Recent Freedom of Information (FOI) data on dyslexia support in England has revealed a worrying lack of consistency in how pupils with dyslexia and wider literacy difficulties are identified and supported in schools.
The findings highlight significant variation between local authorities, with a clear and measurable impact on educational outcomes for pupils with Specific Learning Difficulties (SpLD).
Inconsistent Dyslexia Assessment and Guidance
FOI requests were sent to all 151 local authorities in England, with 82% responding. However, fewer than 10% were able to answer all questions in full, suggesting gaps in oversight and reporting.
Key findings include:
Fewer than half of local authorities employ specialists such as Educational Psychologists or Specialist Teachers to assess dyslexia in schools.
Around one third of local authorities provide no guidance on identifying or supporting dyslexia or wider literacy difficulties.
This lack of specialist input and clear guidance places additional pressure on schools and risks delayed identification, inconsistent support and missed interventions for pupils with dyslexia.
Educational Outcomes for Pupils With Dyslexia
The impact of inconsistent dyslexia support is clearly reflected in national attainment data.
At the end of Key Stage 2 (2025):
Only 21% of pupils with a Specific Learning Difficulty met the expected standard in English, reading, writing and maths
Compared with 74% of pupils with no recorded Special Educational Needs (SEN)
At GCSE level (2023–2024):
Only one in five pupils with an SpLD achieved a Grade 5 or above in English and Maths, compared with over half of pupils without SEN
Just 39.5% of pupils with an SpLD achieved a Grade 4 pass, compared with 72.3% of pupils without SEN
These attainment gaps highlight the long-term consequences of insufficient early identification and support for pupils with dyslexia.
The Importance of Early Identification and Inclusive Learning Environments
Dyslexia is a common and well-understood learning difference. When identified early and supported appropriately, pupils with dyslexia can achieve strong educational outcomes.
Effective dyslexia support depends on:
Access to specialist assessment and expertise
Clear guidance for schools and teaching staff
Inclusive learning environments that reduce cognitive overload, support concentration and accommodate different learning styles
Well-designed classrooms, lecture theatres and learning spaces play an important role in supporting neurodiverse learners, alongside high-quality teaching and intervention.
The Need for Urgent Action on Dyslexia Support
The FOI findings make it clear that urgent action is needed to improve dyslexia support in schools across England. Greater consistency, improved access to specialist services and better guidance for schools are essential to closing the attainment gap for pupils with SpLD.
At Presentation Spaces, we believe that inclusive, well-designed educational environments are a vital part of supporting all learners, particularly those with additional needs.
As this sharper picture emerges, meaningful action must follow.
Read more about the FOI findings: 👉 https://bit.ly/49RfNeM
