What Is Dyslexia?
Dyslexia is a learning difficulty that mainly affects spelling, reading accuracy and reading fluency. It exists on a continuum with no clear cut-off point.
There is a genetic link, meaning it tends to run in families, but anyone can be diagnosed as dyslexic.
It stems from differences in the brain that impact phonological processing, the ability to match letters to sounds and the speed at which this happens.
Phonological processing is integral to reading and spelling. It also affects executive function, which includes skills like organisation, planning and working memory, the ability to
hold and work with information in the mind.
What Are The Key Indicators?
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Difficulty learning letter names and sounds
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Slow reading speed and inaccuracies when reading aloud
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Over-reliance on phonics or sounding out words
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Marked spelling difficulties, often inconsistent and spelt how it sounds
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Avoidance behaviours for reading and writing
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Muddling or mispronouncing sounds and letters in words when speaking, reading and spelling
Additional Signs
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Struggles remembering verbal instructions, sequences (days of the week, alphabet, times tables) and multi-step tasks
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Disorganisation in written work, messy layout, missing punctuation, inconsistent structure and poor handwriting
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Misplacing items, forgetting equipment or arriving unprepared
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Trouble copying from the board
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Difficulty completing written tasks on time
The Good News Is That Help Is Available
Students with dyslexia need to be provided with interventions that are specific to their needs. With the right support they can learn to manage challenges effectively.
Not only do academic challenges take a toll but the emotional impact can be just as significant. Students who struggle with reading and writing often experience a drop in self-esteem and motivation, especially when they see their peers progressing with ease despite their own effort and determination.
The gap between effort and outcome can leave them feeling frustrated, isolated and misunderstood.
Acting early can prevent learning gaps from widening and boost confidence before frustration sets in.
Answers To Some Frequently Asked Questions
Full Diagnotic Assessment
Once you’ve made initial contact, I’ll email you a pack containing:
• A Parent/Carer Questionnaire
• A School/Teacher Questionnaire
These forms provide essential background information and must be completed before the assessment. They’re designed to be filled out easily on a computer and returned via email for convenience. Important: It’s your responsibility to reach out to your child’s school and request that the teacher questionnaire be completed.
Once both questionnaires are returned, I’ll arrange a short online consultation with you and your child. This is a relaxed opportunity to:
• Go through your child’s questionnaire together
• Gather any additional information
• Ask questions
• Build rapport and ease any anxieties
At the end of this consultation, we’ll book the formal assessment.The assessment includes a range of standardised tests that measure different aspects of cognitive and academic ability. These, along with initial questionnaires, help me build a clear picture of what’s going on for your child—how they learn, where they may be facing challenges, and where their strengths lie.
The areas assessed typically include:
• Phonological processing (how sounds are identified and used)
• Processing speed
• Working memory (holding and using information in the moment)
• Verbal and visual memory
• General ability
• Reading, spelling, and writing skills
Each test is designed to be child-friendly and age-appropriate, and I always tailor the experience to help your child feel comfortable and confident.Assessment length can vary depending on your child’s age, attention span, and emotional needs—including any anxiety they may be feeling. I always aim to be flexible and responsive to what works best for your child.
Typically, the full assessment is carried out over one day, from 9:30am to 2:30pm, with:
• A morning session
• A lunch break
• An afternoon session
Rest breaks are built in between each set of tests, and these can be adjusted- longer or shorter- based on your child’s needs on the day.
If there are concerns about stamina or focus, the assessment can be split across two half-days to ensure your child feels comfortable and supported throughout.
The most important thing is that your child feels safe, relaxed, and able to show their best.
As a parent of an anxious child myself, I completely understand how important it is for your child to feel safe and supported.
To help break the ice, I offer an initial online consultation where I can meet you and your child beforehand. This gives us a chance to get to know each other, talk through any concerns, and help your child feel more comfortable ahead of the assessment.
To ensure the validity of the standardised tests, I’m not able to have parents in the room during the assessment. However, if your child would feel more comfortable knowing you’re nearby, please let me know—I’ll make sure there’s a quiet space close to us where you can wait.
If anxiety is a concern, I often recommend splitting the assessment over two shorter sessions rather than one full day. This gives your child time to settle, build trust, and feel more at ease.
My priority is always your child’s wellbeing. I’ll work with you to make the experience as calm and positive as possible.The report is comprehensive, but easy to navigate. The first few pages provide a clear summary of key findings making it easy for schools and families to understand the key points at a glance.
