Teaching for Neurodiversity Resources

Teaching for Neurodiversity training events are now running.

You can access the resources you need for this training from our Resources section


If you or colleagues have not yet booked this free training go to http://neurodiversitytraining.eventbrite.com/  

Patoss Post - new electronic newsletter is here

The first edition of the Patoss Post, our electronic newsletter has arrived. 

We aim for this electronic version to become our norm. We feel it will give us many more opportunities to update you and link to important information.

Members can download it from their Member Area. 

Log into 'My Account' and click on Patoss Post - newsletter link in the left hand menu.

Teaching for Neurodiveristy FREE Events

We will be presenting a series of free Train the Trainer events for schools and post-16 providers in England from September 2016.

See our flier listing dates, phases of education and locations for an event near you. Teaching for Neurodiversity flier

Through these events we aim to help build understanding of neurodiversity, how these profiles affect students, how to identify the signs of Specific Learning Difficulties and we will share teaching strategies to support neurodiverse learners.

We have a flier with dates available and an on-line booking site for you or your colleagues to sign up.

We are aiming to have representatives from 100 schools/institutions at each full day event to cascade this training back to their colleagues.

We would like your help in spreading the word and look forward to working together with you and your colleagues to build further support for learners with specific learning difficulties.


To register your interest in attending one of these events or if you have any questions please email trainthetrainer@patoss-dyslexia.org .

This training is funded by the Department for Education.

Patoss to deliver DfE Funded dyslexia and SpLD training

Patoss will be delivering training around the country with other partners as part of a major DfE funded project. We are joining forces to deliver a £750,000 DfE project to equip the school workforce with the skills to deliver quality teaching and support for pupils with dyslexia and other Specific Learning Difficulties (SpLDs).

A group of charities, led by the British Dyslexia Association, is delighted to announce that, following the Department for Education’s recent round of funding for SEND support, together they have been awarded a contract to the value of £750,000 to provide services to support children and young people with dyslexia and other specific learning difficulties (SpLDs). These services will include free teacher training events offered across the UK to help teachers understand, identify and provide appropriate teaching and support to young people with dyslexia and other SpLDs.  All those involved are very excited to have the opportunity to have an impact on improving the future outcomes for these young people.


The group of charities who will deliver the project comprises the British Dyslexia Association (BDA), Dyslexia Action, Helen Arkell Dyslexia Centre, Patoss, and The Dyspraxia Foundation. The project will be evaluated by a team of dyslexia and education experts from Manchester Metropolitan University, who will provide a full impact report at the end of the contract.


The contract runs from 17th May 2016 until the end of March 2017 and will see the partners delivering a series of free ‘Train the Trainer’ events to teachers and support staff from up to 3,000 primary and secondary schools, and 1,500 post 16 institutions. Each school/provider is invited to send 2 staff to attend a Train the Trainer day, where they will receive a cascading training pack to deliver to their colleagues. In addition, the funding allows for the development of a free online resource portal to provide quality assured information and expert guidance about dyslexia and other specific learning difficulties for young people, parents and carers, and professionals.


Flier listing all events

To book a place click here


Click here for the full press release.


Email us to register your interest lgreenwold@patoss-dyslexia.org

IMPORTANT NMH Provider Registration Information

DSA-QAG have confirmed that applications for registration  as an NMH provider will continue to be processed after the 18th April 2016. They process them twice a week and aim for a 5 day turn around, though it may be a bit longer with the very heavy numbers they are currently working with. 

This will be particularly relevant to workers who are considering applying for membership of one of the professional bodies.  


Deadline extended to 18 April 2016 for stage 1

A new system for registering and accrediting NMH suppliers is being introduced and from  April 2016 only those NMH providers registered with DSA-QAG will be permitted to provide DSAs-funded support for students being recommended an NMH service for the first time. 

