Type School Name Date here
Dyslexia Friendly Initiative
“Action Plan”
Middle-Secondary Schools
TypeSchool Name here
From (Date) To (Date)
Headteacher: / Type name hereDFST Lead: / Type name here
SENCO: / Type name here
Name
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©SENplusltd / Dyslexia Friendly “Middle-Secondary Action Plan”Type School Name Date here
Focus / Plan of Action / Staff / Resources / Time / Success Criteria / RAGPolicies DF = Dyslexia Friendly
1.1. / DFST is driving implementation and School Policies contain a statement relating to good practice in SpLD / A Dyslexia Friendly School Team has been formed with SMT membership.
School Development Plan being reviewed annually.
Subject/ departmental policies are DF
DF procedures in Staff Handbook
Agendas’/ minutes of meetings reflect/contain DF content; particularly SMT meetings.
1.2. / School governors are kept informed of policy and practice through updates at Governors meetings / Interview/discussion with SEN governor shows familiarity with DF
Agenda/minutes show DF at least yearly
DF included in Governors’ Annual report to parents
Training
2.1. / Record of SpLD courses attended by staff
Training done / Training / CPD Records orPerformance Management show staff attendance on courses
2.2. / Training needs identified with CPD Coord. / Training plan for school reflects commitment to development of whole school and individual pupils
2.3. / Training needs identified in School Development Plan / Training Plan is reflected in School Development Plan
Identification and Assessment
3.1. / DfES checklist adopted as initial indicator at School Action / DFES Indicator list known by all staff
3.2. / Routine assessment (e.g. in marking policy), takes into account the learner with dyslexic tendencies. / Appropriate monitoring and evaluation of pupils’ progress
Provision
4.1. / Guidelines on management and strategies are included in school staff handbook / Whole school approach to common dyslexic problems e.g. policies implemented, teaching styles reflect range of needs, resources appropriate
4.2. / The names of pupils with dyslexic tendencies are made known to supply teachers, along with a list of do’s and don’ts for those pupils / Pupil books/pupil names/register
Pupil names and needs made known to Supply Teachers
4.3. / DF Pathways booklet is known and made available to all staff, including TA’s and new staff at induction meetings / Lesson observation taking place to monitor staff strategies being implemented
ICT
5.1. / DF Initiative materials are on the School Intranet/ network / Staff and pupils are aware of DF Intranet content and where to find it
5.2. / List of resources available in school to include whiteboards and tablet PCs
Software purchase planned from SENSS recommended list / Are all the / Resources documented for all staff and departments
Alternative methods of recording used across departments
Purchase plan available linked to departmental needs
Working with Parents
6.1. / Parents concerns are taken seriously, logged and acted upon. / Parent interviews/ questionnaires can be seen
Documentation – where concerns are logged
6.2. / Parent workshop / Parent practical workshops planned or taken place
6.3. / Parents are involved in writing and reviewing IEPs / Parents signature on IEPs / space for parents to sign on proforma
6.4. / Communications with parents are ‘dyslexia friendly’ i.e. not relying on the written word, use of tape and gentle reminders / Verbal communications with parents are recorded
6.5. / Complaints procedure in Parents’ Handbooks / Complaints procedure exists
Children’s Perceptions
7.1. / Most pupils with Dyslexia will have been identified prior to arriving at High School / Effective liaison procedures with feeder schools and list of identified pupils (Provision Map?)
7.2. / Pupil’s with identified dyslexic tendencies are supported through a mentor or buddy / Buddying/mentor systems evidenced
7.3. / Pupils self esteem is monitored / Pupils consulted at Reviews and outcomes are documented
7.4. / Pupils are taught about the nature of their difficulty / Programmes on self-esteem/social skills are implemented/ investigating famous people who are dyslexic
7.5. / Pupils are given the opportunity to recognise their own best learning style / Procedure for pupils to identify the way they learn best are documented
Additional
8.1. / Transfer arrangements / Liaison has taken place with reference to pupils
8.2. / Early involvement of Connexions / Minutes of meetings with Connexions
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