Jet Lewin

Jet Lewin Dyslexia and dyscalculia specialist teacher/assessor.

13/09/2026

OUR BIGGEST DYSCALCULIA PROJECT SO FAR!

We are delighted to be working alongside UCL University on a NEW questionnaire/study for education staff (from all around the world) about supporting children with dyscalculia.
WE NEED YOUR HELP! Please comment for the link to the study and sprinkle this post to anyone and everyone who works in educational establishments. Together we can collect the data to help us drive change

One of my hats…
10/09/2026

One of my hats…

💛 Meet the team... 💛

The lovely Jet started her career as a primary school maths lead, writing for the Folens Maths Scheme. She began her route into specialist teaching and assessing after having children, continuing to work in schools while developing her expertise.

After the pandemic, like many people, she reassessed her priorities and made the move into self-employment, bringing together her skills in both literacy and numeracy support. She now teaches maths to students of all ages, carries out assessments for dyslexia and maths difficulties, and delivers webinars and INSET training.

Take a look at her amazing work here: https://www.jetlewin.com/

Are you interested in becoming a dyslexia specialist teacher?
01/09/2026

Are you interested in becoming a dyslexia specialist teacher?

If you're a teacher, SENDCo, teaching assistant or education professional looking to deepen your understanding of dyslexia and other specific learning differences, our Level 5 Diploma could be the next step in your professional development.

Delivered by experienced practitioners, the course combines specialist knowledge with practical strategies that can be applied in educational settings.

Our September intake is fast approaching and there are a limited number of places remaining.

Visit our website to learn more or book an online conversation to discuss whether the course is right for you https://buff.ly/kX9Yzac

27/08/2026

Why don’t I have a calendar booking app on my website, to make it easier for people to book assessments?

This is why.

Recently, I’ve turned down two assessments — or, more accurately, I’ve suggested that the parents might want to wait before booking one.

One was for a 9-year-old girl whose 11+ tutor had suggested an assessment because she appeared to have “processing difficulties”. But school had no concerns. Her parents had no previous concerns. The school had carried out a screener and that hadn’t raised any concerns either.

So Mum and I had a chat.

It turned out that the difficulties the tutor was seeing were mainly during lessons after school, when this 9-year-old was tired and possibly not terribly engaged. Which, in itself, isn’t particularly surprising!

I didn’t say that I wouldn’t assess her. But I did suggest that, rather than putting her child through an unnecessary assessment and spending a considerable amount of money, Mum might want to watch and wait for a while.

We talked about what she could look out for and what might indicate that there really was an underlying difficulty. Because a diagnosis of dyslexia needs to be based on evidence of persistent difficulties and their impact — not simply the fact that a child sometimes finds things difficult.

Mum did exactly the right thing. She phoned me and had a conversation. I don’t charge for a chat!

And I did what I think was the right thing too: I pressed the pause button.

That’s why I don’t have a “book an assessment” button on my website. Before somebody commits to an assessment, I want to know a little bit about why they’re considering one and whether it seems like the right next step.

So please, never be scared to phone me and have a chat. I’m not going to hard sell you an assessment. I’ll help you think through whether an assessment is the right thing for you or your child — and sometimes my advice might be that, for now, it isn’t.

27/08/2026

I love these questions to help your kids deal with any back to school angst.

A fair and balanced discussion… what do you think? https://www.tes.com/magazine/analysis/secondary/technical-education-r...
05/08/2026

A fair and balanced discussion… what do you think?

https://www.tes.com/magazine/analysis/secondary/technical-education-routes-offer-hope-better-education?fbclid=IwdGRjcATfx3lwZG9mAWZkaWQWUL5PLw2enO5TMA_phXrv2Sp5O1Yn8GV4dG4DYWVtAjExAHNydGMGYXBwX2lkCjY2Mjg1NjgzNzkAAR6ZpJwWNIPLG5shSCBH-hp83H3_aif7QJ6M3QGRBWVa_LJqnowprIyifE2wdA_aem_mkidjC09Onm5Lc8h_rtioQ

Our education system works well for many pupils, but it also leaves many behind, which is why giving vocational routes more prominence has merit, says Sir Hamid Patel

I’ve absolutely loved working with my level 5 students this year…does anybody fancy joining us in September?
29/07/2026

I’ve absolutely loved working with my level 5 students this year…does anybody fancy joining us in September?

Are you a teacher, SENDCo or teaching assistant looking to take the next step in your career?

As the end of the school year approaches, now is the perfect time to think about investing in your professional development.

Our Level 5 Diploma in Teaching Learners with Dyslexia, Specific Learning Differences & Barriers to Literacy starts this September, with a limited number of places still available.

Established in 2011, Dyslexia Herts has built a reputation for delivering high-quality training in a supportive and encouraging learning environment. The online course is designed to equip you with the specialist knowledge and practical skills needed to support learners with specific learning differences and can open the door to becoming a specialist teacher or practitioner.

If you're considering your next career move or would like to develop your expertise, we'd love to chat.

Find out more about the course here https://buff.ly/nD7aGOV and book an online conversation with us to find out whether the course is right for you.

29/07/2026

Every now and then, you receive an email that completely makes your day. 💙

One of my wonderful Level 5 Dyslexia students sent me this after completing the course:

"I want to thank you for being such an amazing tutor. I couldn’t have done it without you! Your constructive feedback helped me improve my writing over time, and you were always there when I struggled, needed help or advice. You encouraged me all the way through and supported me when things got tough and replied to my questions and marked my work very quickly. And most importantly, you’ve been so friendly. I always felt I could approach you with any question or problem I had about the course. This made such a difference and made it so much easier for me to admit when I struggled. THANK YOU!"

Messages like this are such a lovely reminder of why I do what I do. Supporting people as they develop their knowledge, skills and confidence is an absolute privilege.

And it really is true... a few words of appreciation can make someone's day. 😊 Dyslexia Herts

Adult & dyscalculic? Help make tax easier…
18/07/2026

Adult & dyscalculic? Help make tax easier…

Do you wish tax was clearer for people with dyscalculia?
What could make things easier?
We are thrilled to be working together with HMRC on a new research project to find out!
Could you help?
Comment HMRC for the link to sign up to help and let's together help make tax services easier for everyone with dyscalculia.



I love the way Alice has described difficulty with numerical magnitude processing here…this is the key indicator that we...
02/07/2026

I love the way Alice has described difficulty with numerical magnitude processing here…this is the key indicator that we look for in a diagnosis of dyscalculia.
Just remember that you might still have specific learning difficulties in maths without experiencing difficulty in this area.

This month I’ll be explaining those technical terms you might see in a diagnostic report. The first is numerical magnitude processing.

If you've read a dyscalculia assessment report recently, there's a good chance you came across this term. It's the one that sits at the very heart of dyscalculia, and yet it's rarely explained in plain language.

Numerical magnitude processing is the ability to understand and compare quantities. To know, without having to think hard about it, that eight is more than five. That a hundred is a lot more than ten. That the gap between two and three is the same as the gap between six and seven.

For most people, this sense of numerical size develops naturally and early. Numbers come to feel like they have weight and position - a sense of where they sit relative to each other. This is magnitude processing.

For children with dyscalculia, this doesn't develop in the same way. Numbers can feel arbitrary. Quantities can be hard to picture. The relationships between numbers don't feel automatic. Instead, they have to be worked out each time, consciously and effortfully.

This is why numerical magnitude processing sits at the centre of the SASC (2025) definition of dyscalculia. It's the foundation everything else builds on.

Alice | Dyscalculia & SpLD in Maths Specialist | aedds.co.uk

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