South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

South Ayrshire Council Dyslexia Friendly Schools Handbook

South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

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

Barassie Primary 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 FERGUSON, MONKTON PRIMARY SCHOOL 2011

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National Dyslexia South Ayrshire DFS Developments Learning Journey

(Scotland)

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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)

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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 South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

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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South Ayrshire Dyslexia Friendly

Schools Self Evaluation Model

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

DFS Steering group in school – parent and pupil

links School DFS Key teacher links with DFS network

Prepare DFS audit and draft action plan

DFS Key teacher Whole school DFS training and follow – through with attends network involvement of pupils and parents and training sessions

Implement DFS action plan derived from SAC Self evaluation indicators

Prepare DFS evidence portfolio Feedback from staff, Completion of DFS self evaluation process at parents and pupils identified levels – bronze, silver, gold

Accreditation by SAC DFS steering group based on Support from link collated evidence, audited views of school community, Educational and school presentation at accreditation meeting Psychologist

Maintenance and moderation of DFS DFS Awards strategies in learning and teaching

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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 Cluster DFS Group network and share DFS DFS Network meetings good practice e.g. CfE Learning Festival – DFS group through Cluster initiatives 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

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Example: Dyslexia Friendly Schools Newsletter: January 2014

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. Neil returns to SAC 6. Ensure the pupil, on transfer to secondary school, is labelled "naughty" rather than in on 11th February to need of support. Ensure none of their teachers is aware of dyslexia or of how needs may work on DFS with have been identified or met in primary school. 7. If the pupil gets support, ensure it is focused on improving reading accuracy at the the Belmont Cluster expense of functional reading with little or no emphasis on learning to learn, planning or and Girvan organisation. "Death by phonics" is essential, especially if the pupil prefers to acquire literacy skills in other Academy……. 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)

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 Cameron Dawson from Gold and Silver Accreditation Primary Doonfoot Primary CSB had his DFS poster Workshops featured in Dyslexia

rd Scotland’s magazine, Monday 3 February DFS Gold: Prestwick along with artwork from Academy 3.30 -5pm Monkton, Struthers, Newton, Kingcase and Tuesday 4th February DFS Silver: Glenburn Primaries and Alloway Learning Centre 3.30 -5pm Prestwick Academy

To book: email margaret.crankshaw@south- Congratulations to ayrshire .gov.uk Coylton Primary and Congratulations to Kyle Academy – who have achieved Sacred Heart Primary their Bronze DFS Award Schools on their DFS Gold Award!

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Dyslexia Friendly Schools

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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SOUTH AYRSHIRE COUNCIL DYSLEXIA FRIENDLY SCHOOLS PROJECT Bronze Award (Primary Schools)

Accreditation Process

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SOUTH AYRSHIRE COUNCIL 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 Training and awareness raising for all staff Audit of current practice, with input from teachers, support staff, parents and pupils 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 Building parent partnership and support Additional training and networking for DFS link teachers 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

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Accreditation

Accreditation of progress in SAC 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.

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.

In addition, the following may be valuable:

Summary analysis of original audit information which provides a baseline 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

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.

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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 COUNCIL: DYSLEXIA FRIENDLY SC HOOLS PROJECT (PRIMARY SCHOOLS)

PRIMARY SELF EVALUATION INDICATORS (BRON ZE LEVEL) Name of school Date completed Completed by :

Statement Evidence Planning Working Completed Level towards Area 1 Whole school commitment to DFS 1.A school Dyslexia Policy Statement written in clear English is in place and B available to all staff and parents 2.SAC Dyslexia Support Pack (Revised November 2010) is available to all B staff, and all staff are aware of SAC guidelines 3.A key Dyslexia Friendly School link member of staff is identified who is B responsible for implementing and monitoring DFS progress with SMT support Area 2 Early identification and intervention 1.Pre-literacy check-ups from nursery are followed up, and continued B tracking used as a basis for literacy profiles 2.Enhanced early literacy experience is established through active B learning in a classroom context 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 B assessment, and their role in the process 2.Pupil Support Staff have access to a selection of published and B computer based literacy assessment tools 3.The school can access advice and support on assessment and B intervention from SAC Educational Psychologists 4.External Assessments from professionals such as Chartered B Educational Psychologists are valued and may be used to contribute information to the child’s profile

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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 B available (e.g. Coats Box) 3.There is appropriate access to individual resources specified in child’s B action plan or IEP Area 5 Pupil Perspectives 1.All children are given information about dyslexia appropriate to their B age and level of understanding Area 6 CPD 2.The school has a systematic and supportive policy on dyslexia CPD for B all school staff 3.All teaching and support staff have attended at least B a basic dyslexia awareness raising session in the last 3 years 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 B strategies (including ICT) available in Secondary School, and how to access them. 2.Children are consulted about sharing information B about their Dyslexia with new peers Area 8 Partnership with parents 1.All Parents are made aware of the DFS process and SAC guidelines on B Dyslexia assessment and intervention 2.Parents are given clear written early notice of any school concerns on B literacy progress 3.Parents’ concerns are respected and acknowledged B 4.There is a system in place for informal regular sharing of information B about progress, supports in place, and targets

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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 Policy draft discussed by staff Paper Copies available for Feedback from staff in clear English is in place and available to all Policy draft discussed with school parents raising concerns Feedback from parents staff and parents council Copy in parent pack Staff handbook Policy in Staff Room and welcome area Pupil version of policy Action plan Policy on web site Pupil version of policy DFS policy 2.SAC Dyslexia Support Pack (Revised Electronic Pack on school shared area Key Sections for Primary staff Staff feedback November 2010) is available to all staff, and High level of focus in school copied for all staff members Minute of staff meeting all staff are aware of SAC guidelines Check all staff aware at staff Steering group minutes meeting Action plan 3.A key Dyslexia Friendly School link member JB identified with ST as back up Steering group formed DFS link diary of activities of staff is identified who is responsible for SMT minutes implementing and monitoring DFS progress Action plan with SMT support Area 2 Early identification and intervention 1.Pre-literacy check-ups from nursery are Check nursery information on pre-literacy especially phonological Literacy profiles –samples followed up, and continued tracking used as a awareness Screening results summary basis for literacy profiles Staged Intervention data Staged Intervention paperwork for children with ASN including pre- literacy delay Feedback from staff Action Plan 2.Enhanced early literacy experience is Evidence of good literacy practice in P1 Photographs established through active learning in a Feedback from children classroom context Feedback from staff Action plan 3.Staged intervention procedures are in place Staged Intervention sample from nursery / P1 paperwork where applicable Summary of staged Intervention in P1 Area 3 : Assessment 1.All staff are clear on SAC guidelines on Training for staff on SADT Evaluation of training Dyslexia identification and assessment, and Training on Dyslexia identification and assessment Feedback from staff