While, the main body of the report provides the depth needed for planning support.
It includes:
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An overview of background information from teacher, parent and child questionnaires and initial consultation
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A breakdown of each test conducted, including standardised scores, observations and conclusions drawn from each test
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A clear diagnosis (if applicable), with explanation based on the evidence gathered
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Recommendations for exam access arrangements, school support, home strategies, and specialist teaching
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A strength-based focus throughout—highlighting what your child does well and how those strengths can support areas of challenge.
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I aim to return your completed report within 14 days of the assessment.
In some cases, where findings are not immediately clear, I may need to carry out further exploratory work or consult with colleagues to ensure the most accurate and helpful conclusions. If this happens, I’ll keep you updated and will always aim to get the report to you as quickly as possible.
My priority is to provide a report that is both thorough and meaningful, so you can feel confident in the next steps.
Following the assessment:
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I’ll write a detailed report summarising the findings and recommendations.
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In most cases, I’ll have all the information I need. Occasionally, I may need to follow up with you or the school if something needs clarification.
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Once the report is ready:
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I’ll email you a copy to review
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We’ll arrange a consultation time to go through the findings together
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You’ll have the chance to ask questions and discuss next steps.
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Specialist Teaching
I’m happy to offer specialist teaching sessions at your child’s school, as long as it’s within a 5-mile radius of Kings Heath.
For this to happen, the school must be in agreement. The best person to speak to is the school SENCo, who can help explore whether this is possible. My only request is access to a private space for the lesson, plus 15 minutes either side for setup and pack-down.
If the school is open to the idea, I’m happy to speak with them directly to arrange suitable times. In my experience, afternoon sessions often work best, as mornings are typically reserved for core subjects like English and Maths.
Every lesson is tailored to your child’s unique needs, using their strengths to support and enhance learning. I use a mix of formal assessments (if available) and an informal assessment (during the first session) to plan an initial 5-week teaching programme.
Lessons are:
• Multi-sensory: Activities include visual, tactile, movement, and auditory elements to support different learning styles.
• Structured and focused: Each task is short, purposeful, and designed to build confidence through achievable challenges.
• Phonics-rich: We ensure a solid foundation in phonics—whether that’s letter-to-sound knowledge or understanding sound patterns—depending on your child’s developmental stage. I use the Conquering Literacy programme, woven into each lesson to support structured progression.
• Skills-based: Each lesson will also cover phonological awareness (the ability to recognise and work with the sounds of spoken language), alphabet work, sight word reading, spelling, reading comprehension and/or writing.
Lessons are shaped by ongoing feedback and adapted to how your child learns best. The goal is always engagement, enjoyment, and progress.
In order to promote progress, flashcards, created in lesson, will be sent home for daily practice.
Common Questions
Yes—I can assess students in Year 9 and above who are preparing for their GCSEs, in consultation with the school’s SENCo.
I’m qualified to complete Section 8 of the JCQ Form 8, which is a key part of the
application for Exam Access Arrangements.This section includes:
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A summary of your child’s assessment results in areas such as processing speed, reading, writing, and comprehension.
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Evidence of any substantial and long-term difficulties that may affect exam performance.
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Recommendations for appropriate support—such as extra time, rest breaks,or the use of a reader or scribe—based on your child’s needs.
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Confirmation that these challenges reflect their normal way of working in school.
This process is always carried out in collaboration with the school’s SENCo, who
oversees the final application to the exam board-
To keep things simple and secure, I ask for payment upfront to be made via a bank transfer:
Assessments: Full payment is required at least 3 days prior to the initial consultation
Teaching sessions: A deposit equal to one lesson cost is required to secure your place. After that, each session should be paid within 24 hours of the lesson
This helps me manage bookings fairly and ensures your time is reserved.I completely understand that sometimes things crop up and plans need to change. If
I’m able to fill the cancelled slot, no additional charges will apply.However, when that’s not possible, the following cancellation policy applies:
Assessment sessions: Cancellations made with less than 48 hours’ notice
will incur a £200 rebooking fee, unless exceptional circumstances apply. This reflects the loss of earnings for that day, as assessment bookings reserve a full day in my schedule.
Specialist teaching sessions: Cancellations made with less than 24 hours’ notice may be charged in full, unless exceptional circumstances apply.
If you’re ever unsure or need to discuss a change, please don’t hesitate to reach
out—I’ll always do my best to be flexible where possible