At Kildare Town Educate Together NS, we recognise that children learn in different ways and at different paces. Dyslexia is a specific learning difficulty that primarily affects reading, spelling and written language, and with the right supports in place, children with dyslexia can be helped to reach their full potential.
As part of our commitment to early identification and support, all pupils in Third Class complete a Dyslexia Screener. Pupils who join the school after Third Class will be screened at the next appropriate opportunity. This allows us to spot potential indicators early and to respond promptly with appropriate classroom and learning-support strategies.
We use the GL Assessment Dyslexia Screener, a well-established, standardised screening tool used widely in Irish schools. The screener looks at a range of skills linked to literacy development, such as:
What Screening Results May Show
It’s important to note that a screening is not a diagnosis. Instead, results may indicate:
Screening results help us decide what supports a child needs in school, not to label or limit them. Many children show improvement with structured, evidence-based teaching approaches alone.
Support in School
Where a child shows indicators of dyslexia or literacy-related difficulty, the school will:
We also work with our NEPS (National Educational Psychological Service) psychologist, who supports schools with advice and consultation. However, access to full diagnostic dyslexia assessments through NEPS is limited, and waiting times can be long due to national demand.
Private Assessment
For families who wish to pursue a formal diagnosis of dyslexia, a private educational psychology assessment may be required. While the school cannot arrange or fund private assessments, we are very happy to:
A private diagnosis is not required for a child to receive learning support in school, but some families choose to pursue one for clarity, future planning or access to additional supports.
Above all, we believe in working in partnership with parents and pupils. If you have concerns about your child’s reading, spelling or learning progress, please contact us. Early conversations lead to early support, and that makes all the difference.
Continuum of Support at Kildare Town ETNS
At Kildare Town Educate Together NS, we use the Continuum of Support framework to ensure that every child receives the right level of support at the right time. This approach, developed by the National Council for Special Education and NEPS, allows schools to respond flexibly to children’s needs as they arise and change over time.
The Continuum of Support is not a single programme or pathway. It is a structured way of thinking about support, starting with good classroom practice and moving, when needed, to more targeted and intensive interventions. Most children will move up and down the continuum at different points during their school life.
Support is organised across three levels.
Support for All
This is the foundation level and applies to all pupils. It includes high quality teaching, inclusive classroom practices, differentiation, and regular assessment. Teachers use classroom based assessments and standardised testing to monitor progress and identify any emerging concerns early.
Support for Some
When a child needs additional help beyond classroom support, targeted interventions are put in place. These may include small group or in class support, short term interventions, and individual learning plans. Progress is closely monitored, with regular reviews involving parents and the support team.
Support for a Few
A small number of children may require more intensive and individualised support over a longer period of time. This may involve detailed assessment, individual support plans, and collaboration with external professionals. Where appropriate, the school may advise parents to consider external assessments such as educational psychology, speech and language therapy or occupational therapy.
How this works in practice at KTETNS
At KTETNS, communication with parents is central to the process. There are regular opportunities to meet with class teachers and SET teachers throughout the year. Standardised testing, classroom assessments and specific screeners are used to inform decisions about support. Where concerns persist, teachers may recommend further investigation and guide parents on possible next steps.
The school has limited access each year to a NEPS psychologist. This time is allocated at the discretion of the principal in consultation with the SEN team, in line with the Continuum of Support and the level of need across the school. NEPS involvement cannot be guaranteed and may take different forms, including consultation, advice or assessment, depending on circumstances.
If parents choose to pursue a private assessment, reports can be shared with the school to help inform planning and support. Where a report indicates eligibility for supports such as assistive technology or an exemption from Irish, the school will guide parents through the relevant processes.
National guidance and further information
Parents who would like to learn more about the Continuum of Support and special education provision in Irish schools may find the following resources helpful:
NCSE Continuum of Support overview
https://www.ncse.ie/special-education-needs/continuum-of-support
NEPS information for parents
https://www.gov.ie/en/service/64d6e-national-educational-psychological-service-neps/
Department of Education guidance on supporting pupils with additional needs
https://www.gov.ie/en/policy-information/special-education/
If you have any concerns about your child’s learning or development, we encourage you to speak with the class teacher in the first instance. Working together, we aim to ensure that every child at KTETNS is supported to reach their full potential.
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