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We are an independent practice based in Central London, United Kingdom consisting of Educational Psychologist, Therapists, Occupational Therapists, and Speech Therapists who work closely with Families, Nurseries, Primary and Secondary Schools, Colleges, Paediatricians and other professionals to support children and young people for whom there are concerns about learning, emotional well being, and developmental progress. . We also have other professionals such as a Specialist Teacher and an Applied Behaviour Analyst on our Team. The Ed Psych Practice was established in January 2010.

Our philosophy is to provide in-depth evidence based assessments to support children and young people with a range of developmental needs across educational and home settings so that they can achieve.


Educational Psychology
  1. Consultation, advice, and problem solving for children and young people with a range of developmental issues
  2. In-depth psychological assessment of learning needs
  3. Dyslexia Assessments
  4. Specific Learning Difficulty Assessment
  5. Disability Student Allowance (DSA) Assessments and Reports
  6. Exam access arrangement assessments
  7. Gifted and Talented, MENSA testing
  8. Managing children/young people with Autistic Spectrum Disorder, ADHD, and Learning Difficulties.
  9. Behaviour management at home and school.
  10. Supporting and understanding emotional issues in children and young people.
  11. Parenting Education
  12. Assessments for emotional difficulties
  13. Counselling and Therapeutic support for children, young people, adults, and families.
  14. Social Skills Training for children and young people
  15. Managing anxiety in children and young people
  16. Setting up learning support systems in nurseries, schools, and colleges for students with special educational and additional needs.
  17. Bespoke training to school staff on topics such as autism, developing meta-cognitive skills and reading comprehension, developing language skills, working with children where English is a second language, supporting working memory.
  18. Supporting English and Additional Language (EAL) Learners
  19. Intelligence / Cognitive Assessments
Occupational Therapy
  1. Consultation, advice and support for children with motor and sensory processing difficulties.
  2. Handwriting Assessment
  3. Sensory Processing Assessment
  4. Gross and Fine Motor Skills Assessment
  5. Assessment and management of Dyspraxia
  6. Support and management of Hypermobility
  7. Individualised occupational therapy programmes for home and school
  8. Handwriting support at school and home
  9. Bespoke training to nurseries and schools on dyspraxia, handwriting development, and developing fine and gross motor skills.
Speech & Language Therapy
  1. Consultation, advice, and problem solving for parents, nurseries, schools, and colleges to enhance speech and language, and communication skills in children and young people.
  2. Individual Speech and Language assessments and therapy support at home and in educational settings.
  3. Speech and Language Therapy support for children and young people with Autistic Spectrum Disorder, voice problems, receptive language difficulties, expressive language difficulties, dyslexia, dyspraxia, auditory processing difficulties, attention difficulties, moderate learning difficulties, speech sounds and phonology.
  4. Advice and consultation for educational staff and families to enhance learning in children and young people who have speech and communication disorders through curriculum and instructional support.
  5. Bespoke training programmes for education staff around speech and language topics.
Counselling & Therapy

Emotional well being and emotional literacy impact significantly on a student’s academic achievement and developmental progress. These are important factors that affect our ability to reach our maximum potential. Life events such as bereavement, serious illness or parental separation can affect one’s emotional well being resulting in difficulties such as: sleep disturbances, anxiety, eating disorders, anger issues, and low self esteem.

The Ed Psych Practice offers therapeutic and counselling services to help identify and address emotional difficulties. We offer a confidential place to talk about things that might be concerning the child, young person or family with an aim to move things forward. The therapists offer a range of approaches that include:

  • Short Term Solution Focused Therapy
  • Long Term Psychotherapeutic Intervention
  • Parental Support
  • Art Therapy
  • Acceptance and Commitment Therapy
  • Family Therapy
  • Cognitive Behavioural Therapy (CBT)
  • Psycho Education

Information for Schools

Services for Schools

A range of services are available for independent and state schools including nurseries, primary and secondary schools, sixth form colleges and special schools. In order to ensure that we are able to provide a service that is tailored to your requirements, we will be happy to meet you to discuss the needs of your educational establishment.

