Our Approach

  • Your initial parent consultation is complimentary, with no obligation to proceed.

    We begin with a conversation about your child’s learning profile, current concerns, school history and goals.

    This helps determine whether targeted assessment or intervention support may be appropriate.

  • Assessment helps identify your child’s strengths, current skill levels and areas that may benefit from targeted support.

    Assessment is incorporated into intervention as appropriate. Where a more detailed learning profile is required, a comprehensive literacy assessment and written report can also be arranged separately.

  • Instruction is tailored to the learner’s literacy profile, stage of development and identified learning needs.

    Based on assessment findings, instruction may include:

    • Targeted weekly support

    • Accelerated intervention

    • Higher-frequency intensive instruction

    • Short-term intervention blocks

    Instruction is explicit, structured and responsive to student progress.

    Recommendations are informed by assessment data, progress monitoring and individual learning goals.

  • Progress is monitored regularly to ensure instruction remains responsive and effective.

    Teaching is adjusted over time as students build skills, confidence and independence in reading, writing and spelling.

    Regular communication with families helps support consistency between home, school and intervention.

FAQs

Session length is tailored to the age, needs and learning profile of each child. Most intervention sessions are approximately 45–60 minutes, allowing time for focused teaching, practice and review while maintaining engagement.

1

How long are sessions?

How frequently should my child attend?

2

For most children, regular weekly intervention is recommended to support consistency and progress. In some cases, more frequent sessions may be beneficial. The most appropriate schedule can be discussed following the initial consultation and assessment of your child’s needs.

Will you communicate with my child’s teacher?

3

Yes. With parent consent, I am happy to communicate with your child’s classroom teacher or other relevant professionals. Collaboration can help ensure that intervention priorities are well aligned with your child’s broader learning needs and that useful information is shared across settings

Does my child need a dyslexia diagnosis?

4

No. A formal diagnosis of dyslexia is not required to begin literacy intervention. Support is based on your child’s individual literacy profile and the specific skills requiring development.

If you are considering further assessment or a formal diagnosis, I can also discuss whether this may be helpful and suggest appropriate next steps.

Can intervention occur during school hours?

5

Yes. Sessions can take place during school hours where this is suitable for the family and permitted by the child’s school. Some families find that daytime sessions work particularly well because children are less tired and able to engage more fully in learning.

Families should discuss any planned school absence with their child’s school and follow the school’s attendance procedures.