 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?

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

 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

 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

 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

 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

 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

 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

 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.

Thank you for listening Questions or comments?