A SCHOOL in Urmston has become the first secondary school in the North West to be awarded the Dyslexia Friendly Quality Mark.

Wellacre Academy was granted the award by the British Dyslexia Association (BDA). It is an external sign of approval that lets learners, parents, staff and stakeholders know that the school is a safe place for dyslexic individuals by providing BDA's standards of fully inclusive, quality education for dyslexic students.

Driving the process was principal Melanie Wicks. She said: “Students should not feel disadvantaged by their Dyslexia but rather embrace the positives and use it as a strength. We are proud to be recognised by the British Dyslexic Association for the work we are doing to ensure we are fully inclusive and no student is left behind.”

"Wellacre recognises that Dyslexic learners are often some of the most creative students and excel in problem solving skills, leadership and building resilience. Famous dyslexics Richard Branson, Albert Einstein, Henry Ford and Steve Jobs only achieved success following on from struggles that they faced during their education."

A key feature of the work on dyslexia was the involvement of students. A student learning committee was set up to assess the process and make recommendations.

Assistant principal and SENDCo Michelle Critchlow and specialist teaching assistant Louisa Tunney, worked one-to-one with students with dyslexia and have led the campaign for the award.

Louisa said: "The tailored one-to-one programme that we deliver at Wellacre has proved to be of great benefit to the dyslexic students. Not only have we seen an improvement in the students’ academic performance, they have also thoroughly enjoyed it. We also run a Student Leadership qualification alongside it in order to boost self-esteem.”

Matthew Mills, a year 10 pupil said that the support from staff had helped him with his school work and boosted his confidence.

Award Assessor and Trafford MBC SEN Consultant Julia Brown commented that: “Teachers and teaching assistants interviewed were knowledgeable and passionate about how they could support pupils and make their teaching engaging and accessible”.