One consistent picture of need across your trust
One consistent picture of need across your trust
One consistent picture of need across your trust
Screen pupils the same way in each of your schools, follow progress across the trust and get a clear report for every pupil, so support, CPD and specialist time go where they’re needed most.
Screen pupils the same way in each of your schools, follow progress across the trust and get a clear report for every pupil, so support, CPD and specialist time go where they’re needed most.
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 trusts use Talamo
Built for multi-school trusts
Built for multi-school trusts
Built for multi-school trusts
A common data language
A common data language
A common data language
Every pupil gets standard scores and a Level of Need on the same scale, from Low to Very high, so ‘High’ in one school means ‘High’ in the next.
Every pupil gets standard scores and a Level of Need on the same scale, from Low to Very high, so ‘High’ in one school means ‘High’ in the next.
Consistent, replicable screening
Consistent, replicable screening
Consistent, replicable screening
Schools run the same assessments in the same way, year after year, so you can compare results fairly across schools and over time.
Schools run the same assessments in the same way, year after year, so you can compare results fairly across schools and over time.
Trust-wide planning
Trust-wide planning
Trust-wide planning
Compare patterns of need across your schools, see which cohorts need most support and plan CPD, provision and specialist time where they’ll make the most difference.
Compare patterns of need across your schools, see which cohorts need most support and plan CPD, provision and specialist time where they’ll make the most difference.
Evidence for inclusion strategies
Evidence for inclusion strategies
Evidence for inclusion strategies
Each academy must publish an inclusion strategy by 31 December 2026. Screening gives each of your schools comparable evidence of need to build it on.
Each academy must publish an inclusion strategy by 31 December 2026. Screening gives each of your schools comparable evidence of need to build it on.
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 your trust.
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 your trust.
Book a call
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For me it’s all about increasing what’s in the teachers’ toolboxes that they can do themselves rather than needing someone to come along and say do this.
For me it’s all about increasing what’s in the teachers’ toolboxes that they can do themselves rather than needing someone to come along and say do this.
For me it’s all about increasing what’s in the teachers’ toolboxes that they can do themselves rather than needing someone to come along and say do this.
Amanda Shotter
Trust SEND Lead, Prince Albert Community Trust
Trust SEND Lead, Prince Albert Community Trust
The assessments
Three assessments for ages 7 to 16
Three assessments for ages 7 to 16
Three assessments for ages 7 to 16
Your primary and secondary schools use one set of assessments, so results line up across the trust. Run one, two or all three; if a pupil takes more than one, a full report brings their results and recommendations together.
Your primary and secondary schools use one set of assessments, so results line up across the trust. Run one, two or all three; if a pupil takes more than one, a full report brings their results and recommendations together.
From every pupil to the whole trust
From every pupil to the whole trust
From every pupil to the whole trust
Each school follows the three steps it would on its own, and the trust gets a fourth: one view across all of them. A person at Talamo checks every report before you see it, normally within 48 hours.
Each school follows the three steps it would on its own, and the trust gets a fourth: one view across all of them. A person at Talamo checks every report before you see it, normally within 48 hours.
01
01
01
Screen across your schools
Screen across your schools
Screen across your schools
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, and schools can screen pupils one at a time, in small groups or a class at a time.
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, and schools can screen pupils one at a time, in small groups or a class at a time.
Consistent set-up
35–45 min, can be split
Teacher or TA supervises
02
02
02
Individual reports
Individual reports
Individual reports
Every pupil gets the same report, whichever school they’re in: strengths and challenges, standard scores, screening indicators (such as dyslexia risk) and a Level of Need, plus practical strategies for the classroom, extra support and home. Staff who move between schools read one format, and reports can be customised if your trust would rather not use condition labels.
Every pupil gets the same report, whichever school they’re in: strengths and challenges, standard scores, screening indicators (such as dyslexia risk) and a Level of Need, plus practical strategies for the classroom, extra support and home. Staff who move between schools read one format, and reports can be customised if your trust would rather not use condition labels.
Standard scores
Indicators and Level of Need
Practical strategies
See Grace’s sample report
How to support Grace
For subject teachers. Practical strategies for secondary lessons.
Learn and practise key subject words
Because the phonological awareness score was low.
Before a demanding text, choose three to five essential words. Say and write each one, split it into syllables and practise reading and spelling it.
Break complex instructions into a visible sequence
Because the working-memory score was low.
Divide longer instructions into clearly written stages, such as research, plan and write, and keep the sequence visible on the board or a checklist.
Use a subject spelling journal
Because the spelling score was low.
Record words Grace often misspells with a cue such as a root or word family, and revisit them after a few days and again the next week.
How to support Grace
For subject teachers.
Practise key subject words
Because phonological awareness was low.
Say, split and spell three to five key words.
Show instructions as steps
Because working memory was low.
Write longer instructions as stages and keep them visible.
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 the trust’s other schools.
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 the trust’s other schools.
Class and year group view
Priority pupils
Intervention groups
How to support Year 7
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 7
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.
04
04
04
Trust-wide view
Trust-wide view
Trust-wide view
See all your schools in one place: which have started, how many pupils have been assessed and how many tests are still in progress. Then compare patterns of need across the trust, while each school keeps its own reports.
See all your schools in one place: which have started, how many pupils have been assessed and how many tests are still in progress. Then compare patterns of need across the trust, while each school keeps its own reports.
School by school
Uptake and progress
Patterns of need
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.
How trusts use Talamo
How trusts use Talamo
How trusts use Talamo
See all case studies
The White Horse Federation
Trust
Universal screening
A multi-academy trust across Swindon, Wiltshire, Oxfordshire and Berkshire, named Tes Inclusive Trust of the Year 2025. Its primary schools are rolling out Talamo from autumn 2026, starting with Year 3.
Case study coming soon
Trusts
Planning a trust-wide roll-out?
Planning a trust-wide roll-out?
Planning a trust-wide roll-out?
Talk to us about which schools and year groups to start with, and what your central team would like to see.
Talk to us about which schools and year groups to start with, and what your central team would like to see.
Book a call
Trusts: your questions
Trusts: your questions
Trusts: your questions
Common questions from trust leaders, SEND leads and central teams.
Common questions from trust leaders, SEND leads and central teams.
Can we see all our schools in one place?
How do we roll out Talamo across several schools?
Can central teams manage accounts across our schools?
How can screening help with our inclusion strategies?
Still have a question?
Talk to our team
See what Talamo could show your trust
See what Talamo could show your trust
See what Talamo could show your trust
Book a call with our team. We’ll show you the school and trust-level reports and help you decide where to start.
Book a call with our team. We’ll show you the school and trust-level reports and help you decide where to start.
Trust overview
Sample trust · autumn term so far
Schools started
5 of 6
Pupils assessed
1,128
Very high need
7%
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.