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WayviPath Learning Profile Assessment

The first step in creating your child's personalized 12-week programme in Reading, Writing, and Maths

Discover Your Child's Learning Profile

Welcome! This assessment helps us understand your child's unique learning style and current abilities in Reading, Writing, and Maths.

It takes about 15 minutes, and we'll ask about:

  • What your child can actually do right now in Reading, Writing, and Maths
  • How they respond to learning — what helps them focus and what makes them switch off
  • Their interests, so we can build activities around things they genuinely enjoy

Within 48 hours, you'll receive their personalised Learning Profile — showing their exact levels, how they learn best, and where to start.

One thing before you begin: there are no right or wrong answers here. Please answer based on what your child does at home with you, not what you think they should be doing for their age.

Every child develops at their own pace - we're here to meet them exactly where they are.

Let's get started!

© 2025 WayviPath. All Rights Reserved.

Start

Question 1 of 56

About You & Your Child

 

What is your first name? (This will help us address you correctly in email messages)

Question 2 of 56

What is your preferred email address for us to send the completed assessment results?

Question 3 of 56

What is your child’s first name? (This will help us to personalise their report)

Question 4 of 56

 

What year group is your child currently in?

A

Reception (ages 4-5)

B

Year 1 (ages 5-6)

C

Year 2 (ages 6-7)

PART A: Understanding Your Child's Learning Style

(Questions 1-20)

These questions help us understand HOW your child learns best, so we can adapt activities to suit them perfectly.

Question 6 of 56

ATTENTION & FOCUS

 

Question 1: When your child is doing learning activities at home (like reading practice, drawing, or simple puzzles), how long can they typically stay focused before needing a break?

A

20+ minutes – can work for extended periods without getting distracted

B

10-15 minutes – can focus for short sessions before needing a break

C

5-10 minutes – needs frequent breaks or changes in activity

D

Less than 5 minutes – struggles to stay on one task

E

Varies greatly depending on what the activity is

Question 7 of 56

Question 2: During learning time, how easily does your child get distracted by things around them (sounds, people walking by, toys in sight)?

A

Rarely distracted – can concentrate even with background activity

B

Sometimes distracted – notices things but can usually refocus

C

Often distracted – frequently looks away or stops what they're doing

D

Very easily distracted – struggles to ignore anything happening around them

E

Depends on the environment (quieter = better concentration)

Question 8 of 56

Question 3: When learning something new, does your child need regular movement breaks?

A

No – can sit still for the whole activity

B

Occasionally – benefits from a quick stretch after 10-15 minutes

C

Frequently – needs to move around every 5-10 minutes

D

Constantly – finds it very hard to sit still at all

E

Only needs breaks for certain types of activities

Question 9 of 56

Question 4: How does your child respond when you ask them to stop one activity and move to another (like stopping play to do homework)?

A

Easily – transitions smoothly with little resistance

B

Usually okay – might need a minute but cooperates

C

Reluctantly – often resists or takes time to switch

D

With difficulty – becomes upset or refuses to change activities

E

Depends on what they're being asked to do

Question 10 of 56

LEARNING STYLE PREFERENCES

 

Question 5: When you're teaching your child something new, which approach seems to work BEST?

A

Showing them pictures, diagrams, or written examples

B

Talking through it and explaining with words

C

Doing it together hands-on (touching, moving, building)

D

A combination of all three

E

I'm not sure what works best

Question 11 of 56

Question 6: When your child is trying to remember something (like spellings or number facts), which method helps them most?

A

Looking at it written down or drawn in pictures

B

Hearing it repeated or saying it out loud

C

Doing actions with their hands or body while learning

D

All of these help equally

E

I'm not sure

Question 12 of 56

Question 7: Does your child enjoy activities that involve lots of hands-on doing (like building, crafts, acting things out)?

