The challenges facing students in the UK are multi-faceted and there are numerous factors thought to contribute to this, including limited exposure to foreign languages in daily life, limited resources and time within lessons and the perception that English is the global “lingua franca^[2]”. Issues such as these contribute to a lack of modern foreign language skills among students in the UK and a prevailing sense of disinterest or even apathy when it comes to learning modern foreign languages.

What are the benefits of modern foreign languages for students?

• Effective Communication. One of the primary reasons for students to learn modern foreign languages is to enhance communication skills, both in English and when using modern foreign languages. Whether students are in a classroom environment, on a foreign exchange programme or even within the workplace later in life, having modern foreign language skills will enable individuals to communicate effectively with peers, clients and colleagues, creating positive first impressions and strengthening relationships with others.

• Greater Cultural Appreciation. Having a knowledge of modern foreign languages can help to foster a greater understanding and appreciation of other cultures which can in turn expand a student’s world views, building bridges between cultures.

• Academic performance. Learning a modern foreign language can strengthen skills that carry through to other subjects, including reading comprehension, writing proficiency and the acquisition of new vocabulary in a student’s native tongue. 

While modern foreign languages are only part of the UK National Curriculum for students in Key Stage 2 and 3 (ages 7 – 14), theories such as the bilingual advantage hypothesis suggest that students who are bilingual may have enhanced problem-solving skills and cognitive flexibility, which can be invaluable as they progress through their education.

• Bolster UCAS Applications. More competitive applications that set students apart from other candidates applying for the same university or course. Of course, there is more to UCAS applications than just modern foreign language skills but we dive into this in more depth here.

• Career Opportunities. Thinking beyond primary, secondary and even higher education, having modern foreign language skills to carry into a professional environment can help set candidates apart during the application phase.

According to the British Council, French, Spanish and German are the most popular modern foreign languages among key stage 3 students in state schools within the UK, with Mandarin Chinese as a fourth favourite. 

However, comparative to students in Europe, there is a 47% difference in the number of students who feel confident reading and writing in two or more languages (32% of students aged 15 – 30 in the UK, compared to 79% in France, 91% in Germany and an average of 80% across EU member states).^[3] 

In light of this, there have been regular pleas from individuals within the education sector for the levels of language attainment among students in the UK to be raised, recognising the vital role language plays in global communication and collaboration. Among these individuals are private modern foreign language tutors.

At Hampstead and Frognal Tutors, we know first hand that all students have different levels of ability and indeed varying levels of interest in modern foreign languages that need to be taken into consideration when working with students to build up a love of languages and strengthen these skills.

We work with many expert tutors who specialise in modern foreign languages. Each tutor will work with you to understand the specific needs of your child and create a tailored programme that fosters a deeper understanding of the language(s) they are learning to promote accelerated progress that supports academic success.

Four of our expert modern foreign language tutors have shared their perspectives on the challenges with modern foreign languages in the UK and how parents and tutors can aid effective learning to strengthen these skills.

Meet (some of) our modern foreign language tutors

Julie (French Tutor)

“I have been a Francophile from a very early age. I went to a French school in London from the age of 4 through to 18, spent time in Paris and did a degree in French. About 8 years ago, my daughter’s friends were looking for some support with their GCSEs so I started tutoring French and absolutely fell in love with teaching. I now tutor French from year 7 through to A-level and even provide tuition for adults.”

Mingyan (Mandarin Chinese Tutor)

“I grew up in China, studied Computer Science and Mathematics before attending graduate school in the USA for PhD in Computer Science. At the end of 2008, I moved to London and when the Department of Education introduced Computer Science as a GCSE subject in 2014, I decided to start teacher training. I initially began my journey as a teacher of Computer Science and Maths but over the past few years, I have also been tutoring secondary school students aiming working towards GCSE Mandarin.”

Karina (Spanish Tutor)

“I obtained an MA in Contemporary Literature and Language from Birkbeck College after completing two Bachelor’s degrees at Universidad Catolica Argentina, one in TESOL and another one in English Language and Literature. 

Since moving to the UK I have also obtained a DELTA, achieved a Senior Fellowship Status from the Higher Education Academy and I now teach Foundation level at LSBU. My experience has allowed me to work with a range of international students, supporting them with exams including the IELTS, CAE and First exams as well as GCSE and IGCSE Spanish, A-level and undergraduate studies. 

 I am passionate about languages and literature, and am sure to stir these interests in my students so I always aim to make lessons interactive and engage students creatively in multimedia activities and encourage them to find answers for themselves.”

Moses (French and German Tutor)

“I was born in Togo which has French as its official language but my father was an ambassador for the West African nation, which meant I travelled and lived in many countries throughout my childhood. 

As a result, I now speak five languages fluently: German, French, English and two national languages from Togo (Ewe and Mina, which are also spoken in Ghana) which has allowed me to act as a language tutor and teacher for students over the last 30-years.”

In your opinion, why is learning a modern foreign language important for students in the UK?

Karina: The role of foreign modern languages is undeniable not only to instil curiosity about other cultures in students. By learning about other customs and traditions, students can become more open to diversity which can have a very positive impact in their development of soft skills in an increasingly globalised society. High powered jobs are becoming more globalised and a deep understanding of other cultures can do wonders in closing deals and establishing business relations. 

Minygan: Many of the students I tutor have lived in China for a few years so they have an understanding of the culture and are looking to continue building their language skills in the UK. However, for students who do not have this experience, learning a modern foreign language is a perfect way to get to know the culture, history and people. Everything from the letters, symbols and pronunciations could carry some specific meaning and value of that culture. Learning about the culture and developing an understanding of the language would help to open the eyes and minds of the students to become a global citizen.

How do you believe language proficiency contributes to a student’s overall education and future opportunities?

Moses: In today’s globalised society, learning a foreign language can be advantageous for students. Language skills  can help students stand out as attractive candidates in university or job applications, opening up greater opportunities both in their home nation and overseas.

Julie: Apart from the obvious intellectual development that it offers, learning a modern foreign language increases student’s ability to secure employment in certain sectors especially in international markets. In an age where employers are looking beyond academic skills, a modern language provides another string to a student’s “bow”.

What do you feel are the primary challenges students in the UK face in acquiring modern foreign language skills compared to students in other nations?

Julie: It is certainly more common for students in other countries to learn a new language especially as English is the standard language used mostly in business. In the UK I think we are often complacent and we believe that wherever we go, English will be spoken. I think the most common problem (and one that I come across on a daily basis) is the fear of speaking another language due to not wanting to make mistakes or feeling self-conscious.

Mingyan: No matter what your first language is and what language(s) you are learning, there are challenges present. 

Dr. Suzuki’s mother tongue approach focuses on how children pick up native language and applies it to learning an instrument. It outlines parent responsibility, loving encouragement and constant repetition as some of the key elements required to develop the necessary skills in young children. I believe deeply in this approach when it comes to fostering modern foreign language skills in students but it can be challenging to develop modern foreign language skills because there is, in my opinion, a lack of “proper” environments for students to do this. 

To really make a change and better support students teachers, parents and students themselves would be required to make a conscious effort to communicate using modern foreign languages. This will help students build up their vocabulary, listening and speaking skills. Teachers and tutors  would need to be very patient, because this approach is slower paced, especially with beginner students, but in the long-run, the students will benefit from it. 

How can tuition help students to overcome these challenges and how do you approach this in your sessions?

Moses: Tuition is a great help for students as sessions are tailored to the individual’s needs, skills and areas for development. As a tutor you must apply a differentiated approach to instil confidence and self-belief in your tutees and encourage independent learning.

Julie: To me, the most important thing is to provide students with a safe space and for them to feel that it’s ok to make mistakes. Building confidence is key. Most students that require private tutoring will have basic grammar gaps in their knowledge and may reach a point where they are embarrassed to ask questions in front of the class. As a tutor, my role is to help identify what those gaps are so I can provide clarity and help students to understand the subject matter fully. Every student responds differently – some work better with visual clues whereas others react better to aural aids but a good tutor will plug into what works best for each individual student.

Karina: With regards to the linguistic aspect of learning a new language, being exposed to new language paradigms, where grammar  and syntax are arranged differently makes the mind more elastic and receptive to new languages. What I mean is, once you learn one second language, other languages can follow more easily. This is where the main challenge of learning languages emerges: it takes grit and daily practice to master a second language but the outcomes are extremely rewarding. 

Are there specific activities or resources you find particularly effective in fostering a genuine interest in language learning or supporting students outside of tutoring sessions?

Julie: Watching French films and listening to French podcasts that fall into a student’s personal area(s) of interest is a good way to encourage them to engage with the language beyond the classroom. 

Mingyan: English is my second language and was part of my curriculum from age 11 but during my first five years living in the U.S. I experienced first hand the challenges of acquiring modern foreign languages. I had passed my TOEFL (Test of English as a Foreign Language) and GRE (Graduate Record Exams; a standardised test in the U.S.) before moving but my studies and language skills had been limited to the classroom and written exams rather than practising in real-life environments so it took time to build these skills. 

To truly make progress with my English, I have had to make a conscious effort to put myself in English-speaking environments that allow me to practise often; this is something that students I tutor have also found effective.

Karina: What we can do as tutors is encourage our students to make mistakes, take risks and learn from them. That is where confidence is boosted. 

By engaging students in conversations, interactive tasks and using authentic material we are leaving behind hesitation and doubt. There is nothing more powerful than saying what you really feel in another language. That is the contribution private tutors can make- personalising the exam constraints, enabling them to find their own voice and boosting their confidence to excel in the exam room or in a global community. 

Moses: The resources I tend to recommend to my students are quizlet and Linguascope. Both have a range of modern foreign languages available, are easily accessible and have proven to be effective aid for my students and tutees. 

How can parents support their children in developing language skills at home?

Julie: Parents can play a crucial role, especially if one or both speak a foreign language. Providing support and encouragement at home and celebrating milestones and achievements are really helpful to ensure your child’s success in mastering modern foreign languages.

Mingyan: Parents play a critical role in aiding students to learn modern foreign languages as they are the primary builder of an immersive learning environment at home. Going back to Dr Suzuki’s mother-tongue approach, it is recommended the parents play the instrument or a CD at home as background music so that the child can absorb the music passively during the day. In my experience, this approach works well with modern foreign languages among younger children but is harder to implement at secondary age. 

That being said, as long as the parents are aware of the importance of the environment, they can introduce activities to help the students with their studies. Things I have found effective include watching movies that are produced in the relevant language(s), travelling to nations that speak that language, spending time with friends and family members who speak the language or attending concerts and exhibitions that bear relevance.

So, what does all this mean for students?

As businesses and universities become more diverse and international, the importance and relevance of learning modern foreign languages becomes increasingly important for students in the UK. 

Private tutors emerge as invaluable resources and allies when it comes to building language skills. These dedicated professionals bring a personalised approach that goes beyond the constraints of traditional classroom settings. Private tutors have the capacity to tailor language learning experiences to individual needs, nurturing a genuine passion for languages and fostering a sense of cultural curiosity.

The insights and expertise private tutors provide extend beyond the classroom, equipping students with the linguistic skills and cultural awareness needed to thrive in a global landscape. As we delve into the multifaceted challenges of language learning in the UK, the guidance and support of private MFL tutors stand as a beacon, illuminating a path towards linguistic excellence and cultural enrichment for the students of today and the global citizens of tomorrow.

Useful Resources:

1. Dr Suzuki’s Mother Tongue Approach; University of Ottowa
2. Explore the Bilingual Advantage Hypothesis in more depth: Texas State University

[1] Source: Language Trends England Survey 2023, British Council

[2] Meaning: Oxford English Dictionary defines “Lingua Franca” as a language that is adopted as a common language between speakers whose native languages are different.

