What we do
Working alongside other professionals, we can offer your school a range of support packages to address all kinds of child and adolescent development issues.
We work across three levels of service - at the individual, organisational and community levels, providing consultation, assessment, intervention and review, research, and development and training.
Our statutory support offer covers the work we do that's entirely funded by the council.
We can deliver the following support to all maintained schools and academies:
- complete assessments, as appropriate, for children and young people where statutory assessment (or re-assessment) has been agreed by the council's Needs Assessment Panel to inform the educational health and care needs assessment process, under the Children’s and Family Act 2014
- attend and/or provide professional advice for tribunal procedures
Why choose us?
We can offer a flexible service tailored to your specific needs, including individual work, group work, programme development, staff training and supervision for staff dealing with complex learners on a day to day basis.
We're looking to build a bank of useful resources to support your work with vulnerable children and young people in school. Check back regularly to see our latest updates of policies, guidance, research and useful websites.
Our traded services offer
We offer a diverse range of packages depending on the level of support that you feel you need.
Our highly skilled team will work closely with you to ensure that you receive a bespoke service which is tailored to meet the needs of all those involved, in school and within the wider community.
We offer support at individual, group and strategic/community level in the following areas.
We can offer you psychology support in the following areas:
Includes support for children and young people experiencing physical , medical or sensory difficulties, children in care, gifted and talented pupils.
Includes support for children experiencing bereavement; depression and low mood; domestic abuse; and those at risk of being excluded or involved in bullying.
Includes support for children who have autism, mutism, and those for whom English as an additional language (EAL), to develop their socialisation, comprehension, and expressive language skills.
Includes working with hard to reach families; asylum seekers; traveller communities; victims of domestic abuse; young offenders; parent support groups; children in care; and those involved in harmful sexual behaviour.
Includes support for children and young people experiencing any kind of sensory difficulties, including hearing and visual impairment
Includes support for children who have epilepsy; cerebral palsy; autism; brain injury; foetal alcohol syndrome; and other genetic conditions.
Includes support, through mediation, supervision, drop-in sessions and stress management, to maintain the health and wellbeing of the school workforce.
What our schools say
Go beyond merely communicating to 'connecting' with people
The support that we receive from the educational psychology service is efficient and effective. Their training, support, advice and information have helped us to unlock barriers to learning for the pupils and offer strategies for staff in managing certain behaviours. An invaluable service for us in this setting.
The educational psychology package we've bought in over recent years as part of the traded services on offer has, undoubtedly, allowed us to enhance the provision we have available for some of our most vulnerable learners. The consistent personnel this has provided, both in school and across feeder schools, has developed positive and productive relationships between the educational psychologist and school staff, learners and parents alike. A key feature of the offer has been the flexibility the service offers in tailoring the support provided to include individual work, group work, programme development, staff training and supervision for staff dealing with complex learners on a day to day basis.
We have received a wealth of services from the educational psychology team. At a systemic level, you've provided training around the identification of, and strategies to support, limited working memory capacity, and supported us with the development and implementation of new SEN support plans in order to improve provision and documentation of needs, thus supporting any potential EHCP applications. You've also had a direct impact on the provision of specific children, through consultation, observation and report, and design and delivery of targeted interventions.