The SEN report raised many uncomfortable questions about how we define special educational needs and how to respond to them.

Teachers and parents of children who have special needs know that the earlier the intervention, the better the outcome. Teachers are best placed to ensure this happens.

Interventions that work well for dyslexic children also help those who are not dyslexic. Dyslexia Action’s whole-school programme Partnership for Literacy, which we have used in 35 primary schools, demonstrates the impact specialist teaching can have.

Our teachers and their skills are key to our children’s future. I know this because I am the parent of a child whose life was transformed by a talented and skilled professional.

Anna Tylor, Chair of Dyslexia Action’s Board, Egham, Surrey.