name of organisation / service - british dyslexia web viewin addition to these characteristics, ......

The Standards Audit Document

Dyslexia Friendly Quality Mark for Youth Offending Teams & Young Offender Institutions

Name of organisation / service: …………………………………..…………..…………………………….

Name of Contact: .................…………………………………………......................................................

Mission StatementThe aim of Dyslexia Friendly Quality Mark for Youth Offending Teams & Young Offender Institutions is to promote the excellent practice

conducted by organisations and services engaged within this section as they carry out their roles of supporting and challenging staff to

improve accessibility for more service users.

Disclaimer In awarding the BDA Dyslexia Friendly Quality Mark for Youth Offending Teams & Young Offender Institutions the British Dyslexia

Association cannot guarantee or be responsible for the individual programmes of education provided for, or levels of attainment achieved

by an individual service user.

The Standards Audit DocumentDyslexia Friendly Quality Mark for Youth Offending Teams & Young

Offender InstitutionsStructure of the Award:

Part A: Applies to all

Parts A & B: Apply to organisations and services with an education remit, for example

Young Offender Institutions, Youth Services, etc.

The document below can be used for self-audit purposes but at the time of verification all relevant standards should

have been achieved.

Please note that these standards can be achieved on a departmental/divisional basis but that the award of the

Dyslexia Friendly Quality Mark would only be to that department/division.

These standards remain the intellectual property of the British Dyslexia Association.

Standards Audit Document – Extract from:BDA Dyslexia Friendly Quality Mark for Youth Offending Teams & Young Offender Institutions © Nov 15

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Part A - Applies to all

Standard One: Leadership and Management

Focusing(recognising development is required)

Developing(work under

way)

Established(achieving)

Enhancing(demonstrating

well)

1.1 Organisational policies promote inclusive practice and specifically mention dyslexia where appropriate.

The definition of dyslexia in the Rose report is as follows:

‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

Dyslexia occurs across the range of intellectual abilities.

It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation and personal organisation, but these are not, by themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention’.

In addition to these characteristics, the BDA acknowledges the visual processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem-solving, creative skills, interactive skills and oral skills.


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way)



well)

1.2 Organisational policies demonstrate that senior personnel within the

organisation are committed to ensuring the services offered to

service users and their families/carers are both accessible and

inclusive.

1.3 The monitoring of dyslexia friendly practices within the organisation

is led by an officer with dyslexia knowledge and expertise to

support services in developing dyslexia friendly good practice.

1.4 Targets relating to dyslexia (within the context of inclusive,

accessible provision) are identified in the organisation development

plan.

1.5 Appropriate resources – human, financial and physical - are made

available to support the development of dyslexia friendly practice.

1.6 A framework for self-evaluation of dyslexia friendly practice is in

place.

Total for Leadership and Management:


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way)



well)

Number of standards achieved (out of 6)


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Standard Two: Practice



way)



well)

2.1 The organisation demonstrates through practice that it understands

that the needs of service users with dyslexia vary and that they

need to be addressed in many ways. A culture is created that

enables service users and their families/carers to discuss their

needs if they choose to do so.

2.2 Staff have access to and follow clear guidelines on what constitutes

good practice when working with service users with dyslexia and

their families/carers.

2.3 Guidelines relating to dyslexia are communicated to temporary staff

(e.g. agency staff).

2.4 Systems and services are checked for accessibility issues related

to dyslexia.

2.5 There is a process in place for the reporting and handling of

complaints and possible discrimination issues.

Total for Practice: Number of standards achieved (out of 5)


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Standard Three: Communication



way)



well)

3.1 Written communication meets BDA Dyslexia Friendly Style

Guidelines.

3.2 There is a process in place for checking written materials for

accessibility issues.

3.3 All staff have access to clear guidelines on how to produce

dyslexia friendly materials.

3.4 Website design follows dyslexia style guide principles.

3.5 A range of alternative formats is available and service users are

aware of these.

3.6 Signage is dyslexia friendly.

Total for Communication:


Standard Four: Focusing Developing Established EnhancingStandards Audit Document – Extract from:

BDA Dyslexia Friendly Quality Mark for Youth Offending Teams & Young Offender Institutions © Nov 15 of 16

Training (recognising development is required)

(work under way)

(achieving) (demonstrating well)

4.1 All staff, at all levels, undertake awareness training, including

training that is occupationally specific where required.

