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BDA Dyslexia Friendly Quality Mark for Youth Offending Teams and
Young Offender Institutions
This is your evidence folder for
Part AStandard One:
Leadership and Management
Organisation Name: …………………………………………………………………………….
Contact Name: …….……………………………………………………………………………
Please file your evidence for each of the criteria that make up this standard
Part A
1.1 Organisation policies promote inclusive practice and specifically mention dyslexia where appropriate.
In 2009 Sir Jim Rose’s Report on ‘Identifying and Teaching Children and Young
People with Dyslexia and Literacy Difficulties ‘; gave the following definition of
dyslexia. This was adopted by the BDA Management Board, but with the addition of
the further paragraph shown below, which should always appear with it.
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.
Please refer to the BDA Website – www.bdadyslexia.org.uk – for any further
information.
Please file your evidence for this criteria behind this divider
Part A
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.
Please file your evidence for this criteria behind this divider
Part A
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.
Please file your evidence for this criteria behind this divider
Part A
1.4 Targets relating to dyslexia (within the context of inclusive, accessible provision) are
identified in the organisation development plan.
Please file your evidence for this criteria behind this divider
Part A
1.5 Appropriate resources – human, financial and physical – are made available to
support the development of dyslexia friendly practice.
Please file your evidence for this criteria behind this divider
Part A
1.6 A framework for self-evaluation of dyslexia friendly practice is in place.
Please file your evidence for this criteria behind this divider
Part A
BDA Dyslexia Friendly Quality Mark for Youth Offending Teams and
Young Offender Institutions
This is your evidence folder for
Part AStandard Two: Practice
Organisation Name: …………………………………………………………………………….
Contact Name: …….……………………………………………………………………………
Please file your evidence for each of the criteria that make up this standard
Please file your evidence for this criteria behind this divider
Part A
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.
Please file your evidence for this criteria behind this divider
Part A
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.
Please file your evidence for this criteria behind this divider
Part A
2.3 Guidelines relating to dyslexia are communicated to temporary staff (e.g. agency
staff).
Please file your evidence for this criteria behind this divider
Part A
2.4 Systems and services are checked for accessibility issues related to dyslexia.
Please file your evidence for this criteria behind this divider
Part A
2.5 There is a process in place for the reporting and handling of complaints and possible
discrimination issues.
Please file your evidence for this criteria behind this divider
Part A
BDA Dyslexia Friendly Quality Mark for Youth Offending Teams and
Young Offender Institutions
This is your evidence folder for
Part AStandard Three: Communication
Organisation Name: …………………………………………………………………………….
Contact Name: …….……………………………………………………………………………
Please file your evidence for each of the criteria that make up this standard
Please file your evidence for this criteria behind this divider
Part A
3.1 Written communication meets BDA Dyslexia Friendly Style Guidelines.
Please file your evidence for this criteria behind this divider
Part A
3.2 There is a process in place for checking written materials for accessibility issues.
Please file your evidence for this criteria behind this divider
Part A
3.3 All staff have access to clear guidelines on how to produce dyslexia friendly
materials.
Please file your evidence for this criteria behind this divider
Part A
3.4 Website design follows dyslexia style guide principles.
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Part A
3.5 A range of alternative formats is available and service users are aware of these.
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Part A
3.6 Signage is dyslexia friendly.
Please file your evidence for this criteria behind this divider
Part A
BDA Dyslexia Friendly Quality Mark for Youth Offending Teams and
Young Offender Institutions
This is your evidence folder for
Part AStandard Four: Training
Organisation Name: …………………………………………………………………………….
Contact Name: …….……………………………………………………………………………
Please file your evidence for each of the criteria that make up this standard
Please file your evidence for this criteria behind this divider
Part A
4.1 All staff, at all levels, undertake awareness training, including training that is
occupationally specific where required.
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Part A
4.2 Those with additional/higher level dyslexia training are available as a resource to the
organisation.
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Part A
4.3 Systems are in place to ensure new staff have access to dyslexia training.
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Part A
4.4 Dyslexia training is up-dated and reviewed on an annual basis.
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Part A
4.5 Systems are in place to support staff who are identified as being dyslexic.
Please file your evidence for this criteria behind this divider
Part A
BDA Dyslexia Friendly Quality Mark for Youth Offending Teams and
Young Offender Institutions
This is your evidence folder for
Part AStandard Five: Partnerships
Organisation Name: …………………………………………………………………………….
Contact Name: …….……………………………………………………………………………
Please file your evidence for each of the criteria that make up this standard
Please file your evidence for this criteria behind this divider
Part A
5.1 The organisation works with a range of partners to meet the needs of service users
with dyslexia and their families/carers.
Please file your evidence for this criteria behind this divider
Part A
5.2 Effective partnerships with parents/carers are developed and implemented (where
appropriate).
Please file your evidence for this criteria behind this divider