[3] Source: The European Commission’s Flash Barometer Report, April 2018

The post The Importance of Modern Foreign Languages for Students in the UK appeared first on Hampstead and Frognal Tutors.

We are exploring actionable tips to help parents nationwide ignite, support and maintain students’ academic spark throughout the year and during the holidays to help foster a love for learning that transcends the classroom.

Recharging During Half-Term Breaks: Balancing Relaxation and Productivity

Term time can feel like a whirlwind for students and what seems like endless amounts of homework, coursework and revision lingering. The end of term and half term breaks offer some well-deserved respite for students but they can also be an opportunity to infuse learning with enjoyment so students continue to progress and hit the ground running when the new term commences. But what are the best ways to help keep students motivated in between terms? 

• Explore Educational Activities: Use the half term and end of term breaks to explore educational activities outside the regular curriculum that will still enrich learning. Visiting museums, cultural exhibitions or simply watching documentaries and reading can help spark curiosity and make learning enjoyable for students.
• Goal Reflection: Take time to reflect on the goals set at the beginning of the term or academic year. This doesn’t necessarily need to be a heavy conversation but simply discussing achievements, progress and setting new goals for the upcoming term can help instil a sense of purpose and direction for students.
• Quality Family Time: Reconnect as a family during the break. Shared experiences, be it through a movie night, game day, or a holiday outing, contribute to a positive family dynamic and support your child’s emotional wellbeing.

Starting Strong: Motivation at the Beginning of a New Term

As the new term begins, it marks a fresh start for students, filled with opportunities for academic growth and personal development.These are some guidelines to ensure your child starts the term off strong and remains motivated:

• Set Realistic Goals: If they haven’t already done so, encourage students to set achievable goals for the term. These could range from specific academic targets to personal development objectives but discussing and visualising these goals can give students a greater sense of purpose and help keep them motivated.
• Create a Positive Study Environment: Establishing a dedicated and inviting study space at home helps set the tone for focused learning. Ensure the space is well lit, organised and free from distractions so students are able to concentrate fully.
• Celebrate Achievements: It is important to recognise and celebrate small victories. Whether it’s mastering a difficult concept or completing a challenging assignment, acknowledging achievements boosts confidence and motivation.

Maintaining Momentum: Strategies for Term Time Motivation

As the term progresses and academic demands intensify, parents and tutors can be instrumental in sustaining students’ motivation and supporting their success.

• Variety in Learning: Experiment with different study techniques, incorporate interactive activities or explore educational games that introduce some variety into the learning process. This not only keeps learning engaging but also caters to diverse learning styles.
• Have Regular Check-ins: Maintain open communication with your child or student about their academic journey and progress. By regularly checking in, discussing challenges they may be facing and offering guidance, you can identify and understand any issues early on. Feeling supported and understood contributes to sustained motivation, keeping students on track.
• Encourage Healthy Breaks: Balancing study with breaks is crucial for preventing burnout, reducing stress and promoting positive mental health and wellbeing. Productivity science suggests the 52/17 rule works best, with 52-minutes of dedicated work or focus followed by a 17-minute break; this works well and promotes productivity, efficiency, creativity and motivation. 

Whichever time frame you choose to work with, encourage students to take short, rejuvenating breaks during study periods to refresh the mind. This could be physical activity (like a brief walk) or simply engaging in a hobby. Both can be effective ways to recharge.

Harness the Unique Benefits of Private Tutors

When we think about private tuition, it is often associated with filling knowledge gaps but the right tutor can be enormously beneficial when it comes to keeping students motivated.

• Personalised Learning: Tutors provide individualised attention, tailoring their teaching methods to match your child’s unique learning style and pace. This personalised approach ensures that lessons are not only effective but also engaging, maximising the potential for a student’s success.
• Targeted Support: Students who lack knowledge in a specific subject may experience a lack of motivation. Private tutors can identify the specific areas where your child may be struggling and provide targeted support. Whether it’s clarifying complex concepts, honing specific skills or addressing gaps in understanding, tutors offer focused assistance that complements classroom learning and helps keep them motivated.
• Building Confidence: One-on-one interaction with a tutor creates a supportive environment for students to ask questions and seek clarification without fear of judgement. This boosts confidence, encourages active participation and instils a positive attitude towards learning.

At Hampstead and Frognal Tutors we know every child is different and that each student requires tailored support that allows them to stay motivated and thrive academically. Our experienced and specialist tutors are passionately dedicated to supporting children’s learning and they know from first-hand experience how to keep students motivated and engaged during sessions, both within and beyond term times.

Our tutors will identify the learning styles that best suit your child’s individual needs and devise a tailor-made programme that helps support their learning, sparking motivation to ensure students stay on track to achieve their academic goals.

Allowing students to have some well-deserved ‘switch-off’ time is essential for recharging their mental and emotional batteries and the upcoming Christmas break is an opportune time for students to do so. However, it is also crucial to strike a delicate balance between providing downtime and maintaining motivation as the new year and a new term approaches.

Nurturing motivation and supporting success is an ongoing process that involves collaboration between parents, tutors and students. By fostering a positive learning environment, we can empower students to succeed academically and remain motivated throughout the year.

Keeping students motivated can be achieved through enjoyable learning experiences, maintaining open communication and infusing creativity into their academic journey. Finding an equilibrium between study and rest ultimately ensures that students return to the new term with renewed enthusiasm and the mental resilience needed to navigate the academic journey ahead.

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Useful resources:

1. This interval timer app can help students set focus and break periods to keep them motivated and on track.
2. Netflix has setup a series of Educational Documentaries available through YouTube which cover a broad range of topics and can help support learning during school breaks.

The post Keeping Students Motivated to Support their Success appeared first on Hampstead and Frognal Tutors.

Put simply, the debate is centred on whether private institutions truly provide a public benefit worthy of tax exemptions. Charitable status is typically bestowed upon organisations in the UK that demonstrate a commitment to promoting public benefit and such organisations typically receive certain tax benefits as a result.

According to a recent report published via the House of Commons Library, ‘around half of independent schools in England were registered as charities’. While not all independent schools in the UK are affiliated with the Independent Schools Council (ISC), a 2023 Annual School Census found that 70% of their member schools across the UK had charitable status. 

As many members of the public commonly associate private education with privilege and exclusivity, it is no surprise that the topic of charitable status for independent schools has proven to be such a contentious issue.

Exploring Charitable Status in Detail and Why People Are Talking About It Now 

Although the topic is well documented, many people have not followed it in its entirety but the private school charitable status debate encompasses arguments from both sides, raising questions of equity, social mobility and the role of education in fostering a fairer society. 

To grasp the essence of the debate, it is crucial to comprehend what charitable status actually entails and delve into the various perspectives, examining the arguments put forth by advocates and critics and (of course) exploring how private tutors play a role within all of this.

Charitable status has historically been associated with institutions like universities, hospitals, and organisations dedicated to advancing societal well-being but some argue that private schools should also be considered charities because they offer education and scholarships, which is believed to benefit society. 

Notable figures in education such as Sir Michael Wilshaw, former Chief Inspector of Schools in England and Head of Ofsted and Geoff Barton, former General Secretary of the Association of School and College Leaders have expressed their perspectives, emphasising the need for accountability, transparency, and collaboration between private and state-funded school but the debate has been ongoing for several decades. 

In contrast, events such as the “Give It Back” campaign by the Independent Schools Council in 2003 and (more recently) increasing concerns about social inequality, educational access and discussions surrounding tax policies have brought the conversation and debate around charitable status to the forefront once again.

What are the arguments in favour of private schools receiving charitable status? 

Advocates of private school charitable status put forth compelling arguments in defence of independent schools retaining their tax-exempt status. 

Contribution to Society and Increasing Educational Opportunities

Those in favour of granting charitable status to private schools highlight several key arguments. First and foremost, they argue that these schools offer high-quality education and contribute positively to society, with many private schools providing scholarships or bursaries to students from disadvantaged backgrounds thereby increasing access to educational opportunities. 

Reduced Pressure on State Schools

Furthermore, advocates for charitable status assert that private schools relieve pressure on the state-funded education system, as families who can afford private education choose not to utilise public resources.

The Impact on Social Mobility

One of the key focal points of the debate is the impact of private school charitable status on social mobility. Supporters argue that private schools actively promote social mobility by offering scholarships and bursaries, allowing talented individuals from disadvantaged backgrounds to access quality education. 

What about the criticisms of private schools receiving charitable status? 

On the other side of the debate, critics raise valid concerns about the charitable status of private schools.

Concerns over Fairness and Equity

Those against private schools being granted charitable status raise valid concerns about fairness and equity within the current system. They argue that private schools operate as profit-oriented businesses while enjoying tax benefits which may not align with the spirit of charitable status. 

This in turn raises questions about fairness and equity as public resources are not being allocated optimally but those arguing against charitable status believe public resources should be used to improve the state-funded education system instead.

The Impact on Social Mobility

While some supporters argue that private schools actively promote social mobility, critics contend that this approach merely addresses symptoms rather than tackling the underlying issues. As an example, critics suggest that addressing disparities within the state-funded education system should be prioritised to achieve genuine social mobility. 

Critics also argue that the social exclusivity associated with private schools perpetuates social inequality and exacerbates existing divisions within society. They argue that these institutions cater to a privileged few and fail to address the root causes of educational disparities in the state-funded education system which should be the priority for promoting true social mobility.

Calls for Reform

Given the ongoing debates and concerns surrounding private school charitable status, there have been increasing calls for reform. 

Some members of the public, experts and notable figures in education propose stricter criteria for charitable status, emphasising the need for private schools to demonstrate a more substantial contribution to the public benefit. Others advocate for a reassessment of the entire concept of charitable status for private schools, urging a comprehensive evaluation of their role within the broader framework of public education.

What Does the Debate Mean for Tutors?

As private tuition is often associated with wealth, it is thought that tutors may play a role in exacerbating educational inequality and further contributing to the strain on the state education system. 

The notion that private tuition is something exclusively for affluent families is a common misconception as tuition comes in many forms with varying fees associated. While concerns around the impact of tuition within the charitable status debate are valid, it is important to note there are of course enormous benefits to private tuition.

At Hampstead and Frognal Tutors we know that for tuition to be successful, every student will need a tailored programme that caters to their individual needs, strengths, weaknesses and educational ambitions. There is simply not a one size fits all approach to tuition and, as an extension of that, there is not a one cost fits all model for tuition. It can be accessible to students from varying socio-economic backgrounds and can provide opportunities to “level the playing field” rather than create a greater divide.

To give an example, a student looking for some online support with essay writing to help elevate their exam responses may need fewer or less frequent sessions than a student with dyslexia who really struggles to write compelling answers in timed conditions and requires intensive support to get through upcoming exams. 

Of course, one might argue that if the latter student is from a disadvantaged background they may then lack the funds or access to tuition to get the intensive support they need to excel but it is always worth getting in touch with an agency (or with the tutor directly) to discuss options. 

At Hampstead and Frognal Tutors, our tutors are passionately dedicated to supporting children’s learning and we are not only committed to building bespoke programmes that help students develop but also finding practical solutions that work for families’ varying lifestyles and budgets. 

As an alternative to private tuition, some schools in England offer free one-to-one or small group tuition to eligible students both at primary and secondary school level through the National Tutoring Programme.