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their role in the process School literacy action plan /strategy School guidance on Teachers are open minded identification and assessment Teachers identify dyslexia through their response to everyday teaching Action Plan Assessment information informs target setting 2.Pupil Support Staff have access to a Compile Assessment Resource List for school including ICT Feedback from Pupil Support selection of published and computer based Assessment tools are up to date and comply with SADT advice staff literacy assessment tools Time is available for assessment Sample reports Action plan 3.The school can access advice and support Service Agreement document Feedback from staff on assessment and intervention from SAC Meeting with Ed Psych Samples of Consultations Educational Psychologists 4.External Assessments from professionals Consistent practice from staff in dealing with private reports supplied Feedback from staff such as Chartered Educational Psychologists by parents Feedback from parents(where are valued and may be used to contribute appropriate) information to the child’s profile Area 4 Dyslexia Friendly Classroom 1.All teachers implement a range of DFS DFS awareness clear Pupil Passport DVD of good practice strategies Provision mapping for Pupil help card Classroom displays individual, group and class Supply teacher alert system Learning walks and Thinking breaks Learning preferences acknowledged observations feedback from Pupil presentations Pupil workshops SMT DFS Homework strategies Pupil Assemblies Feedback from staff DFS Marking policies Young people’s self-esteem ratings are Feedback from pupils Cooperative teaching considered in planning groups Action plan 2.Classrooms are well organised with easily Coats Box in prominent place Home –school USB stick Photographs accessible dyslexia aids available (e.g. Coats and widely used Audio books Pupil feedback Box) Use of ICT resources Action plan encouraged as normal Feedback from staff practice Feedback from pupils 3.There is appropriate access to individual Individual DFS kits available Appropriate ICT in place and Parent and pupil feedback at resources specified in child’s action plan or “normalised” IEP /action plan review IEP Case studies Action plan Area 5 Pupil Perspectives 1. All children are given information about Circle Time Assembly presentations by pupils Drama presentations dyslexia appropriate to their age and Dyslexia books / leaflets Drama Assemblies level of understanding available Workshops Art work

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Library displays Work on famous dyslexics Feedback from pupils Dyslexia Walls Action plan Trying out dyslexia aids Area 6 CPD 1.The school has a systematic and supportive Short paragraph in Dyslexia Policy document Feedback from staff policy on dyslexia CPD for all school staff Policy extract 2.All teaching and support staff have attended Awareness raising course delivered and evaluated CPD audit at least a basic dyslexia awareness raising All new staff can access module training e.g. Journey to Excellence Evaluations session in the last 3 years module Photographs of activities Feedback from staff 3.A record is kept of staff training and audit Record set up Staff audit of training needs Individual staff CPD records Area 7 Planning at Primary – Secondary Transition 1. Children have information about the range Liaise with Secondary Schools about supports and strategies Pupil feedback of supports and strategies (including ICT) P7 Transition groups or alternative networking P7 transition group planning available in Secondary School, and how to P7 transition profiles Photographs access them. 2.Children are consulted about sharing P7 interviews Pupil feedback information about their Dyslexia with new peers Area 8 Partnership with parents 1.All Parents are made aware of the DFS Newsletters Press Feedback from parents process and SAC guidelines on Dyslexia Letters Parent leaflets available for all parents Leaflets for parents assessment and intervention Websites Parents given opportunities to support Extracts from website DFS process Audit process Action Plan 2.Parents are given clear written early notice All class teachers and support staff aware Feedback from parents of any school concerns on literacy progress Parents are clear what action is being taken Feedback from staff Logs of parents’ meetings are kept and shared with parents Logs of parent meetings Sample records 3.Parents’ concerns are respected and All class teachers and Parents are given leaflets on supporting Feedback from parents acknowledged support staff aware children’s reading / spelling/ paired Problem solving “drop ins” reading etc. 4.There is a system in place for informal Involvement of parents in Praisepods Sample paperwork regular sharing of information about progress, planning and review of Text and email communication used Action plan supports in place, and targets progress clearly laid out consistently Parent feedback

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SOUTH AYRSHIRE COUNCIL: 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 Weekly as appropriate) Monthly Every 2-3 months

Every term Names of parents involved with Steering group( or similar)

Dates of whole staff training(please school insert dates) cluster

authority e.g. Neil Mackay other

Dates of parent workshops (or similar)

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SOUTH AYRSHIRE 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 COUNCIL: DYSLEXIA FRIENDLY SC HOOLS PROJECT

(BRONZE LEVEL ACCREDITATION)

Staff Feedback

Please indicate your response to each of the following statements

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

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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SOUTH AYRSHIRE COUNCIL

DYSLEXIA FRIENDLY SCHOOLS PROJECT

Silver Award (Primary Schools)

Accreditation Process

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SOUTH AYRSHIRE COUNCIL 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 Training and awareness raising for all staff Audit of current practice, with input from teachers, support staff, parents and pupils 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 Building parent partnership and support Additional training and networking for DFS link teachers 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

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Accreditation

Accreditation of progress in SAC 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 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.

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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. 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. 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 DFS resources developed by the school 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 Date completed Completed by :

Statement Evidence Planning Working Completion Level towards Date Area 1 Whole school commitment to DFS 4.The school library is included in Dyslexia Friendly S Practice

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

Area 2 Early identification and intervention 4.SAC Dyslexia Identification Checklists, or similar, are used regularly to record S and address concerns 5.Effective information sharing is in place with other agencies such as Speech S and Language Therapy Area 3 Assessment 5.All teaching staff are familiar with, and S demonstrate good practice from, AddressingDyslexia.org

6.All teaching staff are familiar with ”check-up” S material for literacy skills to assess progress 7.Dyslexia friendly good practice is in place S when marking everyday assessments Area 4 Dyslexia Friendly Classroom 4.Peer support is well organised and innovative S 5.Learning is differentiated appropriately for S individual learning needs Area 5 Pupil Perspectives 2.Feelings of learning failure, frustration and anxiety are acknowledged and S addressed 3.Children’s views are respected and considered, particularly in relation to : S Learning resources

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Learning groups How adult support is used

4.Children are encouraged to identify their strengths and needs, and become S independent learners Area 6 CPD 4.Staff are encouraged to network and share DFS good practice between S schools Area 7 Planning at Primary – Secondary Transition 3.Children are clear what information is being passed on to Secondary subject S teachers 4.Pupils who will access Dyslexia supports at Secondary school are offered the S chance to participate in a P7 Dyslexia Transition group or similar networking experience Area 8 Partnership with parents 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

