Screen at scale, without disruption
Screen at scale, without disruption
Screen at scale, without disruption
Check whole classes to catch need early, or individual pupils when a concern comes up, with a clear report and next steps for every child.
Check whole classes to catch need early, or individual pupils when a concern comes up, with a clear report and next steps for every child.
Trusted by 1,300+ UK schools
25,000+ pupils
screened with Talamo
screened with Talamo
Signposted by the BDA
dyslexia screening, ages 10–16
dyslexia screening, ages 10–16
Innovate UK
funded research
funded research
For SENCos, heads and trust leads
Why schools use Talamo
Why schools use Talamo
Why schools use Talamo
Save time
Save time
Save time
Reports are written for you, so your time goes on support, not paperwork.
Reports are written for you, so your time goes on support, not paperwork.
Evidence you can act on
Evidence you can act on
Evidence you can act on
Clear, standardised results to share with teachers and parents, or bring to a referral or EHCP conversation.
Clear, standardised results to share with teachers and parents, or bring to a referral or EHCP conversation.
Catch need earlier
Catch need earlier
Catch need earlier
Spot difficulties before they show up in classwork and test scores, while there’s still time to make a difference.
Spot difficulties before they show up in classwork and test scores, while there’s still time to make a difference.
The assessments
What Talamo screens for
What Talamo screens for
What Talamo screens for
Run all three for a full picture of every pupil, or choose the ones you need.
Run all three for a full picture of every pupil, or choose the ones you need.
From one pupil to a whole trust
From one pupil to a whole trust
From one pupil to a whole trust
Results come back as a report for each pupil, a view of the whole class or year group and, for trusts, every school side by side.
Results come back as a report for each pupil, a view of the whole class or year group and, for trusts, every school side by side.
How to support Emily
For the class teacher. Strategies to use in class.
Target recurring spelling errors
Because spelling scores were low.
Pick one recurring error from Emily’s writing and teach the strategy that fits it, such as grouping words by a shared pattern.
Build in blending and segmenting practice
Because phonological and decoding scores were low.
A few short chances each week to blend sounds in unfamiliar words, and split spoken words into sounds before spelling.
Break tasks into a short visible sequence
Because working memory scores were low.
Write longer instructions as two or three clear steps, and ask Emily to tick off each part as it’s done.
How to support Emily
For the class teacher.
Target recurring spelling errors
Because spelling scores were low.
Teach the strategy that fits one recurring error in Emily’s writing.
Blend and segment
Because phonological scores were low.
A few short chances each week to blend and split words into sounds.
Individual pupil report
Individual pupil report
Individual pupil report
What each pupil finds easy and hard, how they compare with others their age, and next steps you can share with teachers and parents.
What each pupil finds easy and hard, how they compare with others their age, and next steps you can share with teachers and parents.
Standard scores
Risk level
Next steps
See a sample report
How to support Year 3
Approaches that help the whole group, built into everyday lessons.
Compare examples and non-examples
Useful whole-class foundation.
Put a correct example beside one that looks similar but isn’t, and ask pupils to spot the important difference.
Move gradually from modelling to independence
Useful whole-class foundation.
Show a worked example, complete the next one together, then remove part of the support.
Retrieve what the new learning depends on
Useful whole-class foundation.
Start with a short, low-stakes recap of the knowledge pupils will need in the lesson.
How to support Year 3
For the whole group, in everyday lessons.
Compare examples and non-examples
Ask pupils to spot what makes a correct example different.
Model, then step back
Worked example, then one together, then remove support.
Cohort analysis
Cohort analysis
Cohort analysis
See which pupils to prioritise, the needs they share, and how you might group them for intervention.
See which pupils to prioritise, the needs they share, and how you might group them for intervention.
Book a call to see a cohort report
How to support Year 3
Approaches that help the whole group, built into everyday lessons.
Compare examples and non-examples
Useful whole-class foundation.
Put a correct example beside one that looks similar but isn’t, and ask pupils to spot the important difference.
Move gradually from modelling to independence
Useful whole-class foundation.
Show a worked example, complete the next one together, then remove part of the support.
Retrieve what the new learning depends on
Useful whole-class foundation.
Start with a short, low-stakes recap of the knowledge pupils will need in the lesson.
Multi-academy trust view
Multi-academy trust view
Multi-academy trust view
See every school in one place: which have started, how many pupils have been assessed and how credits are being used, alongside each school’s own reports.
See every school in one place: which have started, how many pupils have been assessed and how credits are being used, alongside each school’s own reports.
See Talamo for trusts
Talamo is a screening tool, not a diagnosis. It shows which pupils may need a closer look.
Talamo is a screening tool, not a diagnosis. It shows which pupils may need a closer look.
How Talamo works
Three steps, no specialist training
Three steps, no specialist training
Three steps, no specialist training
01
01
Set up your classes
Set up your classes
Set up your classes
Add your pupils, choose their assessments and print their Login IDs.
Add your pupils, choose their assessments and print their Login IDs.
Add students
Assign tests
Print Login IDs
02
02
Run the screener
Run the screener
Run the screener
Pupils work through short, game-like tasks on their own, in small groups or as a whole class.
Pupils work through short, game-like tasks on their own, in small groups or as a whole class.
35–45 min per test
No specialist needed
Computer + headphones
03
03
See results come in
See results come in
See results come in
Track who’s finished, who’s still going and who needs a closer look.
Track who’s finished, who’s still going and who needs a closer look.
Live status per pupil
Needs attention filter
In their own words
In their own words
In their own words
What SENCos, SEND leads and specialists say about using Talamo.
What SENCos, SEND leads and specialists say about using Talamo.
“SENDCOs were amazed by the detailed and helpful reports. A parent was thrilled and extremely grateful for the insights provided.”
