About assessment
━ Why assessment
Finding your answers
When learning feels persistently difficult, it's natural to want answers. A specialist assessment brings together information about a person's experiences, strengths and difficulties, and can help explain why certain aspects of learning have felt harder than expected.
A specialist assessment may help to:
identify an individual pattern of strengths and difficulties;
explore whether dyslexia, dyscalculia or another Specific Learning Difficulty is present;
explain how learning difficulties affect education, work and everyday life;
provide personalised recommendations for appropriate support;
give individuals and families greater confidence when discussing needs with schools, colleges, universities or employers.
An assessment can't guarantee a particular diagnosis, but whatever the evidence shows, it brings clarity about what's happening and clear recommendations for what may help.
Assessments are carried out in person, in Morecambe, Lancashire.
━ Why assessment
Finding your answers
When learning feels persistently difficult, it's natural to want answers. A specialist assessment brings together information about a person's experiences, strengths and difficulties, and can help explain why certain aspects of learning have felt harder than expected.
A specialist assessment may help to:
identify an individual pattern of strengths and difficulties;
explore whether dyslexia, dyscalculia or another Specific Learning Difficulty is present;
explain how learning difficulties affect education, work and everyday life;
provide personalised recommendations for appropriate support;
give individuals and families greater confidence when discussing needs with schools, colleges, universities or employers.
An assessment can't guarantee a particular diagnosis, but whatever the evidence shows, it brings clarity about what's happening and clear recommendations for what may help.
Assessments are carried out in person, in Morecambe, Lancashire.
━ Why assessment
Finding your answers
When learning feels persistently difficult, it's natural to want answers. A specialist assessment brings together information about a person's experiences, strengths and difficulties, and can help explain why certain aspects of learning have felt harder than expected.
A specialist assessment may help to:
identify an individual pattern of strengths and difficulties;
explore whether dyslexia, dyscalculia or another Specific Learning Difficulty is present;
explain how learning difficulties affect education, work and everyday life;
provide personalised recommendations for appropriate support;
give individuals and families greater confidence when discussing needs with schools, colleges, universities or employers.
An assessment can't guarantee a particular diagnosis, but whatever the evidence shows, it brings clarity about what's happening and clear recommendations for what may help.
Assessments are carried out in person, in Morecambe, Lancashire.
━ The pathways
Dyslexia, dyscalculia or both?
Dyslexia assessment
A dyslexia assessment explores persistent difficulties involving areas such as reading accuracy or fluency, spelling, written work and the processing skills associated with literacy development.
The assessment considers the individual’s wider learning profile rather than looking at one difficulty or score in isolation.
Dyslexia assessment is available for children and young people up to and including age 16. For adult dyslexia assessment, I can put you in touch with a trusted colleague who assesses adults.
Dyscalculia assessment
A dyscalculia assessment explores persistent and significant difficulties with number, quantity and mathematical understanding.
It considers not only what an individual finds difficult, but how they understand and approach mathematics. Where the evidence does not meet the criteria for dyscalculia, the assessment may identify another Specific Learning Difficulty in maths.
Dyscalculia assessment is available for children, young people and adults, making it possible to explore concerns at any stage of life.
Joint assessment
Dyslexia and dyscalculia co-occur more commonly than people think. Where there are concerns about both literacy and maths, a joint assessment may sometimes be appropriate.
Joint assessment is not automatically necessary whenever someone experiences difficulties in both areas. An initial conversation can help establish which route is likely to provide the most useful information.
Joint assessment is available for children and young people up to and including age 16. For adults, dyscalculia assessment is available through me, alongside a dyslexia assessment through a trusted colleague, please get in touch to discuss.
━ The pathways
Dyslexia, dyscalculia or both?
Dyslexia assessment
A dyslexia assessment explores persistent difficulties involving areas such as reading accuracy or fluency, spelling, written work and the processing skills associated with literacy development.
The assessment considers the individual’s wider learning profile rather than looking at one difficulty or score in isolation.
Dyslexia assessment is available for children and young people up to and including age 16. For adult dyslexia assessment, I can put you in touch with a trusted colleague who assesses adults.
Dyscalculia assessment
A dyscalculia assessment explores persistent and significant difficulties with number, quantity and mathematical understanding.
It considers not only what an individual finds difficult, but how they understand and approach mathematics. Where the evidence does not meet the criteria for dyscalculia, the assessment may identify another Specific Learning Difficulty in maths.
Dyscalculia assessment is available for children, young people and adults, making it possible to explore concerns at any stage of life.
Joint assessment
Dyslexia and dyscalculia co-occur more commonly than people think. Where there are concerns about both literacy and maths, a joint assessment may sometimes be appropriate.
Joint assessment is not automatically necessary whenever someone experiences difficulties in both areas. An initial conversation can help establish which route is likely to provide the most useful information.