Regardless of whether you engage a private tutor or a state allocated tutor, it is essential to find the right tutor. If a tutor’s content is not engaging and they are not able to tailor their programming to adapt to your child’s needs then the sessions become somewhat redundant and the opportunities to excel may be diminished.

We explore the areas to look out for in this post but a key consideration is to find someone who possesses not only the knowledge and skills to teach but also a personality and teaching style that resonates with your child. 

The private school charitable status debate in the UK presents a complex and multifaceted issue. As discussions and deliberations continue around the schools and the role of tutors, striking a balance that ensures educational excellence, fairness and equal opportunities for all students, regardless of their background, remains essential to progress toward a more equitable and inclusive education system.

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Useful Resources

• National Tutoring Programme
• ISC Report – June 2023 (House of Commons Library)

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The 11 Plus is an entrance exam used by grammar schools and select independent schools across the country to assess the academic potential of pupils in year 6 before they enter secondary education. 

For state grammar school applicants, the 11 Plus exam is typically sat early in the autumn term and independent school exams are usually sat between October and January of year 6.

The 11 Plus exam is not standardised, so schools across the nation will test in different ways and will in turn have different pass rates, however most exams tend to assess the following:

• Numerical reasoning – to assess a student’s mathematics capabilities
• Non-verbal reasoning (NVR) –  to test a pupil’s ability to analyse visual information, like shapes, pictures or diagrams to solve problems.
• Verbal reasoning – uses written passages to measure a student’s understanding of language and ability to form reason and logical answers.
• English – assesses comprehension and ability to use correct grammar, punctuation and spelling through a creative writing task.

Some independent schools, such as Harrow, Eton College and Westminster School, also have their own standardised 11 Plus assessment in place designed to measure a student’s ability and attainment. This is called the Independent Schools Examinations Board (ISEB) Common Pre-Test and results determine whether a student will then be invited to sit the Common Entrance for that specific school in Year 8. 

There is no specific assessment date for the ISEB but it is typically sat in year 6 or year 7 and will be run by the child’s school or at home. 

How To Prepare Your Child For The 11 Plus Exam

As every school has its own assessment criteria and pass rate, it can be worth checking with prospective schools in advance of sitting the exam to best understand timelines and any specific skills that pupils will be assessed on.

Every child is different and will learn at their own pace but (if feasible) we recommend starting exam prep 12-months prior to the 11 Plus. Some skills, like verbal-reasoning, may be unfamiliar to children, whereas other skills they will already have a firm grasp on but may be thrown by the exam format so it’s good to start preparing as early as possible.

Some schools may offer support for 11 Plus exam preparation from Year 5 but as the 11 Plus is not mandatory and some families opt out of their child sitting the exam, this does not apply to all schools, so it falls to parents to help their children prepare in their own time.

Fortunately, there are a number of excellent resources and tools available to help equip children with the skills and confidence they need to excel in their 11 Plus exams.

Practice Papers

One of the most common and easily-accessible resources available is 11 Plus practice papers. These can be bought easily online and from select stores like Waterstones and WH Smiths and allow your children to familiarise themselves with the style of questions they’ll see in the real exam.  

A bonus of using practice papers is that you can replicate a timed exam environment at home and use the results to gauge whether your child has any areas for improvement and if they’re able to get the results needed for entry to your preferred grammar or independent school. Links to practice papers can be found in our useful resources section at the end of this post.

Engaging an 11 Plus Tutor

At Hampstead and Frognal Tutors, we want to make senior school applications as simple and stress-free as possible. Our team of expert tutors have guided hundreds of families through the 11 Plus exam process and we know better than anyone that each student is unique. While some will benefit from a few intensive 11 Plus sessions, some may require longer-term support. 

Our tutors will help identify your child’s individual learning style and implement a bespoke programme of tuition to equip them not only with the skills they need but also with confidence in an exam environment so they are mentally prepared and can excel when the time comes. 

Reading at home

Whether or not a child is sitting the 11 Plus exam, reading at home is always encouraged to help with literacy skills and helping develop a child’s vocabulary. Reading regularly in the lead up to the 11 Plus exam can help strengthen the skills they need for the English element of the test in a more relaxed and engaging format than typical exam preparation.

Encourage writing at home

The 11 Plus exam will assess a child’s grammar, vocabulary and spelling so practising with creative writing tasks at home can be helpful. This could be something as simple as encouraging them to write a short story but provides an opportunity for children to practise the skills needed for the exam and inspire their creativity.

Managing Exam Anxiety

All the preparation in the world can be futile if children aren’t prepared mentally and emotionally for an exam environment as nerves, stress and anxiety can play a huge role in exam performance.

There are, however, plenty of techniques to help parents understand the causes, signs and coping techniques to help manage 11 plus exam anxiety and better a child’s chances of success when they sit their 11 Plus exam. 

Many parents have a clear vision in mind when it comes to their child’s secondary education, meaning both parents and children worry about the 11 Plus exam but, with the help of one of our specialised 11 Plus tutors, it really needn’t be a concern. 

For us it’s important to take the time to understand families and parents’ ambitions for their children. Contact us for more information and our 11 Plus tutors will work with you to establish what is required to raise your child’s academic attainment so we can provide you with the best tuition services and advice to support and invest in your children’s future.

Useful resources

• 11 Plus Exam practise papers
• Find out more about applying for secondary school and the assessment criteria.

The post The Tutor’s Guide To Preparing for the 11 Plus Exam appeared first on Hampstead and Frognal Tutors.

Fortunately there’s a lot of literature available but it’s spread far and wide so we’ve collated all the most important need-to-knows and tips for how to approach your application to save you the unnecessary stress.

What To Do Before Applying For Schools

Do Your Research

First and foremost, do your research to shortlist schools that align with your religious beliefs (if applicable) and that have a good reputation, as well as a strong Ofsted performance. There are so many qualified and fantastic tutors available to support with CATs, SATs, the 7+ and the 11+ but it’s also worth checking the school’s performance across these exams to understand what support will be available from the school in helping your child succeed.

Even if you have had a school in mind for a while, it’s still important to research other options as there may be another school that’s recently outperformed your current choice, or one with something better to offer your child. Exploring multiple schools means you can list a few choices on your application to maximise your child’s chances of getting into a school you’ve selected, rather than one that was allocated to them.

Visit The Primary Schools You Have In Mind

Schools will offer open days or tours for prospective parents. Before committing to a school, we recommend attending one of these days. Seeing for yourself how the school runs, what the atmosphere is like and having the opportunity to meet the teachers will help you to truly gauge whether it’s the right fit for your child.

Ask Around

Speak to other parents as they may be able to share additional insights or information you weren’t already aware of, or may have been through the application process previously with an older child.

Talk To Your Child

Parents only want the best for their child but it’s also important to gauge their interest. There may be a school they visited that made them feel particularly welcome or that they were drawn to. Younger children may of course struggle to articulate this or may be biased in their decision based on which seemed the most fun but it is important to consider their interest too.

Involving your child in the process can also help get them excited in the lead up to starting in September and reduce their nerves when the new term begins.

Important Dates: When To Start Primary School Applications & Submission Dates

If you’ve been to or are due to go to primary school open days, then make a point of getting time in with the admissions team or attending talks hosted by them as they’ll be able to confirm the key dates and deadlines you need to be aware of.

Generally speaking, most primary schools in the UK will open applications from September for the following academic year but each borough or school will have its own set of submission dates so be sure to check these in advance and allow plenty of time to complete and submit your child’s application.

You can also find useful resources for Local Authorities and cities outside of London at the bottom of this post.

In the Borough of Barnet, Primary applications for September 2023 will open from September 1st 2022 and close on January 15th 2023. 

What Is The Primary School Applications Process?

When you have visited school open days and decided on you preferred school(s), you can begin the application process by registering on www.eadmissions.org.uk with a valid email address. 

• Registration – Using an active email address, register for an account with eadmissions as applications are now processed online. 
• Verify your account – Once you’ve registered, you’ll be sent a verification email which needs to be completed before you’re able to progress with your child’s application so keep an eye out for this and don’t forget to check spam / junk folders!
• Begin the application – After verifying your account you can login to the eadmissions page and click ‘start application’ to begin the formal process. Note: 2023 applications will only be open to children born between September 1st 2018 – August 31st 2019. If you enter an incorrect date of birth, you will not be able to progress to the next step of the application.
• Select the school(s) – After filling in your child’s details, you can then select the local borough or authority you’d like to apply for, and select your school(s) of choice. You’ll be asked to answer a handful of questions for each school application, like whether the applicant has a sibling already at the school.
• Submit – Once you’ve completed this for all schools you’re applying for, check back over to confirm all the details you’ve filled in are correct and submit. After submitting, you’ll receive a confirmation email with a unique application reference number as proof that you have processed an application for your child.

• Attach supplementary documents – Only after submitting an application will you be able to upload and attach Supplementary Information Forms (SIFs), like a certificate of religious practice or reference letter from a priest for religious schools or results from an aptitude test. 

Common Primary School Application Questions

Can I only apply for schools in my borough?

No, you can apply for schools both within and outside of your borough through the eAdmissions site. Do note that some schools have a specific catchment area or distance as part of their admissions criteria so, to avoid disappointment, make sure to familiarise yourself with this before applying too far outside of your borough.

Will applying for schools in a different borough lower my child’s chances of being accepted?

No, an admissions authority cannot give priority to its own residents so as long as they meet the other admissions criteria for that school, their chances of acceptance should be the same as that of any other child in the borough. 

Will listing just one school on my child’s application better their chances of acceptance? 

In short, no. All applications will be assessed against a school’s acceptance criteria, not rather than factors like other applications. If you list only one school and your child does not qualify for a place, your Local Authority will offer a place at the nearest school with a vacancy and this may not be a preferred school so we recommend listing multiple schools to maximise the chance of your child being accepted in a school you’re happy with.

Will my child have priority if their sibling already attends the school we’re applying to?

Most schools will try to give priority to siblings but if there are other children who qualify for a place under a higher criteria then a child will not be guaranteed a place solely based on their sibling being an existing student.

If my child is already attending a nursery connected to our first choice primary school, will they automatically be accepted?

Regardless of whether your child already attends an associated nursery, schools are not permitted to give priority places so there is no guarantee they will be accepted for a reception place. Everyone must apply through the eAdmissions site.

What Are The Options If You Miss The Primary School’s Application Deadline?

Your Local Authority’s website will have the most accurate guidance for the schools in your area but in many cases, applications submitted after the deadline will still be considered but they will not be processed until after those that met the deadline. With that in mind, we recommend getting your application in as early as you can as late applications mean there is a far greater chance your child will not be offered a place at one of your preferred schools.

In extenuating circumstances, such as the loss or serious illness of a close relative or having moved to the area after the closing date, a ‘Reason for Late Application Form’ can be submitted to your local borough for consideration, with second round applications being due by the end of April / early May at the absolute latest.

What Happens After You’ve Submitted An Application?

Once you’ve submitted, you can sit tight until National Allocation Day on 17th April 2023. The outcome of submissions is typically sent to prospective parents via email using the contact information you registered your eAdmissions application with. 

Once this comes through, you must either accept or decline your child’s offer through the eAdmissions website. The deadline for accepting an offer will be outlined when you receive the outcome but is usually within a fortnight so please check this date carefully to ensure you don’t miss out on a place.

What Happens After You’ve Accepted A Primary School Offer?

The deadline for accepting an offer is typically the end of April or beginning of May, with a formal offer of a new school place being sent from the selected school in early-mid May. 

Each school will have a process in place so, alongside this offer, your chosen school will also share details on next steps and what to prepare ahead of starting in September.

