Stage 1: Information Gathering – Consultation
When I am asked to support a child or young person, the first step is to meet with the people who know them best. This consultation meeting usually includes parents or carers and key members of school staff. Together, we discuss the child’s strengths, the concerns that have been identified, and any relevant background information.
This collaborative approach helps to build a clear picture of the child’s context and experiences. It also allows us to begin exploring what might be contributing to the current difficulties, and to decide whether further assessment would be helpful, and if so, what form it should take.
Stage 2: Individual Assessment
Assessment may involve observation of the child in school, individual work with the child, or both. The activities I use depend on the specific areas of need identified during consultation. This could include exploring cognitive skills, memory, attention, learning approaches, emotional understanding, or interaction patterns, always tailored to the individual.
The aim is to develop a deeper understanding of how the child learns, communicates, and navigates their environment, so we can identify appropriate support strategies.
Stage 3: Planning and Recommendations
Drawing on the information gathered through consultation and assessment, I work collaboratively with school staff and parents to agree on next steps. This might include specific strategies, interventions or approaches to help the child feel more supported in their learning and wellbeing.
I provide a written report outlining my involvement, observations, and recommendations. Where possible, I also aim to review progress and offer further advice if needed, to ensure that the support put in place is having a positive impact.