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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

A dyslexia assessment is about much more than determining whether someone meets the criteria for dyslexia. At The SpLD Hub, every assessment is carried out by an APC-qualified specialist assessor with over 20 years' experience in education and specific learning differences.

The assessment focuses on understanding the individual as a whole, identifying both strengths and areas of need. Reports are clear, detailed and designed to provide practical, realistic recommendations that can be used at school, college, university, work or home.

You'll also have the opportunity to discuss the findings, ask questions and receive guidance on appropriate next steps, ensuring you leave with greater clarity and confidence—not just a report.

Please bring any items you normally use for reading or learning, such as glasses or a coloured overlay. You're welcome to bring a drink (for health and safety reasons, please do not bring snacks). If you have any reports or relevant documents that you have not already shared, please bring these with you.

If emergency medication may be required during the appointment, a parent, carer or trusted adult must remain outside the premises and be available throughout the assessment.