CReSTeD

Council for the Registration of Schools Teaching Dyslexic Pupils

Administrator: Lesley Farrar Old Post House, Castle St, Whittington, Shropshire, SY11 4DF Tel/Fax: 01691 655783/08415 601 5013; Email: [email protected]

Registration and Re-Registration Application Form

Please refer to the guidelines when completing this form and please limit your application to a maximum of 10 pages

No New Registration Yes Re-Registration

DU Category applied for DU Current category

1. Date of visit: 27th June 2012 2. Name of Consultant(s): Bill Watkins 3. a) Name and address of school: Bethany School, Curtisden Green, Goudhurst, Kent TN17 1LB Tel: 01580 211273 Fax: 01580 211151 Email: [email protected] Web: www.bethanyschool.org.uk b) Name and qualifications of Head/Principal, with title used: Name: Mr Healy Title (eg Principal): Headmaster Qualifications: BSc Higher Diploma in Education NPQH Awarding body: Trinity College Dublin University College Dublin National College for School Leadership

Consultant’s comments: The Head has been at the School since 1989. In 2005 he was appointed Deputy Head and was appointed Head in 2010. He is a charismatic individual with his finger very much on the pulse of the School. He is ably supported by his SMT. c) Name and qualifications of Head of Specialist Provision or Senior SpLD teacher: Name: Mrs Katherine Harper Title (eg SENCO): Head of Dyslexia and Learning Support (DLS) Qualifications: BSc (Hons) QTS PGCE SpLD Awarding body: Christchurch University Canterbury Consultant’s comments: Well qualified with extensive experience of helping

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SpLD pupils. Appointed in September 2011 to head up the Department of Learning Support, Mrs Harper, was previously at a State School (Angley School, Cranbrook.) d) Head/Principal’s telephone number if different from above: Tel: 01580 211273 e) Unit/Senior SpLD teacher’s telephone number: Tel: 01622 832739 Background and General Information 4. a) Recent inspections: 2009 Consultant’s comments: The School has had two inspections since the last CReSTeD inspection in 2009. Both in 2010 just prior to the appointment of the existing Head although he would have been very much involved as Deputy Head. The ISI Report is very positive noting ‘The School is highly successful in meeting its stated aims and mission.’ The Ofsted Report noted ‘the School has many strengths’ with many improvements since the last inspection.(2007) ’helping children achieve well and enjoy what they do.’ was noted as ‘good’ as was ‘ helping children make a positive contribution.’ Independent b) Current SOH Schools only membership (eg HMC, ISA etc): Consultant’s comments: Appropriate membership with professional networking and ‘good practice’ recommendations. c) Department of Education Registration 8866036 Number: d) Numbers, sex and age of pupils: Total Dyslexic/ Accepted age SpLD range Day: Boys: 188 80 11 to 18 Girls: 91 25 11 to 18 Boarding: Boys: 77 31 11 to 18 Girls: 39 8 11 to 18 Overall total: 395 144 11 to 18 Consultant’s comments: Total numbers have slightly decreased although increases in girl numbers and Dyslexic/SpLD are noted. e) Class sizes – mainstream: Normally less than 17 Consultant’s comments: The 3 mainstream lessons observed were respectively 7, 15 and 16 pupils. f) Class sizes - special needs: Generally 3 to 6 Consultant’s comments: Of the 4 dyslexic/SpLD lesson, tutorials observed numbers were in accordance with the School’s numbers. h) For completion by consultants only: Pastoral care arrangements, as relevant to dyslexic students, based on ISI /Ofsted report: The ISI Report noted: ‘The excellent pastoral care provided by staff helps greatly to fulfil the School’s aim to provide individual attention within a caring community.’ The Ofsted Report spoke of ‘satisfactory boarding accommodation and a rolling programme of refurbishment and redecoration.’ and ‘good management of the boarding provision.’ The inspection of one of the Senior Boarding Houses confirmed that Boarding provision is substantially good. Feedback from pupils with respect to both weekly and termly boarding was very positive. Pupils felt at home with very good support from both boarding and academic staff which they really appreciated: Commendable. Consultant DRAFT July 2012 again Page 2 of 14

