A diagnostic assessment can:

Provide valuable insights into your child’s unique strengths and challenges with reading and writing. It can explain why difficulties have arisen at school and uncover barriers to learning that may otherwise go unnoticed. 

Provide tailored recommendations to help your child succeed. Practical recommendations are suggested to help support your child at home and at school. The report may recommend reasonable adjustments to be made to fully access the curriculum and exams, such as rest breaks or extra time. A full diagnostic assessment is not required for Exam Access Arrangements, however the report may have collated information from the background history, observations and test results that would support the application of particular adjustments.

Bring clarity and reassurance - Understanding the reasons behind their struggles can provide a sense of relief, particularly as it accompanied by practical and reasonable recommendations to support the child. 

Place families in a stronger position when requesting support. Only a formal diagnosis of dyslexia can be obtained through an assessment and although this is not required for adequate provision to be made, it can be helpful when requesting the correct interventions.

Be used for Disabled Students’ Allowance (DSA) applications. This applies to any assessment that is carried out by an assessor with an APC certificate. The Disabled Students’ Allowance (DSA) provides support to help meet the study-related costs that students with dyslexia, as well as other specific learning difficulties, may face when progressing into higher education.

Both Specialist Dyslexia Assessors and Educational Psychologists are qualified to carry out reliable dyslexia assessments, and in most cases there is little practical difference between the two. They both look at developmental and schooling background information and assess the same underlying cognitive and attainment skills. The reports from either a Dyslexia Assessor (with an APC) or an Educational Psychologist can be used as evidence for Disabled Students Allowance (DSA) if appropriate.

An Educational Psychologist may be the more suitable choice if someone presents with more complex needs such as Autistic Spectrum Conditions (ASC) or significant mental health difficulties. 

Specialist Dyslexia Assessors undertake two years of training focused specifically on dyslexia, which includes a year of specialist teaching experience with dyslexic learners. They also tend to have extensive experience working in educational settings, often in specialist teaching roles.

Children develop at different rates so a formal assessment before literacy skills are more established may not be conclusive. It is therefore recommended that children should be formally assessed from age 8. 

If you are you are concerned about your child’s literacy development with a child under 8, dyslexia screeners identify the probability of dyslexia using a dyslexia index. Recommendations as a result of the screening test can offer practical intervention strategies. Studies have shown that outcomes are significantly improved when remediation is delivered at an early age.

A screener is a quick test which indicates the probability of dyslexia, it does not diagnose dyslexia.

It can be useful in indicating areas of weakness which can inform early intervention strategies.

Results can highlight whether a full diagnostic assessment is likely to be useful, or if another type of support is needed.

I would recommend a screening test if your child is younger than 8 or if after discussing your child’s needs, we decide that is the better option (for example, if the background and educational information suggests a low risk of dyslexia)

Access arrangements are reasonable adjustments that are made to ensure a level playing field for all students, so that no child is either at an advantage or disadvantage enabling all students to demonstrate their knowledge. There are many adjustments including extra time, rest breaks and a scribe. They are based on evidence of need which is determined through the findings of the assessment and normal way of working. It is the role of the school SENCo to consider the most appropriate access arrangement and to ensure this is implemented in the school.

If the assessment identifies that your child has difficulties which affect the speed or accuracy of reading, writing, or processing information, they may be eligible for extra time or other access arrangements in examinations.

The decision rests with the school or exam centre, but a full diagnostic assessment report provides the evidence required to support an application for these arrangements under JCQ (Joint Council for Qualifications) regulations.

Even before formal exams, teachers can use the assessment recommendations to make appropriate classroom adjustments, such as allowing additional time for written work or adapting the way tasks are presented.

Some parents may feel anxious about their child and want to sit in on the assessment for reassurance. However, to make sure the results are fair and accurate, assessments are usually carried out one-to-one with the assessor. This helps your child work independently and reduces any pressure they might feel if a parent is watching.

You’re welcome to be there at the start if you think this would help your child settle in, whilst we have an informal chat. I am also happy to meet with your child before the date of the assessment so that I am a familiar face. My aim is to make the process as supportive and reassuring as possible for both you and your child.