What Are The Options If My Child Doesn’t Get Accepted Into Our Chosen Primary School?

If your child does not qualify for a place under your preferred school’s admissions criteria, the borough will offer a place at the nearest school with a vacancy. While this is often not the most preferable route, it does mean your child will have somewhere to go in September so it’s always worth accepting the school offered to you in this instance, even if you intend to appeal another decision.

If you reject offers in the interim, the Local Authority have no legal duty to then offer you another place elsewhere which could leave you in a sticky situation in September or with an alternative school which you’re even less taken by.

The appeals process will vary across each school and Local Authority but if your child is not offered a place at any of the schools ranked higher on your application form than that which you have been offered, you do have the right to appeal. In the Borough of Barnet, an appeal would typically be held by an independent panel in July.

If you’re unhappy with the final school offered, you can still contact your preferred school and ask to be put on the waiting list as placements often shift around prior to the school year starting so there’s a possibility a space might become available for your child. 

Please note that the above information is relevant to state school applications at the time of publishing. We recommend you also consult your Local Authority or chosen school’s website for the most up to date guidance as dates and processes can change. Independent schools will each have their own process and assessment criteria in place so we recommend contacting the school’s admission team directly for detailed guidance on applying and key dates.

Useful resources:

More on the application process in your borough here, including details: on applying for children with multiple addresses, applying from overseas, applications for children of UK Armed Forces or service personnel, children with special needs and ‘looked after’ or previously looked after children. 

Appealing primary school admissions

The post Everything You Need To Know About The Primary School Application Process appeared first on Hampstead and Frognal Tutors.

But rest-assured that there are simple techniques and tips you can put into place to help make the transition from year 6 to year 7 that much easier for your child and ultimately help ease the transition into secondary school so they can hit the ground running.

Over the summer holidays

We know everyone wants to spend the summer holidays relaxing rather than thinking about school. While we agree that both children and parents are entitled to some well-deserved rest, the holidays are the perfect opportunity to start putting systems in place to help your child as they enter secondary school.

Socialise with other parents

While it can be tedious to be in yet another group chat, we encourage both parents and children to join relevant group chats and network with other parents and peers respectively. 

For children it ensures they have the chance to start building relationships with future classmates over the summer and haven’t been left out of conversations by the time school starts.

For parents it serves as an opportunity to connect with other parents and ensure you’re always abreast of what’s going on once the term commences, whether it’s social activities or school events. It also means you can lead the charge with setting up meetups on behalf of your children over the summer to help them make that first step with forging new friendships.

Adjust to new patterns ahead of time

A big challenge for young people starting secondary school can be adjusting to the intensity of having so many subjects, moving between lessons, with earlier starts and later finishes. This shift can leave many children feeling exhausted so we recommend getting back into the swing of school sleeping patterns in the final weeks of the summer holidays to ensure children are well-rested ahead of the new term and are used to going to bed and getting up at reasonable times. 

Familiarise yourself with the route to school

If your child is due to take public transport to their new school in September, it can be worth practising the route a couple of times over the summer holidays so they’re familiar with the journey and confident navigating their way to and from school when September comes around. This could be driving the bus route so they can identify landmarks along the way and knowing where to get on and off, or practising the tube journey ahead of time.

If it’s feasible, it can also be reassuring for a parent or trusted person to put a child on the bus or tube on their first day (or even follow behind the bus or in the tube carriage behind) so they have the reassurance that if anything goes wrong or they feel nervous, someone’s right there. 

Be prepared

Make sure you have purchased all the necessary uniform and equipment for your child well in advance of the term starting. While missing items may seem a minor detail and something most teachers will be understanding of, not having the right uniform or equipment for school can make a child feel like the odd one out and only fuel any anxiety during an already challenging time, so we recommend getting on top of this early. In fact, if you can, make it one of the first things you do in the Summer holidays to ensure you have time to source any hard-to-find items.

Most schools will send round a full equipment and uniform list in advance of the school year but there are also examples publicly available to give you some guidance.

Whether it be a bus pass or a loaded oyster card, be sure to also line up relevant travel passes for your local area so your child is ready to go on their first day. Providers will likely be shared by your child’s school or you can apply for a zip oyster to grant free travel for under 18s in London.

Once the new term begins

Pack bags the night before

One of the biggest changes for children starting secondary school is adjusting to having 11 subjects or more. This can be overwhelming for children in the first few weeks or months and there’s nothing more overwhelming than realising you’ve forgotten something critical for the lesson. 

A simple step parents can take to help mitigate the risk of this happening is to keep tabs on timetables and make sure your children have all the necessary books and equipment packed the night before. 

No harm in being early

While your child may grumble at you for getting them out of bed ‘earlier than absolutely necessary’, turning up at the bus stop or train station a little early avoids any risk of them missing their ride to school and causing them anxiety during an already stressful time.

Find opportunities to forge new friendships

Established friendship groups may have splintered off to go to different schools and even if some of your child’s existing friends are also going to the same secondary school, you may find they end up in different form groups. 

Remind your child that a new school offers an opportunity to make new friends in addition to their primary school friends and having multiple social circles can never be a bad thing.

Reminder that some things are out of their control

We’ve all experienced a bus breaking down or a train being delayed at some stage in our lives but when you’re going through the transition from year 6 to year 7, the stress you feel during these scenarios is exacerbated.

Remind children that these things are out of their control and that they needn’t worry as they delay will be communicated to the school and will therefore be excused, and that everyone on that same form of transport, will be experiencing the same challenge.

Schools will also have plans in place

All schools will have plans in place to help children adjust to secondary school and make new friends. This may be the likes of induction days, social and extracurricular activities or team building activities for new students to name a few but don’t forget schools are well-equipped to manage the transition from year 6 to year 7.

A planner is your best friend

Organisation is such a key factor in managing the transition from year 6 to 7. Parents that engage with the planner will find it easier to help their children manage workload and stay abreast of any upcoming trips or even messages and feedback from teachers as the term starts. If there are any issues or areas for development in certain subjects, then this is likely where teachers will flag things ahead of parents evenings, meaning you have time to figure out a plan or engage a tutor in the interim to help support your child’s learning.

Ongoing support throughout year 7

Keep communicating

Sometimes children struggle to express their feelings or concerns and bottle up anxiety about starting a new school. This may manifest itself in unusual behaviours like being uncharacteristically quiet or perhaps bursts of anger but it’s important to encourage children to talk openly about any feelings they may be harbouring so you can get to the root of the issue and help them tackle it. 

A good way to initiate these conversations may be to draw upon the experience of an older relative, friend or even your own experience of feeling nervous before starting a new school and how you overcame those doubts to help them recognise it’s perfectly normal to feel nervous going into year 7.

Take an active interest in your child’s day

Even though life gets busy, once the new term starts, make sure to find time in your day chat to your children about how their day was. Hopefully they’ll share back largely positive experiences but even a simple “how was your day?” provides a forum for them to feed back on any elements of secondary school they’re less keen on or struggling with. 

Depending on the issue your child is facing (if applicable), you can then connect with teachers, a student support team or engage a tutor to help tackle any difficult areas early on. It also gives you the chance to celebrate positive aspects of their transition into year 7.

Liaise with the school

If you suspect your child may be struggling with workload or the transition from year 6 to year 7, then speak to your child’s Form Tutor or Head of Year. Most schools will have experts on hand and systems in place to help with managing mental wellbeing and stress to try and make your child’s first year of secondary school as smooth and as positive an experience as possible.

For young girls, entering puberty can also be an additional factor of stress so establishing a tutor or ‘buddy’ they can turn to with questions or worries about this during the transition into year 7 will be a huge help.

Useful resources

Example equipment list

TFL 11-15 Zip Oyster cards

The post Helping Children With The Transition To Year 7 From Year 6 appeared first on Hampstead and Frognal Tutors.

Wondering how to help your child excel in their exams? Here are some useful exam tips on how to optimise revision time and how to keep stress to a minimum.

1) Core understanding is crucial

Revision is very important, but if your child struggled with a subject the first time around you are fighting a losing battle. Make sure your child has a firm grasp of the basics before they get going with revision exercises. If they are about to take an 11+ exam, for example, test them regularly on each topic. Repetition is key here, so try and factor in a few questions on percentages, fractions and shapes every day, even if it is just in the car on the way to school.

2) Practice makes perfect

Some exams are very formulaic. 11+ exams, for example, test the same skills every year. It is worth investing in a large wad of practice questions, therefore, and helping your child work through them. That way, they become familiar with the format of the test and know exactly what to expect. Innate ability is not everything, and there are plenty of books on sale to give your child the practice they need.

3) Draw up a revision timetable

Nobody wants to feel like they should be working all the time. It is very useful, therefore, to allocate specific times of the day for revision. Many children are most alert and productive in the morning. If it is school holiday time, therefore, put aside an hour or so before lunch for your child to practise their spelling, creative writing or arithmetic. Research has shown we work best in 30 to 40 minute bursts, so bear this in mind when you are designing a schedule. If your child is older, encourage them to make their own revision timetable and to factor in regular breaks. It will help them to manage their time and keep on top of their work.

This BBC Bitesize page is a fantastic resource for all things related to timetabling:

https://www.bbc.com/bitesize/articles/zn3497h

4) Make sure there’s time to relax

Yes, hard work always pays off. However, it is essential your child has some downtime where they can just relax and have fun. Whether they like seeing friends, baking or going to the cinema, encourage them to keep doing what they enjoy. Doing something completely different will help clear their head, ward off stress, and make the time they spend working more productive.

5) Sport can be beneficial

There’s lots of evidence that suggests physical activity can improve brain functioning. Fresh air is wonderful thing, and sport helps to reduce stress and improve sleep — the ancient saying ‘healthy body, healthy mind’ isn’t still famous for nothing. Plus, if your teenager is spending time exercising, it means they are spending time away from their phone and computer, which can only be a good thing.

6) Look into revision courses

Revision courses are proven to boost exam performance. Hampstead and Frognal Tutors run two day revision courses throughout the year in GCSE English, Maths and Science, along with 11+ English, Maths, Verbal Reasoning and Non-Verbal Reasoning. 13+ Revision Courses in Maths, Science and English are also available. Fun and focused, these revision courses impart both knowledge and confidence.

For more information, click here: https://hampsteadandfrognaltutors.org.uk/contact-us/

7) Don’t start revision too early

Feeling burnt out is a real risk for diligent students. If teenagers start revising too early for their GCSEs or A Levels, they are likely to peak too soon and not be at their best when exam season finally arrives.

Things are slightly different for younger students. If your child is due to sit the 11+ in the next year so, you might want to consider starting some gentle revision. For more advice on when to begin preparing, take a look at our 11+ blog post: “Can I Tutor My Own Child?”

8) Stress is contagious

Everyone wants their children to do well in school. However, children and teenagers easily sense when their parents are anxious, and often feel more stressed as a result. Sometimes you need to explain that exam results are not the most important thing in the world, and that you will be proud no matter what. Ironically, the soothing effect of these words often leads to children doing better in assessments as they approach them with less apprehension.

9) Mock exams work wonders

Regardless of how old they are, it is likely that your child will be nervous before an exam. It is sensible, therefore, to organise a mock exam before they sit the real thing. GCSE and A Level mocks teach students how to manage their time, how to keep calm under pressure and how to improve their exam technique. Younger children are often fazed by the formal nature of assessments, and a mock gives them time to adjust to the strange new set-up.

It helps if the mock takes place in an unfamiliar place and is invigilated by someone who does not know the child well. That way, the test feels more real. It is also worth noting that mark schemes can be hard to understand. If have hired a tutor, give them the answer paper to look at, as they will probably be able to mark it more accurately.