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Staffing and Staff Development DSP, SPS, 5. a) Qualifications, date, awarding body and experience of all learning support DU 7; SC, staff: WS 18; MS Mrs Katie Harper BSc (Hons) Canterbury Christ Church University. 21 QTS Canterbury Christ Church University. PGCE SpLD Canterbury Christ Church University. Other Responsibilities: Head of Dyslexia and Learning Support Tutor in Mount Entrance Examination Assessor Exam Concessions

Mrs Sharon Thompson BA(Hons), Hornsby Distance Learning Diploma, Cambridge Celt (Level 4) Other responsibilities: Tutor in Old Poplars, Lifesaver

Mrs Alison Hodges BSc (Hons) PGCE, RSA Certificate for Teachers of Learners with Specific Learning Difficulties, Beachwood Dyslexia Centre, Meacham

Mrs Gill Holman Cert Ed. G Dip in Literacy and Dyslexia

Mrs Fiona Johnson Cert Ed (PE) PG Diploma (Dyslexia) AMBDA Other responsibilities: Tutor in The Mount, Director of Activities, Expeditions Facilitator, Lifesaver, U13 Netball, Hockey and Rounder’s, Team Coach

Additional staff without specific Dyslexia qualifications is used for in-class support at the request of individual subject staff and with agreement, and sometimes recommendation of the Head of Learning Support. The Head of Learning Support co-ordinates the timetable of these staff and ensures they are appropriately trained to support our pupils. Consultant’s comments: Academic qualifications were carefully looked at and were found to be appropriate. The School is about to fund one of its teachers to undertake specialist qualifications: ORC level 5. MS 20 b) Staff development and in-service training of learning support staff within last 18 months:  Exam Concessions update October 2011  TES Special Needs Exhibition November 2010 and 2011  So you’re got to Teach Maths Then! Strategies for the non- specialist Maths Teachers - LIGHTHOUSE 2 March 2011  Meditation Course (5X 1.5HRS) – Ian Wood (Foundation For Harmonious Living) January – February 2012  Drug Education Modular 1A – Karl Love (Schools Drugs Education Advice) 4 Jan 2011  Dyslexia Guild Symposium (Dyslexia Action) 2012  Levelling the Playing Field for the Dyslexic Learner – (Stanbridge Earls School) 24th Sept 2010  Dyslexia Explored (BDA) 2012  National rescue Award June 2010  First Aid Course – First Response August 2010

Consultant’s comments: Staff development is very much supported by both the Consultant DRAFT July 2012 again Page 3 of 14

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Head and Governors. Mrs Harper has just completed her first year as SENCO and would now benefit from attending further specialist courses as well as visiting other well established Dyslexia/SpLD departments in other Schools. DSP, SPS 8 c) Do all English teachers and teachers of literacy skills have nationally recognised qualifications in the teaching of SpLD dyslexic) children (except A level English)?

Teachers in the English department do not have nationally recognised qualification to teach SPLD children, however all teachers in the DLS Department who teach literacy skills have nationally recognised qualifications in the teaching of SpLD children. Consultant’s comments: It is manifestly obvious that there is very much a whole School approach to supporting all pupils as well as giving particular support to pupils within the DLS. All staff are given a hard copy of detailed information on every pupil within the umbrella of DLS which has been meticulously prepared by The HoD; as well as having full access to the School’s data bank. This means in effect that staff are very much involved with the actuality of preparing and delivering a differentiated and appropriate lesson for all pupils. Certainly, all lessons within the mainstream School were carefully planned to include all pupils. Feedback from pupils confirmed that they unanimously appreciated the support given to them as individuals by staff throughout the School. DSP, SPS 9 d) For completion by consultants only: Do all members of staff demonstrate the ability to meet the needs of dyslexic (SpLD) pupils within their departments? Most certainly DU 14 e) Are the majority of lessons within the Unit taught by those having nationally recognised qualifications in the teaching of Dyslexic (SpLD) pupils? (Exceptionally, an experienced teacher undergoing training may be sufficient.) Yes, all teachers in the Unit have nationally recognised qualifications in the teaching of Dyslexic (SpLD) pupils. Consultant’s comments: Confirmed. SC, WS 18 f) Do the majority of teachers providing literacy support hold a nationally recognised qualification in the teaching of Dyslexic (SpLD) pupils? (Exceptionally, an experienced teacher undergoing training may be sufficient.) See above Consultant’s comments: Only those within the DLS. However as previously noted the whole School approach to supporting pupils is very much in evidence. The ongoing support given by the SENCO to non specialist qualified Dyslexia/ SpLD staff within the main School is seen as an important part of continuing professional development. Day to day informal meetings in the staffroom was in evidence during this inspection. Policy and Philosophy with Regard to Dyslexic (SpLD) Pupils Criteria 1 & 6. a) Policy statement with regard to dyslexic (SpLD) pupils including: 2  Identification and assessment  Support for policy from Senior Management Team  Support for policy from governors Consultant’s comments: This is firmly in place and is effective. b) Admission policy / selection criteria: (also see attached Admissions Policy) All prospective entrants, including dyslexics, sit a battery of tests to assess their ability to benefit from the School’s curriculum.

