Flintshire County Council

What are the key areas in establishing a dyslexia friendly school?

Related pages in this area

Dyslexia friendly schools | Dyslexia friendly schools initiative | What are the indicators of dyslexia?

What are the Key Areas in Establishing a Dyslexia Friendly School?

1. Management.
Schools will need to review their existing commitment and ability to address the needs of pupils with dyslexia and plan for change and improvement.

• Dyslexia needs to have status within the school and should be addressed in subject policies and whole school policies.
• There should be an audit of existing practices, materials, staffing and support arrangements.
• Train staff in dyslexia friendly methods.
• Consider/adapt arrangements for regular whole class/small group support.
• Delegated SEN resources are fully and creatively used to support and improve pupil performance.
•  Positive attitudes and confidence building are promoted with pupils, parents, teachers and governors.
• The school uses a graduated response to pupil difficulties in line with the guidance of the Code of Practice on the Identification and Assessment of Special Educational Needs 2002.

2. Detection. There are effective early identification/screening and intervention procedures.

• Look at existing practice.
• Early years staff are encouraged to be aware of the early indicators of dyslexia.
• Enhance profiling procedures and identification in Key Stage 1.
• Consider identification procedures for pupils in Key Stage 2 and above who may not have shown early difficulties.
• The school access further intervention where necessary from outside support agencies.
• Agree/purchase suitable resources.

3. Resources. There are appropriate levels of provision, practice and resources.

• A whole school approach to dyslexia will include structured sequential multi-sensory programmes, flexible teaching approaches and appropriate resources.
• The school organises the curriculum so that teaching styles are matched to learning needs.
• Pupils are set according to ability rather than the level they can demonstrate in written work.
• The school enables pupils with dyslexia to develop their strengths at the same time as addressing their weaknesses.
• The school provides a suitably qualified and experienced teacher to work with pupils with dyslexia on a structured sequential multi-sensory spelling/reading programme.
• The school has a resource bank of dyslexia friendly materials which are accessible to all.
• The school seeks advice on suitable resources from outside agencies.
• The school has a mentor/befriending network to support pupils with dyslexia.
• All pupils have access to Information Communication Technology where appropriate to meet individual needs e.g. word processors, audio tapes etc.

4. Development. The school adopts a systematic and supportive programme of continuing professional development for all staff focusing on dyslexia.

• The school offers support to pupils from a teacher who has completed an accredited dyslexia course.
• The specialist teacher should have time to give guidance and advice to colleagues.
• There should be a rolling programme of training for new staff and governors.
• The needs of dyslexic pupils are made known to supply teachers.

5. Partnership. The school values and implements partnerships with parents.

• The school promotes a working partnership between home and school.
• School suggests ways in which parents can help.
• School values information which parents can provide.
• School ensures that parents and pupils are involved in individual planning and review procedures.
• School informs parents of information and support available from outside agencies e.g. Citizens Advice Bureau, Flintshire Parent Partnership telephone 01352 706840 or Jennifer Owen Adams, Education Officer, British Dyslexia Association, telephone 01597 810831.