Cognassist

Consistent support decisions

The right support for every learner, decided the same defensible way

Assessing a learner is the easy part. The harder job is deciding what support each learner should actually get, and keeping that decision consistent and defensible whoever makes it. Cognassist helps you make and evidence the right decision for every learner.

Book a demoSee where the decision starts
One evidence base
Every decision starts from the same objective assessment signal
Defensible
Every decision captured with the evidence that informed it
Your judgement
The platform proposes; your team decides, with the learner

Decisions drift when they depend on who is in the room

Today a support decision often rests on disclosure, one tutor's knowledge, another's caution, a third's memory. Two learners with the same needs can get different support depending on which staff member they saw. Cognassist changes where the decision starts: a whole-cohort cognitive assessment gives every learner the same objective signal, so you make consistent support decisions from evidence, not instinct or memory.

  • Every learner assessed at enrolment, so the decision starts from the same evidence base, not from who happened to disclose what.
  • A consistent signal for each learner: consider a needs assessment, monitor and review, or no need identified.
  • A signal for professional judgement, never a diagnosis and never an automatic placement.

Proof

A decision that held up under external scrutiny

An end-point assessment organisation rejected Aspiration Training's previous self-report evidence for a processing-speed adjustment. Cognassist gave them the objective, standardised basis the decision needed, embedded in enrolment for every apprentice.

Read their story

The right support, matched from the assessed need, not guesswork

The decision is not down to what a staff member happens to know. From the learner's cognitive profile, Cognassist ranks and proposes the reasonable adjustments that fit, each written in plain language and personalised to the learner's course. The same assessed profile surfaces the same evidence-based starting point for any tutor. Then the platform stops and hands over: your tutor reviews it, adds or removes, and decides with the learner. The platform proposes; your team decides.

  • Matched adjustments proposed from the profile, each with its plain-language intent, ready for the tutor to review.
  • The same starting point for any staff member, so consistency comes from shared evidence, not from the software deciding.
  • Offered, not imposed: the learner can decline, and that stays a legitimate, recorded decision.

A decision you can defend, traced back to the evidence that informed it

Make and evidence the decision in one move. The evidence that informed each decision is captured with it, so any decision reads end-to-end, both ways.

  1. Assessed need

    The cognitive assessment surfaces where a learner may face a barrier, with the learner's documented context behind it: a signal for professional judgement, never a diagnosis.

  2. The support decision

    Your tutor decides the right support with the learner and records what evidence or context informed it, captured together with the decision.

  3. Matched adjustment

    The decision links to the reasonable adjustment it produced, stating why this support, for this learner.

  4. Delivered and recorded

    The adjustment is delivered and recorded in everyday teaching, so the decision becomes auditable evidence of good inclusive practice.

An inspector or auditor reads it the other way: from any support record back to the decision and the assessed need behind it, so a judgement call reads as a defensible decision record.

The decision is re-made on evidence, and stepping a learner off support is a success

A support decision is never one-off. At every review it is re-made on the evidence: continue, adjust, or end. This is the graduated approach (assess, plan, do, review) working as it should. When a learner no longer needs support, stepping them off with the evidence behind it is a positive, demonstrable outcome, not a loss.

  • At every review the same question: is this support still right? Continue, adjust or end, decided on the evidence.
  • Stepping off with evidence is a success, distinct from a learner who declines. Both are legitimate, recorded decisions.
  • Learners due a review surface for you to pick up. How the decision is delivered and recorded lives in reasonable adjustments.

Customer story · Aspiration Training

A support decision defensible enough to satisfy an external assessor

An end-point assessment organisation rejected Aspiration Training's previous self-report assessment as invalid evidence for a processing-speed adjustment: no numbers, no testing. Cognassist gave them an objective, standardised assessment, and the defensible basis the decision needed, embedded in enrolment for every apprentice.

“The specific gap the EPAO pointed to was processing speed. There were no numbers, no testing. They couldn't see how we could validate that a learner needed extra time.”
Zoe Fox, Head of Functional Skills and Learning Support, Aspiration Training

Read their story

  • 20%uplift in learners receiving personalised support, in two months (provider-reported)
  • Expected standardOfsted judgement across every area, May 2026
  • 2 monthsfrom rollout to embedded in enrolment

Where the decision fits: the plan it produces and the evidence it becomes

The support decision is one link in a chain, and Cognassist keeps each link distinct. The decision you make here becomes the personalised support plan you build with the learner. It is delivered and recorded as audit-grade evidence in everyday teaching. And the whole cycle starts from the cognitive assessment every decision reads back to. This page owns the decision; each neighbour owns its own job.

See the support plan

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Follow the decision through the platform, or see how providers put it to work.

FAQ

Questions buyers and practitioners ask

  • How do you make consistent support decisions across different staff?
    Every decision starts from the same objective assessment signal, and the matched reasonable adjustments are proposed from the assessed need. Any staff member begins from the same evidence base and the same candidate support, not their own knowledge or memory. Consistency comes from a shared starting point, not from the software deciding.
  • Does Cognassist make the support decision for us?
    No, and it is built not to. Cognassist gives everyone the same evidence and a matched starting point, but the decision is your team's professional judgement, co-created with the learner. The assessment is a signal for that judgement, not a verdict.
  • How is a support decision defensible, and how do we evidence it?
    The evidence that informed each decision is captured with it and traces back to the assessed need. Any decision reads end-to-end for an auditor or inspector, from the support record back to the assessed need behind it. It is audit-grade evidence of good inclusive practice, whether or not you ever claim any funding.
  • What if a learner does not want support?
    Support is offered, not imposed. The learner can decline, and that decision is recorded with its reasoning: a legitimate, defensible outcome, revisited at the next review.
  • Do we need a specialist to make these decisions?
    No. Cognassist carries the evidence base so confident non-specialists decide well, and your specialist team is amplified, reserved for the most complex decisions. How you allocate support stays your call.
  • Is the cognitive assessment a diagnosis?
    No. It measures the cognitive differences associated with specific learning differences, as a signal for professional judgement. It does not diagnose a condition, and it does not by itself establish disability under the Equality Act 2010.
  • We already record support decisions in our management information system. What does Cognassist add?
    Your management information system stores the decision you record into it. Cognassist gives you the basis for the decision: the objective signal, the matched adjustments and the captured rationale, all traced to the assessed need. It fits alongside the systems you already run.

See how the right support decision gets made

Book a demo and we will show you how a decision is made from the assessment, captured with the evidence that informed it, and re-made at review. The right support for every learner, decided the same defensible way.

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