Reports from educational psychologists and other specialists are requested and considered in conjunction with Entrance Test results. Consultant DRAFT July 2012 again Page 4 of 14

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Pupils should:  be of average or above intelligence  have a Reading Age no less than two years below chronological age  be able to spell at a level which allows them to produce intelligible written work If we are at all unsure as to whether or not we can cater for a child’s needs a Teacher from the DLS Department will visit the School to observe the child in lessons and talk to their teacher and the SENCO. Consultant’s comments: A clearly thought out policy which works well and leads on to success for both the individual pupil as well as the School in general. In the event of a place not being given then the School is able to recommend more appropriate placement to the concerned parents. Criterion 3 c) Give specific examples of the whole school response to dyslexia:

Dyslexic pupils participate in the full curriculum offered by the School, with the exception of French for pupils receiving full DLS support. All dyslexics have an opportunity to try a foreign language – Spanish – from Year 9.

The Head of DLS assists the Assistant Head Academic in grouping new entrants to the School so that learning difficulties and social considerations are taken into account.

Pupils are placed in subject classes according to their ability in that subject, so all classes, even streamed subjects, will contain some dyslexics. Teaching styles, therefore, have to be appropriate to dyslexics.

The School has a ‘House centred’ tutoring system so dyslexic pupils have regular access to a member of staff who can help them resolve problems which may arise with organisation or work.

The Staff Handbook provides comprehensive guidance on teaching dyslexic pupils e.g. poor spelling should not prevent a pupil receiving a high mark if the content of work is good, reluctant, weak readers should not be made to read aloud in class.

The Head of the DLS Department provides specific guidance for NQTs as part of their induction programme and to all new members of staff. All members of the Department are frequently asked for and provide guidance about individual pupils or teaching strategies.

Information about pupils receiving dyslexic support is available to all members of staff through the School Intranet and Staffroom Notice Board. In addition to this all teaching staff and support staff have a hard copy of The Pupil Summary; a working document containing informational about an individual’s strengths, weaknesses and specific strategies to support their learning. It also mentions any exam concessions.

A member of the DLS Dept. will usually accompany out of School visits: e.g. History/Geography visit to Canterbury, Geography visit to Hastings, Pett Level, Marden, Bewl Water Reservoir. History visits to Hampton Court, Portsmouth. Business Studies visit to Paris Conference. English/ Drama theatrical performances, Music trips to London etc.

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This support enables dyslexic pupils to get the best possible benefit from these experiences and allows support teachers to help pupils with follow up work.

There is close liaison between subject and DLS teachers so that pupils who are experiencing difficulties with particular topics may be supported appropriately.

Learning Support Assistances are available for some classes so that pupils who experience difficulty with following instructions, reading information, organisation of work etc. can benefit from additional help. Consultant’s comments: This is a School that has a very effective and workable system in place to support its many pupils. The support programme is very much embedded within the overall policy of making this School highly effective in all aspects, not just academic. The Strength of the School clearly is the broad range of specialist provision available, combined with an inclusive philosophy. School Organisation 7. a) How is the week organised? The School works on a 5 day week with six 50 minute periods each day. The day begins at 8:30 with Registration and when pupils either, meet in their tutor group, go to Chapel or have House Assembly. At 9:00 formal teaching begins; there are 2 lessons then a 25 minute break, 2 lessons then lunch which is 65 minutes then 10 minutes is allowed for afternoon registration followed by 2 more lessons. Formal teaching ends at 15.40. From 16:00 until 16:55 our compulsory Activities Programme runs.

