Annual contracts run over the academic year. Orders are taken during the Summer term, ready for the work to begin in September. A minimum of 3 days can be ordered, but any number of days above 3 can be purchased and will be delivered over 12 months. Delivery of annual contracts takes priority over mid year ad hoc work. As part of the contract the psychologist will hold a phone planning meeting with the school to discuss their requirements at no extra charge.

Schools are welcome to contact P4L to request individual pieces of work / ad hoc days of work throughout the academic year. However, we will need to check educational psychologist availability before accepting the order  as work on annual contracts takes priority.

Consists of a 45 minute phone discussion between the school and the Educational Psychologist, plus 15 minute report writing by the psychologist to ensure there is a record of the discussion.

P4L is able to provide bespoke training delivered on school site. Training can be for school staff or parents. Further details can be found on the training page.

The psychologist may recommend implementing a specific intervention. The psychologist will be able to advise on how to run the intervention, can offer training to school staff so that they run the intervention, or can manage its implementation on the schools behalf.

Educational Psychologists can provide individual or group supervision for school staff, thus providing school professionals with a trusted environment in which to review, discuss and problem solve.

Parents can also directly purchase the services of P4L Educational Psychologists. If a parent / carer has concerns regarding their child’s learning, they can purchase time with an educational psychologist. Where ever possible the work is undertaken on school site, with the full cooperation of school staff. The work usually entails a psychologist led consultation meeting with school staff and parents, pupil observation in school, and 1 to 1 assessments with the child / young person.

Asperger’s Syndrome is a Pervasive Developmental Disorder that falls within the autistic spectrum. It is a life-long condition, which affects about 1 in 200 people, more commonly in men than women. Those with Asperger’s Syndrome are usually of average or above average intelligence.

ADHD is a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness.

ASD is a condition that affects social interaction, communication, interests and behaviour. It’s estimated that about 1 in every 100 people in the UK has ASD. More boys are diagnosed with the condition than girls.

Dyspraxia is a developmental co-ordination disorder (DCD), affecting physical co-ordination that causes a child to perform less well than expected in daily activities for his or her age, and appear to move clumsily.

Dyscalculia is usually perceived of as a specific learning difficulty for mathematics, or, more appropriately, arithmetic

Dyslexia is a Specific Learning Difficulty (SpLD) that primarily affects the skills involved in accurate and fluent word reading and spelling.

There are a range of catch-up literacy interventions that can be used with children and young people.

There are a range of numeracy based interventions that can be used with children and young people.

According to the latest (November 2017) Department of Education research report, there are six general principles to facilitate transitions from primary to secondary school.