“My child has to work so hard to recall words for weekly spelling tests, it’s stressful for us all, they rarely get all the words right and they usually forget them when writing.  Their confidence has taken a hit.”

“My child struggles to read words and break them down, they aren’t reading at their age level and seem to read a word one day and forget what is says the next day.”

“My child hasn’t had a Dyslexia diagnosis but they’ve got lots of traits.”

“Some of the intervention programmes just aren’t suitable for my child, they are in secondary school and still need help.”



As a level 5 or 7 Dyslexia tutor or suitably experienced tutor working with students with Dyslexia, I understand making your own resources can be time-consuming. Also finding a tool which can measure progress, is also a requirement for any intervention.

CodeBreakers® is a systematic synthetic phonics (SSP) program which uses multi-sensory techniques, it is cumulative and structured and mapped to Years 1-6 of the National Curriculum’s common exception words.

In 2021, the UK government announced the Early Reading Framework which advocates the use of a systematic synthetic phonics (SSP) approach.

CodeBreakers® was written with the aim of providing a fun and Dyslexia specific intervention for students of all ages, which can be delivered by level 5 or suitably experienced tutors. Baseline tests, which can also measure progress, alongside populating IEPs, aim to make efficient use of your time. Prepared lesson plans further ensure teaching time is maximised. The clearly mapped pathway for student progression enables you to see how a student will progress through the program.

Students don’t need a Dyslexia diagnosis to receive CodeBreakers®. In fact, we recommend it is used as an early intervention program.

CodeBreakers® has been written by me, a qualified dyslexia specialist, with years of teaching experience. I consider it is one of the best dyslexia programs, as it is based on best practice gathered over the years.

The bite-sized activities for students with dyslexia (or dyslexic traits) allow sessions to be broken into small chunks of learning each day, working at the student’s own pace. Many programs rarely give an opportunity for over learning and it’s this which makes learning ‘stick’, along with multi-sensory techniques.

The step-by-step program removes all the stress of looking for resources. All you need to do is print your workbook and deliver. There is the option of using our baseline tests to identify a start point on the program or to informally measure progress (not standardised).

CodeBreakers is being used in some schools and some schools are participating in a pilot study. Statistics and updates will be made available.

To learn more visit FAQ

Find out more about the schools usings CodeBreakers and their thoughts on the programme HERE

What are colleagues saying about CodeBreakers? Find out HERE



It has just arrived! Many thanks – just having a good look at it. First impressions… it’s fantastic!

Private Tutor

Feedback from the learners I use it with is very positive – they love the variety of activities, particularly the dice games! I find it very easy to use and it is versatile too as a specialist using it. Really pleased it is going well!

They love the activities and structure CodeBreakers gives, I then supplement CodeBreakers with other things – functional skills, English and phonic comprehension. It is the CodeBreakers they prefer and they are making progress!

Private Tutor

My students are definitely more willing to have a go, especially in other lessons. Also, willingness to access specialist tuition and wanting to learn!

The CodeBreakers ‘How to’ videos are very clear and easy to follow – just the right length. A snapshot of each element that they can go back and refer to. I like! Well done – that will be loved!

Private Tutor


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CodeBreakers® Success Stories

Learners start tuition with CodeBreakers at all ages, some are primary or secondary school age, others are mature students.
We caught up with some of our learners to see how they were getting on.