See every child clearly — and never miss dyslexia again
A practical, evidence-based school for teachers, teaching assistants, SENCOs, and parents who are done watching dyslexic children fall behind — and ready to do something about it.
Every day we miss dyslexia is a day a child writes a story about themselves that isn't true — and I'm not willing to accept that anymore.— David Clilverd
What you'll learn
What you'll be able to do
- Confidently identify the early signs of dyslexia in children aged 4–12 before they fall behind
- Apply at least five evidence-based classroom strategies that support dyslexic learners without singling them out
- Communicate dyslexia clearly and constructively to parents, head teachers, and school governors
- Design simple, inclusive lesson structures that benefit dyslexic pupils and the whole class simultaneously
- Build a child's reading confidence using multi-sensory techniques grounded in the latest literacy research
- Advocate effectively within your school or local authority for stronger dyslexia training, early screening, and whole-school policy change
How it works
A school that adapts to you
This isn't a set of static videos. Every lesson is generated live and tuned to where you actually are.
We learn your level
A quick placement check tailors your starting point so you're never bored or lost.
Lessons adapt as you go
Each lesson is written for your pace and your goal, adjusting as your skills grow.
Your AI coach keeps you moving
Checkpoints, feedback, and gentle nudges turn progress into a real result.
The curriculum
What's inside your school
6 modules · 21 lessons
Understanding Dyslexia: What Every Educator and Parent Must Know
This foundational module establishes the 'why' before the 'how'. It dismantles the myths that have allowed dyslexia to be overlooked for generations — including the staggering statistic that roughly 1 in 4 children are affected — and reframes dyslexia not as a deficit but as a different cognitive profile. The module draws on the real-world consequences of inaction (including the well-documented correlation between undiagnosed dyslexia and poor life outcomes, including the UK prison population data) to motivate educators and parents alike. This module is deliberately placed first because without genuine understanding and urgency, no strategy or policy will be implemented with real conviction.
- 1.1The Real Scale of Dyslexia — and Why It Has Been IgnoredIncluded
- 1.2How the Dyslexic Brain Works — A Plain-English Neuroscience PrimerIncluded
- 1.3Strengths, Not Just Struggles — The Full Profile of a Dyslexic LearnerIncluded
Spotting Dyslexia Early: Identification and Screening in the Classroom
This is the identification engine of the curriculum — the module that directly delivers the first target outcome: confidently identifying early signs of dyslexia in children aged 4–12 before they fall behind. It equips teachers with practical, classroom-ready observation frameworks and screening tools, ensures they understand the referral pathway via the SENCO, and critically adds a prerequisite lesson on how co-occurring conditions (such as ADHD, dyscalculia, and dyspraxia) interact with dyslexia — a gap in the original draft that risks misidentification. Screening before teaching strategies is the correct sequence: you must know who you are supporting before you can support them.
- 2.1Red Flags by Age — What to Look For From Reception to Year 6Included
- 2.2Understanding Co-Occurring Conditions — Dyslexia Is Rarely AloneIncluded
- 2.3Classroom-Based Screening Tools Every Teacher Can UseIncluded
- 2.4Working With the SENCO — Referral, Assessment, and What Happens NextIncluded
Evidence-Based Classroom Strategies That Work for Every Child
The practical heart of the curriculum, directly delivering target outcomes two and four: applying at least five evidence-based classroom strategies for dyslexic learners, and designing inclusive lesson structures that benefit all pupils simultaneously. Crucially, every strategy in this module is framed as universally beneficial — no child is singled out, no label is required for a child to benefit. The module also integrates global best practice from Finland, Denmark, and Japan — not as tourism but as directly applicable pedagogical principles — making this the module where international insights translate into UK classroom action. Sequenced after identification so participants know who they are designing for.
- 3.1Multi-Sensory Teaching — Seeing, Hearing, Moving, and Touching Your Way to ReadingIncluded
- 3.2Inclusive Lesson Design — Structure, Scaffolding, and Reducing Cognitive LoadIncluded
- 3.3Building Reading Confidence With Proven Literacy TechniquesIncluded
- 3.4Global Lessons for the UK Classroom — Borrowing What Works From Finland, Denmark, and JapanIncluded
Communicating Dyslexia — Conversations That Change Minds
Directly delivers target outcome three: communicating dyslexia clearly and constructively to parents, head teachers, and school governors. A curriculum gap identified in the original draft is addressed here by adding a lesson on communicating with colleagues and classroom support staff — the people most likely to inadvertently undermine dyslexia provision through ignorance rather than malice. This module is deliberately sequenced after the strategies module, so participants are communicating from a position of practical knowledge, not just theory. Effective communication is treated here as a professional skill requiring deliberate preparation and practice — not a natural gift some teachers simply have.
