I am a fully qualified teacher with over 20 years' teaching experience. I am an assessor of students with dyslexia and other Specific Learning difficulties.
My qualifications include:
Full member of PATOSS (Professional Association of Teachers of Students with Specific Learning Difficulties SpLD)
I hold an enhanced DBS check (previously known as a CRB check)
A full diagnostic assessment takes between 2.5 - 3 hours to complete and is carried out to see if the student has a specific learning difficulty and can give a formal identification of dyslexia.
The formal assessment will include various standardised tests to assess:
Prior to completing an assessment, there will be an initial telephone consultation. I will ask you to complete a parents' questionnaire and also forward a questionnaire for the school to complete.
A full, detailed report will be completed which will include the outcomes of the assessment and will make a formal identification of dyslexia if applicable. It will give a profile of the student's strengths and weaknesses as well as make recommendations and offer strategies to support their learning. Where relevant it may suggest referrals to other professionals such as occupational therapists, optometrists and speech and language therapists.
I am a specialist assessor with a current SpLD Assessment Practising certificate (APC). My APC number is listed on the SASC website. In addition, I have an OCR Level 7 Diploma in assessing and teaching learners with SpLD (with over 100 hours relating to individual specialist assessment). This allows me to complete Section C of JCQ Form 8 with schools and colleges that I have an established working relationship*.
As stated in the JCQ regulations, Section A of Form 8 needs to be completed by the SENCo prior to the assessments being completed. This will determine which standardised assessments need to be completed. In line with the JCQ regulations the examination access arrangements need to reflect the student's normal way of working and this needs to be evidenced in Section A.
Section B of Form 8 must be completed by the SENCo after the assessments have been completed. I will be able to discuss appropriate arrangements with the SENCo.
As required by JCQ regulations I can provide hard or electronic copies of my Assessor's certificates.
I am a Full Member of the Professional Body, PATOSS and am fully insured. I have a current Enhanced DBS check. I have completed CPD on JCQ regulations 2018-2019. I have experience of using the new Pearson Access Arrangements Online service for Functional Skills.
The standardised assessments that I use to assess for examination access arrangements include:
1:1 tuition has been proven to be one of the most effective ways to benefit individuals who have literacy, language and numeracy-type difficulties and particularly those with dyslexia.
The tuition aims to build both confidence, self-esteem and attainment.
I have extensive experience of teaching students with a range of learning needs, particularly those with dyslexia, dyscalculia, dyspraxia and ADHD.
Do any of the following sound familiar?
Focused 1:1 tuition which explicitly teaches skills can help students struggling with problems like these listed above.
An individualised, structured programme will be put in place to build on the student's strengths and address areas of weakness. The individual programmes will be:
A full diagnostic assessment takes between 2.5-3 hours to complete and is carried out to see if the student has a specific learning difficulty and can give a formal diagnosis. The cost of the assessment covers:
The Portfolio comprises nine short tests for use with primary and secondary aged students who have already been screened for dyslexia or whose literacy attainment is giving cause for concern. This individual diagnostic assessment provides a profile of strengths and weaknesses that can be used to devise a multi-sensory intervention programme.
A school/college based service
£350 per day
Completion of standardised assessment on individuals and groups of students to provide "evidence of need" for public examinations. Includes completion of Section C of Form 8. For further information please see access arrangements page.
Offering one hour, 1:1 specialist literacy or maths intervention sessions. The literacy sessions are based on the alpha-to-omega programme.Students will usually need an assessment session prior to starting tuition. Sessions will usually take place once a week. Please see 1:1 tuition section for more details.
Noticing from quite a young age that our daughter struggled with phonics and spelling was difficult and we worried that she wasn’t doing as well at school as we had expected. She was scanned for dyslexia several times by the school but nothing specific significant came up. When a tutor commented that she also thought there might be an underlying issue we turned to Ruth for a more in-depth assessment.
Ruth is highly experienced and swiftly built rapport with our daughter and just as quickly isolated 3 key areas of challenge, getting to the bottom of what was happening deftly. The report she created is completely comprehensive and she has woven together our daughters opinion, school reports, along with her own astute insights and assessment results to create a document that is robust and truly reflective of our child. I am already sharing it with her teachers at school and prospective secondary schools ahead of her transition next year, using the report and its recommendations to ensure that she gets the support she needs both in forthcoming SATS and wherever she goes next.
We have felt incredibly supported by Ruth throughout the whole process, her warmth and passion for the subject shines through every time we talk. In some respects it is a little hard to accept that our daughter does have dyslexia but our overriding reaction to the report was one of relief and with Ruth’s help and recommendations for further reading we now have some very powerful tools to help our daughter unleash her super power!
Click on a file to download.
The EU General Data Protection Regulation (“GDPR”) came into force across the European Union on 25th May 2018 and brought with it the most significant changes to data protection law in two decades. The GDPR has been designed to meet the requirements of the digital age.
The 21st Century brings with it broader use of technology, new definitions of what constitutes personal data, and a vast increase in cross-border processing. The new Regulation aims to standardise data protection laws and processing across the EU; affording individuals stronger, more consistent rights to access and control their personal information.
There are eight principles of good information handling outlined in the act that state that data must be:
RP Dyslexia Services is committed to ensuring the security and protection of the personal information that is processed and to provide a compliant and consistent approach to data protection.
Data is collected for assessment purposes to build a profile of the learner.
This information is only used by myself and is not shared with other agencies.
It is kept securely at my premises and is not transported or emailed out to other people other than the person requesting the assessment (parents or schools).
The final assessment and questionnaires will be held for the minimum time required by law. You may request your data at any time.
Please email me on firstname.lastname@example.org or follow the 'Get in touch' link
82 Dovercourt Road, Dulwich Village, London, SE22 8UW