Specific Learning Difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia require tailored approaches. These resources help identify, understand and support a wide range of learning differences—so that every learner’s potential can shine.
James Gilbert-Farrell shares a case study showing how integrated support at Abingdon House School helped a GCSE student with autism and dyslexia build confidence and independence, using assistive technology and oracy strategies to reduce barriers and achieve strong qualification outcomes.
Rory Vokes-Dudgeon is the Headteacher at Abingdon House School, a specialist school dedicated to removing barriers to learning for students with SEN. Rory is passionate about ensuring all students have the opportunity to achieve meaningful outcomes. In addition to his role at Abingdon House School, Rory guest lectures at King’s College London on maths education and support for SEN learners.
Maria Blasco-Garcia explains how music education at Burlington House School strengthens the cognitive skills that underpin learning, supporting students with SpLD through rhythm, pattern and structure, while also building confidence, emotional regulation and a sense of belonging.
Melody Carter explores how practical, hands-on learning, especially food tech and life skills, can boost confidence, independence and problem-solving for students with Specific Learning Difficulties, offering meaningful success beyond text-heavy classrooms and helping learners thrive in real-world contexts.
KS5 Maths Lead Ewan Dennis at Burlington House School explores the critical differences between dyscalculia and maths anxiety, showing how understanding the root cause of a learner’s struggle allows educators to provide the right emotional support, teaching strategies and pathways for success.
English teacher and dyslexia specialist Annie Crerar explores how thoughtful classroom environments, multisensory teaching and inclusive strategies can remove barriers for dyslexic learners -supporting confidence, literacy and self-esteem while benefiting every student.
By Angela Sherry and Claudia Cardoso. Speech and language therapists (SaLTs) do more than support spoken communication, they help build the foundational language skills that underpin reading, writing, and learning across the curriculum.
Through inclusive practice, adaptive teaching, and strong relationships, Jack Lee, PE teacher at Gretton School, explains how a specialist school can nurture a lifelong love of movement while supporting learners’ physical, social, and emotional wellbeing.
By Harriet Reynolds.
Dyslexia affects more than reading, it shapes confidence, energy, and engagement. This guide explores small but powerful classroom adjustments that help dyslexic learners feel understood, supported, and capable of thriving.
By Amy Leeke. Dyslexia rarely exists in isolation. This guide explores how it overlaps with ADHD, DLD, dyscalculia, and more – offering practical insights to help educators support learners with multiple, intersecting needs.
Dyslexia is often described as a “superpower,” but the day‑to‑day challenges can be significant. Jodie Grant explores the emotional impact of dyslexia and how supportive strategies at home and school can protect confidence and wellbeing.
Throughout November, our Insight Hub has explored how AI and digital technologies are transforming the educational landscape, reshaping how students access learning, how teachers personalise instruction and how schools design for inclusion. In this fourth instalment, we step inside one of our London schools to see what this looks like in practice.
Koen Claeys explores how AI can personalise learning for students with SEN, empowering diverse learners through tailored support. With teachers at the heart, AI becomes a partner in helping every pupil thrive as their authentic self.
When exams test endurance more than knowledge, ADHD learners are at a disadvantage. This article explores how early access arrangements and executive functioning support can create fairer, calmer exam experiences that reflect true ability.
Louise Wallis-Jones shares practical, compassionate advice to help neurodivergent children build confidence, regulate emotions, and make meaningful connections with others—supporting friendship on their own terms.
Learn how exam access arrangements support fairness for students with additional needs. From extra time to separate rooms, Cavendish Education explains what’s available, who qualifies, and how families can help secure support early.
This guide explains ADHD in children, from signs and executive functioning to effective classroom strategies. Discover how to create inclusive, strengths-based environments that support focus, confidence, and success for neurodivergent learners.
This guide explores neurodiversity in education, what it means, why it matters, and how educators can create inclusive classrooms that celebrate cognitive differences and support every learner’s strengths, needs, and wellbeing.
Introduction Every child has a unique way of seeing the world, shaped by their interests, experiences, and the way their brain works. For autistic young
This comprehensive guide walks parents and educators through the process of recognising, diagnosing, and supporting children with autism and other special educational needs, with a focus on early identification, co-occurring conditions, and empowering families with the right tools.