A

Yes, absolutely – they love getting hands-on

B

Usually – they enjoy practical activities most of the time

C

Sometimes – they like a mix of hands-on and sitting activities

D

Not really – they prefer looking at books or listening

E

Depends on their mood

Question 13 of 56

Question 8: When you read a story together, does your child prefer books with:

A

Lots of pictures to look at

B

Minimal pictures – they enjoy listening to the words

C

Interactive books (flaps to lift, textures to feel, actions to do)

D

A good mix of pictures and text

E

They're not particularly interested in books yet

Question 14 of 56

ROUTINE & TRANSITIONS

 

Question 9: How does your child respond to changes in their daily routine (like a different time for activities or doing things in a different order)?

A

Adapts easily – doesn't mind changes

B

Usually fine – might ask why but accepts it

C

Finds it difficult – prefers things to stay the same

D

Gets very upset – needs routines to be predictable

E

Depends on the type of change

Question 15 of 56

Question 10: When starting learning time each day, does your child:

A

Settle in quickly and get started

B

Need a few minutes to adjust but then engages

C

Resist or take a long time to settle down

D

Refuse or become upset about starting

E

Depends on the day

Question 16 of 56

Question 11: Does having a visual schedule or checklist help your child know what to expect?

A

Yes, it really helps them – they like knowing what's coming

B

Sometimes helpful – they occasionally check it

C

Haven't tried it, but I think it would help

D

Not necessary – they're flexible without it

E

I'm not sure

Question 17 of 56

SENSORY SENSITIVITIES

 

Question 12: Is your child bothered by background noise when trying to concentrate (TV on, siblings playing, traffic outside)?

A

Not bothered – can concentrate regardless of noise

B

Slightly bothered – notices it but can still focus

C

Quite bothered – finds it hard to concentrate with noise

D

Very bothered – needs complete quiet to focus

E

Depends on the type of noise

Question 18 of 56

Question 13: When writing or drawing, does your child have preferences about the materials they use (certain pens, paper texture, pencil grip)?

A

Not fussy – happy to use any materials

B

Slight preferences – likes some things more than others

C

Definite preferences – dislikes certain textures or tools

D

Very particular – can be upset if they don't have specific materials

E

I haven't noticed any patterns

Question 19 of 56

Question 14: Does your child get overwhelmed or upset when there's a lot of visual clutter (busy worksheets, lots of objects around)?

A

Never – doesn't seem to notice clutter

B

Rarely – mostly unbothered by visual busyness

C

Sometimes – can get distracted or frustrated

D

Often – clearly works better with simple, clear layouts

E

I'm not sure

Question 20 of 56

INSTRUCTION & COMMUNICATION

 

Question 15: When you give your child instructions for a task, what works best?

A

One simple instruction at a time ("Put your shoes on")

B

Two-step instructions ("Get your coat and put your shoes on")

C

Multiple steps – they can remember several things in sequence

D

They need instructions repeated even for simple tasks

E

Depends on how complex the task is

Question 21 of 56

Question 16: Does your child need instructions repeated or broken down into smaller steps?

A

Rarely – usually understands the first time

B

Sometimes – needs reminding for longer tasks

C

Often – benefits from having things repeated or simplified

D

Always – needs each small step explained separately

E

Depends on what they're being asked to do

Question 22 of 56

Question 17: When your child doesn't understand something, do they:

A

Ask questions and keep trying

B

Try for a bit but give up if it's too hard

C

Get frustrated and refuse to continue

D

Shut down or become upset

E

Depends on the situation

Question 23 of 56

INTERESTS & ENTHUSIASMS

Question 18: What topics, characters, or activities really capture your child's attention and enthusiasm?

This helps us make learning activities more engaging!

Favourite toys or games (Lego, Minecraft, dolls, cars, puzzles)

Favourite characters (dinosaurs, superheroes, princesses, animals)

Hobbies or activities they love (football, dancing, building, cooking, drawing)

Please list 2-3 interests (e.g., 'Unicorns, Lego, football')

 

Question 24 of 56

EMOTIONAL REGULATION DURING LEARNING

 

Question 19: When your child finds a task difficult or makes a mistake, how do they typically react?

A

Stay calm – take it in their stride and try again

B

Slightly frustrated – might sigh or complain but continue

C

Quite upset – may need comforting before continuing

D

Very distressed – cries, refuses to try again, or has a meltdown

E

Depends on the task and how tired they are

Question 25 of 56

Question 20: Overall, how would you describe your child's confidence with learning activities at home?