Consultant’s comments: This is working well. b) Details of arrangements for dyslexic (SpLD) pupils, including prep / homework: For lesson numbers and lengths see above (7a)

In-class support. This is provided by Mrs.C Price and Mrs.S Wood, experienced learning assistants our 2 Gap year students and 2 assistant housemasters. Their timetables are under the direction of the Head of Dyslexia and Learning Support Department. Priority is given to the core subjects followed by written intensive subjects such as Geography.

The same prep requirement is made of dyslexic and non-dyslexic pupils, except for French. DLS prep is set instead of this in Years 7-9. DLS prep is course subject based in Years 10 and 11.

Pupils at all levels of the School have the opportunity in supervised study time to complete some of their prep on some days of the week (this is one of the options in our Activities Programme, which operates on 4 afternoons of the week between 1600 and 1700 hrs).

Boarders have supervised prep time in the evening; support has recently been increased so that there are more opportunities for individual support.

DLS lesson time is sometimes given to helping prep difficulties as they arise.

DLS teachers and tutors help pupils to use their prep diaries effectively. Parents are encouraged to write notes in the prep diaries when

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necessary.

In Years 10 and 11 some DLS lessons are designated to helping prep assignments and GCSE coursework.

While emphasis in each lesson may be spelling or reading, flexibility is considered important to address current needs and each lesson will usually involve more than one activity including checking prep assignments.

Consultant’s comments: A clearly thought out supportive programme. It should be noted that pupils can only choose one extra study period during the ‘supervised study time’ This stops the potential danger of a pupil with the DLS losing all Activity slots. Commendable. DU 13 c) Does the Head of Unit have Head of Department status and input into curriculum design and delivery?

Yes, the Head of Department generates and overseas the School’s policies on Dyslexia Learning Support, which are introduced to all new staff and NQTs through staff induction and contained in the staff handbook. DLS is the only department which has its own section in the staff handbook.

The Head of Department leads occasional whole staff training sessions, the most recent in December 2011, and feeds into the HoDs committee and BeTaL, which is Bethany School’s Teaching and Learning discussion forum. Her next input will be on September 2012, when we once more discuss strategies to assist children in need of learning support.

The Head of Department and her team also contribute to the process of internal departmental inspections and advise on matters relevant to children with particular learning needs. The Head of Department most recently participated in the inspection of the RS department in February 2012 and one of her colleagues is on the team which inspected the History department in May 2012. As part of this process, schemes of work and progression are discussed, and hence there is direct input into curriculum design.

Her input into curriculum delivery and design is highly valued by us all.

Consultant’s comments: The role of the HoD is clear: to oversee all aspects of specialist dyslexic/SpLD provision, as well as leading her team of staff. She also has an important contribution to make to the whole staff to support the effective teaching of all pupils. Identification and Assessment Criteria 1; 8. a) Give details of how you identify pupils in your school who have or are at DSP, SPS 6 risk of dyslexia (SpLD), and when this takes place in the admissions process: The graduated approaches outlined in the Code of Practice and adopted by Bethany School are: School Action (step 1)  On entry the pupil is identified as needing some form of SEN  After discussion with the Headmaster and Head of DLS

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(SENCO), the parents are contacted and notified that ‘part time’ DLS support is recommended  Pupils receive one 50 minute lesson in a small group, once a week  Pupil’s progress is monitored and reviewed half termly, to determine whether this level of support is adequate or needs increasing  An IEP is drawn up to target specific needs and to communicate progress to parents School Action Plus (step 2)  On entry the pupil is identified as needing some form of SEN  After discussion with the Headmaster and Head of DLS (SENCO), the parents are contacted by letter and notified that ‘full time’ DLS support is recommended  Pupils receive three (or four in Year 7) 50 minute lessons in a small group.  Pupil’s progress is monitored and reviewed half termly, to determine whether this level of support is adequate.  An IEP is drawn up to target specific needs and to communicate progress to parents  Request for the involvement of outside specialists such as an Educational Psychologist to provide further assessment, develop the pupil’s individual programme, provide further advice on teaching strategies and behaviour management or provide particular intervention themselves Consultant’s comments: This is a very well thought out process which is working well. Commendable. b) Give details of what action you take when children are identified as at risk of dyslexia (SpLD) from screening:

