FREQUENTLY ASKED QUESTIONS

We are keen to tailor our service to meet the needs of each individual client, so here are some things you may want to know, but if there’s anything else we can answer, feel free to get in touch.

About Dyslexia

Dyslexia is a difficulty with reading and spelling. There are often other problems because it is hard to work with sounds in language and process them quickly. It is also a difficulty remembering information in the listening part of the memory. Anyone can have dyslexia and no one is exactly the same as someone else. There may be additional difficulties in language, co-ordinating movement, calculating numbers, concentrating and being organised.
Special Educational Needs and Disability.
With dyslexia, you could be at an advantage in the workplace; you will probably be dynamic, creative and have special skills and talents which are desirable in the world of work! Make sure you talk to your educators, training provider or workplace about your dyslexia, and what support is available to remove any barriers to learning or work, allowing you to shine on whatever career path you choose.
You need overlays to stop letters or numbers moving on the paper. You might notice when you don’t use your overlay words are harder to see and read. When you put your overlay on the paper the words should be clearer and easier to read.

Our Services

The training can be delivered on your site to minimise disruption to your staff team. Should you prefer off-site training, we can organise local training facilities at an agreed cost.
No, we will work with you to agree mutually convenient dates for your screening and training days. Dates out of term time, and twilight sessions may be available by negotiation.
Within the screening day, up to six pupils can be screened and consulted on. If there are more than six pupils identified by the school for screening, then additional screening days can be arranged as an add-on service.
SEND Solutions can work with you to design a package of support that meets all your SEND needs. This may include training on metacognition, dyscalculia, reading, writing, spelling and phonics, or SENDCo training and consultation on complex cases. We can support your SEND meetings or audit your provision, policies and processes with you. We can also facilitate other services through our trusted associates, such as speech and language therapy, or attachment training. Find out more about our services!
We want to make sure you get as much value and impact from our services as possible. As such, we want to find out about your school priorities and plan how we can complement them. We can work with you on your school development plan, or OFSTED action plan, to ensure your SEND needs are covered, right to evaluation stage.
As experienced SEND professionals we have experience of working within the Code of Practice framework, and implementing systems that reflect its values and best practice. Our working model mirrors the Graduated Approach, so you can be sure that any project we undertake with you will follow the four step cycle of ‘Assess, Plan, Do, Review’, and will prioritise other aspects of the 2014 Code of Practice, such as highlighting pupil and family voice.
We want to help you maximise the impact of any project, and that includes offering ongoing support. Our SpLD package includes an evaluation meeting later in the year (face to face, telephone or virtual meeting), to highlight successes, areas for development, and plan next actions. We also have an open door policy, and being just a phone call away at any time, we hope to nurture long term relationships with our schools, and be your trusted first call for all your SEND support needs.
We certainly can! We can assess for dyscalculia, offer specialist support and consultancy, as well as awareness training for schools, parents and governors. Please get in touch with us to help us meet your needs.

About Dyslexia Diagnosis

Dyslexia screening provides a profile of strengths and weaknesses that can inform intervention and next steps. It is cost effective and provides indication of need in a timely manner. Diagnostic assessment is a more intensive process, aimed at concluding whether a pupil meets a diagnosis definition of a Specific Learning Difficulty, with specific recommendations for school and other aspects of life, based on the individual’s areas for development.
Going through the stages of; meeting parents, completing checklists and screening provide vital information about the child or young person and enable an informed decision about whether a diagnostic assessment is needed. Patoss have a helpful Find an Assessor webpage or local dyslexia associations will be able to help.
It could be helpful to speak to the SENDCo at your child’s school to see if there is the possibility of an Educational Psychologist doing a diagnostic assessment. This is often not an option for reasons outside the schools control. Your local Yorkshire Rose Dyslexia Association may be able to advise you.
There are several routes for diagnosis. In school’s the SENDCo will usually speak to parents and other teachers and support staff, fill out a checklist, screen a pupil and, if required, recommend a diagnosis. In employment, employers can seek help through private organisations or charities such as the British Dyslexia Association. Specialist teachers and educational psychologists can diagnose dyslexia. The cost of a diagnosis varies. It is a good idea to seek advice. Local Dyslexia Associations can help and Patoss (professional association of teachers of students with specific learning difficulties) are helpful routes and can provide advice.