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Examples Of Work Carried Out

Our team of professionals are experienced and are able to deliver a high quality of services that are research and evidence based. This can range from individual work or group work with children and young people, family work, and school staff support through training. The support we offer is based on the needs of the school.

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International Services

The Ed Psych Practice provides an international service where a therapist or multi-disciplinary team will travel to your home or school in most places around the world. Our international service has proved to be a popular choice for parents living in countries where services for children with special needs may not be particularly well developed, or for expatriate families keen to maintain appropriate support for their child while abroad. Our therapists ensure that each child’s needs are managed in a holistic manner.

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Priya Dhingra [Lead Educational Psychologist & Director]

Priya is a Chevening Scholar and trained as an Educational Psychologist at University College London. She is a registered Chartered Psychologist with the British Psychological Society and also a registered Educational Psychologist with the Health and Care Professions Council. Priya has many years of experience as an Educational Psychologist in Local Authorities but currently practices as an independent Educational Psychologist providing services to schools, families, and colleges. She practised at Dyslexia Action and Lyn Fry Associates. Her interests are early literacy and numeracy skills, dyslexia/specific learning difficulties, enhancing learning in students, and supporting children with developmental disorders.

Michelle Hampson [Educational Psychologist]

Michelle trained as an Educational Psychologist at University College London. She did her first degree at Cambridge University and trained as a teacher at the University of Oxford. Michelle has also done further training at the Tavistock Clinic around children's emotional and social well being. She is a registered Chartered Psychologist with the British Psychological Society and also a registered Educational Psychologist with the Health and Care Professions Council. Michelle has many years of experience as an Educational Psychologist in Local Authorities. She currently practices as an independent Educational Psychologist providing services to families and schools. Michelle's interests are dyslexia/specific learning difficulties, language difficulties and promoting children and young people's emotional well being. She works with children of all ages, but mainly with school aged students attending primary and secondary school, and young adults.

Karen Andor [Educational Psychologist]

Karen trained as an Educational Psychologist and Psychotherapist at the University of the Witwatersrand, South Africa. In addition, she has an honours degree in Learning Support. Karen is registered as an Educational Psychologist with the Health and Care Professions Council and British Psychological Society. She is also registered as a Psychotherapist with the British Association for Counselling and Psychotherapy. Karen works with schools and individual clients - adults, teenagers and children. She works with a range of issues including parenting, anxiety, depression, trauma and stress

Karen is currently training in Theraplay and has received her Theraplay Level 1 certificate. She works with children who are withdrawn, defiant, over-active, have a history of abuse or neglect or who have behaviour or learning difficulties. She also has an interest in autism. Karen is currently training in Sensori-Motor Psychotherapy and has received her Level 1 certificate. This gentle therapy teaches adult clients to follow the inherently intelligent processes of body and mind to promote healing. It is particularly helpful in working with the effects of trauma. Karen uses an eclectic approach when working therapeutically with children, young people and families.

Carina Embeita [Educational Psychologist]

Carina grew up in Argentina where she completed her Psychology degree. She moved to the UK to pursue a master’s degree in Comparative Education at the Institute of Education, University of London. Carina then trained as a teacher and taught A Level Psychology and Spanish at Sixth Form Colleges in London. Since training as an Educational Psychologist from the Tavistock Clinic, Carina has worked for an inner London Local Authority and independently. She is fluent in Spanish and undertakes assessments for bilingual learners where Spanish is a first language. Carina has a special interest in dyslexia, autism and ADHD. She is currently undertaking training in Systemic Family Therapy. Carina is a registered Chartered Psychologist with the British Psychological Society and is also registered with the Health and Care Professions Council.

