Levels of the Literacy Leap Certification Framework

The structure of the award is explained in full within the Literacy Leap Certification Framework document. Click here for your copy. 

Schools that have undertaken the Bronze award will: 

  • Be able to furnish all teaching and support staff with easy to implement, practical strategies for supporting pupils.
  • Create a positive ethos within their schools where pupils and parents have a good understanding of dyslexia and SpLD and feel supported.
  • Make use of checklists to help identify pupils with dyslexia and SpLD as part of ‘cause for concern procedures’.
  • Demonstrate a commitment to raising awareness and supporting the needs of learners with dyslexia and other SpLD within the school. 

 

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In addition to the benefits listed above for Bronze award schools, Silver schools will be able to demonstrate: 

  • A commitment to early identification of dyslexia and SpLD.
  • Processes for identifying pupils with dyslexia and SpLD which take into consideration feedback and discussion with parents and pupils.
  • The use of appropriate screening tools by trained staff.
  • Sharing of good practice throughout the learning environment.

 

In addition to the benefits listed above for Bronze and Silver award schools, Gold schools will be able to demonstrate:

  • They are ‘champion’ schools and act as a model for good practice that they share with other schools.
  • That they provide all new members of teaching and support staff with dyslexia awareness and SpLD training as part of their induction.
  • That CPD relating to dyslexia and SpLD is ongoing.
  • Strong working partnerships with parents.
  • Qualified dyslexia specialist teaching and effective intervention.

 

 

A commitment to early identification of dyslexia and SpLD. 

  • Processes for identifying pupils with dyslexia and SpLD which take into consideration feedback and discussion with parents and pupils. 

  • The use of appropriate screening tools by trained staff. 

  • Sharing of good practice throughout the learning environment.

 

A commitment to early identification of dyslexia and SpLD. 

  • Processes for identifying pupils with dyslexia and SpLD which take into consideration feedback and discussion with parents and pupils. 

  • The use of appropriate screening tools by trained staff. 

  • Sharing of good practice throughout the learning environment.