Area 1 Whole school commitment to DFS Action Evidence

4.The school library is included in Dyslexia Dyslexia resource area Audio books available Pupil feedback Friendly practice Children’s books about Dyslexia - display Listening Post Parent feedback Books coded /banded discreetly for reading level Exhibitions /art work Librarian feedback 5 finger rule posters /workshops Audio corner Photographs Dyslexia publicity /posters/ leaflets for pupil DF books Book banding Oxford owl e books Community library involved Nonfiction/ low text books Community library visits /workshops Comics and magazines Reading for Gold type schemes Book reports Shared and paired reading Reading reviews , logs and blogs Children’s views on books available 5.Dyslexia Friendly Practice is included in SAC DFS homework policy used by all staff Pupil feedback on homework (smiley face etc.) Homework Policy school homework policy, marking policy and SAC DFS marking policy used by all staff Information on homework and marking on school Marking policy Induction procedures for new staff Written Information for parents on homework website Induction procedures and marking Style of homework altered to give more flexibility Feedback from parents on Homework Info card for pupils for learning style homework Differentiated targeted homework where agreed Different formats for submitted homework – Feedback from new with pupils and parents bullet points, mind maps, diagrams /temporary staff on DFS Creating DFS Homework good practice with pupils Homework peer buddy / phone- email-text induction Regular evaluation of homework learning targets contact Case studies School positive marking code Feedback from pupils on homework Area 2 Early identification and intervention 4.SAC Dyslexia Identification Checklists, or Ensure all staff are familiar with checklists Benchmarking Sample completed checklists similar, are used regularly to record and Clear procedure for using checklists, outcomes Lexion Number of checklists address concerns and next steps completed/ number Ensure checklists are readily available significant Feedback from school staff 5.Effective information sharing is in place Agencies : SALT/ OT/ Ed Psych Feedback from school staff with other agencies such as Speech and Proactive discussion of literacy related issues and agencies Language Therapy Involvement in target setting / IEPs etc for individuals Feedback from parents Teaching staff released to consult and plan with agencies Review process Area 3 Assessment

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

5.All teaching staff are familiar with, and Staff training on AddressingDyslexia.org Evaluation of staff training demonstrate good practice from, the Scottish High profile of AddressingDyslexia.org in school Dyslexia Assessment Toolkit Parents directed to AddressingDyslexia.org SMT Focus www.AddressingDyslexia.org Staff “Treasure Hunt” CPD 6.All teaching staff are familiar with ”check- Audit of “check-up” material used and what happens to results List of checkup material up” material for literacy skills to assess SAC Checklists on staff shared area available from P1 –P7 progress SAC checklists in Forward Plan folders 7.Dyslexia friendly good practice is in place Advice on DFS marking available to staff Feedback from pupils and when marking everyday assessments DFS marking explained to pupils and parents parents

Area 4 Dyslexia Friendly Classroom 4.Peer support is well organised and Literacy circles Buddies Photographs innovative Paired and shared learning experiences Homework buddies (swap email/phone numbers) Pupil feedback from Cooperative learning Elbow partners supporters and supported Paired proof reading Duos and Trios pupils Age partner peer support Mixed reading groups Age difference peer support e.g. paired Use of choral reading reading Paired spelling Circle Time Peer celebration of attainment /progress Buddy benches in playground 5.Learning is differentiated appropriately for Response to assessed need is clear Spelling strategies e.g. Neil Mackay’s deconstruct Learning walks individual learning needs Provision mapping in place words (hand under chin /clap Staff self evaluation Key points revised on whiteboard syllables/make/break/jumble/ discuss then LSWCC Feedback from pupils Colour coded whiteboard areas Writing – range of scaffolding and recording options – Homework on whiteboard in homework area doodle planning margins/ post it group planning Homework is differentiated where necessary /highlighted big space lines/ cream paper/ VCOP – appropriate, positive and of benefit Blu tack finger spacing + full stops Individualised computer aided learning Use of age appropriate resources Systemic individualised cumulative teaching Toolkit / Coats Box available for learner directed differentiation

Area 5 Pupil Perspectives

2.Feelings of learning failure, frustration and Informal Individual / small group support built Noticing and adjusting Pupil feedback anxiety are acknowledged and addressed into timetable( may be disguised) Flexibility of teaching response Case Studies Dyslexia story books dealing with emotional Project work on Famous Dyslexics impact of literacy failure Pupils feel able to express and share views(who didn’t Effective communication with parents previously) Learning conversations Pupil Dyslexia support group Dyslexia mentors/ leaders Explicit links with Resilience curriculum Creating confident kids Celebration of pupil awareness and taking ownership

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

Open door policy with parents of learning Bounceback material Avoiding blame “Cando” dyslexia mascot Open door policy for parents Lessons adjusted in response to pupils Risk signs - Immediate opportunity for teacher Worry boxes informal chat Art activities

3.Children’s views are respected and Individual support -time to listen Pupil feedback considered, particularly in relation to Peer support Learning resources Involvement of pupil council Parent feedback Learning groups Dyslexia Card system How adult support is used 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 4.Children are encouraged to identify their Learners are empowered and can exercise choice Feedback from pupils strengths and needs, and become Dyslexia “help” cards available Feedback from staff independent learners AiFL Observations Pupil Voice strategies Case Studies Area 6 CPD 4.Staff are encouraged to network and share Cluster activities and literacy projects Share good web links and information on recent Attendance at network DFS good practice between schools Joint CPD research meetings etc. Delivering training to other schools Staff have up to date knowledge –especially about Evidence of shared good Joint meetings with parents e.g. at Transitions Scottish policies and practice practice Material shared on “secret place” Shared activities for pupils across schools DFS folder on staff shared area Participation in SAC Exhibitions and competitions Attendance at Cluster networking meetings Sharing evidence of good practice from accreditation Leading network meetings and activities process Stage partners across schools Area 7 Planning at Primary – Secondary Transition

3.Children are clear what information is being Liaise with Secondary School Feedback from P7 pupil council Pupil feedback passed on to Secondary subject teachers Pupils involved in transition profiles 4.Pupils who will access Dyslexia supports at P7 Transition groups or alternative networking Pupil feedback Secondary school are offered the chance to Parent feedback participate in a P7 Dyslexia Transition group Area 8 Partnership with parents 1. Information from parents contributes to Protocols for parent information on early Parents’ questionnaire Feedback from parents staged intervention planning development in place Consistent practice with all New document for enrolment procedures Evidence of tracking and parents at Stage 1 intervention Ante-pre and pre-school registration should responding to parental include informal family history of dyslexia concerns

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South Ayrshire Council: Dyslexia Friendly Schools: Application for Silver Accreditation

Date of Application: School:

Completed by:

Start date of DSF process

Key link for school

Members of School Steering group

Date of Bronze Award

Summary of “Journey to Silver”

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South Ayrshire Council Dyslexia Friendly Schools Gold Award (Primary Schools)

Accreditation Process

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SOUTH AYRSHIRE COUNCIL 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 Training and awareness raising for all staff Audit of current practice, with input from teachers, support staff, parents and pupils 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 Building parent partnership and support Additional training and networking for DFS link teachers 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

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Accreditation

Accreditation of progress in SAC 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 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.

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.

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 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.

