Early assessment and intervention

Early assessment and intervention is important when it comes to providing effective provision for needs, and early years settings are the ideal place to achieve this.

[Early years] providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children.

SEND, code of practice (2015)

Who is suitable for an assessment?

We offer a broad range of assessments so everyone is suitable for an assessment by one of our specialists. Assessments are chosen based on the child and the area of need being assessed. Observations are a method of assessments and can be used alongside psychological assessments.

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What are the benefits of psychological assessments?

Psychological assessments bring many benefits to an early years setting as they:

As early years settings support young children up to age 5 then there will be varied benefits depending on the situation of your setting and how the information from the assessment is used.

It is particularly important in the early years that there is no delay in making any necessary special educational provision. Delay at this stage can give rise to learning difficulty and subsequently to loss of self-esteem, frustration in learning and to behaviour difficulties. Early action to address identified needs is critical to the future progress and improved outcomes that are essential in helping the child to prepare for adult life.

SEND code of practice (2015)

When might an assessment be necessary?

An assessment can be necessary for many different reasons. Usually an assessment is necessary when adults are unsure of a child’s needs, are concerned about a lack of progress or worried about specific behaviours displayed by the child.

What happens during an assessment?

Assessments vary in their content, and assessments for young children may include subtests from various assessments to be age appropriate and inline with language abilities. Assessments usually include structured tasks, games and activities such as identifying objects, drawing, constructing a pattern or observed interactions through play.

What happens after an assessment?

After an assessment we will feedback our findings in a way to suit your requirements, verbally or a written report. In the situation where needs have been identified during our assessment then we will discuss these needs with you and suggest recommendations, which may include an intervention.

Commission HSR Psychology for your early years setting

Ready to get started? The next step is to speak to our team to find out more about the services we provide and how we can help. Call us on office@hsrpsychology.co.uk

What types of intervention do we provide?

We provide a broad range of psychological interventions to suit all needs within your early years setting, including learning, language, emotional and motor skills. As our team is made up of psychologists structured, standardised and bespoke interventions are all available.

What are the benefits of an intervention?

There are many benefits of an intervention from a psychologist within your early years setting, including:

Early interventions facilitate successful learning, allowing attention within the setting to be more evenly distributed among the young children you work with.

Who can carry out interventions?

Interventions can be carried out by all members of our specialist team of experienced psychologists. Our assistant educational psychologist can carry out interventions at a reduced rate to support our aim to provide a cost effective service. Some interventions may be carried out by members of your early years’ team following a brief training session.

Meet the team

Our vision is for all children and young people to maximise their potential by having their needs met at home, school and in the community so they can be happy, safe, and ready to cope with life’s challenges.

  • Rachael King

    Rachael King

    Educational and Child Psychologist

  • Julie Alfrey

    Julie Alfrey

    Educational and Child Psychologist

  • Bridie Gallagher

    Bridie Gallagher

    Clinical Psychologist

  • Sarah Chaplin

    Sarah Chaplin

    Clinical Psychologist

Meet the team

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  • BACP
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What happens during an intervention?

Interventions take many forms and can include group work. An intervention will focus on a specific area of need and include activities to strengthen existing skills which are designed around the individual’s interests.

What happens after an intervention?

After an intervention feedback can take place with our attendance or within your team. A review of progress made is important as it demonstrates the impact of the intervention. Following the intervention we recommend that the skills which were the focus should be incorporated into everyday learning and encouraged to support the long-term impact.

Early assessment and intervention can have an enormous benefit within the life of a child. Identifying needs quickly and implementing efficient support strategies will prepare young children to be happy, safe and ready for life’s challenges following their time in early years. Assessments and interventions can be booked independently from each other, to find out more or to talk to a member of our team then please contact us.

Contact us

Ready to get started? The next step is to speak to our team to find out more about the services we provide and how we can help. Call us on 0161 820 9229 or email office@hsrpsychology.co.uk

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