Assessments for children

Assessments for children

Assessments for children

━ Why assessment

A carefully planned assessment built around your child

Once you have decided that assessment may be the right next step, the next question is usually what type of assessment your child needs and what the process will involve.

For children and young people I offer two main routes:

  • A full diagnostic assessment;

  • An Assessment of Need

The most appropriate option depends on your child’s age, circumstances and the questions you need the assessment to answer.

If you are unsure we can begin with a conversation. I will listen to your concerns, explain the options, and help you decide which route is likely to provide the most useful information.

━ Why assessment

A carefully planned assessment built around your child

Once you have decided that assessment may be the right next step, the next question is usually what type of assessment your child needs and what the process will involve.

For children and young people I offer two main routes:

  • A full diagnostic assessment;

  • An Assessment of Need

The most appropriate option depends on your child’s age, circumstances and the questions you need the assessment to answer.

If you are unsure we can begin with a conversation. I will listen to your concerns, explain the options, and help you decide which route is likely to provide the most useful information.

━ Why assessment

A carefully planned assessment built around your child

Once you have decided that assessment may be the right next step, the next question is usually what type of assessment your child needs and what the process will involve.

For children and young people I offer two main routes:

  • A full diagnostic assessment;

  • An Assessment of Need

The most appropriate option depends on your child’s age, circumstances and the questions you need the assessment to answer.

If you are unsure we can begin with a conversation. I will listen to your concerns, explain the options, and help you decide which route is likely to provide the most useful information.

━ Choosing a route

Which assessment is right for your child?

Diagnostic assessment

A diagnostic assessment provides a comprehensive understanding of your child's learning profile and considers whether dyslexia, dyscalculia or another specific learning difficulty is present.

Diagnostic assessment may be appropriate when:

  • your child’s difficulties have been persistent despite appropriate teaching or support;

  • you want to understand whether dyslexia, dyscalculia, or both, may be present;

  • you need a detailed report to guide support at school or college;

  • a formal diagnostic conclusion may be helpful for future education;

  • you want a fuller understanding of your child’s strengths as well as their difficulties.

What is included

The assessment begins before we meet. I gather background information from parents and, where appropriate, teachers or other professionals so that I understand your child’s history, current difficulties and the questions you would like the assessment to explore.

The assessment itself involves a carefully selected series of activities that help me understand how your child learns, processes information and approaches different tasks.

Dyslexia assessments usually take approximately three hours.

Dyscalculia assessments usually take approximately four to five hours and are normally completed over two appointments, around one week apart.

Regular breaks are included, and the pace is adjusted where needed to help your child remain comfortable and able to show what they can do.

Following the assessment, you will receive:

  • a detailed feedback meeting;

  • a comprehensive written report;

  • an explanation of any diagnostic outcome;

  • personalised recommendations for home and education;

  • child-friendly feedback, where appropriate.

Assessment of Need (Screening)

An Assessment of Need, sometimes referred to as a screening, focuses on identifying your child’s strengths, difficulties and the support likely to help them make progress.

It does not seek to determine whether your child meets the criteria for a formal diagnosis.

An Assessment of Need may be appropriate when:

  • your child is younger and identifying support is the immediate priority;

  • your child has significant additional needs;

  • school needs a clearer understanding of how to support them;

  • you want guidance before deciding whether to pursue a diagnostic assessment;

  • your child is not currently able to access a full diagnostic assessment;

  • practical recommendations are more important at this stage than a formal diagnosis.

What is included

An Assessment of Need combines background information with a focused range of assessment activities.

Its purpose is to build a practical picture of your child’s learning needs and identify the support most likely to help at home and in school.

You will receive a personalised report explaining:

  • your child’s areas of strength;

  • the difficulties identified;

  • how these difficulties may affect learning;

  • practical recommendations for support;

  • whether a full diagnostic assessment may be helpful in the future.

In many cases, a formal diagnosis is not required for a child to receive appropriate support. Support should be based on identified need rather than being dependent on a diagnostic label.

━ Choosing a route

Which assessment is right for your child?

Diagnostic assessment

A diagnostic assessment provides a comprehensive understanding of your child's learning profile and considers whether dyslexia, dyscalculia or another specific learning difficulty is present.

Diagnostic assessment may be appropriate when:

  • your child’s difficulties have been persistent despite appropriate teaching or support;

  • you want to understand whether dyslexia, dyscalculia, or both, may be present;

  • you need a detailed report to guide support at school or college;

  • a formal diagnostic conclusion may be helpful for future education;

  • you want a fuller understanding of your child’s strengths as well as their difficulties.

