Specialist Learning and SEND Support for Schools & LEAs
Specialist learning and SEND support for schools, trusts and local education authorities (LEAs): cognitive profiles, staff training and learner support.
Open a question to read the answer. General guidance helps you explore your options; it cannot diagnose an individual.
Help at Hand · DTC school support
How we can help
The right expertise, at the right time, within your school.
Our support covers literacy, written language, attention, memory, processing and overlapping learning needs. Dyslexia Test Centre works with schools, multi-academy trusts and local education authorities (LEAs) to provide accessible specialist-teacher expertise, practical recommendations and evidence-based support.
From whole-school reviews and staff training to targeted learner consultations, cognitive and learning profiles, and diagnostic assessment, we help schools move from concern to clear, practical action—without requiring every child to wait for a diagnosis.
Explore the eight areas below. Talk to us about the support that fits your school.
Explore cognitive and learning profile assessments
Early identification and needs triage
Help schools identify patterns of literacy, processing, memory, attention and written-language difficulty before difficulties become entrenched.
This could include:
- Virtual SENCO consultation
- Review of school information and previous interventions
- Learner observation
- Screening and targeted assessment
- Advice on whether to monitor, intervene, refer or consider a diagnostic assessment
Specialist learner consultations
A qualified specialist teacher reviews an individual learner’s strengths, difficulties and response to existing support.
The school receives:
- A concise needs profile
- Practical classroom strategies
- Recommended targeted interventions
- Suggested reasonable adjustments
- Clear next steps for school and parents
- Guidance on whether further assessment is appropriate
Support starts with the learner’s needs; a diagnosis does not have to be the gateway to help.
Cognitive and learning profiles
Help teachers and schools understand how a pupil learns, building a fuller picture of strengths and needs across memory, processing and literacy. Dyslexia may be one part of that picture; the profile considers broader learning needs.
A profile can help with:
- Helping teachers plan classroom strategies, adjustments and targeted support
- Understanding how strengths and difficulties affect learning
- Connecting findings to practical support in school, study, training or work
- Planning support when a diagnosis does not explain every difficulty
- Considering whether further assessment would be useful
A cognitive profile explores learning needs; it does not provide a clinical ADHD or autism diagnosis. Contact DTC to discuss suitability.
Whole-school inclusive learning and literacy review
A review of how effectively the school identifies and supports learners with literacy, attention, memory, processing and overlapping learning needs.
This could examine:
- Identification and referral processes
- Quality-first teaching
- Screening and assessment practices
- Intervention selection and monitoring
- Use of assistive technology
- Classroom and examination adjustments
- Communication with families
- Transition arrangements
- Staff knowledge and confidence
The school could receive an Inclusive Learning Action Plan, with priorities for the next term and academic year.
Staff training and coaching
Practical sessions for teachers, teaching assistants and SENCOs.
Topics include:
- Recognising dyslexia and overlapping needs
- Dyslexia-friendly classroom practice
- Supporting reading fluency, spelling and written expression
- Working memory and processing-speed difficulties
- Effective use of assistive technology
- Choosing and monitoring literacy interventions
- Supporting neurodivergent learners without waiting for diagnosis
- Exam access arrangements and normal way of working
Follow-up coaching helps staff apply the learning and build confidence beyond a one-off training session.
Targeted intervention planning
We help schools match interventions to identified needs, establish a measurable baseline and review whether support is making a meaningful difference.
Planning could include:
- Selecting provision that matches the learner’s needs
- Structuring delivery and agreeing how progress will be measured
- Six- or eight-week review cycles, agreed with the school
Diagnostic dyslexia assessments
Where a full diagnostic assessment is appropriate, our APC-qualified assessors can provide a comprehensive assessment.
This pathway includes:
- A diagnostic report
- Feedback on findings
- Practical recommendations for home and school
Diagnostic assessment is a separate but connected pathway. Discuss suitability and payment before booking; programme funding does not automatically cover private assessments.
Parent and transition support
Help families and schools understand findings and agree consistent strategies.
