Securing Dyslexia Support
However, there is a more accessible, legal, and pragmatic route to getting your child the help they deserve. The SEND Code of Practice: 0-25 years (2015) in England is designed to ensure that children receive support based on need, not just a medical label.
In this guide, we will explore how you can bypass the “diagnostic bottleneck” and use the SEND Code of Practice to secure immediate support for your child.
Understanding the SEND Code of Practice
The SEND Code of Practice is the statutory guidance that schools, local authorities, and health professionals must follow. Its core philosophy is simple: Identify and address.
Dyslexia is classified as a Specific Learning Difficulty (SpLD) and falls under the “Cognition and Learning” area of need. Crucially, the Code explicitly states that a formal, legal diagnosis is not a prerequisite for receiving support. If there is evidence that a child has a learning difficulty that calls for “special educational provision,” the school has a legal duty to act.
Key Takeaway
Evidence of a learning difficulty is enough to trigger support. You do not need to wait for a £900 Diagnostic Assessment Report to start the process.
The Power of the Screening Test: A Pragmatic Solution
While a full diagnostic assessment by an Educational Psychologist is a “gold standard” for certain legal requirements (like some Disabled Students’ Allowances in later years), it is often an unnecessary barrier to primary and secondary school support.
This is where the Dyslexia Screening Test becomes a game-changer.
Why Choose a Screening Test?
- Cost-Effective: While full assessments can cost between £400 and £900, professional screening tests are significantly more affordable. For example, specialist providers like the Indigo Dyslexia Centre offer advanced screening for approximately £95.
- Speed: You can often book and complete a screening within days, rather than waiting months for a psychologist’s appointment.
- Actionable Data: A high-quality screening doesn’t just say “yes” or “no.” It pinpoints a child’s specific profile highlighting strengths and weaknesses in phonological processing, working memory, and rapid naming. This provides the school with exactly what they need to begin “targeted support.”
The Graduated Approach: Your Child’s Right to Support
Once a difficulty is identified whether through a screening test, teacher observation, or parental concern the school must implement the “Graduated Approach.” This is a four-part cycle known as Assess, Plan, Do, and Review.
1. Assess
The class teacher and the Special Educational Needs Co-ordinator (SENCO) analyse the child’s needs. This is where your screening test report is invaluable. It provides the objective data the school needs to move forward without delay.
2. Plan
The school, parents, and pupil agree on the “outcomes” they want to achieve. They decide what special provision will be put in place and set a date for review.
3. Do
The support is implemented. The class teacher remains responsible for the child’s progress, working closely with any teaching assistants or specialist staff to ensure the plan is working.
4. Review
The effectiveness of the support is evaluated. If the child is making progress, the plan continues. If not, the support is adapted or intensified.
What Does “Support” Actually Look Like?
Under the SEND Code of Practice, “Special Educational Provision” for dyslexia isn’t just a generic extra lesson. It should be tailored and may include:
- Targeted Teaching: Multi-sensory, structured phonics programmes delivered by trained staff.
- Classroom Adjustments: Using dyslexia-friendly fonts, providing coloured overlays, or giving “brain breaks” during heavy reading tasks.
- Assistive Technology: Access to speech-to-text software, reading pens, or laptops for written work.
- Exam Access Arrangements: This can include 25% extra time, a human reader, or a scribe, provided this is the child’s “normal way of working.”
The Role of the SENCO: Your Best Ally
Every school must have a SENCO. This person is the bridge between your child’s needs and the school’s resources. The SENCO is responsible for:
- Coordinating all SEN provision.
- Liaising with external professionals.
- Ensuring the Graduated Approach is followed.
- Training staff on how to support dyslexic learners.
Under the Code, the SENCO must use their “best endeavours” to make sure a child gets the support they need.
Your Action Plan: How to Secure Support
Scenario A: Working Directly with the School
- Request a Meeting: Email the SENCO and class teacher. State clearly that your child is making “less than expected progress” and you suspect an SpLD (dyslexia).
- Share Evidence: Bring school reports or examples of homework where the child has struggled.
- Ask for an In-House Screening: Ask if the school can conduct their own screening as part of the “Assess” phase.
Scenario B: If You Face Delays (The Private Route)
If the school is slow to act or claims they “don’t have the budget” for assessment:
- Arrange a Private Screening: Use a provider like the Indigo Dyslexia Centre. It is an affordable investment (£95) that provides immediate, professional evidence.
- Present the Report: Hand the report to the SENCO. It is much harder for a school to deny support when presented with objective data showing “significant difficulty in learning.”
Conclusion
The labels we use for learning differences shouldn’t be gatekeepers to education. The SEND Code of Practice is a powerful tool designed to put your child’s needs first. You do not need to wait for a formal, expensive diagnosis to ensure your child can read, write, and thrive alongside their peers.
By focusing on accessible evidence like a dyslexia screening test and collaborating with your school’s SENCO, you can turn the “Assess, Plan, Do, Review” cycle into a pathway for success. Don’t wait for the label; demand the support today.
