Deborah Cobbing

Dyslexia, neurodiversity and exam access arrangement assessor working in Wiltshire, Gloucestershire, Oxfordshire, Swindon, Bristol, BANES and Berkshire.

Not all dyslexia assessments are equal

A dyslexia assessment should be about so much more than reaching a diagnosis. It should help us understand how a student learns, what they find challenging, where their strengths lie, and what will genuinely make a difference.

A good assessment is a dynamic process of investigation and understanding. It involves looking closely at where a student is struggling, exploring why those difficulties may be occurring, and taking time to identify, evaluate, and evidence their strengths, too.

Strengths matter because they are an essential part of understanding the whole learner and identifying ways to build confidence and support learning.

The real value comes from bringing all the findings together and translating that understanding into personalised, practical and effective recommendations.

A dyslexia assessment should be about so much more than exam access arrangements. But let’s be honest, exams matter, too.

I have detailed, practical knowledge and experience of JCQ requirements for exam access arrangements. My reports provide detailed recommendations, with clear justification linked to the student’s individual profile. This helps schools understand the rationale behind the recommendations and supports informed consideration of appropriate arrangements in line with current JCQ requirements.

If you’re considering a dyslexia assessment for your child, or looking for an assessment that offers meaningful guidance for school, I’d be happy to talk through what you need.