Services to education settings 

EPfirst's chartered Educational Psychologist, Dr Sabreen Athwal is committed to providing support to education staff to maximise learning for the 0-25 age group. All staff pride themselves on ensuring that their practice is evidence-based and person centred. Services tend to be delivered through the purchase of annual packages from as little as a few visits per term to weekly visits where required. 

Educational Psychology Firsts' Offer

1.    A Personal Service

Being locally based means that we offer an incredibly flexible service catered to our schools’ individual needs. The service provides consistency and reliability in service delivery to the schools it caters for.


2.    A Highly Accessible Team

We almost immediately reply to emails and return phone calls. We develop close, supportive relationships with the school staff we work with.


3.    EHCP Support

We are extensively experienced at contributing to EHCP assessments and can support schools through the process.


4.    A Dedicated Mental Health Worker

Our dedicated Mental Health Worker provides a responsive package to support pupils with social and emotional difficulties.


5.    Administrative Support

Our administrative support ensures that our reports are of the upmost quality before being shared with schools. Completed reports are provided within two weeks of contact time.


6.    Professional Standards

All staff hold appropriate DBS clearance, maintain 3 yearly Intermediate Child Protection and data protection training.


EPF staff have password protected laptops and phones and communication is through a secure email system.


7.    Data Protection

We are a paperless service and all data is held electronically, including handwritten information which is scanned, saved electronically and shredded.

Types of Assessment

The following is an example but no means exhaustive list of the types of assessments we might complete in schools:

  • Cognition & Learning Assessments, which may include:

    • Cognitive assessment (such as The British Ability Scales).

    • Dynamic assessment. 

    • Curriculum Based assessment (Such as The WIAT III).

    • Use of the Cognitive abilities profile.

  • Behaviour Assessments, this might include:

    • Use of self-report measures,

    • Brief functional analysis,

    • Observations, and

    • Motivational Interviewing

  • Emotional Well Being & Mental Health Assessments, which might include

    • Self-report measures such as the Screen of Childhood Anxiety Related & Emotional Disorders and/or strengths and difficulties questionnaire,

    • The use of assessments based on a personal construct psychology approach, 

    • Consultation with school staff,

    • Consultation with parents, 

    • Observations and

    • Liaising with other professionals. 

  •  A holistic assessment of need which might involve:

    • observations,

    • discussions with staff and parents/carers,

    • 1:1 work with the child or young person,

    • review of previous assessments and

    • a comprehensive write up of findings. 

 The Following is an example of EPfirsts' assessment process


Step 1: Referral

Information provided in the EPfirst referral form is crucial to making the most effective use of a consultation.  

Step 2: Consultation


Consultation between an Educational Psychologist (EP) and school and/or parents/carers is the start of support work.


Step 3: Assessment


The EP will discuss an assessment approach following consultation. This assessment will consider specific or multiple areas of a child’s development by assessing their functioning, gathering different perspectives as necessary, and consider factors which promote or demote a child’s ability to engage with their learning environment.


Step 4: Feedback


The EP will produce a report which will identify the child’s main barriers to learning and offer corresponding strategies which can be used in school. Support can be given to schools to integrate and embed strategies and recommendations.  A feedback meeting may be arranged to discuss the assessment and findings. 

Step 5: Monitoring and Review


After approximately a term, a Monitoring and Review meeting may be booked with school to consider the effectiveness of the strategies and monitor the child’s progress.


Monitoring may include considering strategies and recommendations from previous involvement and a review of interventions before agreeing future plans.

Associate/Locum Work

I am available to work within Local Authority Educational Psychology Services on an agreed daily rate. I have experience working as an Educational Psychologist within Local Authority Services. My CV is available upon request. I am up-to-date with current legislation and the writing of EHC plans. Please contact me for further information


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