Mancroft Learning

13/10/2026

One of the biggest misconceptions about dyslexia is that a child has to be significantly behind before it is worth investigating.

They don't.

Some children compensate incredibly well.

They use their intelligence, vocabulary, memory, context and sheer determination to keep themselves afloat.

From the outside, they may look as though they're coping.

But parents often see something different at home.

The exhaustion. The frustration. The homework battles. The avoidance. The huge difference between what their child can explain verbally and what appears on paper.

When I carry out a dyslexia assessment, I'm not simply asking, “Can this child read?” I'm looking at the pattern of strengths and difficulties and trying to understand why some aspects of learning require so much more effort than others.

If something about your child's learning doesn't quite add up, you don't have to wait until they're failing to investigate it.

💙Save this post, or send me a message if you'd like to discuss whether an assessment may be appropriate.

12/10/2026

📚 Dyslexia assessments available in November and December

Is your child finding reading, spelling or writing difficult? Perhaps homework takes all evening, or their confidence is beginning to dip. Understanding why can help you find the right support.

I’m Zoë, a specialist dyslexia assessor and founder of Mancroft Learning in South Norfolk. As someone who is dyslexic myself and a mum of three, I understand how personal these concerns can feel.

My assessments explore your child’s strengths and difficulties, with nationally recognised reports and practical, personalised recommendations for home and school.

I offer a warm, supportive environment, with encouragement and breaks along the way to help your child feel comfortable.

📩 Message me to enquire about November and December appointments, or arrange a friendly, no-obligation chat about whether an assessment could help.

09/10/2026

💙 Dyslexia Awareness Week, Friday: Choose a useful next step

If this week has made you recognise difficulties your child is experiencing, your next step could be:

📌 Listening to your child’s concerns.
📌 Gathering a few examples of their work.
📌 Arranging a conversation with their teacher.
📌 Reviewing whether existing support is helping.
📌 Finding out whether an assessment would be useful.

A screening can indicate possible risk of dyslexia. A full diagnostic assessment explores the difficulties in greater depth, considers relevant background information and establishes whether the evidence supports a diagnosis.

It also provides recommendations based on your child’s individual needs, helping you and school plan appropriate support.

I’m Zoë Brown, founder of Mancroft Learning and a specialist dyslexia assessor in South Norfolk. I’m dyslexic myself, and I understand how valuable it can be to have an explanation for difficulties that have felt frustrating or confusing.

Message me if you’d like to talk through your concerns. I can explain what an assessment involves and help you consider whether it is the right next step for your child.

08/10/2026

💙 Dyslexia Awareness Week, Thursday: Ask school for a clear plan

If your child is struggling, a focused conversation with their teacher or SENCo can help you agree what happens next.

Take a few examples of your concerns and ask:

✅ What specific skills does my child need help with?
✅ What teaching or intervention will they receive, and how often?
✅ What adjustments will help them access everyday lessons?
✅ How will we know whether the support is working?
✅ When will we review their progress together?

Agree a review date and ask for a brief written summary so everyone knows the plan.

Support can begin while your child’s needs are being explored. You don’t have to wait for a diagnosis to start the conversation.

08/10/2026

📣Children should not have to wait for an ADHD diagnosis before receiving support.

This article highlights an issue that matters to so many families: a child may be struggling with attention, impulsivity or activity levels long before they receive a formal diagnosis.

This is why I offer ADHD screening at Mancroft Learning.

Screening can help parents understand their child’s difficulties, provide information to share with school and help inform whether a referral for a full diagnostic assessment would be appropriate.

My screening brings together parent questionnaires, background information and a QbCheck task, with teacher information where available. I provide same day results, a written report, practical recommendations and when appropriate a referral for formal assessment to help families take their next steps.

A screening is not a diagnosis and cannot confirm or rule out ADHD. It can, however, provide a useful starting point for understanding what your child is finding difficult and the support that may help.

You do not need a screening or diagnosis to start discussing support with school. A child’s needs deserve attention now.

If you’re concerned about your child and would like to discuss whether screening could be useful, please message me. I’m happy to have a chat.

Zoë
Mancroft Learning

A review into mental health, autism and ADHD diagnoses is set to find that rising rates of distress are 'real'

07/10/2026

💙 Dyslexia Awareness Week, Wednesday: Make strengths part of the support plan

A child’s strengths can give us practical ways to help them learn.

