Families

An assessment by an independent educational psychologist is another choice if a parent is concerned about their child’s progress and inclusion in education. Kathleen receives many direct referrals from families and is happy to discuss concerns informally before parents commit to an assessment for their child. If an independent educational psychology assessment is not the most appropriate option, Kathleen can direct parents to other services and organisations.

An independent educational psychology assessment can be helpful when:

  • Parents and teachers are concerned about a child’s progress and development and would like support in identifying ways to support the child.
  • Planning transition to a new school and helping to choose a school to suit a child’s needs.
  • A family wishes to seek additional support for their child, either in school or through a request to the Local Authority for an Education, Health and Care Needs Assessment (EHCNA) or change of school placement.
  • A psychological assessment is required for a specific purpose, such as for determining Paralympic and other sporting classifications.

Honeybee Psychology offers in-depth educational psychology assessments which identify a child’s individual strengths and needs. Assessments identify barriers associated with children’s learning, cognitive and language development, their social development and their emotional well-being.

Each assessment is tailored to the needs of the individual child. For younger children, a play-based approach can be used to understand how a child learns, communicates and feels. For older children, standardised assessment tools such as cognitive assessments are used alongside observation, informal conversation, drawing activities and playing games. Kathleen aims for each assessment to be positive experience for the child and adults involved. At the end of each assessment, Kathleen meets with the child’s parents or carers and members of school staff to share feedback and agree on next-steps.

Assessments are followed up with a detailed written report which clearly identifies the child’s strengths, needs and barriers to learning. Reports provide suggested outcomes and recommended provision and support strategies so that parents and schools know the appropriate next steps in supporting the child or young person.

Where appropriate, Kathleen identifies specific learning difficulties such as dyslexia or dyscalculia and offers recommendations about examination access arrangements, such as extra time.

Kathleen uses a strengths-based approach, which aims to make the assessment a positive experience for all involved. Most assessments take place in the child or young person’s nursery or school. This means that Kathleen can support the child’s family and school in working together to help the child to make progress.

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