Prepared for
Alex (age 12)
ADHD (combined type) & suspected dyslexia · Year 7 · Mainstream secondary school
Report date: January 2026 · Auditor: James Wallace
1Alex's Learning Snapshot
I can see from everything you've shared that Alex is a bright, creative child who is clearly capable, but whose current learning system is working against him, not with him. The transition to Year 7 has exposed challenges that were manageable at primary level: multiple teachers, different rooms, more complex homework routines, and higher expectations for independent organisation.
You're not imagining this. It really is harder now, and it's not because Alex isn't trying.
Strengths
- Strong verbal reasoning and creative problem-solving
- Engages well with gamified tools (Times Tables Rock Stars)
- Can sustain deep focus on preferred activities (30+ minutes)
Friction Points
- · Task initiation: 45-minute battle to start homework
- · Organisation: paper planner lost weekly, forgets which books to bring home
- · Reading-heavy homework takes disproportionately long
- · Emotional escalation when tasks feel overwhelming
How this audit works alongside an EHCP
Your EHCP sets out your child's legally entitled provision. This audit complements it by turning those broad outcomes into a practical, step-by-step implementation plan covering what to do this week, this month, and over the next 90 days. Share the Action Checklist and School Collaboration Guide with your SENCO to strengthen your next Annual Review.
SEND Areas of Need Mapping
Mapped to the four areas defined in the SEND Code of Practice (DfE, 2015) so your SENCO can use this directly.
Communication & interaction
Strong verbal skills. No concerns identified from intake data. Can articulate ideas and frustrations clearly.
Cognition & learning
Suspected dyslexia affecting reading fluency and written output. Reading avoidance on homework tasks. Spelling described as "poor".
Social, emotional & mental health
Meltdowns when tasks feel too big. Shuts down after mistakes. Monday school refusal emerging. Perfectionism about written work.
Sensory & physical
Noise sensitivity: cannot work with siblings nearby. Needs movement breaks. Better after physical activity.
2Current Setup Analysis
Inputs
Tasks set via Google Classroom (inconsistently, as some teachers only write on the board). Alex relies on remembering or a paper planner that gets lost. You described: "I have to remind him. He forgets to check."
Processing
Homework attempted 4:30–6pm at the kitchen table on a shared iPad. Noisy household with two younger siblings. No transition routine between arriving home and starting work.
Outputs
Work quality is good when Alex does engage, but output is inconsistent. Writing tasks produce far less than verbal ability would suggest. Reading-heavy homework is often incomplete.
Failure Points
3:30pm: No decompression period after school. Dysregulated before homework begins.
4:30pm: Task initiation battle. 45 minutes to start.
5:15pm: Shared device, notifications, sibling requests, no ownership.
5:45pm: Reading tasks left until last when cognitive resources are depleted.
4Key Findings
Task initiation is the primary bottleneck
What we observed: You described a "45-minute battle to start homework" and that Alex "needs constant prompting."
Why this matters: Task initiation is an executive function skill directly impaired in ADHD. It's not laziness. It's a neurological difficulty in switching from a low-demand activity to a high-demand one without external scaffolding.
What the evidence says: Abikoff et al. (2013) found that OTMP (Organisation, Time Management, Planning) skills training produced large parent-rated effects (d = 0.83) on organisational skills in a randomised trial. NICE NG87 (2018) recommends environmental modifications as a first-line approach before medication review.
The paper planner is setting Alex up to fail
What we observed: "Forgets which books to bring home. Loses planner weekly. Can't remember what's been set."
Why this matters: Paper-based organisation systems require exactly the executive function skills that ADHD impairs: remembering to write things down, remembering to check what you wrote, and keeping track of a physical object.
What the evidence says: The HOPS programme (Homework, Organisation and Planning Skills) demonstrated improvements when organisation was externalised and scaffolded, using checklists and structured routines rather than relying on memory (Langberg et al., 2012, School Mental Health).
The homework environment compounds difficulties
What we observed: "Kitchen table, noisy household with younger siblings. Can't work if siblings are nearby."
Why this matters: Alex has to fight both internal (ADHD attention regulation) and external (noise, interruptions, shared device) distractions simultaneously. Environmental modification is the lowest-cost, highest-impact first step.
What the evidence says: NICE NG87 (2018) specifically recommends environmental modifications as first-line support. Cerrillo-Urbina et al. (2015) found positive effects of physical activity and movement breaks on executive functions in children with ADHD.