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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 Yes Bronze and Silver before I apply for Gold? 2 Is Gold different from Yes – the process has to be particularly robust, transparent and consistent to have Bronze and silver 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 Several schools have already produced excellent evidence for gold indicators at wait before “going for their Bronze and Silver accreditations – so the time will vary depending on how gold”? 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 Yes – but on a very small scale with a brief write up – around 1000 words. Ideally research project? 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 Joining the DFS project at any level has been a voluntary opt in for SAC schools. Gold? 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 As far as possible - Yes - in order to indicate awareness and understanding of most need to include views pupils and parents, and to give everyone an opportunity to express their views. of all parents and There should be no parents or pupils who don’t get a chance to give their views pupils? on DFS at the stage of Gold submission

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7 Where does the It happens in the school in a convenient room. The school is responsible for accreditation making up a programme for the morning over at least three hours –see sample happen? programme. 8 Who arranges School Link educational psychologist sets date with school at least 2 accreditation? 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 Preferably class teachers not involved with leading DFS but this will very much team want to meet? depend on who can be made available 10 Who chooses the The team will decide, but on the advice of the Head Teacher - a sample covering classrooms for the different stages is best. It may be appropriate to include the nursery class. Accreditation team to visit? 11 Which parents will Inevitably the parents who are keen to be interviewed are likely to feel strongly the team want to about DFS - one way or the other! Ideally a representative sample of parents who meet? 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 You may wish to use pupil presentations in your evidence, but on the Gold presentation? 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 A Gold DFS certificate and permission to use DFS Gold logo - and the satisfaction get? of a job well done! 14 What happens after After the celebration….there will be a continued need for schools to prioritise Gold? 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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 Highlighted lined paper  Whiteboard colour coding Some DFS Classroom Checklist  Ear Defenders Reminders….  Mnemonics

 Interesting Literacy  Tricky/common word banks resources  Explicit reference to DFS in  Use of highlighters to find classroom e.g. DFS posters, keywords. DFS tip of the week  Blu tack for end of  Class DFS rep sentences.  DFS badges  North Lanark Active literacy  Peer assisted learning and  Post-it planning assessment  Must, should, could  Peer advocacy homework  Pupil Voice and Choice  Clear target setting  DFS Blogs  DF homework strategies  DFS Art Work  Variety of spelling  Pick and Mix DFS Resources strategies.  Literacy circles  Reading rulers  Cooperative learning  TCPQR  Learning style awareness  DFS Displays  Traffic lights  Famous Dyslexics  Organised and labelled  Key words resources  DFS Displays  Use of ICT to address  Information for Supply barriers to learning Teachers  Writing “scaffolds” for  Pupil ownership of editing skills. strategies  Mind mapping and bullet points.

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PRIMARY SELF EVALUATION INDICATORS (GOLD)

Name of school Date completed Completed by :

Statement Evidence Planning Working Completed Level towards Area 1 Whole school commitment to DFS 6.The school community has a consistent, inclusive and positive approach to dyslexia which G is fully supported by all staff 7.Rich data on literacy attainment is regularly evaluated on a whole school basis, and clearly G impacts on children’s learning 8.Teachers are supported to evaluate their contribution to DFS good practice G 9.Innovative literacy projects are introduced on a regular basis G Area 2 Early identification and intervention 6.Awareness of children “at risk of literacy failure”, and appropriate intervention, is well G established in the Early and First levels Area 3 Assessment 8.Dyslexia assessment is an integral part of the ongoing process of identification, G intervention and evaluation of progress for all children 9.Assessment relates to Literacy attainment and in addition, Early development, Educational G history and experience, Learning style and strengths, Child’s perspectives on learning Area 4 Dyslexia Friendly Classroom 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 G children Area 5 Pupil Perspectives 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 Area 7 Planning at Primary – Secondary Transition 5.Children and young people are confident that their P7 transition was well planned and G supported by their Primary School Area 8 Partnership with parents 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

Area 1 Whole school commitment to DFS Action Evidence 6.The school community has a consistent, Evidence of good practice DVD Pupil podcasts and blogs HT Termly evaluations of good School council minutes inclusive and positive approach to Dyslexia week Contacts with a famous dyslexic practice Steering Group minutes dyslexia which is fully supported by all DFS Assemblies Visits form adult / secondary Cluster based celebration School Improvement plan staff Drama pupils who are dyslexic with a Website updates School Standards and Quality Art Exhibition positive message School based celebration Report Poster display Effective communication with Displays in community library Learning walks feedback Newsletter updates parents Teacher peer evaluation within Teacher peer review Community news Dyslexia Wall Clusters SMT minutes DFS “champions” DFS pupil group broadcast Staff feedback Termly progress feedback from interview UWS Website staff DFS Toolkit event Audit process DFS newsboard Questionnaires 7.Rich data on literacy attainment is INCAS Curricular check-ups e.g. phonics/ word reading/ non- Literacy profiles and tracking regularly evaluated on a whole school PIPS word reading/ labelling/auditory discrimination - use data basis, and clearly impacts on children’s AfE of SAC Assessment toolkit in pink pack Literacy progress overview learning Lexion Strengths and weaknesses profile from Stage1 for each class SAC Information Pack Assessment toolkit Children keep personal learning diaries (mind maps/ Provision mapping linked to Phonological Awareness checks stick ons/ ) identified individual and class Rigorous system in place to identify and monitor Focus on individual learning journeys needs pupil attainment and achievement Children’s self evaluations 8.Teachers are supported to evaluate their Using the “D” word comfortably Negative responses from parents High profile with SMT Staff feedback contribution to DFS good practice Positive attitudes to DFS listened to Peer support / critical friend Key teacher feels supported Inservice and / or twilight time DF SMT support for teachers by SMT allocated to supported self- Ongoing review of DF classroom evaluation and use of DFS practice with next steps identified strategies 9.Innovative literacy projects are Paired Reading Hearsay Roald Dahl day Action Research introduced on a regular basis Literacy circles Reading routes World Book day write up Cooperative learning – spelling Big writing Resource day for staff- based on P1/P2 Sound folders Phonics Bug decodable readers Kung Fu punctuation Jelly and Bean Books VCOP Igniting the writing North Lanarkshire Active Literacy Reading Recovery Rainbow Reading Headstart programme Lexion Active spelling Extreme reading Area 2 Early identification and intervention 6.Awareness of children “at risk of literacy Benchmarking records Staff Awareness of links with attentional and Case studies failure”, and appropriate intervention, is Consistency of interpretation of “at risk” working memory weakness Feedback from staff well established in the Early and First Staff Awareness of links with specific language/ Borrow me books system levels

