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kyle academy: EXPERIENCES OF THE Dyslexia friendly school AWARD

kyle academy: EXPERIENCES OF THE Dyslexia friendly school AWARD. The Accreditation Framework: Benefits and Challenges. Clearly defined and achievable steps / targets. Tangible reward / means to celebrate achievement Builds leadership capacity Symbols – daily reminder of our values

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kyle academy: EXPERIENCES OF THE Dyslexia friendly school AWARD

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  1. kyle academy: EXPERIENCES OF THE Dyslexia friendly school AWARD

  2. The Accreditation Framework: Benefits and Challenges • Clearly defined and achievable steps / targets. • Tangible reward / means to celebrate achievement • Builds leadership capacity • Symbols – daily reminder of our values • Progression – bronze, silver and gold awards • Equality and fairness?

  3. Empowering Learners • Context – transformative potential of pupil (and parent) voice. • Pupils’ Champions Group • Dyslexic and non dyslexic pupils • Vision of DF School

  4. DFS Assemblies • Assemblies • Empathy - simulated exercises in processing information • Social and emotional impact of dyslexia • Supporting the learning of a dyslexic friend • Understanding the need for additional supports

  5. Impact for Most • Measurable impact on pupil attitudes / relationships • Improved health and well being. • Improved engagement with supports • Improved engagement with learning • Benefits in direct proportion to active involvement in Pupil Champions’ Group

  6. Empowering Parents • Meaningful partnerships • Parent Champions (worked with pupils) • Family Support Network • Raise expectations of dyslexic learners • Learning at home • Inspiring role models • Celebrating wider personal achievements • A context for mutual support • Learning together

  7. Impact of Parental Involvement • Engagement of hard to reach parents / children. • Supporting our learning. • Review of homework policies • Practical support eg tool boxes, information leaflets etc • Still to be formally evaluated

  8. Empowering Staff • CPD provided by • Neil McKay • All had improved understanding of challenges, feel more able to identify dyslexic difficulties and provide appropriate personalisation strategies • Pupil Champions’ CPD • Teacher Champions • Close alignment to Literacy Strategy • Tri-learning and sharing best practice

  9. Impact on Learners • Improved learning environment/ social and emotional climate of the classroom • Improved personalisation • More flexible assessment strategies • Better peer support • More seeking support • Higher expectations • Improved literacy attainment in BGE • Now - earlier intervention – to limit the social and emotional damage caused by literacy failure

  10. Enabling Factors • Margaret Crankshaw! • Authority wide approach • SLT involvement • A cluster based approach • Contextualised in literacy strategy • Values based approach – respect, diversity, achievement. • Our young people and parents.

  11. Dyslexia Friendly Schools Thank you for listening Questions or comments?

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