Support could include:
- Parent information sessions
- Post-identification guidance
- Understanding an assessment report
- Preparing for secondary school
- Supporting GCSE and post-16 transitions
- Agreeing consistent strategies between home and school
Ask a Learning Specialist: Expert on Call
Discuss a set number of specialist hours each term, delivered nationally through secure video consultation.
- Discuss learners of concern
- Review intervention plans
- Interpret assessment information
- Advise on adjustments
- Support communication with parents
- Decide appropriate next steps
Agree the hours, scope and arrangements with DTC before purchasing.
School support and partnership options
Use these options to start a conversation. Scope, availability and fees are agreed with your school or commissioner.
SENCO Expert Access
For individual schools: monthly specialist consultation, case discussions and written action points.
Targeted Support Cycle
For learners or small cohorts: review, observation or assessment, a strategy plan and progress review.
Inclusive Learning and Literacy Review
For schools reviewing whole-school practice: audit, staff consultation, recommendations and an action plan.
School Partnership
For continuing support: expert access, training, learner consultations and a termly impact review.
Trust or Local Authority Partnership
For MATs and commissioners: provision across settings, agreed pathways, reporting and quality assurance.
For schools, multi-academy trusts and local education authorities (LEAs)
Discuss a scalable specialist learning and SEND support service across multiple schools, with national online delivery, APC-qualified assessors and specialist teachers.
Commissioned provision can bring together flexible capacity, consistent referral and triage pathways, standardised documentation, quality assurance and anonymised activity and outcome reporting. Agree a scope for your primary, secondary and post-16 settings.
Talk to us about commissioned provisionHow our approach reflects Experts at Hand priorities
The government’s Experts at Hand programme in England emphasises earlier support and specialist expertise in mainstream settings. Our school services reflect these priorities through needs-led advice, targeted support and building staff capability.
- Ambitious inclusive leadership
- High-quality adaptive teaching
- Accessible opportunities beyond the classroom
- Safe, respectful cultures where learners belong
- Evidence-based early support
- Strong partnerships with families and services
- Inclusive and accessible environments
We help schools turn these inclusion principles into practical action for learners with literacy, attention, memory, processing and overlapping learning needs.
This describes our approach, not official provider status. Access to the government offer and commissioning arrangements depend on the local area. Do not assume funding will pay for private diagnostic assessments.
Read the DfE Experts at Hand guidance · DfE funding and delivery requirements
Book a 15-minute school consultation · Request our schools brochure
Questions and answers
How can our school get help from DTC?
Contact DTC with the pupil’s age, the learning concerns and what the school and family hope to understand. DTC can discuss assessment suitability, the information needed and an online appointment. Agree the enquiry with the parent or responsible adult and clarify consent, fees and report sharing before booking.
Link to this questionWhat does a SENCO do, and when should I contact them?
A SENCO coordinates special educational needs support in school. If reading, spelling, handwriting or another part of learning remains difficult, ask the teacher or SENCO for a conversation. Bring specific examples and ask what support can be tried and when you will review progress. Education support processes differ across the UK.
Link to this questionWhat information should a teacher bring to an assessment enquiry?
Prepare examples of the pupil’s learning difficulties, their strengths and interests, and their own view of what helps. Include support already tried and what changed, relevant previous reports and any access needs. Explain the questions you want the assessment to answer; avoid sending sensitive pupil information through a public chat.
Link to this questionCan school support start while we explore an assessment?
Yes. Start a conversation with the teacher or SENCO about the learning barriers and support that can be tried now. You can discuss an assessment alongside this work. In England, GOV.UK describes SEN support such as extra teaching help, small-group work and support with class activities; ask your school which process applies locally.
Link to this questionWhat can school do when reading and spelling remain difficult?
Bring together examples of reading and spelling work and note what teaching or support has already helped. Ask the SENCO which difficulties to prioritise and how progress will be reviewed. DTC can discuss whether a dyslexia assessment would help clarify learning strengths, difficulties and recommendations.
