This striking and dismaying documentary follows a chef's decades-long battle with dyslexia, culminating in him reading his first book at age 33. He then takes on the government, advocating for improved support for children today. Featuring a notable scene with Bridget Phillipson, this film offers a powerful look into the challenges of dyslexia and the fight for educational reform.
dyslexia documentary education-reform jamie-oliver social-issues government children jamies-dyslexia-revolution-2025
#JamiesDyslexiaRevolution #DocumentaryFilm #EducationMatters #FullMovie
dyslexia documentary education-reform jamie-oliver social-issues government children jamies-dyslexia-revolution-2025
#JamiesDyslexiaRevolution #DocumentaryFilm #EducationMatters #FullMovie
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PeopleTranscript
00:00Who here is a parent of a dyslexic child?
00:02Yes!
00:03And do you all believe that change is needed now?
00:06Yes!
00:07Absolutely!
00:0810 to 15% of every class in the country is dyslexic.
00:12If you're adding on other neurodiversities, we're talking 25% of every class
00:17don't really fit into the man-made system, which is the education system.
00:22The same system that I went to that hasn't really changed enough even to this very day.
00:26Dickensian!
00:27It's Dickensian, as this young lady says, Dickensian.
00:31Stuck in the past.
00:31Stuck in the past, Victorian.
00:33I love this.
00:33This is the best heckling I've ever had.
00:36I think our young people deserve better.
00:39We want to have truly inclusive schools where every child can thrive.
00:44This is change that is a long time overdue.
00:47Let's do this.
00:52Coming in at a delicious 82 pence a portion,
00:55it uses up ed...
00:57Oh, eds and onds.
00:58It uses up op...
01:00It uses up odds and ends of your pasta for a quick crowd pl...
01:04Ah, you f***.
01:05The inner voice is not as confident as me at reading.
01:10I've taken advantage of...
01:12I've taken...
01:13I've taken...
01:14Ah!
01:15Sorry.
01:15Made with super affordable ingredients for when you want a fragrant...
01:20Ah!
01:21Ba-da-ba!
01:22My eyes aren't really tracking very well.
01:24Things are jiggling about.
01:26Ds and Bs are typical.
01:27Ss and Ns and numbers.
01:30Bit...
01:31Bit weird.
01:32I'm kind of used to it.
01:33Some days it's better than others.
01:34If I'm less tired, I'm better.
01:36It's just normal.
01:37Come on, my bestie.
01:39You ready?
01:40Do you want to have a go at reading?
01:41Because you're probably better than me now.
01:42Yes, sir.
01:43Like, I knew things were bad when my own six- and seven-year-olds...
01:47Were reading better than me.
01:49As the dad reading them their night-night story.
01:52I'm the second biggest author in the country.
01:54Like, it's bonkers.
01:55But I really struggled to read at primary school.
01:57I read my first book when I was 33 or something like that.
02:00And it was all those feelings of just feeling shit...
02:04And that you had nothing to offer the world...
02:06And, like, everyone else seems to be getting it and you don't.
02:08At a scrumptious £1.90 per person...
02:12What?
02:14£1.79.
02:15I was putting it the wrong way around.
02:17So annoying.
02:18So simple to knock together and make the perfect last-minute put.
02:22Happy days.
02:24Happy days.
02:25Yay!
02:26We got there.
02:27Woo!
02:29School was just tough because I didn't get it.
02:32And seeing other kids and parents going through that pain in 2025...
02:36It does make you quite angry.
02:39I didn't realise how big this was, what a problem it was, how upsetting it is.
02:46We want schools to be truly inclusive.
02:49We need to start making some change.
02:52Dyslexia is a learning difference that affects the ability to read, spell, write, process and remember information.
03:11This is just a fraction of the way reading looks through my eyes.
03:16But everyone is different.
03:18I definitely was terrible at spelling.
03:20I knew that because in spelling tests I'd always get really poor results.
03:23I don't understand how people, you can say a word to someone and then they can just write it down.
03:28For me, I don't understand how the words go.
03:30And to the point sometimes where words almost look upside down and backwards.
03:34It might be like blurry or moved around.
03:37Sometimes it'll float around a little bit.
03:39I always knew that when I'd get my homework back, there would be red pen all over it where there would be silly mistakes.
03:46But we now know that dyslexia has nothing to do with intelligence.
03:52It definitely didn't feel like that when I was at school.
03:55No way.
03:55And I don't think a lot of dyslexic kids feel that either.
04:01And it's those feelings at school that can affect your start in life.
04:06This community project is helping kids in danger of falling out of mainstream education.
04:11Many because of their dyslexia.
04:14Aye, aye.
04:14I'm Arthur Albert.
04:18Oh, that was a hard one.
04:20How are you doing, my friend?
04:21Jamie, nice to see you.
04:22Come on.
04:23And this is our hub.
04:24So we provide boxing training, mentoring, support, education.
04:29You know, we're helping kids that may be good kids in school.
04:34But because of their dyslexia, they're being treated bad.
04:38And through that, they've got anxiety.
04:40And through that, they don't want to go to school.
04:42And they can't cope with the school environment.
04:44How did dyslexia make you feel at school?
04:49I got bullied for being dumb.
04:52I'd be, like, sat at the back.
04:55I'd try and do the work.
04:56I'd really try, but I could never get anywhere.
04:59It was like I was drowning and I can't swim out.
05:03It doesn't seem fair, does it, that we, as dyslexic people, have to try so much harder than the average neurotypical brain.
05:13I felt, like, really challenged in reading and writing.
05:19I feel very isolated from everyone else in, like, the class.
05:26When they do their best, like, you can see it, but then when I try to do my best, like, it feels like I'm not doing anything at all.
05:35So you're putting the effort in, but you're just not able to get it down on paper in the correct way.
05:41I mean, I feel that completely.
05:43That was my whole childhood, exactly like that.
05:46And to get a proper diagnosis, have you tried to do that?
05:53Yeah, I've tried making an appointment with a GP.
