s
Taking Action • Changing Live
Strategic Plan
2013 –2018
2
Our strategy on one page
What we are...
• Recognised as the UK’s leading provider of support for people with dyslexia
• A place where people who face challenges with literacy can go for support
• Trusted and respected
• Ambitious with a growing impact
• Expert in providing solutions to the challenges that dyslexia can present.
What are we working towards?
Our Vision . . .
A world where those with dyslexia and other specific learning
difficulties can reach their full potential.
What will we contribute?
Our Mission . . .
Dyslexia Action works to change lives by:
• Supporting improvement in education provision;
• Providing direct support to individuals;
• Leading the agenda for change.
How we will go about it?
Our approach . . .
• Extending our reach to change more lives, in particular those who are disadvantaged
• Strategic partnership working to broaden the range of solutions we offer
• Improving our capability to ensure that we stay at the forefront of provision
• Changing attitudes to improve understanding of what it means to live with dyslexia.
Contents
Introduction.....................................................................................................................................
Implementing the Strategy..............................................................................................................
Cross-cutting Themes......................................................................................................................
Extending our reach.....................................................................................................................
Strategic partnership working......................................................................................................
Improving our capability...............................................................................................................
Changing attitudes........................................................................................................................
Priority 1: Supporting improvement in education provision............................................................
Overall aim....................................................................................................................................
Aim 1 – Improving the learning experience..................................................................................
Aim 2 – Increase our impact and reach in the education system through teacher training.........
Aim 3 – Increasing reach through teaching tools..........................................................................
Aim 4 – Shaping and implementing the Children and Families Bill and regulations.....................
Aim 5 – Work to improve legislation and regulation that impacts on those with dyslexia...........
Beyond this strategy......................................................................................................................
Priority 2: Providing direct support to individuals............................................................................
Overall aim.....................................................................................................................................
Aim 6 – Improving reach of the regional network.........................................................................
Aim 7 – Closing the information gap..............................................................................................
Priority 3: Leading the agenda for change.........................................................................................
Overall aim......................................................................................................................................
Aim 8 – Putting a UK dyslexia and literacy strategy in place...........................................................
Aim 9 – Increasing awareness of dyslexia.......................................................................................
4
5
7
8
8
8
8
9
10
10
10
11
11
12
13
13
14
14
14
15
16
16
16
17
Introduction
1.1 Too many people with dyslexia are being failed in school, college, higher education, the workplace, or when seeking work. We are committed
to improving this situation by addressing people’s needs in order to deliver change for both individuals and system-wide.
1.2 For all that has been achieved over the last forty years there is much more that needs to be done. Dyslexia Action cannot possibly meet all
that need directly; it is therefore imperative that we focus our activities where we have greatest opportunity to change lives.
1.3 This strategy sets out what Dyslexia Action seeks to achieve from 2013 to 2018. It is split into three priorities, each of which is illustrated by a
number of specific aims. These priorities and aims provide the framework for monitoring through Dyslexia Action’s governance arrangements.
1.4 This document also includes goals which further refine the priorities and aims and give a flavour of the expected “direction of travel” of the
work required to achieve our ambitions. More detailed activities, including targets and resource requirements, will be set out annually in the
Business Plan and Budget.
Themes and Focus
1.5 There are four key themes which underpin the strategy and will influence the way in which Dyslexia Action will operate to deliver the
strategy. These are set out in Section 3.
1.6 This strategy also recognises that Dyslexia Action has to focus its efforts in order to have the maximum impact from our limited resources
and to ensure that we do not over-reach our capabilities and risk damage both to the fabric of the organisation and its reputation.
1.7 After considerable discussion and consultation Dyslexia Action has decided to retain its focus on dyslexia and, along with that, its name. Our
strategy also recognises that our expertise is also of value and relevance to the very many children and adults who have other kinds of literacy
difficulties.
5
At the same time we recognise that meeting the needs of those
with dyslexia requires addressing the range of issues that very
frequently co-occur with dyslexia including, most significantly,
difficulties with maths, co-ordination and attention. Our strategy
therefore recognises a need to position ourselves as providing
expertise and services in relation to dyslexia and typically cooccurring issues, but only to that extent that these overlap with
literacy issues.
1.8 Despite knowing we cannot deliver everything, we are
ambitious for the future. We are clear that the UK is currently
failing its citizens with dyslexia with services that are unfit to meet
current and future needs. Our ambition is to make the UK a better
place that enables people with dyslexia to thrive. We are confident
that we will have made a significant contribution to changing the
lives and chances of people with dyslexia through delivering this
strategy.
