Educational Psychology Services for Schools
Why choose Psychology4Learning?
We operate according to the British Psychological Society code of ethics and standards, ensuring that schools and parents can trust the advice / support offered by our psychologists.
Note that pricing is based on psychologist time and so may be quoted as “Days”. Please contact us directly to request a quote, or to discuss pricing further.
Educational psychology time to be delivered over the academic school year.
Annual contracts run over the academic year. Orders are taken during the Summer term, ready for the work to begin in September. Any number of days can be purchased and will be delivered over the school year. 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. On site meetings are also an option, but the time is charge for.
Mid year requests for individual pieces of work with an educational psychologist.
Schools are welcome to contact Psychology4Learning 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.
Ad hoc requests may include working with a particular child/young person, delivering a training session, providing staff consultation etc.
Bespoke training courses delivered on school site or via video conference by an educational psychologist.
We are able to provide bespoke training delivered on school site or via Microsoft Teams, delivered by an educational psychologist. Training can be for school staff or parents. Training sessions can be 2 to 3 hours, or all day, at any time of day including twilight sessions. Sessions are tailored to the needs of the school, so can be small interactive workshops, or larger lecture type events. Examples of recent training courses are: Counselling skills, managing dyslexia, mental health, anxiety, dyspraxia, ADHD, ASD, SEND processes, trainee teacher training sessions.
An educational psychologist to provide professional supervision to school staff e.g. Headteacher, SENCO.
As part of normal practice Educational Psychologists undertake professional supervision. Good supervision has an important role in assuring quality standards of service delivery and supporting service development. It should address both the well-being and professional development of the supervisee but also attend to outcomes for children, young people and their families.
Supervision is a psychological process that enables a focus on personal and professional development and that offers a confidential and reflective space for the supervisee to consider their work and their responses to it. Our psychologists can provide supervision for School headteachers, senior leaders, SENCOs, and teaching staff, which is often lacking in schools. This is an invaluable tool for staff in often stressful situations.
Discuss concerns with an Educational Psychology over the phone.
Phone consultation as an independent service 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. This discussion can be used to gather ideas and suggestions before committing to a more lengthy piece of work. The record of the discussion can be used as part of the evidence regarding EHCP applications.
Educational psychologist support in implementing interventions.
An Intervention for children and young people who may be experiencing difficulties in school means a specific programme of work tailored to that need. For example, there are a wide range of literacy interventions, for children who are struggling with reading, and numeracy interventions for children having difficulties with maths.
Our psychologists are able to advise on the range of different interventions, discuss the research underpinning them, and support the school with implementation. Some interventions are appropriate for individual pupils, but others are whole school approaches.