05:56I've asked my mum.
05:57I've tried getting the school involved to help me because I've just been on the waiting list.
06:02Do you think it's likely that you'll get formally diagnosed?
06:05Yeah.
06:06You're going to have all your exams, like, now, right?
06:09Yeah.
06:09I feel like I have to redo my GCSEs and then know what happens from there.
06:14So right now, based on how you feel, what does the future look like to you?
06:21It feels like I have no opportunities.
06:23I don't think I have any.
06:26You don't see optimism and hope and joy?
06:30I don't see any hope.
06:34That's a terrible, terrible, terrible disservice to you.
06:38Our job as adults, parents and teachers and school and government is to create a safe environment
06:48for you guys, to fill you up, to make you feel like the best version of yourself, to make
06:54you feel optimistic and happy and curious.
06:57That's an incredible disservice from the adults, to you, and to you.
07:03Incredible disservice.
07:09Do you know if you're dyslexic, you're more than three and a half times more likely to get expelled?
07:14Three and a half times more likely?
07:15Three and a half times.
07:16And if you haven't got anything else that you can identify that you're good at, at that
07:20point, you tend to lean towards criminality.
07:24And that was me.
07:25I got expelled from school.
07:26You know, I went down the wrong road, the drug dealing, and it's been a five-year full
07:29conspiracy to serve class A subsistage, you know.
07:33Do you find that when you did your time in prison, was there lots of other kids like
07:37you, dyslexics?
07:38There was loads of kids, loads of dyslexics in prison.
07:41You know, like, half of the wing couldn't write, couldn't, couldn't write a letter.
07:4450% of inmates in prison are dyslexic.
07:4950%?
07:5050%.
07:50So in your heart, do you believe that if we could just make school more inclusive, we
07:58could stop a bunch of those kids ending up in prison?
08:00Most definitely.
08:02100 million percent.
08:07I would get in trouble a lot.
08:08I would be in detentions and things like that because I was frustrated.
08:13There was no such thing as dyslexia.
08:15I was lazy.
08:16I felt like I was working really, really hard with not getting much results.
08:22So I felt different.
08:24Those negative connotations stick with you in your subconscious, thinking you're not
08:28worthy, that you can't do stuff.
08:30I think the damage was done in primary school, and that's what I've been battling since.
08:36With so many dyslexic people feeling this way at school in the past and right now, I want
08:43to understand the impact that not having the correct support can have on our development.
08:48Roger Broadbent is a leading voice in this area, working with schools and the probation
08:52service to support those with dyslexia in them.
08:55That pattern of doing less well at school, of negative thoughts of yourself around the
09:01age of five, six, seven, eight, nine years old, being let down and feeling worthless.
09:05Like, do you see that in your work?
09:08Totally, Jamie.
09:09The dyslexic pupil is almost attacked psychologically in primary school.
09:14And they don't understand why they're failing, because they feel as bright as their mate who
09:19they're sat next to.
09:20And it just becomes really corrosive on their development.
09:23And it sticks.
09:24It almost becomes tattooed on their DNA.
09:27It's really frustrating.
09:29And it's horrible to see.
09:30So it kind of digs in?
09:32It digs in.
09:33Dyslexic people are not thick.
09:35They're not lazy.
09:35They're not stupid.
09:36They come with loads of talent.
09:38There is a big story to be told here.
09:4510 to 15% of your average class is dyslexic.
09:49And then we're learning that 50% of the prisoners in jail are dyslexic.
09:55All the statistics are starting to kind of, like, build up.
10:00And it's really important that these children, the dyslexic children and the neurodiverse children,
10:06are acknowledged and made to feel like they've got so much to offer, which they have.
10:12It could be and should be a story of campaigning for change, making school truly inclusive.
10:20I feel really motivated to dig my heels in deep on this one.
10:25I really do think it's a time for change.
10:28How many kids are born in the UK every year?
10:38About 690,000 babies.
10:4115% of those are dyslexic.
10:43What is 15% of 690,000?
10:47The answer is 103,500.
10:51103,000 kids a year have dyslexia.
10:53So, is this problem big enough for everyone to know about and for everyone to care about?
11:00Yes.
11:01Should we be angry about it?
11:03Yes.
11:04With all the problems going on at the moment, is it a priority?
11:08I think it is.
11:10I think it is.
11:11I'm starting to realise the patterns of getting into trouble and ending up in prison are all massively amplified
11:18by dyslexia and neurodiversity.
11:21And I don't think it's because this is destined for them.
11:26I think it's a reaction to never feeling like they fit in.
11:31I'm going to have to get the government's attention to make people realise that dyslexia is bigger than just letters jumping around
11:38and a few kids struggling to read.
11:40It's about getting tens of thousands of kids a year to thrive, not just survive in school.
11:46I've done campaigns in the past and they're always tricky and they're always hard and you're always going to upset people as well as inspire people.
12:06OK, so who's running this group on dyslexia?
12:12OK, so it's Juliet Campbell.
12:15Let's see if we can get a message to her and start this little progress.
12:18But you always need that moment where if you want change, you've kind of got to scream about it and you've got to kind of underline it and put a box around it.
12:28And that's the stage that we're at right now.
12:30So we're going to have a good old go.
12:33Hey! Good boy!
12:45When I left school, I was good riddance to you.
12:48The memories of notebooks, spelling, errors, crosses, red marks, three out of ten.
12:54It's just like that. It's repeat, repeat, repeat.
12:56I expected very little of myself because success in school is typically measured on things that the dyslexic brain finds a bit tough.
13:08I found these, by the way, today.
13:10School report. What does that say? I can't even read it.
13:13Written work is Jamie's problem. He forgets to hand it in on a regular basis.
13:17But why would you want to hand it in if you haven't been able to get it down? That's the thing.
13:20It's like, he's easily distracted. He needs more consist... to be more consistent.
13:27In the 80s, the dyslexia word was used very rarely.
13:32Being extracted for special needs during a class is, like, is not cool.
