Spot needs early across the schools in your area
Spot needs early across the schools in your area
Spot needs early across the schools in your area
Give every school taking part one consistent way to screen and a clear report for every pupil, then follow progress and compare need across your area to target support and specialist time.
Give every school taking part one consistent way to screen and a clear report for every pupil, then follow progress and compare need across your area to target support and specialist time.
1,300+ schools
use Talamo across the UK
use Talamo across the UK
25,000+ pupils
screened with Talamo
screened with Talamo
Signposted by the BDA
dyslexia screening, ages 10–16
dyslexia screening, ages 10–16
Why local authorities use Talamo
Comparable evidence of need, school by school
Comparable evidence of need, school by school
Comparable evidence of need, school by school
A shared language across schools
A shared language across schools
A shared language across schools
Schools taking part use the same assessments, standard scores and Level of Need scale, so results from one school can be read alongside another’s.
Schools taking part use the same assessments, standard scores and Level of Need scale, so results from one school can be read alongside another’s.
See which schools need most support
See which schools need most support
See which schools need most support
Compare patterns of need across the schools taking part, so you can talk early with the schools that may need the most help.
Compare patterns of need across the schools taking part, so you can talk early with the schools that may need the most help.
Target SEND resources and specialist time
Target SEND resources and specialist time
Target SEND resources and specialist time
Point specialist teachers and educational psychologists to where screening shows the greatest need, alongside your area’s new Experts at Hand teams.
Point specialist teachers and educational psychologists to where screening shows the greatest need, alongside your area’s new Experts at Hand teams.
Evidence for local SEND planning
Evidence for local SEND planning
Evidence for local SEND planning
Results from the schools taking part give your SEND and inclusion teams shared evidence of need to plan from, as the government’s proposed reforms put early identification first.
Results from the schools taking part give your SEND and inclusion teams shared evidence of need to plan from, as the government’s proposed reforms put early identification first.
Better value at scale
Better value at scale
Better value at scale
Pricing is based on credits, and the more you buy across your schools, the less each assessment costs. We’ll put together a quote for a pilot or a wider roll-out.
Pricing is based on credits, and the more you buy across your schools, the less each assessment costs. We’ll put together a quote for a pilot or a wider roll-out.
Ask us for a quote
Local authority pilots
Start with a pilot in your area
Start with a pilot in your area
Start with a pilot in your area
A pilot lets you try Talamo with a set of your schools before a wider roll-out. It usually works like this:
A pilot lets you try Talamo with a set of your schools before a wider roll-out. It usually works like this:
1
Schools in one area take part together.
Schools in one area take part together.
2
Pupils take all three assessments within an agreed screening window, so results line up across schools.
Pupils take all three assessments within an agreed screening window, so results line up across schools.
3
We train every school taking part, check in along the way, help staff interpret the reports and can provide a template letter for parents.
We train every school taking part, check in along the way, help staff interpret the reports and can provide a template letter for parents.
Pilot at a glance
What a pilot includes
What a pilot includes
What a pilot includes
Planned with you, around your schools
Planned with you, around your schools
Schools
A group of schools in one area
Assessments
All three: Cognitive & Dyslexia, Executive Function and Maths & Dyscalculia
Screening window
An agreed window, set with your schools
Support
Training, check-ins and evaluation
The assessments
One set of tools for primary and secondary
One set of tools for primary and secondary
One set of tools for primary and secondary
The assessments cover ages 7 to 16 (Years 2 to 12), so results from different phases sit on the same scales. Run one, two or all three; if a pupil takes more than one, a full report brings their results and recommendations together.
The assessments cover ages 7 to 16 (Years 2 to 12), so results from different phases sit on the same scales. Run one, two or all three; if a pupil takes more than one, a full report brings their results and recommendations together.
From each pupil to a picture across your area
From each pupil to a picture across your area
From each pupil to a picture across your area
Schools screen and act on their own results. The local authority adds a fourth step: a picture across the schools taking part. A person at Talamo checks every report before schools see it, normally within 48 hours.
Schools screen and act on their own results. The local authority adds a fourth step: a picture across the schools taking part. A person at Talamo checks every report before schools see it, normally within 48 hours.
