Question 1

How long does it take to receive the report?

Accepted Answer

You will usually receive your written report within 10–15 working days following the assessment.

In many cases, the report is completed sooner than this timeframe. However, turnaround times can vary depending on:

the complexity of the assessment findings
the amount of additional analysis required
current workload at the time of assessment

If there are any delays, you will be kept informed throughout the process.

Question 2

Can I stay with my child during the assessment?

Accepted Answer

For standardised assessments, parents and carers are not able to stay in the room during the session.

This is because the assessment uses standardised procedures to ensure results are valid, reliable, and comparable to national norms.

You are very welcome to wait nearby during the assessment. As the assessment takes place in a home office setting, there are no dedicated waiting facilities. However, there are local cafés nearby if you would prefer to wait there.

For reassurance, I hold an Enhanced DBS certificate, and all assessments are conducted in a safe, professional environment.

Question 3

Can I bring someone with me?

Accepted Answer

They are very welcome to wait nearby during the assessment. As the assessment takes place in a home office setting, there are no dedicated waiting facilities. However, there are local cafés nearby if you would prefer to wait there.

Question 4

Will the report be recognised by my child’s school or college?

Accepted Answer

Yes. The report is written in line with professional standards and can be used to support educational planning.

Schools and colleges will typically consider findings within the framework of the SEND Code of Practice (2015), which sets out expectations for identifying and supporting Special Educational Needs and Disabilities (SEND).

While schools are not legally required to accept external reports as diagnostic in themselves, they are expected to consider professional assessment evidence when planning support and interventions.

Question 5

Do I have to share the report with my workplace?

Accepted Answer

No. If you privately commission an assessment, you are under no obligation to share the report with your employer.

However, if you choose to disclose difficulties or a diagnosis, sharing relevant parts of the report can help your workplace understand your needs and make reasonable adjustments under the Equality Act 2010.

This can include adjustments such as:
extra time for tasks
assistive technology
changes to working environment or expectations

The decision to share is entirely yours.

Question 6

Will the report be recognised for exam access arrangements?

Accepted Answer

Yes. Your report can be used as part of the evidence required by schools, colleges, or universities when considering exam access arrangements.

For schools and colleges, access arrangements are determined by the centre in line with JCQ regulations. This means the final decision is always made by the educational setting, not the assessor.

However, a high-quality specialist report can provide important evidence to support the centre’s decision-making process, alongside their own assessments and observations.

For higher education (universities), reports can also support applications for reasonable adjustments under the Equality Act 2010, depending on institutional requirements.

Question 7

Can the report be used to apply for Disabled Students’ Allowance (DSA)?

Accepted Answer

Yes, your report can be used as supporting evidence when applying for Disabled Students’ Allowance (DSA) in Higher Education.

DSA assessments are usually carried out through a separate study needs assessment process, but a specialist report can help demonstrate evidence of a specific learning difficulty or disability and inform the types of support that may be recommended.

Final eligibility and funding decisions are made by the relevant funding body (for example, Student Finance England), and additional assessment may be required as part of the DSA process.

Question 8

Can breaks be taken during the assessment?

Accepted Answer

Yes. The assessment can be a long period of sustained concentration, and breaks can be taken where appropriate.

This is particularly important for some individuals, including adults who may find extended periods of focused testing tiring or challenging.

Breaks are used flexibly and professionally, while still maintaining the standardised nature of the assessment wherever possible. This helps ensure the results remain valid while also supporting comfort and accessibility throughout the session.

Question 9

What sort of recommendations will the report make?

Accepted Answer

The report will include clear, practical recommendations tailored to the individual’s profile of strengths and difficulties.

These may include recommendations such as:
Teaching and learning strategies (e.g. multisensory approaches, structured support, scaffolding)
Workplace or study adjustments (e.g. extra time, reduced copying demands, use of assistive technology)
Exam access arrangements where appropriate
Support with organisation, planning, and memory strategies
Use of assistive technology (e.g. speech-to-text, text-to-speech, planning tools)
Recommendations for targeted intervention or specialist tuition
Strategies to support confidence, independence, and self-esteem

Recommendations are designed to be practical, actionable, and usable in education, higher education, or the workplace, depending on the individual’s setting.

Question 10

How do I prepare my child before coming to the assessment?

Accepted Answer

The most important preparation is helping your child feel calm, reassured, and aware that the assessment is designed to understand how they learn best.

It can help to explain that:
this is not a “pass or fail” test
they are not expected to know all the answers
the assessment looks at both strengths and areas of difficulty
breaks can be taken if needed

Children often respond best when the assessment is described as an opportunity to better understand how they learn, rather than as a test they need to “perform” in.

It is important not to unintentionally mislead your child by describing the assessment as “playing games” or suggesting there are no rules or structure involved.
While some activities may feel interactive or engaging, these are still standardised assessments with strict procedures and instructions that must be followed carefully to ensure the results are valid, reliable, and professionally recognised.

Before the assessment, it is helpful to:
ensure your child has had enough sleep
provide food beforehand where possible
bring glasses or hearing aids if normally used
arrive in good time to reduce stress or rushing

Please avoid intensive revision or practice beforehand, as the assessment is intended to reflect everyday learning and processing skills.

If your child has any particular anxieties, sensory needs, or medical considerations, you are welcome to share this information in advance so appropriate support can be considered where possible.

Question 11

Should I book a combined assessment?

Accepted Answer

A combined assessment may be appropriate if difficulties appear to affect both literacy and numeracy, or if it is not yet clear whether the main area of need is dyslexia, dyscalculia, or both.

It can be a good option if:
there are ongoing difficulties with both reading/spelling and maths
learning needs feel broad or overlapping
a full profile of strengths and difficulties is required
you would prefer one comprehensive assessment rather than two separate ones

It may not be necessary if difficulties are clearly focused in one area only (for example, predominantly literacy or predominantly numeracy), in which case a single specialist assessment may be more appropriate.

If you are unsure, you are welcome to make an enquiry first and receive guidance on the most suitable assessment route before booking.

Question 12

What’s the difference between a screener and a diagnostic assessment?

Accepted Answer

A screener and a diagnostic assessment are very different in terms of purpose, depth, and the type of outcome they provide.

Choose a screening if:
you are unsure whether there is a difficulty
you want a quick, initial indication
you are deciding whether to proceed to full assessment

Choose a diagnostic assessment if:
difficulties are persistent and affecting learning or work
you need a formal, detailed report
you require evidence for education, exams, or workplace support

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Specialist Dyslexia Assessment for Children, Students and Adults

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Dyslexia Screener

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