13:37And it always came with a little bit of a tag and a little bit of a kind of, I guess, a dunce's hat.
13:41It doesn't take long for feelings of, like, being stupid, being sick, being dumb, not being bright.
13:47Even in the primary school level, that was already in my psyche.
13:49I kind of wrote myself off.
13:51So that's why, for me, like, cooking absolutely saved me.
13:55Because I kind of felt free in the kitchen and free to create.
13:59The kitchen in my family business was my school.
14:02That's where I learnt all the useful skills that took me into life.
14:05And in a world where, like, you could never pass an exam
14:08or you could, like, never get great marks on anything,
14:12creating things, touching, feeling, like, that's why cooking was so powerful for me.
14:17Can I put fennel on the bottom?
14:18Yeah.
14:19Some finely sliced lemon.
14:21Lovely.
14:22A little bit of herb.
14:25That taking fruit and veg, herbs, olive oil, being able to do stuff to it
14:29and get paid for it and eat it, that's a triple whammy.
14:33Cooking definitely gave me that confidence to not go too dark with dyslexia.
14:38The bit that I see a lot and the bit that really upsets me is kids that just think very little of themselves
14:45and it sits on them like a ton of bricks and it stays with them for life.
14:50The school system is made for a certain type of learning and it's so hard when you don't learn like that.
15:02School for me, back then, was a nightmare.
15:06What people found easy, I seem to find difficult.
15:10I can still vividly remember being told to read out loud in class
15:14and I can feel it in the pit of my stomach how scared I was.
15:18When you then write yourself off at school as being non-academic, that does shape your future somewhat.
15:26You know, when I was told to write essays, I couldn't write essays, but I could speak them.
15:29Education needs to be accessible to all of us, including those of us who learn differently.
15:37And sometimes the frustration and anger caused by the feelings of failure at school
15:41can be expressed in negative behaviour, which can lead to expulsion,
15:46hanging out with the wrong people and the over-representation of dyslexic people in British prisons.
15:52Because an education system that only works for some kids is just broken.
15:59So I need to find out what exactly needs to change at school
16:06to help all kids unleash their potential.
16:11But I'm going to a school now, grappling with budgets,
16:15and I believe doing a great job with kids with special educational needs.
16:21But I've spent a lot of time in schools over the years,
16:24and primary schools, honestly, fill me with such hope.
16:34Like, the heart and soul of our country
16:36all starts where we're going now.
16:43Dinner lady?
16:44Me and dinner ladies, you know, we get on.
16:48Hello!
16:49Who are you here to visit?
16:50Headteacher.
16:51Government boss.
16:52Head, teacher.
16:58Lovely.
16:59Would you like to come through, sir?
17:01The idea that someone who's got loads of ideas, loads of intelligence,
17:05and is working hard, will not be able to get it down on paper,
17:08like the others, is frustrating there,
17:12just wanting to fit in,
17:13in a world that won't let them fit in.
17:15Jeremy, would you continue reading, please?
17:19Me?
17:19Yeah.
17:20I'm good.
17:21The thicket stretched down from the top of one of the sandy knolls,
17:27spreading the growing taller...
17:30..as it went.
17:32Dyslexia most commonly affects reading, spelling and writing skills.
17:42But it can also affect oral language, memory and organisation,
17:46all of which are the skills that are systematically tested,
17:50measured and favoured in our schools.
17:52I never really liked reading much in class, to be fair.
17:58No.
17:58How did you feel today?
18:00Mildly stressed, if I'm honest.
18:02But I've got...
18:03You did really well.
18:03Yeah, I got better at it since I got older.
18:05Yeah.
18:07But inside, there's a lot going on.
18:09Yeah, when I was their age, absolute nightmare.
18:11And I'd be, like, stuttering all over the place.
18:15This put me in a great fear.
18:18All schools are required to nominate
18:20a special educational needs coordinator,
18:22but the training is mostly theory-based
18:24and does not have practical tools for teaching.
18:27Despite huge budget pressures,
18:29this school has chosen to invest in specialist dyslexia training
18:32in order to screen kids and spot the signs.
18:36The screening that we do
18:37is that we would identify these children as early as possible.
18:42And depending on the result,
18:44that is enough to get them the support that they need
18:46because early intervention is the way forward.
18:49Because those children are going to constantly be left behind.
18:53They're going to constantly feel that they're not good enough.
18:55They become completely disengaged with the learning.
18:58They don't understand what they've actually read.
18:59They can't go on to do the writing part of the task.
19:02It just builds up.
19:03Is there, like, a national strategy for screening kids
19:07for dyslexia and neurodiversity?
19:09No.
19:09It depends on the school because it costs money.
19:12So in an ideal world,
19:13we would want every school to be able to screen children for dyslexia.
19:17Speaking to Jade,
19:18it's clear that screening all school children as early as possible
19:22is an absolute priority
19:24so they can access the support they need to thrive.
19:27But it's not just the kids who need support.
19:29How long is your training when you become a teacher?
19:33So I did three years of training.
19:34How much of that time was devoted to training you
19:37in the nuances of special learning and neurodiversity?
19:41I'd say probably half a day, maybe.
19:44Half a day?
19:44It was really small.
19:46So we're talking four to five hours?
19:48Approximately, yeah.
19:49Am I right in implying that maybe the training's not fit for purpose?
19:55When you've got a quarter of your class, a neurodivergent,
19:58you need to have all the skills possible
20:01to be able to support those children as much as possible.
20:04Yeah.
20:04And having quite a limited number of staff
20:06to be able to carry out the interventions
20:08makes it really difficult.
20:11We really are stuck.
20:12Our teachers do a brilliant job
20:16under increasing pressures.
20:18So I believe two things need to change.
20:20The government needs to support our teachers
20:22to support our kids
20:24with more training in special educational needs
20:27so that all of their students can learn equally
20:30and fund mandatory early screening for all kids
20:34to spot the signs early
20:35so support can begin early.