What is included

The assessment begins before we meet. I gather background information from parents and, where appropriate, teachers or other professionals so that I understand your child’s history, current difficulties and the questions you would like the assessment to explore.

The assessment itself involves a carefully selected series of activities that help me understand how your child learns, processes information and approaches different tasks.

Dyslexia assessments usually take approximately three hours.

Dyscalculia assessments usually take approximately four to five hours and are normally completed over two appointments, around one week apart.

Regular breaks are included, and the pace is adjusted where needed to help your child remain comfortable and able to show what they can do.

Following the assessment, you will receive:

  • a detailed feedback meeting;

  • a comprehensive written report;

  • an explanation of any diagnostic outcome;

  • personalised recommendations for home and education;

  • child-friendly feedback, where appropriate.

Assessment of Need (Screening)

An Assessment of Need, sometimes referred to as a screening, focuses on identifying your child’s strengths, difficulties and the support likely to help them make progress.

It does not seek to determine whether your child meets the criteria for a formal diagnosis.

An Assessment of Need may be appropriate when:

  • your child is younger and identifying support is the immediate priority;

  • your child has significant additional needs;

  • school needs a clearer understanding of how to support them;

  • you want guidance before deciding whether to pursue a diagnostic assessment;

  • your child is not currently able to access a full diagnostic assessment;

  • practical recommendations are more important at this stage than a formal diagnosis.

What is included

An Assessment of Need combines background information with a focused range of assessment activities.

Its purpose is to build a practical picture of your child’s learning needs and identify the support most likely to help at home and in school.

You will receive a personalised report explaining:

  • your child’s areas of strength;

  • the difficulties identified;

  • how these difficulties may affect learning;

  • practical recommendations for support;

  • whether a full diagnostic assessment may be helpful in the future.

In many cases, a formal diagnosis is not required for a child to receive appropriate support. Support should be based on identified need rather than being dependent on a diagnostic label.

━ Choosing a route

Which assessment is right for your child?

Diagnostic assessment

A diagnostic assessment provides a comprehensive understanding of your child's learning profile and considers whether dyslexia, dyscalculia or another specific learning difficulty is present.

Diagnostic assessment may be appropriate when:

  • your child’s difficulties have been persistent despite appropriate teaching or support;

  • you want to understand whether dyslexia, dyscalculia, or both, may be present;

  • you need a detailed report to guide support at school or college;

  • a formal diagnostic conclusion may be helpful for future education;

  • you want a fuller understanding of your child’s strengths as well as their difficulties.

What is included

The assessment begins before we meet. I gather background information from parents and, where appropriate, teachers or other professionals so that I understand your child’s history, current difficulties and the questions you would like the assessment to explore.

The assessment itself involves a carefully selected series of activities that help me understand how your child learns, processes information and approaches different tasks.

Dyslexia assessments usually take approximately three hours.

Dyscalculia assessments usually take approximately four to five hours and are normally completed over two appointments, around one week apart.

Regular breaks are included, and the pace is adjusted where needed to help your child remain comfortable and able to show what they can do.

Following the assessment, you will receive:

  • a detailed feedback meeting;

  • a comprehensive written report;

  • an explanation of any diagnostic outcome;

  • personalised recommendations for home and education;

  • child-friendly feedback, where appropriate.

Assessment of Need (Screening)

An Assessment of Need, sometimes referred to as a screening, focuses on identifying your child’s strengths, difficulties and the support likely to help them make progress.

It does not seek to determine whether your child meets the criteria for a formal diagnosis.

An Assessment of Need may be appropriate when:

  • your child is younger and identifying support is the immediate priority;

  • your child has significant additional needs;

  • school needs a clearer understanding of how to support them;

  • you want guidance before deciding whether to pursue a diagnostic assessment;

  • your child is not currently able to access a full diagnostic assessment;

  • practical recommendations are more important at this stage than a formal diagnosis.

What is included

An Assessment of Need combines background information with a focused range of assessment activities.

Its purpose is to build a practical picture of your child’s learning needs and identify the support most likely to help at home and in school.

You will receive a personalised report explaining:

  • your child’s areas of strength;

  • the difficulties identified;

  • how these difficulties may affect learning;

  • practical recommendations for support;

  • whether a full diagnostic assessment may be helpful in the future.

In many cases, a formal diagnosis is not required for a child to receive appropriate support. Support should be based on identified need rather than being dependent on a diagnostic label.