Vicky Prudham
SEND Lead, Inspire Education Trust
“The assessments are really easy for us to administer, especially as we can complete a few at a time.”
Anna Honeyands
SENDCo, The Blue School
“Logging in was seamless for students, especially if they are familiar with tech. The platform is extremely simple to use, a huge time-saver compared to other screeners.”
Lisa Weisgard
SEND Advisor, North London Collegiate School
“Talamo is the top dyslexia screener you can get. Thoroughly tested and accurate it is suitable for parents and schools. This is the first step for parents and schools to decide whether they should go forward with a formal assessment.”
Lucy Pelling
Head of SEN and Assessment Centre, Moon Hall
“I worked with Talamo to help them build their screening tool. I believe they have a lot of integrity in the product they’re putting together, and therefore, I would endorse them wholeheartedly.”
Katrina Cochrane
Founder, Positive Dyslexia Ltd
“SENDCOs were amazed by the detailed and helpful reports. A parent was thrilled and extremely grateful for the insights provided.”
Vicky Prudham
SEND Lead, Inspire Education Trust
“The assessments are really easy for us to administer, especially as we can complete a few at a time.”
Anna Honeyands
SENDCo, The Blue School
“Logging in was seamless for students, especially if they are familiar with tech. The platform is extremely simple to use, a huge time-saver compared to other screeners.”
Lisa Weisgard
SEND Advisor, North London Collegiate School
“Talamo is the top dyslexia screener you can get. Thoroughly tested and accurate it is suitable for parents and schools. This is the first step for parents and schools to decide whether they should go forward with a formal assessment.”
Lucy Pelling
Head of SEN and Assessment Centre, Moon Hall
“I worked with Talamo to help them build their screening tool. I believe they have a lot of integrity in the product they’re putting together, and therefore, I would endorse them wholeheartedly.”
Katrina Cochrane
Founder, Positive Dyslexia Ltd
“SENDCOs were amazed by the detailed and helpful reports. A parent was thrilled and extremely grateful for the insights provided.”
Vicky Prudham
SEND Lead, Inspire Education Trust
“The assessments are really easy for us to administer, especially as we can complete a few at a time.”
Anna Honeyands
SENDCo, The Blue School
“Logging in was seamless for students, especially if they are familiar with tech. The platform is extremely simple to use, a huge time-saver compared to other screeners.”
Lisa Weisgard
SEND Advisor, North London Collegiate School
“Talamo is the top dyslexia screener you can get. Thoroughly tested and accurate it is suitable for parents and schools. This is the first step for parents and schools to decide whether they should go forward with a formal assessment.”
Lucy Pelling
Head of SEN and Assessment Centre, Moon Hall
“I worked with Talamo to help them build their screening tool. I believe they have a lot of integrity in the product they’re putting together, and therefore, I would endorse them wholeheartedly.”
Katrina Cochrane
Founder, Positive Dyslexia Ltd
Trust
Universal screening
Prince Albert Community Trust (PACT)
Prince Albert Community Trust (PACT)
Prince Albert Community Trust (PACT)
Practical classroom strategies for every teacher, across the whole trust
Practical classroom strategies for every teacher, across the whole trust
Read the PACT case study
Primary
Universal screening
Sevenoaks Primary School
Sevenoaks Primary School
Sevenoaks Primary School
A Year 3 baseline so no learner is overlooked
A Year 3 baseline so no learner is overlooked
Read the Sevenoaks case study
Who it’s for
Built around your setting
Built around your setting
Built around your setting
Primary
Primary
Primary
Spot need early, from age 7, before small gaps widen.
Spot need early, from age 7, before small gaps widen.
Explore for primary
Secondary
Secondary
Secondary
Screen on entry, support evidence for access arrangements, and target intervention.
Screen on entry, support evidence for access arrangements, and target intervention.
Explore for secondary
Trusts
Trusts
Trusts
One consistent process across every setting, with trust-wide reporting.
One consistent process across every setting, with trust-wide reporting.
Explore for trusts
Local authorities
Local authorities
Local authorities
Compare patterns of need across the schools taking part, and see where support is needed most.
Compare patterns of need across the schools taking part, and see where support is needed most.
Explore for local authorities
Pricing
Talk to our team
Talk to our team
Talk to our team
See how Talamo could work in your school. Pricing is based on credits: the more you buy, the less each assessment costs. Book a call and we’ll put together a quote.
See how Talamo could work in your school. Pricing is based on credits: the more you buy, the less each assessment costs. Book a call and we’ll put together a quote.
Your quote
Credits for your school
Pupils to screen
You choose
Assessments
One, two or all three
Price per assessment
Lower at scale
Book a call
With our team
Your questions, our answers
Your questions, our answers
Your questions, our answers
The questions we hear most often. If yours isn’t here, talk to our team.
The questions we hear most often. If yours isn’t here, talk to our team.
Can a whole class take the assessment at the same time?
Should we screen every pupil or only those we’re worried about?
Do schools need parental consent before screening?
What support does Talamo suggest after screening?
Still have a question?
Get updates from Talamo
A monthly email with news, research and event updates for SENCos, schools and families.
© Talamo Limited 2026. Registered in England and Wales, company number 13714418. Registered office: 3 Buckland House, William Prance Road, Plymouth PL6 5WR.
Get updates from Talamo
A monthly email with news, research and event updates for SENCos, schools and families.
© Talamo Limited 2026. Registered in England and Wales, company number 13714418. Registered office: 3 Buckland House, William Prance Road, Plymouth PL6 5WR.
Get updates from Talamo
A monthly email with news, research and event updates for SENCos, schools and families.
© Talamo Limited 2026. Registered in England and Wales, company number 13714418. Registered office: 3 Buckland House, William Prance Road, Plymouth PL6 5WR.