If they explain ideas well aloud, let them talk through an answer before writing.

If they enjoy drawing, try a simple sketch or mind map to organise their ideas.

If they love making things, use practical activities to explore a topic before introducing written work.

If they have a strong interest, use it to make reading and discussion more engaging.

Every child has a different profile. Ask them: “What helps you understand something new?”

Using strengths can make learning more accessible, alongside targeted teaching for the skills they find difficult.

Try one approach this week and notice together whether it helps. The aim is to help your child discover strategies they can use with increasing independence.

06/10/2026

💙 Dyslexia Awareness Week, Tuesday: Turn concerns into useful information

“My child is struggling” is an important starting point. Specific examples can help school understand what needs attention.

Over the next few days, notice:
📖 Is reading accurate but slow or effortful?
✏️ Which spelling difficulties keep coming back?
💬 Can your child explain an answer aloud more easily than write it?
⏰ How long does homework take, and how much help is needed?
😟 How do they feel before, during and after literacy tasks?

Keep a few brief notes and examples of ordinary schoolwork. You don’t need to test your child or turn home into another classroom.

These observations won’t diagnose dyslexia, but they can make conversations with school more focused and help an assessor understand the impact of the difficulties.

Being able to read doesn’t rule out dyslexia. Persistent difficulties are worth exploring.

If you’re unsure what your observations might mean, you’re welcome to message me for a chat.

05/10/2026

We still have a couple of dyslexia assessment appointments available before half term 🍂

Has the new school year left you worrying about your child’s learning? Perhaps reading feels like hard work, spelling isn’t sticking, or homework takes much longer than you’d expect. They may come home exhausted, avoid writing, or even say, “I’m just not clever.”

When you can see your child struggling, it can be difficult to know what’s behind it—or how best to help.

I’m Zoë, a specialist dyslexia assessor and founder of Mancroft Learning in South Norfolk. I’m also dyslexic myself and a mum of three, so I understand how personal these concerns can feel, both as a parent and as someone who learns differently.

A thorough assessment can help you understand your child’s strengths and difficulties, explore whether dyslexia is present and provide practical, personalised recommendations for home and school. It can also help your child understand why some things feel harder and recognise the strengths they bring to learning.

My approach is warm and supportive, with time, encouragement and breaks along the way.

Secure your child’s spot before half term by sending me a message for the booking link. If you’re unsure whether an assessment is the right next step, you’re very welcome to get in touch for a friendly, no-obligation chat.

05/10/2026

💙 Dyslexia Awareness Week, Monday: Start with a conversation

If your child is finding reading or writing difficult, start by asking about their experience.

Choose a relaxed moment and try:
💬 “Which parts of school feel hardest at the moment?”
💬 “What helps when you get stuck?”
💬 “Is there anything you wish your teacher understood?”

Listen before offering solutions. What looks like avoidance may be a task they find difficult, tiring or embarrassing.

You could say: “I can see you’re working hard. Let’s work out what would help.”

Write down what they tell you, including anything that makes learning easier. This gives you useful information to share with school and helps your child feel involved in decisions about their support.

You don’t need to have all the answers to take their concerns seriously.

02/10/2026

When a girl appears to be coping, are we seeing the whole picture?

Research published this year by Durham and Oxford universities found that girls were less likely to be identified with specific learning difficulties, including dyslexia.

This adds evidence to a longstanding concern in education: girls’ learning difficulties can go unnoticed, particularly when their struggles are less visible in the classroom.

Some girls may mask or compensate for difficulties—putting in considerable extra effort, finding ways around challenging tasks or avoiding drawing attention to what they find hard. Appearing to cope does not always mean learning feels manageable.

I recall working incredibly hard at school just to keep up with my peers only to be repeatedly told to 'try harder'!

For me, the value of this research is the reminder to look beyond the finished piece of work. How much time, effort or support did it take to get there? What does the child tell us about the experience?

The study does not tell us why every girl is missed, or prove that masking explains the difference. It does strengthen the case for looking carefully at individual learning needs.

A dyslexia assessment can explore whether dyslexia is present, identify strengths and difficulties, and offer practical recommendations for support.

If you have ongoing concerns about your daughter’s reading, spelling or written work—even if she seems to be keeping up—get in touch to discuss whether an assessment could help.

Read the Durham University research summary. - https://journals.sagepub.com/doi/10.1177/00222194261427006