Dyslexia is a lifelong condition that often runs in families. Symptoms can vary over time and context; they may become more apparent over time as curriculum or environmental demands increase.

Common Areas of Difficulty (Primary)

• Organisation

• Concentration

• Remembering multistep instructions

• Written work does not reflect verbal ability

• Letter reversals and/or spelling difficulties

• Reading may be effortful, and lack fluency or accuracy

• Struggles to recognise high frequency words despite repeated exposure

• Difficulty remembering what has been read

• Difficulty copying from the board.

Common Areas of Difficulty (Secondary)

• Maintaining concentration.

• Remembering multistep instructions (but is able to complete tasks which are broken down into separate stages).

• Slow pace of work.

• Copying from the board.

• Low self-esteem.

• Self-organisation and planning.

• Time management and meeting deadlines.

• Understanding complex questions or worded maths questions.

• Avoids reading aloud.

• Being able to identify the main ideas of a text or to recall what has been read.

• Written work does not reflect verbal ability.

• Getting ideas down onto paper. Writing may lack structure or coherence.

• Persistent challenges with spelling or difficulties with punctuation and grammar

• Slow pace of writing and possible legibility struggles.

Note that other learning difficulties, such as ADHD or dyspraxia, can also occur alongside dyslexia. They can also have similar symptoms.

It is recommended that you wait until a child is 8 before a Full Diagnostic Assessment takes place.

Early Learning Profile assessments are available for children aged between 5-8.

Exam Access Arrangement assessments are available from year 9 onwards, in consultation with your child’s school.

If your child is struggling to make progress at school and is displaying some of the signs of dyslexia, then a diagnostic assessment may be helpful, particularly if there is a family history of dyslexia.

If you are unsure whether this is the right path for your child, contact me for a free initial consultation.

Yes, the school questionnaire needs to be completed prior to the assessment taking place. The report that follows the assessment will also contain recommendations for school that should be shared with your child’s SENCO.

A questionnaire will be emailed and must be completed by both parents and the school SENCo ahead of the assessment. It is important to provide as much detailed background information as possible in the questionnaires — this plays an important role in helping to build an accurate and meaningful picture of your child’s learning profile and helps me understand specific concerns and goals.

You’ll need to make sure your child has had an eye test within the last two years before they can be assessed.

Your child will need to bring prescription glasses or coloured overlays if they usually use them. If they write with a particular pen or pen grip that is also helpful to bring.

Please also bring a bottle of water and a healthy snack for your child.

The assessment will last approximately 3 ½ hours, including short breaks.

Your child will complete activities to assess their cognitive abilities, language and reasoning skills as well as their reading, writing and spelling (and maths if appropriate). Additional areas of difficulty, such as motor control, may also be explored if relevant.

If your child uses prescription glasses, coloured overlays or a particular pen grip in class, these should be brought along.

I can briefly offer initial thoughts after the assessment but will need time to analyse findings before giving a diagnosis.

A full report — including a formal diagnosis where applicable — will be sent via email within 15 working days as a password-protected PDF.

It will include a summary of key findings as well as detailed analysis of each area assessed and tailored recommendations for support at school, home, and through specialist tuition. It will also provide guidance on exam access arrangements where relevant.

Parents are welcome to request a follow-up call to discuss the report or ask any additional questions once it has been received.

A full diagnostic assessment for a specific learning difficulty, such as dyslexia, is valid for life, no matter what age your child is when it's carried out. It serves as a legal document and can be used to:

• Support applications for Access Arrangements during school exams

• Support an application for Disabled Students' Allowance (DSA) at university

• Help secure reasonable adjustments at school or later on, in the workplace

There is usually no need for reassessment, unless circumstances change significantly or additional evidence is required for a specific purpose.

My assessments are all currently done face to face.

Specialist, multi-sensory literacy and numeracy tuition is delivered face to face as I find this is far more effective.

Study skills support can be offered online for older learners. Please get in touch for more information.

Assessments should be conducted in a quiet environment free from distractions. Assessments usually take place at my home in Hampton, but I am also happy to come to your home or school. I hold a enhanced DBS certificate and have extensive experience working with children.

Your child’s assessment report will provide personalised recommendations designed to support their learning both at home and in school. These suggestions will reflect your child’s unique learning profile. To further promote progress, confidence, and independence, specialist tuition is may also be advisable.

Dyslexia often occurs alongside other learning differences, which is known as co-occurrence. Children with dyslexia may face additional difficulties involving concentration, memory, language, coordination, or organisation. Commonly associated conditions include ADHD (Attention Deficit Hyperactivity Disorder), DCD (Developmental Coordination Disorder, also known as dyspraxia), Developmental Language Disorder (DLD), and dyscalculia.

When these challenges overlap, they can make learning more complex and shape each child’s unique learning profile. Gaining insight into how these factors interact allows for a clearer understanding of a child’s strengths and support needs, helping to create more effective, individualised strategies.

If signs of co-occurring difficulties are observed during the assessment, the assessor will recommend a referral to another specialist for further evaluation.