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communication disorders Early literacy profiles Area 3 Assessment 8.Dyslexia assessment is an integral part of Clear tracking procedures Use of SAC Assessment toolkit Feedback from SMT the ongoing process of identification, Staff training Work with pupils on learning styles intervention and evaluation of progress for Viable format for literacy tracking of assessment and Work with pupils on philosophy for kids all children interventions 9.Assessment relates to Literacy Use of SAC Assessment toolkit Literacy profiles attainment and in addition: Learning journeys Early development Literacy profile relates to these factors Case studies Educational history and experience Pupil Consultation questionnaires Learning style and strengths Child’s perspectives on learning Area 4 Dyslexia Friendly Classroom 6.The impact of all children’s “dyslexia Ethos checklist Classroom observations highlight good practice Feedback from pupils awareness” is clear in classroom ethos Use of DFS resources by pupils Observations of teaching Proud board Unsolicited positive feedback 7.Children who may be dyslexic are Pupil awareness of learning targets Group just below the Cut Off for ASN targeted Learning walks motivated to learn and evaluate their Children looking for celebration of success Regular information on progress progress Self checking Traffic lights Case Studies Gettable targets Learning hour Celebration of “good enough” spelling Learning journeys Individual pupil feedback Self checking Child Friendly IEPs HT award scheme 8.Teachers are “noticing and adjusting” Evidence of noticing and adjusting Observations of classroom practice Learning walks effectively with a positive impact on Using “time to think” Teachers share good practice – magpie ideas learning for all children Teacher flexibility Noticing and adjusting cards in each classroom Teachers’ planners “normalising the special” Area 5 Pupil Perspectives

5.Children can demonstrate their Famous Dyslexic materials Art work Short presentation Pupil Feedback understanding of dyslexia at an appropriate Circle Time Health and Well Being links Drama level Poster making Resilience link Area 6 CPD 5.Action research projects which pilot DFS Summaries of action research Book club P7 Literacy challenge – Reading between the lines Action research write up/ good practice are encouraged and Story Bags evaluation supported Area 7 Planning at Primary – Secondary Transition 6Workshops are available for parents on Workshops set up and publicised to all parents e.g. Provide DVD of school DFS practice for parents who Evaluations supporting children with Dyslexia what is DFS/ how to help children be enthusiastic can’t attend workshops DVD readers / helping with homework Pupil presentations to parents 7Parents are confident that the school has Obtain parent feedback regularly / annually Feedback from parents a positive approach to Dyslexia 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:

Start date of DSF process

Key link for school

Members of School Steering group

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:

Date:

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

 A school steering group with input from pupils and staff

 All parents informed of DFS initiative and kept up to date

 Training and awareness raising for all staff

 Feedback from teachers, support staff, parents and pupils

 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

 Building parent partnership and support

 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:

Area 1 Whole school commitment to DFS 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 Area 2 Early identification and intervention 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 Area 4 Dyslexia Friendly Classroom 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 Area 5 Pupil Perspectives 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 Area 7 Planning at Primary – Secondary Transition Children and young people are confident that their P7 transition was well planned and supported by their Primary School Area 8 Partnership with parents 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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South Ayrshire Council

Dyslexia Friendly Schools Project

Bronze Award (Secondary)

Accreditation Guide

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Introduction

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

Neil MacKay, 2001

“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:

A designated DFS member of staff who links with key staff in other pilot schools 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 and implementing over a 2 year period (approximately) Closely involving children and young people Building parent partnership and support Additional training and networking for DFS link teachers

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 Addresses negative socio-emotional and attitudinal aspects of dyslexia Antidote to “one size fits all” approach to dyslexia intervention Focus on parent partnership

Aims of Dyslexia Friendly Secondary Schools

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 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

Accreditation of progress in SAC 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 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

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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 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.

In addition, the following may be valuable:

Summary analysis of original audit information which provides a baseline DFS resources developed by the school Evidence of training e.g. photographs, evaluations, presentation content 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. 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

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

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

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 COUNCIL: DYSLEXIA FRIENDLY SC HOOLS PROJECT (SECONDARY SCHOOLS)

APPLICATION FOR ACCR EDITATION (BRONZE L EVEL)

DATE OF APPLICATION:

SCHOOL:

COMPLETED BY:

Start date of DFS process

Key link for school

Previous key links (if any)

Members of School Steering group

Steering group meetings (please tick Weekly as appropriate) Monthly Every 2-3 months

Every term Names of parents involved with Steering group( or similar)

Dates of whole staff training(please school insert dates) cluster

authority e.g. Neil Mackay other

Dates of parent workshops (or similar)

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SOUTH AYRSHIRE COUNCIL: 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 66 | P a g e

Dyslexia Friendly Secondary Schools: Self Evaluation Toolkit: Bronze indicators

Statement Evidence Planning Working Establish Level towards ed 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 B a Dyslexia Friendly School 4. A key DFS School link member of staff is identified who is responsible for coordinating and B monitoring progress towards DFS status, with SMT and whole school support 5. A Dyslexia Policy Statement is part of the Pupil Support policy, which is available to all staff B and parents Area 2 Identifying needs

1 There are clear procedures in place for identifying learners with dyslexic difficulties through B the Staged Intervention system, including concerns from pupils or parents 2 All staff are given notification of children with identified dyslexic or literacy difficulties, and B specific strategies are highlighted 3 Systems are in place to ensure that teaching staff are familiar with national guidance on B Dyslexia Assessment (Scottish Assessing Dyslexia Toolkit) and SAC identification checklists 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 B SQA Verification procedure Area 3 Meeting Learner Needs

1 Classrooms are well organised with accessible dyslexia friendly supports and strategies B available e.g. subject specific word lists, toolkits, post-it planning, photocopied notes from whiteboard, alternative forms of recording and assessment 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. 67B | P a g e 6 Assessment information and identified support strategies are communicated effectively B Area 4 Pupil Perspectives

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

1 All teaching and support staff have completed at least a basic dyslexia awareness B raising course in the last 3 years 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 B range of DFS supports and strategies (including ICT) available at Secondary and how to access them if appropriate 2 At Primary 7 transition, children with identified dyslexic barriers to learning should have the B option to attend a transition workshop or similar experience

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

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

5 Children and Young People are clear what information is being passed on to teachers and B other professionals who are supporting their post 16 transition e.g. Skills Development Scotland staff Area 7 Partnership with parents

1. All Parents and carers are made aware of the Dyslexia Friendly School development, and SAC B Guidelines on Dyslexia 2. At Primary-Secondary transition, all parents are informed of school systems in place to B support young people with Dyslexia, and appropriate contact details 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 B clear guidance on how, and when, information on progress and targets is shared

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

Dyslexia Friendly Secondary Schools: Self Evaluation Toolkit: Bronze indicators

Action Planning Roadmap

Statement Evidence Area 1 Whole School Commitment to DFS 1 All members of the school community are School Improvement plan Parent Questionnaires -results involved in the DFS process Audits of staff, parents and pupils -results Pupil input to Steering group -minutes Information on DFS to all parents -examples Staff training -evaluations Department links to Steering Group –diagram Parent workshops -evaluations Parent focus groups School website DFS area School Librarian on Steering group School website updates Awareness raising assemblies Dyslexia displays Poster /logo competitions Suggestions box DFS file on staff shared area Parent ideas invited “Secret place” link from staff shared area DFS Wall Regular updates in Staff news Links with School Council Classroom posters –examples Pupil blogs –examples Parent, staff and pupil audit completed. Results collated. Information pack for pupils with Dyslexia Dyslexia display in school foyer and library. Pupils deliver presentation on their vision and Staff Champions group set up. their plans to staff Parents and pupils on steering committee. Minutes available. Good practice DVD News bulletins available. SAC subject specific guidelines distributed to Parent and staff workshop delivered by Neil McKay all staff DFS pupil group have delivered awareness raising sessions to all year groups

