One in every ten children is dyslexic and many more struggle with reading and writing. Early intervention and a structured multi-sensory teaching programme can make all the difference. As a qualified teacher and member of the British Dyslexia Association, I have taught countless children to read and will help your child to become a confident and competent reader as well as helping them find ways to improve their writing and spelling.

Contact me today to find out how I can help you and your child.

Thursday, 11 July 2019

Turning a can't into a can - help your child to succeed

"I just can't do it". We all say this sometimes but how many times have you heard your child say that? My daughter's teacher recently told the class that they should always have a go at something and that if they can't do it they must think: "I just can't do it yet." In my work with children with dyslexia and dyscalculia, I have learnt to never underestimate the power of positive thought. For children who have been faced day on day with work that they genuinely can't do, it is hard to hang onto the idea that they will be able to one day. My job is to make them believe that this is true.

With children receiving their school reports and test results about now, many of you may read them with a heavy heart. Whilst what my daughter's teacher said was very positive, the reality is that whilst it is likely that all the children in her class will continue to develop competence in their schoolwork, some will undoubtedly need additional support. Children in my daughter's school are lucky; additional learning needs are well supported, but schools vary in resources and expertise and what do you do if the positive thoughts are just words, not backed up by actions? It is heartbreaking to watch your child fall behind, but there are things you can do.

The first step is to talk to the class teacher and express your concerns. Ask for a short meeting after school and if possible get someone to look after your child whilst you talk. Take the report and any test results in with you and ask about those areas where your child appears to be struggling. What does the school plan to do to support your child and help them progress? With the summer holidays looming, do they have suggestions for things you could do at home to help ? Don't forget to make notes.

With the summer holidays coming up, realistically, this is as far as you're likely to get, though, of course, there are a number of other things you can do if you're unhappy with the teacher's response such as talking to the ALNCO (additional learning needs coordinator). Remember, for many children, there will be a new class teacher in September who may have a clearer strategy so it is probably best to wait till the new term before pursuing things further,

The summer holidays, however, do provide a great opportunity for you to make progress on identifying and supporting your child's needs so that you can prepare them as best you can for September. Here are some things you can do:
  1. Follow up on suggestions from the school for activities
  2. Try organising some catch up lessons with a specialist tutor, perhaps towards the end of the holidays. This should boost your child's confidence before going back to school.
  3. Keep a diary with observations of your child's learning and attitude to learning to share with the school
  4. Consider getting a dyslexia or dyscalculia screening done. This will provide you with a profile of your child's strengths and weaknesses plus recommendations as to how you can help them at home and at school
In September, take in your 'evidence' to support the case that your child needs additional support - this could be your diary, work your child has done with you or a tutor and the results of any screening test.

Finally, enjoy the holidays. Give your child space and time to pursue those activities that make them happy and find as many opportunities as you can to boost their self esteem. For children to learn well, they need to feel good about themselves so ensure that they have plenty of fun!


If your child is struggling then contact me today to get them the help and support they need to succeed.

Tuesday, 22 January 2019

Tackling Times Tables

Did you ever have that sinking feeling when a teacher asked you a times table question? I remember being rooted to the spot and feeling sick at the prospect of being asked what six times eight was or eight times nine.

For most of the children that I teach, times tables have been a massive problem. Many dyslexics, though by no means all, struggle with numbers too and most have poor working memory which means that learning sequences, such as the number patterns found in times tables, is tricky.


So, what can you do to help them? Well, I think it is important to explain to children why you are asking them to do something - they're far more likely to join in if they know that there is a good reason to do so! In a nutshell, knowing your times tables makes life easier; once you know them, you can count things more quickly e.g count sweets in 2s or 4s or count out money in 5s and 10s - which then gives you more time to do other things. Also, once you know your times tables, you can do division more quickly and easily.

Now comes the practical bit. How can you make times tables stick? First, times table songs are great - there are loads on You Tube and watching a video helps many dyslexics, who tend to think visually, to connect the numbers with pictures, which makes the information more memorable.

Essentially, if you want to teach a child, particularly one with specific learning difficulties like dyslexia or dyscalculia, something that they find hard or are unwilling to tackle, you need to make it interesting.

I recently developed this game which is fast becoming a firm favourite amongst my pupils. It is easy to replicate at home, doesn't take long and can be adapted to suit each individual.

I call it Footstep Tables.