Dyslexia at school

Phonics and literacy interventions designed for dyslexics are of a multi-sensory, structured and cumulative nature. Some involve using technology. Commercial examples include Nessy, IDL, Beat Dyslexia, Units of Sound and Active Literacy Kit. SEND Solutions work with schools to train staff to identify invention approaches, and to help design an approach based on the needs of your school. Visit our website for more information or get in touch with us.
Schools are required to comply with the SEND Code of Practice 2014, and the Equality Act 2010 when supporting pupils with additional needs and disability. This legislation, and indeed the recommendations made in a dyslexia assessment report can be lengthy. We can help facilitate the school team planning of priorities and provision based on individual cases. We can also undertake school training on dyslexia and inclusive learning environments, to help schools provide many general dyslexia recommendations as standard in their classrooms.
Staff in school know you have dyslexia because the SENDCo shares this information with them confidentially. Then they can use teaching strategies that will help you to learn. One of the strategies that they might use is keeping instructions short, repeating them and writing them down so you don’t forget.
This is difficult to answer as schools have differing levels of expertise and training is inconsistent. If you are concerned SEND Solutions would be able to support the SENDCo and suggest resources and alternative approaches over the phone or via email for your child. The expectation is that reasonable adjustments are made to ensure your child can access the curriculum and learning activities are differentiated. There may be a requirement for additional intervention in identified areas of need. The teacher and SENDCo should have assessment data identifying these areas.

How to help dyslexic people?

Our SEND Solutions signature dyslexia package for schools is perfect for this! The whole staff team receive a full INSET training day on dyslexia and creating a dyslexia friendly learning environment. The school also receives specialist assessment for 6 pupils, and consultation on these individual cases for the SENCo, parents and teachers on a second day. The package costs £900 to primary schools, and can be funded as part of the school’s notional SEND budget or Pupil Premium grant. For more information on the package, please visit our website or get in touch with us!
Embedding a thorough understanding of SEND within society is something many people have tried to do. Until it is made a statuary part of the curriculum we will always be holding conferences, training and using social media to ensure the message is kept alive.
This is a difficulty that usually corrects itself in time. It can be helpful to use a coloured dot on the left of the page to indicate where to put the pen or an arrow at the top of each page. A cue to remind them that is clearly visible also works well.
Some general points include:
  • Ensuring that pupils are not put into lower attaining groups in English. Use differentiation and assistive technology to enable them to access teaching and learning.
  • Watch for evidence of low self-esteem as they will be aware they are struggling.
  • Explain and investigate Gardner’s Multiple Intelligences.
  • Give them opportunities to shine in the classroom.
  • Ensure their dyslexic traits do not impair their ability to demonstrate their knowledge and understanding.
  • Talk to parents and find a good way of developing a pupil’s gifts and talents jointly as this may ultimately influence their career path.

