A dyslexia assessment is an important first step, but putting recommendations into practice is where real change can happen. My packages of support provide a practical way of turning the recommendations within a dyslexia report into targeted strategies that can make a positive difference to a child's everyday experience of school.

 

School Support Package Pricing

 

All school support packages can be tailored to meet the individual needs of your school and pupils.

 

10-hour package: £550
£522.50 when purchased following a diagnostic dyslexia assessment (5% discount)

 

5-hour package: £275
£261.25 when purchased following a diagnostic dyslexia assessment (5% discount)

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Individual support: £55 per hour

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Bespoke packages can also be arranged for schools requiring a different level or combination of support. The final number of hours and type of support will be agreed following discussion with the school.

 

A 5% discount will be applied to any school support package purchased following a diagnostic dyslexia assessment.

Hours can be used flexibly across the selected package and may include specialist teaching, consultation, staff support, observations, parent liaison, written recommendations and progress reviews, depending on the school's needs. For example, a 10-hour package could include 4 hours of direct specialist teaching, 2 hours of staff support, 2 hours of parent consultation and 2 hours for a termly specialist teacher progress report.

 

The packages below illustrate some of the ways specialist support can be tailored to meet your school's priorities. Recommended hours are provided as a guide, with the final number of hours and scope of support agreed following discussion with the school.

 

Post-Diagnostic Dyslexia Support Package
Recommended hours: 5–10

The Post-Diagnostic Dyslexia Support Package provides schools with flexible access to specialist teacher support following a dyslexia diagnosis. Although the package may be purchased following an individual dyslexia assessment, the allocated hours can be used flexibly to support the assessed pupil, their family and the staff working with them. Where appropriate, hours may also be used for wider staff development and dyslexia-informed practice across the school.

Some examples of how the package can be used are outlined below:

• Specialist teaching directly with the child – targeted intervention based on the findings and recommendations within their dyslexia assessment.

• Termly specialist teacher reports – providing a professional review of progress and recommendations to support outcomes within an EHCP.

• Developing personalised IEP/SEND Support Plan targets – translating the recommendations from the diagnostic report into specific, measurable and achievable targets.

• Teacher and teaching assistant support – working alongside staff to demonstrate and model how recommended strategies can be implemented effectively in the classroom.

• Staff training – delivering a short staff meeting or INSET session focused on dyslexia, including practical strategies for supporting literacy, memory, processing, organisation and access to learning.

• Parent/carer support – working with parents to help them understand the child's dyslexia and develop practical strategies that can be used consistently at home.

• Reviewing classroom provision – observing the child in their learning environment and providing practical advice about reasonable adjustments, teaching approaches and classroom strategies.

• Progress reviews – reviewing the child's response to intervention and adapting recommendations where necessary.

• Liaison with school staff and other professionals – supporting communication between the class teacher, SENDCo, family and other professionals involved in the child's support.

 

Dyslexia-Friendly School Development Package
Recommended hours: 5–10

I can support schools on their journey towards becoming more dyslexia friendly by helping to develop inclusive, practical approaches that improve access to learning for pupils with dyslexia and other literacy difficulties. Drawing on my experience as a Specialist Teacher and Assessor, NASENCO and classroom teacher, I can work alongside school leaders and staff to review current provision, identify strengths and areas for development, and create a realistic action plan tailored to the needs of your school.

Support may include a dyslexia-friendly audit, staff training, classroom observations, practical strategy development, coaching and guidance on gathering evidence of impact. For schools wishing to work towards the British Dyslexia Association (BDA) Dyslexia Friendly Quality Mark, I can provide support throughout the development journey, helping to strengthen dyslexia-friendly practice and prepare for the BDA's formal Quality Mark process.

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Dyslexia, Emotional Wellbeing and Readiness to Learn Package
Recommended hours: 5

Dyslexia can have an emotional impact on children and young people, particularly when they experience repeated difficulties with reading, writing and learning in comparison with their peers. My Dyslexia, Emotional Wellbeing and Readiness to Learn Package recognises the close connection between learning, confidence and emotional wellbeing.

Drawing on my experience as a specialist dyslexia teacher, Mental Health Lead and Drawing and Talking Practitioner, I can support schools to understand the emotional needs that may sit alongside dyslexia, including low self-esteem, anxiety, frustration, avoidance and a loss of confidence in learning.

 

Support can include consultation with staff, guidance around nurturing and emotionally supportive approaches, strategies to build confidence and resilience, and individual pupil support and consultation where appropriate. The aim is to help schools create environments where dyslexic learners feel safe, understood and valued, enabling them to develop greater confidence and become more ready to engage and succeed in their learning.

 

Dyslexia and Literacy Audit Package
Recommended hours: 5

My Dyslexia and Literacy Audit Package is designed to support schools in reviewing their current provision for pupils experiencing persistent difficulties with reading, spelling and literacy, including those with suspected or identified dyslexia.

I will work alongside school leaders and staff to explore current assessment and identification procedures, targeted interventions, progress monitoring and the support available to pupils with additional literacy needs. The audit will identify existing strengths as well as areas for development, providing the school with clear, practical and prioritised recommendations to help strengthen provision and improve outcomes.  Follow-up support can also be provided to help implement recommendations, build staff confidence and embed effective, evidence-informed practice across the school.

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Bespoke Dyslexia Specialist Teaching Package
Recommended hours: 5

My Bespoke Dyslexia Specialist Teaching Package provides schools with access to specialist teaching and support tailored to the individual needs of pupils with dyslexia and other literacy difficulties.  Following consultation with school staff and, where appropriate, assessment and observation, I can design a targeted programme to address areas such as reading, spelling, phonological awareness, fluency, writing and confidence.  Support can be delivered through individual or small-group teaching and may include liaison with staff, modelling of strategies, parent consultation and regular progress reviews. The package is designed to complement the school's existing provision, helping staff to understand pupils' needs and ensuring that specialist strategies are transferred into everyday classroom practice to support longer-term progress and independence.

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Exam Access Arrangements Support
Pricing: Tailored to school requirements

Pricing is tailored to the school's requirements and will depend on the number of pupils requiring assessment and the specific assessments needed. A bespoke quotation will be provided following an initial discussion with the school.  My Exam Access Arrangements Support is designed to support schools in identifying and assessing pupils who may require reasonable adjustments to access examinations. I can work alongside the SENCo and exams team to consider individual needs, review existing evidence and complete the relevant assessments and supporting documentation for access arrangements.  My approach is thorough, pupil-centred and informed by current JCQ regulations and guidance, helping schools to ensure that arrangements are appropriate to the individual and reflect their normal way of working.  Support can include consultation with school staff, assessment, advice regarding suitable arrangements and guidance on the evidence required to support applications, helping schools to navigate the process with confidence and ensure that pupils have appropriate access to their examinations.