20:38Let's reimagine how school can unleash the potential
20:41of every student and every teacher.
20:45I used to love Lego as a kid.
20:48But it's nice because the instructions have got pictures,
20:50haven't they?
20:50Yeah.
20:51So you can just follow them.
20:53Do any of you have words that move around
20:55when you're reading?
20:56Uh, yeah.
20:58Ds and Bs round the wrong way
20:59or your Ss and your 5s and your Es?
21:03I get my Bs and Ds wrong going around.
21:05Yeah, me too, all the time.
21:07But small changes to lessons make a huge difference,
21:10such as clear, accessible fonts
21:13printed on off-white or coloured paper,
21:15visual aids to supplement text
21:17and multi-sensory ways of teaching
21:20that engage visual, auditory and physical learning,
21:23which help all students to learn.
21:26Do you feel like you've been able to sort of, like,
21:27learn reading quicker and better
21:29and catch up with the class a little bit?
21:32I've gone better at reading.
21:34Well, that's good.
21:35I actually do find some enjoyment in school now.
21:37That's what we want, right?
21:39That's why it's nice to know that you've got dyslexia
21:41and then all the teachers around you
21:43can help you understand things
21:45if you're not understanding it the same as everyone else
21:47at the same speed.
21:48So that's good, isn't it?
21:49Yeah.
21:49I give you permission to break it for me, gone.
21:54That is half the fun of building something up
21:57so you can knock it down.
21:59It's clear that early screening
22:01has made a massive difference here
22:03and supporting our teachers with updated training
22:06that serves their whole class is a no-brainer.
22:09But schools in this country
22:12are in the middle of what's being called a SEND crisis
22:16as the awareness of children with special educational needs
22:19continues to rise whilst budgets are cut.
22:25No child should feel like a failure.
22:28We can tell by talking to the teachers
22:30that the system needs help desperately.
22:34To make change,
22:36I'm going to have to get the attention of the government
22:38to persuade them of the need
22:40for early-year screeners
22:41and reformed teacher training.
22:44And my first step to getting that
22:46is building momentum and support
22:48amongst the MPs in Parliament.
22:52Morning, lovely people.
22:53Morning.
22:54Morning, guys.
22:55Have you well?
22:56How are you?
22:57I'm shooting my next TV series,
22:59so it's first recipe of the day.
23:00Ginny, when are we going to turn over?
23:03What time?
23:04I think you're coming to my team
23:06and we need to go through the recipe of nine.
23:08OK.
23:09And then we're going to turn over at half nine.
23:10OK, can I have ten minutes to get on a call?
23:12Yes, do.
23:13Can I just do it here?
23:14Do you mind?
23:14No, no, no, it's all.
23:15We'll be quiet.
23:17Hello, Juliet.
23:18Thank you so much for your time this morning.
23:19Just on a personal level,
23:21you know, I've gone into schools.
23:23It's very clear to me
23:24that the teachers are asking for more training
23:26that is relevant.
23:27Also screening.
23:28The teachers desperately want to be able to screen
23:30the children much more efficiently.
23:32I don't think it's just for the dyslexic kids.
23:34I think if we can fix this,
23:36Oh, absolutely not.
23:36The whole class.
23:37The research shows
23:38if you teach the whole class
23:41in the way that a dyslexic child learns,
23:45everybody benefits.
23:46Is there something that we can do together
23:48to really raise the profile of this?
23:51Let's have an event here at Parliament
23:52and let's see if we can get people
23:54who can affect change
23:56to come into that room as well
23:58and we can all start the discussion.
23:59Thank you, Juliet.
24:00I'm going to let you get on
24:01because I know you're busy,
24:02but thank you for speaking to me.
24:04Bye-bye.
24:05I think doing an event at Parliament
24:07will be really, really good.
24:08We need legislation.
24:10We need support to make things happen.
24:12Anyway, I've got to get on with work.
24:14You ready, guys?
24:15Always.
24:16Always.
24:17I love that.
24:18Hello, Instagram.
24:29Hope you're well.
24:30OK, I need your help.
24:31If dyslexia has affected you or your child,
24:35what are your stories?
24:36Do you struggle to get your confidence
24:38or your self-esteem, get your exam results?
24:40If there's positive stories,
24:42I want to hear those too.
24:43Let me know in the comments.
24:44Take care.
24:45I just saw your post about dyslexia
24:52and asking for people's stories.
24:54I felt stupid because I couldn't do the things
24:57that other children could do.
24:59I was reading in front of the class.
25:01I just got something wrong
25:02and everybody laughed at me.
25:03It then started to impact
25:05on its emotional well-being
25:06and as a parent, that's really tough.
25:09At the time, I hated being me.
25:11I hated school.
25:12I hated life.
25:13I have never had so many direct messages
25:19about any subject before.
25:21So many messages that were saying
25:23the frustration, low self-esteem,
25:25bullying and the ability to not shine at school
25:27and definitely a sense of it
25:30following them into adulthood.
25:31He was constantly punished instead of supported
25:34and it needs to be identified early
25:36and proper support put in place.
25:39So why are the government not recognising this?
25:42Lots of teachers, lots of students,
25:44lots of anxiety,
25:46lots of struggle and pain in here.
25:49So it's absolutely given me the inspiration
25:52and kind of focus that I wanted.
25:54It's endless.
25:56There's a consistent talk about
25:58maybe it's time for a relook
26:00at education as a whole.
26:03That, I think, is interesting
26:04for everybody.
26:05So, normally when we do these campaigns,
26:17it's really, really important
26:18to get as many ministers at an event
26:20and talking about your campaign as possible,
26:23get them all on side, from all sides.
26:25That's the absolute key.
26:27So, Al, how are we doing
26:29with that event at Parliament?
26:31I think people are, like, emotional
26:33about the subject.
26:34We've sent invites out to everyone.
26:36Right.
26:36I reckon we could, you know,
26:37we could end up with 50 there.
26:38Yeah, that would be great.
