Clear answers, before any assessment begins.

No routine workload is added. Where useful, we may use a very short check-in to record evidence — not a worksheet for the sake of work.

That’s not enough on its own — those are descriptions, not causes. Our job is to find what’s actually driving the pattern and turn it into a specific, measurable next step.

Not automatically. Routine sharing is controlled by the parent or guardian, subject to the safeguarding exception explained in Privacy.

No responsible assessment should promise an exact percentage before intervention. We identify high-leverage priorities, define a measurable target together, then review whether the change actually happened.

No. Your child doesn’t need a suspected condition for this to be useful. We are not a clinic — where a genuinely clinical question comes up, we refer you to someone qualified for exactly that.

Discovery is the starting point. Focus goes deeper into one identified subject, skill or performance issue. 360 is for a broader picture when several factors interact or the family wants a more comprehensive understanding. We do not publish standard prices for Focus or 360 because the scope can vary; we explain the need and scope before any further work is agreed.

No. For many families Discovery may be enough. Focus or 360 is suggested only when deeper work is likely to add useful information.

The intake is about ten minutes, the child session is 45 to 75 minutes, and the written report follows the findings discussion. The review point is usually set six weeks after the action begins.

Matric and FSc, O and A Level, IGCSE and IB. Our primary focus is Grades 4 to 8, and the same approach supports older school students and university learners where the question and the subject expertise fit.

Whichever the child is most comfortable thinking in, usually Urdu or English. Where a subject is taught in English but thought through in another language, that gap is itself something we look at.

Lahore, Karachi and Islamabad. Ask us about scheduling in other cities before you book.

We tell children plainly that the session is to understand how they learn, and that there is no mark at the end. Children generally cooperate better when nobody has pretended otherwise.