Tailored support for lifelong success
Based in Preston, Lancashire, and serving the surrounding areas including all of the Fylde Coast, we specialise in providing comprehensive diagnostic assessments for dyslexia and other specific learning difficulties (SpLDs) for both children and adults.
Our other services also include educational progress assessments, exam access arrangements, and tailored specialist tuition to meet individual learning needs.
Rachel is a highly qualified specialist teacher and assessor with over 25 years of classroom experience. She brings a mix of both personal and professional understanding to her assessments, supporting individuals to achieve their full potential.
As a mother of a child with dyslexia Rachel understands how beneficial a timely diagnosis and tailored support can be to the success of a young person.
At the heart of our service is our commitment to empowering individuals by identifying their strengths and challenges, providing actionable recommendations, and fostering the confidence to succeed in education, work, and daily life.
Why Choose Us?
At Preston Dyslexia, we pride ourselves in providing a service that combines professional expertise with a deeply empathetic approach. Here’s why you can trust us to support your journey:
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Rachel is a highly qualified specialist teacher with over 25 years of experience, a full member of PATOSS, and a registered SpLD assessor with an APC (Assessment Practicing Certificate).
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Her teaching experience offers a deeper understanding of co-occurring SpLDs and how they interact with dyslexia.
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Tailored assessments conducted in a supportive, non-judgmental environment that celebrates individuality.
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Clear, detailed reports with practical personalised strategies to support learning, work, and life.
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A commitment to confidence and well-being, focusing on empowering individuals to harness their unique strengths alongside addressing challenges.
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Professional insights enriched by familial experience of dyslexia fosters a compassionate and empathetic approach, creating a safe and supportive environment for every client.
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Reports are compliant with SASC, JCQ and DSA requirements for exam access arrangements and university/employment support.
About Rachel Spacey
BA (Hons), PGCE, PGCert SpLD, QTS, SpLD APC (Patoss)
I am a qualified teacher and SpLD (Specific Learning Difficulties) assessor, proudly registered as a full member of Patoss holding an Assessment Practising Certificate (APC). I am also trained in assessing for exam access arrangements in line with JCQ regulations.
With over 25 years of experience, I have had the privilege of working with children, young people, and their families across a range of settings.
As a parent of neurodiverse children, I understand first-hand the challenges that can come with learning differences. This personal experience, combined with my professional expertise, drives my passion for helping others navigate the education system with confidence. My goal is to support individuals in recognising their strengths and equipping them with practical strategies that make a meaningful difference in their learning, work, and daily life.
Qualifications
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BA (Hons) (University of North Wales, Bangor)
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PG Cert Specific Learning Difficulties (Dyslexia) (Liverpool Hope University)
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PGCE with QTS (University of St Martin's, Lancaster)
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Assessment Practicing Certificate (APC) – Patoss
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Patoss Professional Membership (PPM)
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I hold a current Enhanced DBS certificate, ICO membership, full public liability and professional indemnity insurance
What is a Specific Learning Difficulty (SpLD)?
A Specific Learning Difficulty (SpLD) is a neurological difference that affects how a person learns and processes information. SpLDs are unique to each individual and can impact areas such as reading, writing, memory, organisation, and attention. Dyslexia is one of the most common SpLDs, but others include dyspraxia (DCD), dyscalculia, and ADHD. These differences often co-occur, meaning a person with dyslexia may also experience challenges related to another SpLD.
What is Dyslexia?
Dyslexia is a specific type of SpLD that affects how the brain processes information. While it is most commonly associated with difficulties in reading, writing and spelling, it goes beyond literacy skills, impacting areas such as memory, coordination, and organisational abilities.
Dyslexia can also make it harder to process and remember visual and verbal information. Each individual’s experience of dyslexia is unique. For some, it may co-occur with other specific learning difficulties, adding further complexity. Dyslexia often runs in families and is a lifelong condition, presenting challenges not only in education but also in the workplace and everyday life. However, it is important to recognise the strengths that come with thinking differently. Many dyslexic individuals excel in reasoning, problem-solving, and creative or visual fields, bringing unique perspectives and talents to their personal and professional lives.