10) Consider hiring a tutor

If you have decided to employ a tutor — be it a GCSE Maths tutoror an A Level English tutor— you have probably made a good decision. One-to-one teaching is hugely powerful, particularly in the run up to exams. Whether your child needs help in a specific area, or general academic support, tutors can make a real difference.

For more information, take a look at this article which appeared in The Telegraph last year.

The post Exam Tips | Advice on Helping Your Child Achieve Exam Success appeared first on Hampstead and Frognal Tutors.

About Dyslexia

If a child is diagnosed with dyslexia, it can be challenging to know where to seek help. Parents may worry that they will struggle at school, or that they will be unable to fulfil their true potential. Nonetheless, there are a range of strategies and support systems available for dyslexic students. Living with dyslexia can be difficult, yet it is certainly not a barrier to success. As our interviews and section on famous dyslexics show, people with dyslexia flourish in all walks of life. In fact, people with dyslexia often have specific strengths, such as critical thinking, seeing the ‘bigger picture’ and puzzle solving.

So what is dyslexia?

Dyslexia is a specific learning difficulty which can make processing written texts very challenging. However, you may think that dyslexia only involves difficulties with reading, but the Dyslexia Association states that it is part of a family of Specific Learning Difficulties (SpLDs) including dyspraxia, dyscalculia and dysgraphia. People with dyslexia can therefore struggle with memory, organisation and time management.  They also may be less able to cope with busy and chaotic environments (sensory distraction) as they cannot ‘screen out’ background noise (sensory overload).

However, whilst dyslexia does not only involve struggles with reading, it is true that dyslexics find it difficult to manipulate phonemes, the building blocks of language (known as phonemic awareness). This can make it difficult for them to understand how sounds merge to form words, leading to problems when learning to read and spell.

Dyslexia around the world

Rates of dyslexia vary according to country, and the way sounds are transcribed in a language can affect levels of dyslexia across the population. English-speaking countries have statistically higher incidences of dyslexia, as there are simply so many different ways of spelling the same sound – a famous example would be how it is technically possible to spell the word ‘potato’ as ‘ghoughphtheightteau’ given the whimsical nature of English orthography. Without delving too deeply into linguistics, languages such as Spanish, German and Italian are thought to be more ‘dyslexia friendly’ in that they have a higher level of spelling-sound correspondence, whereas languages such as English and French are ‘opaque’; they have a much wider variation of spelling patterns. Nonetheless, the research that suggests this dates from 2001, while a more recent study from 2015 argues that differences across countries have been overstated, with levels of dyslexia across all countries much higher than previously thought. Dyslexia used to be considered very rare in languages with hieroglyphic scripts, such as Japanese or Mandarin, yet as a neurological, heritable condition it occurs in equal rates across populations. Some bloggers have suggested that its perceived ‘rarity’ in Japan is due to cultural silence around the condition, and this may also help to explain lower reported levels in Spain where it is poorly understood.

There are also variations in how dyslexia is diagnosed in different countries, which might be why estimates for different countries vary. In Britain, 10% of people have dyslexia, with 4% suffering from a severe form of the condition.

Dyslexia and other learning difficulties

Dyslexia is one of the most common types of SpLD. While 10% of the UK population have dyslexia, 5% have dyspraxia and approximately 3 – 6% of people are thought to have some form of dyscalculia. Interestingly, dyslexia often co-occurs with ADHD; 20-40% of children with ADHD also have dyslexia, although there are no definitive answers about why this might be the case.

How is dyslexia identified?

There are some common patterns to look out for if you suspect a child has dyslexia. Nonetheless, the condition manifests in different ways depending on age. Older children in particular may have learned coping mechanisms to mask their difficulties in reading, making dyslexia harder to diagnose. Below are some signs to look out for, from early years to young adulthood. The Yale Center for Dyslexia and Creativity also has a more detailed list of indicators.

Early years

You may notice that the child:

• Has delayed speech development compared with other children of their age
• Finds learning nursery rhymes difficult (people with dyslexia find it hard to identify rhyme patterns)
• Mispronounces or jumbles up words and phrases
• Finds it hard to carry out more than one instruction at the same time, and needs tasks to be broken down into smaller steps
• Has difficulty with motor skills such as catching and throwing

Younger Primary

As the child starts school, you may find that they:

• Substitute similar words for what is written on the page, for instance saying ‘kitten’ instead of ‘cat’ when reading an illustrated page
• Find it hard to read simple words, such as map, napand bat
• Find it hard to associate letters with sounds
• May be surprisingly mature for their age with a strong understanding of new concepts
• Have strong comprehension of stories that are read to them while finding it hard to read for themselves

Upper primary/lower secondary

The child may:

• Have a low standard of written work compared to their verbal ability
• Read slowly and find it hard to make progress in reading
• Spell a word inconsistently in the same piece of writing
• Use phonetic spelling
• Find it difficult to read aloud
• Have trouble remembering details such as specific dates or telephone numbers
• Mispronounce unfamiliar words
• Seem dreamy or easily distracted
• Have a sophisticated level of verbal comprehension
• Avoid written work

Upper secondary/young adult

Older children and young adults may:

• Have developed reading skills over time, yet still read slowly and with difficulty
• Avoid reading aloud
• Become tired from reading
• Have difficulty meeting deadlines for extended written work
• Suffer from low self-esteem or perceive themselves as unintelligent
• Avoid saying words they fear they will mispronounce
• Demonstrate originality of thought and sophisticated analytical skills
• Demonstrate strong understanding of a specialised area of interest, such as medicine or architecture

Ultimately, if you think a child may have dyslexia, it is important to seek a diagnosis, as people with dyslexia will flourish best when given the right support. You could start with a diagnostic test online, although it is also beneficial to see a specialist for a more detailed assessment.

Chapter 1 – Tech that can help children with dyslexia

If a child is diagnosed with dyslexia, there are now a wide range of apps and software programs that can help them with school and homework, from speech recognition software to scanning pens, capable of reading unfamiliar texts aloud. These can be brilliant tools at your child’s disposal, helping to make extensive written tasks much less daunting.

Speech Recognition Software

Speech recognition software allows you to dictate ideas directly to a computer, so that they appear as written text. This can be invaluable in helping dyslexic children to express themselves; they often have a sophisticated verbal vocabulary, yet struggle with putting their thoughts on paper. One of the best models on the market is Dragon Naturally Speaking; it enables users to conduct internet searches using voice commands, as well as adapting to the user’s natural vocabulary. Students at the Yale Center for Dyslexia & Creativity found the program very beneficial. You can effectively train the program to respond to your individual voice and manner of speaking, so it can be incredibly helpful for both essay-writing and navigating the internet.

Text-to-speech software

Students with dyslexia can find reading long passages particularly arduous, as they often need to decode the passage slowly first before rereading it. This makes reading a laborious process, so text-to-speech software can help with reading Word, PDF files or emails in a natural voice. It can also be used to proof-read homework to check for spelling errors or grammatical mistakes. Some of the programs on the market include ClaroRead (which has the option of reading with coloured overlays) read&write (which involves picture dictionaries to help with comprehension) Kurzweil3000 and Penfriend.

Scanning Pens

Scanning pens, such as the C-Pen Reader, can display definitions of unfamiliar words, as well as reading texts aloud. Dyslexic users can also listen to the pronunciation of words, or even store vocabulary for future use. The pens are also approved by the Joint Council for Qualifications (JCQ) and can be used in exams, allowing students to access questions with ease.

Apps

With the widespread use of smartphones and tablets, various apps have been developed to help dyslexic users, with many geared especially towards children. Dyslexia Quest, for example, includes interactive games that test learning abilities associated with dyslexia. The app takes the form of a quest based on quick-fire short-term memory tests; the faster you identify a word or number that has flashed across the screen, the better your progress through a range of ‘kingdoms’. Such apps are perfect for younger children with dyslexia as a fun way of honing memory skills.

Another fun app for young users is Sound Literacy. This does need to be used with a parent or instructor, as there is no autocorrect function to check for mistakes. Nonetheless, the app’s brilliance lies in how it breaks up words into ‘tiles’ which can be used to manipulate or reorder the graphemes in any word.

One app that might prove useful for older learners is Ginger Page, which proofreads as you write to correct any spelling or grammatical mistakes. It also includes tools for rephrasing sentences and giving word definitions, allowing users to produce flawless written work that accurately reflects their thoughts.

Grammarly, an online writing assistant and spell-checker, is a similar resource, drawing on feedback from users to ensure a high level of accuracy in replacement spellings.

Audiobooks

As children with dyslexia can struggle with reading, audiobooks can be an effective tool for improving comprehension of class novels or exam set texts. Google Play Books offers talk-back technology so that dyslexic students can hear pages read aloud. Whispersync is another useful (free) app that gives students the option of turning Kindle books into audio files, which would be perfect for children who are engaged in a story yet struggling with its written format.

Mind-mapping software

Children with dyslexia often find lengthy written notes confusing, so mind maps and more visual forms of note-taking can be a useful way to record key information. Mindmeister, for example, allows users to create visual, personalised mind maps that are stored in the cloud, which can also be shared with friends and colleagues. They can be accessed with any device, including smartphones, so could be a fun way for older children to break down their revision without feeling daunted by reams of paper.

Conclusions

With the proliferation of different kinds of software available, there are a variety of ways dyslexics can overcome the challenges of reading and writing fluently. One writer has even described how technology has allowed her to ‘cheat’ dyslexia. With the range of new tech on offer as the world shifts to an online culture, it is possible that dyslexics will find the written word increasingly easy to navigate. Whilst the education system still relies heavily on nineteenth century style written exams, the working world has moved on and it seems only a matter of time before classrooms follow suit. Many schools now use i-pads and other tablets as part of their lessons, enabling dyslexic students to modify content through learner-friendly apps or speech recognition. This should reassure parents who are worried about their child’s progress if they struggle to read – given the increasingly screen-based nature of how we consume the written word, the dyslexic’s struggle to decode print may become a thing of the past.

Chapter 2 – Gaining confidence with reading

One of the most significant challenges faced by dyslexic students is reading fluently. Children with dyslexia often struggle with written text, and this can damage their self-confidence. For dyslexic children, reading each word in a text takes a lot of time and effort, and they may be frustrated by slow progress in comparison to their peers.

Victor Widell has even developed a simulation of how dyslexics experience text – it’s a useful tool for parents and teachers to see why a child with dyslexia would feel put off by reading.

Thankfully, with more visibility of fantastic dyslexic role models (see our section on Famous Dyslexics for more) and some brilliant books for dyslexic children, there are lots of ways to build a child’s confidence with reading.

Suggest books with dyslexic characters

Children with dyslexia may come to feel that reading is so tricky it is ‘not for them.’ Fortunately, there are now some fantastic YA and children’s titles featuring dyslexic characters.

One popular series is Rick Riordan’s Percy Jackson. In the first book, Percy Jackson and the Lightning Thief, twelve-year-old Percy keeps being thrown out of school. Nonetheless, he gains a new sense of self-confidence when he discovers he is no ordinary boy – he is, in fact, a demi-god with some incredible powers.

A quirky take on the Greek myths, these books were inspired by Riordan’s son, who has ADHD and dyslexia – they are a brilliant way of giving younger dyslexic readers a confidence boost.

Equally, Hank Zipzer: The World’s Greatest Underachiever by Henry Winkler and Lin Oliver is an engaging series following Hank, a young dyslexic boy, based on Winkler’s own experiences at school. The books have now been dramatized as a CBBC series, starring Winkler as Mr Rock, Hank’s favourite teacher.