- 4.1Talking to Parents — Breaking the News Without Breaking TrustIncluded
- 4.2Briefing Head Teachers and Governors — Making the Evidence StickIncluded
- 4.3Communicating With Colleagues and Teaching Assistants — The Hidden LeverIncluded
Building an Inclusive School — Whole-School Policy and Lasting Culture Change
Directly delivers target outcome six: advocating effectively within the school or local authority for stronger dyslexia training, early screening, and whole-school policy change. This module moves participants from the classroom into the institution — recognising that individual teacher excellence, however important, is not sufficient on its own. A single dyslexia-aware teacher in a dyslexia-unaware school can still only protect the children they personally teach. This module equips participants to go further. An advocacy and self-care lesson has been added as a genuine gap: advocates without community or resilience burn out, and the original draft did not address this risk.
- 5.1Auditing Your School's Dyslexia Provision — Knowing Where You StandIncluded
- 5.2Writing and Implementing a School Dyslexia Policy That Actually Gets UsedIncluded
- 5.3Advocating for Change — Beyond Your Classroom, Into Your CommunityIncluded
- 5.4Sustaining the Mission — Building a Network and Avoiding Advocate BurnoutIncluded
Supporting Dyslexic Children at Home — A Parent and Family Module
Deliberately positioned as the final module to serve a dual purpose: it gives teacher-participants a fully formed understanding of the parent's experience (deepening their empathy and communication skills), and it functions as a standalone module that can be delivered directly to parents in a school community. Addresses the home-school continuum that is essential to dyslexic children's wellbeing — reflecting the evidence that family involvement, stable home environments, and emotionally supportive parenting are among the strongest protective factors for dyslexic learners. Incorporates the Finnish model of supported family time, universal credit principles, and the principle that true social wellness begins in the home. An important new lesson on digital home learning tools — including platforms like FutureLearn — has been added to reflect the modern reality that parents increasingly access educational support online.
- 6.1What You Are Seeing at Home — Recognising Dyslexia as a ParentIncluded
- 6.2Everyday Home Strategies — Reading Together, Confidence Building, and Making Learning JoyfulIncluded
- 6.3Using Digital Tools and Online Learning to Support Your Dyslexic ChildIncluded
Who it's for
Is this you?
Newly Qualified Teachers
You've just entered the classroom and already suspect one or two children are struggling in ways your training didn't prepare you for — this school gives you the tools to act with confidence.
Primary School SENCOs
You're the go-to person in school, but whole-staff understanding is patchy — this school arms you with the evidence, strategies, and policy frameworks to drive real, lasting change.
Teaching Assistants
You spend more one-to-one time with struggling readers than almost anyone — this school helps you name what you're noticing and turn daily support into genuine progress.
Parents of Young Children
You know something isn't quite right, but you don't have the language yet — this school helps you recognise dyslexia at home, support your child joyfully, and advocate for them at school.
Experienced Class Teachers
You've taught for years but feel your dyslexia knowledge is outdated or incomplete — this school refreshes your practice with the latest literacy research and inclusive lesson design.
School Leaders & Governors
You're responsible for provision across the whole school and need to understand what good dyslexia policy and culture actually look like — this school gives you the evidence to lead it.
Questions
Frequently asked
Your teacher
A note from your teacher
David Clilverd
I want to ask you something honestly. Think about the children you've worked with — or if you're a parent, think about your own child. How many of them were quietly struggling in a way that nobody could quite name? Bright enough in conversation, sharp in so many ways, but falling apart when it came to reading. Being called lazy. Being sent home with extra worksheets. Slowly, painfully, starting to believe the story being written about them was true.
I have seen this happen too many times. I have seen children reach secondary school without anyone having spotted what was right in front of them. I have seen parents told to "just keep reading with them at home" when what was really needed was a proper understanding of how their child's brain works. I have seen teachers — good, caring, exhausted teachers — feel completely alone with a child they don't know how to help and no training to fall back on. That is not a failure of those teachers or those parents. It is a failure of a system that still does not take dyslexia seriously enough.
Decode Dyslexia exists because I believe that knowledge changes everything. Not theoretical knowledge stored in a textbook — practical, human, grounded knowledge that you can actually use. In this school, you will learn how the dyslexic brain works in language that makes sense. You will learn to spot the signs early — from Reception right through to Year 6 — before a child has spent years concluding they are the problem. You will learn classroom strategies that are backed by evidence and that work for every child in the room, not just the ones with a label. And you will learn how to have the conversations that are often harder than the teaching itself: with parents, with head teachers, with governors, with colleagues who haven't seen what you've seen.
I also want to say this clearly: this school is not just for specialists. You do not need letters after your name or a dedicated SENCO role to make a profound difference to a dyslexic child. You need the right knowledge, at the right moment, applied with care. That is exactly what we are building here — together.
If you are a parent, there is a place here for you too. You are not imagining what you are seeing at home. Your instinct that something needs attention deserves a proper response — and in this school, you will find one.
Come in. Let's get to work. The children who need this cannot afford for us to wait.
— David Clilverd
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- 6 modules, 21 lessons
- AI-adaptive lessons tuned to your level
- Quizzes & checkpoints to lock in progress
- Your own AI learning coach
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