Assesments
Children and young people often present with anxiety, avoidance, or distress when their needs have not been accurately identified. For many, learning has become associated with failure, pressure, or misunderstanding. It is common for schools to report that a child is fine in school, even when the child is masking, coping at high cost, or experiencing significant emotional impact outside the setting.
Assessments are provided by a qualified specialist, with extensive experience across education settings. Using a dynamic assessment lens, assessments identify both current levels of functioning and learning potential. The focus is on how the child learns, what supports progress, and how quickly the child benefits from mediation and teaching input. Assessments are neuro-affirming, culturally informed, and grounded in evidence. They can combine formal assessment, structured observation, and professional judgement.
Depending on the referral concerns, the assessment may identify indicators of:
Language based learning needs affecting understanding, expression, or processing.
Attention regulation and executive functioning differences.
Working memory and processing speed difficulties.
Communication differences and social thinking needs.
Behaviour as communication rather than deliberate non compliance.
Learning gaps linked to disrupted education or unmet SEND.
The assessment does not provide a medical diagnosis. It provides educational evidence that explains how these needs present in learning contexts and what support is required. Each assessment is individualised. Assessment tools and activities are selected based on referral information and the initial consultation. Not all children require assessment across all areas.
A detailed written report follows the assessment. Reports are clear, structured, and suitable for parents, schools, and legal processes. Recommendations are specific, quantified, and directly linked to observed need and learning potential.
Starting from £1,000.
Payment plans available!
A couple questions…
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No. This is an educational assessment. It can inform diagnostic pathways and statutory decision making.
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Yes. Many children mask in school while experiencing distress elsewhere. Assessment can identify hidden needs and prevent escalation.
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Yes. Reports are written to a standard suitable for statutory processes and legal scrutiny.