Assessment and consultation to children and young people on various areas related to cognition and learning, including visual perceptual skills, non- verbal skills, spatial skills, language and communication, auditory processing, executive functioning, attention and concentration, literacy and numeracy.

We now offer cognitive assessments for both children and adults, using either WISC-V or WAIS-IV depending on the age. Our clinicians utilise the most advanced tools to measure cognitive ability based on recent research in the area of cognitive theory and neuroscience. It measures verbal comprehension, visual spatial, fluid reasoning, working memory and processing speed abilities. The test will be conducted face-to-face, and you will receive a full report of findings.

(this can be linked in with assessment of speech and language needs)

Investigation of needs and sensitivities

Low self esteem

Of language and/or learning difficulties, including dyslexia (sometimes referred to as a specific learning difficulty) and dyscalculia

During a child’s early year’s much of their learning takes place through play. Therefore, a play-based assessment investigates a child’s early learning skills and cognitive development by observing what they are able to do in certain play scenario’s and how they respond to interaction during play.

And/or early years teachers. Solution-focused discussions to help adults supporting children to understand and manage a child’s needs. These usually follow a ‘plan-do-review’ structure. We have an initial session where we will explore the problem, seek to understand it, then use psychology and knowledge of the child to think of some solutions (‘planning’ stage). The consultee then tries out the solutions (the ‘doing’ stage) before we come back together to review what went well, what didn’t and next steps (the ‘review’ stage). Common topics in early years consultations include: promoting language development; extending play to enhance learning; feeding issues; promoting early social skills/ reducing aggressive behaviour; supporting attachment needs and co-regulating emotions; extending attention skills. Consultations are possible via phone or Zoom etc as well as face to face.

As above. In primary-aged children it can also be used to help adults understand how best to support a child’s learning in class.

A learning assessment that focuses on the interaction between learner and assessor/teacher. The pupil is presented with a range of activities and the assessor models and tests different types of support strategies to see which strategies the child responds best to. This helps to build a picture of how to support the child best to ensure they are learning at their full potential. It does not provide a list of standardised scores but a list of ways the child enjoys to learn, useful support strategies and how to strengthen the learning relationship between pupil and teacher.

This type of learning assessment compares a child or young person’s learning skills against other children of a similar age, to determine their strengths and needs when learning. This type of assessment tends to give a ‘profile’ of information about the child’s abilities in certain areas, such as memory, language and reasoning.

And/or teachers: as described in the early years section. Additional common topics include: understanding and managing ASD and ADHD in the classroom; supporting sensory needs; accelerating progress of pupils with SEN; promoting resilience; enhancing relationships between parents/families and school; early intervention for mental health and social communication problems.