We call on the Department for Education and local education authorities to implement mandatory learning needs assessments for all pupils in Year 3 and again at the start of secondary school (Year 7).

These assessments would help identify students with undiagnosed learning difficulties, such as dyslexia, ADHD, or processing speed challenges, early enough to provide timely support and prevent children from falling behind or being mislabelled.

 

Too many children go through years of education without their learning needs being recognised. These students are often misunderstood, overlooked, or written off as “not trying hard enough,” when in reality, they may have undiagnosed learning differences that affect how they process information, read, write, or focus.

I am a parent of a child who spent three years in a mainstream secondary school struggling without support. It wasn’t until he transferred to a specialist STEM school in Year 10 that his difficulties were finally noticed. The school requested an assessment, which identified low average cognitive phonological processing speed and below average visual processing speed—clear indicators of a learning need, possibly dyslexia or ADHD.

Had this been identified earlier, he could have received support that would have changed the course of his education. Instead, he spent years unnecessarily battling frustration, self-doubt, and underachievement.

This experience is not unique—many families report similar late discoveries, by which time children have already missed key opportunities for support, skill-building, and confidence.

📚 What We’re Asking For:

We are calling for:

1. Universal screening of all students in Year 3 for cognitive, language, and processing difficulties.

2. A second assessment at the start of secondary school (Year 7) to catch missed or emerging challenges.

3. Standardised, non-invasive screening tools administered by trained staff, followed by formal assessments where needed.

4. Early interventions, such as extra time in exams, assistive technology, or targeted teaching strategies, to be made available immediately once difficulties are identified.

✅ Why It Matters:

Early identification prevents long-term underachievement.

Children can be supported appropriately, before they internalise failure.

Schools can create more inclusive environments, better tailored to individual learning profiles.

Families will be empowered, rather than left to fight for assessments only when problems become severe.

We urge parents, educators, professionals, and concerned citizens to support this petition so that no child has to struggle in silence. Let’s make early learning assessments a standard part of the education journey—because every child deserves the chance to reach their full potential.