Dyslexia: Screening

Effective early identification and intervention is critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

The SEND Code of Practice makes it clear that meeting the needs of a child with SEND does not require a diagnostic label. Instead, practitioners should identify and address pupils' needs at the earliest opportunity through a graduated approach, in which progress is regularly assessed, and support is provided based on an individual's identified needs.

The department's SEND reforms will support earlier and more consistent identification of need through the National Inclusion Standards. The reforms will set out the ordinarily available provision that should be in every setting across the 0 to 25 system, as well as the evidence-based tools and approaches for educators to identify and support children and young people with SEND.

The department does not currently plan to introduce universal screening for dyslexia or a national dyslexia-specific diagnostic pathway. We expect practitioners to monitor the progress of all pupils, identify emerging difficulties and put appropriate support in place promptly, regardless of whether a child has received a formal diagnosis.