Alix Diemont [Educational Psychologist]

Alix is a Chartered and Practitioner Psychologist registered with the Health and Care Professions Council and the British Psychological Society. She trained in South Africa and has experience of assessing and conducting psychotherapy for children, adolescents and parents. Alix has a particular interest in the emotional development of children and has a wealth of experience of working therapeutically with families who have experienced significant change, loss, bereavement or trauma. She also has specialist training and experience of working with teachers and school leadership teams to enhance school processes and practices to meet the needs of children with special educational needs. Alix offers full psycho-educational assessments, play therapy, psychotherapy and family therapy at the practice.

Dr Peter Maggs [Educational Psychologist]

Peter trained in educational psychology at the Tavistock Clinic, gaining a Masters and later a Doctorate in Child and Educational Psychology. His work has involved offering psychological advice to several specialised educational provisions, including a centre for children with specific learning difficulties (e.g. dyslexia and dyscalculia), a unit for children with speech and language disorders, a unit for children with autistic spectrum disorder and a school for children with emotional and behavioural difficulties. Peter has also been part of a Local Authority’s autism diagnostic service for the last three years. He has a special interest in the assessment of children and young people experiencing challenges with their learning, behaviour and communication

Dr Anna-Maria McGee (Educational Psychologist)

Anna-Maria is a Chartered Educational Psychologist and registered Psychologist with the Health and Care Professions Council with many years of experience of conducting assessments of dyslexia for children, young people and adults. She worked as a Consultant for Dyslexia Action in both Scotland and London and ran her own Adult Assessment Service when she lived in Scotland. The research undertaken in her academic career focused on the impact of a range of disabling conditions such as cerebral palsy, conductive hearing loss, semantic processing difficulties and photoscopic sensitivity in addition to dyslexia. She also headed a project that identified the support needs of young people with a range of disabilities, including dyslexia, in the university sector. For the past seven years Anna-Maria was also the Head of Research at Sense, the organisation that supports children and adults who are affected by dual sensory impairment.

Bruce Picton (Educational Psychologist)

Bruce trained as an Educational Psychologist at University College London and took his first degree in Experimental Psychology at Sussex University. He is registered as a Chartered Psychologist with the British Psychological Society and is registered as an Educational Psychologist with Health and Care Professions Council. Bruce has worked in Local Authorities both as an Educational Psychologist and a teacher in specialist educational provision at primary and secondary level with moderate and severe learning difficulties as well as running units for children with speech and language and Autistic Spectrum Disorders in mainstream settings. He has been working in private practice for many years offering services to families, schools, colleges and universities. He practiced at Dyslexia Action and the Helen Arkell Dyslexia Centre. Bruce specialises in working with children, young people, and young adults with specific learning difficulties/dyslexia and numeracy difficulties.

Tracy Wise [Educational Psychologist]

Tracy trained as an Educational Psychologist at the Tavistock Clinic. She is a registered Chartered Psychologist with the British Psychological Society and also a registered Educational Psychologist with the Health and Care Professions Council. Tracy has many years of experience as an Educational Psychologist in Local Authorities. She practices as an independent Educational Psychologist providing services to families and schools. Tracy has also done further training at the Tavistock Clinic around children and young people’s emotional and social well-being. Her interests are dyslexia/dyspraxia/dyscalculia/specific learning difficulties, understanding and promoting children and young people’s emotional well-being, ADHD, attachment, and supporting parents. Tracy is also a trained practitioner in Video Interaction to Promote Positive Parenting and Sensitive Discipline, (VIPP-SD). She works mainly with school aged students attending primary and secondary school and young adults.

Ceri Roberts [Educational Psychologist]

Ceri trained and worked as a teacher in the UK & internationally before moving to New Zealand where she completed her post graduate studies to qualify as an Educational Psychologist at Massey University. Ceri is a Chartered Psychologist & is registered with the Health and Care Professions Council. She has been employed as a psychologist in international schools across Asia and has worked for many years in private practice and in the public sector. Ceri has a particular interest in social and emotional well being, 'third culture' and international perspectives in educational psychology. She also maintains an active interest in neuropsychology and its application in education after completing her first degree at neurobiology at Sussex University.