26:39What we want to do
26:40is get enough chit-chat going on
26:42at our event in Parliament
26:44that not only do people
26:45start talking about it
26:46and we're raising the awareness
26:48of dyslexia and neurodiversity
26:49but also we want to get in front
26:51of the Education Secretary.
26:52That's the prize, isn't it?
26:53That's the prize.
26:54There'll be a bit of social media noise
26:56out of that.
26:57There'll be, like, a few media interviews
26:59and she'll be starting to think,
27:00oh, Jamie Oliver,
27:01he's talking quite a lot about dyslexia
27:03and then she'll feel, like,
27:04you know, more pressure
27:05to come to the table.
27:06You know what I mean?
27:06If we get in front of her,
27:08it's like, who knows what could happen?
27:12If the government could ensure
27:13all kids are screened
27:15in primary school,
27:16then those with neurodiversities
27:17would get the much-needed support sooner
27:20and feel they've got just as much
27:22to offer the world
27:23as all the other kids.
27:25And if teachers are offered training
27:26in ways to adapt their teaching,
27:29then all their brilliant lessons
27:30will be equally accessible
27:32to everyone.
27:33But what I don't want to do
27:35is load yet more work and costs
27:37onto teachers and schools.
27:39So I want to know
27:40what the scientists have to say.
27:43Dyslexia is a brain difference
27:45in the way that words and letters
27:47and their sounds are processed.
27:50People with dyslexia
27:51have no problems with intelligence.
27:53Their overall intelligence
27:54is the same.
27:55And these guys
27:56are piloting a solution
27:57to help identify kids
27:59of all neurodiversities.
28:01Your collaborative teams
28:02have invented
28:03an early years screener
28:05for neurodiversity
28:07and learning difficulties.
28:08That's right.
28:08Yes, that's right.
28:09Right.
28:09But very importantly,
28:11we're co-producing it
28:13with teachers.
28:14It's a light touch screener
28:16so that it won't impact too much
28:18on the workload
28:19for educators and teachers.
28:21So it's easy.
28:22It's part of their daily observation
28:24and I think importantly
28:25it shouldn't have to be purchased.
28:26For me,
28:27this sounds very revolutionary
28:28because all I'm hearing
28:29from teachers at the moment
28:30is we need more help,
28:31more tools to identify
28:32and recognise learning difficulties
28:34younger.
28:35Yeah.
28:36If it's free,
28:36that's amazing.
28:38A screener like this
28:39could be a game changer
28:40and could be widely available
28:42in just a few years
28:43and make a real difference.
28:45How are you?
28:46Hey, bro.
28:47Let me get rid of this
28:48and wash my hands.
28:49Because I know
28:50that people of all ages
28:51are transformed
28:52when given the right support.
28:54Like here
28:55at the Dusty Knuckle Bakery.
28:57We exist
28:58to assist young people
28:59to reorientate themselves
29:01towards a more optimistic
29:02and positive future
29:03and find what it is
29:05that they're good at.
29:06Most of them are referred to us
29:07from the prison system.
29:08Many of them
29:08have had a really difficult time
29:10at school.
29:10I was highly disruptive
29:13in trouble with in-sport
29:15and kicked out
29:16and I got in trouble
29:17with police.
29:18Have you ever
29:19been screened
29:20for neurodiversity
29:21or anything like that?
29:23I was never screened.
29:25It took me
29:26to go to jail
29:28and have an education assessment
29:31in which they do
29:33a screening as well
29:33and that's when
29:35they diagnosed me
29:36with ADD.
29:37So it took jail
29:38to screen you?
29:39Yeah.
29:39So they're doing it there
29:40but it's not happening
29:41in the primary schools.
29:43Social enterprises
29:45like this one
29:45provide training,
29:47mentorship
29:47and employment
29:48to young people
29:49many of whom
29:50are neurodiverse
29:51and here
29:52they're offering
29:53the same lifeline
29:54through food
29:55that I had.
29:56For me as a dyslexic kid
29:57because I kind of
29:59hated learning
30:00in like paper,
30:02in books,
30:03reading,
30:03like it drove me mad
30:04but the idea
30:05of putting flour
30:05and water together,
30:07yeast,
30:07shaping it,
30:08my brain got that.
30:09Uh-huh.
30:10As an ADD boy
30:11can you relate
30:12to that fantasy
30:14of like flour water
30:15and the way
30:16that your brain
30:16can go,
30:17oh my goodness,
30:18this is a whole world
30:18of opportunity.
30:19The creativity
30:20definitely keeps you
30:21much more stimulated
30:22than anything else.
30:23Yeah,
30:24because you were
30:24learning through doing.
30:25I mean,
30:26imagine if that energy
30:27could have intervened
30:28at eight years old
30:30in primary school.
30:31Yes.
30:31Yes.
30:32whilst up to 50%
30:35of people
30:36in British prisons
30:37are dyslexic,
30:3820 to 40%
30:40of entrepreneurs,
30:41artists
30:41and engineers
30:42are too.
30:44I'm actually hopeful
30:45that the future
30:46out there
30:47is bright
30:48so it's more important
30:49than ever
30:49to keep up
30:50the momentum
30:51of my campaign.
30:51After months
30:59of gathering evidence,
31:01my breakfast event
31:02with Juliet Campbell
31:03and invited MPs
31:04has arrived.
31:05It's a crucial step
31:07because getting support
31:09from this crowd
31:09will help ramp up
31:11pressure
31:11on the Secretary of State
31:12for Education
31:13to meet with me
31:14and discuss the campaign.
31:17So this is very exciting.
31:18This is the calm
31:19before the storm.
31:20Will anyone turn up?
31:21Big moment.
31:23Fingers crossed.
31:25We do a good job.
31:28We have so much
31:29of the know-how.
31:30We just need to
31:30empower the teachers,
31:32give them the resource,
31:32give them the screening
31:33and we don't want
31:35to be spending loads
31:35of time waiting
31:36for another white paper
31:37or another review.
