Dyslexia Assessments for A-Level & Post-16 Students​

​​​​​​​​More than a dyslexia test

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Dyslexia may be the reason you initially contact me, but learning does not always fit neatly into one diagnostic box.

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Difficulties with attention, memory, processing, maths, coordination, organisation and emotional wellbeing can overlap. Sometimes there is more than one thing contributing to the difficulties someone is experiencing.

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My background in education, psychology, SEND and mental health means that I naturally look at the wider picture. It is a bit like detective work. The tests provide useful clues, but your experiences, educational history, strengths and the things you find difficult are equally important.

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The aim is not to collect labels. It is to understand what is happening and what might help.

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What if I'm thinking about university?

This can be a particularly good time to have an assessment. If you are planning to go to university, understanding your needs beforehand can make the transition much easier. It also gives you the opportunity to investigate the support that may be available once you arrive.

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Depending on your circumstances, a diagnostic report may provide important evidence when discussing disability-related support, reasonable adjustments and Disabled Students' Allowance (DSA).

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Universities often have very experienced disability or student support teams, and I strongly encourage students to make use of them. The support available can be much broader than people realise.

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If you are unsure about what assessment you need, please contact me before booking. I'm very happy to have an initial conversation without charge, and I won't recommend an assessment unless I think it is appropriate for you.

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What about maths difficulties?

If maths is part of the concern as well as dyslexia, we can discuss this before the assessment. A dyslexia assessment can often include some initial exploration of maths difficulties to help establish whether a more detailed maths assessment would be useful.

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Difficulties with maths are not always simply about mathematical ability. Working memory, processing, attention, anxiety and previous learning experiences can all affect performance, so understanding the wider profile can be particularly helpful.

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Where both a comprehensive dyslexia and maths assessment are required, I would usually recommend two appointments. There can be a lot to do, and I would much rather give you enough time and breaks than try to squeeze everything into one demanding session.

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What will the assessment be like?

There will be some formal testing, but I don't want the experience to feel like another exam. There are no grades to achieve and no need to prepare for the tests.

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I'm interested in how you approach things, what comes naturally, what requires more effort and whether we can identify patterns that help explain your experiences.

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I'll talk you through the process, and there will be opportunities for breaks whenever needed.

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For many students, the assessment itself can actually be quite interesting. It is often the first time someone has had the opportunity to look properly at how they approach learning and why some things seem to require more effort than others.

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Your report, and what happens next

Following the assessment, you'll receive a thorough diagnostic report meeting current SASC requirements, usually within one week. I'll explain the findings in straightforward language and provide practical recommendations based on you, rather than simply producing a generic list of strategies.

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The diagnostic findings themselves form part of your ongoing history. However, universities, examination bodies, employers and funding organisations can have their own requirements about the evidence they need for particular adjustments or schemes, so it is always sensible to check. For all universities I have worked with a report from myself or any assessor holding current membership and an assessment practicing certificate is valid for DSA and Student Finance.  My Registration is with PATOSS. 

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I also take a longer-term view of the assessment. What we discover should be useful beyond your current course, particularly as you move towards university, training or employment.

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And once you've received the report, you haven't suddenly stopped being my client. If you have questions afterwards, want something explained again or need help thinking about your next step, I'm happy to talk it through.

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