Eleonora Di Rocco [Occupational Therapist]

Eleonora qualified as an Occupational Therapist in Italy. She is registered with the Health and Care Professions Council (HCPC) and is a member of the British Association of Occupational Therapists (BAOT). Eleonora is a Paediatric Occupational Therapist with experience of working with children and young people with a range of needs in school and clinical settings and in their home environment. As well as private practice, Eleonora works in a NHS Children Occupational Therapy Service. She uses a holistic and functional approach based on the needs of the child, in order to reduce the difficulties they experience and to maximise their independence and participate in daily living activities. Eleonora has a special interest in working with children with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).

Mira Schauble [Therapist]

Mira has bachelors honours qualification in Developmental Neurophysiology and Genomics and a Masters qualification in Clinical Social Work from The University of Queensland, Australia. She has also completed a Masters in Dance and Movement Psychotherapy at Roehampton University, London. Mira has had many years of therapeutic clinical experience working with issues ranging from depression, anxiety, eating disorders, post traumatic stress and trauma related disorders, to stress management, goal setting, and life coaching. Her practice is informed by Cognitive Behavioural Therapy, Solution Focused Therapy, Psychotherapy, Narrative Therapy, Mindfulness Based Therapies, Social Constructionist Family and Relationship Therapy, and the Creative Arts Therapies, in particular Dance and Movement Therapy and Rhythm Therapy. Mira is an accredited Clinical Mental Health Practitioner with the Australian Association of Social Workers. She is also a member of the International Federation of Social Workers, the Australian Dance and Movement Therapy Association and an Associate Member of the Association for Dance Movement Psychotherapy UK. Mira is registered with the Health and Care Professions Council.

Elizabeth Casselton [Therapist]

Elizabeth is a therapist with many years of experience in working with children and young people in the NHS, The Priory Hospital and in schools. She holds a Masters degree in Dance and Movement Psychotherapy and has completed training in Play Therapy and Solution-Focused therapy. Elizabeth works with children, young people, parents and families and has helped with a wide range of emotional, social and behavioural issues including anxiety, trauma, selective mutism, eating disorders and self-harm. She also has experience of working with children on the autistic spectrum and children with Attention Deficit Hyperactivity Disorder (ADHD). Elizabeth works with an integrative style drawing on developmental, attachment and body/mind theories in her therapeutic approach.

Tomi Agboola-Odeleye [Speech Therapist]

Tomi qualified as a Speech and Language Therapist at the University College London. She is a registered Speech Therapist with the Health and Care Professions Council and a member of the Royal College of Speech and Language Therapists. Tomi's experience as a Speech Therapist has included paediatric work with pre schoolers, primary, and secondary school students within special and mainstream schools. In addition, she has worked within the NHS with adults who have learning difficulties and swallowing disorders. Tomi has a special interest in children with hearing impairments and has completed her BSL level 2 with the intention of continuing her studies and work within this field. .

Esther Hiley [Speech and Language Therapist]

Esther trained as a Speech and Language Therapist at the University of Manchester. She is a registered Speech and Language Therapist with the Health and Care Professions Council and a member of the Royal College of Speech and Language Therapists. Esther has years of experience working with children and young people with speech, language, communication and learning difficulties in mainstream and special educational settings. She specialises in working with preschool children and children with social communication difficulties (including (ASD). As well as working independently, Esther currently works part time as a Highly Specialist Speech and Language Therapist for children with ASD and ADHD for a local authority in London. She is trained to assess children’s social communication needs as part of a multiagency diagnostic team.

Monal Gajjar [Speech and Language Therapist]

Monal qualified as a Speech and Language Therapist at City University. She is registered with the Health and Care Professions Council and is a member of the Royal College of Speech and Language Therapists. Monal has worked primarily as a paediatric therapist. Her experience includes working with pre-school and school-aged children with a range of difficulties, in mainstream and specialist settings. She has extensive experience of working in a Language Unit for primary aged children. Monal has specialised in Bilingualism and Specific Language Impairment. She has a keen interest in working with students with dyslexia and literacy difficulties.

