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My daughter had been receiving extra support for her maths GCSE, during these sessions Helen recognised some dyslexic tendencies, she recommended that she was screened, I explained to Helen that the primary school had already screened her when she was younger and it came back clear. Helen thought it would be in my daughters best interest, at this point my daughter was in year 11 and about to sit her GCSE Mocks. We went ahead with the screening, the results came back that my daughter was severely dyslexic. With all the information to hand I contacted my daughters secondary school, straight away I got a response that she would have to sit an exam board screening, the results matched. She now has support from the school and extra time in all of her exams. We only wish that this was picked up sooner from her school. Helen has been so supportive throughout, we are so grateful we listened to her advice. Thank you Helen

Took my daughter for an assessment with Helen. The atmosphere was lovely and relaxed, Helen really put my daughter at ease. Helen went above and beyond to conclude the diagnosis with various communications between my daughter and myself.

Helen was amazing, we didn't have to wait months for an appointment, very good communication. Chloe was very comfortable with Helen straight away, and managed to put her at ease. Chloe came away from the assessment happy and very chatty and said she enjoyed it! The report was done quickly and everything was very clear, and the letter sent to chloe about her diagnosis with the videos to watch was brilliant.

We have been very pleased with our whole experience with Dyslexia Test Centre. Helen took the time to put my son at ease for his assessment. The assessment was very thorough and the report was received very promptly, detailed and included lots of positive strategies. This has been really useful in getting school on board with understanding my sons needs and adapting his learning environment and opportunities appropriately. Helen has been really helpful with supporting my son to understand his new diagnosis and avoid any negative impact on his self esteem.

Helen was able to fit us in at short notice which was hugely appreciated. My child was feeling rather anxious regarding the whole process and Helen was very patient, calm and reassuring. Her very detailed report, which arrived very promptly, following the assessment was extremely comprehensive with much useful information. I would have no hesitation in recommending her to others.

If you’re considering TLP, TMP or both as an intervention to improve your child’s or your life, read on, read how they changed mine, and the many young people I’ve had the pleasure to support and work with. I first heard about TLP (the listening program) when I worked at a Secondary school who had unsuccessfully tried a variety of interventions to improve GCSE results - when my colleague (Jeanette Butterworth) was approached by the school regarding their concerns - academic students underachieving, Jeanette asked to analyse student data and identified the reason students were underachieving - a majority of students had below average reading ages, probable cause given gaps in learning gaps and lack of phonological knowledge. Jeanette then introduced the school to TLP. However, the school were sceptical, but Jeanette provided the evidence to back up her theory - that if the intervention was carried out correctly, TLP + reading intervention = improved student performance and GCSE grades. When Jeanette told me about the conversation, I had never heard of TLP, but I was intrigued. Over the Easter Holiday I researched and read all about TLP. The first day back after half term, I went straight to Jeanette and informed her I wanted to be a TLP practitioner - unfortunately funding was an issue! However, I understood and believed that TLP could be the difference of students achieving a D grade not a C or an B grade not a A; such was my commitment to supporting student achievement I self funded the TLP course, completed the training and became a trained provider With all the resources and interveti in place, we enlisted students and began the first ten week TLP intervention - this was completed one week before GCSE’s began! GCSE results day arrived memories from the very first GCSE results post TLP will remain with me forever, the relief and pride showed on the faces of students who had participated in TLP after all the effort, hard word and commitment they had put, they were rewarded and got the results they deserved. In addition to this, after the GCSE results success, the school analysed the new year 7 data - the data was inconsistent, results showed strengths and weakness across subjects. The school brought the results and their concerns to Jeanette and asked and asked support. Jeanette and myself tested the reading age of the whole year 7 cohort, like the year 11’s results showed the majority of year 7 students had a below average reading age. It was agreed that TLP would be rolled out as part of the curriculum and intervention and all year 7 students would complete ten weeks of Listening and Literacy intervention. After ten weeks, students reading ages were retested. All the students who completed the full Ten week program came out as having improved and had: 1. A reading age above or that matched their chronological age Students who missed a few sessions over the ten weeks improved. Results showed they improved and had: 1. A reading age which matched their chronological age or were within 3 - 12 months of their chronological reading age Students who missed a significant amount of the ten week program and intervention improved, results showed they had: 1. Scored higher and their reading age had improved, although this was still below their chronological age Results for students who were inconsistent and attended very few TLP and intervention sessions were still retested these and showed: 1. No improvement with reading age but a slight improvement in phonological awareness 2. No improvement in reading age or phonological awareness Overall results showed Students who take part in TLP alongside Intervention improve and make progress in all areas Further to this, I have worked in a variety of other schools working alongside Jeanette to set up and run TLP. As well as this, Jeanette also introduced and trained me to successfully run TMP (The Movement Program) Whilst working with Jeanette at a anothervsecondary school, I was asked to support a student with an ABI (acquired brain injury) this entailed the student carrying out TLP during morning lessons and TMP during the afternoon; and, to continue to stimulate the neural pathways in the brain, the student needed to continue and completed TLP and TMP four times - for the remainder of the academic year. Again, the effort, hard work and commitment of the student was rewarded as they successfully transitioned from school to college. This was one of our many successful achievements and Jeanette and I were rewarded for our hard work and commitment; I was nominated and won an award for my part in supporting a student who’s life chances changed dramatically, but with the skills, knowledge and experience, TLP & TMP and the belief of two people, the young person’s life chances improved.

I can’t sing Helen’s praises enough, her help, knowledge and guidance with the assessment for my daughters dyslexia was invaluable. If a dyslexia assessment is required I can thoroughly recommend Helen.

Dyslexia Test Centre are clearly experts in their field and provide an absolutely superb service. Helen provided my ten year-old son with a very relaxed and friendly three-hour assessment over zoom and then we received a full and detailed report a week later. I cannot fault the experience in any way. The ability to have the assessment over zoom was a God-send as it meant we could join from our own kitchen table. It is very hard to find proper qualified dyslexic assessors, but DTC also cover other learning difficulties such as dyspraxia! Thank you so much Helen and team!