Sarah
Sarah* came for an All-in-One Educational MOT in January 2020. Her parents wanted a clear understanding on how she was performing at school and to find out which areas needed support before she transitioned to Primary 5.
Sarah attained the following age-equivalent scores:
January 2020 – Sarah, 7 years 11 months (P4)
- Numeracy: age equivalent 8 years 10 months (standardised score = 111)
- Reading: age equivalent 8 years 9 months (standardised score = 109)
- Spelling: age equivalent 7 years 6 months (standardised score = 95)
These findings indicate that although all scores are within the ‘average’ range (standardised scores 86-114), Sarah would benefit from some targeted support with spelling. After discussing these results with her parents, mum agreed, but added that she felt Sarah lacked confidence with maths so asked if I could support her with spelling and maths.
Sarah commenced in-person tutoring sessions in February 2020, focusing on numeracy and spelling (one hour per week). The following month, schools closed (due to the Corona virus), so tutoring lessons moved online. When schools re-opened in August, I reassessed Sarah so I could track progress. The results were as follows:
August 2020 – Sarah, 8 years 6 months (starting P5)
- Numeracy: age equivalent 10 years 4 months (standardised score = 126)
- Reading: age equivalent 9 years 3 months (standardised score = 107)
- Spelling: age equivalent 9 years 1 month (standardised score = 106)
The results highlight the significant progress made in the areas of numeracy and spelling. To help boost Sarah’s reading (which had in real terms, dipped slightly), I began to incorporate more reading into her lessons, this also helped consolidate Sarah’s spelling skills.
The following year I reassessed Sarah:
August 2021 – Sarah, 9 years 6 months (starting P6)
- Numeracy: age equivalent 12 years 4 months (standardised score = 130+)
- Reading: age equivalent 15 years 6 months (standardised score = 124)
- Spelling: age equivalent 12 years 0 month (standardised score = 116)
Sarah was ‘at ceiling’ on the numeracy screening test.
Sarah has made remarkable progress over the time that I have been working with her, which is a credit to all the hard work she has put in (and fun we have had). In fact she has made such good progress that after showing mum, Sarah’s most recent results, I had to let her know that I wouldn’t be able to tutor her daughter in P7, as she really needs to work with a Secondary tutor who will be able to provide additional challenge. Sarah was genuinely upset!
The most rewarding part of my job is seeing the impact I have on children’s learning and confidence. Assessment is a really vital tool in measuring impact and tracking progress, however it is the importance of making learning both fun and engaging which I believe makes the biggest difference. All educational MOT re-assessments are free of charge for tutoring students.
*name changed to protect identity
Ian
Ian* came for an All-in-One Educational MOT in February 2022. Ian had been struggling at school for over a year, and his parents were concerned that he was not keeping up with the work assigned. They also wondered whether their son may be dyslexic, and although they had discussed these concerns with school they felt nothing was improving.
Ian attained the following age-equivalent scores:
February 2022 – Ian, 8 years 7 months (P4)
- Numeracy: age equivalent 5 years 11 months (standardised score = 72)
- Reading: age equivalent 7 years (standardised score = 81)
- Spelling: age equivalent 6 years 8 months (standardised score = 85)
The results indicate that all scores are within the ‘below average’ range (standardised scores 71-85). After discussing these results with Ian’s mum, it was agreed that each tutoring session would include literacy (progressive reading and spelling programmes), and numeracy/maths work.
Ian commenced in-person tutoring sessions in April 2022, one hour per week. The educational mot assessment (literacy and numeracy) was repeated a year after the initial assessment in February, and after 10 months of tutoring, with the following results:
February 2023 – Ian, 9 years 7 months (P5)
- Numeracy: age equivalent 8 years 7 months (standardised score = 88)
- Reading: age equivalent 8 years 9 months (standardised score = 92)
- Spelling: age equivalent 8 years 4 months (standardised score = 91)
The results highlight the significant progress made in all areas, and although Ian is still working at a level slightly below what may be expected for his age, it is now within the ‘average’ range (standardised scores – 86-114). When looking at these results it is important to recognise the amount of progress made in such a relatively short amount of time, as well as the final result (ie. Ian’s numeracy equivalency age has increased by 2 years and 8 months, over a 10 month period).
Ian’s parents are delighted with his progress, which was remarked on after only a couple of months of tutoring. Ian’s school also noticed his significant progress; he no longer receives any additional intervention from school (additional support group/1-1).
I continue to tutor Ian in both literacy and numeracy, although since February 2023 the main focus of each tutoring session is maths/numeracy as this is the area in need of most attention (written March 2023).
Update (written March 2024)
One Year Progress Educational MOT assessment repeated
February 2024 – Ian, 10 years 7 months (p6)
- Numeracy: age equivalent 10 years 7 months (standardised score = 100)
- Reading: age equivalent: 11 years (standardised score =103)
- Spelling: age equivalent 9 years 9 months (standardised score = 94)
Once again, significant progress had been made. Ian’s standardised scores in all areas had increased – numeracy increased from 88 to 100, reading 92 to 103, and spelling from 91 to 94. The area of most focus (numeracy) increased by the highest amount. As Ian’s scores were now well within the expected range for his age, tutoring focus moved to include more emphasis on spelling (rules). I anticipate that by the end of term (summer 2024), Ian will no longer require tutoring.
*name changed to protect identity
*Rosie
I first met Rosie in April 2021 when she came for an ‘All-In-One’ concise assessment. Her parents told me that she was a very good reader, however they were concerned about her spelling. They were keen to identify any gaps in her learning and find out how best to support her school work.