6
Implementing the Strategy
2.1 We have identified four themes which will frame how we do business. They describe the common attitudes and ambitions that will enable
better delivery of the strategic aims. We will ensure that we build them into all of our planning and delivery, so that implementation plans for all
activities take full account of them.
2.2 Our strategic direction for the next five years is described through three clear priorities. These priorities are far-reaching and will therefore be
focussed through specific aims which will ensure that our actions make a real and concentrated difference.
2.3 The aims and themes will unite our organisational passion, talent and resources. We will have strong organisation-wide implementation
programmes to support delivery. Implementation of the strategy will take account of the links between our aims.
2.4 The diagram to the right shows that people with dyslexia are at the heart of all
that we do. However, we know that we will make the biggest difference for these
individuals not by trying to work directly with each and every one of them, but by
working to improve the context or environment in which people with dyslexia live.
This is why our first priority is improving education provision including the knowledge
of teachers, employers, parents, colleagues and all who work with or have some
contact with people with dyslexia.
2.5 The themes that follow cut across the three priorities for Dyslexia Action’s
strategic plan. Together this plan reflects the steer from Trustees and the input from
senior staff to create an organisation that is both fit for purpose and sustainable in a
challenging and fast-changing social and economic climate.
7
Cross-cutting Themes
3.1 Extending our reach to change more lives, in particular from
deprived communities
3.1.1 In October 2011, the Dyslexia Action Trustee Board agreed proposals to develop the reach of the charity by placing our beneficiaries at
its heart. The overall aim was to reach more people. Over the last two years steps have been taken to extend the charity’s reach, increasing
the numbers annually through its activities; however, we recognise that this is not enough and that we need to do more to reach the most
disadvantaged communities. Our project-based work has made a good start with this, and we will ensure that we continue this focus in our future
work, reaching a wider section of society and increasing the impact we have.
3.2 Strategic partnership working to broaden the range and depth of
solutions we can offer
3.2.1 Dyslexia Action will continue to work cooperatively with a range of different partners in the UK and across the world. We will strengthen
our commitment to partnership working where the benefits to the lives of people with dyslexia are clear. Formal and informal strategic
partnerships with voluntary, statutory and private sector organisations will be developed to maximise delivery. We will continue to play a strong
leadership role within the dyslexia sector in order to create widespread and lasting change.
3.3 Improving our capability to ensure that we stay at the forefront
of provision
Dyslexia Action has already embarked on a programme of refreshing and modernising the services that it offers through its regional centres,
training and advisory activities. Continued commitment and energy is needed in order that our services remain relevant in a changing world and
8
that they remain at the forefront, in terms of professional standards
of practice.
3.3.1 Acquiring and responding to new knowledge
Developments through practice, in the underpinning science and in
technical materials and resources are driving our services to address
a wider range of issues, that are relevant to people with dyslexia.
This will involve, for example, the development of more flexible
assessment services that focus on the specific concerns for that
individual, rather than a ‘one size fits all approach’. Similarly, with
direct teaching and support, it is of the upmost importance that this
is packaged and focused in a way that is relevant to each individual’s
circumstances and personal goals.
3.3.2 Online services
As part of its commitment to extending reach, Dyslexia Action is
seeking creative ways of using technology to deliver information,
training and direct support using web-based and mobile
technologies. Effective use of the opportunities afforded by new
technology depends on the organisation responding positively to
the challenges these present.
3.4 Changing attitudes to improve
understanding of what it means to
live with dyslexia
3.4.1 We recognise that there is a widespread lack of
understanding. We commit to articulating the realities of dyslexia
at every opportunity in order to change society’s understanding of
dyslexia and what it means for the people who live with it every day.
9
Priority 1: Supporting improvement
in education provision
4.1 Overall aim
4.1.1 To have impact on the greatest number of people it is vital that Dyslexia Action works to unlock the resources others have in order to
respond to the needs of those with dyslexia.
4.1.2 While our focus will be on the education system, which covers approximately one million people with dyslexia, we recognise that learning
takes place in a range of settings especially where adults are concerned. We will use our knowledge and skills to work with as many settings as
possible to improve the provision of education.
4.2 Aim 1 – Improving the learning experience
4.2.1 Dyslexia Action has proven significant impact on how schools and other learning settings operate. We strive to deliver sustainable change
often through a mixture of hands-on delivery in the setting, as well as on-the-job training and support of staff. The focus of work and available
funding in recent years has been for schools in more disadvantaged areas and where there is a higher incidence of performance below the norm.
