EHCP for dyslexia: a UK parent's guide | EHCP Clarity
Diagnosis-Specific Guide

EHCP for dyslexia: securing specialist literacy support

Dyslexia affects approximately 10% of the UK population, ranging from mild to severe. Most dyslexic children's needs can be met through high-quality SEN support, but where specialist provision is required that exceeds mainstream resources, an EHCP is the right route. This guide explains the legal framework, what evidence wins cases, and what Section F should typically contain for dyslexia.

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Quick answer

A dyslexia diagnosis does not automatically grant an EHCP, but children whose dyslexia requires specialist literacy teaching, assistive technology, exam accommodations, or dedicated 1:1 support beyond mainstream capacity usually qualify. Strong cases combine: a specialist dyslexia assessment, evidence of persistent attainment gap despite intervention, and quantified provision required. Section F should specify hours of 1:1 with named programme, assistive technology, and qualified specialist delivery.

Dyslexia as SEN — the legal framework

Dyslexia is a specific learning difficulty (SpLD) that primarily affects reading, spelling and writing fluency. It is recognised as a disability under section 6 of the Equality Act 2010 where it has a substantial and long-term effect on day-to-day activities — including educational activities.

Under section 20 of the Children and Families Act 2014, dyslexia constitutes SEN where it calls for special educational provision — meaning provision that is additional to or different from what is normally provided in mainstream schools. The SEND Code of Practice places SpLD within the cognition and learning area of SEN (paragraphs 6.30-6.31).

Whether an EHCP is required depends on the level of provision needed. Many dyslexic children's needs are well met through SEN support: small-group literacy intervention, in-class support, exam adjustments. Others need substantially more — qualified specialist 1:1 teaching, structured cumulative literacy programmes, assistive technology, and curriculum modification. Where provision required exceeds notional SEN funding (~£6,000/year), the EHCP threshold is met.

When dyslexia warrants an EHCP

Indicators that a dyslexia profile may need an EHCP include:

  • Significant and persistent gap between ability and literacy attainment despite SEN support
  • Reading age more than 2 years below chronological age in upper primary or secondary
  • Co-occurring difficulties (DCD, ADHD, working memory difficulties) compounding learning needs
  • Emotional or wellbeing impact (low self-esteem, school refusal, anxiety around reading aloud)
  • Need for specialist 1:1 teaching from a qualified dyslexia specialist (e.g. AMBDA-trained)
  • Need for assistive technology that the school does not normally provide
  • Inability of mainstream interventions (group literacy programmes) to close the gap
  • Approaching exam years where extensive accommodations and ongoing support are needed

How to apply for an EHCP for dyslexia

  1. 1

    Get a specialist dyslexia assessment

    Either through school (some have access to qualified specialist teachers) or privately. Look for assessors with AMBDA, APC, or chartered EP qualification. Assessment should cover phonological processing, working memory, reading, writing, spelling, and educational impact.

  2. 2

    Build attainment evidence

    School progress data (SATs, end of year assessments, reading age data), comparison with cohort and ability. The pattern of persistent gap despite intervention is the foundation of a dyslexia EHCP case.

  3. 3

    Document SEN support history

    Records of literacy intervention tried, hours delivered, outcomes measured, qualified staff involved. The argument is that mainstream-level intervention has not closed the gap.

  4. 4

    Identify co-occurring needs

    Dyslexia frequently co-occurs with DCD/dyspraxia, ADHD, and emotional/wellbeing impact (low self-esteem, anxiety about reading aloud, school avoidance). Document all needs to build the full picture.

  5. 5

    Submit the EHC needs assessment request

    Frame around literacy needs requiring specialist provision beyond mainstream resources, the cost of provision needed, and the failure of school-level intervention to close the gap.

  6. 6

    Negotiate Section F to specify dyslexia provision

    At draft stage, propose: specified hours of 1:1 specialist literacy teaching, named programme, assistive technology, exam accommodations, qualified delivery (e.g. AMBDA or equivalent). Avoid 'access to literacy support' wording.