━ The process

What happens during the assessment process

Every assessment is tailored to the individual child but the process usually follows these stages:

1. Before we meet

Before the appointment, I begin to build a picture of your child’s experiences, strengths and needs.

This usually includes:

  • an initial conversation;

  • a parent questionnaire;

  • a teacher questionnaire, where appropriate;

  • review of relevant school information or previous reports;

  • a personalised social story, where this may be helpful.

2. The assessment appointment

The assessment is carefully structured, but it is not intended to feel like an examination.

I explain each activity clearly and give your child time to settle. Regular breaks are included, and the pace can be adjusted where appropriate.

Throughout the appointment, I consider not only your child’s results but also how they approach tasks, respond when something is difficult, solve problems and demonstrate their strengths.

These observations often provide important information that scores alone cannot show.

3. Sharing the findings

After the assessment, we will meet to discuss the findings in detail.

This gives you the opportunity to:

  • understand what the assessment has identified;

  • discuss any diagnostic conclusion;

  • ask questions;

  • consider what the findings mean for home and school;

  • talk through the recommendations.

Where appropriate, your child can also be offered feedback in an age-appropriate and constructive way.

4. Your written report

You will receive a comprehensive written report bringing together:

  • background information;

  • assessment findings;

  • observations made during the appointment;

  • any diagnostic outcome;

  • an explanation of what the findings mean;

  • personalised recommendations.

Before the final report is issued, you will receive the background information section to check for factual accuracy.

Before the final report is issued, you will receive the background information section to check for factual accuracy.

5. Putting the recommendations into place

The report can support conversations with teachers, SENDCos and other professionals and help everyone involved develop a shared understanding of your child’s needs.

Where appropriate, an additional discussion with school can also be arranged.

Arrange an initial conversation

━ The process

What happens during the assessment process

Every assessment is tailored to the individual child but the process usually follows these stages:

1. Before we meet

Before the appointment, I begin to build a picture of your child’s experiences, strengths and needs.

This usually includes:

  • an initial conversation;

  • a parent questionnaire;

  • a teacher questionnaire, where appropriate;

  • review of relevant school information or previous reports;

  • a personalised social story, where this may be helpful.

2. The assessment appointment

The assessment is carefully structured, but it is not intended to feel like an examination.

I explain each activity clearly and give your child time to settle. Regular breaks are included, and the pace can be adjusted where appropriate.

Throughout the appointment, I consider not only your child’s results but also how they approach tasks, respond when something is difficult, solve problems and demonstrate their strengths.

These observations often provide important information that scores alone cannot show.

3. Sharing the findings

After the assessment, we will meet to discuss the findings in detail.

This gives you the opportunity to:

  • understand what the assessment has identified;

  • discuss any diagnostic conclusion;

  • ask questions;

  • consider what the findings mean for home and school;

  • talk through the recommendations.

Where appropriate, your child can also be offered feedback in an age-appropriate and constructive way.

4. Your written report

You will receive a comprehensive written report bringing together:

  • background information;

  • assessment findings;

  • observations made during the appointment;

  • any diagnostic outcome;

  • an explanation of what the findings mean;

  • personalised recommendations.

Before the final report is issued, you will receive the background information section to check for factual accuracy.

5. Putting the recommendations into place

The report can support conversations with teachers, SENDCos and other professionals and help everyone involved develop a shared understanding of your child’s needs.

Where appropriate, an additional discussion with school can also be arranged.

━ The process

What happens during the assessment process

Every assessment is tailored to the individual child but the process usually follows these stages:

1. Before we meet

Before the appointment, I begin to build a picture of your child’s experiences, strengths and needs.

This usually includes:

  • an initial conversation;

  • a parent questionnaire;

  • a teacher questionnaire, where appropriate;

  • review of relevant school information or previous reports;

  • a personalised social story, where this may be helpful.

2. The assessment appointment

The assessment is carefully structured, but it is not intended to feel like an examination.

I explain each activity clearly and give your child time to settle. Regular breaks are included, and the pace can be adjusted where appropriate.

Throughout the appointment, I consider not only your child’s results but also how they approach tasks, respond when something is difficult, solve problems and demonstrate their strengths.

These observations often provide important information that scores alone cannot show.

3. Sharing the findings

After the assessment, we will meet to discuss the findings in detail.

This gives you the opportunity to:

  • understand what the assessment has identified;

  • discuss any diagnostic conclusion;

  • ask questions;

  • consider what the findings mean for home and school;

  • talk through the recommendations.

Where appropriate, your child can also be offered feedback in an age-appropriate and constructive way.