Reports are read and a summary for staff is produced; this includes weaknesses, strengths and strategies recommended to support learning. This is emailed to all staff and then added to the Pupil Summary booklet which is available on the School’s Intranet and in hard copy format in the staffroom. Staff are encouraged to discuss any points they are unsure of and can request the opportunity to read the full report.

Depending on the report recommendation the pupil will be offered either Full Time / Part Time DLS support or if preferred by parents we would monitor their progress and take action if there is a drop in performance. Consultant’s comments: observed to be working well. c) Give details of how children in your school can access a full assessment for dyslexia (SpLD):

Parents are informed via letter and email if their child needs a full Dyslexic Assessment. As a School we work closely with Jan Samson, Educational Psychologist and Claire Mills, Specialist Teacher and assist in the liaison with both. We also recommend parents look to Dyslexia Action to help them choose which specialist would be best for their child; this provides parents with more autonomy and choice with both expertise and cost. Consultant’s comments: This provision is entirely appropriate. Teaching and Learning

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MS & DU 9. a) Lesson preparation and delivery to meet the needs of dyslexics for: 12; MS &  Curriculum subjects SC 17; MS  Literacy support & WS 19 Pupils receiving full time Learning support receive:- Years 7 have 4 x 50 minute lessons per week Years 8, 9, 10, 11 have 3 x 50 minute lessons per week

Pupils receiving part time support receive:- Years 7 -11 and 6th Form – 1 weekly lesson for 50 minutes

There is In class support in some subjects (see below 7b)

DLS lessons are delivered in one of four small classrooms, deliberately included in one of the main teaching blocks so that they are seen as an integral part of the School.

Consultant’s comments: In total 7 lessons were observed, 4 within the DLS which is housed very much in the centre of the School and plays a pivotal part in supporting the many pupils requiring this support. Lessons were all completely appropriate with multisensory aspects together with well planned and executed lessons. Pupils were focussed and actively engaged. There was very much the concept of ‘partners in learning’ to be observed. The work set was interesting and clearly pupils were enjoying both the individual support as well as the many challenges raised. b) Use of IEP’s: Pupils, with the help of their DLS teacher, set individual half-termly targets which are reviewed together. These targets may be specific to DLS lessons or related to subject classes, the whole School, organisation or behaviour. Consultant’s comments: These are kept both on the School’s database as well as on hard copy within the DLS. They are accessible to all staff. They link in very well to reports for parents and provide useful information: Commendable. c) Records and record keeping: Within the DLS Department comprehensive records of the following are maintained:-  Information from Entrance Tests  Reports from Educational Psychologist and other professionals  Information related to Examination Access Arrangements  Results of twice yearly standardised reading and spelling tests (on SEN Tracker)  Timed writing and typing speeds (on SEN Tracker)  Each teacher keeps their own records of general information sheet, work covered, resources used, individual pupils comments, test scores. Consultant’s comments: Records are up to date, relevant and provide all staff with instant information via the Schools data base. This is an ideal situation. Criterion 3 d) For comment by consultants only: Two case studies of dyslexic pupils (proforma provided to Heads for use if required) Criterion 3 e) Impact of provision – assessment summary (only fill in the Key Stages relevant to your school):

A-Level (GCE) No. of pupils Number Percentage Average point Average point and VCE Years 12 & 13 entered grade A-E score per pupil score per exam entry

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Whole School 103 100 97 259 89 Dyslexic (SpLD) Pupils 41 41 100 298 98

