Sarah Binns Dyslexia Assessor

Back-to-school conversations don’t have to be all about grades, behavior, and doing your best.

Some of the most important things we can give kids as they head into a new school year are realistic expectations about what learning and growing actually look like.

There will be mistakes. Hard assignments. Friendship changes. Awkward moments. Days they feel confident and days they don’t.

Our job isn’t to convince them that every day will be great. It’s to help them understand that they can handle the days that aren’t.

When kids know that struggle is expected, not evidence that something is wrong, they’re much more willing to keep trying, ask for help, and take healthy risks.

Save this one for the first few weeks of school. 💙

A little hello from me. Hope your children are enjoying the break from school and that you are managing to find things to do that don’t cost too much!

If you are thinking of an assessment, don’t hesitate to get in touch. I have a couple of September slots available and I am already booking students in for October dates. It is only me, so my time is limited and I generally only complete one diagnostic assessment per week during the school
term.

Access arrangements are a fine balance of taking into consideration the advice from medical professionals or from the recommendations from a specialist assessor and monitoring the individual’s normal way of working.

🚫 Myth: Having a diagnosis = automatic access arrangements

This is a common misconception we hear all the time. A diagnosis alone does not automatically result in access arrangements being granted. Arrangements must be based on evidenced need and normal way of working, with a clear link between the candidate's specific difficulty and the arrangement applied for.

A diagnosis can form part of that picture, but it cannot stand alone. This is a distinction worth reinforcing with colleagues and parents alike, since misunderstanding it can lead to disappointment, or worse, an application that doesn't hold up to scrutiny.

We produced a short video based on the JCQ document ‘Guidance for parents, cares and students about access arrangements’ that you can share with parents and students to help them understand.
communicate-ed.org.uk/parentguidance

This one has definitely brought a tear to my eye, as my second born navigates the move to secondary school ❤️

🥹🥹

Wondering whether dyslexia could be affecting you or your
child? Screening tools can provide an indication of strengths and
challenges, and may help you decide whether further support or a
full diagnostic assessment could be helpful.

The BDA is offering access to discount codes for suitable screening
tools for children and young people aged 5 to 16.

Learn more: https://loom.ly/NMq-Xfg

Very welcome news 🎉

UK to introduce a full social media ban for under‑16s - here’s what parents need to know📱🚫

Just updated my business profile picture. Turned 50 yesterday and definitely have more greys than I did 3 years ago when I transitioned from my staff role to assessing privately! Ever evolving! ❤️

📢 Read our response to the SEND consultation, calling for a system that is earlier, fairer and truly inclusive.

While we welcome the focus on inclusion and consistency, real change will only happen if reforms are properly funded and shaped around the needs of children and young people.

A key message: specialist teachers and specialist teacher assessors must be recognised as a core part of the SEND workforce.

Too many learners with specific learning difficulties, including dyslexia and dyscalculia, are still missed or supported too late and that must change.

Read the full briefing and our key recommendations here:
👉 https://www.patoss-dyslexia.org/News/send-consultation-response-and-our-call-to-recognise-specialist-teachers-and-assessors

Or see the link in our bio