The registration process consists of two parts.  Firstly you are invited to register as an NMH provider at [http://www.dsa-qag.org.uk/nmh-online-registration], using the online form and accompanying guidance documents (including information of the qualifications and professional body membership you may need to have).  


 [Note: DSA-QAG have issued FAQs to address some questions arising - download here]

For Specialist 1 to 1 Study Skills Support the following criteria apply:



Professional body membership

Specialist one-to-one study skills support (SpLD)

  • Membership of professional body sufficient

Must have professional membership of:

  • BDA , OR
  • Dyslexia Guild


Every invoicing provider will be required to register separately.  If you work solely for an organisation providing NMH support services you do not need to complete this form, your organisation will do this for you.  However, if you also operate as a self-employed provider, you must complete the online registration to be recognised as a self-employed provider.

DSA-QAG will validate all NMH providers based on criteria provided by BIS; this will include details such as staff qualifications, professional body membership and company details, before your details will become available for inclusion on the NMH register and subsequently available for selection by study needs assessors. 


The second stage of the process requires the NMH provider to agree to comply with the new quality assurance framework (QAF) and to pay a registration fee to DSA-QAG to complete the registration process.  A link to the QAF will be provided by DSA-QAG prior to the NMH register being published.

See the attached letter from the Student Loans Company ‘Disabled Students Allowances - NMH Supplier Registration Notification

Webcasts and resources are here to support teachers and support staff

"Every teacher is a teacher of SEN" resources

The new Code of Practice states that all teaching and support staff should be trained and have awareness of quality teaching for students with SEN.

These webcasts and accompanying resources will support teachers and support staff in working with students with SEN.

These resources were produced through the Dyslexia SpLD Trust with funding  from the Department for Education in collaboration with Patoss and Helen Arkell.

Go to this Information Sheet to access them all

SASC Issues Updated Assessment Guidance for Disabled Student Allowances

Assessment Matters:

SASC Issues Updated Assessment Guidance for Disabled Student Allowances

Updated Guidance supporting the Diagnostic Assessment Report ProForma and Criteria for Reviewing Assessments.

SASC issues updated guidance on the Report ProForma and Review Criteria for Assessor Reports


In order to bring practice up to date, following a review and recommendations of assessor bodies, SASC has updated the guidance on our report proforma and the criteria for reviewing assessor reports. Revised guidance on both these areas [issued 19 October 2015] is downloadable from the SASC website and the Patoss website - on our Professional Certificates page


Updated Test List:

The list of suitable tests for the assessment of specific learning difficulties (SpLD) in Higher Education is a key part of the National Assessment Framework for Applications for Disabled Students' Allowances. The purpose of the list is to promote quality and consistency in the Disabled Students' Allowances (DSA) process.

STEC [SpLD Test Evaluation Committee] serves to review this list periodically and consider new tests for inclusion. The latest updated guidelines, December 2014, in support of assessing for DSAs are now listed on the SASC website. Links to this updated guidance are also on the Patoss website (SpLD Testing and Assessment Guidance Dec 2014).

ADHD Guidance:

Following the ADHD Consensus meeting in May 2014 and continuing consultation over the summer with a range of interested parties SASC has issued guidance relating to the assessment of ADHD in relation to Disabled Students’ Allowances. This guidance is accessible from our website and the SASC website under SpLD Assessment Tools.

Dyspraxia Guidance:

Please note, in addition the Dyspraxia guidance has been updated. This accessible from our website and the SASC website under SpLD Assessment Tools.

Please circulate this information to your colleagues. 

Preparing for exams in digital format

Preparing for exams in digital format – guidance for centres and for candidates – new guidance launched

Now that awarding bodies are expected to provide exam papers in digital formats to  learners with print impairments there are potential benefits for both print impaired learners and the learning provider themselves. However exam papers in digital format do not automatically bring benefits unless the learner knows how to make the most of the accessibility opportunities they provide.