Reading tasks take disproportionately long
What we observed: "Can decode but very slow. Avoids reading-heavy homework. Spelling is poor." Teacher noted: "reading is below expected level."
Why this matters: Reading is a skill system with distinct sub-components: decoding, fluency, vocabulary, comprehension, spelling. Alex appears to have adequate decoding but poor fluency, meaning each word takes disproportionate cognitive effort, leaving less capacity for comprehension.
What the evidence says: Structured literacy approaches targeting foundational reading skills show consistent benefits (Galuschka et al., 2014, Cochrane Review). Text-to-speech tools show a positive average effect on reading comprehension for students with disabilities, weighted effect size ~0.35 (Stetter & Hughes, 2010).
Sleep is acting as a capacity limiter
What we observed: "Struggles to fall asleep, usually not asleep until 10pm. Tired at school."
Why this matters: Sleep deprivation directly impairs the executive functions (working memory, inhibition, cognitive flexibility) that are already stretched in ADHD. Fixing routines without addressing sleep is like tuning an engine with no fuel.
What the evidence says: Dewald et al. (2010, Sleep Medicine Reviews) found meta-analytic evidence linking sleep quality and duration with school performance. Sleep is a rate-limiter for attention and memory consolidation.
5Quick Wins: This Week
Each takes under 15 minutes to set up and needs no school negotiation.
Set up a "launch pad" by the front door
A specific tray or box where Alex puts his planner, homework, and school bag every evening. This externalises the "remember to bring it" task.
OTMP approach: externalise organisation to reduce working memory load (Abikoff et al., 2013)
Success looks like: Alex uses the launch pad 4/5 evenings this week
Install a visual timer for homework sessions
Time Timer app (free version). Start with 15-minute focused blocks with 5-minute breaks. The visual countdown reduces time blindness.
Environmental scaffolding for task initiation (NICE NG87, 2018)
Success looks like: Alex starts homework within 10 minutes of timer being set on 3/5 days
Move homework slot to 5:00pm
Alex needs a decompression period after school. Currently going straight from school stress to homework stress with no buffer.
Physical activity has positive effects on executive functions in ADHD (Cerrillo-Urbina et al., 2015)
Success looks like: Fewer meltdowns during homework; Alex reports feeling "more ready"
Create a "homework start" playlist
3–4 instrumental tracks that become the ritual signal for homework time. Consistency creates an environmental cue.
Environmental cues and routine signals support task initiation in ADHD (NICE NG87, 2018)
Success looks like: The playlist becomes a recognised cue within 1 week
Set Google Classroom notifications on the shared iPad
Push notifications mean homework appears rather than requiring Alex to remember to check. Remove one memory demand.
HOPS: externalising homework tracking reduces organisation burden (Langberg et al., 2012)
Success looks like: Alex sees homework notifications without being asked to check
6Action Checklist
Every action from this report in one printable checklist. Stick it on the fridge.
This Week
Set up launch pad by front door | Parent | Day 1
Install Time Timer app on shared iPad | Parent | Day 1
Move homework slot to 5:00pm | Parent + Alex | Day 2
Enable Google Classroom notifications | Parent | Day 2
Create homework start playlist | Alex + Parent | Day 3
This Month
Set up Todoist account and shared Homework project | Parent + Alex | Week 2
Purchase noise-cancelling headphones | Parent | Week 2
Install Natural Reader Chrome extension | Parent | Week 2
Request SENCO meeting to discuss adjustments | Parent | Week 3
Begin weekly rhythm (Mon/Wed homework, Tue reading) | Family | Week 2
90-Day Goals
Homework completion rate at 80%+ | Family + School | By week 12
Formal dyslexia screening completed | School/EP | By week 10
Task initiation under 10 minutes on 4/5 days | Alex | By week 12
Sleep onset before 9:30pm on school nights | Alex + Parent | By week 8
7Structured Learning Plan
Weekly Rhythm
| Day | Focus | Duration | Method | Who |
|---|---|---|---|---|
| Mon | Homework catch-up | 2 × 15 min | Timer + body doubling | Mum |
| Tue | Reading fluency | 15 min | Paired reading + TTS | Mum or Dad |
| Wed | Homework + retrieval | 2 × 15 min | Flashcards (spaced) | Mum |
| Thu | Free / catch-up | As needed | Timer only | Alex solo |
| Fri | Light review | 10 min | Retrieval practice quiz | Dad (weekends) |
| Sun | Week-ahead planning | 10 min | Todoist review | Mum + Alex |
Learning Method Defaults
- Revision: Retrieval practice (self-testing with flashcards, not re-reading). “The testing effect is one of the most robust findings in cognitive psychology” (Roediger & Karpicke, 2006). Combine with spaced practice: distribute over days, not crammed (Cepeda et al., 2006).
