EP ASSESSMENTS

All assessments and work are child-centred, collaborative and neuro-affirming. Every assessment is bespoke and carefully adapted to the needs of the individual child or young person.

​

My work is underpinned by the belief that every child and young person should have the support they need to thrive across all areas of development. I look beyond academic attainment alone, recognising that educational success cannot be measured solely by curriculum levels. My assessments explore a child’s emotional wellbeing, social development, communication, executive functioning, independence and everyday participation alongside their learning profile to develop a comprehensive understanding of their needs.

​

I have a particular interest in neurodevelopmental differences and supporting children and young people with complex and overlapping needs. Alongside my professional training and experience, my practice is informed by my own lived experience as a neurodivergent adult, as a parent of a neurodivergent child, and as someone living with complex medical needs and physical disability.

These experiences have strengthened my understanding of the importance of seeing the individual beyond a diagnosis, recognising the impact that environments and systems can have on long-term outcomes, and the positive difference that individualised support can make.

​

Assessment methods are flexible and responsive to each child’s presentation, drawing upon a wide range of standardised assessment tools alongside dynamic clinical assessment. Information is gathered across cognitive, learning, communication, executive functioning, social, emotional and sensory domains to understand the interaction between a child’s profile of strengths and needs and their educational environment.

​

Following assessment, a comprehensive written report is provided which includes a detailed psychological formulation together with quantified and specified recommendations designed to clearly identify the provision required to meet the child’s special educational needs.

Families involved in an EHCP process or SEND Tribunal proceedings are encouraged to seek advice as early as possible, as comprehensive Educational Psychology assessments require sufficient time for information gathering, assessment and report preparation.

​

All opinions expressed within my reports are independent and based upon the evidence available at the time of assessment. Assessments are completed in accordance with the standards of the Health and Care Professions Council and the professional guidance of the British Psychological Society.

​

Areas of Specialism

• Autism and social communication differences

• ADHD and executive functioning difficulties

• Social, emotional and mental health needs

• Anxiety and emotionally based school avoidance

• Dyslexia and specific learning difficulties

• Language and communication needs

• Complex and overlapping presentations