GCSE No. of pupils inc’d Percentage Percentage 5+ Percentage 5+ in the Year 11 A* - C A* - C A* - G timetable, regardless of age Whole School 65 82 83 98 Dyslexic (SpLD) Pupils 38 80 82 100

f) Any other relevant information, eg details of any other examinations taken, Reading and Spelling age assessments: Overall Year 10 – 69 pupils A* - C = 65% Dyslexic Year 10 – 36 pupils A* - C = 61% Consultant’s comments: These results are very good and show a progressive increase of percentages over the years both in A level as well as GCSE. The value added factor is clearly impressive given the initial entry level of many of the candidates: Commendable. g) Details of access (special examination) arrangements requested and made for dyslexic (SpLD) pupils: The need for testing and Access requests are identified by the DLS Department. If a pupil needs an assessment then we notiy parents via a letter and email, (see 8c above for details)

The usual concession granted is ‘extra time’ or ‘use of laptop’ to those pupils for whom this is the normal mode of working. Recommendations from assessments are sent to our Exams Officer to place on line with the relevant exam board. Once concessions are confirmed we publish the outcome on the staff Intranet under Official Exam Concessions for years 10 to 6th Form; Years 7 to 9 are in another document called Exam Concessions Years 7 to 9. Consultant’s comments: All in place and completely appropriate. h) For completion by consultants only: Dyslexic (SpLD) pupils’ responses regarding their School and teachers: A group of some 11 pupils comprising 6 male and 5 females, Years7-10. 5 were weekly boarders, were canvassed to gain feedback on all aspects of the School. Without exception they all spoke most positively of their time at Bethany. All liked the small School atmosphere as well as the sporting facilities. Teachers were noted as ‘organised and helpful’ The food was commented on as ’average to good.’ This was a group of lively articulate pupils, at ease and confident.

Facilities and Equipment for Access to Teaching of Dyslexic (SpLD) Pupils

10. a) General resources for teaching dyslexic (SpLD) pupils: As the School contains a high percentage of dyslexic pupils most of the resources within the general School environment have been developed with dyslexic pupils in mind. Examples of this are whiteboards, use of visually presented material through video, DVD etc. Text books, when used, are usually selected for clarity of text and layout with a good and explicit glossary.

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Each DLS classroom contains a wide variety of spelling/phonic, reading, study skills, language resource materials and games.There is a variety of sets of reading books, plays and general information books covering a wide range of Reading Ages; there is a growing number of specifically high interest, low reading age books. We also have audio books. Up to date subject related books and revision guides are available in all classrooms.

Resources are available for all teachers’ use although stored in different classrooms. Consultant’s comments: Very good resources available with relevant programmes. b) Library: The library is organised according to the Dewey System with plenty of clear posters and labels to remind dyslexics where to find relevant books. A librarian is always on hand to help. There are plenty of ‘easier to read’ information and fiction books including magazines and childrens newspapers. Consultant’s comments: The Library is a gem, with a full time Librarian, with an extensive and up to date range of fiction nonfiction and reference books available. Many general interest magazines are on display. 6th formers were working quietly in the study area. High/low readers are denoted with a special colour code: Commendable. c) ICT: Bethany is fully committed to delivering the curriculum through ICT. Most pupils from Year 8 onwards have their own laptop and all classrooms have desktop or laptop computers linked to a wireless network. Internet and Intranet facilities are available. Teachers have their own laptops. All departments have projectors.

There is a fully equipped ICT classroom in the Science Building, where pupils receive tuition.

All pupils in Year7 – 9 receive dedicated ICT lessons, to complement the work being carried out in general subjects. ICT is integrated in Years 10 and above with the use of subject specific software and is the normal method of work for some of our pupils.

Two ICT technicians are employed and a maintenance service is available.

As from September all Year 8 pupils will be given the opportunity to learn to touch type via the Touch Type Read Spell software. This will be delivered 4 times a week for 15 minute a time. Other pupils will be able to access this resource via a dedicated optional Activity in the afternoons. Consideration is also been given to introducing a typing course for Year 7 and 8 as part of the PSHCE/Dance/Drama carousel. Consultant’s comments: This is a state of the art facility, housed in a purpose built modern block of teaching suites, which is fully used by all. Clearly, ICT is viewed as a vital resource. The School is making full provision for all pupils to become fully engage with this technology. Commendable. DU 10 & 11 d) Learning Centre: The four DLS classrooms are equipped with desktop computers and printers; the department has a colour printer too. There are televisions and videos in three of them and each has a computer projector. There is a scanner which is used by all members of the department. Most pupils

