There has to be a reason why…
…and sometimes there is.
Is your child struggling to:
Translate their knowledge to writing?
Express themselves verbally?
Keep up in class despite being bright?
Spell accurately?
Achieve their academic potential?
They may have a Specific Learning Difficulty such as Dyslexia, or another learning difference.
We offer diagnostic assessments to identify challenges and recommend effective strategies for the student, school and home.
Contact us today! We have a 4-week turnaround.
Note for parents of older students (Year Groups 8-13): Consult your school before booking an assessment. Exam boards may not accept private reports for access arrangements.
ASSESSMENTS
Cognitive Assessments Dyslexia Assessments (ages 7-24) Access Arrangement Assessments
Cognitive Assessments
Formally assessing a young person’s strengths and challenges can helpfully identify their academic potential, key areas in need of support, and how these may be most effectively targeted both at home and at school.
Many parents seek an assessment in order to help them to assess their child’s potential and progress and, in some cases, to guide and support in the school selection process.
Full Diagnostic Assessments: Specific Learning Difficulties (Dyslexia) Within 6 months of an assessment, the young person must have had an eye test (optometrist)
Parents of students in Year Groups 8-13 are strongly advised to contact their child’s school SENDCo prior to booking an assessment in order to ensure that the report will be permitted as evidence should eligibility* for Access Arrangements be identified.
A fully diagnostic report includes an outline of strengths and difficulties with recommendations for intervention and support that can be practically and effectively implemented by the student, school and at home. A fully diagnostic assessment takes approximately 3-4 hours to complete, with short rest breaks, so that the learner can perform at their best. If a profile of Dyslexia is identified, and there are no traits suggestive of possible contributing factors that may be clouding the interpretation of standardised scores and observations made during the process of assessment, a formal diagnosis will be made.
*In order for any recommendations for Access Arrangements to be accepted by relevant external Exam Board(s), the student’s educational setting will have needed to have provided the relevant information (school questionnaires, completed Part 1 of JCQ’s Form 8, teacher evidence of need & normal way of working, etc.) prior to assessment.
Access Arrangement Assessment - to determine eligibility - in line with current, external Exam Board regulations
The decision for the latter will depend on the student’s educational setting agreeing to their being assessed and having provided Assess and Educate with Part 1 of Form 8 (JCQ) complete, prior to the student’s assessment and to the school holding evidence of their subject teachers’ observations relating to the need for an Access Arrangements and provision thereof. Without the school’s provision and participation of this evidence, an assessment evidencing standardised scores eligible for an Access Arrangement(s) would not be accepted by the Exam Board(s).