4. Your written report

You will receive a comprehensive written report bringing together:

  • background information;

  • assessment findings;

  • observations made during the appointment;

  • any diagnostic outcome;

  • an explanation of what the findings mean;

  • personalised recommendations.

Before the final report is issued, you will receive the background information section to check for factual accuracy.

5. Putting the recommendations into place

The report can support conversations with teachers, SENDCos and other professionals and help everyone involved develop a shared understanding of your child’s needs.

Where appropriate, an additional discussion with school can also be arranged.

━ Your child's experience

How will my child experience the assessment?

Many parents worry about how their child will cope.

Children often settle quickly once they understand what will happen and realise that the appointment is not a test they can pass or fail.

I take time to build rapport, explain each activity clearly and work at a pace that helps your child feel comfortable.

Breaks are available whenever needed, and I remain attentive to signs of tiredness, frustration or anxiety.

My aim is to create the conditions in which your child can show what they know and how they think, while feeling respected throughout the process.

━ Your child's experience

How will my child experience the assessment?

Many parents worry about how their child will cope.

Children often settle quickly once they understand what will happen and realise that the appointment is not a test they can pass or fail.

I take time to build rapport, explain each activity clearly and work at a pace that helps your child feel comfortable.

Breaks are available whenever needed, and I remain attentive to signs of tiredness, frustration or anxiety.

My aim is to create the conditions in which your child can show what they know and how they think, while feeling respected throughout the process.

━ Your child's experience

How will my child experience the assessment?

Many parents worry about how their child will cope.

Children often settle quickly once they understand what will happen and realise that the appointment is not a test they can pass or fail.

I take time to build rapport, explain each activity clearly and work at a pace that helps your child feel comfortable.

Breaks are available whenever needed, and I remain attentive to signs of tiredness, frustration or anxiety.

My aim is to create the conditions in which your child can show what they know and how they think, while feeling respected throughout the process.

━ Possible outcomes

What might the assessment conclude?

Depending on the assessment route and the evidence gathered, the outcome may include:

  • a diagnosis of dyslexia;

  • a diagnosis of dyscalculia or Specific Learning Difficulty (SpLD) in maths;

  • a detailed profile of strengths and needs without a formal diagnosis.

An assessment cannot guarantee a particular outcome.

Where the findings do not support a diagnosis, this does not mean that your child’s difficulties are unimportant or that the assessment has been unsuccessful.

The report will still explain what has been identified, what it means for your child and what support is likely to help.

━ Possible outcomes

What might the assessment conclude?

Depending on the assessment route and the evidence gathered, the outcome may include:

  • a diagnosis of dyslexia;

  • a diagnosis of dyscalculia or Specific Learning Difficulty (SpLD) in maths;

  • a detailed profile of strengths and needs without a formal diagnosis.

An assessment cannot guarantee a particular outcome.

Where the findings do not support a diagnosis, this does not mean that your child’s difficulties are unimportant or that the assessment has been unsuccessful.

The report will still explain what has been identified, what it means for your child and what support is likely to help.

━ Possible outcomes

What might the assessment conclude?

Depending on the assessment route and the evidence gathered, the outcome may include:

  • a diagnosis of dyslexia;

  • a diagnosis of dyscalculia or Specific Learning Difficulty (SpLD) in maths;

  • a detailed profile of strengths and needs without a formal diagnosis.

An assessment cannot guarantee a particular outcome.

Where the findings do not support a diagnosis, this does not mean that your child’s difficulties are unimportant or that the assessment has been unsuccessful.

The report will still explain what has been identified, what it means for your child and what support is likely to help.

━ Reporting findings

Your child's report

Your child’s report is more than a record of assessment results.

It brings together background information, standardised findings, observations made during the appointment and my professional interpretation of the evidence.

The report explains:

  • your child’s individual strengths;

  • the nature of their difficulties;

  • how those difficulties may affect learning and everyday life;

  • any diagnostic outcome;

  • practical recommendations for home and education.

Above all, the report is written to be understood.

Technical information is explained in accessible language, and the findings are related to your child’s day-to-day experiences.

For many families, the report becomes a document they return to over time. It can support discussions with school and provide a shared understanding of the approaches most likely to help.

━ Reporting findings

Your child's report

Your child’s report is more than a record of assessment results.

It brings together background information, standardised findings, observations made during the appointment and my professional interpretation of the evidence.

The report explains:

  • your child’s individual strengths;

  • the nature of their difficulties;

  • how those difficulties may affect learning and everyday life;

  • any diagnostic outcome;

  • practical recommendations for home and education.

Above all, the report is written to be understood.