Recent successes in attracting funding suggests that this is an area of growth for Dyslexia Action, thereby increasing its influence over teaching
practice and adding to our organisational knowledge.
4.2.2 Goals
(i) To be the central provider of up-to-date knowledge about theory, practice and policy for education professionals;
(ii) To grow the reach of project-based activity across primary, secondary, further education, and other learning settings;
(iii) To take a leading role in the CReSTeD1 offer to Maintained Schools, Special Schools and Alternative Education Settings.
10
1. CReSTeD: Council for the Registration of Schools Teaching Dyslexic Pupils
4.3 Aim 2 – Increasing our impact
and reach in the education system
through teacher training
4.3.1 Key to the support children get is the quality of teaching in
the classroom. Dyslexia Action has a key role in equipping those in
the classroom with the knowledge and skills they need to support
dyslexic learners. The impact and reach of the training of each
teacher or teaching assistant is multiplied by many times over
during their careers through better support of dyslexic learners.
4.3.2 Goals
(i) Make Dyslexia Action the leading provider of specialist training
and continued professional development;
(ii) To develop further partnerships to increase penetration into the
education system through training and move away from being seen
as a niche provider of training services;
(iii) To develop and strengthen the structure of the Guild to be
aligned with our activities and aims.
4.4 Aim 3 – Increase reach through
teaching tools
4.4.1 Dyslexia Action already has its own teaching tools in place and
in development: Units of Sound, Load2Learn, the Hidden Disability
Questionnaire and Dyslexia Online Teaching. In addition, we need
to add complementary externally developed tools as a critical way
to increase the reach and impact of the organisation. As part of this
11
Dyslexia Action teachers need to become confident in using the technologies and in training others.
4.4.2 Goals
(i) To establish the Units of Sound suite, refreshing and developing, as appropriate to a world class learning technology brand;
(ii) To develop collaborative partnerships to take forward new product ideas and increase market penetration to include North America and other
English speaking regions;
(iii) To be an organisation confident in the use of new technologies to support dyslexic learners.
4.5 Aim 4 – Shaping and implementing the Children
and Families Bill and regulations
4.5.1 The Children and Families Bill, due for enactment during the 2013/14 government session, includes significant changes that affect all
children with Special Educational Needs, including those with dyslexia. The changes proposed provide a mix of opportunities and threats to the
support that children with dyslexia receive in mainstream education in England.
4.5.2 Dyslexia Action has a key role in influencing the development of the legislation and providing advice on the implementation of the provisions
of the bill. Our aim will be to make the best of the provisions ensuring local authorities and schools/academies have good guidance on how
the provisions need to be implemented in the best interest of children with dyslexia, and that parents/carers are well informed be they new to
navigating the education system or not.
4.5.3 Goals to influence the bill
(i) For legislation to be amended to provide for schools to be accountable for ALL their children’s literacy needs through a graduated response to
each child’s needs;
(ii) For legislation to be amended to provide for school SEN/inclusion coordinators to be properly trained;
(iii) For legislation to be amended to provide for all teachers to be trained in SEN, including dyslexia;
(iv) A minimum level of ‘local offer’.
4.5.4 Goals to support implementation of the bill
(i) To provide easy-to-follow information to parents about how to navigate the changes;
(ii) To provide information and advice to schools/academies and local authorities on the implementation of the bill;
(iii) To identify, celebrate and publicise good practice.
12
4.6 Aim 5 - Work to improve
legislation and regulation that
impacts on those with dyslexia
4.6.1 The Children and Families Bill is only one piece of legislation
and will only affect provision in England. As a UK charity we will
also give attention to proposed legislative and regulatory changes
in each of the nations that has the potential to materially affect
those with dyslexia. Dyslexia Action has a key role in influencing and
providing advice to maximise the opportunities and minimise the
adverse elements of proposals thereby improving the
framework for those with dyslexia.
4.6.2 Goals
(i) To respond formally and informally, alone and/or with others to
legislative and regulatory changes in all the UK nations that affects
the lives of those with dyslexia.
4.7 Beyond this strategy
4.7.1 We anticipate our focus beyond 2018 will include the
following:
(i) Working with adults in work or seeking work;
(ii) The changing political landscape;
(iii) Use of technology;
(iv) How the education system needs to evolve in the 21st century.
13
Priority 2: Providing direct support
to individuals
5.1 Overall aim
5.1.1 Whilst the greatest breadth of impact can be had through systemic change, as reflected in Priority 1, it is recognised that many are or
have previously been let down by the education system. Dyslexia Action is committed to continue providing support to individuals through our
regional network. This network provides vital individual services to children and adults delivering life changing benefits for those we are able to
reach.
