Consultation & assessment
Building a clear picture, together.
Supporting children, young people, families and schools across London. Understanding what is really going on for a young person is the first step towards helping them shine.
How I work
Using a combination of observation, consultation and dynamic assessment, we build a clear picture of what might be happening for a child or young person — including their strengths, their needs and any barriers to their learning and wellbeing.
Consultation is where all of my work begins. It is a collaborative, problem-solving conversation that brings together the people who know a child best — usually parents or carers and school staff — so that we can make sense of the situation together. Rather than focus only on the challenges, we look carefully at the young person’s strengths and resources. Talking things through in this way often helps everyone to see things from a fresh angle, opening up new ideas and possibilities for change.
Consultation can be used with an individual child, a group, a class or a whole setting. As part of the consultation process we agree a set of clear, practical steps and actions together, put them into practice and review progress — the ‘assess, plan, do, review’ cycle. Afterwards, I provide a typed record of involvement summarising the work and the actions we have agreed, so that everyone knows what happens next.
What to expect
Request for involvement
A short request for involvement form is completed by school or family.
Observation
Usually in the child’s school or nursery setting.
Consultation
With key members of staff and parents or carers.
Pupil voice & dynamic assessment
The young person’s views are gathered, and dynamic assessment is carried out if needed.
Report
A typed report is provided by the EP, usually within two weeks.
Review consultation
Typically around six weeks after the initial visit.
FAQ
Frequently asked questions
What is dynamic assessment?
Dynamic assessment is an interactive way of exploring how a child learns. Instead of only measuring what a child can do on their own, I look at what they can achieve when they are given the right kind of help. As we work through activities together, I offer prompts, strategies and encouragement, and notice how the child responds. The activities I choose depend on the child and the skills we want to understand.
Dynamic assessment can tell us about
- Thinking skills that affect learning — for example vocabulary, memory or planning.
- Emotional and motivational factors — such as attention, confidence and how a child responds to support.
- Strategies that work — practical approaches that can help the child to learn in the classroom.
The approach draws on the work of Lev Vygotsky and his idea of the Zone of Proximal Development: the space between what a child can do alone and what they can do with the support of a more experienced person. Because teaching is built into the assessment itself, it gives a richer picture of a child’s potential to learn, the type of support that helps them move forward, and where future learning could best be focused.
What types of need do we typically support?
- Emotionally Based School Avoidance (EBSA)
- Autism
- Anxiety
- Attention Deficit Hyperactivity Disorder (ADHD)
- Learning needs
- Dyslexia
- Anger
- Executive functioning
- Managing transitions
- Managing big feelings
- Building resilience
- Confidence
- Self-esteem
- Divorce and separation
- Friendships
- Play skills
- Early attunement
What settings do we usually work in?
- Nurseries and early years settings
- Primary schools
- Secondary schools
- Colleges
- Alternative provisions
- Pupils in independent (private) education
- Pupils who are home educated
- Hospital schools
Can an Educational Psychologist support our school in other ways?
Absolutely! We offer a range of flexible, bespoke services designed around the unique needs and priorities of your school.
As well as individual work with children and young people, we can support the wider school community through a variety of approaches. Schools have previously benefited from services including:
- Teacher drop-in consultations – providing space to discuss concerns, share ideas and explore practical strategies.
- Parent drop-in sessions – offering advice, guidance and support to families.
- Bespoke training – tailored to the specific needs and interests of your staff team.
- Coffee mornings and workshops – sharing knowledge and practical ideas around key areas of child development, learning and emotional wellbeing.
- Supervision and reflective practice – supporting teachers, teaching assistants, pastoral staff, senior leaders and other members of the school team.
Whether you are looking to develop staff confidence, strengthen inclusive practice, support pupil wellbeing or build whole-school capacity, we can work collaboratively with you to develop a package that makes a meaningful difference.
Ready to take the next step?
Please get in touch today to talk through your concerns or to ask for a request for involvement form.