Link to this questionCan DTC help us understand a pupil’s handwriting difficulties?
DTC’s school guidance includes handwriting difficulties assessments from age eight. Share examples, explain how writing affects classroom tasks and ask about suitability before booking. A handwriting assessment and a dyslexia assessment answer different questions; DTC can explain which route to discuss.
Link to this questionWhat if a pupil is younger than eight?
DTC generally recommends dyslexia assessment from age eight. Contact the team for individual guidance about younger children and discuss learning concerns with the school. You can gather examples and explore classroom support while deciding whether and when an assessment would be useful.
Link to this questionCan a school use a screener to diagnose dyslexia?
No. DTC’s free screeners are a starting point for questions and do not provide a diagnosis. Discuss the results alongside the pupil’s learning history, classroom experience and support already tried. A diagnostic assessment has a different purpose.
Link to this questionHow should a school use a DTC assessment report?
Discuss the findings with the family and, where appropriate, the pupil. Choose recommendations that address the pupil’s classroom tasks, agree who will help put them into practice and set a review date. DTC aftercare can help families understand the report and prepare questions for school.
Link to this questionDoes a dyslexia diagnosis automatically give a pupil extra time in exams?
No. A diagnostic report does not automatically secure extra time or another exam arrangement. Speak to the school or college’s SENCO before booking testing. The centre must consider its evidence, the pupil’s normal way of working and the applicable current rules; DTC can discuss suitability and liaison with the centre.
Link to this questionHow can parents and school prepare for a new teacher or school year?
Gather the pupil’s strengths, current concerns, previous reports and support that has helped. Agree how useful information will reach the new teacher. Choose the main difficulties to address first and arrange a SENCO conversation if needed, with a clear plan for sharing updates and reviewing progress.
Link to this questionWhat should we ask at a school support review?
Ask what support has been tried, what difference it made and what the pupil says is helping. Discuss which recommendations still need attention, who will take the next step and when to meet again. Bring the assessment report if relevant and use DTC aftercare to prepare any questions about the findings.
Link to this questionWhat is DTC’s Help at Hand service?
Help at Hand is DTC’s school-support service for literacy, written language, attention, memory, processing and overlapping learning needs. It connects early identification, specialist learner consultations, cognitive and learning profiles, whole-school reviews, training and coaching, intervention planning, diagnostic dyslexia assessment where appropriate, and parent and transition support. Contact DTC to agree the scope that fits your school.
Link to this questionCan Help at Hand help us decide what support a pupil needs?
Early identification and needs triage can include virtual SENCO consultation, reviewing school information and previous interventions, learner observation, screening and targeted assessment. Advice helps the school consider whether to monitor, intervene, refer or explore diagnostic assessment.
Link to this questionWhat does a specialist learner consultation provide?
A qualified specialist teacher reviews the learner’s strengths, difficulties and response to support. The school receives a concise needs profile, classroom strategies, recommended interventions, suggested adjustments and next steps for school and parents, with guidance on whether further assessment is appropriate.
Link to this questionWhat could a whole-school inclusive learning and literacy review cover?
The review can explore identification, teaching, screening, interventions, assistive technology, adjustments, family communication, transitions and staff confidence. A Inclusive Learning Action Plan could set priorities for the next term and academic year. Agree the scope and outputs with DTC.
Link to this questionWho is Help at Hand training and coaching for?
Sessions are for teachers, teaching assistants and SENCOs. Topics include recognising dyslexia and overlapping needs, classroom practice, literacy, memory and processing, assistive technology, monitoring interventions and exam access arrangements. Discuss your staff’s priorities with DTC.
Link to this questionDoes Help at Hand require a learner to have a diagnosis first?
The service supports action based on learning needs. Schools can explore practical strategies and targeted interventions without making diagnosis the gateway to help. A specialist consultation can also guide whether further assessment is appropriate.
Link to this questionHow can DTC help us choose and review literacy interventions?
