Dyslexia

The strongest protection a school can offer children with dyslexia is excellent, consistent literacy teaching for everyone, with rapid, structured catch-up for those who fall behind. The EEF's literacy guidance reports and its rating of phonics as high impact for very low cost make that a leadership priority rather than an intervention question.

The 2026 Neurodivergence Task and Finish Group report — recommendations to DfE, not statutory requirements — argues for earlier identification of strengths and needs in the setting and for stronger workforce knowledge. For literacy, that translates straightforwardly into assessment that catches children early and staff who know what to do about it.

• Early screening and regular fluency checks, with a clear threshold that triggers action rather than monitoring.
• Timetabled intervention slots that do not remove children from the teaching they most need.
• Books matched to phonic knowledge, in sufficient quantity, and age-respectful for older pupils.
• Assistive technology available, maintained, and taught — not stored in a cupboard.
• Marking and homework policies that do not penalise transcription when the objective is something else.
• Access arrangements aligned with normal classroom practice.
• Information transfer at transition that names what works, not just the diagnosis.

• Component skill data — decoding, fluency, spelling — not reading ages alone.
• Progress of the lowest 20% of readers as a specific, reported measure.
• Attainment across the wider curriculum for pupils with literacy difficulties, which shows whether adjustments are real.
• Participation: are these pupils reading in class, contributing, taking part in the same curriculum?
• Wellbeing and self-concept, gathered through pupil voice.
• Intervention impact evaluated per programme, with the willingness to stop what is not working.
• Parent experience, including whether they understand what is in place and why.

• Current statutory guidance: SEND Code of Practice (2015), where dyslexia sits within cognition and learning; the Equality Act duty to make reasonable adjustments.
• Current professional guidance: the Rose report (2009) remains the reference point for identification and teaching in England; NHS information for families.
• Evidence reviews: EEF literacy guidance reports and Toolkit strands; the DfE-commissioned UCL rapid evidence review on cognition and learning (2025), which is explicitly not government policy.
• Recommendations: the independent Neurodivergence Task and Finish Group report (February 2026).
• Proposed reform: ongoing SEND reform. Do not present proposals as current requirements to staff or families.

1. NHSProfessional guidance
   Dyslexia in children

   Plain-English NHS information for families on what dyslexia is, what is commonly noticed, and where to go for help.

2. Sir Jim Rose / Department for Children, Schools and FamiliesProfessional guidance
   Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (2009)

   The independent report that shaped English practice: dyslexia as difficulties in accurate and fluent word reading and spelling, best understood as a continuum rather than a category with a clear cut-off.

3. British Psychological SocietyProfessional guidance
   Dyslexia, Literacy and Psychological Assessment (1999, updated 2005)

   The BPS working party report for educational psychologists. Important for why assessment should describe literacy difficulties and what to teach, rather than only award or withhold a label.

4. Education Endowment FoundationResearch summary
   Improving Literacy in Key Stage 1 — guidance report (2017, updated 2020)

   Recommendations on developing language, phonological awareness, systematic phonics, fluency and targeted support for struggling readers.

5. Education Endowment FoundationResearch summary
   Improving Literacy in Key Stage 2 — guidance report (2017, second edition 2021)

   Reading fluency, vocabulary, comprehension strategies, writing, and structured intervention for pupils who have fallen behind.

6. Education Endowment FoundationResearch summary
   Phonics — Teaching and Learning Toolkit

   Rated high impact for very low cost, based on very extensive evidence, with the largest effects for pupils who are struggling with early reading.

7. Education Endowment FoundationResearch summary
   Special Educational Needs in Mainstream Schools — guidance report (2020, updated 2021)

   High-quality teaching first, careful scaffolding, and cautious deployment of teaching assistants and technology.

8. Department for Education / University College LondonResearch summary
   Identifying and supporting children and young people with cognition and learning needs: a rapid evidence review (September 2025)

   DfE-commissioned UCL review. Carries an explicit disclaimer that it is not an endorsement and does not reflect government policy.

9. Department for EducationResearch summary
   Neurodivergence Task and Finish Group: report — recommendations for mainstream education (February 2026)

   Independent recommendations to DfE, including timely identification of strengths and needs in the setting rather than reliance on diagnostic queues.

10. Department for EducationStatutory guidance
    SEND Code of Practice: 0 to 25 years (2015)

    Current statutory guidance. Specific learning difficulties, including dyslexia, sit within cognition and learning; provision follows identified need.