Dyslexia is often misunderstood as a difficulty, but in reality, it is a different way of thinking and learning.
By recognising dyslexia as a learning difference, we focus on strengths, build confidence, and create a more inclusive environment.
This short video explores what it means to embrace dyslexia as a difference and how this understanding can support individuals to thrive.
Diagnostic and Educational SpLD Assessments
Assessment Services
What happens prior to the assessment?
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The individual’s background, previous educational experiences and current needs are identified through questionnaires completed by parents, individuals and schools. These are required at least 14 days prior to your assessment date.
What happens during the assessment?
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The assessment takes approximately 3.5 hours and the student is made to feel as relaxed as possible with breaks built in as necessary.
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The assessment involves a series of tests designed to measure performance across a range of cognitive and academic areas.
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Reports containing personalised specific evidence-based recommendations and strategies will be sent electronically within 15 working days of the assessment.
Where do the assessments take place?
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All assessments are in person and take place at my home office in Freckleton, Preston.
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We may be able to accommodate home visits if required.
How do I make a booking?
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Use our contact form or email Rachel on info@prestondyslexia.co.uk. Alternatively call Rachel on 07421 521 223.
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A deposit of £100 is due upon agreeing and securing an assessment date and the balance is due 7 days prior to the assessment taking place. All payment are made via bank transfer.
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As an assessor with a current Assessment Practising Certificate (APC), assessment reports may be used as evidence for Disabled Student Allowance (DSA) when applying to University.
Fees for assessments and tuition are detailed below.
Child Full Dyslexia Diagnostic Assessment (8-16yrs)
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A full dyslexia diagnostic assessment to investigate the presence of dyslexia in children aged 8 to 16 years old (approx. 3.5 hours). Where appropriate, referrals to other professionals for further investigation will be signposted.
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£350.00
Adult Full Dyslexia Diagnostic Assessment (17+yrs)
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A full dyslexia diagnostic assessment to investigate the presence of dyslexia in adults aged 17+ and upwards.
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£350.00
Specialist Tuition (6-15yrs)
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Offering tailored, one-to-one support for children aged 7 to 16 with dyslexia or specific learning difficulties. Using a structured, cumulative programme grounded in multisensory phonics-based teaching, each session is carefully designed to meet the individual needs of the learner.
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This evidence-based approach helps build reading, spelling, and writing skills by engaging multiple senses - seeing, hearing, saying, and doing - to reinforce learning and improve retention. Lessons progress at a pace that suits the child, ensuring a strong foundation before moving forward, and fostering confidence, independence, and academic growth.
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£35.00 for a 1 hour lesson.
Additional Services for Schools:
Formal Cognitive and Learning Assessment (8-15yrs)
This serves to identify cognitive strengths and weaknesses, literacy attainment and barriers to learning with a focus on resources and strategies tailored to meet the needs of the pupil and support funding or EHCP applications. This assessment does not identify whether a pupil has dyslexia but will include an assessment of, where relevant:
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underlying ability
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working memory
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processing speed
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phonological awareness
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reading comprehension, accuracy and fluency
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spelling and writing
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handwriting
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number skills and motor skills where relevant
A report will be provided with scores, analysis, referral information if needed and recommendations.
£280 per pupil
Exam Access Arrangements Testing
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A formal assessment designed to identify students who may need additional support during exams due to specific learning difficulties or disabilities. This process involves a comprehensive evaluation of key areas, including reading speed, writing fluency, processing speed, and working memory. The aim is to recommend suitable exam accommodations such as extra time, a reader or scribe, or assistive technology. Enabling students to showcase their true academic potential without being hindered by their learning challenges.
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£50 per pupil
Send me a message
If you would like to send me a message please use the contact form or my direct email or number below. I would be very happy to answer any questions you have regarding the services I offer.
Please note, I dedicate my full attention to each client during assessments, so if I am unable to respond immediately, I will get back to you as soon as possible.
Your enquiry is important to me, and I appreciate your patience.
Kind Regards,
Rachel.