01
01
01
Schools screen their pupils
Schools screen their pupils
Schools screen their pupils
Pupils log in with their own Login ID and work on a school laptop or desktop with headphones. Spoken instructions and practice items mean a teacher or TA can supervise, so schools don’t need specialist staff to take part.
Pupils log in with their own Login ID and work on a school laptop or desktop with headphones. Spoken instructions and practice items mean a teacher or TA can supervise, so schools don’t need specialist staff to take part.
Primary and secondary
35–45 min, can be split
Teacher or TA supervises
02
02
02
Individual reports
Individual reports
Individual reports
Each pupil gets a report with their strengths and challenges, standard scores, screening indicators (such as dyslexia risk) and a Level of Need, plus practical strategies, so schools can put support in place without waiting for a diagnosis or a referral. If you’d rather not use condition labels, reports can be customised.
Each pupil gets a report with their strengths and challenges, standard scores, screening indicators (such as dyslexia risk) and a Level of Need, plus practical strategies, so schools can put support in place without waiting for a diagnosis or a referral. If you’d rather not use condition labels, reports can be customised.
Standard scores
Indicators and Level of Need
Practical strategies
See Emily’s sample report
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.
Blending and segmenting practice
Because phonological scores were low.
A few short chances each week to blend and split words into sounds.
03
03
03
Cohort reports
Cohort reports
Cohort reports
Each school sees a class or year group together: which pupils to prioritise, the needs they share and strategies for whole-class teaching and intervention groups, on the same scale as every other school taking part.
Each school sees a class or year group together: which pupils to prioritise, the needs they share and strategies for whole-class teaching and intervention groups, on the same scale as every other school taking part.
Class and year group view
Priority pupils
Intervention groups
How to support Robin class
Approaches that help the whole class, built into everyday lessons.
Break tasks into a short, visible sequence
Show two or three steps on the board and keep them on display.
Compare examples and non-examples
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
Show a worked example, complete the next one together, then remove part of the support.
Retrieve what the new learning depends on
Start with a short, low-stakes recap of the knowledge pupils will need in the lesson.
How to support Robin class
For the whole class, in everyday lessons.
Short, visible steps
Two or three steps on the board, kept on display.
Compare examples and non-examples
Ask pupils to spot what makes a correct example different.
04
04
04
A picture across your schools
A picture across your schools
A picture across your schools
Follow screening across the schools taking part: which have started, how many pupils have been assessed and how many tests are complete. Then compare patterns of need to plan specialist time, training and provision.
Follow screening across the schools taking part: which have started, how many pupils have been assessed and how many tests are complete. Then compare patterns of need to plan specialist time, training and provision.
Schools taking part
Uptake and progress
Evidence for planning
These are screening results, not a diagnosis. They show which pupils may need a closer look.
These are screening results, not a diagnosis. They show which pupils may need a closer look.
Trusts working with Talamo
Trusts working with Talamo
Trusts working with Talamo
See all case studies
From a school already using Talamo
Talamo has been particularly useful for identifying children who mask their difficulties and might otherwise be missed until much later
Talamo has been particularly useful for identifying children who mask their difficulties and might otherwise be missed until much later
Talamo has been particularly useful for identifying children who mask their difficulties and might otherwise be missed until much later
SENCo, primary school
SENCo, primary school
Local authorities: your questions
Local authorities: your questions
Local authorities: your questions
Common questions from local authority SEND and inclusion teams.
Common questions from local authority SEND and inclusion teams.
What does each school need to take part?
How is data shared between schools and the local authority?
Can maintained schools and academies both take part?
How does Talamo fit with the SEND reforms?
Still have a question?
Talk to our team
Exploring screening across your local authority?
Exploring screening across your local authority?
Exploring screening across your local authority?
Book a call with our team. We’ll talk through how a pilot could run in your area and show you the reports schools would get.
Book a call with our team. We’ll talk through how a pilot could run in your area and show you the reports schools would get.
Schools taking part
Sample local authority · pilot window
Schools started
6 of 9
Pupils assessed
1,940
Further investigation
8%
Plan a pilot
Book a call with our team
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.