Support for Dyslexic Pupils

Josh Newbury Excerpts

Tuesday 11th November 2025 Westminster Hall

[Josh Newbury (Cannock Chase) (Lab)]

It is a pleasure to speak with you in the chair, Ms Butler. I thank and pay tribute to the hon. Member for Yeovil (Adam Dance), not only for his powerful speech drawing on his deep personal experience, but for his steadfast campaigning in this place. He is a strong advocate for children and adults with dyslexia. My hon. Friend the Member for Broxtowe (Juliet Campbell) should also be given credit for her fantastic speech, particularly her call for a national dyslexia strategy, which I echo.

When I speak to people in my constituency, often self-employed or small business owners, I am struck by how many are very open about their experiences going through school with an unidentified learning disability, often dyslexia. Many say they felt stupid, and many were actively treated that way, yet what they needed was not dumbing down; it was simple and more inclusive, tailored ways of working. They have gone on to thrive in professions that they have a talent for, which I think shows us two things: that dyslexia does not limit what you can go on to achieve despite how limiting it can feel in a restrictive school environment, and that we as a nation are missing out on a wealth of talent and success if we fail to give children with dyslexia support in their formative years.

The Government’s “Curriculum and Assessment Review” is an important and ambitious step towards ensuring that every young person in this country benefits from a rich education. It is an ambitious, evidence-led piece of work led by Professor Becky Francis, which rightly recognises the importance of equipping young people with the skills and understanding they need to thrive in a rapidly changing world. The review makes it clear that the curriculum must work for all pupils, and not just those who fit neatly within traditional measures of attainment. I confess that I was one of those highly academic schoolchildren, but in a way, that made me more acutely aware that I was in a minority and that much of school life did not inspire my peers in the way it did me.

The review emphasises inclusion, high expectations for all learners, and the need for a coherent system that supports both academic and personal development—principles that I am sure every Member of this House welcomes. However, if we are to truly build a world-class curriculum, it must work for children and young people in all our schools. One area where we can clearly go much further is the experience of those with dyslexia.

As we have heard, one in 10 children in the UK is thought to have dyslexia. For many of them, the difference between thriving and struggling depends not on ability, but crucially on whether their needs are recognised early and supported effectively. While the review refers to special educational needs and disabilities more broadly, it does not explicitly mention dyslexia, and I hope that will be addressed by the Department as it responds to Professor Francis’s findings. We cannot afford to overlook the very real challenges these learners face in a system still too reliant on one-size-fits-all assessments.

Charities like the British Dyslexia Association and Made By Dyslexia are clear that we must strengthen teacher training, ensure early identification and screening, and expand access to assistive technologies that will help pupils to demonstrate their knowledge without being held back by barriers in reading or writing. They also remind us that dyslexic thinking, creativity, problem-solving and innovation are skills our modern economy needs, and that we should celebrate them.

These are not criticisms of the review, but opportunities to build on its work. Its commitment to evidence-based reform, professional development and raising standards aligns perfectly with the goals of improving support for neurodiverse and dyslexic learners. By embedding dyslexia awareness and practical strategies into teacher training and curriculum design, we can ensure that every child is able to access and benefit from the knowledge our curriculum seeks to deliver. I therefore welcome the review’s ambitions and ask the Minister for School Standards to ensure, as I am sure she will, that as implementation begins, the Department works closely with charities, schools and experts to ensure that inclusion is not just a noble principle, but the lived reality in every classroom.