You might notice your child is finding reading or spelling more difficult than their peers. They may avoid reading aloud, guess unfamiliar words, or have trouble remembering sounds and spelling patterns. Some children try really hard but still don’t make progress in literacy. Others may already have a diagnosis such as Dyslexia or a Specific Learning Difficulty (SLD). Some children simply need extra support to build their skills and confidence. At Coded Pathways, we begin with gentle assessments to understand how your child is learning and whether targeted support could help. We're here to guide you every step of the way.

We work with primary school-aged children who need extra support with reading, spelling, and writing. We also offer early intervention for children in 4-year-old kindergarten, especially when there is a family history of Dyslexia or early signs of difficulty with sounds, letters, or language.

The earlier we identify and support literacy challenges, the better the outcomes—so starting early is always a good step.

At Coded Pathways, we offer one-on-one, targeted intervention tailored to your child’s specific reading and spelling needs. Unlike in school settings, where support is often delivered in small groups or limited by time and resources, our sessions are designed by a literacy specialist using evidence based programs and delivered in a quiet, focused environment—free from classroom distractions.

Support is timetabled consistently, without the interruptions of a busy school day, and progress is closely monitored through regular assessments and adjustments to meet your child’s unique learning profile. It’s personalised, focused, and designed to make a real difference.

Sessions can be scheduled once a week or multiple times per week, depending on your child’s needs and goals.

Consistency is key—regular sessions help maintain learning momentum and support the development of memory, processing, and confidence. We'll work with you to find a schedule that suits your child and helps them make steady, meaningful progress.

Intervention sessions are held during the school day because this is when children are most alert and ready to learn. Just like speech therapy or occupational therapy, literacy intervention is an essential support—not an optional extra.

For children who find learning difficult, the school day already takes a lot of mental effort. Holding sessions during the day avoids adding to their cognitive load and means they don’t have to push through more learning when they’re already tired. It’s about giving them the support they need, at the time they’re best able to benefit from it.