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Specific Learning Difficulties (SpLD) Assessments

Dysgraphia | Motor Coordination | Dyscalculia | Processing Speed | Executive Function | Access Arrangements


At Tabla Psychology Ltd, we provide detailed assessments for children and young people experiencing specific learning difficulties (SpLD). These assessments are delivered by a Specialist Teacher (QTS) and Specialist Assessor, with clinical oversight and quality assurance from an HCPC‑registered Educational Psychologist.

Specific learning difficulties are differences in how the brain processes information. They are not linked to intelligence. Many children with SpLD are bright, thoughtful and capable, yet may struggle with particular academic skills such as writing, mathematics, organisation, coordination or processing speed. Our role is to understand the pattern beneath the difficulty and provide clear, practical guidance that schools can implement with confidence.

Dysgraphia (Writing Difficulties)

Dysgraphia refers to significant and persistent difficulties with written expression. Children may write slowly, produce poorly organised work, avoid extended writing tasks, or experience hand fatigue and frustration. In some cases, ideas are strong verbally but difficult to translate onto paper.

Assessment explores handwriting fluency, written composition, working memory, processing speed and executive functioning, alongside fine motor integration. We consider whether the writing difficulty reflects dysgraphia, motor coordination differences, attention-related factors, or broader cognitive processing needs. Recommendations are practical, proportionate and suitable for school implementation.

Motor Coordination & Handwriting Difficulties

Some children experience challenges with motor planning and coordination that affect handwriting, classroom organisation, physical confidence or participation in sport. Within our assessment, we consider how motor differences impact learning and day‑to‑day school functioning. Where indicators suggest Developmental Coordination Disorder (DCD), we advise on onward referral to Occupational Therapy for diagnostic clarification. Our focus remains educational impact and appropriate classroom provision.

Dyscalculia (Mathematics Learning Difficulties)

Dyscalculia affects the development of number sense and mathematical reasoning. A child may struggle to understand quantity, recall number facts, sequence steps in calculations or retain mathematical concepts over time. This can lead to significant anxiety and avoidance of maths tasks.

Assessment examines number processing, arithmetic reasoning, working memory, visual‑spatial reasoning and processing speed. We differentiate between dyscalculia, gaps in learning, anxiety‑related barriers and broader cognitive differences to ensure recommendations are targeted and accurate.

Processing Speed & Cognitive Efficiency

Some children do not meet criteria for dyslexia, dysgraphia or dyscalculia but show marked differences in processing speed, cognitive efficiency or working memory. These profiles can significantly affect written output, exam performance, organisation and classroom confidence. A clear cognitive profile allows schools to make reasonable adjustments and plan support effectively.

Executive Function & Organisation

Executive functioning influences planning, organisation, task initiation, emotional regulation and the ability to manage multi‑step instructions. Differences in this area can look like inconsistency, forgetfulness or low motivation, when in fact they reflect underlying processing needs. Our assessment clarifies this profile and provides structured strategies to support independence.

Specific Reading Comprehension Difficulties

Some children decode accurately but struggle with understanding, inference or retention of text. Assessment explores higher‑level language processing, reasoning and working memory in order to identify whether difficulties reflect a specific comprehension profile rather than dyslexia.

Access Arrangements Assessment

We offer assessment to inform examination access arrangements in line with current guidance. Where appropriate, we provide standardised evidence to support applications for adjustments such as extra time, rest breaks or use of a laptop. Recommendations are clearly justified and suitable for submission by schools.

How This Fits With Our Wider Pathways

This service sits alongside our Dyslexia Assessment Pathway and our full Educational Psychology assessments. Where a broader cognitive or neurodevelopmental profile is indicated, we may recommend progression to a comprehensive Educational Psychology assessment or to our multidisciplinary ADHD or Autism diagnostic pathways.

Internal links can direct families to:

  • Dyslexia Assessment Pathway
  • ADHD Diagnostic Assessment
  • Autism (ASC) Diagnostic Assessment
  • Full Educational Psychology Assessment

Fees & Booking

Each SpLD assessment (Dysgraphia, Dyscalculia, Motor Coordination / Processing Profile) is £700. This includes the assessment session, scoring, interpretation and a detailed written report.

Reports provide a clear profile of strengths and needs together with practical, school‑ready recommendations.

To book an assessment, please contact Tabla Psychology Ltd on 023 9204 1876 or email admin@tablapsychology.co.uk and our team will be happy to assist you.

Our Approach

SpLD assessments at Tabla Psychology are structured, calm and strengths‑focused. They are delivered by a Specialist Teacher (QTS) and Specialist Assessor and overseen by an HCPC‑registered Educational Psychologist to ensure professional governance and quality assurance. We use robust, standardised assessment tools and provide clear, detailed recommendations that schools can act upon.

Our aim is always to ensure children feel understood and supported, not labelled.

“The autism assessment we had with Tabla Psychology was incredibly helpful. We now have the tools and understanding to support our son both at home and at school.”

Mrs D

“Both psychologists were empathetic, great listeners and showed excellent knowledge of ASD. I felt as though they really knew and understood my child, and had clearly keenly listened to everything discussed.”

Mrs J

“Great communication keeping us updated and a thorough introduction session that allowed time for any questions we had. Our daughter was a little anxious about the session but particularly liked that she could do art as part of the process, and being able to bring the art work home.”

Mrs M

“Since receiving J’s ASD report, J’s mainstream are supporting a change in school placement to a SEN school. He has just been accepted for medical tuition whilst he cannot attend mainstream. His EHCP is also well underway. The GP wrote a letter supporting your report and sent it across to CAMHS and MHST, who have since pushed things through for J. He has started his High intensity cognitive behavioural therapy and he is also just waiting to be seen by the psychiatrist to receive some medication. Whilst he is still very low in mood, removing the pressure of going to school, whilst the correct support is put in place has helped him drastically. I honestly feel without your help and the professional report which is done with such care from yourself we would not be where we are today. Myself and J are extremely thankful.”

Mrs M

““This is a big step forward on this part of Penny's lifelong journey for which your team have been instrumental."”

Tanya, Penny's mum

“I've had a couple of parents asking for your details I've passed on website link. I will keep spreading the word of how amazing you have been.”

Ms SParent

Dyspraxia Assessment FAQ

Is dysgraphia the same as dyspraxia?

Not necessarily. Dysgraphia relates specifically to written expression, whereas dyspraxia (Developmental Coordination Disorder) relates to broader motor coordination. Some children may present with overlapping features.

Can schools diagnose dyscalculia?

Schools can identify and support mathematical difficulties, but a formal diagnosis typically requires assessment by a qualified professional using standardised measures.

Will this assessment qualify my child for extra time?

Access arrangements depend on current examination board guidance and evidence thresholds. Our report will clarify whether criteria are likely to be met and what adjustments are proportionate.