For older readers, Dying to Know You by Aidan Chambers is a teen romance novel featuring a dyslexic boy called Karl. Karl is in love with Fiorella, who asks him to write her a series of letters answering her questions about love. Fearing his struggles with the written word will not impress her, he enlists the help of Fiorella’s favourite author, and they develop an unlikely friendship.

A wider range of titles is available here– these could be great as recommended reads for dyslexic children who want to see their reality reflected in what they read.

We recommend:

• Encourage the child to read books featuring dyslexic characters
• Chat to them about what they are reading to build their confidence

Accessible reads

Another way to build dyslexic children’s confidence in reading is to introduce them to accessible reads, specifically written for dyslexics. Barrington Stoke now have a range of titles with tinted pages to avoid words becoming blurry for dyslexic readers, and they offer some helpful strategies for building children’s confidence too. The Dyslexia Shop also sells a variety of titles designed for dyslexic readers

• Investigate accessible books to give the child more independence in their reading

Use praise

Whether as a parent or teacher of a dyslexic student, you should be aware that dyslexic children can suffer from low self-esteem. Children may come to feel that they lack ability due to their struggles with reading, so it is very important to give children positive feedback and encouragement when they read. If they read aloud, avoid picking up on mistakes or mispronunciations, as this is likely to make them self-conscious. Reward them for their efforts, and acknowledge their bravery and determination in persevering with something they find difficult.

• Be positive and encourage the child as much as possible. Give them a choice over what they read, and avoid pointing out mistakes.

Read to them, or investigate audiobooks

If a child is struggling to read by themselves, try reading aloud to them. Focus less on the written word and more on the story itself – which characters do they like? What do they think might happen? Dyslexic children are often incredibly insightful, and engaging with the story verbally can be a brilliant way of boosting their self-esteem. Older children may enjoy listening to audiobooks on a smartphone – this could be especially useful for covering set texts for exams.

• Make sure you take time to read to the child, or suggest audiobooks they might enjoy.

Highlight dyslexic role models

As our section on ‘Famous Dyslexics’ shows, there are many highly successful people with dyslexia, and some even credit the condition for their creativity. The poet and writer Benjamin Zephaniah has spoken of how not being able to find a word has led him to write in a more fresh and original way. Dav Pilkey, the author of the humorous Captain Underpantsseries, is also dyslexic. Point out these role models to your child or student – use them as examples of how dyslexic people can achieve their dreams.

• Point out dyslexic role models as examples of all that can be achieved with dyslexia!

Conclusions

Ultimately, the most important way you can support a dyslexic child with their reading is to demonstrate your faith in them and their abilities. Our key recommendations are:

• Suggest a wide range of books and genres to the child, including titles featuring dyslexic characters
• Investigate accessible books designed for dyslexic readers
• Use praise and encouragement to motivate the child to read
• For younger children, ensure you read to them to make stories fun and engaging. You could even practice using silly voices or actions to bring the story to life. For older children, recommend audiobooks on subjects they are passionate about.
• Use dyslexic role models as examples of how much they can achieve!

Dyslexia Checklist

If you think a child has dyslexia, they may have shown some of the following symptoms in the table below.

Chapter 3 – School Support with Dyslexia

How can dyslexic students be supported in the classroom?

Dyslexic students can best access support if their needs are identified early, and this often happens in the first years of schooling. Once students have a diagnosis of dyslexia, teachers can give them more targeted support, yet parents may be unsure about how the condition is identified.

How is the child assessed?

We spoke to Holly Denchfield, a Learning Support teacher who has completed the SpLD (Specific Learning Difficulties) course with OCR, about how children are assessed as needing support. She says that usually concerns are raised by the class teacher; she will then go into class to observe the child and read with them. This is an informal assessment rather than a diagnostic test (which is done through an Educational Psychologist).

“I might look at how they decode letters and test high frequency words in their reading and spelling,” she says. Phonological awareness testing is important, and can be done through seeing how the child reads nonsense words, which can highlight any difficulties they have with phonics.

At this point, Holly draws up an IEP (Individual Education Plan) for the child, which is used as a working document to set targets in spelling and reading. Both independent and state schools use IEPs to monitor progress through termly assessments.

• The class teacher usually raises concerns
• A Learning Support teacher will observe the child in class and use this to set targets for them

What teaching styles best support dyslexic students?

Holly notes that dyslexic children often have working memory or processing difficulties, although this varies for each child. In support lessons, she says the learning must be “as multi-sensory as possible” to embed phonological awareness in the child’s long-term memory.

“I use practical methods – magnetic letters can help, as they are moving the letters and pronouncing the phonic at the same time. Lessons should be fun and ideally incorporate all the senses – movement, smell or taste. For high-frequency words, we might use a mnemonic, or visuals to support learning particular words. You want to create a ‘hook’ for the child.”

• Teaching should be multi-sensory to aid long-term memory

Which activities work best?

Holly describes lessons involving writing particular phonics using sand or foam as an example of this. She also stresses the need for repetition when teaching dyslexic students; “You always need to review previous learning – there almost needs to be overlearning.”

Traditional teaching styles can be especially difficult for dyslexic students. A vast amount of notes written on the board will be hard to process, as will lots of ‘teacher talk’, as dyslexic students struggle with auditory memory, so lengthy dialogue from the teacher can be problematic. However, most schools now incorporate creative, hands-on strategies in class to support all learners.

• Practical, hands-on activities work best
• Lengthy discussion or written notes on the board are harder to process for dyslexic students

How fast should the pace of learning be?

Dyslexic students may need a slower pace of learning, with lots of reinforcement of previous lessons built into long-term teaching plans. Holly says that retention of spelling patterns, for example, is very good if the “pace of learning is slowed down – each spelling needs to be practised over a period of weeks.”

It is also important for lessons to be very structured, yet also confidence-boosting. “By the time students see someone from Learning Support they may be feeling under-confident. The lessons are structured so that the child can be successful. It’s nice for them to know that there are ways around dyslexia, and that it’s simply a different way of learning.”

A wider variety of teaching approaches can be found here.

• Lots of reinforcement is important
• The focus should be on reinforcement of previous lessons

What support can be given at home?

Parents are very keen to help, and can use homework activities to reinforce learning at school. However, they must understand that the pace of retention may not be a quick process; this is especially true for children at independent schools where learning tends to be pitched one year beyond the state sector.

Dyslexic children also often have associated difficulties with concentration and personal organisation, so parents can support them in helping them to collect what they need for the next day, as well as helping them to file papers and tests in order. For older children, assistance with study skills may be especially important – parents or tutors could work with the child to develop a structured revision plan. They might also show the child how to use mind-maps and other visual revision aids, which will be more helpful and digestible than lengthy note-taking.

• Parents can help children practice spelling and reading through homework activities
• Older children may need help with study skills and personal organisation

Apps and technological support

One useful programme recommended by Holly is Nessy, which is a specialist app that includes syllable games and assessments to support reading confidence. Children are given a character and different word patterns to focus on, so it makes phonics practice fun and more memorable.

Educational psychologists also recommend that older children with dyslexia use laptops. They can follow the Touch-type Read & Spell (TTRS) programme which incorporates spelling practice into learning to touch-type.

For children studying for official exams, this is especially useful, as alternative requirements are only accepted by exam boards if they follow the student’s ‘usual way of working’; it is important that dyslexic students use a lap-top in ordinary lessons if they wish to access one in exam conditions.

• Fun apps such as Nessy can help build the child’s confidence
• Older children may benefit from using a lap-top during lessons

Conclusions

The best way to support dyslexic students is to embed support strategies early. “I do think early intervention is key,” says Holly. “Getting support in primary education is hugely positive. If approached in the right way, it can have a significant impact and make learning more manageable.”

Lessons and support strategies also need to support children’s confidence. Teachers now receive training on differentiation for dyslexic pupils, and have a much better understanding of how to support children with learning difficulties than they did in the past. Nonetheless, dyslexic children can feel less confident in their abilities, which is why early intervention and support is so crucial.

• Early intervention is very important
• Lessons must develop the child’s confidence in their abilities

Chapter 4 – Famous Dyslexics

Many dyslexics are highly successful in their field, which some attribute to their gifts in lateral, creative thinking. The charity Made by Dyslexia suggests that most education systems are not designed for dyslexic thought processes, as they “typically measure success by how accurately students regurgitate facts in an exam or test.” However, developments in neuroscience have recently revealed that differences in dyslexic brains, such as longer connections between certain neural networks, allow dyslexics to excel in “seeing the bigger picture.” Below are some examples of famous dyslexics, and how they see the condition as having helped them to succeed and achieve their dreams.

Richard Branson

Richard Branson, who dropped out of school at sixteen, has credited his dyslexia with his abilities as an entrepreneur. The founder of the Virgin group, who has a net worth of £4.525 billion, has said that he thinks being dyslexic helps people. He describes how “the great thing about being a dyslexic is that you concentrate on the things that you’re good at, and you often excel at those things.” Branson has said his dyslexia has been especially useful in a business context, as it has made him a good delegator, as well as helping him “to think creatively and laterally, and see solutions where others saw problems.”

Jamie Oliver

Known for his cheeky-chappie demeanour and accessible recipes, Jamie Oliver is a highly successful TV chef who has published several best-selling cookbooks. He has also campaigned for healthier school meals through his 2005 “Feed Me Better” campaign, as well as founding the Fifteen restaurants, which employ and train disadvantaged young adults in the restaurant business. He says he was happy at school but did not achieve academically owing to a lack of support for his dyslexia.

“There are different types of intelligence – everyone has the ability to be brilliant,” he says. He has criticised the rigidity of traditional education systems, arguing that young people should be encouraged to believe they “could be good at something very simple, and turn it into a life’s work,” rather than have their potential measured solely by formal exams. He says he sees problems differently because of his dyslexia, and credits the condition for his success.

Steven Spielberg

The award-winning director Steven Spielberg was diagnosed with dyslexia in later life at the age of 60 – at school, he was simply viewed as a “slow reader.” He was bullied by his peers and describes feeling too embarrassed to read in front of the class, but has said that making films was a form of escapism for him, as “movies made me feel inside my own skillset,” in an interview with the website Friends of Quinn.

Whilst he reads slowly because of his dyslexia, he says this gives him better comprehension skills: “I retain almost everything I read. I don’t just skip over things, and I’m able to savour really good writing, because I really take my time going through a book or a script.” Although he dropped out of college to become a director, he went back to graduate from California State University in 2002, partly to demonstrate to his children that education is a life-long process.

Henry Winkler

Best known for playing “The Fonz” in 80s sitcom Happy Days, the actor Henry Winkler has spoken extensively about his experiences with dyslexia. He has said that he found reading so difficult as a young actor that “I learned to memorize as much as I could from any page and then improvise.” He had a tricky time at school, as his parents and teachers assumed he was simply lazy, and he was 31 when he read his first book.

Nonetheless, Winkler overcame his difficulties and was accepted into Yale School of Drama before landing his role in Happy Days. He says his resilience and patience have enabled him to succeed, and he has since written the Hank Zipzer series for children, based on his own experiences at school. When children write to him about Hank, he writes back to tell them, “your learning challenge will not stop you from meeting your dream. Only you will stop yourself from meeting your dream.”

Although he has struggled with dyslexia, Winkler says the condition has made him more empathetic and aware of the world around him, allowing him to help friends with social problems. “If you are able to communicate your feelings you can speak an international, very articulate language,” he told a dyslexia conference.