31:38Definitely feels real now
31:40but good things
31:42can happen
31:43if you do this right.
31:45But isn't it
31:46an amazing place?
31:47This is where
31:48all the decisions
31:49in Britain get made.
31:50Come on, sir.
31:51Lots of very important
31:55people are turning up.
31:56So we've got
31:56ministers,
31:58people that advise
31:59the government,
32:00campaigners,
32:01scientists,
32:02a handful of people
32:02that are on the front line
32:04of dyslexia
32:05and neurodiverse education.
32:07Hello, mate.
32:08How are you?
32:08How are you?
32:09Yeah.
32:09Thank you for coming.
32:11But dyslexics
32:11are underrepresented,
32:12aren't they?
32:13So you're one of the few?
32:15One of the few, yeah.
32:16Don't change career
32:16just yet.
32:17No, no, I mean,
32:17we've got a lot of change
32:19to do, so.
32:20Good morning,
32:20good morning, everyone.
32:21I am so pleased
32:22and I'm so honoured
32:23that so many of you
32:24have decided
32:25to come out today.
32:26So without any further ado,
32:28I'll hand you over
32:28to Jamie Oliver.
32:33It's an incredible turnout.
32:35I'm so grateful.
32:36It feels different for me.
32:37I've been doing this
32:37for 20 years
32:38since school dinners.
32:39I've been through
32:3917 heads of education,
32:42many, many prime ministers.
32:45This feels different, actually.
32:46I went through
32:47traditional schooling.
32:48It was not great.
32:49Everything to do
32:50with learning
32:50and getting it on paper
32:51was terrible.
32:52I hated words.
32:54So I remember
32:55this youth
32:56from these kids' age
32:57to a teenager
32:58just like
32:59I just had nothing
33:01to offer.
33:03So that feeling
33:04of sadness
33:04is feeling thick,
33:07stupid, worthless,
33:08dumb,
33:09consistently.
33:11The chips on my shoulder
33:12that I've had
33:13about education
33:14and learning
33:14and the experience
33:16navigating from education
33:17are gone.
33:19But I'm relieved of that.
33:23If you're dyslexic,
33:24you're three and a half times
33:25more likely to get expelled.
33:27If you're expelled,
33:28you're over 200% more likely
33:29to get involved
33:30in violent crime.
33:31Whether it's the mind
33:32or the tummy,
33:33let's feed our kids.
33:35Let's make it inclusive,
33:36fully.
33:37Let's resource our teachers.
33:40We know so much more now
33:41than we did
33:42when I was at school.
33:43We have a really good chance
33:45to build some new fundamentals
33:48that are hard to go back on
33:50because morally,
33:51ethically,
33:52socially,
33:52economically,
33:53this all makes sense.
33:54Together,
33:56we can make change.
33:58My big takeaway
34:00from today
34:00is that
34:01it takes a village.
34:04None of us
34:04can do it by ourselves.
34:06So the ask for today
34:07is that
34:08everybody in this room
34:10thinks about
34:11how they can contribute
34:12to make
34:13the life chances
34:14for people with dyslexia
34:15much better
34:16and get those outcomes
34:18that we're looking for.
34:19and those statistics
34:20that Jamie talked about,
34:22they disappear.
34:24Right, kids,
34:24let's work the room.
34:26Have you ever
34:27worked the room before?
34:30The stuff you were saying
34:31really touched me
34:31because it's how I felt.
34:33When I was at school,
34:33I used to play up
34:34to get out of the classroom
34:35because I felt stupid.
34:37I was bullied.
34:38I tried to take my own life
34:39at one point
34:40and it was all because
34:41inside
34:42I just felt stupid.
34:44Now I've got my own office
34:45and I can use my dictaphone
34:47and stuff like that.
34:49But before,
34:50it was impossible.
34:51But I thought
34:51I'm going to go into politics
34:52because actually
34:54people like me
34:54and you
34:55need someone to speak for them.
34:56Well, thank you for doing it.
34:58How's it going?
34:59This is Mad World.
34:59I was this FT8 teacher
35:00working in secondary schools.
35:03But listening to you up there
35:04may be emotional,
35:06may be guilty as well.
35:07Because I know
35:08that I would have had children
35:09in my classroom
35:10that
35:11not intentionally
35:13but slipped through that net
35:15but the call for action
35:17in terms of teacher training,
35:19giving us the knowledge,
35:20the skills,
35:21the tools that we need.
35:23I hear you.
35:25I am going to give you
35:26a promise today.
35:27I'm on the Education Select Committee
35:28and then this afternoon
35:29I'm guesting on
35:30the Justice Select Committee
35:32because we're talking
35:33about prison education.
35:34So I've made a note
35:35of the few things
35:36that you've mentioned
35:37and I'd all raise that.
35:40I'm really, really pleased
35:42with that.
35:43So now
35:43I've got to take
35:44all that energy in there
35:45which is good
35:45and hopefully
35:47let the kind of people talk
35:48and let that energy
35:49percolate through this building
35:50and then hopefully,
35:52just hopefully,
35:52I can get a meeting
35:53with the head of education.
35:55That would be the big one.
35:56For the past six months,
36:11me and my team
36:12have been campaigning
36:13to get more support
36:14for our teachers
36:15and our neurodiverse kids.
36:18I've been trying
36:19to secure a meeting
36:19with the Secretary of State
36:21for Education,
36:22Bridget Philipson,
36:23who will be the key
36:25to making real change.
36:27Hey.
36:28Well, that's good.
36:29I think that's positive.
36:32Yes.
36:35That's very exciting.
36:36We've got access
36:37to the most important person
36:38that can make a difference.
36:40The head of education,
36:41Secretary of State,
36:42we've got to dial it all up now
36:43and we have to be very clear
36:46about what we want to say
36:48or ask
36:48or try and get her
36:50to commit to.
36:52The whole point
36:53of this campaign
36:54was to get people
36:55talking about dyslexia
36:57and neurodiversity
36:57and make some changes,
36:59more training for teachers,
37:00more screening for the kids.
