Robust, standardised assessment to understand learning needs, identify barriers, and support the right provision

At The Support School, we offer educational assessments and cognitive profiling designed to build a clear, evidence-based picture of a learner’s strengths, difficulties and support needs.

Our assessments are used to help families, schools and professionals understand how a child or young person learns, where they may be experiencing difficulty, and what this means for teaching, intervention, support planning and, where appropriate, exam access arrangements evidence.

We use well-established, standardised assessment tools, including the Woodcock-Johnson V and the WIAT-III UK, to assess areas such as reading, writing, spelling, comprehension, maths, processing efficiency, and broader patterns of cognitive and academic performance.

These assessments are particularly valuable where there are concerns about:

• possible specific learning difficulties such as dyslexia

• uneven patterns of attainment

• literacy or numeracy difficulties

• barriers to classroom learning

• the need for a clearer picture of strengths and weaknesses

• evidence to support school provision planning

• evidence that may contribute to a school’s access arrangements assessment process

• understanding why a learner is not making expected progress despite support

Why educational assessment and cognitive profiling matter

A good assessment does more than produce scores. It helps answer the practical questions that matter most:

• What is getting in the way of learning?

• What are this learner’s genuine strengths?

• Where are the specific areas of difficulty?

• What support, intervention or teaching adjustments are likely to help?

• Does the pattern of performance suggest a specific learning difficulty or another underlying barrier to learning?

• What evidence can be used to inform school provision, exam access arrangements discussions, or wider SEND planning?

At TSS, our goal is not simply to label a difficulty. It is to use robust assessment evidence to help schools and families make better decisions about support, provision and next steps.

Our assessors hold CCET and ETAAC qualifications and are registered with the British Psychological Society's Register of Qualifications in Test Use (RQTU)

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The assessments we use

Woodcock-Johnson V (WJ V)

The Woodcock-Johnson V is a highly respected, comprehensive assessment system used to evaluate academic achievement, cognitive abilities and oral language. It is widely used internationally to investigate learning strengths and difficulties in a detailed, structured way. Riverside describes the WJ V as measuring intellectual abilities, academic achievement and oral language abilities, and it is designed to help professionals evaluate learning problems and exceptionalities in children and adults. 

Why the WJ V is useful

The WJ V is particularly valuable because it allows us to build a rich cognitive and attainment profile, rather than relying on a single score or a narrow test of reading or spelling alone. Depending on the referral question and assessment package, it can help explore areas such as:

• reading accuracy and reading fluency

• reading comprehension

• spelling and written language

• maths calculation and maths reasoning

• oral language and language processing

• underlying cognitive processes linked to learning

This makes it especially useful when we need to understand why a learner is struggling, not just whether they are below average in one area.

Online feasibility of the Woodcock-Johnson V

One of the major strengths of the Woodcock-Johnson V is its remote assessment feasibility when used under the correct conditions and with an appropriately trained assessor. Riverside states that the WJ V can be administered remotely, and a recent equivalence study found no statistically or practically significant differences between remote and in-person administration when strict administration and security protocols were followed. 

That means the WJ V can be a very practical option for families who:

• live at a distance

• need flexibility around appointments

• are seeking an online assessment option without sacrificing the use of a robust, standardised tool

• want a detailed picture of learning strengths and needs from home

At TSS, remote assessment is only used where it is appropriate for the learner, the assessment task and the testing conditions.

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WIAT-III UK (Wechsler Individual Achievement Test – Third UK Edition)

The WIAT-III UK is one of the best-known and most widely used standardised tests of academic attainment in the UK. Pearson describes it as a comprehensive assessment of reading, language and numerical attainment for children and young people aged 4 to 25 years 11 months. It is designed to identify academic strengths and weaknesses, inform decisions about educational support and placement, and help plan intervention. (Pearson Clinical)

Why the WIAT-III UK is useful

The WIAT-III UK is particularly helpful when we need a clear, robust picture of academic attainment across key learning areas. Depending on the learner and the referral question, it can be used to assess areas such as:

• single word reading

• reading comprehension

• spelling

• written expression

• oral reading fluency

• maths reasoning

• numerical operations

• aspects of oral language

This makes it a strong choice where there are concerns about:

• possible dyslexia or literacy difficulties

• writing weaknesses

• reading comprehension problems

• maths difficulties

• discrepancies between classroom performance and expected attainment

• evidencing the impact of a learner’s difficulties on day-to-day school work

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How these assessments support schools, families and wider SEND planning

Our educational assessments and cognitive profiling are designed to do more than identify a score. They are used to help produce clear, practical recommendations for schools and families.

