School Leaders

Parents, School Leaders, Teachers, Technology

The new technology helping children with their reading!

To investigate the impact that COVID has had on children’s learning and literacy, The BBC One Show  sent poet, writer, and musician Benjamin Zephaniah to a primary school in Farnham. Having experienced disruption to his own education, due to moving around a lot as a child, he was able to share his own personal experiences of struggling when it comes to reading…

Parents, School Leaders, Teachers

Reading and the recovery curriculum!

As the foundation for accessing the curriculum and engaging with learning, there is no doubt that reading will be an important part of the recovery curriculum over the coming months. But, how can you ensure you have effective resources and routines in place in your classroom to support children returning to learning.

Parents, School Leaders, Teachers

Reading the way to better wellbeing!

This #MentalHealthAwarenessWeek, it is important to recognise that we actually have a powerful wellbeing tool readily available within our classrooms and homes in the form of books! Books provide a world of opportunity for children to escape from their worries and learn to deal with complicated situations and emotions; in uncertain times they can also help children feel less alone.

School Leaders, Teachers

Using music to tackle literacy gaps!

Following a long period out of the classroom, many children may have taken a step backwards in literacy learning but, music, the world’s first and most popular language could help fill the gaps. In her recent article, dyslexia specialist tutor and assessor Dr Anne Margaret Smith, who has previously taught English for 30 years in Kenya, Germany, Sweden, and the UK, explains why music offers a fun and stress-free way to get these children back on track with their reading.

School Leaders, Teachers

Supporting children without bursting bubbles!

As the Recovery Curriculum is implemented in schools, how can all students be supported within their ‘bubbles’, to ensure that they don’t get left behind? In their recent article, Pamela Hanigan and Rachel Gelder, founders of Lancashire Dyslexia Information Guidance and Support (LDIGS), discuss how schools can build targeted interventions into classroom bubbles.

Parents, School Leaders, Teachers

A Dyslexia Friendly Environment!

As the old saying goes, ‘knowledge is power’ so think about how much you know about dyslexia. If your answer is ‘not much’, then Dyslexia Awareness Week could be a great time to improve your knowledge! The British Dyslexia Association’s website is a great place to start, with articles, webinars and more information to help you become more Dyslexia aware! As a Dyslexia Smart organisation, we have created the following list of top tips which you can follow to create a dyslexia-friendly environment in your classroom…

School Leaders, Teachers

The Gifts of Dyslexia!

Despite affecting around 10% to 15% of the population and being the highest incidence learning difference, Dyslexia is still perhaps of one the most misunderstood. Indeed, when we see statistics or hear discussions relating to the learning difference they all too often focus on dyslexia as an educational barrier and a challenge. Looking towards this years’ Dyslexia Awareness Week, it is important to recognise that Dyslexia is not a disadvantage but simply a different way of processing and interpreting information. 

School Leaders, Teachers

Tracking pupil eye movements to help aid the transition between primary and secondary schools

We know that finding out what level Year 7 pupils are working at will be harder than ever this September! Children will be entering secondary school without SAT scores or full details about their Year 6 attainment. By launching a secondary school version of our assessment, we can help provide an accurate view of students’ level of reading and comprehension in minutes and identify which of these children will need additional support as soon as they return to the classroom.