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1.
The school implements a thorough and rigorous
process for identifying dyslexic (SpLD) children.
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2.
The Senior Management Team and Governors fully
support the provision for dyslexic
(SpLD)
pupils
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3.
The impact of the provision for dyslexic
(SpLD)
pupils is measurable
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4.
The school is established primarily to
teach pupils with Dyslexia
(SpLD).
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5.
The school is established primarily to
teach pupils with
SpLD
which may include other difficulties.
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6.
Assessment for admission to the school
should include a report from an Educational
Psychologist or a Specialist Teacher who holds
an Assessment Practising Certificate.
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7.
The Head of Learning Support (or
equivalent) should hold a nationally
recognised qualification
for the
teaching of dyslexic (SpLD) pupils.
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8.
As a
minimum, all English teachers and teachers
of literacy skills will have nationally
recognised qualifications in the teaching of
dyslexic (SpLD) children. In exceptional
circumstances the consultant may recommend
to Council that an experienced teacher
undergoing training satisfies this
criterion.
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9.
All members of staff demonstrate the
ability to meet the needs of dyslexic (SpLD) pupils
within their own departments.
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10.
The school has a designated Unit or Centre
that provides specialist tuition on a small
group or individual basis.
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11.
The Unit or Centre is adequately resourced,
under the management of a senior specialist
teacher, who co-ordinates the work of other
specialist teachers.
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12.
There is an awareness by all members of
staff of the necessity to adjust their
teaching to meet the needs of dyslexic (SpLD) pupils
and this is evident across the curriculum.
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13.
The Head of Unit or Centre will have
Head of Department status, and must have an
input into curriculum design and delivery.
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14.
The
majority of lessons in the Unit or Centre to
be taught by those having nationally
recognised qualifications in the teaching of
dyslexic (SpLD) pupils. In exceptional
circumstances the consultant may recommend
to Council that an experienced teacher
undergoing training satisfies this
criterion.
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15.
Dyslexic (SpLD) pupils are taught in separate
classes within the school for some lessons,
most probably English and mathematics.
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16.
Teachers of these separate classes are
responsible for communicating with other
subject teachers regarding the dyslexic (SpLD)
pupils.
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17.
There is awareness and support by other members of
staff of the needs of dyslexic (SpLD) pupils.
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18.
The
majority of teachers providing literacy
support hold a nationally recognised
qualification in the teaching of dyslexic (SpLD)
pupils. In exceptional circumstances the
consultant may recommend to Council that an
experienced teacher undergoing training
satisfies this criterion.
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19.
There is provision for individualised
lessons on a withdrawal basis, and these staff
communicate with mainstream teachers regarding
the dyslexic (SpLD) pupils.
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20.
The teaching assistants responsible for
in-class support have received specific training
in dyslexia (SpLD) and will continue to receive regular
Continuous Professional Development
in supporting dyslexic pupils.
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21.
There is either a Dyslexia (SpLD) specialist teacher
in the school or the school uses specialist
support and advice as needed.
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