Free vs Private Assessment: What Are the Benefits of Going Private?

When parents first notice signs of dyslexia, it’s completely understandable to wonder who is responsible for assessing it - the NHS or the Local Authority. Dyslexia sits firmly in education, not health, which means the free route is through school and the LA, while the paid route is a private diagnostic assessment.

Both routes have value, but they serve different purposes. This guide explains the difference, so you can make the choice that fits your child.

The Free Route: School/LA Identification

In Birmingham, the free pathway is the Assessment Through Teaching model.

This leads to anidentification, not a diagnosis.

What this pathway involves

• Concerns raised by parent or teacher

• School delivers at least 6 months of targeted intervention

• Progress is monitored and evidence collected

• Where limited progress is made the school requests LA involvement

• A specialist teacher assessor reviews the case (on the rare occasion it is an Educational Paychologist)

• A further period of LA‑guided intervention (often another 6 months)

• Reassessment

• Outcome: identification of dyslexic‑type difficulties

What parents get

• No cost

• Identification of dyslexia

• Recommendations for support in school

• A report that may include standardised scores

What parents don’t get

• A formal diagnosis

• A full diagnostic report

• A report and diagnosis that is formally recognised and can be used as evidence out of the school system eg university DSA.

Typical timeline

Around 12 months from first concerns to identification.

The Private Route: Full Diagnostic Assessment

A private assessment is carried out by an APC specialist teacher assessor or an Educational Psychologist.

This route provides a formal diagnosis.

What this pathway involves

• Evidence of Quality First Teaching and intervention with limited progress

• Concerns raised by parents with private assessor

• Background information gathered from school, home and child in form of questionnaires

• Standardised cognitive and literacy testing

• A diagnostic conclusion

• A full diagnostic report

• Tailored recommendations including for Exam Access Arrangements

What parents get

• A formal diagnosis

• A full diagnostic report including a full cognitive profile

• Evidence accepted for:

  • GCSE/A‑level access arrangements

  • University DSA

  • Workplace adjustments

• A turnaround of weeks, not months

What parents don’t get

• Free provision (it is paid)

Why Might Families Choose to Pay?

Speed

Once referred, private assessments are usually completed within weeks.

The free route takes many months and still does not provide a diagnosis.

Clarity

The private route provides a diagnosis answer:

“Is this dyslexia?”

School route provides an identification answer:

“Does this child show dyslexic‑type difficulties?”

That difference matters for future education.

Required later in life

A diagnosis is essential for:

• Disabled Students’ Allowance (DSA) at university

• Many apprenticeship support packages

• Some workplace adjustments

• Access to Work applications

  
  

An identification is not accepted.

A deeper understanding of your child

A full diagnostic report includes:

• working memory

• processing speed

• phonological processing

• rapid naming

• literacy profile

• strengths and barriers

• personalised recommendations

  
  

Identification reports do not include this cognitive detail.

Stronger evidence for exam access arrangements

Schools must still carry out their own JCQ testing, but a diagnosis:

• strengthens the case

• explains the underlying need

• provides a clear narrative for the SENCo

  
  

So which route is the right route for you?

A free identification helps the school understand and support your child through primary school into college.

A paid diagnosis supports your child throughout their entire education - and into adulthood.

Both routes have value. The key is choosing the one that matches your child’s needs, your timeline and your future plan.