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Consultation and assessment
Psychology and Therapeutic Services: Assessment and consultation

Consultation and assessment

Our contributions to the identification of special educational needs (SEN).

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Email the Psychology and Therapeutic Services team at psychology&therapeuticservices@suffolk.gov.uk if you are an education professional and you need more information or guidance on how to make a referral.

"We were both respected and our thoughts listened to and not judged."
- Feedback shared by a parent/carer

What does consultation and assessment involve?

As part of an assessment, educational psychologists (EPs), trainee EPs (TEPs), assistant psychologists (APs) and inclusion facilitators (IFs) triangulate data/information from a variety of sources, drawing upon a full range of evidence. They typically use a variety of materials and refer to existing professional's reports and information. Assessment might involve:

Standardised cognitive assessments. These can explore areas such as skills for learning (such as verbal, nonverbal or spatial skills) or attainment levels, and produce a score which shows where the child has scored in relation to a sample of other children of the same age.
Dynamic assessment.
Checklists and questionnaires completed by the child, parents/carers and school staff. These may explore areas such as communication, learning and play skills, working memory and sensory preferences. Checklists and questionnaires sometimes give a standardised score, suggesting where the child has scored in relation to a sample of other children of the same age.
Observation of the child.
Tools and activities using discussion, drawing and games to gather the child’s views.
Consultation with parents/carers, school staff and other professionals.

Our consultation offer

Our main consultation offer includes the Analysis of Additional Needs Tool (AANT) and multi-professional Solution Circles. Within our traded packages schools can request further individual consultation or consultation that considers wider school systems.

Joint assessment meetings (JAMs)

When appropriate, our team members may suggest using a joint assessment meeting to gather the views of everyone involved. This can include parents, school staff and other professionals working with the child/young person. We've created a short video about JAMs, and some information sheets.

Please see the following documents that show what children, young people, families and school staff have to say about JAMs: Together, this feedback reflects a powerful, compassionate and effective approach that enhances understanding, shared decision making and positive outcomes for children and young people.

Feedback from young people and families
PDF2.3MB
Feedback from school staff and colleagues
PDF2.3MB

Discover how Joint Assessment Meetings (JAM), led by Educational Psychologists (EPs) as part of the statutory Education, Health and Care Needs Assessment (EHCNA) process, bring families and professionals across Suffolk County Council together to co-create outcomes that truly reflect each child’s needs, strengths, and aspirations.

Joint Assessment Meetings: Supporting Person-Centred Planning Towards EHCNA

Information about virtual consultations and assessments

Consultations and assessments can be carried out face to face in “real life” or using online/remote video platforms. Our team of educational psychologists (EPs) can be flexible in choice of approach to an assessment in line with AEP (Association of Educational Psychology) guidance. EPs are informed by professional guidance on conducting assessments in person and virtually. The arrangements for an assessment are a professional judgement, made by an EP, taking into consideration the needs, views and preferences of the child/young person, their parents/carers and the demands of the local context.

Regardless of the mode of assessment chosen by an EP, high professional standards will always be upheld. All EP assessments must comply with Health and Care Professions Council (HCPC) professional standards and take account of British Psychological Society (BPS) codes of ethical practice. All EP advice is GDPR compliant, and quality assured to ensure robust psychological advice is provided. A virtual assessment is fully Code of Practice compliant, and literature indicates that online methods are effective (see reference list) and may be easier for some children and families to participate in this way.

Any limitations to an EP assessment will be stated in the report.

Educational Psychologist (EP) involvement in Tribunals

Educational Psychologists may sometimes be involved in SEND tribunal processes if further professional advice is requested as part of the formal proceedings.

It may be helpful for you to know that, in this context, the role of an EP is independent and impartial.

What does “impartial” mean?

When contributing to a tribunal, an EP does not represent either the Local Authority or the family. Instead, we act as an independent professional whose role is to:

provide clear, evidence‑based psychological advice
support understanding of a child or young person’s strengths and needs
help inform decision‑making in a balanced and transparent way

EPs are expected to maintain clarity, honesty, and professional boundaries, including being open where information is limited and revising views if new evidence emerges.

Professional standards and ethics

All Educational Psychologists are regulated by professional standards and ethical guidelines (including HCPC and British Psychological Society frameworks).

This means that EPs must:

act with integrity and professionalism
base their advice on evidence and psychological understanding
ensure their work is fair, transparent, and accountable
prioritise ethical practice, even within legal processes

Focus on the child or young person

Regardless of the legal context, the EP’s work remains grounded in what is in the best interests of the child or young person.

This includes:

listening carefully to and representing the views of the child or young person wherever possible
considering their wellbeing, development, and lived experience
integrating information from families, schools, and other professionals to build a holistic understanding

In tribunal work, EPs may help to bring together different perspectives so that the child or young person’s needs are clearly understood.

Working within a legal process

Tribunal involvement sits within a formal legal framework. At times, EP involvement may be requested as part of statutory processes. In these situations:

their advice is shared with the tribunal to support fair decision‑making
they continue to work in line with professional ethics and good practice.

Consultation and assessment

What does consultation and assessment involve?

Our consultation offer

Joint assessment meetings (JAMs)

Virtual consultations and assessments

Tribunals