37:02It's not a cute little problem,
37:04it's a massive problem
37:04and that's a huge responsibility
37:06for us to get this right.
37:08But we can also fix this.
37:10Like, we really can fix this.
37:12It smells good, Santi.
37:15What is it today, Santi?
37:18Risotto.
37:19Butter nut squash.
37:20Oh, nice.
37:21Love a bit of risotto.
37:23My meeting
37:24with the most powerful person
37:25in education
37:25is just around the corner.
37:28So I need to make sure
37:29I've done my homework.
37:30Ali!
37:32Hey.
37:32How are you?
37:33Yeah, good, you all right?
37:34How's it going?
37:35I just wanted a little...
37:35It's good.
37:36...catch up.
37:37Let's get ready
37:37for this Bridget meeting, right?
37:39Right.
37:39I think the thing is
37:40to get across to her
37:41in the first meeting.
37:42It's like the scale
37:43of the problem.
37:44What we think
37:44that she should do about it.
37:45Yeah.
37:46And then to make sure
37:47that she understands
37:47what misery this is causing.
37:49That's really
37:49where we need to get to.
37:51You know when you asked
37:51everyone to send in voice notes?
37:53Yeah.
37:53Have you listened to any?
37:55Yeah, there's hundreds of them.
37:56It's quite...
37:56It's a lot, isn't it?
37:58Yeah, yeah.
37:58I think what I'd like to do
37:59is take some of those
38:00and I was thinking about
38:02putting them onto a dictaphone
38:03because that's sort of symbolic
38:04of how I wrote my books
38:06because I couldn't get it on paper.
38:08Yeah.
38:08That would be powerful.
38:09That would be good.
38:10Why don't we put these graphs
38:11into a book?
38:13Okay.
38:13And then maybe we should
38:14put the dictaphone,
38:15hide it in the back.
38:16Yeah, love that.
38:16Well, let's make the
38:17Secretary of State for Education.
38:19A book.
38:19Let's make her a book
38:19she can't put down.
38:20Yeah, let's give her a project.
38:21Absolutely.
38:22Oh, good luck, good luck, good luck, good luck.
38:26Hi, everyone.
38:27Hope you're well.
38:28I'm going to be in
38:29Victoria Tower Gardens
38:31next Tuesday
38:31and this is where you can turn up
38:34if you wish
38:34and lend your voice
38:36and if you want to get involved,
38:38please come down.
38:40This is the big one.
38:42I'm not nervous.
38:44I want to make sure I do a good job.
38:46Which is more,
38:47is worse than being nervous.
38:49I'm going in there
38:50to represent all the kids
38:51just like I did
38:52in school dinners 20 years ago.
38:55It's not an isolated issue.
38:58It's connected to a massive hole.
39:00Our streets,
39:01our kids,
39:01our crime
39:02and it all stems back
39:03to these kids in primary school.
39:06We need radical change quick.
39:07Hello, Bridget.
39:15Hello.
39:16Well, sorry,
39:17I should say
39:17Secretary of State.
39:19Bridget, fine.
39:20Excuse my
39:20bad etiquette.
39:22Lovely to see you.
39:23How are you?
39:23Good, how are you?
39:24Thank you for seeing me.
39:25Pleasure.
39:26Can I show you a project
39:27that I've been working on?
39:28You can.
39:29You don't have to mark me.
39:31Personally,
39:32I don't think
39:32Send is right.
39:33It could even do,
39:34dare I say it,
39:35with a little bit of a rebrand.
39:36It's just E-N.
39:37It's educational needs.
39:39Little stats in here.
39:40It's showing you
39:41that just on dyslexia,
39:43that's 10 to 15%
39:44of the class,
39:4550% of prisoners,
39:47which is just
39:47a shocking amount.
39:49In the middle here,
39:49I've got this little dictaphone.
39:51This is kind of profound for me
39:52because this saved my life
39:54as a dyslexic.
39:55So that's how I wrote my books.
39:57That's how I've done any work
39:59to do with getting that
40:00onto paper.
40:01All the subjects
40:02that I found hard,
40:03I'd get shouted at.
40:04I used to run
40:05and hide in the bathroom.
40:07The frustration
40:07of not understanding
40:09was made even worse
40:10by feeling like
40:11the teachers
40:12didn't understand me either.
40:14As a teacher myself,
40:15the training I was given
40:16was never sufficient.
40:18I don't have to
40:18out with the training in total.
40:20I hated being me.
40:21I hated school.
40:22I hated life.
40:23It's powerful, isn't it?
40:24It is.
40:25Very powerful.
40:25Very sad to hear.
40:27Really sad.
40:27I realise that change
40:29in politics
40:29isn't as easy
40:30as everyone thinks it is.
40:31As a leader,
40:32it's nice that you know
40:34that there's an army of parents
40:35and campaigners like myself
40:37behind you
40:38if change is on the menu.
40:42So we're still
40:42quite a relatively new government
40:43and I think we have
40:44a real opportunity
40:45to make a difference here
40:46and to ensure that
40:48all children
40:49get the support
40:50that they need
40:51but that they really feel
40:52that they belong in school.
40:53Will we be seeing
40:54some radical,
40:56strategic restructuring
40:57of teacher training
40:58that doesn't just
41:00block on a bit
41:01of dyslexia
41:02and neurodiversity?
41:03It feels like that
41:03needs to be seasoned
41:04throughout.
41:05You know,
41:05there's a lot we can do
41:06in terms of
41:07initial teacher training
41:08that we can absolutely bring
41:09around better training
41:11and support for staff.
41:12Anything that I can do
41:13to support, like,
41:14actual real change,
41:16I'm all in.
41:17This is something
41:18I really care a lot about.
41:20Will you be pushing forward
41:22a directive to screen
41:24at primary school level?
41:27So I can certainly look at
41:28screening around dyslexia.