Technical information is explained in accessible language, and the findings are related to your child’s day-to-day experiences.

For many families, the report becomes a document they return to over time. It can support discussions with school and provide a shared understanding of the approaches most likely to help.

━ Reporting findings

Your child's report

Your child’s report is more than a record of assessment results.

It brings together background information, standardised findings, observations made during the appointment and my professional interpretation of the evidence.

The report explains:

  • your child’s individual strengths;

  • the nature of their difficulties;

  • how those difficulties may affect learning and everyday life;

  • any diagnostic outcome;

  • practical recommendations for home and education.

Above all, the report is written to be understood.

Technical information is explained in accessible language, and the findings are related to your child’s day-to-day experiences.

For many families, the report becomes a document they return to over time. It can support discussions with school and provide a shared understanding of the approaches most likely to help.

━ Fees

Assessment fees

Assessments are carried out in person, in Morecambe, Lancashire.

Dyslexia diagnostic assessment

£550

Dyscalculia diagnostic assessment

£700

Joint dyslexia and dyscalculia diagnostic assessment

£1100

Dyslexia Assessment of Need

£450

Dyscalculia Assessment of Need

£450

Joint dyslexia and dyscalculia Assessment of Need

£800

Top-up assessments

A top-up assessment may sometimes be appropriate where a child already has a recent assessment but further evidence is needed in another specific area.

Whether a top-up assessment is suitable, and the cost involved, will depend on the existing evidence and the purpose of the additional assessment.

━ Fees

Assessment fees

Assessments are carried out in person, in Morecambe, Lancashire.

Dyslexia

diagnostic assessment

£550

Dyscalculia

diagnostic assessment

£700

Joint dyslexia & dyscalculia

diagnostic assessment

£1100

Dyslexia

Assessment of Need

£450

Dsycalculia

Assessment of Need

£450

Joint dyslexia & dsycalculia

Assessment of Need

£800

Top-up assessments

A top-up assessment may sometimes be appropriate where a child already has a recent assessment but further evidence is needed in another specific area.

Whether a top-up assessment is suitable, and the cost involved, will depend on the existing evidence and the purpose of the additional assessment.

━ Fees

Assessment fees

Assessments are carried out in person, in Morecambe, Lancashire.

Dyslexia diagnostic assessment

£550

Dyscalculia diagnostic assessment

£700

Joint dyslexia and dyscalculia diagnostic assessment

£1100

Dyslexia Assessment of Need

£450

Dyscalculia Assessment of Need

£450

Joint dyslexia and dyscalculia Assessment of Need

£800

Top-up assessments

A top-up assessment may sometimes be appropriate where a child already has a recent assessment but further evidence is needed in another specific area.

Whether a top-up assessment is suitable, and the cost involved, will depend on the existing evidence and the purpose of the additional assessment.

━ Next steps

Let's start with a conversation

Choosing to arrange a specialist assessment is an important decision, and I do not expect you to make it immediately.

Our first conversation gives you the opportunity to tell me about your child, ask questions and understand the available options.

We can discuss:

  • the concerns that you have;

  • whether assessment is likely to be helpful;

  • whether a diagnostic assessment or Assessment of Need is more appropriate;

  • whether literacy, maths or both should be explored;

  • what you can expect if you decide to proceed.

There is no obligation to book following this conversation.

My aim is to help you understand the options so that you can decide what is right for your child and your family.

━ Next steps

Let's start with a conversation

Choosing to arrange a specialist assessment is an important decision, and I do not expect you to make it immediately.

Our first conversation gives you the opportunity to tell me about your child, ask questions and understand the available options.

We can discuss:

  • the concerns that you have;

  • whether assessment is likely to be helpful;

  • whether a diagnostic assessment or Assessment of Need is more appropriate;

  • whether literacy, maths or both should be explored;

  • what you can expect if you decide to proceed.

There is no obligation to book following this conversation.

My aim is to help you understand the options so that you can decide what is right for your child and your family.

━ Next steps

Let's start with a conversation

Choosing to arrange a specialist assessment is an important decision, and I do not expect you to make it immediately.

Our first conversation gives you the opportunity to tell me about your child, ask questions and understand the available options.

We can discuss:

  • the concerns that you have;

  • whether assessment is likely to be helpful;

  • whether a diagnostic assessment or Assessment of Need is more appropriate;

  • whether literacy, maths or both should be explored;

  • what you can expect if you decide to proceed.

There is no obligation to book following this conversation.

My aim is to help you understand the options so that you can decide what is right for your child and your family.

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