Specialist Assessment

Pearl is a fully qualified Level 7 Specialist Assessor, recognised by the British Psychological Society and is able to conduct diagnostic assessments for specific learning difficulties, such as dyslexia. Her reports are designed to be used as evidence of need for access arrangements applications in external examinations. 

Pearl uses comprehensive standardised assessments as recommended through PATOSS, the JCQ and the British Psychological Society.

Pearl provides two types of assessment:

Full Diagnostic Assessment:

In order to obtain a 360 degree cognitive and psychometric profile, a full and thorough assessment takes place. Pearl's experience  of assessing hundreds of students, over many years, has enabled her to be observant and probe deeply for any underlying difficulties. She aims to tease out the impact of any hidden difficulty upon the acquisition of skills and knowledge, particularly relating to literacy development (associated with dyslexia) but also, where requested, relating to mathematical development (associated with dyscalculia). She is also able to assess motor coordination difficulties and language development. 

Pearl's diagnostic reports are highly regarded for their detail and analysis. The report is produced within 2-3 weeks and gives a comprehensive account of the outcome of the assessment and possible impact upon the development of cognition and learning. Recommendations are made based upon the results and analysis and Pearl's extensive experiences and research within the field of SEND. 

The Specialist Assessment and Report can be used as evidence of need when a school makes an application for exam access arrangements in external examinations, such as GCSE or A Level or beyond.  (Please note that a Form 8 Section C will also be required). 

Full assessments take approximately 3 hours and include assessment of: 
  • verbal and non verbal ability, 
  • reading ability: comprehension, speed, fluency, accuracy
  • rate of processing information
  • phonological awareness and processing
  • visual memory and processing
  • memory and learning, including auditory sequential memory and verbal working memory
  • handwriting legibility and speed
  • spelling
  • mathematical performance (when requested to do so)
  • motor coordination (where required)
  • receptive and expressive language (where required)
  • visual stress (where required) 
  • including advice for ways to help.
The Report: 
Pearl is known nationally for her research in the area of overlapping difficulties, and the impact of one area of difficulty upon another. Her reports reflect this holistic view, as she considers carefully the individual needs of the child or young person to offer recommendations for a bespoke programme of support and specific strategies for how the recognised difficulties can be mitigated and improved. 

Pearl is also able to assess for visual stress where an individual may benefit from a coloured overlay. 

It is always advisable to seek the advice of the School SENCO before requesting an assessment for access arrangements

Further information for parents regarding diagnostic reports and access arrangements can be access by clicking here.

Short Assessments for Schools

Suitable for application for access arrangements in external examinations:
Pearl is able to carry out up to 4 short assessments in one whole day, taking between 1 - 1.5 hours each. The assessments comply with current JCQ Regulations and provide all the information needed to make appropriate applications to the awarding bodies for exam access arrangements in external exams. 

These assessments, commissioned by Schools, Colleges or Academies, take place in the educational setting and are suitable for application for access arrangements for: 
GCSE, A Level, Common Entrance Exams, Vocational Qualifications (GNVC) and BTech Diplomas. 

Short assessments assess:
  • reading ability: speed, accuracy, efficiency, fluency and comprehension
  • phonological skills
  • spelling
  • writing speed (where needed)
  • processing speed
  • auditory sequential memory
  • visual memory
  • verbal working memory
The Report:
Pearl provides a short Profile report which outlines the strengths, weaknesses/areas to develop and recommendations for teachers. The profile is written for teachers, to enable them to differentiate the teaching and learning and support the pupil based upon the short assessment information. She also completes the Form 8 Section C.

Pearl is able to complete the Form 8 Section A if required. 

All recommendations for support and examination concessions will be based upon the most recent evidence available and current JCQ Regulations which are updated annually in September.

Pearl is able to provide training and advice for Schools in completion of Form 8, making an application online and any other information and training related to access arrangements and JCQ Regulations.

Examples of Exam Access Arrangements:
  • extra time
  • the use of a laptop
  • a human or electronic reader
  • rest breaks
  • separate invigilation
All recommendations for access arrangements are based upon need, and must be supported by evidence of need and normal way of working within the setting. For further information regarding access arrangements, click here.


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