for DQM following learning walk

HT and governors

Inform NYCC SpLD Specialist Team of desire to seek DQM and potential timescale.

HT

2 Whole school dyslexia training All staff3 3-year School Development

Plan CPD/INSET schedule includes Inclusive or dyslexia specific events

HT and SENCo

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

SENCo

6 Audit curriculum planning to reflect inclusive / dyslexic accommodations

DQM Lead

7 Audit staff to ensure that teaching reflects dyslexia-friendly /inclusive practices (appendix b)

Performance management

8 Audit of personalised documentation (including in relation to transitions)

SENCo/DQM Lead

9 Audit classroom environments(appendix c)

All Staff/DQM Lead

10 Audit ICT Lead for ICT with DQM Lead11 Audit clarity of access

arrangements/accommodationsSENCo/ HT

12 Evaluate pupil experience (appendix d)

DQM Lead

13 Evaluate parent experience (appendix e)

DQM Lead

14 Audit MDT meetings and subsequent action plans

SENCo/ DQM Lead

15 Request DQM Assessment DQM Lead16 Organise DQM assessment visit

including identification of the group with at least some characteristics of dyslexia (appendix f)

HT/DQM Lead

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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 learningUse of appropriate Assessment for LearningEvidence of a multisensory approach emphasising visual and kinaesthetic learning strengthsCollaborative approaches and active learningTA 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 abilityPupil Voice is evident in schemes of work etcAccess Arrangements are understood by subject staff and assistive technologies / word processing / other arrangements are used regularly. Subject staff add to the portfolios held by SupportAlternatives to written recording are used including assistive technologiesWorking memory difficulties, weak phonological awareness (the sounds in words) and verbal processing speed are taken into account for inputs, explanations, questioning and feedbackCopying from the board is avoidedTeaching and learning styles are variedWriting 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

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Appendix c)   Inclusive Classrooms

Adaptation/accommodation Achieved Not Applicable

Blinds on windows - to reduce visual distractibilityClassroom is de-cluttered (e.g. avoiding washing lines)Consideration is given to the potential for auditory distraction e.g. sound carrying from other areasAll displays written in Comic Sans Font/Ariel/other DFAvailability of coloured overlays or targeted useUse of buff/pastel background on whiteboardAvailability or targeted use of buff/pastel exercise books/paperTable-based self-reference support is available e.g. Clicker word banks, word mats etc. for pupils with dyslexiaKey words should be in alphabetical order and where possible be accompanied by symbols/ pictures to support reading and spelling.Context dependent:Adapted writing toolsVisual timetablesAvailability of privacy boardsAvailability of ear defendersTennis ball rockers for chairsAvailability of move ‘n’ sit cushionsSpLD 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 groupRoom numbers or teachers names clearly displayed

Alternatives to written recording are offered / access to assistive software / ICT where appropriatePupils’ SMART targets are easily accessible / visible to ensure they stay in focusGroupings and room layouts encourage active

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multisensory learning and collaboration according to level of intellectual functioningWorksheets: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 classroomVocabulary is presented alphabetically to aid speed of reference unless inappropriate for topicMain 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 avoidedConsider 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 distractingPosters are removed once event has taken place. Best practice is maintained with digital photographs so that

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they can be repeated / used as models / added to DQM file Appendix d) Pupil Questionnaire

The sample email 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 -

https://docs.google.com/forms/d/1QEI0DQs6bICB200je5E887ISB4O4k1dHAnRXmN353zE/viewform?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

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Appendix e) Parent Questionnaire

The sample email in the box below has an embedded link to an online questionnaire that can be made available to parents by email. 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”).

DearOur 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]:

https://docs.google.com/forms/d/1wPTAloxU90SQAuOMtv2LKVcYQ0XmTIvqYLDFqqBuRBE/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

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Appendix f)   DQM Assessment Visit

  Activity TimeMeet with Head Teacher, DQM lead and SENCoPurpose: 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.

8.30 – 9.00

Review parent and pupils feedback (Pupil Voice will also be collected during learning walk) 9.00 – 9.30

Evaluate school policies and procedures (SENCO / DQM Lead or HT to be available to answer queries) 9.30 – 10.15

Learning Walk - throughout the school facilities and classrooms (unaccompanied). The team will also need to meet the ICT coordinator.

10.15 – 12.00

Interview with a representative group of teachers (depending on size of school) and Teaching Assistants. This can be over lunch.

12.00 – 12.30

Assessors discuss all feedback and information then formulate recommendations 12.30 – 13.00

Feedback to HT, DQM Lead and SENCo on the 5 Standards 13.00 – 13.30

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.

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