A

Very confident – eager to try new things

B

Fairly confident – willing to have a go most of the time

C

Lacks confidence – hesitant and worries about getting it wrong

D

Very anxious – avoids learning activities or becomes distressed

E

Depends on whether it's something they're interested in

PART B: Your Child's Current Skills

(Questions 21-50) 

These questions help us understand what your child can do RIGHT NOW in Reading, Writing, and Maths. Please answer honestly – there's no rush, and we're here to support wherever they are.

 

Important: Choose "I'm not sure" if you genuinely don't know. It's better to be honest than to guess!

Question 27 of 56

 

Question 21: Can your child recognise and name all the single letters of the alphabet (a, b, c, d, etc.)?

 

Example: If you point to the letter 'm', can they tell you it's called 'm'?

A

Yes, all 26 letters confidently

B

Yes, most letters (around 20 or more)

C

Some letters (around 10-15)

D

Just a few letters (less than 10)

E

Not yet

F

I'm not sure

Question 28 of 56

Question 22: Can your child tell you the SOUND that letters make (like 'a' says 'a' as in 'apple', 'c' says 'c' as in 'cat')?

 

This is different from the letter name – we're asking about the sound it makes in words.

A

Yes, knows most/all letter sounds confidently

B

Yes, knows quite a few letter sounds (15-20)

C

Knows some letter sounds (around 10)

D

Knows just a few letter sounds (less than 10)

E

Not yet

F

I'm not sure

Question 29 of 56

Question 23: Can your child blend sounds together to read simple three-letter words?

 

Example: If you say the sounds 'c-a-t' separately, can they put them together and say 'cat'? Or can they read these words themselves: cat, dog, sun, run, pot?

A

Yes, easily – reads these words smoothly

B

Yes, but needs time to sound them out carefully

C

Can do it with lots of help and support

D

Tries but struggles to blend the sounds together

E

Not yet

F

I'm not sure

Question 30 of 56

Question 24: Can your child read longer words that have letter combinations (digraphs)?

 

Examples: shop (sh), chair (ch), train (ai), moon (oo), book (oo), park (ar)

A

Yes, reads these types of words confidently

B

Yes, but needs to sound them out slowly

C

Can read some but not all of these

D

Finds these very difficult

E

Not yet

F

I'm not sure

Question 31 of 56

Question 25: Can your child read simple sentences?

 

Example: "The cat sat on the mat" or "I can see a dog"

A

Yes, reads simple sentences smoothly

B

Yes, but slowly – sounds out many words

C

Can read some words but struggles with whole sentences

D

Finds reading sentences very difficult

E

Not yet

F

I'm not sure

Question 32 of 56

Question 26: Can your child read common 'tricky words' (words that don't follow phonics rules)?

 

Examples: the, to, I, he, she, we, me, be, was, you, they, all, are, my

A

Yes, recognises most of these words by sight (10+ words)

B

Yes, knows some of these words (around 5-8 words)

C

Knows just a few (2-4 words)

D

Not yet

E

I'm not sure

Question 33 of 56

Question 27: When your child reads aloud, do they read word-by-word, or with some flow?

 

Think about when they're reading books at their level – not ones that are too hard for them.

A

Reads smoothly with expression (like natural talking)

B

Reads fairly smoothly but still pauses between some words

C

Reads word-by-word with lots of pausing

D

Struggles to get through sentences

E

Isn't reading sentences yet

F

I'm not sure

Question 34 of 56

Question 28: After reading a simple story together, can your child answer questions about what happened?

 

Examples: "Who was in the story?", "What did the character do?", "What happened at the end?"

A

Yes, understands and remembers the story well

B

Yes, can remember some of what happened

C

Struggles to remember or understand the story

D

Finds this very difficult

E

We haven't tried this yet

F

I'm not sure

Question 35 of 56

Question 29: Can your child read simple books independently (books with short sentences and pictures)?

 

Examples: Oxford Reading Tree Level 2-4, or similar early reading books

A

Yes, reads these confidently on their own

B

Yes, but needs occasional help with some words

C

Can read parts but needs lots of adult support

D

Not reading books independently yet

E

I'm not sure what level book to try

Question 36 of 56

 

Question 30: Does your child show any of these reading behaviours?

