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Educational Psychology Service

Information for parents and carers

Before we get involved

We aim to provide a high quality, personalised assessment and advice service. This means we need to gather information from a range of sources. This includes

  • discussions with key adults (including parent/carer’s)
  • reviews of progress tracking and class work
  • reviews of reports from involved professionals

Prior to any assessment, we always aim to build rapport with children and young people. This is to minimise their stress levels and encourage them to perform in line with their true abilities. To help with this, parents/carers can choose whether or not to let their child know about the visit in advance. We leave this up to your discretion on whether that would be helpful for the child/young person.

During our involvement

EP assessment can take many and varied forms. 

This includes

  • observation of children and young people in the classroom and on the playground
  • formal cognitive assessments
  • dynamic or ‘guided’ assessments
  • play-based assessments
  • developmental checklists
  • surveys

We use our extensive knowledge to ensure that the most relevant and age-appropriate form of assessment is carried out. Any assessment will be based on the child's needs.

After our involvement

After your assessment, we aim to communicate our findings in as clear and effective a manner as possible. This will include the use of a discussion and reports. Reports will usually be sent out within three weeks of the assessment.

Parent and school feedback has shown that EP involvement can have a significant positive impact. We have seen improvements in young people’s

  • learning
  • wider development
  • relationships
  • sense of belonging

Additionally, we aim to support the confidence and skills of the key adults involved in supporting young people with SEN.

Case study - an example of typical EP involvement

Sam, aged 10, is having some difficulties building friendships and interacting with his peers at school. Sam feels lonely, isolated, and frustrated about his difficulties making friends. 

Sam's Class Teacher shares her concerns with the school's SENCo (Special Educational Needs Coordinator). The SENCo discusses these concerns with Sam's parents, outlining potential areas where an Educational Psychologist could help. After the discussion and with their agreement, Sam's parents sign consent for a visit from the Educational Psychology Service (EPS).

Elena, Educational Psychologist linked with the primary school, receives the referral and arranges to visit Sam at school. Prior to her visit she reviews existing paperwork and has a consultation discussion with the school SENCO. Elena decides to observe Sam in the classroom and on the playground at break time. 

After break, Elena meets Sam in a private classroom and carries out some assessments of his language skills and social understanding. Sam’s parents are invited to a meeting with Elena and the school SENCO. Elena reports her findings, including Sam’s views on the situation at school, and collaborates with Sam’s parents and key school staff to agree some relevant targets for Sam.

Elena produces a Plan-Do-Review report for Sam, which includes a description of his strengths and needs, alongside the agreed targets for the next academic year and her recommendations about how Sam’s school can support him to meet these targets.

Elena recommends that Sam will benefit from some daily practice developing new vocabulary and a weekly social skills group. She also recommends that Sam will need an enhanced transition when he moves up to a secondary school at the end of Year 6, including additional visits and meeting with the school’s Inclusion Mentor. 

Elena arranges to return to visit Sam at school next term, review his progress, and agree new targets with his parents and teachers as necessary.