41:29I mean, we don't screen
41:30until I think children
41:31are eight for dyslexia
41:33but what we can do,
41:34I think, is more effective.
41:35I don't think the screening
41:36at eight that you referred to,
41:37I don't believe that
41:38that's statutory
41:39or for every child.
41:41So I think there's more
41:42that we can do
41:43and I'll take that away
41:43because I think there is more
41:44we can do around that.
41:46There are things that we can do
41:47short and medium term.
41:48There's the longer term reform
41:50I think is necessary.
41:51Some of this does require us
41:52to think...
41:53When you say longer term,
41:54what does that mean?
41:55Like three, four, ten years?
41:57Sooner than that.
41:58We've got more money
41:58that we're putting into the system
41:59to support children with SEND.
42:01I mean, I'm sure as a lump sum
42:02it's a large amount of capital
42:03but are we seeing that
42:05get individually into the school
42:06so the head teacher feels it?
42:08Do you think that you might be able
42:09to have those uncomfortable conversations
42:11with the Treasury
42:12to find new cash?
42:13It's my job to push for money
42:14for education, absolutely,
42:16but money alone isn't enough.
42:18I think we've got to reform the system.
42:20It's complex.
42:21It is going to take a bit of time
42:22and my message to parents
42:24is also,
42:24I want to get this right
42:26and sometimes more difficult,
42:27more complex areas
42:28require that careful consideration
42:31but I know the system
42:33isn't working at the moment.
42:33But the public has got slightly disillusioned
42:35with, like, nothing happening.
42:37Do you feel that pressure?
42:38Absolutely.
42:39And I should feel that pressure.
42:40I'm absolutely determined
42:41to deliver a more inclusive education system
42:44that better supports children
42:45with a range of needs.
42:46So many children are missing out
42:47but crucially,
42:48we're missing out as a society
42:50on all of the amazing talent.
42:52We've got the space to do it.
42:53We just now need to get on
42:55and make it happen.
42:58She's definitely got
42:59special educational needs
43:00on her radar.
43:01She's agreed to look into
43:02early screening
43:03which is good
43:05but there's no timeline.
43:06The impatient person in me
43:08wanted her to go screening
43:09early years.
43:11We've got this.
43:13She agrees that
43:14teacher training is important.
43:15Again, I kind of wanted to say
43:17yeah, we're reviewing this
43:18and we're going to get
43:19way more training
43:20into the new teachers
43:21and we'll top up
43:22the old teachers
43:23but now we need
43:24the public and the press
43:25to power this over the line.
43:28Let's work to be done.
43:29We're in Westminster.
43:30You've been in to see
43:31the Secretary of State for Education.
43:32You didn't go in for a nice chat.
43:34You went in with requests.
43:35Did you get the sense
43:36when you saw the minister
43:39that she understood
43:41the urgency
43:42when it came to the screening
43:43when it came to the training?
43:45She said that she's taken
43:46special educational learning
43:47very seriously
43:48and it's at the top of the pile.
43:51And to ensure that it stays there
43:52are all the people
43:53who responded to my shout out.
43:55Hey, look at this.
43:57Oh my goodness.
43:59Hello, mate.
44:00How are you?
44:01This is amazing.
44:02Look at that.
44:04Who's dyslexic today?
44:05Yeah, me too.
44:08Join the club.
44:09It's a good club.
44:1010 to 15% of every class
44:12in the country
44:12is dyslexic.
44:14If you're adding on
44:15other neurodiversities,
44:17we're talking 25%
44:18of every class
44:20is a young person
44:22with incredible minds
44:23that don't really fit
44:26into the man-made system
44:28which is the education system.
44:29The same system
44:30that I went to
44:31that hasn't really changed enough
44:32even to this very day.
44:34Dickensian.
44:35Dickensian,
44:36as this young lady says.
44:37Dickensian.
44:38Dickensian.
44:39Draconian is another one.
44:41Any more words?
44:42Stuck in the past,
44:43Victorian.
44:44I love this.
44:44This is the best heckling
44:45I've ever had.
44:47I know that it feels
44:49there's too much talk,
44:50not enough action.
44:51Now, I think,
44:52is the time of change.
44:53We're getting real hard commitment
44:55to promising to deliver something
44:57requires us
44:58to tell stories
44:59and to get our voices heard.
45:01If we look after our dyslexic
45:03and neurodiverse kids properly,
45:05it's not just them that thrive,
45:06it's the whole class
45:07and the teachers
45:09and our economy.
45:10So if you want change,
45:11it's not going to be easy.
45:12We've got to fight for it.
45:13It's a long time coming.
45:15So thank you very much, everyone.
45:18We can all demand change
45:19by sharing our experiences.
45:21Write to your MPs,
45:23make your stories heard,
45:24and let's all be part
45:26of that much-needed change.
45:28Now, it's over to Parliament.
45:30We want some fundamental change
45:32to make our schools
45:35truly inclusive
45:36and make every child count.
45:41Someone's going to have to fight
45:43for these kids.
45:45We're missing out
45:47on a lot of extraordinary
45:48young people
45:49becoming extraordinary
45:50contributors to this country.
45:52I genuinely think
45:56that school
45:57is on the front line
45:59of hope,
46:01optimism,
46:02and a better,
46:03cooler, happier,
46:04more productive,
46:05extraordinary Britain.
46:07This is just the beginning.
46:09There's a lot of work
46:10to be done.
46:11Bridget, come on!
46:12You got this, girl!
46:14Since filming,
46:15Bridget has agreed
46:16that one in four kids
46:17being left out of education
46:18is a sign the system
46:20needs to change
46:21and has committed
46:22to reform teacher training
46:23around neurodiversity
46:24for all new teachers
46:25from this September.
46:27No news yet
46:28on supporting existing teachers
46:29or the vital early screening.
46:32Our fight continues.
46:51In the next week,
46:51стати, go to the ground
46:52and go to the05s.
46:53That's the end.
46:54We're going to be a sebelum
46:56for the next page.
46:59I havengan and the
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