Primary School: Ages 5 to 11

What to Expect During the Primary School Years

Primary school in England spans two Key Stages. Key Stage 1 covers Years 1 and 2, when children are typically aged five to seven. During this period, the focus is on building foundational skills in reading, writing, and mathematics. Children take the Phonics Screening Check in Year 1, which assesses their ability to decode words using phonics. By the end of Key Stage 1, children are expected to be reading simple texts independently, writing short pieces, and working with numbers up to 100.

Key Stage 2 covers Years 3 through 6, for children aged seven to eleven. The academic demands increase significantly during this stage. Children are expected to read fluently and with understanding, write at length and for different purposes, and work with more complex mathematical concepts including fractions, decimals, and algebra. At the end of Year 6, children take the SATs (Standard Assessment Tests) in reading, mathematics, and grammar, punctuation, and spelling.

Alongside academic progress, the primary years are a time of significant social and emotional development. Children are forming friendships, learning to navigate group dynamics, developing a sense of their own identity, and building independence. For some children, this is also the period when the gap between their abilities and those of their classmates begins to widen, and when previously unidentified needs may come to light.

Common Concerns During Primary School

One of the most common concerns raised by parents during the primary school years is difficulty with reading. If your child is struggling to decode words, reads very slowly, frequently loses their place, or avoids reading altogether, these could be signs of dyslexia or another specific learning difficulty. The phonics screening check in Year 1 can sometimes be an early indicator, though many children who struggle with the check go on to catch up with targeted support.

Difficulties with mathematics, sometimes known as dyscalculia, may also become apparent during primary school. Signs can include persistent trouble understanding number concepts, difficulty remembering number facts, confusion with mathematical symbols, and a reliance on finger-counting long after peers have moved on to mental strategies.

Social difficulties are another common area of concern. If your child finds it hard to make or keep friends, seems to misread social cues, is frequently involved in conflicts, or prefers to spend break times alone, it may be worth exploring whether there is an underlying reason, such as a social communication difference. Similarly, some children begin to show signs of anxiety during the primary years, which can present as reluctance to attend school, physical complaints like headaches and stomach aches, difficulty sleeping, or becoming unusually clingy.

Attention and concentration difficulties often become more noticeable once children are in a structured classroom environment. If your child consistently struggles to sit still, has difficulty waiting their turn, seems to act without thinking, or cannot sustain focus on a task, these may be signs of ADHD. Teachers often notice these patterns and may raise them with you at parents' evenings or through more formal conversations.

How Schools Support Children with Additional Needs

Schools in England follow a graduated approach to supporting children with special educational needs or disabilities. This approach is described in the SEND Code of Practice and involves a cycle of assess, plan, do, and review. When a teacher identifies that a child is not making expected progress despite receiving high-quality teaching, the first step is usually to put additional support in place within the classroom. This is known as SEN Support and is recorded on the school's SEND register.

The school's SENCO plays a central role in coordinating this support. They work with teachers and parents to create a plan that sets out the specific strategies and interventions being used, the targets for the child, and how progress will be reviewed. This plan is sometimes called an Individual Education Plan or a provision map entry, depending on the school's approach.

If a child's needs are more significant and the school's resources are not sufficient to meet them, parents or the school can request an Education, Health and Care needs assessment from the local authority. If the assessment confirms that the child needs a level of support beyond what the school can ordinarily provide, an Education, Health and Care Plan (EHCP) may be issued. An EHCP is a legal document that sets out the child's needs and the provision required to meet them, and it can include things like specialist teaching, therapy sessions, or additional adult support in the classroom.

Navigating this system can feel complex, and many families find it helpful to seek independent advice. ChildWize specialists, including educational psychologists and SEND consultants, can help you understand your child's needs, prepare for meetings with school, and contribute evidence to support an EHCP application if needed.

Conditions Commonly Identified During Primary School

The primary school years are a peak period for the identification of several conditions. Dyslexia is frequently identified during Key Stage 1 or early Key Stage 2, once children have had sufficient exposure to formal reading instruction for a pattern of difficulty to become clear. A specialist assessment can confirm whether dyslexia is present and recommend strategies tailored to your child's learning style.

Dyscalculia, while less well-known, is similarly identified during the primary years. Children with dyscalculia have a specific difficulty with understanding numbers and mathematical concepts that is not explained by general cognitive ability or a lack of teaching.

Developmental coordination disorder, or dyspraxia, may be suspected if your child has persistent difficulties with physical coordination, handwriting, or organisation. These children often struggle with tasks that involve planning and sequencing movements, such as tying shoelaces, using cutlery, or organising their belongings.

Social communication disorder, anxiety, and ADHD are also commonly identified during this period. If your child has received a diagnosis or is waiting for an assessment, ChildWize specialists can provide intervention and support in the meantime. You do not need to wait for a formal diagnosis to access help, and early support can make a meaningful difference to your child's confidence and progress.

How ChildWize Can Help During Primary School

ChildWize connects families with a range of specialists who can support primary-aged children. If your child is struggling with reading, a specialist dyslexia assessor can identify the nature of the difficulty and recommend targeted approaches. If attention and concentration are the main concern, a child psychologist can carry out an assessment and advise on strategies for home and school.

Our speech and language therapists work with primary-aged children on expressive and receptive language, social communication, and literacy-related language skills. Occupational therapists can help with handwriting, sensory processing, and motor coordination. Educational psychologists and SEND consultants can advise on school provision, contribute to EHCP applications, and help you prepare for annual review meetings.

All sessions take place online, and many of our specialists are able to observe your child during a typical homework or reading session to get a realistic picture of how they are managing. They can also liaise with your child's school, with your permission, to ensure that recommendations are practical and can be implemented in the classroom.

If you are unsure which specialist your child needs, you can book a free initial consultation through ChildWize. We will listen to your concerns and help you find the right professional for your family's situation.