Diagnostic Assessments


A Full Diagnostic Assessment, for 7-16 years, identifies a profile of strengths and weaknesses and any learning specific learning difficulties/differences (SpLD) experienced. The resulting report will contain a detailed interpretation of test results, including: general ability; attainments in reading, spelling, writing and maths (if appropriate); and, cognitive processing skills, including memory, phonological awareness and speed of phonological processing. It will conclude with a holistic view of assessment findings and provide recommendations for support.

Benefits of having a full assessment

Whether the outcome is a specific learning difference or not, having an assessment will provide the following

  • Giving a clear picture of strengths and weaknesses
  • Information for a young person’s education setting to understand their differences, the difficulties being faced and support that can be offered.
  • Strategies and techniques that will inform the young person and their parents on how to support their learning and enable them to become independent learners, able to access learning better, experience success and thrive.
An identification of a Specific Learning Difference/Dyslexia

If a specific learning difference/dyslexia is identified, the following extra support can be requested

  • extra support as outlined in the 2015 SEND Code of Practice: 0-25. This means that your child’s education setting will be required to make reasonable adjustments to support their specific needs.
  • Exam access arrangements, including extra time, can be awarded to children with a recognised SpLD.

Dyslexia is a combination and range of learning differences which affect the learning and development of fluent and accurate reading, spelling and writing skills.

Some common characteristics include

  • Difficulty hearing word sounds and converting them to letters, seeing letters and converting them to spoken language.
  • Working memory affected making it difficult to process and store new information.
  • Difficulty with quick and automatic verbal responses.
  • Often difficulty with organisation, sequencing, directionality and number skills

It is biological in origin, but environmental factors can also contribute. It exists in all cultures and across the range of abilities and socio-economic backgrounds.

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