Dyslexia 1:1 Tuition face to face or online

All tuition is on an hourly basis and provided by a qualified Specialist Teacher, who is a full member of PATOSS and holds Professional Indemnity Insurance.

Sessions are held weekly on a 1-to-1 basis. Every lesson will be delivered meeting the individuals needs, taking into consideration their specific  learning styles.

For children: You can expect a multi-sensory, structured, cumulative, synthetic phonics programme, with ample opportunity for over-learning. The programme takes the pace of the individual learner. As children develop their abilities we aim to link this into their school work, so that is becomes more meaningful and applies to their current learning. It is important that the link is made between work done during the session and school work so that assimilation takes place.

Post-16 learners: When developing literacy skills, the same principles of learning take place, a structured, cumulative, synthetic phonics, multi-sensory programme is used. However, dependant on the learner's current level of ability, a more advanced programme will be used. Although we still use some games to learn as they strengthen the opportunities for multi-sensory learning and over-learning, which adults also need, there is less emphasis on this.

More importance is placed on the individual's goals and related more specifically to needs of course work, study and work.

Learners will be supported in developing metacognition, understanding how they learn and how to apply this to other learning opportunities, in addition to developing study skills.

Synthetic Phonics is a method of teaching reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation/spelling of whole words. This differs to a whole word approach which is often used in schools. Synthetic phonics allow learners to apply the knowledge of what they have learned and apply it to other words. 

Example: teaching 'ai' says /a/ as in 'rain'- a learner can then read, 'stain, gain, pain' etc. Once the learner then comes across this pattern in a word, they will know how to pronounce or spell it.

Students who are taught by synthetic phonics learn how to break the code required for successful reading and writing and independent learners.

The structured cumulative method means that a learner is only asked to read or spell words where they have been introduced to the sound. Therefore they learn to build words and develop their de-coding skills and also en-coding when spelling. This cumulative process and only asking a learner to read or spell using the sounds they have been introduced to, provides a successful learning experience, building confidence and independent learning.

This method of learning means a learner can very quickly develop a large range of words they can spell and read.

Multi-sensory learning means to employ all the senses; hearing, vision and Kinaesthetic (touch). This style of learning stimulates all the senses, usually simultaneously, which enables learning to take place and be stored in the long-term memory. It is essential for learning to be stored in the long-term memory so that it can be retrieved and used at a later date.

Learning with CodeBreakers (formerly Leek Dyslexia & Literacy Support) uniquely takes this principle one step further. Children learn through play. They experience most learning through play and this is delivered in bite sized games. Activities quickly move on to enable learners to remain focussed and concentrated. This method also provides plenty of opportunity for over-learning.

There is however plenty of opportunity for reading, spelling on paper.

Overall, children have fun and the frustration of learning and anxiety between parent and child trying to learn-quickly disappears.

Furthermore, parents benefit from seeing how their child learns, learn how to support their child's learning, interact through play and can take away the skills to provide learning opportunities at home. Parents can observe their child's development on a weekly basis.

We strive to develop confidence in learners, help them understand how they learn and create opportunities for change.

Contact name Georgina Smith
Contact position Tutor
Contact telephone 07761 439495 and 01538 398544
Contact email georgina.smith@dyslexia-codebreakers.co.uk
Second email georgina.smith@dyslexia-codebreakers.co.uk
Venue name CodeBreakers
Venue address High View
Sutherland Road
Longsdon, Staffs
Venue notes

Please contact us for an informal, no obligations chat.

Date Mon- Thurs 9am- 5.30pm
Time of day MorningEveningAfternoon
Session information
appointments booked to suit your needs
Cost Discounts available for privately funded places.
Referral type

Easily accessible self- referral.  Experience of working with students of all ages and complex SPLD.

Self referral for parents, adult students and schools.


We can offer services from our office in Longsdon.  Presently all appointments/tuition is online due to Covid restrictions.

Website http://www.dyslexia-staffs.co.uk