Whether or not there is sufficient evidence for a diagnosis of dyslexia, the assessment will enable a clear picture of a learner’s strengths and areas of difficulty to be explored alongside their individual cognitive profile. The detailed recommendations provided will help to ensure that effective support can be put into place for the learner as soon as possible. These will include effective and practical strategies for school and home. 

In compliance with SASC (SpLD Assessment Standards Committee) guidelines, an assessment will only be undertaken if the individual is aged 7 or above. The primary reason for this is that a full diagnostic assessment is an extensive process that involves a fair amount of reading, writing and prolonged attention. It would therefore be inappropriate in most cases to put a child under the age of 7 through such a lengthy assessment.   

I am able to travel up to 30 miles from Westerham, Kent for face-to-face assessments. This includes areas such as London Boroughs (e.g., Croydon, Bromley, and Sutton), Maidstone, Royal Tunbridge Wells, Sevenoaks, Crawley, Dartford, Tonbridge, Orpington, East Grinstead, and Reigate. If you're unsure whether your location falls within this range, feel free to get in touch for clarification.

No. At this time, I currently undertake in-person, face-to-face assessments only. 

A diagnostic decision will be based on the combination of background information received from the learner’s family and education setting, as well as their performance in the assessments undertaken on the day of testing. If in the professional opinion of the assessor, robust evidence of the specific learning difficulty dyslexia is shown throughout the assessment process, a diagnosis of dyslexia will be assigned. If there is not enough evidence to support a diagnosis at the time of assessment, a diagnosis cannot be provided. A full and comprehensive report will be written to the same standard and quality whether a diagnosis is given or not, and detailed recommendations will be made to support the learner in either case.

Prior to an assessment being scheduled, a pre-assessment meeting is arranged in order to gain to the necessary information to establish whether an assessment can take place. This may be in person, over the phone or an online meeting. 

Information obtained from the learner’s education setting will enable a more comprehensive understanding of their strengths and areas of difficulty. Therefore, it is requested that a detailed questionnaire is passed on to an appropriate member of staff who knows the learner well, to complete and return prior to the assessment.

A full assessment can take several hours to complete and will include regular breaks between tests for the learner’s comfort. Prior to the assessment, face-to-face or virtual meetings with the learner and their parent/carer are recommended to compile comprehensive background information. If this is not possible or preferred, a detailed questionnaire can be completed and returned prior to assessment.

Following the assessment, a full, detailed diagnostic report will be written and provided within 15 working days of the final face-to-face assessment session. A feedback session can also be arranged if required.

The report will include (but not limited to) the following:

• A summary overview of the report findings, including the diagnostic decision. 
• A summary of the background information received pre assessment.
• Detailed reporting and interpretation of test results including general underlying ability. 
• Detailed reporting on attainment in reading, spelling and writing. 
• A full explanation of the diagnostic decision.
• Recommendations for supporting the learner both at home or in the classroom. These may include access arrangements for exams, specialist teacher support or recommendations for onward referrals to other professionals if appropriate.
• A table of test scores and explanations of the tests used. 

Yes. As the I hold a valid APC (Assessment Practicing Certificate) issued by the British Dyslexia Association, reports conducted at any age may be used for DSA purposes and no further assessment will be required as an adult.

• As a Dyslexic myself, I have a personal understanding of Dyslexic strengths and difficulties, as well as the impact of these at various stages of education and life.
• Fully qualified Specialist Dyslexia Teacher & Assessor
• MA Specific Learning Difficulties (Dyslexia)
• Associate Member of the British Dyslexia Association (AMBDA)
• Assessment Practicing Certificate (APC)
• National Award for Special Educational Needs Coordination (NASENCO) Post Graduate Certificate in Special Educational Needs
• BA (Hons) Primary Education with QTS (Qualified Teacher Status)
• Qualified (QTS) and experienced Primary, Early Years and SEN Teacher
• Professional Indemnity Insurance
• Enhanced DBS Check