About Cost & Funding

You may be fund SEND identification and training through your core, notional SEND or top up funding, or you may want to explore other funding avenues to be in a position to commission SEND Solution services. This may include working with our local funding partner; Lisa Jagger, at Straight Forward Funding. She helps schools to source funding grants, and write successful bids for funding. You can find out more and contact Lisa on straightforwardfunding.com
Some schools choose to fund SEND services using the Pupil Premium Grant. Our typical SpLD school package costs less than one pupil’s PPG, and is a positive and accountable use of funding aimed at closing the attainment gap for disadvantaged pupils. Impact is maximised with whole staff awareness training, and five further pupils receiving SpLD screenings through the process.
Funding for additional needs in schools is tight for most schools. Most mainstream schools received a ‘notional SEND’ figure as part of their budget, to help support those with additional needs. Governing bodies work with senior leadership teams to plan the use of this budget. Often the majority of this money goes towards funding learning support in schools, especially as class sizes are often increasing in schools. SEND Solutions can work with schools to make sure their learning support staff are having greatest impact in and out of the classroom, and identify any other cost-effective strategies for a dyslexia friendly approach. Other funding avenues such as Pupil Premium grant can help facilitate specialist support for pupils in school. Funding solutions can be identified by third parties such as Straight Forward Funding based in Huddersfield. A good place to start for getting maximum support for little spend may be the SEND Solutions dyslexia package for schools. For more information on the package, please visit our website or get in touch with us!
This is an issue to take up with your local CCG (Clinical Commissioning Group) or NHS Trust, or even your local MP. Locally, subsidised visual stress assessments and follow up appointments can be accessed at the University of Bradford Visual Stress and Reading Clinic, which is overseen by a leading expert in this field.

Recommendations & Helpful Resources

Reading can take many forms, but essentially needs to be self motivated by purpose; for acquiring information or for entertainment. Letting the young reader express their interests and then helping to overcome barriers to reading could help ignite an interest in books and literature. This might be by using techniques such as paired and shared reading, sourcing books from accessible publishers such as Barrington Stoke, using read aloud technology, or sourcing audiobooks and podcasts.
Remembering names and faces can be an issue for many people. First of all: make sure you always pay attention when someone is introduced to you-if you know you struggle with names then you must prioritise listening, looking and processing at this stage, don’t try to do other jobs at the same time. A good trick is to try to link the look or sound of a name, to a facial feature. For example, Bridget wears glasses, so I’m going to try to remember the ‘B’ on it’s side as a reminder for spectacles . Or a little rhyme like ‘Paul is very tall’. Making notes with sketches can also help, especially if you can add more context as you find out more about people. Don’t forget, you can also ask again! Have some stock phrases ready so that you don’t worry about forgetting a name.
Seeing AI is great for reading and visual assistance, Google Keep for note taking and reminders, and full use of Google Calendar can help with scheduling, Learning Tools in Microsoft apps, Dragon Dictation, Google Play Books, iTunes for Audiobooks and podcasts, Cite It In for academic writing, backing work up to Dropbox, plus many more. Don’t forget to explore the accessibility features on your phone, tablet and computer too.
Keep it simple using vocabulary your child understands. Explain that children with dyslexia have strengths as well as challenges and that they can learn, they just learn differently. There are also coping strategies that they can use to help them with learning and life skills. Pictures or videos can help e.g. for younger children See Dyslexia Differently and Young People. Make time so that your child can ask questions and you can explain what they need to know in more depth. This is the beginning of an ongoing conversation.
There is a lot of information about dyslexia which is confusing. It is important to ensure what you are reading is reliable information. My book recommendation for parents is Reid, G (2011) Dyslexia: A Complete Guide for Parents and Those Who Help Them [2ndEd.]. Chichester, Wiley-Blackwell. It provides most of the information you will need and a helpful explanation of dyslexia. The British Dyslexia Association Parent/Carer page and My Child is Dyslexic are useful websites. Hope this helps.
The reading support programme needs to match the specific needs of the learner so it is not a case of one being the best. The areas of difficulty need to be identified and the age of the learner will determine how appropriate a programme is for a learner. Although there are a lot of programmes available very few have been adequately researched. That said, The Five Minute Box provides good resources and principles for teaching phonics and Dyslexikit is a helpful book based programme.
The companies producing interesting books for boys with a lower reading age include Barrington Stoke Books with pictures like Diary of a Wimpy Kid can also be appealing. This Reading Mamma provides a helpful guide on a variety of ‘Hi – Lo’ books.