2 SAC Dyslexia Information Pack (Revised In subject departments Dyslexia folders Paper copies of guidelines to all staff November 2010) is available to all staff On staff shared area Subject specific sections paper copies to all On school website staff 3 Staff are clear on their particular roles Results of staff questionnaire On school website DFS section -examples and responsibilities in relation to meeting Section in School DFS policy -policy doc On staff shared area -examples the criteria for a Dyslexia Friendly School SMT learning walks Pupil Support staff input to Departmental Departmental agendas –minutes meetings – minutes Termly progress feedback from staff DFS Champions in each Department Feedback from wider school community and other agencies 69 | P a g e

South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

4 A key DFS School link member of staff is Member of staff is: School strategy group has also been set up involving identified who is responsible for SLT. coordinating and monitoring progress Teacher Champion group has been set up. towards DFS status, with SMT and whole school support 5 A Dyslexia Policy Statement is part of the Dyslexia Policy statement updated and in school handbook Policy statement on school website Pupil Support policy, which is available to Available as leaflet to parents, in school library and at school Policy statement in Cluster Primary schools all staff and parents entrance Area 2 Identifying needs

1 There are clear procedures in place for Procedures in Pupil Support Policy Guidelines on parent and self- referral identifying learners with dyslexic Feedback from parent questionnaire Concerns box in foyer difficulties through the Staged Staff audit Feedback from staff Intervention system, including concerns Targeted questionnaire for parents of dyslexic pupils Brief records of any meetings with staff from pupils or parents “D” word is used comfortably about individual needs are copied to parents Any records of consultations with other agencies are copied to and pupils parents and pupils 2 All staff are given notification of children Examples of information shared (anonymised) Pupil folder distributed to all Departments with identified dyslexic or literacy Feedback from staff Continuing updates to information difficulties, and specific strategies are Feedback from pupils (e.g. P7 / S1 cohort at October interviews) Support Plan or IEP in place for every pupil on highlighted Effective information sharing with Primary Schools – examples of staged intervention good practice S1 screening Alert form for teaching staff Analysis of INCAs results Student “Dyslexia Identity” Cards with key support strategies Purple folder distributed to all departments identified with Staged plans and suggested strategies. Register of pupils with dyslexic difficulties is available. Profiles updated and distributed to staff throughout session.

3 Systems are in place to ensure that Links to AddressingDyslexia.org on staff shared area Identification checklists readily available to all teaching staff are familiar with national Staff feedback staff guidance on Dyslexia Assessment ( Summary leaflet on AddressingDyslexia.org Staff meetings reminders (examples) Scottish Assessing Dyslexia Toolkit) and SAC identification checklists 4 Effective Staged Intervention P7 Dyslexic transition groups in place Parents invited to contribute information transition procedures are in place Literacy profiles are passed on and used as basis for monitoring P7 profiles made by pupils and intervention DFS transition pack in place DFS transition leaflets Follow up meetings with pupil groups to Pupil support staff work closely with P7 staff evaluate their experience Feedback from targeted parents 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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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

assessment and intervention data examples for SQA recorded and shared for SQA Verification Parent feedback procedures. Pupil feedback

Area 3 Meeting Learner Needs 1 Classrooms are well organised with Class Observations Learning walks by SMT accessible dyslexia friendly supports and Classroom photographs Peer staff support strategies available e.g. subject specific Staff feedback on favourite strategies Peer evaluation word lists, toolkits, post-it planning, Pupil audit of DFS classrooms Departmental agendas – collate examples of photocopied notes from whiteboard, DF classroom awards good practice alternative forms of recording and Information of good DFS classroom practice available on staff Pupil preferences are acknowledged (e.g. assessment shared area read aloud /not read aloud; share info re dyslexia/not share info etc.) 2 Teachers actively encourage the use of Feedback from pupils on ICT availability / flexibility / access Availability of advice for staff on programmes ICT as a support Monitoring of ICT technical problems in use Increased use of ICT in classes e.g. laptops, tablets etc. Staff feedback on ICT availability Read, Write and Gold on network and can be accessed by all pupils Lexion programme is part of individual and staff. tutorial programmes Increased use of internet to allow pupils to access curriculum e.g. MCMC funding has been used to purchase use of YouTube clips. new desktop computers and laptops.

3 Staff use the subject specific strategies Audit use through learning rounds Staff feedback detailed in the SAC Dyslexia Info Pack. 4 All pupils are “dyslexia aware” Feedback from pupils PSD programmes Electronic feedback at DFS Assemblies Quizzes Feedback from targeted Dyslexic pupils or DFS pupil group 5 Dyslexia Friendly good practice is in place DFS marking code is followed DFS marking code on school website when marking everyday assessments. Departmental meetings agenda item Feedback from pupils Feedback from staff 6 Assessment information and identified Feedback from staff on timescales, formats and content Feedback from pupils support strategies are communicated Feedback from parents effectively Area 4 Pupil Perspectives 1 All learners have access to information DFS Assemblies DF Buddy skill training /awareness raising about dyslexia friendly schools PSD lesson content Website appropriate to their age and level of Leaflets Library resources understanding Posters Displays Pupil information leaflet has been produced Celebrations of success Displays are in place in foyer and school library Learning toolkits in all classrooms. Awareness raising assemblies have taken place

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

2 Feelings of learning failure, frustration Monthly Clinic Pupil feedback and anxiety are acknowledged and Worry Box Parent feedback addressed Regular meetings of pupils with dyslexic difficulties “what if….” Question and answer information Focus on resilience and building strategies Fast track action from Guidance/ Pupil Support staff 3 Learners are supported by known Early preparation for alternative arrangements Pupil feedback individuals and practised strategies for Alternative recording of work in informal assessments Parent feedback assessment purposes. Pupil Support records Area 5 CPD 1 All teaching and support staff have CPD log excerpts Staff feedback completed at least a basic dyslexia CPD audit results awareness raising course in the last 3 years 2 Staff are encouraged to identify training CPD audit results Staff feedback needs Area 6 Transition planning 1. At Primary 7 transition, all children DFS Transition material Pupil feedback and parents have access to clear Dyslexia Transition groups Dyslexia transition groups are well information about the range of DFS Leaflets on Dyslexia support established. supports and strategies (including Pupil Support staff and DFS pupil group attended Primary 7 parents To introduce parents afternoon for pupils in ICT) available at Secondary and how Evening in December. Primary 7 with Dyslexia. to access them if appropriate Primary 7 parents have been invited to Family support network Parent and Pupil friendly leaflets are being produced. Pupil Support staff and DFS pupil group 2. At Primary 7 transition, children Evidence of availability of transition workshops etc. Pupil feedback with identified dyslexic barriers to Parent feedback learning should have the option to attend a transition workshop or similar experience 3. S1 Children with identified dyslexic Information of follow up interviews – who does this, when Content of follow up interviews barriers to learning should have a Feedback from pupils Video / audio evidence follow up interview to ensure supports are appropriate 4. Children and young people who Transition plans drawn up for Stage 2 and 3 pupils Pupil feedback from post transition access Dyslexia supports at Example of transition plan placement Secondary school are supported to have a transition plan drawn up to transfer to their positive destination post 16