Whoopi Goldberg

The Academy Award-winning actress Whoopi Goldberg also struggled with dyslexia at school. She did not have a diagnosis until adulthood, and her school assumed she was “dumb”, but her mother had faith in her, and “understood there was something different about the way I learned things.” She found refuge in acting and story-telling, which she loved from an early age, pretending to be a host of characters from “the Queen of Mars” to “Daniel Boone.”

As a young actress, Whoopi would ask people to read her lines to her so she could memorise them. She won fame through her role as Celie Harris in The Color Purple, and has since written several books by dictating them to a court reporter, before tweaking them afterwards so that they accurately reflect her voice. She says that dyslexia may have made her more “introspective”, which has allowed her to observe human nature in her job as an actress. She also argues that the amount of dyslexic public figures who have achieved phenomenal success, from Tom Cruise to Cher, are proof that dyslexia “is not the end of anything – you just learn differently.”

Clearly, there are many dyslexic role models in public life who have achieved in diverse ways, inspiring future generations of dyslexic students. Dyslexia can enable people to think more creatively so that they solve problems in interesting and original ways. Nonetheless, Whoopi Goldberg argues that schools also need to play their part in recognising how every child learns differently, whilst also emphasising that supportive, encouraging parents are the best asset a child with dyslexia can have.

Chapter 5 – Current Research on Dyslexia

There are now a range of support systems for dyslexic students and their families. GroOops, a North London-based counselling service, offers specialised emotional support for dyslexic adults and children. Their programme includes Cognitive Behavioural Therapy, Mindfulness and creative activities to boost their clients’ self-esteem. Equally, the global charity Made By Dyslexia works to help the public support dyslexia. However, dyslexia still remains widely misunderstood, so it is useful to explore what current research tells us about the condition. Below is an overview of the latest reports and research on neurodiversity.

Connecting the Dots (2017)

A “sea of strengths”

Produced by Made By Dyslexia, Connecting the Dots is a body of research exploring the advantages of being dyslexic. Dr Sally Shaywitz at the Yale Centre for Dyslexia and Creativity has described the “sea of strengths” that come with dyslexia, and this is echoed in Dr Manuel Casanova’s work studying neurobiological differences in dyslexic brains. Dr Casanova has found that the wide mini-columns (connected networks of neurons considered important for processing information) in dyslexic brains predispose dyslexics to excel in “big-picture thinking”, as “wide columns facilitate generalization” (the opposite is true for autistic people, who have narrow mini-columns, which facilitate focusing on small details).

Made By Dyslexiahas also developed a dyslexic thinking skills test, based on qualitative and quantitative research. Their research has found that dyslexics have above average strengths in thinking skills such as Visualising, Imagining and Communicating, as well as excelling in general skills such as Reasoning, Connecting and Exploring. Despite these cognitive strengths, a 2017 YouGov poll revealed that only 3% of the public view dyslexia as a positive trait. Dyslexia is a “hidden difficulty”, which is why it remains poorly understood as a condition, so the charity works to improve public awareness.

The impact of UK exam system changes

The report suggests that changes to the UK exams system may make it harder for dyslexic students to demonstrate their potential, which is why Made By Dyslexia is campaigning for change within the education system. Certainly, the increased focus on exams as the only measure of learning could leave dyslexic students at a disadvantage; previously, GCSE exams included coursework and verbal assessments, which allowed students to plan their work without the time constraints of an exam.

The report states that dyslexic students “excel in the reasoning and exploring skills applied in coursework”, as well as having “excellent verbal reasoning and communicating skills”, yet the removal of these components from exams may prevent dyslexic students from fulfilling their true potential. Made By Dyslexia emphasises the importance of extra time in exams for dyslexic students – research at US universities has found this can have a significant impact on the grades and final outcomes of dyslexics.

Research at the University of Oxford: Helping to Dispel the Misery of Dyslexia

At the University of Oxford, Professor John Stein has found that the use of yellow and blue filters have a significant impact in helping dyslexic students read more fluently. Whilst other strategies can be expensive, the use of yellow-tinted glasses can “improve magnocellular function, leading to better visual motion sensitivity and eye control” which makes reading much easier for dyslexics.

In a study of over 10,000 children with reading problems, conducted with the help of Dr Sue Fowler from the University of Reading, clinics found that the majority of children benefitted from using either blue or yellow filters, enabling them to make rapid progress in their reading. The filters can work to prevent the visual disturbances suffered by dyslexic students, as they have a lower sensitivity to image movements. Filters stop words seeming to blur or move around on the page, making the reading process far more manageable.

The Cognitive Neuroscience of Dyslexia (2018)

Dr Anila D’Mello and Dr John Gabrieli of the University of Massachusetts have researched the cognitive neuroscience behind dyslexia. They found that reading is usually associated with the left hemisphere of the brain, which includes a network of language regions important for phonological processing and visual word recognition. D’Mello and Gabrieli found that for dyslexic adults and children, regions in the left hemisphere were consistently “underactivated” in reading tasks.

D’Mello and Gabrieli conclude that the use of neuro-imaging could be beneficial in providing more individualised, differentiated instruction for dyslexic students. They cite a 2011 study of dyslexic children where none of the 17 conventional reading tests could accurately predict which children would make progress in their reading over the next 2 and a half years. Despite this, neuro-imaging predicted future progress with remarkable accuracy. They note that currently remedial education is only effective for approximately 50% of dyslexic children, yet “whether or not a form of instruction is effective […] is only known after a period of prolonged failure in the children who do not respond.” Neuro-imaging could be used to predict the likely effectiveness of different types of instruction for each child, allowing teachers to differentiate in more detail for individual students.

Research on hearing skills and dyslexia (2017)

One 2017 study by the Basque Centre on Cognition, Brain and Language (BCBL) found that there is a relationship between children’s auditory processing and the development of dyslexia. BCBL researchers found that children who had difficulties processing low-frequency sounds (such as accent, rhythm or intonation) were more likely to find decoding words and phonemes more difficult, which could be a risk factor for the development of dyslexia. They suggested that specific training on rhythm, such as playing on a drum, could help young children develop their skills in language perception.

A further study by BCBL this year also found that the brain can be “trained” to avoid dyslexia through therapeutic interventions. Researcher Nicola Molinaro stated that repeated training could help dyslexic children to synchronize parts of the brain needed to process low-frequency sounds. This kind of research could be particularly helpful in identifying dyslexia at an early age, so that children with language delay may “recover the mechanisms of attention,” facilitating progress in literacy.

Conclusions

The wide range of studies published on dyslexia can assist parents and teachers in providing the best support possible for dyslexic children. Developments in neuro-imaging could also allow teachers to differentiate for students in highly personalised and effective ways. Equally, the BCBL research on children’s auditory processing will help with the development of more specialist therapeutic training during early years education.

The research also demonstrates that there are underlying neurological differences that cause dyslexia, and whilst this can make reading acquisition more challenging, it can also give dyslexics particular strengths, as shown by the Made By Dyslexia report.

Chapter 6- What is it like to live with dyslexia?

Francesca Fletcher-Williams, 29, is a PhD student in international law at the London School of Economics. Previously she worked as a Policy Advisor at the Mission of Ireland to the United Nations.

Francesca was diagnosed with dyslexia at the age of 12. She spoke to Hampstead & Frognal Tutors about the impact dyslexia has had on her life and educational experiences.

Diagnosis in Education

Francesca says she was diagnosed “relatively late – usually it’s picked up on a bit earlier.” Her mother was an English teacher, and “she noticed how I was really struggling with spelling, to the point where I was in tears. I was bewildered by the fact I couldn’t do it. My brain just didn’t compute what I was being asked to do.”

As an academically able child, there was a disparity between her written work and verbal abilities, a common trait of dyslexia. When she was tested for dyslexia, she had the spelling age of a nine-year-old, while her reading age was that of an 18-year-old – this difference was a key indicator that she was dyslexic. Francesca notes that dyslexia can manifest in various ways. For students who have more serious difficulties with reading, school is likely to be a very frustrating experience, whereas she largely enjoyed school.

As a student, she was fortunate in that most of her experiences were in the private sector, where there tends to be more targeted support for learning difficulties. She was first diagnosed in Scotland, where her school provided weekly spelling sessions, as well as specialist one-to-one support. Despite this, at the time she did not find the assistance particularly useful: “They were just teaching me how to spell, and when all you’re trying to do is communicate your ideas, then spelling is not that important – especially if I won’t remember it.”

In Year 9, she transferred to a private all-girls’ school in London, and does not recall the school providing specific support, although she had extra time in exams. The exams did not allocate many marks for spelling, and she had a note on any test papers to ask markers to disregard SPAG (spelling and grammar), so she could achieve good marks based on her content and ideas.

Transition to University

After the structured nature of secondary school, Francesca says the transition to university was somewhat difficult. She had an adult test for dyslexia at university, and applied for a Disabled Students’ Allowance, which involved a lengthy application form. “If you haven’t done it before, it’s quite daunting,” she says. Furthermore, it became harder to use coping mechanisms for reading at higher levels of study (for example predicting what the next word might be or tracing the letters of a word with her fingers). Whilst she could use these strategies at school, as she progressed through her degree the content became more complex, and “your brain doesn’t have the resources to do both [decode and understand] at the same time, so it’s more taxing.”

Francesca also notes it is harder to be diagnosed as an adult, although she strongly encourages anyone who suspects they have dyslexia to get tested. “My experience was straightforward, as I was diagnosed as a child. The process is much more difficult as an adult – there are few free tests, and the waiting lists are very long.” However, she says that adult diagnosis is still worth it. “It helps you understand yourself. Diagnosis is like a key to open the door and access all the stuff you need. But getting that key isn’t easy.”

“School is very unforgiving if you haven’t been diagnosed,” she says. “If you think that you have dyslexia, get tested. You’ll see what your specific weaknesses are, for example with reading. It’s very empowering and enabling.”

Whilst the more challenging content of university study can exacerbate problems with reading, Francesca notes that the personalised nature of university courses, especially at post-graduate level, can be helpful for dyslexic students in other ways. In her PhD course, she has found her supervisors to be incredibly supportive, and the smaller cohorts at post-graduate study allow for more individualised learning.

“School almost magnifies learning difficulties,” she says. “Adult life allows you more flexibility than you have at school – you can make your own way.” The rigid nature of the national curriculum at secondary level may not facilitate this: “I can see why in a nationalised school system you just have to give 25% extra time for each dyslexic kid. It’s not the same dynamic, it’s not the same environment.”

Equally, Francesca has found dyslexia to be less of a barrier in the workplace than it was at school. “I used to write documents all the time, and I’d just say to the person I was sending it to, ‘If you see a spelling mistake, just flag it.’ I think the person who feels worst about my mistakes is me.” She is critical of the focus on spelling and grammar in primary and secondary education, something which may prevent dyslexic students from attempting to express more complex ideas. During her dyslexia test for university, the educational psychologist observed that her written vocabulary was weaker than her spoken vocabulary. She explains that “dyslexics often only use words they know how to spell in their writing, because we have this snobbery around spelling as a society. They will try to minimise the signs.” The psychologist pointed out that while she knew more sophisticated vocabulary, she was not writing it down. “Essentially, you’re dumbing down your own writing,” he said.

In her view, schools and universities need to move away from an overt focus on written accuracy, which penalises dyslexic students. “As long as [what you’ve written] is comprehensible and people know what you mean, they tend to be fine. In my philosophy of language, language has served its purpose if you’ve communicated what you wanted to say.”

