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A single assessment for literacy or maths takes up to 2.5 hours to complete, depending on the individual circumstances of each assessment. A joint assessment will take approx. 3.5 hours and is usually split over 2 days.

I can usually arrange an assessment within the next three months. If you would like it completed urgently, please contact me and I will try to fit you in (there will be an additional charge of £150 for an urgent assessment).

A diagnostic assessment may be beneficial when an individual is experiencing significant difficulties at school, in their studies or at work. A diagnostic assessment may be requested because: • The individual, their parent/carer or another professional recognises that they are better at some skills than others and would like to know why. • The individual, their parent/carer or another professional would like to understand why aspects of learning are more difficult. • They have previously had an assessment, screening and/or extra help at school and would like a fuller or updated assessment to gain a better understanding of their strengths and difficulties. • Parents/carers would like to understand their child's difficulties and know how to best help them at home. • Schools or other professionals have suggested that the child/young person would benefit from having an assessment carried out. • A student studying at university requires support via the Disabled Student's Allowance (DSA).

A diagnostic assessment is intended to confirm whether or not an individual has dyslexia/dyscalculia/ADHD. It gives a clearer picture of the individual's strengths and challenges and detailed information about their cognitive profile. The aim of the assessment is: • To assess performance in a range of tasks, allowing me to consider strengths and challenges. This isn't an exam so there is no "pass" or "fail" - the intention is to help highlight the individual's style of learning and what does/doesn't work for them. • To collect information about attainment. • To identify whether there is a discrepancy between oral language and general level of ability and attainment skills. • To consider other factors which may affect learning. • To identify whether any reasonable adjustments will need to be made for the individual to fully access the curriculum/workplace and in exams.

I can advise what access arrangement would be useful based on my findings (e.g. extra time, reader or scribe). However, it is the responsibility of the school/college to apply for the Arrangements for KS2 SATs, GCSEs and A Levels. I can complete Part 2 of Form 8 (Access Arrangements application form for GCSEs and A levels) if it is sent to me prior to the assessment with Part 1 already completed by the school or college. Please provide me with the SENCO's contact details so I can contact them. Below is a short video from Communicate Ed on access arrangements for exams: Guidance for parents, carers and students about access arrangements | Communicate-ed(https://www.communicate-ed.org.uk/guidance-for-parents-carers-and-students-about-access-arrangements) Universities and professional-level exams have different arrangements and usually require a full diagnostic assessment report.

I will chat with the parent/carer or individual before the assessment and then carry out the assessment. I will provide some feedback after the assessment, although at this stage, I may not be able to provide detailed feedback about the results or confirm a diagnosis. Given the length of the assessment, it may be helpful to bring a drink and a snack; there will be opportunities for breaks whenever they are required.

The diagnostic assessment will be followed by a written report. This report will provide evidence of the individual’s profile, including whether the individual has been confirmed as having a diagnosis. There will be signposting to other organisations (if required) and will include detailed recommendations about how to support the individual in the context of their study, work and day-to-day life. The assessment report will be sent to the individual or the parent/carer by email within ten working days of the completed assessment. I aim for the report to be a document that the individual is happy to share with family, teachers, tutors, line managers, and other professionals, as this will give information on how they can help to provide support. I recommend that parents/carers share the report with their child’s school and arrange a meeting with the class teacher and/or SENCO to discuss the recommendations further. Adults are encouraged to share their report with their employers. After receiving the report, I can discuss my findings so that you can develop a greater understanding of the results and the subsequent recommendations. This can be done in person, online or on the telephone.

• Before the assessment takes place, it is a requirement that the person being tested has had an eyesight in the last two years. Please book this as soon as possible if not up to date and ensure it takes place before the assessment, allowing time for glasses to be prescribed if required. • The child's parent/carer and school/yourself will be asked to complete pre-assessment questionnaires to gain background information so that I can plan the assessment tools accordingly. • If, after completing the pre-assessment questionnaires, you identify visual difficulties, then ensure you mention these to the Optometrist ( at the opticians) so they can refer for further investigation. • If your child/you wear glasses/contact lenses, they must be worn for the assessment. • If you have any concerns about hearing, please arrange an up-to-date check. • For children, it is important they know they are coming to see someone interested in how people learn. This will help to work out why some learning is difficult and what might help to make things easier. • It is important information is shared about any previous assessments to avoid repetition of tests within too short a time, which may make results invalid.