Educational MOT Sessions

Each Educational MOT is tailored to the age/stage of the student (5 to 12 years), and is delivered in a gentle, child-centred way, over one longer, or two shorter sessions.

All sessions include a developed ability check, which gives a good indication of intellect/potential and provides a baseline to measure strengths and development needs against.

A feedback report (with tailored recommendations) is included with each package.

All-in-One MOT

This covers both literacy and numeracy, and offers an overview of the level your child is currently working at, across different areas (through the use of age equivalences, and standardised scores).

The first part of the session investigates how your child is reading, in particular, their word reading proficiency and the word reading strategies they use (this includes a visual stress test as standard – 8+yrs).

Next we look at what strategies they use for spelling, and identify development needs in their knowledge of the spelling system.

The final part focuses on numeracy, through a number screening test, which provides an assessment of your child’s grasp of the basic principles underlying the number system and the processes involved in calculation.

Though not as in-depth as either of the packages below, the ‘All-in-One’ MOT offers a good overview for finding out where your child’s strengths and development needs lie.

Duration: 1 session = 1hr 10mins, or 2 shorter sessions (35mins each).

Literacy Focus MOT

This, more in-depth session focuses on the areas of reading, spelling and comprehension, or any combination of these (dependent on need), providing a detailed insight into the acquisition of your child’s literacy skills.

It will assess the accuracy, rate and comprehension of your child’s oral reading skills and for less skilled readers, explore the 3 component skills that comprise the foundation of literacy, namely: letter sound knowledge (alphabetic knowledge), phoneme awareness (sound isolation and sound deletion) and early word recognition (regular and irregular words), helping to identify any underlying difficulties that your child may be experiencing. The Literacy Focus MOT will also identify gaps in your child’s knowledge of the spelling system of English, provide an analysis into the errors that your child has made, and give you strategies on how best to support and boost their progress.

Duration: 1 session = 1hr 10mins or 2 shorter sessions (35mins each).

Numeracy Focus MOT

In this session we begin by assessing your child’s grasp of the basic principles underlying the number system, followed by an investigation into how your child is developing their number knowledge.

The in-depth analysis helps us identify the stage of thinking your child is at. It shows us how your child learns, what they know, what they almost know, and what gaps or development needs they may have.

The number knowledge investigation is based on the Maths Recovery Approach which focuses on a child’s development in understanding number concepts, from the foundation of their learning. Fluency with basic number facts allow children to become more efficient and accurate with more complex calculations that they need to use a strategy for. Recalling basic number facts from long term memory means they don’t need to hold as much information in their working memory while calculating problems.

Questioning how they worked an answer out, whether right or wrong, gives us an understanding of their stage of thinking. Observation is also vital – ie. a child using their fingers/body movements to count, and time taken to answer, can indicate that knowledge is not secure. For this reason the Numeracy Focus MOT is only available in-person.

By analysing which strategies your child is using, we can identify strengths and weaknesses in numeracy, providing you with the insight of how to support your child’s development needs and boost their learning.

Duration: 1 session = 1hr 10mins or 2 shorter sessions (35mins each).

“Parents are a child’s first and most enduring educators, and their influence cannot be overestimated.” – Sir Peter Williams, Review of Mathematics teaching in Primary Schools 2008

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