Kavinda Seneviratna [Applied Behaviour Analyst]

Kavinda received his BSc in Psychology from the University of Southampton, and in doing so discovered Applied Behaviour Analysis (ABA). He moved to the US to pursue an MA in Teaching as ABA from Teachers College, Columbia University, where he also gained teacher certification in special and mainstream primary education. Kavinda has worked for ABA schools in the US, London and the South East, as well as working independently with schools, families, children’s charities and Local Authorities. Kavinda became a Board Certified Behaviour Analyst (BCBA) in 2010, and has since supervised the clinical experience of BCBA candidates. Kavinda has a special interest in autism education.

Kathy Alison [Office Manager]

Kathy is a fully qualified nurse who has experience of working in private practice with doctors and other professionals. She manages client enquiries and appointments and makes sure that things run smoothly at the practice. Kathy has a knack of ensuring that all our clients feel comfortable while at the practice.

Lorraine Forehead [Specialist Teacher ]

Lorraine trained as a Specialist Teacher and Assessor at The Helen Arkell Dyslexia Centre. She has experience of teaching and assessing individuals with Specific Learning Difficulties such as Dyslexia and Dyspraxia across the age range, from primary school aged pupils to adults. She also worked for several years as a DSA (Disabled Student Allowance) Needs Assessor. Lorraine is registered with PATOSS and holds a current Assessment Practising Certificate (APC). She practices as an Independent Assessor and is an Associate for The British Dyslexia Association .

Aurelie Chesny [Therapist]

Aurelie is a British Psychoanalytic Council (BCP) accredited psychodynamic psychotherapist for children, adolescents, young people and families. She is also a member of the Tavistock Society of Psychotherapists (TSP). Aurélie has a clinical Masters in Psychodynamic Psychotherapy for Children, Adolescents and Families from the Tavistock and Portman NHS Clinic in London. As well as private practice, Aurélie works as a child and family therapist in an NHS Child and Adolescent Mental Health Service. She has worked across a variety of clinical settings and schools offering both short and long term therapy. Aurélie has extensive experience working individually with children and adolescents from diverse cultural backgrounds. She is fluent in French. Aurélie offers assessment and treatment for a wide range of difficulties including relationship problems, divorce and separation, parenting issues, challenging behaviour, depression, anxiety, eating disorders, self-harm, post traumatic stress and trauma related disorders.

Nicola Masefield (Specialist Teacher)

Nicola is a qualified teacher and a specialist SpLD (Dyslexia) teacher, with a bachelor's degree in Psychology and a master's degree in Autism Spectrum. She is a member of PATOSS and the BPS. Nicola has many years of experience working with children and young people with speech language and communication needs within a specialist school setting in London and has held educational leadership roles, including Deputy Head. She is experienced at supporting co-occurring difficulties, for example ADHD, Autism Spectrum, PDA, motor and sensory problems, anxiety issues and emotional needs and has experience of creating holistic behaviour support plans with a multidisciplinary team to support the student, family, and school. Nicola has taught across primary and secondary educational settings, so has first-hand knowledge of adapting the curriculum to meet the needs of the student. Nicola is experienced in supporting parents through the Statutory Assessment process, developing Education Health Care Plans, and identifying appropriate school placement. Nicola has delivered staff training on a range of learning and behaviour areas.