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

5. Children and Young People are clear Links in place with Colleges Informal pupil feedback what information is being passed on Case study evidence from young person to teachers and other professionals who are supporting their post 16 transition e.g. Skills Development Scotland staff Area 7 Partnership with parents

All Parents and carers are made Information in school handbook and website Leaflets available for parents aware of the Dyslexia Friendly School development, and SAC Guidelines At Primary-Secondary transition, all Transition leaflets Evidence from Guidance staff contact with parents are informed of school Contents of p7 parent meetings parents systems in place to support young Parent leaflets Parent feedback people with Dyslexia Pupil leaflet updated DFS group attend P7 Parents Evening. Parent’s workshops Family network support group established. Parents’ transition afternoon planned for May. Parents are given clear written early Evidence of letters sent Parent feedback notice of any new school concerns regarding literacy skills For parents of pupils identified Pupil Support open access monthly sessions Questions and answers on Staged through the Staged Intervention Staged Intervention leaflet for parents Intervention on school website system , there is clear guidance on Calendar of staged intervention processes how, and when, information on Diary of parent contacts

progress and targets is shared

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

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 state:  - agree Please note that this information will be used as part of the basis for a school Dyslexia Friendly Action X - disagree Plan - i.e. this is the BEFORE situation. Comments should be in general, and anonymous. - - 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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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

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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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

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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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

Audit of Dyslexic pupils’ views

S1 S4 Please state:

S2 S5  - agree X - disagree S3 S6 - - don’t know (please circle your year group)

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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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

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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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

South Ayrshire Council

Dyslexia Friendly Schools Project

Silver Award (Secondary)

Accreditation Guide

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

Introduction

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

Neil MacKay, 2001

“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:

A designated DFS member of staff who links with key staff in other pilot schools 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 and implementing over a 2 year period (approximately) Closely involving children and young people Building parent partnership and support Additional training and networking for DFS link teachers

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 Addresses negative socio-emotional and attitudinal aspects of dyslexia Antidote to “one size fits all” approach to dyslexia intervention Focus on parent partnership

Aims of Dyslexia Friendly Secondary Schools

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 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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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

Accreditation

Accreditation of progress in SAC 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 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.

In addition, the following may be valuable:

DFS resources developed by the school Evidence of training e.g. photographs, presentation content 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 (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 other agencies Feedback from post school transition outcomes and experiences Curriculum evidence(e.g. Dyslexia included in Health and Wellbeing 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. 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”

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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

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

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)

DATE OF APPLICATION:

SCHOOL:

COMPLETED BY:

Start date of DFS process

Key link for school

Previous key links (if any)

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

Statement Evidence Planning Working Established Level towards Area 1 Whole School Commitment to DFS

6.Dyslexia Friendly good practice is included in school homework policy, S marking policy and Induction procedures for new staff 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 S and whole school level Area 2 Identifying needs

6.Pupil support staff are secure in building literacy profiles based on screening S and assessment data, educational history, learning style and strengths, and the pupil’s perspective on learning Area 3 Meeting Learner Needs

7.Pupil support staff and partner agencies provide effective support and advice S to staff, individual learners, and parents, and contribute towards meeting learning needs 8. All staff are familiar with CfE cross curricular literacy experiences and S outcomes, are working towards embedding them into the curriculum and supporting literacy development. 9.Peer support is well organised and innovative S

Area 4 Pupil Perspectives

4.Children’s and young people’s views are respected and considered, S particularly in relation to : Planning learning targets Learning resources Learning groups Access to adult and peer support 86 | P a g e

5.Children and young people are encouraged to network with others who have S similar barriers to learning for mutual support

South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

Area 5 CPD

3.The school has a systematic and supportive policy on continuing dyslexia S friendly awareness raising for all school staff

4.Initiatives which pilot DFS good practice in Departments, or on a whole S school basis, are encouraged and supported

Area 6 Transition planning

6.Young people at post school transition are given relevant information on S Dyslexia supports in Further and Higher Education, and in the workplace

Area 7 Partnership with parents

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 S Friendly School practice

Pupil presentation at Parents’ Meeting

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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

Area 1 Whole School Commitment to DFS

6.Dyslexia Friendly good practice is included in Copy of homework policy Feedback from new staff school homework policy, marking policy and Induction Copy of marking policy Parent views re homework procedures for new staff Copy of induction procedures Pupil views re homework Staff views re homework 7.Data on literacy attainment is regularly evaluated on a List of literacy attainment tools used Responsibility for data analysis and support whole school basis 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 Review of pathways at Department and school level Staff feedback on sharing and evaluating DFS practice at Departmental and whole school level practice

Area 2 Identifying needs

6.Pupil support staff are secure in building literacy Explicit examples of literacy profiles or similar Views of pupils and parents on value of literacy profiles based on screening and assessment data, (anonymised) profiles educational history, learning style and strengths, and the pupil‟s perspective on learning Case studies Feedback from pupil support staff on literacy profiles Area 3 Meeting Learner Needs

7.Pupil support staff and partner agencies provide Feedback from pupils, staff and parents (samples) Analysis of Literacy outcomes effective support and advice to staff, individual learners, and parents, and contribute towards meeting learning needs

8. All staff are familiar with CfE cross curricular literacy Feedback from staff experiences and outcomes, are working towards Feedback from SMT embedding them into the curriculum and supporting literacy development.