(Select all that apply)
A

Enjoys looking at books and wants to read

B

Can predict what might happen next in a story

C

Chooses to read in their free time

D

Talks about books they've read

E

Asks about words they don't understand

F

None of these yet

G

I'm not sure

Question 37 of 56

WRITING SKILLS (Questions 31-40)

Question 31: Can your child hold a pencil or pen using a proper grip (like adults do)?

 

We're looking for a tripod grip (thumb and two fingers), but any functional grip that isn't a fist grip is fine!

A

Yes, holds it correctly and comfortably

B

Nearly there – grip is functional but could be improved

C

Uses an awkward grip but can still write

D

Still using a fist grip or very uncomfortable hold

E

Finds holding a pencil very difficult

F

I'm not sure

Question 38 of 56

Question 32: Can your child form lowercase letters correctly (starting and finishing in the right place)?

 

Think about letters like: a, c, d, g, m, n, o, s

A

Yes, forms most letters correctly (20+ letters)

B

Forms quite a few letters correctly (around 15)

C

Forms some letters correctly (around 10)

D

Only a few letters (less than 10)

E

Not yet writing letters

F

I'm not sure

Question 39 of 56

Question 33: Can your child form capital letters correctly?

 

Examples: A, B, C, D, M, S, T

A

Yes, forms most capital letters correctly

B

Forms some capital letters correctly

C

Only a few capital letters

D

Not yet

E

I'm not sure

Question 40 of 56

Question 34: Can your child write their first name independently (without copying or tracing)?

 

It doesn't need to be perfect – we're looking for independent attempts!

A

Yes, writes name clearly and correctly

B

Yes, writes name but letters may be backwards or poorly formed

C

Can write some letters of their name

D

Tries but needs lots of help

E

Not yet – needs tracing or hand-over-hand help

F

I'm not sure

Question 41 of 56

Question 35: Can your child write simple three-letter words by listening to the sounds?

 

Example: If you say "Write the word 'cat'", can they sound it out and write 'c-a-t' (or something close like 'kat')?

A

Yes, spells simple CVC words correctly (cat, dog, sun, run)

B

Yes, has a good go – may not be perfect but you can tell what word it is

C

Can write some of the sounds but misses letters

D

Struggles to write any letters for words

E

Not yet

F

I'm not sure

Question 42 of 56

Question 36: Can your child write a simple sentence independently?

 

Example: "I like cats" or "The dog is big" – may not have perfect spelling or punctuation, but can put a few words together

A

Yes, writes simple sentences independently

B

Can write 2-3 words in a row (might not be a full sentence)

C

Can only write single words, not sentences yet

D

Not writing words independently yet

E

I'm not sure

Question 43 of 56

Question 37: Does your child use capital letters and full stops in their writing?

 

Even if they forget sometimes, do they know they're supposed to use them?

A

Yes, uses them correctly most of the time

B

Sometimes uses them – knows about them but forgets

C

Occasionally uses them with lots of reminding

D

Doesn't use them yet or doesn't understand why

E

Not writing sentences yet

F

I'm not sure

Question 44 of 56

 

Question 38: Can your child leave spaces between words when writing?

A

Yes, consistently leaves clear spaces

B

Usually leaves spaces but sometimes forgets

C

Spaces are inconsistent – sometimes too small or forgotten

D

Words run together without spaces

E

Not writing sentences yet

F

I'm not sure

Question 45 of 56

Question 39: When writing, how much of the physical task of forming letters does your child find difficult?

A

Not difficult – writes comfortably and letters are clear

B

Slightly difficult – can write but it takes effort/concentration

C

Quite difficult – gets tired quickly or letters are very messy

D

Very difficult – writing is laborious and frustrating for them

E

Not writing letters yet

F

I'm not sure

Question 46 of 56

Question 40: Can your child write a short story or describe something that happened (3+ sentences)?

