• Full Diagnostic Assessment (£550): A thorough, formal dyslexia assessment, including around 4-5 hours of one-to-one testing and a detailed report (25–30 pages) with a clear diagnostic decision and personalised recommendations for home and school. This assessent is offered for children aged 7 and over. 
• Literacy and Learning Profile (£275): A comprehensive educational assessment involving a shorter session of around 2 hours, that gives a helpful overview of your child’s strengths and challenges, along with a summary report and some key practical recomendations for home and school (does not include a diagnostic decision). This assessment is offered for children aged 5 and over. 

A full diagnostic assessment provides a comprehensive understanding of a learner’s cognitive profile, highlighting both their strengths and areas of difficulty. Regardless of whether there is enough evidence to assign a diagnosis of dyslexia, the assessment will enable a clear picture of a learner’s cognitive profile and literacy attainment. Detailed recommendations are included to ensure timely and effective support, including practical strategies tailored for both school and home environments.

In compliance with SASC (SpLD Assessment Standards Committee) guidelines, a dyslexia assessment will only be undertaken if the individual is aged 7 or above. The primary reason for this is that a full diagnostic assessment is an extensive process that involves a fair amount of reading, writing, and prolonged attention. It would therefore be inappropriate in most cases to put a child under the age of 7 through such a lengthy assessment. 

I am able to travel up to 30 miles from Oxted, Surrey for face-to-face assessments. This includes areas such as London Boroughs (e.g., Croydon, Bromley, and Sutton), Redhill, Royal Tunbridge Wells, Sevenoaks, Crawley, Tonbridge, Orpington, East Grinstead, and Reigate. If you're unsure whether your location falls within this range, feel free to get in touch for clarification.

A diagnostic decision will be based on the combination of background information received from the learner’s family and education setting, as well as their performance in the assessments undertaken on the day of testing. If, in the professional opinion of the assessor, robust evidence of the specific learning difficulty dyslexia is shown throughout the assessment process, a diagnosis of dyslexia will be assigned. If there is not enough evidence to support a diagnosis at the time of assessment, a diagnosis cannot be provided. A full and comprehensive report will be written to the same standard and quality, whether a diagnosis is given or not, and detailed recommendations will be made to support the learner in either case.

The setting for the assessment is an important consideration, and I aim to offer flexibility to meet the needs of each individual learner. In some cases, schools are open for assessments to take place on site, however, this depends on each school's policies regarding space, availability, and supervision. Alternatively, assessments can also take place in a private, confidential setting, that has been specifically designed for assessment and therapeutic work with children and young people. Another option is for the assessment to take place in your home, if that would feel most comfortable and familiar for the learner. Whichever location is chosen, the aim is always to create a supportive environment that allows the learner to perform at their best and feel confident and secure.

Prior to an assessment being scheduled, a pre-assessment meeting is arranged to gain the necessary information to establish whether an assessment can take place. This may be in person, over the phone, or via an online meeting. As per SASC (SpLD Assessment Standards Committee) guidelines, a Visual Screening Questionnaire is also required to be completed before an assessment can take place, to ensure there are no potential visual difficulties that need to be addressed. To compile comprehensive background information, a detailed questionnaire about your child’s learning and development also needs to be completed.

Information obtained from the learner’s education setting will enable a more comprehensive understanding of their strengths and areas of difficulty, as well as the level and impact of current and historic learning support. Therefore, it is requested that a detailed questionnaire be passed on to an appropriate member of staff who knows the learner well, to complete and return to the assessor prior to the assessment.

A full diagnostic assessment typically takes several hours to complete and is conducted in a way that prioritises the learner’s comfort and wellbeing. Regular breaks are provided throughout the process to ensure the learner remains focused and at ease. During the assessment, a range of standardised tests will be used to explore different aspects of the learner’s cognitive profile, including areas such as memory, processing speed, phonological awareness, reading, writing, and spelling skills. This helps to build a detailed understanding of both strengths and difficulties, and whether there is sufficient evidence to indicate a diagnosis of dyslexia or other specific learning differences.

Following the assessment, a full, detailed diagnostic report will be written and provided within 15 working days of the final face-to-face assessment session. A feedback session can also be arranged if required.

The report will include (but not be limited to) the following:

• An overview of the report findings, including the diagnostic decision. 
• A summary of the background information received prior to the assessment.
• Detailed reporting and interpretation of test results, including general underlying ability. 
• Detailed reporting on attainment in reading, spelling and writing. 
• A full explanation of the diagnostic decision.
• Recommendations for supporting the learner both at home and in the classroom. These may include access arrangements for exams, specialist teacher support, or recommendations for onward referrals to other professionals if appropriate.
• A table of test scores and explanations of the tests used. 

Yes. As the I hold a valid APC (Assessment Practicing Certificate) issued by the British Dyslexia Association, reports conducted at any age may be used for DSA purposes and no further assessment will be required as an adult.

• As a Dyslexic myself, I have a personal understanding of Dyslexic strengths and difficulties, as well as the impact of these at various stages of education and life.
• Fully qualified Specialist Dyslexia Teacher & Assessor
• MA Specific Learning Difficulties (Dyslexia)
• Experienced teacher across early years, primary, and specialist SEND settings.
• Associate Member of the British Dyslexia Association (AMBDA)
• Assessment Practicing Certificate (APC)
• Post Graduate Certificate in Special Educational Needs and National Award for Special Educational Needs Coordination (NASENCO) 
• BA (Hons) Primary Education with QTS (Qualified Teacher Status)
• Professional Indemnity Insurance
• Enhanced DBS Check