Depending on the case, assessment findings may help to:

• identify specific areas of learning difficulty

• support a more accurate understanding of a child’s learning profile

• inform school intervention planning

• strengthen evidence for SEN Support planning

• support discussions around exam access arrangements where a learner’s profile indicates a significant and long-term difficulty

• provide useful evidence for Annual Reviews, placement discussions, and wider SEND planning

• help parents and schools understand whether a learner’s difficulties are best explained by a specific learning difficulty, broader learning needs, or a more complex profile

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Access arrangements: what these assessments can and cannot do

Where appropriate, educational assessment can form part of the evidence base used by schools and colleges when considering exam access arrangements.

The Joint Council for Qualifications (JCQ) makes clear that access arrangements must be based on a learner’s normal way of working and supported by evidence of need gathered by the centre. JCQ’s guidance emphasises that access arrangements are not awarded on the basis of a single test score alone; they must sit alongside the wider picture of need, classroom evidence and the school’s own assessment processes. (JCQ)

For that reason, the most accurate way to describe our assessments is this:

Our assessments can provide robust, standardised evidence that may contribute to a school’s access arrangements evidence base, when considered alongside the learner’s normal way of working, classroom evidence and the school’s own JCQ-compliant processes.

That is important because it means parents receive meaningful evidence of need, while schools receive information that is relevant to real educational decision-making, rather than a report built around over-promises.

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Recognised, standardised and professionally credible

The Woodcock-Johnson V and WIAT-III UK are well-established standardised assessments used by appropriately qualified professionals to investigate learning needs, attainment and patterns of difficulty. They are widely recognised within educational and specialist assessment practice because they provide structured, norm-referenced data rather than informal impressions alone.

At TSS, these assessments are not used in isolation. We interpret them in the context of:

• the learner’s educational history

• school information

• parent views

• current classroom concerns

• wider SEND presentation

• functional impact on day-to-day learning

That combination of standardised testing + professional interpretation + practical recommendations is what makes an assessment genuinely useful.

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What you receive from a TSS educational assessment / cognitive profiling package

Our assessment packages are designed to give parents and schools a clear, usable outcome rather than a pile of unexplained data.

Depending on the package, this may include:

• a structured online assessment appointment

• use of standardised assessment tools such as the Woodcock-Johnson V and / or WIAT-III UK

• a written summary of strengths, difficulties and key findings

• practical recommendations for teaching, intervention and support

• feedback to parents explaining the results in plain English

• where relevant, information that may help schools consider next steps around SEND support, provision planning or access arrangements discussions

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Who this service is for

Our educational assessments and cognitive profiling are suitable for:

• parents who want a clearer picture of their child’s learning strengths and difficulties

• schools seeking robust assessment evidence to inform provision

• families concerned about possible dyslexia, literacy difficulties, maths difficulties or wider learning barriers

• learners whose progress has stalled despite support

• families needing evidence to support SEND planning, Annual Reviews or school discussions

• young people who may need a more detailed understanding of their learning profile before key transitions or examinations

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Book an educational assessment / cognitive profiling package

If you would like a clearer, evidence-based understanding of your child’s learning profile, we can help.

Our assessment service is designed to provide robust educational evidence, practical next steps and professional guidance that schools and families can actually use.

To enquire about a TSS educational assessment or cognitive profiling package, please get in touch via our contact form 

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Frequently Asked Questions – TSS Cognitive Profiling Assessment

How much does a TSS Educational Assessment/Cognitive Profiling Assessment cost?

The cost of a TSS Educational Assessment/ Cognitive Profiling Assessment is £400 (UK) / €465 (Ireland and Europe).

This comprehensive package includes:

• A 60-minute online cognitive profiling assessment

• Professional analysis of assessment outcomes

• A detailed written report

• A personalised Home and School Learning Support Plan

• A 45-minute parent feedback consultation

• A 60-minute online meeting with school staff (where appropriate)

Our aim is to provide families and schools with a practical and affordable way of understanding how a learner processes information and what support strategies are most likely to improve outcomes.