- Homework: Timer → 15 min focus → 5 min break → repeat. Hardest task first (when cognitive reserves highest). Body doubling with parent nearby.
- Reading: Paired reading for fluency building. TTS (Natural Reader) for comprehension-only tasks to bypass decoding bottleneck.
How to Track Progress
- · Note homework completion rate each week (how many tasks completed vs set)
- · Track time-to-start on Monday vs Friday (expecting improvement over 4 weeks)
- · Weekly parent mood check: “How stressful was homework this week?” (1–5 scale)
- · Fortnightly check-in with Alex: “What's working? What's not?”
9Tools & Accommodations
Todoist
FreePurpose: Compensation: bypasses the working memory demand of remembering tasks
Why for Alex: His paper planner fails because it requires the executive function skills ADHD impairs. Todoist sends reminders, is accessible from any device, and allows shared family visibility.
Setup (under 10 minutes):
- Create free Todoist account for Alex
- Create a "Homework" project and share with parent account
- Set default due time to 5:00pm (homework slot)
Minimum viable routine: Add homework to Todoist within 5 minutes of it being set (at school or from Google Classroom notification).
When it stops working: If Alex stops checking, pair with a physical "check Todoist" card on the launch pad. If he games it (marks complete without doing), add a parent review step.
Evidence: HOPS programme showed externalised homework tracking reduces organisation burden (Langberg et al., 2012, School Mental Health)
Natural Reader (Text-to-Speech)
FreePurpose: Compensation: bypasses decoding bottleneck for comprehension tasks
Why for Alex: His reading fluency is slow, meaning comprehension-focused homework uses all cognitive energy on decoding. TTS lets him access the content while fluency is being built separately.
Setup (under 10 minutes):
- Install Natural Reader Chrome extension
- Set reading speed to 1.0x initially
- Show Alex how to highlight text and press play
Minimum viable routine: Use TTS for any reading task longer than 1 page.
When it stops working: If Alex becomes dependent, alternate between TTS and paired reading. TTS is for comprehension tasks; paired reading builds the fluency skill.
Evidence: TTS shows positive average effect on reading comprehension for students with disabilities, weighted effect size ~0.35 (Stetter & Hughes, 2010, Journal of Special Education Technology).
Noise-cancelling headphones
~£50Purpose: Compensation: reduces environmental distraction load
Why for Alex: Noise sensitivity is directly reported. A noisy household with siblings means Alex fights external distractions on top of internal ADHD attention regulation.
Setup (under 10 minutes):
- Purchase Anker Soundcore Q30 (~£50) or similar
- Label as "Alex's homework headphones", dedicated, not shared
- Keep at the homework station (not in bedroom)
Minimum viable routine: Headphones go on when timer starts. Off during breaks.
When it stops working: If Alex uses them to avoid engagement, check in about what he's listening to. If music becomes distracting, switch to brown noise or silence.
Evidence: Environmental modification is recommended as first-line support (NICE NG87, 2018)
10Parent Advocacy Toolkit
Meeting Preparation Checklist
Key points to raise: (1) Consistent digital homework setting; (2) Noise-cancelling headphone permission; (3) Dyslexia screening request; (4) End-of-day homework check-in
Documents to bring: This audit report, ADHD diagnosis letter, recent school report
Questions to ask: See template questions below
Provision Request Template
Copy and adapt for your situation:
“Dear [SENCO name],
I am writing to request a reasonable adjustment for Alex under the Equality Act 2010. Specifically, I would like to request permission for Alex to use noise-cancelling headphones during independent work. This has been identified as a key environmental modification in his independent learning systems audit, and is consistent with NICE NG87 guidance on first-line support for ADHD.
I am happy to provide the headphones and would welcome a brief meeting to discuss implementation. I have attached the relevant section of his audit report for your reference.
Kind regards, [Your name]”
Evidence Documentation Guide
Keep a simple log to build a picture over time. This is invaluable for Annual Reviews and any escalation.
| Date | What happened | Who was involved | Outcome |
|---|---|---|---|
| 15 Jan | SENCO meeting | Mrs Smith, Mum | Agreed to trial headphones. Review in 4 weeks. |
| 22 Jan | Homework not set on Classroom (Maths) | Mr Jones | Emailed teacher. No response yet. |
Escalation Pathway
If agreed provision is not being implemented:
- Follow up in writing: Email the SENCO referencing the agreed actions and dates. Keep a copy.