Technological support and strategies

Francesca uses a range of strategies to overcome her dyslexia, and she has found that dyslexic traits she did not notice as a child, for example visual disturbances, have become more pronounced as she gets older. Before beginning to use a coloured overlay to read, she did not even realise she had visual disturbances: “You don’t have a bar of comparison to know whether what you have is the norm or not.” She has only realised she was suffering from disturbances during the last year, and now uses “a pair of amazing coloured glasses,” adapted to how the dyslexic brain interacts with words on the page. Visual disturbances can also vary significantly from person to person, so getting tested early can help dyslexics access the right support.

As an undergraduate, her disabled student allowance (DSA) provided a computer with additional software, which assisted in correcting her work, although she notes that computers will not pick up on all grammatical errors. “Computers are incredibly useful in that they can spell things for you, but you can’t self-correct your own work because you won’t recognise there’s a mistake.” However, dictation software has dramatically improved since she began studying in 2007, and certain fonts have been developed that can make proof-reading easier for dyslexics.

“There’s a specific font I use that I think is absolutely fantastic,” she says. “Staring at a screen is very fatiguing, because it’s so stark, and you can’t use an overlay – my visual disturbances can be worse when looking at a computer.”

The font, Dyslexie font, designed by dyslexic graphic designer Christian Boer, was developed to avoid mirroring or swapping letters, which can exacerbate visual disturbances for dyslexic readers.

“This font is incredible. It has features to prevent the inversion of p’s and b’s – what they do to prevent letter flipping is to weight the stem of the letter with a slightly thicker line, to prevent your brain from inverting it.”

The font also has free individual licenses. “One of the reasons I love it so much is that it’s free for individuals,” says Francesca. “So often, the costs for dyslexic resources and software are very high.”

She points out that her specialised glasses cost a few hundred pounds, which included the cost of the test. “That’s not astronomical. But it’s also very much not affordable for a lot of people.”

“It’s frustrating that these things are not more widely available. Children can get glasses on the NHS, but not dyslexia glasses, so that puts dyslexic children at a disadvantage.” The cost of colorimetry assessments (which examine individual responses to text under controlled coloured light conditions), and coloured overlays, are not covered by the NHS. Francesca argues that the amount of support dyslexic students receive depends too much on family income.

Her younger brother, for example, was academically able but struggled with reading at his state primary school. The school’s SENCO (Special Educational Needs Coordinator) said that his IQ was too high for him to have dyslexia (there is no relationship between dyslexia and IQ). His mother got him privately tested, and when he was diagnosed with dyslexia, the school refused to accept the test results. He subsequently transferred to a private school with specialist facilities for dyslexia.

“I can understand why strapped education authorities may wish to downplay dyslexia, or only focus on the most serious cases,” says Francesca. “With budget cuts, schools are struggling to afford books, let alone the provision needed for dyslexic pupils. But that experience wasn’t particularly positive. It highlights the social disparity in terms of how dyslexia is recognised – that if you have a parent with experience of the education sector to fight your corner, you’ll be ok.”

Nonetheless, despite some of these difficulties, Francesca feels that the range of support offered to dyslexic students is improving, and she urges families to seek a diagnosis for their children. With the diagnosis, she experienced much more understanding and patience. “The pressure reduced once I had the diagnosis. I understand why some people don’t like labels, but sometimes they can be extraordinarily helpful.”

Positive attitudes towards Dyslexia

Francesca welcomes the change in attitudes towards dyslexia in the recent past, although the rigidity of the current education system may not enable dyslexic students to demonstrate their potential. She is sceptical about the move towards more standardised testing and exams at GCSE and A Level. The lack of coursework could also disadvantage girls, who tend to perform better in modular courses.

“I’m not convinced exams test you in anything useful,” says Francesca. “Doing exams is a specific skill, and if you have dyslexia, you’re done a huge disservice. It accentuates your limitations, and it doesn’t allow you to show what you know.”

“We shouldn’t construct an education system that puts people off education. For people who don’t fit a specific mould, it puts them off, even though they might be brilliant as a post-graduate student.”

She argues that even the post-graduate system needs to adjust, as funding often depends on gaining a first-class degree. Undergraduate courses predominantly assess students through exams, which may prevent dyslexic students from gaining the highest marks. Nonetheless, she welcomes the societal change in attitudes towards dyslexia, as the condition is increasingly viewed in a positive way.

“There’s some great research out there about how dyslexics connect ideas differently. It’s very cool, but also frustrating in a standardised education system. At least there’s a movement now to think about dyslexia positively. It shouldn’t be seen as some kind of weird deficiency – it gives you all these other abilities.”

She points out that there are now many prominent famous dyslexics (see our section on ‘Famous Dyslexics’ for more details). Charities such as Made By Dyslexia are also doing some brilliant work to highlight the achievements of famous people with dyslexia, as well as how dyslexics can be especially gifted in ‘big-picture’ thinking.

“It’s really good to celebrate the diversity of effects dyslexia can have, and not just the difficulties,” says Francesca. Whilst dyslexia undoubtedly presents challenges, her achievements in work and education demonstrate how the condition does not need to be a barrier to success.

The post Dyslexia: Testing and Expert Advice for Schools and Parents appeared first on Hampstead and Frognal Tutors.

The Hall

The Hall is an independent preparatory day school for boys aged between 4 and 13. It is one of London’s top preparatory school and strives for academic excellence. On average, twenty to twenty five boys join St Paul’s and Westminster each year. The curriculum is broad and boys are encouraged to try out new things. Pottery, coding, fencing and debating are all up for the taking. The school values tolerance and seeks to instil progressive values in its students.

Website address: http://hallschool.co.uk

St Mary’s School

St Mary’s School is an independent Catholic day school for boys and girls aged from 2 to 11. Its curriculum is packed with arts-related activities and sport, and there are many extra-curricular activities on offer. Although the school is non-selective, it achieves excellent results at 11+ level. About 70% of its students are Catholic and there is a strong focus on faith, with pupils attending mass and studying Christianity. Nevertheless, it has a warm, inclusive atmosphere.

Website address: http://www.stmh.co.uk

Devonshire House Preparatory School

Devonshire House is an independent co-educational preparatory school. It caters for day boys aged 2-13 and day girls aged 2-11. It offers a varied, broad and interesting educational experience. There is a strong emphasis on Mathematics, English and PE and pupils are also encouraged to develop their public speaking skills. There are a range of extra-curricular activities to be enjoyed, including Mandarin.

Website address: http://devonshirehouseschool.co.uk

Lyndhurst House Preparatory School

Lyndhurst House is a pre-preparatory and preparatory day school for boys aged 4 and 13. It has an excellent academic record and its students often excel at Common Entrance and scholarship level. The school aims to be lively and friendly and to encourage a sense of responsibility and self-confidence in its pupils.

Website address: http://www.lyndhursthouse.co.uk

St Christopher’s School

St Christopher’s is an independent day school for girls aged between 4 and 11. The school seeks to integrate creativity and art into all aspects of its curriculum. It places great emphasis on child-centred learning, and celebrates mutual trust, tolerance and friendship. The school also strives to support the wider community through charitable work.

Website address: http://www.st-christophers.hampstead.sch.uk

Hereward House School

Hereward House is an independent preparatory school for boys aged four to thirteen. The school claims not be an exam factory. Although it has high academic standards, it seeks to prepare boys ‘not just for senior school, but for life’. Team games are an important part of school life, and traditional educational approaches are combined with modern techniques.

Website address: http://www.herewardhouse.co.uk

Heathside Preparatory School

Heathside is an independent coeducational school for day and boarding pupils aged between 2 and 14. It is a few minutes walk from Hampstead Heath, where the students play every lunchtime. The school combines a relaxed, informal atmosphere with high academic standards. It has an exceptional array of extracurricular activities. For example, it has been the English Primary Schools Chess Association’s Champion more than once and has a thriving drama programme.

Website address: https://heathsideprep.co.uk

St. Anthony’s School

St Anthony’s is an independent Catholic preparatory school for boys aged between 4 and 13. It is close to the heart of Hampstead Village and offers a broad and balanced curriculum. At 10, all students study Latin and have the chance to study ancient Greek and Arabic as well. The school has its own swimming pool, offers masses of drama, music and art and has a friendly atmosphere. David Suchet and Antony Gormley feature among its alumni.

Website address: http://www.stanthonysprep.org.uk

Northbridge House Preparatory School

Northbridge House is an independent, coeducational preparatory school for children aged 7 to 13. The school aims to nurture each child’s own strengths and achievements and is very high achieving. Students have achieved numerous scholarships to top London Senior Schools.

Website address: https://www.northbridgehouse.com/prep-school-regents-park/

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In a nutshell, Bryant name-checked Blunt (along with Eton-educated actor Eddie Redmayne) in remarks he made about the arts being dominated by those from posh schools.

Blunt fired back with some questionable swearing, whilst accusing Bryant of ‘classism’, and retorted that no one at his boarding school encouraged him to go into the music business.

Nonetheless, privately educated people are disproportionately represented in many areas of British life, be it music and acting as in the cases of Blunt and Redmayne, or politics, with 36% of the cabinet having attended private school (compared with just 7% of the population).

Even if, as Blunt says, he was given no specific encouragement to pursue music, is there something about a private school education that means your child is more likely to pen the next ‘You’re Beautiful’ (or, perhaps more pertinently, lead the government of the United Kingdom)?

Aside from the commonly cited benefits of academic competitiveness and lower class sizes, there are a number of ‘soft’ factors that could contribute to the success of children from private schools.

For instance, many private schools place great emphasis on their history. Children who attend lessons in venerable old buildings, watched over benevolently by portraits of former head teachers are subtly encouraged to think of themselves as belonging to a tradition. Not only does this confer a sense of ‘specialness’, but it also exposes students to the language and iconography of power early in life. A child who has attended an old private school is likely to feel more attuned to the ceremony and pomp of Oxbridge than one who has attended a modern comprehensive.

The same could be said of the speech patterns children pick up in private school. Received Pronunciation remains ubiquitous on our screens and airwaves, and, unfair though it may be, surveys continue to show that posh accents are regarded as more intelligent, honest and charming by the public. So our ingrained preconceptions means we’re more likely believe being told ‘You’re Beautiful’ by James Blunt than, say, Alan Sugar.

Young Blunt and Redmayne undoubtedly benefitted from after school activities too. Many private schools offer all sorts of clubs and societies, offering students valuable opportunities for personal growth and exploration. An Eton boy like Redmayne could see as many as thirty plays per year performed by his peers – that kind of cultural capital is priceless.

Then there’s the culture of expectation. Many private schools regularly achieve rafts of outstanding grades, and it’s far less remarkable for students to apply for places at Oxbridge. In an atmosphere where this kind of success is expected, children tend to rise to meet those expectations. Perhaps James Blunt inherited a drive to rise to the top of the charts from this kind of competitive environment.

Of course, it’s often argued that this can turn private schools into hot houses, where children are put under immense pressure to achieve top grades, at the expense of their individuality.

Critics also point to the lack of diversity in many private schools as compared to their state counterparts. Learning respect and emotional intelligence when dealing with people from all backgrounds is a vital life skill that is perhaps more readily achieved in the state sector than the more homogenous private demographic.

Furthermore, the success of Blunts and Redmaynes may be attributable not to anything special about their schooling but simply their parents’ connections. Parents from more privileged socio-economic groups tend to have the financial and cultural capital that gives their children an advantage, and the luxury of time, when it comes to pursuing their calling.

The fact remains that private schooling is typically part of a more complex picture. The likelihood is that if you can afford to send your child to a private school, you can afford to help them in many other ways too – many of them hard to quantify. Blunt may not like to admit it, but a private education remains the most reliable marker of a head start in life.

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