 

Example: Writing about their weekend, a story about a picture, or describing their favourite toy

A

Yes, writes several sentences with ideas that connect

B

Can write 2-3 sentences but they may not link together well

C

Can only write one sentence at a time

D

Not writing sentences independently yet

E

I'm not sure

Question 47 of 56

MATHS SKILLS (Questions 41-50)

 

Question 41: Can your child count reliably from 1 to 20 (or beyond)?

A

Yes, counts confidently to 50 or higher

B

Yes, counts to 20 or just beyond

C

Counts to around 10-15 before making mistakes

D

Can count to 10

E

Counts to 5 or less

F

I'm not sure

Question 48 of 56

Question 42: Can your child count objects accurately?

 

Example: If you put 8 toys in front of them, can they count '1, 2, 3, 4, 5, 6, 7, 8' without missing any or counting the same one twice?

A

Yes, counts up to 20 or more objects accurately

B

Yes, counts up to 10 objects accurately

C

Can count up to 5 objects accurately

D

Tries but often miscounts or skips numbers

E

Not yet

F

I'm not sure

Question 49 of 56

Question 43: Can your child recognise written numbers (numerals)?

 

Example: If you show them the number '7', do they know it's seven?

A

Yes, recognises numbers 0-20 (or beyond)

B

Yes, recognises numbers 0-10

C

Recognises numbers 0-5

D

Only recognises a few numbers (1, 2, 3)

E

Not yet

F

I'm not sure

Question 50 of 56

Question 44: Can your child write numbers correctly?

A

Yes, writes numbers 0-20 correctly

B

Yes, writes numbers 0-10 correctly

C

Can write numbers 0-5

D

Can write 1, 2, 3

E

Not yet writing numbers

F

I'm not sure

Question 51 of 56

Question 45: Does your child understand 'one more' and 'one less'?

 

Example: If you ask "What is one more than 5?", do they know it's 6? Or "What is one less than 8?" (answer: 7)

A

Yes, can do this up to 20 or beyond

B

Yes, can do this up to 10

C

Can do it for very small numbers (up to 5)

D

Finds this difficult or confusing

E

Not yet

F

I'm not sure

Question 52 of 56

Question 46: Can your child solve simple addition problems?

 

Example: Using toys/objects or their fingers: "If you have 3 toys and I give you 2 more, how many do you have now?" (Answer: 5)

A

Yes, adds numbers up to 10 or higher in their head

B

Yes, can add small numbers (up to 5) in their head or on fingers

C

Can add by counting objects but struggles without them

D

Finds adding very difficult

E

Not yet

F

I'm not sure

Question 53 of 56

Question 47: Can your child solve simple subtraction or 'taking away' problems?

 

Example: "You have 5 sweets and you eat 2. How many are left?" (Answer: 3)

A

Yes, subtracts numbers up to 10 or higher

B

Yes, can take away small numbers (up to 5)

C

Can do it by counting objects but not in their head

D

Finds taking away very difficult

E

Not yet

F

I'm not sure

Question 54 of 56

Question 48: Does your child know any number bonds (pairs of numbers that add up)?

*Examples:

Number bonds to 5: 1+4, 2+3
Number bonds to 10: 1+9, 2+8, 3+7, 4+6, 5+5*

A

Yes, knows number bonds to 10 (or higher)

B

Knows some number bonds to 10 (at least 3-4 pairs)

C

Knows number bonds to 5

D

Doesn't know number bonds yet but understands adding

E

Not yet

F

I'm not sure

Question 55 of 56

Question 49: Can your child compare numbers and tell you which is bigger or smaller?

 

Example: "Which is bigger, 7 or 4?" or "Which is smaller, 10 or 12?"

A

Yes, compares numbers up to 20 or higher confidently

B

Yes, compares numbers up to 10

C

Can compare very small numbers (up to 5)

D

Finds this difficult or confusing

E

Not yet

F

I'm not sure

Question 56 of 56

Question 50: Can your child solve simple word problems?

 

Example: "Tom has 4 apples. Sarah gives him 3 more. How many does he have now?"

A

Yes, understands and solves these problems

B

Can do it with help understanding what the problem is asking

C

Finds word problems very difficult

D

Not yet – still working on basic number skills

E

I'm not sure

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