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have their own laptops from Year 8 and these are frequently used to produce work, research and revise. There is a bank of laptops for the Year 7 pupils to use for things like Word Shark etc. Consultant’s comments: Very much a vital part of the School, the DLS is a hub within the wider School. It is light and airy with very good facilities and with a dedicated team of experts whose enthusiasm pervades the School. Statement of Special Educational Needs 11. a) School policy: At present there are 6 pupils with Statements of Special Educational Needs. These pupils are accepted if they are able to cope with a mainstream education. The School looks very carefully at requests to come from pupils with Statements to ensure we can meet the majority of identified support and strategies. It is made clear if the School cannot meet all the requirements of the Statement. Consultant’s comments: Totally appropriate: East Sussex, Greenwich, Kensington and Kent. Independent b) Types of statemented needs accepted: Schools only Dyslexia, Dyspraxia, High function Autistic Spectrum, Pervasive Developmental Disorder, ADHD, ADD, Hearing Loss, Visual Impairment, Physical disability Appropriate.

c) Number: 6 Consultant’s comments: See 11a above.

Parents’ Feelings About the School, in Particular, its Response to Dyslexic (SpLD) Pupils

Independent 12. Schools should provide, with the documentation, a list of the names of all known Schools only dyslexic (SpLD) pupils in the School. From this the consultant will select 12 names and schools will be asked to contact the parents (CReSTeD will provide an explanatory letter) for their permission to give their phone numbers to the consultant. The consultant will then contact 6 of these parents before the visit takes place to discuss their feelings about the School.

For completion by consultants only: Parent Contacts: A group of parents chosen at random were canvassed for their feedback. All without exception spoke of their delight at having their child at Bethany. Comments such as, ‘very happy with the School, great progress and gains in self confidence.’ ‘real success, they have transformed him, good value for money.’ ‘Headmaster ever so helpful, fantastic, we are thrilled at how well our child settled in.’ ‘The School has transformed our child; he is very settled and is making very real progress’. Overall, parents were genuinely delighted with the support the School was able to provide as well as commenting extensively on the dedication of the staff. The Headmaster came in for fulsome praise; ‘A caring dedicated individual with a very real interest in our child’s progress.’

13. Head’s / Principal’s signature Head’s / Principal’s signature confirming accuracy of school’s confirming agreement to consultant’s information (pre-visit): comments (post-visit):

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Date: 24 April 2012 Date: 16 July 2012

14. For completion by consultants only: Summary of Report including whether acceptance is recommended:

Bethany School was founded in 1886 and stands in some 60 acres of parkland campus within the hamlet of Curtisden Green, Goudhurst, Kent. There are 395 pupils of which 144 are Dyslexic/SpLD. Co-educational age range 11 to 18 years it caters for day, weekly and full boarding. The School continues to develop under the guidance of the Headmaster with plans afoot to build a new indoor swimming pool with many other ancillary facilities provided. The SMT ably assist the Head.

The DLS department is an important central provision offering full support to the many pupils attending. It is seen by the Head as a fundamental part of the School. Extensive sporting facilities are provided as are some 20 additional daily activities which pupils can enjoy. The aim and philosophy of the School is to develop the whole child to increase their confidence and self esteem.

Exam results are continuing to be impressive given the initial levels many of the pupils arrived with. Delivery of the extensive curriculum is impressive and support the stated aims contained within this application; the results speak for themselves.

The School is in capable hands under the stewardship of the dynamic Head. This is a School that delivers all that it says it can within the extensive documentation provided to CReSTeD

Recommendation for continuing inclusion within CReSTeD directory is wholehearted supported.

Consultant to tick relevant boxes when criteria are observed to have been met:

Criteria DU 1 + 2 + 3 + 7 + 10 + 11 + 12 + 13 + 14 + For Office Use Only 15. Category proposed: Consultant’s name(s): Consultant’s signature(s):

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Date: 16. Approval registration number: 17. Chairman’s name: Chairman’s signature:

Date:

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