The Outdoor Education team at Bredon School explores how outdoor learning supports students with unique learning profiles — helping them build confidence, resilience, and a deeper connection to the world around them.
At Heathermount School, performing arts goes beyond simply putting on a play; it’s about fostering confidence, nurturing potential, and celebrating the dedication of our students.
Jane Rogerson counsellor at Burlington House Sixth Form considers contributing factors which affect self-esteem and shares ideas of what can help promote positive outcomes. Jane began working at the sixth form at the start of 2023 having come from a mainstream school where she worked as a counsellor for three and a half years.
SEND Advisor for Cavendish Education, Vanessa Danz, discusses the skills and benefits involved in handwriting and touch typing and how a balanced approach may promote the best outcomes.
To mark this year’s Outdoor Classroom Day, a global initiative taking place on November 2nd to encourage children to embrace the outdoors for play and learning, we asked Chris Sykes to talk us through a ‘typical day in the life’ for him as Lead for Outdoor Learning at Hardwick House School.
We asked Nuala Dalton, SENCo at Burlington House School, to explain Exam Access Arrangements, what they are, who qualifies, and how they ensure fairer assessment for students with additional learning needs.
As a family of schools specialising in supporting students with unique learning profiles, including dyslexia, we know that our pupils require a different approach to the usual ‘one size fits all’ mainstream education offer. We use the phrase ‘think differently, learn differently, teach differently’ to communicate our approach… but what does it mean, and how does this different approach benefit our learners?
Headteacher at Abingdon House School, Rory Vokes-Dudgeon, explains how he thinks both parents and teachers can best support children with dyscalculia.
Here Nuala Dalton, SENCo at Burlington House School, London, outlines some of the potential signs of learning differences in children and what actions to take if you think your child might have Special Educational Needs and Disabilities.
Gemma Doyle, Director of Admissions for Cavendish Education, shares the top questions parents should ask when choosing a school for a child with dyslexia- covering everything from classroom practice to technology and self-esteem.
Jodie Grant, Head of Learning Development and SENDCo at Bredon School, explains what dyslexia is, how to spot the signs, when to seek assessment, and how families can support children to thrive with the right tools and understanding.
Cavendish Education Founder Aatif Hassan shares how his own experience of dyslexia shaped the values and vision of the Group, and how thinking differently became a strength that now supports thousands of students with unique learning profiles
In support of Dyslexia Awareness Week, 5-11th October 2020, we asked Bredon School to share some of their top tips to support dyslexic learners in the classroom.
Founder of Cavendish Education, Aatif Hassan, shares his lived experience of ADHD and explains why reframing it as part of a unique learning profile can lead to resilience, creativity and success.
Mayuri Tokekar is a qualified and experienced Occupational Therapist, offering behaviourally-oriented and sensory based programmes at The Holmewood School in London. She has recently completed training in special yoga and mindfulness for children and young people with Autism and ADHD.
Support, strategies and lived experience to help students thrive with focus, organisation and self-regulation.
Resources to support autistic learners, including sensory needs, communication strategies and inclusive practices.
Practical tools and expert advice for supporting reading, writing and spelling for dyslexic learners.
Explore ways to support number confidence and reduce anxiety for students with dyscalculia.
Help students with motor and planning challenges succeed with structured, accessible approaches.
Understand the EHCP process and how it can unlock tailored support for students with learning differences.
Guidance on helping students build resilience, regulate emotions and form positive relationships.
Explore broad support strategies for students with special educational needs across settings.
Identify and support specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
Articles, reflections and strategies celebrating neurodivergent ways of thinking and learning.
Support students with speech, language and communication needs in every learning environment.
Guidance on helping students with handwriting, spelling, and written planning challenges.
After anxiety and early learning barriers led to school refusal, Amelia* found safety, confidence and steady progress through integrated support and learning adapted to her needs.
After multiple school moves and rising anxiety, Alex* found calm, confidence and progress through the right therapeutic support at the right time.
After years of disruption and repeated school moves, Zahir* found stability, belonging and a strengths-led pathway – building friendships, confidence and ambitions for a future in the creative arts.