5.2 Aim 6 – Improving reach of the regional network
5.2.1 The core work of assessment and teaching continues to be hugely important. The number of people of all ages being reached has, however,
stabilised in the last five years and as part of the growth of Dyslexia Action ways of reaching the wider community are needed. Continuing to
develop the capacity and capability of the regional network is a key feature of the development of the regions, as well as increasing Dyslexia
Action’s accessibility to potential beneficiaries.
5.2.2 Goals
(i) To increase activity and reach in the network by 10%;
(ii) To develop and implement a Business Improvement Programme;
(iii) To further deploy group activity across the network;
(iv) To introduce new products into the centres;
(v) To develop and increase support and extend reach through mechanisms such as a franchise model of centres or individuals;
(vi) To develop the offer for adults.
14
5.3 Aim 7 – Closing the
information gap
5.3.1 Dyslexia Action recognises that a diagnosis of dyslexia can be
worrying and confusing, both for the person diagnosed and their
family. An important way individuals want and need support is
access to good quality reliable information in the form that suits
them, especially to help make the right choices for them and their
families. For some this will be access through information sheets,
while for others watching a video explanation, but for many there
will be no substitute for a face to face or phone conversation.
Dyslexia Action already provides a significant amount of information
online but there is more and more demand for a meaningful
conversation to acquire knowledge and discuss options. While our
focus is on those with dyslexia or the parents and carers of those
with dyslexia there is a wide range of other people seeking support
including teachers, professionals, employers, policy makers to name
just a few. Dyslexia Action has a key role in enabling those with
dyslexia or those who support people with dyslexia to have access
to information that meets their needs.
5.3.2 Goals
(i) By August 2014, to complete a review of the website to include
more information and advice in both written and video form;
(ii) Review the quality of the advice and information given in
all forms to ensure it is up to date and reflecting the changing
landscape parents and others need to navigate.
15
Priority 3: Leading the agenda for change
6.1 Overall aim
6.1.1 Increasing awareness and understanding of dyslexia and its implications will enable the needs of those with dyslexia to be better provided
for from parents and carers through to policy makers.
There is an ever-growing number of policy makers and others at national and local level whose decisions affect the day to day lives of people with
dyslexia. Dyslexia Action needs to ensure that the voices of those living with dyslexia, and/or their parents and carers, are fully represented in the
decision making process.
6.2 Aim 8 – Putting a UK dyslexia and literacy strategy in place
6.2.1 The dyslexia sector is made up of a number of players. Putting a UK strategy in place will require leadership, drive, and funding. Dyslexia
Action is well placed to lead the development of this strategy, which would result in it being well placed with a wide range of stakeholders to
influence how the strategy is delivered.
6.2.2 There are a number of examples of where the needs of a group have been taken forward successfully by putting in place a holistic strategy.
Such strategies are developed by the involvement of a wide range of stakeholders from the private, public and not for profit sectors. The
arrangements in place for dyslexia are patchy and largely focus on education. This would result in one high level document, reflecting the whole
lives of those with dyslexia, that can be used to shape policy, services, and how the various stakeholders work together to create positive change.
6.2.3 Goals
(i) To scope out the work required to develop the strategy, and develop a plan;
(ii) To secure the funding to develop the strategy;
(iii) To have the strategy in place by 31 July 2018.
16
6.3 Aim 9 – Increasing awareness
of dyslexia
6.3.1 Despite one in ten of the UK population having dyslexia, there
is still low general awareness and a lack of understanding about the
condition, its symptoms and what a diagnosis of dyslexia means
amongst the general population. This can then lead to barriers for
all those with dyslexia.
6.3.2 Goals
(i) To increase awareness amongst the general public of dyslexia:
what it is, how it might be recognised, and the options available if
there are concerns that someone might have dyslexia;
(ii) To further develop audience specific guidance (i.e. for families,
for employers, for schools) into formats that mean the information
is easy to access and relevant and makes use of new technologies
that make reading information easy for people with dyslexia;
(iii) To work closer with the media to ensure positive messages
around dyslexia are portrayed;
(iv) To grow the organisation’s knowledge and understanding of
dyslexia so that knowledge can be shared as widely as possible.
Approved by the Trustee Board - 9th October 2013
17
s
e
iv
L
g
in
g
n
a
h
C
•
n
o
ti
c
A
g
in
Tak
www.dyslexiaaction.org.uk
Dyslexia Action is the working name for Dyslexia Institute Limited, a charity registered in England and Wales (No. 268502) and Scotland
(No. SC039177) and registered in England as a company (No. 01179975).