April 2021 – Rosie, 7 years 5 months (P3)
- Numeracy: age equivalent 8 years 7 months (standardised score = 113)
- Reading: age equivalent 8 years 9 months (standardised score = 116)
- Spelling: age equivalent 6 years 10 months (standardised score = 93)
Both the numeracy and spelling scores are within the ‘average’ range (standardised scores 86-114), although the spelling is at the lower end of this range. The discrepancy between Rosie’s reading score (which is in the ‘above average’ range 115-129) and spelling score suggests she has difficulties in this area and there are gaps to be filled. The written report provided gave mum the specific spelling activities to work on with Rosie (spelling rules and strategies), along with ways to provide additional challenge in reading and numeracy. Mum did not feel there was a need for tutoring and was happy to carry out the suggestions provided.
Two years later, mum booked Rosie in for another All-in-One assessment (standard package) to track her progress.
July 2023 – Rosie, 9 years 8 months (end of P5)
- Numeracy: age equivalent 10 years 4 months (standardised score = 108)
- Reading: age equivalent 10 years 0 months (standardised score = 103)
- Spelling: age equivalent 9 years 6 months (standardised score = 100)
Rosie’s spelling standardised score had increased from 93 to 100, which is above average progress. Mum said she had worked on some of the spelling activities provided within the last report and did notice a difference overall. Although Rosie’s reading and spelling scores had dipped slightly since the last assessment they were within the ‘average’ range 86-114.
*name changed to protect identity
Isobel
I first met Isobel* when she came for an educational MOT in April 2021. At the time her parents were concerns about the impact that interrupted schooling (due to Covid-19) had on her learning, in particular her literacy (reading and spelling).
Isobel attained the following age-equivalent scores:
April 2021 – Isobel, 9 years (P4)
- Numeracy: age equivalent 10 yrs 1 month (standardised score = 113)
- Reading: age equivalent 7 years 6 months (standardised score = 86)
- Spelling: age equivalent 7 years 2 months (standardised score = 87)
The findings backed up mum’s concerns with Isobel’s literacy (reading and spelling). Although both were within the ‘average’ range (standardised scores 86-114), they were considerably lower than the level that she was working at in maths. After discussing these results with her mum, it was agreed that I would tutor Isobel, providing targeted support in reading and spelling.
Isobel commenced in-person tutoring sessions in April 2021, focusing on literacy (one hour per week). Eleven months later I carried out educational mot literacy assessments to track progress.
March 2022 – Isobel, 9 years 11 months (p5)
- Reading: age equivalent: 9 yrs 3 months (standardised score =96)
- Spelling: age equivalent 8 years 6 months (standardised score = 91)
Over the course of 11 months, Isobel’s standardised scores in reading and spelling, had risen from 86 to 96 and 87 to 91 respectively. Another way to interpret her progress would be to compare the age equivalences over 11 months: gains of 1 year 9 months with reading, and 1 year with spelling. I continued to tutor Isobel one hour per week focusing on her literacy skills (reading and spelling). One year later I carried out educational mot literacy assessments to track progress.
March 2023 – Isobel, 10 years 11 months (p6)
- Reading: age equivalent: 12 years (standardised score =105)
- Spelling: age equivalent 10 years 2 months (standardised score = 95)
Once again, significant progress had been made. Isobel’s standardised scores in reading and spelling, had risen from 96 to 105 and 91 to 95, respectively. Age equivalences showed gains of 2 years 9 months (reading) and 1 year 8 months (spelling). It is quite common for reading to progress faster than spelling as it is an easier process. As Isobel’s reading scores were now above the expected level for her age, tutoring focus moved solely to spelling (and writer’s craft). By the end of term (summer 2023) I anticipate that Isobel will no longer require tutoring (written April 2023).
*name changed to protect identity.
Harris*
Harris first attended an All-in-One Educational MOT in December 2023. His parents were concerned about his reading and spelling abilities and wanted to understand his strengths and areas needing support. They were keen to ensure he had the right strategies in place to boost his confidence and progress in literacy.
December 2023 – Harris, 10 years 0 months (P6)
- Reading: age equivalent 8 years 0 months (standardised score = 87)
- Spelling: age equivalent 7 years 7 months (standardised score = 84)
The results indicated that while Harris had some reading strategies in place, he required targeted support to develop his word recognition skills and confidence. His spelling results also showed gaps in understanding spelling patterns and rules. After discussing the results with his parents, it was agreed that regular weekly tutoring would begin in February 2024, focusing on both reading and spelling.
Regular weekly tutoring commenced 26.02.24.
After 10 months of weekly tutoring, Harris was reassessed in December 2024.
December 2024 – Harris, 11 years 0 months (P7)
- Reading: age equivalent 10 years 3 months (standardised score = 98)
- Spelling: age equivalent 9 years 9 months (standardised score = 92)
Literacy Comment: Harris has demonstrated exceptional progress in both reading and spelling over the last 10 months. His reading age equivalent increased by 2 years and 3 months, and his spelling age equivalent increased by 2 years and 2 months. His standardised reading score rose from 87 to 98, and his spelling score from 84 to 92—both now within the ‘average’ range (86-114).
These improvements highlight the impact of targeted, structured support on Harris’ literacy skills. His confidence has also grown, and he is now applying more effective reading and spelling strategies independently. Harris has been a pleasure to tutor, and his dedication to learning is paying off. Well done, Harris!
*Name changed to protect identity.
Educational MOT 