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Is this the same as an Educational Psychologist assessment?

No.

A TSS Cognitive Profiling Assessment is NOT an Educational Psychologist (EP) assessment and should not be considered a replacement for one where a formal EP report is specifically required.

However, our assessment can provide valuable information about a learner's cognitive strengths and areas of need, including processing speed, working memory, verbal abilities and learning preferences. Many parents and schools use the findings to better understand why a learner may be struggling and to inform support strategies whilst awaiting Educational Psychology involvement.

Our reports are designed to be practical, accessible and focused on improving educational outcomes.

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Will the assessment identify dyslexia?

The assessment can identify cognitive patterns and indicators that are commonly associated with Specific Learning Difficulties (SpLD) such as: dyslexia, dyspraxia, dyscalculia, ADHD and other specific learning difficulties.

However, the assessment does not provide a formal diagnosis of any specific condition.

The report may highlight areas such as:

• Phonological processing difficulties

• Working memory weaknesses

• Processing speed difficulties

• Literacy-related cognitive challenges

Where indicators suggest the possibility of dyslexia or another specific learning difficulty, recommendations for further assessment or support will be included.

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Can schools use the report?

Yes, absolutely!

Schools often find the report helpful because it provides practical information that can be implemented immediately within the classroom.

The report can help teachers and SENDCOs to:

• Understand a learner's strengths and barriers to learning

• Plan targeted interventions

• Differentiate classroom activities

• Support exam preparation and access arrangements discussions

• Develop effective classroom strategies

Many schools also use the recommendations to support SEND reviews and discussions with parents.

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Can the report support an EHCP application?

The report may be used as supporting evidence when discussing a learner's needs with a school or Local Authority.

Whilst it is not a statutory assessment and cannot replace Educational Psychology advice where this is specifically required, it can provide valuable evidence of a learner's cognitive profile, learning needs and recommended support strategies. Many EPs are stretched and cannot keep up with the demand for their services, so this assessment provides valuable interim evidence for families and for schools who are waiting for EP assessment. 

Many families find the report useful when:

• Requesting additional support

• Preparing for EHCP discussions

• Supporting requests for assessment

• Preparing for Annual Reviews

• Gathering evidence of educational need

The report focuses on identifying barriers to learning and making recommendations that can support progress and inclusion.

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What age can be assessed?

The TSS Cognitive Profiling Assessment is suitable for learners from approximately 6 years of age through to adulthood.

The assessment can be particularly helpful for:

• Primary-aged pupils

• Secondary-aged pupils

• Sixth form and college students

• Apprentices

• Adult learners

Assessments are tailored to the age and educational stage of the learner.

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How long does the assessment take?

The assessment itself takes approximately 40 minutes and is completed online, with One of our staff trained in educational testing and holding CCET (certification of Competency in Educational  Testing)

Following the assessment:

• Results are analysed and interpreted

• A detailed written report is prepared

• A personalised Home and School Learning Support Plan is produced

• A parent feedback meeting is arranged

• A school consultation meeting can be provided where appropriate (additional fee £60/ €70)

Most families receive their completed report and recommendations within a few working days of the assessment.

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What does cognitive profiling assess?

Cognitive profiling explores how an individual learns, thinks, remembers and processes information.

Areas considered may include:

• Verbal ability

• Working memory

• Processing speed

• Reasoning skills

• Visual processing

• Learning preferences

• Potential barriers to learning

Understanding these areas can help explain why a learner may be underachieving despite effort and can provide a clearer picture of the support they require.

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Who would benefit from a Cognitive Profiling Assessment?

The assessment may be particularly helpful for learners who:

• Are working below age-related expectations

• Have suspected SpLD such as dyslexia, dyscalculia or other learning difficulties

• Have ADHD or attention difficulties

• Experience difficulties with memory or processing information

• Have SEND but no clear explanation for their learning challenges

• Are preparing for discussions around additional support or provision

The assessment can also be valuable for learners who are academically able but whose attainment does not reflect their potential.

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Why choose The Support School?.

Our approach focuses on:

• Identifying strengths as well as needs

• Providing practical recommendations

• Supporting collaboration between home and school

• Promoting inclusion and positive outcomes

• Delivering accessible and affordable specialist support

We believe that understanding how a learner learns is the first step towards helping them achieve their potential.