4.2 Those with additional/higher level dyslexia training are available as

a resource to the organisation.

4.3 Systems are in place to ensure new staff have access to dyslexia

training.

4.4 Dyslexia training is up-dated and reviewed on an annual basis.

4.5 Systems are in place to support staff who are identified as being

dyslexic.

Total for Training



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Standard Five: Partnerships



way)



well)

5.1 The organisation works with a range of partners to meet the needs

of service users with dyslexia and their families/carers.

5.2 Effective partnerships with parents/carers are developed and

implemented (where appropriate).

5.3 Service users and their families/carers are effectively

signposted/referred on to relevant sources of additional help e.g.

Local Dyslexia Associations.

Total for Partnerships



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Part B - Applies to organisations and services with an education remit, e.g. Young

Offender Institutions, Youth Services, etc.

Standard Six: Educational Provision



way)



well)

6.1 The organisation has a strategy for raising standards for learners

who are dyslexic. This strategy is monitored and evaluated

annually to assess its effectiveness.

6.2 The organisation actively promotes dyslexia friendly practice

through having dyslexia support available within its service

provision.

6.3 The organisation is able to demonstrate at least one member of

staff having successfully completed a BDA accredited course at

AMBDA (Associate Member of the British Dyslexia Association)

Level, or equivalent. Alternatively, access to such expertise is

available to the organisation and is called upon when required.


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way)



well)

6.4 Information is available which shows:

the policy and procedures used for the identification of dyslexia

in the educational setting

how the effectiveness of support, information, advice and

guidance provided to dyslexic learners is monitored.

6.5 The organisation proactively disseminates good practice in relation

to dyslexia to its service users.

6.6 Guidance on dyslexia friendly approaches is made available to

education providers and there is a systematic programme of CPD

in dyslexia available to all staff who work within the educational

setting.

6.7 Partnership working takes place with other agencies and, where

appropriate, with parents/carers to meet the needs of the dyslexic

learner within the educational setting.

Total for Educational Provision:


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well)



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Standard Seven: Educational Practice



way)



well)

7.1 The organisation proactively encourages education providers to

offer an educational environment suitable to meet the needs of the

dyslexic learner.

7.2 The organisation proactively encourages the education provider to

monitor and evaluate levels of participation and achievement of

dyslexic learners.

7.3 The organisation ensures that education providers can easily

access the support services it provides. This support is arranged

and delivered in an appropriate timescale and is appropriate to

individual needs.

7.4 The organisation ensures that, where appropriate, education

providers signpost service users to the specialist support from

other providers in reference to contribution and participation within

the local offer.


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Standard Seven: Educational Practice



way)



well)

7.5 Where the organisation is providing support it assesses and

evaluates the achievement of the dyslexic learner against internal

and external targets.

7.6 The organisation proactively encourages the education provider to

adopt dyslexia friendly teaching practices in terms of appropriate

methods, resources, use of ICT, etc.

7.7 The organisation, when appropriate, challenges its education

providers to raise standards of achievement for dyslexic learners.

7.8 Systems are in place for successful transition at all stages. The

service is able to evidence transition planning and transfer of

information processes.

7.9 The organisation undertakes annual evaluations of its dyslexia

support provision. It consults service users and other relevant

parties and acts upon the findings from this process.

Total for Educational Practice:



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Final Score Focusing Developing Established Enhancing

Total number of Standards achieved in all Sections:

Declaration I understand that the verification fee is due before a verification visit can be arranged and that all fees are non-refundable.

I undertake to adhere to all decisions made by BDA.

Signed:.............................................................................................................. Date: ........................................................................

Print Name: ...................................................................................................... Position: ..................................................................

Name of Organisation / Service / Division or Department ………………….............................................................................................


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Please send your completed documents to:The Quality Mark Administrator

British Dyslexia Association

Unit 6a, Bracknell Beeches

Old Bracknell Lane

Bracknell

RG12 7BW

Data Protection Act 1998The information you provide on this form will be processed by the BDA and used to process your application the BDA Dyslexia Friendly

Quality Mark. The information may also be used to send you information about the BDA’s other services, offers, activities and appeals.

We may also share your information with other organisations upon their request. If you do not wish your details to be used for these

purposes, please tick this box


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