Assessments

The act of checking for understanding not only corrects misconceptions, it also improves learning. | Fisher & Frey

Learning Assessments

Learning Assessments focus on ascertaining a student’s levels of attainment in the core areas of Literacy and Numeracy, and are carried out by one of our educational assessors, Juliet Stoker. Drawing on her qualifications and experience, Juliet is able to determine the level of the student in key areas as well as their level relative to others of their age and stage at school.

To ensure the Learning Assessment is carried out efficiently, we aim to find out as much relevant information about the student in question as possible beforehand using a Pre-Assessment Questionnaire. Once this is filled in, our assessors are then able to go into the assessment with a foundation of prior knowledge in advance of investigating the needs of the student further.

 

The Learning Assessment is structured in such a way as to examine the academic level and attainment of the student and will ensure that any tutor taking on the assignment will know how best to tailor the tuition course in an engaging and helpful way, maximising productivity.

Register for a Learning Assessment
<span>Belgravia</span>
"I wanted to reiterate what a great job Helene did. It’s a great service you offer… Helene is a true professional and inspires a great deal of confidence. She is a real ambassador for your company."
Mrs S Belgravia

Assessment Summary

Once the assessment has been carried out, the assessors will pass on a short report containing their findings to the family. This includes:

Assessment Summary
  • Test scores in reading, comprehension, spelling and mathematical computation that measure a student’s level of ability, as well as their position relative to their peers.
  • Areas of difficulty and areas of strength.
  • Recommended resources based on the individual student.
  • The approximate reading and spelling age equivalent of the student.
  • Recommended resources and strategies to help with areas of difficulty.
<span>Chelsea</span>
"I just wanted to thank you so much for arranging for Helene to come and see H yesterday. She was absolutely brilliant and I just wish I had met her a year ago. H and her really clicked."
Mrs M Chelsea

Special Educational Needs (SEN) Assessments

Different students learn in different ways, and many can really benefit from arrangements that take into account their specific educational needs. Students who find it considerably more difficult to access the national curriculum and take part in tests and exams may benefit from a form of Special Educational Needs (SEN) Assessment, depending on their specific difficulty.

teacher explaining to children (landscape)

Our SEN assessments come in the form of a Full Diagnostic Assessment by an Educational Psychologist or Specialist Teacher. Dependent on the outcome of this assessment, Access Arrangements can be made for students with particular difficulties to help them during examinations. Where justified, students can receive extra time, the use of a computer, a reader or a scribe. The recommendation of Access Arrangements for all age groups is regulated by strict guidelines relating to the evidence of need published yearly by the Joint Council for Qualifications (JCQ). These are carried out by our SEN Specialist, Hema Desai.


Dyslexia Portfolio

Specialised assessments for specific learning difficulties are also available, such as the Dyslexia Portfolio. The Portfolio helps to identify pupils with dyslexia and other literacy learning difficulties and consists of a wide range of tests, including:

Dyslexia Portfolio
  • Word Literacy
  • Processing Speed
  • Phonological Processing
  • Working Memory
  • Writing Speed

Additionally, if no up-to-date IQ score is available, a general ability test is also carried out.

Assessments and portfolios for other learning difficulties are also available; please do let us know if you would like any further information.

Get In Touch For More Information
<span>Notting Hill</span>
"I’m really touched by your well wishes for S. Thank you for thinking of her. I’ll let S know that you are cheering for her when I see her. We will let you the results when we have them. Please say hello to Helene from us."
Mrs P Notting Hill