Jisc has a recent blog post on how to “Take advantage of digital exam formats for print-impaired learners” with links to specific guides for learners and for learning providers on how to make the most of the opportunities.               This could be timely if you have students who have applied to take their exams in digital format this year or those who are thinking about it for next year.

Summary of links:

Blog post - http://www.jisc.ac.uk/blog/take-advantage-of-digital-exam-formats-for-print-impaired-learners-27-may-2015
Guidance for candidates - http://www.jisc.ac.uk/sites/default/files/digital_exam_papers_for_people_with_print_disabilities.pdf
Guidance for learners - http://www.jisc.ac.uk/sites/default/files/making_the_most_of_accessible_exam_papers.pdf


Announcing new guidance to support implementing the SEND reforms

This useful guidance is relevant to all those working with the SEN reforms has a specific reference to children and young people with literacy difficulties, specific learning difficulties and dyslexia.

The guidance will help Schools and Local Authorities to:

  • Deliver a comprehensive Local Offer to those children and young people with literacy difficulties, specific learning difficulties and dyslexia
  • Review existing resources and materials which can support their graduated response
  • Signpost to existing resources and training materials to enrich professionals’ understanding and develop their skills in universal and targeted provision
  • Select good practice to support all pupils experiencing literacy difficulties in schools and colleges.

Included and available to download are: A comprehensive online guide including case studies and examples of good practice; a series of individual support resources by a range of providers; and links to training materials which local authorities and schools can use to support their practice.


To find out more information, please go to the Dyslexia-SpLD Trust website Resources for LAs and Schools to access the guide. 

Or for more information contact: Tel: 01344 381 564; Email: SENguides@thedyslexia-spldtrust.org.uk

Patoss is a founding member and strong supporter of the Dyslexia-SpLD Trust.


Dyslexia by any other name

In response to the recent publication 'The Dyslexia Debate' by Professors Elliot and Grigorenko, which challenges the need for the term dyslexia, Dr John Rack and Sir Jim Rose detail in a letter why they believe the term dyslexia needs to stay. This letter is supported by all members of The Dyslexia-SpLD Trust.

'Not all children who struggle to decode text are the same. They have in common that they struggle with decoding, but they are different in important ways.'

To read the full letter, please click on this link.

The fish in the tree: Why we are failing children with dyslexia.

The Driver Youth Trust, a charity dedicated to improving the life chances of children and young people with literacy problems, commissioned this report to understand why this failure was continuing. The study found that while teachers overwhelmingly thought it important they received training to help teach children with dyslexia, over half revealed they had received no specific training at all. For nine out of ten teachers surveyed, initial training on dyslexia amounted to less than half a day.

Yet giving teachers the skills to help those with dyslexia would benefit all children. Teachers are given a clearer understanding of the process of learning to read and write, and the techniques to support learning right across the classroom. This report sets out a series of measures which would help tackle the gaps in training and provision. They include providing training for all teachers on special educational needs including dyslexia and ensuring that local authorities identify and support children with the disability from the earliest possible opportunity.

Putting them in place would have not just a life-long impact on individual lives, but also on the strength of our economy and society. When three children in every classroom have dyslexia, we cannot afford to wait any longer for action.

You can download a copy of the report here.

Important Information on Professional Skills Tests for Trainee Teachers

This information should be shared with any who are in contact with potential trainee teachers.

The specific changes for those entering the teaching profession are:

  • ♦ The tests became pre-entry tests for initial teacher training (ITT), to be taken once a candidate has submitted an application for an ITT course. Candidates must have passed the tests before starting an ITT course.
  • ♦ The pass mark for the skills tests has been raised. This applies to the tests taken by all candidates, including those already on courses.
  • ♦ The number of resits allowed has been limited to two per subject for all candidates.
  • ♦ Candidates receive their first attempt at each test free of charge but will be charged for resits.
  • ♦ Candidates who fail after two resits in either numeracy or literacy are not able to book any more skills tests for 24 months from the date of the second resit. 


See our Information Sheet for more information.