Perhaps your child can talk through an idea but struggles to follow a crowded worksheet. Perhaps they lose their place in a long solution, or need more time to unpack what a question means. These are useful things to discuss, rather than reasons to lower expectations before you have understood the difficulty.

Every learner is different. A helpful first conversation explores what your child finds demanding, what already works and how they prefer to ask for help. Some will want a visual explanation; others may prefer talking through a method or seeing one carefully organised example.

The tutors listed here teach GCSE Maths and report experience supporting learners with dyslexia. That experience is self-declared and is not itself a specialist dyslexia qualification. Read individual profiles and ask about relevant experience and qualifications when choosing a tutor.

Keep ambition. Adjust the route.

A clear layout, a different explanation or a little more processing time can be worth exploring without removing the mathematical challenge. Agree adaptations with your child and tutor, then judge them by whether they help this learner participate and understand.

Find out what is getting in the way

What your child notices	An option to discuss	What to look for
The question has too much text to take in at once	Read in short sections and identify the task before calculating.	Can your child explain what the answer needs to show?
Written steps seem to run into one another	Use one mathematical change per line with a consistent layout.	Can they find the next step and check an earlier one?
They understand the explanation but cannot restart alone	Keep a concise worked example beside a similar task, then reduce the prompts.	Can they explain the method and gradually use less support?
A symbol or instruction causes confusion	Discuss the notation explicitly and connect it to a concrete example.	Can they recognise the same meaning in a new question?
A busy screen makes it difficult to focus on the task	Try fewer visible elements and agree which notes stay on screen.	Does the learner find it easier to follow and contribute?

What thoughtful Maths tuition can make room for

An explanation that can change

If the first approach does not help, ask the tutor to try another representation or break the idea down differently. Repeating the same explanation more loudly or quickly is unlikely to answer the learner’s question.

Time to express an idea

A spoken explanation, a sketch or a short calculation can help reveal what your child understands. Work towards clear written answers while listening to the reasoning behind them.

A manageable amount to practise

Discuss a small, purposeful task rather than a large worksheet by default. Review how it went and adjust the amount or format together.

Show the thinking: an original ratio example

Suppose a question asks: Share £30 in the ratio 2:3. Before calculating, agree what the two numbers represent. One share contains two equal parts; the other contains three. There are five equal parts altogether.

Each part is £30 ÷ 5 = £6, so the shares are £12 and £18. Check that they add to £30. A tutor could sketch five equal boxes, label the parts or talk through the calculation, depending on what the learner finds useful.

The purpose is to make the relationship easier to follow. Ask your child to explain it in their own way, then try a different total. No single presentation suits every dyslexic learner.

A lesson structure you can discuss together

Settle

Know what is coming

Agree a short goal and outline the session. Ask how the learner is feeling about the task and what might make it easier to start.

Explore

Work through one idea

Introduce a manageable example. Allow questions, check the meaning of the wording and invite the learner to explain their thinking.

Try

Build participation and independence

Offer a related question with appropriate support. Adjust the pace or presentation using the learner’s feedback.

Finish

Leave with a clear next step

Recap the useful method and agree a small follow-up task if appropriate. Make it clear what to return to before the next lesson.

Questions worth asking before you book

What experience do you have teaching GCSE Maths to dyslexic learners?
Do you teach our exam board and the Foundation or Higher topics we need?
How would you adapt a word problem or a crowded worked solution?
How do you check understanding without making the learner feel rushed?
Can we agree how to share feedback and review what is helping?
If we want specialist qualifications as well as experience, which relevant qualifications do you hold?

Support at home without turning every evening into another lesson

Ask your child which part was difficult and which explanation helped. A short conversation about one piece of work can be more useful than correcting an entire exercise together. Notice the effort involved in explaining a method or returning to a question they previously avoided.

Share useful feedback from school and any existing learning recommendations with the tutor. Agree what practice is realistic alongside homework and other commitments. If the routine becomes exhausting or confusing, use that feedback to adjust it.

The British Dyslexia Association describes dyslexia as affecting reading and spelling, with a varied pattern of difficulties and strengths. A label does not tell you exactly how someone will experience Maths; your child’s work and perspective should guide the conversation.

Frequently asked questions

Does dyslexia mean my child cannot do well in Maths?

Dyslexia does not tell you how well an individual will understand mathematical ideas. Look at the particular barriers your child encounters and the knowledge they already have. A tutor can explore ways of making the work clearer while maintaining appropriate challenge.

Are these tutors qualified dyslexia specialists?

Not necessarily. This page identifies GCSE Maths tutors who report dyslexia experience. Check individual qualifications and ask about their experience with learners whose needs resemble your child’s. Choose on the basis of that conversation, not the experience label alone.

Will online lessons suit a dyslexic learner?

That depends on the learner and how the session is organised. Discuss screen layout, pace, ways of explaining and how your child can ask for help. Use the introduction to explore the fit and review their experience after lessons begin.

Can a tutor work alongside support from school?

Discuss the school’s current topics and any recommendations you want to share. A tutor can take that information into account when planning lessons. Agree what feedback would be useful and how it will be shared, with appropriate permission.

Can tutoring arrange extra time in GCSE exams?

Formal exam access arrangements are handled through the school or exam centre. Speak to them about your child’s circumstances and the applicable requirements. Tutoring is not a substitute for that process and does not automatically establish entitlement.

Is dyslexia the same as dyscalculia?

No. They are different and can occur together. Do not assume a tutor’s dyslexia experience also establishes dyscalculia expertise. Describe the specific Maths difficulties and ask about the relevant experience you need.

Do we have to use a particular colour, font or teaching method?

No single option suits everyone. Discuss your child’s preferences and any existing recommendations, try suitable adjustments and review whether they help. Avoid choosing a method solely because it is described as suitable for dyslexia.

What is the first step?

Compare the tutor profiles and arrange a free 15-minute introduction. Discuss your child’s goals, learning preferences and one example of a difficult task. The introduction is for meeting the tutor and planning a first lesson, not a diagnostic assessment or free teaching lesson.

Find someone who takes the time to listen

Your child should have room to ask a question, try an explanation and be heard when something is not working. Start with a tutor whose approach you can discuss openly. Explore the profiles above and use a free introduction to plan support around your child.

Further reading: British Dyslexia Association: What is dyslexia?. Background checked 16 September 2026. Teaching examples here are illustrative and should be adapted to the learner.

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View all 7 GCSE Maths tutors with dyslexia experience