"A school doesn't need a formal diagnosis to put support in place for your child and shouldn't delay in providing appropriate support and/or interventions. However, a Diagnostic Assessment can help to ensure that the appropriate interventions are put in place". (British Dyslexia Association) For many children, and adults, having a formal diagnosis can help them to understand the reason for many of their struggles and can offer a sense of relief; the diagnosis is usually seen in a very positive light. It will also place families in a much stronger position when asking for support. If the assessment is carried out by an assessor who holds an APC certificate, then the diagnosis can be used to apply for support during higher education (Disabled Students' Allowance)

No. An assessment does not need to be carried out by an APC holder. However, those who have a Practising Certificate are required to demonstrate their commitment to continued professional development by showing how they have regularly updated their professional skills and competence through study, professional discussion, training and practice. Award of the APC depends upon professional practice being externally verified by the SpLD Assessment Standards Committee (SASC). Crucially, an assessment produced by a specialist teacher assessor with a current APC at the time of assessment will be accepted as evidence for Disabled Students’ Allowance (DSA). DSA offers support to cover the study-related costs that many students with dyslexia (and other specific learning difficulties) will require when going on to higher education.

Both Specialist Dyslexia Assessors and Psychologists are able to accurately assess for dyslexia; in practice there is very little difference between the two. If an individual has more complex needs, such as Autistic Spectrum Conditions (ASC) or significant mental health issues, then a psychologist may be more appropriate. A Specialist Dyslexia Assessor has completed 2 years of training, specifically around dyslexia, including 1 year of specialist teaching with dyslexic pupils. They usually have more experience working, and often teaching, in an educational setting.

There are many great books and video clips that children can really relate with. The ‘Made By Dyslexia’ website has got loads of great resources: https://www.madebydyslexia.org/ This video with some famous dyslexic celebrities is good for showing the positives of this learning difference: https://youtu.be/gtFKNPrJhJ4?feature=shared ‘The Dyslexic Advantage’ book explains the many ways in which a dyslexic learner can use their unique skills, especially in the workplace: Dyslexia | Dyslexic Advantage - Dyslexia | Dyslexic Advantage Some of the dyslexic strengths can be seen in this Blog: Dyslexic Strengths (surreydyslexiaconsultancy.co.uk)

At times it may not possible to offer a clear-cut diagnosis of dyslexia. However, a comprehensive report will be given, noting areas of strength and weakness, with detailed recommendations to support your child at home, in school and with a specialist teacher, if available. If necessary, details of other professionals will be given or an onward referral, such as an occupational therapist, behavioural optometrist or speech and language therapists.

As children develop at different rates, with many factors affecting the speed at which they are able to pick up reading and writing skills as well as the quality of these skills, it is generally advised that they are not assessed for dyslexia until at least the age of 8.

Access Arrangements are reasonable adjustments used during examinations. They aim to place the learner on a level playing field, giving them fair access to exams and the opportunity to demonstrate their knowledge, skills and understanding to achieve their full potential. They do not give the learner an unfair advantage or undermine the integrity of the exam paper. Access arrangements include extra time, the use of a scribe or a reading pen (just as a few examples). This must be the learner’s normal way of working in the classroom and it is ultimately the school’s responsibility to decide what access arrangements to apply for. Within a diagnostic report appropriate access arrangement will be suggested for the school SENCo to consider. The recommendations are based on quantitative and qualitative evidence gained during the assessment session and will help you to know what your child is eligible for.

If your child wears glasses or uses a coloured overlay as their normal way of working then please bring these to the assessment. Your child can also bring their water bottle and a snack.

The total cost for the assessment and report is £495. This includes: · A detailed analysis of all background information from home and school. · A 3.5 hour assessment, which usually takes place over one morning. On some occasions this can take place over two mornings if needed (at no extra cost). · A phone call after the assessment, to discuss the outcome of the assessment and to answer any questions you may have. · A detailed 25-30 page report, including: o A 3-page detachable overview of the main findings of the report. o Background information, including health, developmental and educational history. o Tests of underlying ability, processing speed, phonological awareness and working memory. o Tests of reading, writing and spelling o Confirmation of the diagnostic decision. o Recommendations, including examination access arrangements, classroom, individual/ specialist teaching and home recommendations. o Onward referrals to other specialists if necessary o Summary of table of results. o Details of the tests used will be included for reference o Links to books, websites and resources for home and classroom use.