- Request a formal meeting: Ask for the headteacher to attend. Bring your evidence log.
- Involve the governor with SEN responsibility: Write to the SEN governor if school-level resolution fails.
- External support: Contact IPSEA (ipsea.org.uk), SOS!SEN, or your local Parent Partnership service for free, independent advice.
Template Questions for School Meetings
- "What specific provision is currently in place for Alex's organisation and homework recording?"
- "How are you measuring whether the current adjustments are working?"
- "What is the timeline for the dyslexia screening we discussed?"
- "Can all teachers set homework on Google Classroom consistently, rather than only some?"
- "What would the process be for requesting an Education Psychologist assessment?"
- "Can we set up a brief daily check-in with Alex's form tutor to verify homework is logged?"
11School Collaboration Guide
One-Page Summary for SENCO
Pupil: Alex, Year 7 · Diagnosis: ADHD (combined type) · Suspected: Dyslexia · SEN Status: SEN Support
Primary areas of need: Cognition & learning (reading fluency, written output); SEMH (task-related anxiety, emotional escalation); Sensory (noise sensitivity, movement needs).
Key recommendations: (1) Formal dyslexia screening; (2) Consistent digital homework setting across all subjects; (3) Permission for noise-cancelling headphones during independent work; (4) End-of-day check-in with form tutor to verify homework is logged; (5) Access to TTS for reading-heavy tasks.
Graduated approach: This audit aligns with the Assess-Plan-Do-Review cycle outlined in the SEND Code of Practice (DfE, 2015), Chapter 6. Suggested review dates are provided below.
Suggested Outcomes for School Records
- Alex will independently begin homework tasks within 10 minutes of being directed, on 4 out of 5 occasions, by May 2026.
- Alex will use a digital task management tool (Todoist) to record homework on 4 out of 5 school days, by April 2026.
- Alex's reading fluency will improve by one book band level following structured support and TTS access, by July 2026.
- Homework completion rate will increase from approximately 50% to 80%, by June 2026.
Assess-Plan-Do-Review Schedule
| Review Date | What was planned | What happened | What do we adjust? |
|---|---|---|---|
| +4 weeks | Quick wins + Todoist setup | — | — |
| +8 weeks | Full weekly rhythm + TTS | — | — |
| +12 weeks | Dyslexia screening outcome + review | — | — |
Follows the graduated approach outlined in the SEND Code of Practice (DfE, 2015), Chapter 6.
Scripts for Parent Meetings
Opening a conversation with the SENCO:
"We'd like to discuss putting some reasonable adjustments in place for Alex. He has a diagnosis of ADHD and we're pursuing a dyslexia assessment. We've had an independent learning systems audit done and have some specific suggestions we'd like to share."
Requesting a specific accommodation:
"Could we trial Alex using noise-cancelling headphones during independent work? He has significant noise sensitivity and it's identified as a key barrier in his learning audit. We're happy to provide the headphones."
Following up if nothing changes:
"We discussed some adjustments for Alex at our last meeting on [date]. Could we check in on how those are going? Specifically, is homework now being set consistently on Google Classroom across all his subjects?"
12Evidence Appendix
Learning Science
- •Roediger, H. L. & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
- •Cepeda, N. J. et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
ADHD and Executive Function
- •NICE NG87 (2018). Attention deficit hyperactivity disorder: diagnosis and management. National Institute for Health and Care Excellence.
- •Abikoff, H. et al. (2013). Remediating organizational functioning in children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 52(12), 1240–1251.
- •Langberg, J. M. et al. (2012). Evaluation of the HOPS intervention. School Mental Health, 4(1), 13–27.
- •Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
- •Cerrillo-Urbina, A. J. et al. (2015). The effect of physical exercise interventions on executive functions in children with ADHD. PLOS ONE, 10(5).
- •Dewald, J. F. et al. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance. Sleep Medicine Reviews, 14(3), 179–189.
Reading and Literacy
- •Galuschka, K. et al. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities. Cochrane Database of Systematic Reviews.
- •NICHD (2000). Report of the National Reading Panel: Teaching children to read. National Institute of Child Health and Human Development.
Assistive Technology
- •Stetter, M. E. & Hughes, M. T. (2010). Using story grammar to assist students with learning disabilities and reading difficulties. Journal of Special Education Technology, 25(4), 31–44.
UK Policy
- •Department for Education (2015). Special educational needs and disability code of practice: 0 to 25 years.