We provide: 
  • Assessments of children referred to us by mainstream schools,
  • Written reports and recommendations for schools and parents/carers,
  • Structured programmes of work to support children,
  • Advice and resources to help schools deliver support programmes,
  • Teaching of some children with significant specific literacy difficulties,
  • Training for whole schools, groups within schools, individual staff members and other agencies,
  • Advice and consultation for teachers and teaching assistants working in special schools and Additionally Resourced Provisions (ARPs).

Dyslexia is a term which is used to describe persistent problems with phonics, reading, accuracy and spelling difficulties resulting from specific underlying difficulties.

The Department for Education has adopted a definition of Dyslexia from the 2009 government funded Rose Report. 

This definition and key statement from the Rose Report were endorsed by an international group of experts in the field of dyslexia/reading disability in Durham in September 2015.

The team does not provide a formal diagnosis of dyslexia as the team's role is to identify pupils' specific difficulties and devise programmes to address these.

The team provides advice about ways to address difficulties with sound awareness, phonics, reading and spelling, including strategies for supporting children and young people in class.

Further information about the Rose Report