07421 521 223
Opening Hours
Mon - Fri 8.00am – 5.30pm
Saturday Closed
Sunday Closed
Frequently asked questions
What age can learners be assessed?
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We recommend waiting until at least 8 years of age. The reason for this is that some young children develop at a different rate, and it is important to rule out developmental immaturity or other issues (medical, etc) prior to diagnosing dyslexia.
Does an assessment always result in a diagnosis?
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Dyslexia cannot always be diagnosed in an assessment. However, all reports include a detailed examination of the individual’s strengths and weaknesses of a learner’s profile and include a section with a clear list of strategies, interventions, and suggested support. Sometimes a referral is made for further assessment by a psychologist, occupational therapist, or GP.
Can a parent be present during an assessment?
I understand that you want to be involved in your child’s assessment process, and I appreciate your support. However, it’s essential for assessments to be conducted in an environment where the most accurate and unbiased results can be obtained.
I ask parents not to be present during an assessment for the following reasons:
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Your child’s performance can be influenced by your presence, which might affect their ability to concentrate and respond naturally to the tasks.
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Children often feel more comfortable and independent when working directly with an assessor. This can help them engage more fully with the tasks.
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It is crucial to observe your child’s natural behaviours and responses. Having parents in the room can unintentionally lead to prompts or cues that might influence the assessment outcomes.
When attending an assessment, parents are able to stay for the duration of the assessment in an alternative room, or many parents take advantage of local area. It is just a short walk to the village centre with cafes and a park, or parents may leave and return at the end of the assessment. I am fully certified with an Enhanced DBS, full public liability and professional indemnity insurance.
Is there parking available?
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Yes. There is plenty of free on-street parking.
Does my child need to be assessed again when they are older?
If undertaken by a fully qualified assessor with a current APC, like Rachel, a full diagnostic assessment for a specific learning difficulty (which includes dyslexia) undertaken at any age lasts a lifetime. It is a legal document which can be used to support an application for Access Arrangements during your child’s time in school, an application for Disabled Students Allowance (DSA) when they transition to university, and reasonable adjustments in the workplace.
The APC indicates the assessor has undertaken a high standard of training and that regular CPD is undertaken. Rachel is a member of PATOSS, PATOSS is the professional association of teachers of students with specific learning difficulties, (certificate number 500003563-OF10864).
What is involved in a full diagnostic assessment?
A full diagnostic assessment is an in-depth process, typically lasting around 3.5 hours, designed to determine whether dyslexia is present and to provide a complete understanding of the learner’s profile. This includes identifying both strengths and areas of difficulty.
The assessment begins with the collection of background information, such as developmental history and input from the learner’s educational setting, to ensure a thorough understanding of their needs.
Depending on the age of the learner, the assessment provides practical and detailed recommendations for support strategies at school, at home, and in future education or work settings, including guidance for further and higher education.
The Assessment explores:
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Underlying ability
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Memory
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Phonological awareness (understanding and manipulation of speech sounds)
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Processing speed
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Reading
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Spelling
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Writing
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Handwriting
When and how will I receive the report?
You will receive a detailed report (typically 25–30 pages) electronically within 15 working days. This report includes:
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A summary of the learner’s strengths and challenges
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Test results with clear explanations
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A diagnosis, if applicable
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Tailored recommendations for intervention, accommodations, and strategies to support the learner’s success
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In some cases, a supporting letter for onward referral to another professional
How is a Learning Profile different to a Diagnostic Assessment?
A Learning Profile Assessment is designed to identifying practical barriers to learning and targeting interventions more effectively.
Lasting around 1 ½ hours, this assessment provides a comprehensive understanding of the learner’s strengths and areas of difficulty, offering insights into the challenges they currently face and strategies to overcome them. While it does not provide a formal diagnosis, it delivers valuable recommendations to support learning in the school years ahead.
Depending on the age of the learner, the assessment includes some psychometric testing and some informal testing. The shorter report contains descriptions of the learner’s strengths and weaknesses, test results where applicable, conclusions about current barriers to learning and current successes, and recommendations for school, home and intervention.
If you do have further questions please feel free to get in contact.