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Identifying the need

We ask questions

Many neurodiverse learners develop ways to disguise their learning differences, which is why screening everyone is the best method to identify hidden needs.

The first thing a learner will do is complete a simple five-minute questionnaire online, or on-site, during a session with their assessor. With the questionnaire, we can identify any individuals who have a strong likelihood of having additional learning needs.

We use this questionnaire to highlight learners who may need additional support, those individuals will complete a 30-minute digital assessment. During this assessment, we will profile eight neurological aspects of learning and thinking. We can install this assessment on your staff’s laptop so assessments can be completed without internet access.

After completion, we will produce a professional and informed report which can be used as evidence of any additional learning needs.

Following the assessment, we will populate a bespoke learning library for all individuals identified as having an additional learning support. This library will be tailored to their specific needs.

We’ve created the sector’s most sophisticated digital assessment tool

The assessment has been designed and evaluated by leading Neuropsychologists, Dr Welch and Dr Skilbeck. What’s more, it’s been created to mimic established paper-based assessments for each of the eight domains profiled:

  • Verbal Memory – how an individual perceives and understands verbal information
  • Non Verbal Memory – how an individual understands non-verbal communication, such as body language or images
  • Literacy – the ability to read and write, and the ability to view, listen and effectively communicate with others
  • Numeracy – the ability to measure, rank and order information, as well as understand mathematical operations
  • Visual Information Processing Speed – how fast an individual can look at and process non-verbal information, such as pictures, images or diagrams
  • Executive Function – this controls what gets done, how it gets done and when it gets done (involves problem solving, multi-tasking and planning)
  • Verbal Reasoning – how an individual understands any verbal information, written or spoken
  • Visual Perception – the ability to recognise, analyse and assign meaning to visual information

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Projected Maximum Annual LSF Revenue

    Our solution allows those delivering apprenticeships to over 250 learners to screen them for additional learning needs (ALN).

  • Projected:

  • Number of apprentices*

  • Percentage of Learners on LSF1*
    The average identification rate for LSF1 is 20%.