The Full Diagnostic Assessment typically lasts about 3 hours, usually scheduled in the morning (9am-12 noon) with breaks included to ensure comfort. During this time, we’ll explore literacy skills (like reading, spelling, and writing), cognitive processing (how your brain handles and uses information), and general abilities (including verbal and visual skills). It’s a thorough and engaging process designed to provide valuable insights.

While the ‘gold standard’ for dyslexia support is early identification and early intervention, it is advised to be cautious when deciding whether to assess a child younger than 8. Current best practice is for a child to have undergone a structured programme of intervention support, before considering whether they have a formal diagnosis such as dyslexia. Children develop literacy skills at different rates and a slower rate of development does not necessarily mean that they are at risk of dyslexia. I usually only assess learners at the end of Year 3 at the earliest, with the understanding that appropriate intervention has been in place to try and close gaps in learning. With a younger child, it may not yet be possible to give a definite ‘yes or no’ as to whether they have dyslexia. The main aim of the assessment is to provide a clearer picture of their profile of strengths and difficulties and to offer practical suggestions for intervention and support.

Booking an assessment is simple! Just email me at literacyassessment.dyslexia@gmail.com or use the contact form on my website with a brief description of your concerns. I’ll get in touch to arrange a short phone call to ensure I’m the right fit for your needs. I usually conduct assessments in schools, working with the school’s SENCO to arrange a suitable space. If that’s not possible, we can schedule the assessment at your home. Once we confirm a date, I’ll send you a Google Calendar link with all the details, including forms and policies. For locations outside Leicestershire, additional travel costs may apply.

Having been a teacher and assessor for many years I can very quickly pick up on other needs through pre-assessment information (background information questionnaires) and on the day of the assessment. I regularly see signs of other needs such as ADHD, speech on language, Autism, Developmental Co-Ordination Disorder, sensory processing and visual discomfort/ disturbances. I am not able to diagnose these needs, however I will be able to offer advice about how further assessments can be pursued.

After the assessment, you will receive a very detailed 30+ page report within 15 working days. This will include a detailed recommendations section at the end of the report that will give suggestions and ideas to support better progress for both home and school. If a dyslexia diagnosis is given this report is for life and can be used as evidence for additional support and adjustments. For example, consideration for Access Arrangements for GCSE/A Level examinations, DSA support, Access to Work. If there are additional concerns that arise from the full assessment, I will make suggestions as to the possible benefit of further investigations into additional needs.

I have been an assessor for over 10 years working with primary and secondary schools as well as colleges throughout Leicestershire. I hold a current Assessment Practising Certificate (APC) which is the gold mark that anyone pursuing an assessment should look for in an assessor. Renewing an APC is a stringent process that happens every three years. Clients and schools can check to see if an assessor has an APC on the Sasc website www.sasc.org.uk My reports are accepted by universities, by Student Finance England for those applying for the Disabled students Students’ allowance (DSA), and various professional bodies.

A private dyslexia assessment doesn’t always lead to a diagnosis. Instead, it might highlight a unique profile of strengths and challenges without attaching a specific label. This can still be incredibly valuable, offering a deeper understanding of learning needs. If needed, I’ll guide you on next steps, including referrals to other professionals for further support.

Schools and colleges play a critical role in determining whether students need support in their exams because any help put in place must reflect their needs and normal way of working. A formal diagnosis of dyslexia does not automatically entitle students to exam access arrangements. If you have concerns about your young person managing exams you must speak to the Senco first to see whether the school can conduct a brief assessment for this. If they cannot do this, please ask school whether it will accept an external report from someone like myself, as I am happy to complete the relevant section of the JCQ Form 8, but school would need to send me this form with their sections completed before the assessment takes place. It is important that I establish a working relationship with the school Senco and Exams Officer prior to any assessment. I currently work with several colleges across Leicestershire as the nominated Access Arrangement Assessor. You could give the Senco a link to this website.

A dyslexia screener can look for ‘signs’ of dyslexia, but they do not provide a diagnosis. Screeners can be a useful first step before investigating difficulties further, but they are not 100% reliable. They are useful as they provide a profile of a child’s learning which will include their strengths and challenges. I use the GL assessment dyslexia portfolio which is administered by myself on a 1-1 basis. This allows for additional qualitative observation which is very supportive when considered in conjunction with the screener results. You will receive the GL assessment Screener report and in addition to this you will receive a short report from me which will include recommendations to support better progress. The Screener is useful to share with school as it provides a more in-depth investigation into some of the challenges your child may be experiencing. Time taken: 1 ½ - 2 hours

I am registered on the annual update DBS service. My certificate number and identity is routinely provided for all schools that I visit to support their Safeguarding Policies. I also compete safeguard training relevant to working in schools and colleges on a yearly basis.