• Ongoing CPD and INSET (for teachers, teaching assistants, senior leaders and SENDCO)

    Having worked in schools as a classroom teacher of English and Media Studies, head of department, co-ordinator of additional 6th form courses, and academic mentor, and now, as a dyslexia consultant to a range of primary and secondary schools, it is clear that there is a distinct lack of information, training and expertise when dealing with learners with specific learning difficulties such as dyslexia. The continued professional development sessions that I deliver can range from being a general overview of the challenges faced by dyslexic learners in an academic setting, to being bespoke, based on specific learners.

  • Consultation with Multi Academy Trusts

    With the increased number of multi-academy trusts, which are dependent on a collaborative approach to the learning journey of children as they progress through the key stages, the Dyslexia Hub offers an equally collaborative approach, to ensure that as these learners transition from feeder primary school to high school, there is continuity of care, designed fundamentally around information regarding the child’s specific needs being communicated between staff at all levels.

  • Access Arrangement assessments

    Already armed with a wide range of PATOSS approved assessments measuring underlying ability, attainments in literacy, and cognitive processing, the time and expertise needed to assess students for their eligibility to receive concessions in examinations can be re-directed to The Dyslexia Hub. These can be done quickly and efficiently.

  • Help to decode dyslexia assessments, and how to make reasonable adjustments.

    A good dyslexia diagnostic report can typically be over 40 pages long and over 12,000 words. This can make the process of understanding the contents of the report unwieldy and very time consuming to members of staff. The Dyslexia Hub aims to de-mystify the process. The reports can be interpreted at a level that works for individual schools and members of staff so that the learner’s needs are met effectively.

  • Adaptation and differentiation of resources

    At the chalk face, teachers want to know how to adapt their resources to meet the needs of the neuro-diverse children in front of them. Generic advice is good, but The Dyslexia Hub can also provide bespoke and specific advice, including recommendations of how to differentiate resources that are brought along to the Hub.