The Council for the Registration of Schools Teaching Dyslexic Pupils was set up with the aim of reassuring families and raising standards for learners with dyslexia, as Koen Claeys explains.
When a parent first begins to suspect that their child may have dyslexia, they often find themselves stepping into unfamiliar territory. Questions about the right kind of support, which schools truly understand dyslexia, and how to ensure their child’s potential is not lost in the system can feel overwhelming. CReSTeD maintains a national register of schools and centres that meet its rigorous standards for supporting dyslexic pupils. This register isn’t just a list—it’s a living network of schools that have demonstrated, through evidence and external review, that they deliver specialist teaching and meaningful inclusion. Unlike some accreditation schemes that rely solely on paperwork, CReSTeD takes a hands-on approach. It’s a process that keeps everyone accountable and ensures that standards remain high. One headteacher recently described it as an honest mirror—a chance to celebrate what’s working well and to reflect on where provision could grow stronger.
Support for dyslexic learners can take many forms, so CReSTeD offers several categories of registration. Specialist Provision Schools provide full-time education specifically for students with dyslexia and related learning difficulties. A Learning Support Centre or a Dyslexia Specialist Provision is embedded in a wider mainstream setting. This flexibility acknowledges that every learner, and every community, is different. Some pupils thrive in specialist settings where the entire environment is designed around their needs, while others benefit from targeted interventions and small-group teaching in mainstream education.
One school described its most recent CReSTeD review as “an opportunity to pause and take stock”. The process encouraged staff to reflect on how far they had come—from investing in staff training and assistive technology to creating a learning environment where dyslexic pupils could thrive. “It wasn’t about ticking boxes,” the SENCO explained. “It was about demonstrating that what we do every day genuinely makes a difference. The visiting consultant spent time in classrooms, spoke to teachers and pupils, and reviewed lesson plans and literacy assessments. It’s a very human process. They’re looking for authenticity, not perfection.”