Joint assessment is available for children and young people up to and including age 16. For adults, dyscalculia assessment is available through me, alongside a dyslexia assessment through a trusted colleague, please get in touch to discuss.
━ The pathways
Dyslexia, dyscalculia or both?
Dyslexia assessment
A dyslexia assessment explores persistent difficulties involving areas such as reading accuracy or fluency, spelling, written work and the processing skills associated with literacy development.
The assessment considers the individual’s wider learning profile rather than looking at one difficulty or score in isolation.
Dyslexia assessment is available for children and young people up to and including age 16. For adult dyslexia assessment, I can put you in touch with a trusted colleague who assesses adults.
Dyscalculia assessment
A dyscalculia assessment explores persistent and significant difficulties with number, quantity and mathematical understanding.
It considers not only what an individual finds difficult, but how they understand and approach mathematics. Where the evidence does not meet the criteria for dyscalculia, the assessment may identify another Specific Learning Difficulty in maths.
Dyscalculia assessment is available for children, young people and adults, making it possible to explore concerns at any stage of life.
Joint assessment
Dyslexia and dyscalculia co-occur more commonly than people think. Where there are concerns about both literacy and maths, a joint assessment may sometimes be appropriate.
Joint assessment is not automatically necessary whenever someone experiences difficulties in both areas. An initial conversation can help establish which route is likely to provide the most useful information.
Joint assessment is available for children and young people up to and including age 16. For adults, dyscalculia assessment is available through me, alongside a dyslexia assessment through a trusted colleague, please get in touch to discuss.
━ My approach
An assessment built around the individual
No two people arrive with exactly the same experiences, questions or needs. The assessment process therefore begins before the appointment itself.
Background information from the individual, family and, where relevant, school or college helps me understand the concerns that have led to assessment. During the appointment, I consider standardised test findings alongside observations of how the individual approaches tasks, responds to challenge and demonstrates their strengths.
The final, detailed report brings this evidence together in clear, accessible language. It explains the findings, what they mean in everyday life and the recommendations that follow from them.
Children and young people can also be offered feedback in an age-appropriate and positive way, helping them understand that their difficulties do not define their ability or potential.
━ My approach
An assessment built around the individual
No two people arrive with exactly the same experiences, questions or needs. The assessment process therefore begins before the appointment itself.
Background information from the individual, family and, where relevant, school or college helps me understand the concerns that have led to assessment. During the appointment, I consider standardised test findings alongside observations of how the individual approaches tasks, responds to challenge and demonstrates their strengths.
The final, detailed report brings this evidence together in clear, accessible language. It explains the findings, what they mean in everyday life and the recommendations that follow from them.
Children and young people can also be offered feedback in an age-appropriate and positive way, helping them understand that their difficulties do not define their ability or potential.
━ My approach
An assessment built around the individual
No two people arrive with exactly the same experiences, questions or needs. The assessment process therefore begins before the appointment itself.
Background information from the individual, family and, where relevant, school or college helps me understand the concerns that have led to assessment. During the appointment, I consider standardised test findings alongside observations of how the individual approaches tasks, responds to challenge and demonstrates their strengths.
The final, detailed report brings this evidence together in clear, accessible language. It explains the findings, what they mean in everyday life and the recommendations that follow from them.
Children and young people can also be offered feedback in an age-appropriate and positive way, helping them understand that their difficulties do not define their ability or potential.
━ not sure yet?
Ready to talk it through?
Navigating assessment and making decisions can be really challenging. I get that because I've been there myself with my own children.
You may already know which assessment you are looking for. You may instead be uncertain whether assessment is the right next step, whether concerns relate principally to literacy or maths, or whether more than one area should be explored.
We can begin with a conversation.
I will listen to the concerns that have brought you here, explain the available options and help you consider which route is likely to be most useful. There is no obligation to book an assessment afterwards.
━ not sure yet?
Ready to talk it through?
Navigating assessment and making decisions can be really challenging. I get that because I've been there myself with my own children.
You may already know which assessment you are looking for. You may instead be uncertain whether assessment is the right next step, whether concerns relate principally to literacy or maths, or whether more than one area should be explored.
We can begin with a conversation.
I will listen to the concerns that have brought you here, explain the available options and help you consider which route is likely to be most useful. There is no obligation to book an assessment afterwards.
━ not sure yet?
Ready to talk it through?
Navigating assessment and making decisions can be really challenging. I get that because I've been there myself with my own children.
You may already know which assessment you are looking for. You may instead be uncertain whether assessment is the right next step, whether concerns relate principally to literacy or maths, or whether more than one area should be explored.
We can begin with a conversation.
I will listen to the concerns that have brought you here, explain the available options and help you consider which route is likely to be most useful. There is no obligation to book an assessment afterwards.
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