You will need:

Paper
Scissors
1 pair feet
Pens
Dice (2 ordinary or one 12 sided)


  • Start by drawing around your child's feet then cut out 12 footprints. 
  • Write one answer to the times table you are practising e.g two times table, on each footprint.
  • Arrange the footprints in sequence order on the floor.
  • Take turns to throw the dice then step on the footprint that shows that multiple and say the sum e.g throw a 5, step on 10 and say 5 times 2 equals 10.
  • The first person to throw a 12 and jump on the right footprint is the winner.


There are variations; if jumping is something your child enjoys then you can spread the footprints out a bit and make jumping successfully from one to another part of the game.

As your child becomes more competent, you can mix the footprints up so that the times table is no longer set out in sequence.

If your child enjoys a puzzle, then ditch the dice and have clue cards e.g this number comes next after 6 (in the two times table).

Always get them to say the sum as they jump onto the number as this reinforces the connection between the two.

Playing this game often, say, once or twice a day, will make a real difference and it makes a change from sitting still.

Have fun and let me know how you get on!

Remember, if your child is struggling then contact me today to get them the help and support they need to succeed. Screening and tuition for dyscalculia and dyslexia available now.


Tuesday, 8 January 2019

When the numbers don't add up.

Does your child struggle with maths? No matter how often you teach them the 'basics', does nothing seem to sink in? Is it like they just don't understand numbers? At all? They may well be dyscalculic but a recent study suggests that it is unlikely that anyone at school has noticed. 

According to a study by Queen's University Belfast, a child with dyscalculia, also known as a specific learning difficulty in maths, is 100 times less likely to get their dycalculia recognised than a dyslexic child. 

Parents who have struggled to get their child's dyslexia recognised will appreciate just how significant this is! Sadly, without recognition, children with dyscalculia are unlikely to receive the support they need in school and they need extra support if they are to master numeracy.

The findings may come as no surprise to the many parents struggling to get schools to take their child's persistent difficulties in maths seriously. There appears to be a tacit acceptance in education that some people just 'can't do maths'. Of course, schools vary and for every school that says 'we don't do dyscalculia here' and 'she'll get it in the end', there are schools trying really hard to help those struggling with maths to master the subject. 



So why the startling statistic? Well, in my experience, the biggest problem that children with dyscalculia face is that teachers, in general, lack awareness and training. Dyscalculia isn't just finding maths difficult or being a bit slow to grasp mathematical concepts. It is a lack of understanding of numbers.Teachers will use all the strategies that they have learnt to help children make progress in maths but children with dyscalculia need specialist support. More of the same simply won't work.

Also, for most teachers, dyscalculia simply isn't on their radar so they don't suspect it and therefore don't screen and school educational psychologists don't assess.

But what if you suspect your child is dyscalculic? What can you do? 

  1. Raise your concerns with the class teacher and ALN (Additional Learning Needs) Co-ordinator. Ask if they can screen your child to see if they have any of the signs of dyscalculia.
  2. If they are not willing to screen then seek out a specialist tutor - they should be able to carry out a screening to assess your child's ability. A screening will ascertain the likelihood that your child's maths difficulties are related to dyscalculia. Costs will vary but should be less than £150.
  3. Take the results back to the school. As with dyslexia screenings, I find that if parents take the results into the school, it helps to galvanise the school into action; many schools want to help but, when it comes to dyscalculia, they simply don't know how. A screening report should provide teachers and parents with practical suggestions to support your child.
  4. Ask the school to tell you how they're going to address your child's needs. What adjustments are they going to make for your child in the classroom and how are they going to provide suitable activities to help them develop their mathematical skills?
  5. Schools have limited resources. If you feel that your school isn't able to provide adequately for your child then consider arranging additional lessons with a specialist tutor. 
  6. You might also want to consider a formal dyscalculia assessment. This needs to be done by an Educational Psychologist and will cost around £700.
There are a number of things you can do at home - which I'll cover another time- but essentially, dyscalculia, like dyslexia, does not go away. However, with the right help and support your child can master the basic skills necessary to do maths.

I screen children for dyscalculia from six years and up and, as with the dyslexia screening, many children are genuinely pleased to discover a reason behind their difficulties. As one child said to me: "I'm not stupid after all". No, not stupid at all. 

If your child is struggling then contact me today to get them the help and support they need to succeed. Screening and tuition for dyscalculia and dyslexia available now.