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Assessment Services

 

We believe in building our services around your needs. Please contact us to discuss how we can work together to best meet your specific requirements.

Edvocation® Assessment Services use a range of standardised, psychometric screening assessments along with naturalistic assessment approaches,  to generate an individualised profile of a young persons educative strengths and challenges. Specifically these focus on the areas of cognition and learning; interaction and communication; social, emotional and mental health identified as broad areas of need within the *Special Educational and Disabilities Code of Practice (2015)/ **Additional Learning Needs Code.For more details please see:* SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk)**The Additional Learning Needs Code | GOV.WALES These include:

1. Psychometric assessments for Cognition and Learning (including SpLD - Dyslexia), Emotional and Neurodevelopmental indicators, for example ADHD, mood disorder, anxiety, Oppositional Defiant Disorder/Conduct Disorder; autism screening

2. Psychometric assessments of adaptive behaviour and functioning, and mental health

3. Structured and naturalistic observation of engagement and participation in context

4. Information gathering from a range of sources, such as parent/carers/school staff

5. Sensory processing screening assessments

Edvocation® Services reports can be used towards supporting information for Local Authority Education and Social Care practitioners and Mental Health clinicians and practitioners, such as in referral to BEE- U Services (CAMHS) and within requests for statutory assessment/ GSP application.

Following test administration, data analysis, review of additional information, such as professionals' reports, information is collated. A report with an overall summary of findings will be provided. Advice given varies dependent on the assessment service commissioned. It ranges from general advice to specific, individualised, structured, time-limited and costed provision recommendations. There is an option to book a follow-up appointment to discuss findings and recommended next steps.  

Our most popular assessments are: Edvocation Comprehensive Needs Assessment; SEND Assessment Screening; Individual Profiling Assessment; Functional Assessment of Behaviour:

Edvocation Comprehensive Needs Assessment (ECNA):

Schools and education providers are expected to take relevant and purposeful action to identify and assess the nature and extent of a child/young persons needs across the broad areas of cognition and learning; social, emotional and mental health; sensory and physical; interaction and communication. The exceptional depth and breadth of our ECNA assessment provides Local Authorities with the information they require when a child/young person is brought to their attention through a request for an Education, Health and Care Needs Assessment request.

Edvocation Services in-depth educational assessment of cognition and learning scrutinises verbal and visual memory processes and executive functions. This is in addition to underlying learning ability, screening of social responsiveness, sensory differences and indicators of neurodevelopmental differences and mood difficulties.  Our ECNA provides robust evidence to Local Authorities and Inspectors of your actions, best endeavours and appropriate use of specialist and expert advice and assessment to inform strategies and interventions matched to the individual SEND profile of a child or young person. An assessment bundle is issued on completion and comprises: assessment details; concluding remarks on the nature and extent of educative needs, educational and clinical considerations; provision, strategies, outcomes, steps to achieving outcomes and anticipated costings of provision (where funding information is provided).

This assessment, requires you to complete assessment questionnaires.  On return of completed questionnaires parent/s will be invited to a 45 minute virtual or telephone consultation appointment. This detailed consultation appointment provides the opportunity to discuss your concerns, experiences, familial, developmental and educational information. A school visit provides the opportunity for professional discussion, observations and direct work with the child/young person.

 
 
SEND Assessment Screening (SAS):

Edvocation® Services SEND Screening assessments do not provide a diagnosis but can identify areas of educational concern or indicators of specific neurodevelopmental, behavioural, or emotional conditions that would warrant further investigation by a trained specialist; usually a registered health care professional such as a child psychologist; a psychiatrist; a speech and language therapist; an occupational therapist.

Our SAS examines the four broad areas of need as part of assess, plan, do, review (SEND Code of Practice, 2015). Screening of educative ability, executive function, social and interactional abilities and sensory behaviours guides comprehensive recommendations for provision.

An assessment bundle is issued on completion and comprises: assessment details; concluding remarks on the nature and extent of educative needs, educational and clinical considerations; provision, strategies, outcomes, steps to achieving outcomes. 

This assessment, requires you to complete assessment questionnaires.  On return of completed questionnaires parent/s will be invited to a 30 minute virtual or telephone consultation appointment. This detailed consultation appointment provides the opportunity to discuss your concerns, experiences, familial, developmental and educational information. A school visit provides the opportunity for professional discussion, observations and direct work with the child/young person.

 

 

Individual Profiling Assessment (IPA):

Edvocation® Services Profiling assessments are for young people who have a diagnosed condition, such as autism, ADHD, dyslexia, anxiety disorders, and/or where there are concerns about specific aspects of a young person’s behaviours, for example educational participation, progress and attainment within learning and cognition; social relationships and participation; sensory responses. A summary report, advice and guidance on provision is provided.

This assessment, requires you to complete assessment questionnaires.  On return of completed questionnaires parent/s will be invited to a 30 minute virtual or telephone consultation appointment. This consultation appointment provides the opportunity to discuss your concerns, experiences, familial, developmental and educational information. A school visit provides the opportunity for professional discussion, observations and direct work with the child/young person.

 
 
Functional Assessment of Behaviour (FAB)

Edvocation® Services FAB assessment provides a profile of cognitive, social, emotional, communication, fine and gross motor skills, abilities and needs. These areas influence learning, the development of relationships, emotional resilience, self-care, independence, and how a person functions in different settings - such as education, family and community. The individual's profile is considered alongside their development of daily living skills and abilities to adapt to typical demands and experiences - for example academic, personal, social, emotional and practical.

FAB assessment reports have been used as supporting evidence for referrals to private clinical assessments for autism, to inform educational adjustments around the emerging nature of a child or young persons needs within a graduated response, and to support parent/carer understanding of and responses to, their child's needs and abilities.

FAB Assessment uses psycho­metric tools, and invites contributions from the young person, and those who are familiar with them to inform analysis - for example parent/teacher. The findings from assessment are presented in a report format with advice on 'next steps' for key area/s of need.

This assessment, requires questionnaires to be completed.  On return of completed questionnaires parent/s will be invited to book a FAB consultation appointment to discuss concerns, experiences, familial, developmental and educational information. 

 
 
SpLD (Dyslexia) Assessment:

Undertaken by AMBDA qualified specialist teacher who holds a current Assessment Practising Certificate (APC) and has Enhanced DBS clearance. Diagnostic assessment reports follow the guidelines set by the SpLD Assessment Standards Committee (SASC). For more information on dyslexia please refer to: British Dyslexia Association (bdadyslexia.org.uk)

 
 
Progress Monitoring and Tracking:

When a young person has previously been seen and further review of strengths, challenges and impact of interventions is required.  For example within the Assess, Plan, Do, Review Cycles as part of Annual Review; in preparation for transition, such as end of year or new school provision; to request statutory assessment.

1. Review of individual profile assessment

2. Review of recommendations and strategies in place within provision

3. Review of concerns and progress

A short report of findings signposting next steps for home and education setting is issued following review.  

 
Location: Shropshire, Telford and Wrekin, Powys, Herefordshire, Wrexham, Staffordshire,  and surrounding areas.

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