What dyslexia-appropriate Section F provision looks like

  • 1:1 specialist literacy teaching — specified hours per week, named programme (e.g. Hickey, Hornsby, Toe by Toe, Sound Linkage), delivered by qualified specialist (AMBDA, APC, or equivalent)
  • Assistive technology — named hardware/software (e.g. Read&Write, Clicker, Dragon Dictate), training in its use, and access throughout the school day
  • Exam accommodations under JCQ — assessment of need, application for accommodations, ongoing review
  • Modified curriculum where appropriate — reduced written content, alternative methods of recording (typing, voice-to-text)
  • Differentiated reading materials — appropriate level, font, layout
  • Structured spelling programme — multi-sensory approach with cumulative review
  • Working memory support strategies — visual aids, chunked instructions, written backup of verbal instructions
  • Termly review meetings with parents to track literacy progress

Building your dyslexia EHCP case

  • Specialist dyslexia assessment (qualified teacher with APC or chartered EP)
  • Recent EP report covering cognitive ability and learning profile
  • Attainment data showing persistent gap (reading age, spelling age, vs cohort)
  • School SEN support history with intervention details and outcomes
  • Evidence of any co-occurring conditions (DCD, ADHD, working memory)
  • Parent statement detailing impact at home (homework distress, self-esteem)
  • Quantification of specialist provision required and cost
  • Evidence of failed or insufficient mainstream literacy intervention

Common LA pushbacks on dyslexia EHCPs

  • "Dyslexia is just a learning difficulty — SEN support is enough" — irrelevant to the legal test; the question is whether mainstream provision is sufficient.
  • "School can manage with classroom adjustments" — quantify what has been tried and the persistent gap; argue specialist 1:1 is required.
  • "There is no severity threshold met" — there is no statutory severity threshold; the test is provision required, not a percentile.
  • "Mainstream school can meet needs" — true for many dyslexic children, but not where intensive specialist input is required; demonstrate the cost exceeds notional SEN budget.
  • "Other children with similar profile do not have EHCPs" — irrelevant; the test is your child's individual needs and required provision.

Frequently asked questions

Can my child get an EHCP for dyslexia?
Yes, where dyslexia-related needs cannot reasonably be met from the resources normally available to mainstream schools. Many dyslexic children thrive with high-quality SEN support and structured literacy intervention; others need provision (specialist teaching, regular SLT input, exam accommodations, dedicated 1:1) that exceeds what schools can deliver from notional SEN funding. The legal test is needs and provision required.
Why are dyslexia EHCPs sometimes harder to get than autism or ADHD?
LAs sometimes argue that dyslexia is a 'learning difficulty' that should be addressed through SEN support rather than EHCPs. Where literacy support has been tried and remains insufficient — particularly for children with severe dyslexia or co-occurring conditions — the case for an EHCP is strong. The argument should focus on the level of specialist provision required and the cost.
What evidence supports a dyslexia EHCP?
Specialist dyslexia assessment from a qualified teacher (with assessment practising certificate) or chartered EP, school SEN support history showing intervention and outcomes, attainment data showing persistent gap between ability and literacy attainment, parent observation, and any co-occurring conditions (DCD, ADHD, etc.).
What level of dyslexia is needed for an EHCP?
There is no severity threshold in law. The test is whether provision required exceeds mainstream resources. Severe dyslexia (e.g. reading age more than 2 years below chronological age despite intervention) is more likely to meet the threshold, but specific case patterns including profile severity and co-occurring needs matter more than a single percentile.
What kind of provision should an EHCP for dyslexia include?
Common provision includes: specialist 1:1 dyslexia teaching from a qualified specialist (e.g. AMBDA-trained), structured literacy programme (e.g. Toe by Toe, Hickey, Hornsby), assistive technology (specified by name), exam accommodations, modified curriculum where appropriate, and access to a quiet workspace. Section F must specify hours, frequency and qualifications.
Will an EHCP get my child a place at a specialist dyslexia school?
It can, where mainstream cannot meet needs. Specialist dyslexia schools (e.g. CReSTeD-accredited schools) require either an EHCP naming them in Section I or self-funding. The Section I argument turns on whether mainstream provision can meet needs and the section 9 cost comparison if a non-maintained school is sought.
What about exam accommodations under JCQ?
Exam accommodations (extra time, scribe, reader, separate room) operate under the JCQ regulations and are typically arranged by school based on assessment by qualified specialist. They are separate from EHCPs but can be referenced in Section F. An EHCP can specify the assessment and ongoing accommodation provision.
What if school says my child is making progress but the gap remains?
Progress in absolute terms is not the test — the question is whether reasonable progress is being made relative to the child's ability. A dyslexic child who has made small gains but remains years behind cohort and ability requires specialist provision. Argue using attainment data, ability assessment, and the persistent gap.

Related guides

Sources and further reading

This is general information, not legal advice. EHCP Clarity helps parents organise and prepare their own materials. It does not provide legal advice, legal representation, or tribunal advocacy, and nothing on this page should be relied on as a substitute for advice about your specific situation. For free independent expert support, contact IPSEA, SOS!SEN, or your local SENDIASS. For legal representation, instruct a SEND solicitor.