• being able to talk about what he/she is learning more easily than reading or writing about it
• persistent spelling difficulties despite appropriate efforts
• appearing to have a poor concentration span, or being forgetful and/or disorganised
• difficulty with telling the time, and learning multiplication tables
• having short-term memory problems, and difficulties with sequencing e.g. following/giving instructions, directions, etc.

Our policy on dyslexia aims to ensure consistency in the key areas of terminology, identification, roles and responsibilities and strategies for meeting the needs of children and young people with dyslexia.

More information is provided in our leaflet, Dyslexia - Information for Parents and Carers.