EDUCATIONAL PSYCHOLOGY ASSESSMENTS
What is an Ed Psych Report? How to help support children with additional learning needs understanding of their child’s learning abilities and potential. The assessment process and subsequent findings help to build up a picture of the child’s strengths and areas in need of support. Two weeks after the assessment, parents will be sent a comprehensive and holistic report which will ultimately guide teachers on how to help provide a child with the tools to fulfil their potential – both in the classroom and in exams. I always recommend that once parents receive the report and send it to the school, they arrange a meeting a couple of weeks later to discuss ways forward, or what Educational Psychologists call ‘Plan, Do, Review’.
Usually, parents are provided with a list of psychologists to contact by the school. For most, this is the first time they will have ever heard of an Educational Psychologist and it can feel like a minefield to navigate. Many parents are apprehensive about what an Educational Psychology assessment entails. Their biggest concern is whether their already anxious child will want to engage in anything that involves testing. This is where the Educational Psychologist’s ‘child whispering’ skills come into play. In my experience, the Educational Psychologists I work with are not only very experienced, but have spent years working with children with a range of needs and anxieties. They are well versed in quickly putting a child at ease and making the assessment fun and accessible. The assessment is made up of widely used standardised tests, which measure performance relative to other pupils of the same age taking the same test. It measures a child’s ability in reading, writing, spelling, maths and cognition. Nowadays, most Educational Psychologists in a private practice carry out assessments on iPads, which makes the whole process much more enjoyable for both parties. What happens after my child has been assessed?
Once your child has been assessed, parents will have a consultation with the Educational Psychologist, who will explain the findings. This is a collaborative conversation and an opportunity for parents to ask questions and get a deeper 50 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 3
Why might my child need to be assessed if they are sitting the 11 plus or GCSEs?
Children with Specific Learning Difficulties (SpLD) such as dyslexia, dyspraxia, dyscalculia and dysgraphia may be affected in the way they learn and process information at school. They are often entitled to what is known as Access Arrangements, set out by the Joint Council for Qualifications. Not all children need an SpLD diagnosis to receive Access Arrangements. If they achieve below average scores in certain areas, they may qualify for certain allowances in exams like extra time, a laptop or a reader. This can make all the difference, as it would be unfair to expect a child who has a slow processing speed to compete on an equal par with those that do not. Of key importance to note is that the SENCo or Learning Support Coordinator at your child’s school is ultimately responsible for deciding and supporting the Access Arrangements application, particularly for GCSEs. So, I always recommend that parents talk to the SENCo first, before booking your child in for an assessment. If you would like to find out more or have any concerns about your child’s learning, I am always open to an in confidence, no obligation chat. MELANIE THAM Practice Manager at Educational Potential www.educationalpotential.co.uk