Dr Anna Calver (Educational Psychologist)

Anna is an experienced psychologist having worked as a senior educational psychologist for many years within a Local Education Authority and as a consultant psychologist for Dyslexia Action. Anna enjoys working with both children and adults and is passionate about helping individuals identify their strengths to enable them to reach their potential and experience success. Anna has specialist qualifications in dyslexia and autism spectrum disorder. She has supported school staff in developing dyslexia friendly approaches to teaching and has tutored adults studying for certificates and diplomas in specific learning difficulties/dyslexia. Anna has been part of an autism diagnostic service, provided psychological advice to mainstream and specialist provisions and an early intervention home based programme for young children with autism. Anna is interested in the role of creativity as a protective factor in supporting wellbeing and mental health in young people. She has presented at conferences, delivered training courses to teachers and parents and contributed to the publication: Primary Child and Adolescent Mental Health, A Practical Guide, 2nd Ed. 2011, Quentin Spender, Radcliffe Publishing. Anna is a Chartered Psychologist, an Associate Fellow of the British Psychological Society, and a member of the Health and Care Professionals Council.

Associate Opportunities

We are looking for experienced professionals who are available to work on an associate basis at The Ed Psych Practice.


What should I do if I am concerned about my child's progress at school?

If your child is of nursery or school age then the first thing to do is to make an appointment to talk to their key worker or class teacher and the Special Educational Needs Coordinator (SENCo) at their nursery or school about your concerns. Some SENCo’s may carry out some initial observations or assessments of your child. Depending on the outcome of these assessments they may suggest some support strategies for your child in school and may also have some ideas about how you can help your child at home. They may also suggest a referral to a professional such as a Paediatrician, Speech and Language Therapist, Occupational Therapist, or Educational Psychologist.

Depending on whether your child attends a state or independent school they may be able to access Local Authority/ Children’s Services such as Educational Psychology Service and NHS services such as Speech and Language Therapy or Occupational Therapy for support and advice. It is advisable to check with school staff whether these services are available and what the referral criteria are. These services are free but your child would need to meet the criteria for referral and you could be put on a waiting list.

You can also call The Ed Psych Practice to discuss with us your concerns and ask any questions you may have about the services we offer and the costs involved. When you decide to go ahead and book an appointment, we will link you to a relevant professional on our team who can best address your child’s presenting concerns.

What will a full assessment by an Educational Psychologist, Occupational Therapist, Counselling Therapist and Speech Therapist include?

A full assessment of your child will depend on the presenting concerns. If an Educational Psychologist is carrying out a learning assessment, it will include a detailed examination of their cognitive abilities, academic attainments in literacy and numeracy, and diagnostic tests where appropriate.

If your child is being seen by an Occupational Therapist, relevant assessments are carried out to assess their fine and gross motor skills and sensory profile.

For therapeutic support, an initial meeting with the parents and child or young person is carried out to explore presenting issues and to agree the goals for the intervention.

If a Speech and Language Therapist is seeing your child, relevant tests are carried out examining a child’s expressive and receptive language skills

Information is also gathered from parents and schools using pre assessment questionnaires. Other professional reports are also taken into consideration. Sometimes observations are carried out at the child’s learning environment as a starting point to the assessment depending on the presenting concerns.

Do I need to let the school know that my child is going to see an independent professional?

It is very difficult to get an all round picture of how your child is developing socially, emotionally, and cognitively without information from people who work with your child in their learning environment. So yes, it is important that your child’s learning environment knows about your concerns and that you are consulting an independent professional for advice. However it is quite normal for parents and the school to have a slightly different view about how a child is progressing or coping in their learning environment. For various reasons you may not want to inform the school that this independent assessment is taking place. We will respect your views and it is your choice whether to inform the school or not but we hope you understand that part of our role is to ensure that your child’s well being and development is supported in their learning environment.

Why would my child need an assessment by an Educational Psychologist (EP)?

Children develop at different rates. Some children may find some things particularly hard such as:

  • Reading
  • Spelling
  • Writing
  • Maths
  • Gross and Fine Motor Co-ordination
  • Speech and language
  • Social Communication
  • Making friends
  • Attention and listening
  • Home work and school work

For various reasons they are not reaching their full potential or struggling to keep up with their peers. If this is the case an EP Assessment might be useful to identify areas of strength and weaknesses to support your child’s development.

Why would my child need an assessment by a Speech and Language Therapist?

