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Dyslexia is a condition that many people struggle to understand and accept.

Retrospectively, I recognise its tell-tale signs in some of my class mates from the 1960’s. Worse still, I realise that, at that time, dyslexia often went entirely undiagnosed and the education of those friends suffered irreparably as a result. 

When Joanne and I realised that Megan was dyslexic, we immediately determined to take qualified and specialist advice to reduce any negative impact on her own education and well being.  People with Dyslexia need the complete understanding and support of friends and family, in order to grapple with the problems it brings. Of course we wanted her to get the best help to overcome and manage the restrictions it brings to the learning process. 

We met Phil Roseblade through a mutual friend who told us about the work that he did.  Phil initially investigated Megan’s level of learning difficulties and then orchestrated a regime of projects designed specifically for her.  He then worked through them, continually updating and revising his approach when necessary.  Most importantly, Megan enjoyed this process.  She looked forward to visiting Phil and thus engaged easily with ‘the work’.  We felt that Phil used an imaginative, yet directed approach throughout, and he was always very accommodating with regard to meeting and taking the time to explain anything to us.  Phil is not a rigorous clock watcher - he has a personal passion to succeed in his work and improve the lives of his clients.

Did it work?  We believe that it did.  The impact of Megan’s dyslexia has been reduced by the cumulative series of learning programmes devised and overseen by Phil. He also liaised closely with her school to ensure a co-operative and unified approach.  Specialist Tuition is not a miracle cure; it is not a quick fix. There are often long periods when progress appears subliminal. Then, seemingly inexplicably, there is a sudden surge of improvement.  This has been Megan’s path of progress, but critically there has been a real and measured improvement and that of course is priceless.

Megan’s confidence and belief in her own abilities has been reflected in comments from her teachers in her termly reports.  Phrases such ‘gives up easily’ and ‘poor concentration’ have been replaced with ‘displays an excellent attitude to all areas of learning’, ‘participates in class or group based discussion’ and our absolute favourite, ‘keen to impress with her knowledge and understanding’. 

Megan first started her weekly sessions with Phil when she was in year 3.  She believed that her friends were clever and that she was ’stupid’. It didn’t matter that we told how extremely bright she was.  All she knew was that she felt panic and frustration whenever she held a book or a pen in her hands.  Now, four years later, she is about to attend Year Seven at senior school,  and we are confident that she has the crucial skills needed to deal with her dyslexia.  We all want our children to do well and not to be handicapped by anything.  More than anything, we wish them to develop the confidence to confront any problems, to understand them, to overcome or bypass them.  Phil has helped Megan and ourselves to achieve this, and we know that if the need arises he will always be there for her in the future.  For this we are all very grateful. 

Chris Packham // Parent