Frequently asked questions
Please read through the FAQs if you have any questions about my services, you can also contact me.
Assessments
What is the best age to get an assessment?
That really depends on the individual circumstances. However, deciding when to get an assessment depends on various factors. The most important thing when any child is struggling, is to put interventions in place.
Sometimes people need an assessment to access support and at other times the assessment helps the child, parents and educators to better understand their educational attainment.
Receiving a report can provide an enormous sense of relief, as often the young person has felt that there is something “wrong” with them; a report can help them to understand that their brain just works slightly differently – and that is a good thing!
I can run strengths and weakness assessments as soon as it is identified that a child is struggling. However, my minimum age for diagnostic assessments is 8 years old.
What happens in an assessment?
When you first get in touch, I will arrange to have a conversation with you so that we can be certain that your child would benefit from having an assessment with me. You will then be sent a series of questionnaires to complete. You will also be sent an invoice and a payment will be required to hold the assessment date. In the week before the assessment, we will have another phone conversation so that I can find out more about your child’s developmental history – all this information supports the assessment process and helps me to reach a diagnostic decision.
On the day of the assessment, your child will attend a testing session in my garden office. They will complete a wide range of tests – it might sound a bit daunting but many students enjoy the testing sessions. After the testing, I calculate the results, consider all the evidence and write up the report.
Within a month of completing the assessment, I will get in touch to let you know that the report is ready and to talk through my findings. The report will then be sent by email as a pdf and will be password protected. It will be valid for life and can be used as evidence for DSA (Disabled Students’ Allowance).
How long does an assessment take?
A full diagnostic assessment session for dyslexia or dyscalculia is usually around four hours, depending on the student. For a joint assessment, it is around five to six hours – this would be split into multiple sessions.
What is an APC and do you have one?
An Assessing Practising Certificate (APC) is a professional qualification awarded to specialist assessors who carry out diagnostic assessments for specific learning difficulties (SpLDs) in dyslexia and dyscalculia. A report written by an Assessor with an APC is accepted as evidence for JCQ (exam access arrangements) and Disabled Students’ Allowance (DSA).
An APC has to be renewed every three years via a rigorous process.
There are three associations for professionals working in SpLD who can award an APC.
I currently hold my APC through The Dyslexia Guild (which is valid until December 2028) It was renewed using the 2025 New Report Format and New Delphi Definition of Dyslexia and Dyscalculia.
Dyslexia
What is dyslexia
Dyslexia is a learning difference that mainly affects reading and spelling. It’s linked to how the brain processes sounds in words and can also involve memory and speed of processing.
People with dyslexia may read or spell more slowly, even with good teaching, and their difficulties can range from mild to more severe. Dyslexia can co-occur with other learning differences such as ADHD or dyscalculia.
Dyscalculia
What is an SpLD in maths / dyscalculia
A Specific Learning Difficulty in Maths (SpLD in Maths) describes ongoing challenges with learning and using maths skills, but not everyone with these difficulties has dyscalculia. Some children may struggle with maths because of issues with language, memory, attention, or visual–spatial skills. These difficulties can still have a significant impact on confidence and progress in maths, even if they don’t meet the criteria for dyscalculia.
Dyscalculia is a learning difference that affects understanding and working with numbers. It can make it hard to grasp number size, remember facts, or solve problems, even with practice and support. These difficulties can vary in severity and may change over time. Dyscalculia often occurs alongside other learning differences like dyslexia or ADHD, and maths anxiety can make it harder too.
Lessons
What do you do in your lessons?
- Improving reading and spelling skills through a multisensory, structured and cumulative programme
- Phonological awareness and phonological memory
- Alphabet skills
- Reading fluency
- Reading comprehension
- Handwriting support
- Memory work
- Study skills
- Auditory discrimination
- Visual discrimination
- Listening skills
- Building security and confidence in learning
General
When the words are blurry or fuzzy on a page, is that dyslexia?
No, that is a visually related difficulty and is not dyslexia. Many people with visual difficulties also have dyslexia but not all. They are two separate things. In fact, the person being assessed must have had an eye test within the last two years and will need to complete a visual difficulties questionnaire.
If any difficulties are noted in the questionnaire, they need to be explored with an optometrist before the assessment can take place.
Can my child get extra support for exams if they have dyslexia or dyscalculia?
Exam Access Arrangements (such as extra time, a reader, or use of a laptop) are designed to ensure all students have a fair opportunity to demonstrate their abilities. These arrangements are managed by the exam centre (usually the school) and must be based on evidence of need and normal working practice, in line with Joint Council for Qualifications (JCQ) guidelines.
If you believe your child may be entitled to exam support, you can contact the school SENCO (Special Educational Needs Coordinator) to discuss the situation. Schools usually carry out their own access arrangement assessments, but if specialist input is needed, an APC holder can provide independent assessments and recommendations that schools can use as supporting evidence.
While my reports may recommend access arrangements, the final decision always rests with the school. Schools do their best to implement recommendations, but practical or funding limitations may affect how quickly changes are made.