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Area 4 Pupil Perspectives

4.Children‟s and young people‟s views are respected Feedback from pupils and considered, particularly in relation to : IEP evidence Review minutes Planning learning targets Learning resources Learning groups Access to adult and peer support

5.Children and young people are encouraged to network1. Examples of pupil networking in or between with others who have similar barriers to learning for schools – including social networking; appropriate mutual support websites e.g. www.dudeswithdyslexia.com/

Area 5 CPD

3.The school has a systematic and supportive policy on Examples of relevant CPD; staff news; school website Feedback from pupils, parents and other members continuing dyslexia friendly awareness raising for all material; management information; of school community school staff

4.Initiatives which pilot DFS good practice in Specific examples of individual initiatives Photo evidence Departments, or on a whole school basis, are Examples of how initiatives are supported and rolled Checklists of strategies used encouraged and supported out e.g. through cooperative teaching; teacher peer Evaluations by staff and pupils working and observation; SMT Learning walks etc. Area 6 Transition planning

6.Young people at post school transition are given Case studies Examples of information provided relevant information on Dyslexia supports in Further and Feedback from identified former pupils now in Further Higher Education, and in the workplace or Higher education

Area 7 Partnership with parents

5.Parents‟ concerns are respected and acknowledged Feedback from parents who have shared concerns Feedback from SMT by all school staff

6.Parents are given the opportunity to learn more about Examples of parent groups, networks, workshops, aspects of Dyslexia Friendly School practice website, newsletters etc.

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Prestwick Academy Pupil Presentation

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South Ayrshire Council

Dyslexia Friendly Schools Project

Gold Award (Secondary Schools)

Accreditation Guide

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Introduction

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

Neil MacKay, 2001

“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:

A designated DFS member of staff who links with key staff in other pilot schools 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 and implementing over a 2 year period (approximately) Closely involving children and young people Building parent partnership and support Additional training and networking for DFS link teachers

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 Addresses negative socio-emotional and attitudinal aspects of dyslexia Antidote to “one size fits all” approach to dyslexia intervention Focus on parent partnership

Aims of Dyslexia Friendly Secondary Schools

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 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.”

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Accreditation

Accreditation of progress in SAC 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 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 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 individual pupil names must be anonymised.

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.

In addition, the following may be valuable:

DFS resources developed by the school Evidence of training e.g. photographs, evaluations, presentation content 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. 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

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014) Evidence Planning Working Established Level Gold Self Evaluation Indicators – Secondary Schools towards

Area 1 Whole School Commitment to DFS 9.All members of the school community have a consistent, inclusive G and positive approach to dyslexia

10.There is clear evidence of effective DFS practice at classroom level G throughout the school

11.DFS is an integral part of school improvement and departmental G Planning

Area 2 Identifying needs 7.All staff are confident that can contribute to the identification of G barriers to learning in literacy

Area 3 Meeting Learner Needs 10 .All teaching takes into account dyslexia friendly classroom practice. G Tasks, activities and resources provide appropriate support and challenge to enable all learners to maximise their progress.

11.Teachers are confident that they are meeting the needs of all learners G who may be dyslexic

12.Learners are motivated, learning intentions are appropriate for each G learner, and a range of learning styles is encouraged

13.Learners are closely involved in evaluating their progress G

Area 4 Pupil Perspectives 6. Children and young people are encouraged to identify their strengths G and needs, and become independent learners

7. Learners have confidence in approachability and awareness of all staff G in relation to literacy difficulties

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8. All pupils are confident that the school meets the needs of dyslexic G learners

Area 5 CPD 5. Staff are encouraged to network and share DFS good practice G between Secondary Schools, and with associate Primary Schools

Area 6 Transition planning 7. Parents and young people are confident of good practice at G transition Stages

Area 7 Partnership with parents 7. Parents are confident that there is effective communication, G assessment and intervention where there are literacy concerns

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South Ayrshire Dyslexia Friendly Schools Handbook (June 2014)

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:

Area 1 Whole school commitment to DFS 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

Area 2 Early identification and intervention 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

Area 4 Dyslexia Friendly Classroom 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

Area 5 Pupil Perspectives 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

Area 7 Planning at Primary – Secondary Transition Children and young people are confident that their P7 transition was well planned and supported by their Primary School Area 8 Partnership with parents 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)

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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) 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 B DFS progress with SMT support 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 S staff 6. The school community has a consistent, inclusive and positive approach to dyslexia which is fully supported by all G staff 7. Rich data on literacy attainment is regularly evaluated on a whole school basis, and clearly impacts on children’s G learning 8. Teachers are supported to evaluate their contribution to DFS good practice G 9. Innovative literacy projects are introduced on a regular basis G 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 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 G First levels 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 B to contribute information to the child’s profile 5. All teaching staff are familiar with, and demonstrate good practice from, the Scottish Dyslexia Assessment Toolkit S http://www.frameworkforinclusion.org/assessingdyslexia 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 G progress for all children 9. Assessment relates to Literacy attainment and in addition: G Early development; Educational history and experience; Learning style and strengths; Child’s perspectives on learning Area 4 Dyslexia Friendly Classroom

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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 Area 5 Pupil Perspectives 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 S groups; How adult support is used 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 Area 7 Planning at Primary – Secondary Transition 1. Children have information about the range of supports and strategies (including ICT) available in Secondary School, B and how to access them. 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 S Transition group or similar networking experience 5. Children and young people are confident that their P7 transition was well planned and supported by their Primary G School 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 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

Area 1 Whole School Commitment to DFS

1. All members of the school community are involved in the DFS process B B 2. SAC Dyslexia Information Pack (Revised November 2010) is available to all staff 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 B status, with SMT and whole school support 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 S staff 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 Area 2 Identifying needs

1. There are clear procedures in place for identifying learners with dyslexic difficulties through the Staged Intervention system, B including concerns from pupils or parents 2. All staff are given notification of children with identified dyslexic or literacy difficulties, and specific strategies are B highlighted 3. Systems are in place to ensure that teaching staff are familiar with national guidance on Dyslexia Assessment ( Scottish B Assessing Dyslexia Toolkit) and SAC identification checklists 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, S learning style and strengths, and the pupil’s perspective on learning 7. All staff are confident that can contribute to the identification of barriers to learning in literacy G Area 3 Meeting Learner Needs

1. Classrooms are well organised with accessible dyslexia friendly supports and strategies available e.g. subject specific word B lists, toolkits, post-it planning, photocopied notes from whiteboard, alternative forms of recording and assessment 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 S contribute towards meeting learning needs 8. All staff are familiar with CfE cross curricular literacy experiences and outcomes, are working towards embedding them into S the curriculum and supporting literacy development. 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 G support and challenge to enable all learners to maximise their progress. 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 Area 4 Pupil Perspectives

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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 : S Planning learning targets Learning resources Learning groups Access to adult and peer support 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

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 G Schools 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 B strategies (including ICT) available at Secondary and how to access them if appropriate 2. At Primary 7 transition, children with identified dyslexic barriers to learning should have the option to attend a transition B workshop or similar experience 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 B up to transfer to their positive destination post 16 5. Children and Young People are clear what information is being passed on to teachers and other professionals who are B supporting their post 16 transition e.g. Skills Development Scotland staff 6. Young people at post school transition are given relevant information on Dyslexia supports in Further and Higher Education, S and in the workplace 7. Parents and young people are confident of good practice at transition stages G Area 7 Partnership with parents

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, B and appropriate contact details 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, B information on progress and targets is shared 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

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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/

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South Ayrshire DFS Art work

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