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In the first two years after the Trust was established, we undertook a series of projects.

An overview of these projects is below

Professional Development Framework

This work was led by Trust member organisations Dyslexia Action and PATOSS, in partnership with a network of colleagues; TDA, education agencies, schools, colleges, universities, local authorities,
psychologists and teachers across the UK.

The Framework and web based tool, for the first time within the field, set out the levels of knowledge and skills required to fulfill roles across the workforce to support learners with dyslexia/SpLD.

To this day, the Framework project continues to grow and be a significant piece of work for The Trust.

The Literacy and Dyslexia Professional Development Framework

Building on Improvement and Development Programme (BID)

The Inclusion Development Programme (IDP) was designed to
strengthen the expertise and confidence of teachers and teaching assistants in
primary and secondary schools in order to ensure the progress and achievement
of children with special educational needs.

The Building on Inclusion Development Project (BID) followed on from
this work to:

•         Support and promote the dyslexia IDP materials

•         Extend Continuing Professional Development (CPD) to embed best practice in schools

•         Support recommendations made in the Rose Report 2009

A new online version of the IDP, including supporting dyslexia, was produced in 2013 and is available here

CPD Authorisation

Professionals wishing to renew their Assessment Practising Certificate must have a personal record of Continuing Professional Development (CPD) to show how they are keeping their assessment knowledge, understanding and skills up to date.

This scheme, under the direction of the SpLD Assessment Standards Committee (SASC), provided a listing of relevant authorised CPD opportunities, linked to providers, for specialist teachers and psychologists to maintain their competence and skills.

Accreditation Board

In June 2009 Sir Jim Rose's report 'Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties' was published. The DCSF (now DfE) endorsed the recommendation for a commitment to support the training of teachers to gain specialist dyslexia qualifications.

The Dyslexia-SpLD Trust initially administered a scheme for teachers wishing to take up this specialist training from September 2009. This was then handed over to the Teaching Development Agency (TDA) from September 2010.

In line with the Rose Recommendations, approved courses for the scheme must be recognised by the British Dyslexia Association (BDA) as meeting the requirements necessary to gain the award of Approved Teacher Status (ATS) or Associate Membership of the British Dyslexia Association (AMBDA). The BDA accreditation board was set up to oversee the approval of courses by providers.

Partnership for Literacy (P4L)

Dyslexia Action's Partnership for Literacy (P4L) programme is a unique flexible and sustainable model that improves the literacy standards of all children by involving the whole school community. Providing further evidence for different levels of training for all school staff and parents, P4L also demonstrates the value of specialist teaching materials such as 'Units of Sound' and 'The Active Literacy Kit'.

Following on from the success of P4L Primary a similar model was developed for secondary schools. Two of these schools were funded through the Dyslexia-SpLD Trust.

To view the case study from Tideway School please click here.

P4L has since been reviewed and included in 'What works for children and young people with literacy difficulties' by Professor Greg Brooks.

Helen Arkell Transition project

The Rose Report indicated a need for evidence of effective literacy and dyslexia support for secondary school pupils. The Trust therefore supported pilot programmes to explore effective interventions for students in this age group.The HADC project involved intervention with Year 7 pupils in the first year of Secondary Phase Education. Screening and assessment highlighted a group of 6 children who needed literacy support. Speech and Language difficulties were also highlighted.

A case study of the project is available to view here

Pilot courses for Teaching Assistants

This project involved creating and delivering courses for Teaching Assistants to help them support students with co-occurring difficulties in the area of speech and language, dyspraxia, ADHD and numeracy. Each course comprised one unit and was accredited by NOCN (National Open College Network).

Interventions for Literacy

The Trust produced new and up to date on-line guidance on the most effective ways of supporting children and young people with literacy difficulties, based on evidence provided by Professor Greg Brooks. The new micro-site aimed to be a valuable resource for parents and schools.

The website has subsequently been updated and can be viewed here


The British Dyslexia Association (BDA) Helpline is a free and confidential service for all. This includes provision of information, support and advice on dyslexia and all specific learning difficulties and co-occuring difficulties.All information, advice and signposting is impartial enabling the caller to make important choices and decisions for themselves. T: 0845 251 9002.

Trust Report 2010-2011

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Literacy and Dyslexia-SpLD Professional Development Framework The School Psychology Service Inclusion Development Programme
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