Children all learn to talk at different rates and some children develop more quickly than others. We do know however that there are 'typical' ages by which we expect children to have developed certain skills, and most children do. However there are some children that do struggle with learning to talk and understand and they will need extra help to support development. If you are concerned about the way your child is talking or understanding, ask for a Speech and Language Therapy (SLT) assessment. This assessment will tell you exactly how your child is getting on and if there is a reason to be concerned.

My child is due to be seen for a speech and language therapy assessment. What will the assessment involve?

An assessment session will typically last between 30 minutes and an hour. A Speech and Language Therapist (SLT) will usually start by talking to you about your child's early history and development and gathering some information about your concerns. The assessment they do will look at how well your child's speech and language skills are developing compared to what we would expect for a child of their age.

Depending on the age of your child and the type of difficulty that they have they will do a number of different tasks and activities. For some children, particularly younger ones, the assessment may be done through the SLT or parent playing alongside your child, or watching them play. This is known as 'informal' assessment. They will be looking at the way your child understands language, how well they are talking and which sounds they are able to use in their speech.

Sometimes an SLT will carry out a 'formal' assessment. This means they work with your child using a number of published assessments, many of which are standardised. Standardised tests mean that they are able to give your child a score comparing them to other children of the same age. Doing this lets them see if a child is developing, as they should be, or if their speech and language is delayed.

The SLT will then tell you how they think your child is doing, and whether they feel your child needs to get some extra help with their speech and language development. They will usually write a report about the assessment.

What is a multi disciplinary assessment?

A multi-disciplinary assessment means that more than one professional will assess a child or young person, and they will talk to the other people involved to help them work out where the main difficulties are.

A multi disciplinary assessment may involve an Educational Psychologist, Speech and Language Therapist, Occupational Therapist or other professional, depending on the needs of the child. We work closely with some paediatricians and psychiatrists who might be part of this assessment depending on the presenting concerns of the child or young person.

How often should an EP assessment be carried out?

Depending on the age of your child and presenting concerns the EP will advice you on when your child should be reassessed. Some standardized assessments have a retest period of 18-24 months to reduce practice effects. Thus we carefully consider the presenting issues, developmental history and time of the previous EP assessment (if appropriate) to decide when or whether a reassessment is necessary.

What does an EP assessment involve?

Prior to the assessment we gather as much information as possible from different sources such as the school, parents and other professionals who might be involved with the child. Information gathering is through questionnaires, school reports, development history, and areas of strengths and weaknesses. On the day of the assessment, the EP will first meet parents to have a structured interview based on information shared. After that the EP will complete various assessments with the child or young person, which might include cognitive tests (IQ tests), attainment tests (literacy and numeracy), emotional tests and some diagnostic tests. The testing can vary from 1.5 – 2.5 hours depending on the age of the child and the speed they work at. After that the EP will give the parents feedback on ways forward.

Where will my child be assessed?

The assessment can take place at the practice, in the child’s learning environment, or at the family home. We decide the best environment for the assessment to be carried out taking into account the presenting concerns. Many children feel shy or nervous about meeting someone new and this is normal. You can help to prepare your child by treating the visit as a ‘normal everyday’ event. It’s best not to talk about testing, as this can be off-putting for a child; for some children when it is viewed as a ‘test’ they feel that something is ‘wrong’ with them. Most children will respond positively to the idea of doing some fun activities that will help us to find out what they do well.

What is the assessment procedure at the practice?

When the assessment takes place at the practice, following your arrival, the first few minutes will be spent allowing your child to relax and feel comfortable. We encourage parents to bring something along such as books to read or games to keep their child busy while the professional first explores presenting concerns with them. If your child needs to be closely supervised please bring a responsible adult along with you. After the initial discussion with parents, the professional will assess your child and after that, feedback is given on suggested ways forward. We do have a waiting area but if the assessment is long, there are a number of cafes and shops within walking distance.

If your child is coming for therapeutic support, often the child is dropped off at the practice and the professional will agree on a time when the parents can return for the child to be picked up.

