What pattern do you see?
Ask whether difficulties appear mainly in reading, spelling, writing, memory, processing speed, organisation, or across several areas.
Resource
Talking to school about dyslexia concerns
You do not need perfect words before speaking to school. A clear, calm conversation about what you and school are noticing is often the best place to start.
Before the conversation
It helps to gather examples. You are not trying to prove dyslexia in one meeting. You are building a shared picture of strengths, difficulties, and what support has already been tried.
- Note what your child finds hard, and when it seems easier.
- Bring examples of reading, spelling, homework, or written work if useful.
- Ask what school has noticed in lessons and assessments.
- Ask what support has already been put in place, and whether it has helped.
- Write down the questions you most need answered.
Useful questions to ask
Good questions keep the conversation practical. They help everyone move from worry to evidence and support planning.
What support is in place?
Ask what has already been tried, how often it happens, and how progress is being reviewed.
What should we watch next?
Ask what evidence would help decide whether screening, profiling, further school support, or diagnostic assessment may be appropriate.
How can home and school align?
Ask for a small number of practical strategies that can be used consistently, without making home feel like another school day.
If you already have a report
Share the report with the SENCO or relevant member of staff, then ask for a conversation about the recommendations. The aim is to identify what can realistically be put into normal classroom practice.
Reports guide decisions
A report can support school planning, but it does not guarantee a specific intervention, provision, or access arrangement. School will need to consider the learner's current needs, normal way of working, and available support.
How Jen can support the conversation
Leap Dyslexia Services can help families and schools understand whether screening, a Strengths and Difficulties Profile, a Diagnostic Dyslexia Assessment, or enquiry-led school support is the most useful next step.
- Dyslexia Screening for ages 7 to 16, where an initial indication is needed.
- Strengths and Difficulties Profile for ages 7 to 16, where practical support planning is the priority.
- Diagnostic Dyslexia Assessment for ages 8 to 16, taking approximately 3 hours.
- School Support and CPD for settings that want practical guidance or training.
Preparing for a school conversation?
Contact Jen with your child's age, year group, and what school has raised so far. You can call 07834 904079 or email leapdyslexiaservices@gmail.com.