We help schools match interventions to identified needs, establish a measurable baseline and review progress. The plan can include six- or eight-week review cycles, agreed with the school.
Link to this questionWhat is Expert on Call for schools?
Schools can discuss purchasing a set number of specialist learning-support hours each term for learner concerns, intervention plans, assessment information, adjustments and parent communication. Secure video consultation supports national delivery. Agree scope, availability and fees with DTC.
Link to this questionCan DTC support a multi-academy trust or local authority?
DTC can discuss commissioned specialist support across settings, including shared referral and triage pathways, documentation, quality assurance and anonymised activity and outcome reporting. The scope is agreed with the trust or commissioner.
Link to this questionCan DTC help families prepare for school transitions?
Parent and transition support can include information sessions, understanding assessment reports, preparing for secondary school, GCSE and post-16 transitions, and agreeing consistent strategies between home and school.
Link to this questionWhat is the SENCO Expert Access option?
SENCO Expert Access is an option for individual schools that want regular specialist input. The proposed package includes monthly specialist consultation, case discussions and written action points. Discuss availability, the number of hours and fees with DTC before agreeing a package.
Link to this questionWhat is a Targeted Support Cycle?
This option supports an individual learner or small cohort through a review, observation or assessment, a strategy plan and a progress review. DTC helps the school choose support that matches identified needs and agree how progress will be measured. The activities and review period are agreed with the school.
Link to this questionWhat does an Inclusive Learning and Literacy Review include?
The proposed package brings together an audit, staff consultation, recommendations and an action plan. It is intended for schools reviewing how they identify and support learners with literacy, attention, memory, processing and overlapping learning needs. Agree the review scope and the priorities for the next term and academic year with DTC.
Link to this questionWhat is the School Partnership option?
School Partnership is an option for schools seeking continuing support. It can combine expert access, staff training, learner consultations and a termly impact review. DTC and the school agree the activities, capacity, review arrangements and fees.
Link to this questionWhat can a Trust or Local Authority Partnership include?
A commissioned partnership can provide specialist capacity across several settings, with agreed referral and triage pathways, reporting and quality assurance. Discuss standardised documentation, anonymised activity and outcome reporting, and the needs of primary, secondary and post-16 settings with DTC.
Link to this questionCan staff receive follow-up coaching after training?
Yes. DTC’s school-service outline includes follow-up coaching to help teachers, teaching assistants and SENCOs apply training in everyday practice. Discuss the areas where staff need support, how coaching will be delivered and how progress will be reviewed when agreeing the service.
Link to this questionCan schools access specialist support online?
DTC’s school offer includes national online delivery, and Expert on Call can be delivered through secure video consultation. Ask which activities can be delivered remotely and agree practical arrangements, information sharing and any observation requirements before booking.
Link to this questionHow do we choose the right school support package?
Start with the questions your school wants to answer: an individual learner’s needs, intervention progress, staff confidence or whole-school practice. DTC can discuss a targeted consultation, review, training or ongoing partnership. You do not need to choose a diagnostic assessment before making an enquiry.
Link to this questionHow can we enquire about school support or request a brochure?
Contact DTC with your school or organisation name, the type of support you want and the best way to reach you. Use the school consultation, brochure request or commissioned-provision links on this page. Scope, availability and fees are confirmed directly with DTC; keep identifiable pupil information out of an initial general enquiry.
Link to this questionCan a cognitive and learning profile help us understand the whole person?
A cognitive and learning profile helps build a fuller picture of the person’s learning strengths and needs, including memory, processing and literacy. For teachers and schools, this helps inform classroom strategies, adjustments and targeted support across the pupil’s learning needs. Dyslexia may be one part of the picture. It connects findings to practical recommendations for education, training or work, and can help when an existing diagnosis does not explain every learning difficulty.
It is one part of understanding the person, alongside their experiences and learning context. It does not provide a clinical ADHD or autism diagnosis. DTC can discuss suitability for school-age learners, students, apprentices and people in the workplace, and advise on further assessment where appropriate.
Link to this question