Will I get a report?

A full report is sent to you within three weeks of the assessment. The report will include information about tests that were used, results, conclusions, and recommendations for supporting your child. The aim of the report is to give you, the parents, and any other adults working with your child, information and advice that will enhance the understanding of your child’s strengths and needs in order to support their ongoing development.

Preparing a Child for an Assessment

Having an assessment with an EP/SLT/OT should be a pleasant event in a child’s life. Here are some tips to help ensure a good assessment experience:

  • Find out as much as you can about the assessment procedure in advance. The more informed you are the more relaxed you will be and this will be beneficial to the child.
  • Be as honest and frank as you can. For example tell the child why you are visiting an EP because they have some difficulty with reading, writing, spelling, maths, etc. "You find reading a bit hard and the person we are going to see is going to play some games with you to look at how you think and problem solve and to find out how we can help you at school and home to improve in reading”.
  • Explain what the EP/SLT/OT will do, i.e. they will talk to the child about school, ask questions, do certain tasks like jigsaws, finding missing parts, do some reading and spelling.
  • Be clear that this is not an exam and the child cannot fail. For example the EP will be interested in finding out how the child thinks and learns. The SLT will be interested in their play skills or how they understand visually presented information.
  • Tell your child where you are going, at what time and how long it will take.
  • Try to ensure that the child is well rested.
  • Bring a nutritious snack if necessary. We do have snacks in our office
  • If a child is reluctant to come it is okay to build in a little treat afterwards.
How are SLT and OT assessments carried out?

There are many different ways to carry out an assessment of a child’s speech, language and communication needs and occupational therapy needs. Part of the assessment process will involve gathering information from parents, carers and teachers. Depending on presenting concerns observations and informal play based activities may be part of the assessment process, which may be carried out, in the home or educational setting. Formal assessments using standardised tests are also used depending on the age of the child. We will always carry out assessments in a sensitive manner and do our best to ensure that the process is fun and engaging for the child.

Do I need a referral from my GP for an assessment with an EP/SLT or OT?

No, you can refer your child directly to The Ed Psych Practice

Where do the ongoing SLT and OT sessions take place?

Therapy sessions take place at our practice, in your home or at your child’s nursery or school depending on the age of the child and presenting concerns.

How many sessions will my child need and how long will they last?

The sessions will depend on your child's individual needs, response to therapy and your commitment. You may be offered a block of therapy sessions followed by a review of your child’s progress at which point next steps will be discussed. A standard therapy session lasts 45 - 60 minutes depending on the age of your child. Most of this time will be spent working directly with your child but may include time to discuss your child’s progress and new activities to work on. Sessions are charged on a pro rata basis.

What is Occupational Therapy in children and young people?

Occupational Therapy enables children and young people to participate in daily life to improve their health and wellbeing. Daily life is made up of many activities (or occupations). Occupations for children or young people may include self-care (getting ready to go out, eating a meal, using the toilet), being productive (going to nursery or school, or volunteering), and leisure (playing with friends or doing hobbies). Children who have sensory needs and weak motor skills may find it difficult to engage in activities described above.

An Occupational Therapist will need to identify and understand a child or young person’s usual occupations to discover what difficulties they face. They will support the child or young person, their family and other relevant people such as teachers, to evaluate challenges and strengths in doing occupations.

The Occupational Therapist may suggest alternative ways of doing things, providing advice on learning new approaches and techniques, or making changes to the environment, for example, through using equipment or adaptations.

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The Ed Psych Practice
23 Harcourt Street
London W1H 4HJ
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21B Bridge Street, Pinner
Middlesex HA53HR

Priya Dhingra (Lead Educational Psychologist & Director)
Phone: +44 (0) 79 9053 8654
E-mail: Priya@TheEdPsych.com

Phone: +44 (0) 78 3344 7356 (Enquiries & Appointments)
E-mail: Info@TheEdPsych.com
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