Rebecca Tall

B.A. (Hons), PGCE, M.Ed.(SEN), AMBDA, AMBDA FE/HE, AMBDA Dyscalculia, SpLD APC (Patoss), AM SASC, FDG

Fellow of the Dyslexia Guild

 

I have been teaching for over 30 years and for most of this time have specialised in supporting children with SEN and their families in my work as Senco and specialist teacher/ assessor.  In addition, I have more than a decade's experience in University lecturing in post-graduate dyslexia research, training specialists to assess for dyslexia and also for maths difficulties/dyscalculia, and to support learners with specialist teaching.  I have recently been involved in the "Delphi Project", as part of a panel of international experts, tasked with redefining dyslexia and feeding into an updated assessment process.  This has been immensely satisfying and interesting. 

 

My assessment work has enabled me to support children and young people throughout Cheshire and surrounding counties.  I work with Independent and state schools in addition to providing assessments in a home environment.  I hold a current full DBS certificate in addition to my highly specialised qualifications which can be verified with Patoss and the British Dyslexia Association (BDA).  I have been awarded a Fellowship of the Dyslexia Guild in recognition of "substantial qualifications, educational and professional experience and significant achievement and contribution in the field."

 

TESTIMONIALS

Ofsted: 'Outstanding leadership of the provision to support pupils who are disabled and those who have special educational needs ensures that such pupils make equally good progress as that of their peers.'

 

Parent: 'Thank you so much for the report. You confirmed my suspicions and have given me and the school lots of ideas as to how we can help our child. He seems happy too that he has strengths as well as weaknesses and the weaknesses are more areas we can improve on and not disabilities.'

 

Parent: 'Many thanks for the report.   Reading it makes me even more proud of how well A has performed during her primary years.  The identification of the difficulties and recommendations in terms of support are very clear and ‘user friendly’.  Hopefully help in place next year, and longer if needed, will give A the tools she needs as the work gets tougher and more complex.  I will see what support school offers and then pursue additional support where needed and am very grateful for the recommendations.  We will of course do all we can to support her at home.'

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Parent: 'Thank you so much for the assessment this morning, the way you spoke to O was amazing!! You made everything very clear and it was extremely helpful.'