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).*For more details please see: SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk) 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.
This assessment, requires you to complete assessment questionnaires. On return of completed questionnaires parent/s will be invited to a 60 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 60 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 60 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.
Functional Assessment of Behaviour (FAB)
Edvocation® Services FAB assessment analyses reported behaviours to guide parents/carers, young people and professionals into probable underlying educational difficulties.
FAB assessment reports have been used as supporting evidence for referrals to private clinical assessments for autism, as well as parent requests for statutory assessment both when a young person does or does not have a diagnosed condition.
FAB Assessment uses psychometric tools, young person, and familial experiences to inform analysis. An additional charge is made for the inclusion of professional perspectives. The findings from assessment are presented in a report format with advice on 'next steps'.
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.
A report of findings is issued electronically within 15 working days of your FAB consultation appointment.
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.