I'd like to know more about Learning Assessments

Assessment FAQs

What should I bring to the appointment?

Please bring any relevant reports from school, or other professionals such as speech therapists, OT, etc. Alternatively, you can email these reports in advance.

On the day of the assessment, please ensure that whomever is being assessed (yourself or your child) has eaten breakfast beforehand. It is best to bring a snack in case you / your child becomes hungry. Please remember to bring yours / your child's glasses, and take any usual medications. It is also a good idea to cut fingernails short, since we do most of the assessment on iPads, although this is not essential.


The assessment is designed to elicit best performance. The content is generally engaging, and we can take breaks if needed. However, ideally the person being tested should be feeling like their usual self on the day. If they are too unwell to sit at a desk for 1-2 hours focusing on challenging tasks, then definitely postpone. If you or your child have any symptoms of COVID-19 including cold, flu or gastro symptoms, please contact us and we will accommodate your need to reschedule.


For ongoing health issues that are usually managed day-to-day (e.g. asthma or low iron) we can keep the appointment and stop if it seems like they are not up to it on the day.


It is strongly preferred that parents are not in the room while children are being tested. The assessments are designed to be administered one-on-one, and for the vast majority of children, having an extra pair of eyes and ears in the room may impact their performance. We suggest that you bring something to do in the waiting room. Your child may wish to pop out to see you during their breaks..

In cases where separation anxiety prevents a child from performing their best, a parent may stay in the room. In this case, please sit out of the child's line of sight, bring something to read, and do not say anything even if you think the child needs some encouragement. This is necessary to preserve the standardised conditions of the test.




Most of the assessments are administered on iPads, in which case, we may be able to discuss some of the preliminary results right away.  We aim to keep some time after the appointment for a brief chat. Sometimes further testing will be discussed and scheduled if needed.

The report will include a detailed interpretation of the test results and how they explain what is happening for you / your child. It will also include a variety of recommendations, including adjustments to teaching, learning, and assessment, strategies for building strengths and compensating for weaknesses, and focusing on social-emotional wellbeing. A separate post-assessment session to review the details of the report and discuss recommended next steps may be needed. This will be discussed with you following the assessment.​



Our assessments provide helpful information to support a diagnosis. In some instances, our assessments are sufficient to confirm a diagnosis. In other cases, our assessment findings form a part of a bigger picture, and input from other professionals or assessments (e.g. speech and language) may be necessary. We endeavour to keep an open discussion with you about whether our findings are likely to be diagnostic, or whether additional information may be needed.


We are commonly able to provide a diagnosis of Intellectual Disability or Specific Learning Disorders (e.g. dyslexia). In some instances, we may identify neurodivergence such as ADHD or autism; however, these diagnoses typically require input from more than one professional, especially for children. We also offer neurodiversity affirming assessments for adults.


We aim to have all reports completed within six weeks from the date of the final assessment session.

Should I postpone the appointment if the person being assessed is not 100% well?

Can I come in with my child?

What happens after the assessment?

Will you be able to give a diagnosis following the assessment?

How long will you take to write the report?