Our process

Our values (child-centred, flexible, holistic, supportive, and evidence-based) are embedded into our process.

Working directly with all education settings, parents and carers as well as the whole age range of 0-25 years makes our service accessible. We are there to support each step of the way.

We follow an 'assess, plan, do, review' process

Where possible we follow the 'assess, plan, do, review' process, as mentioned in the SEND code of practice (2015), because it is the model of best practice for special educational needs and disabilities (SEND), education settings and psychologists.

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Our process

At HSR Psychology we ensure that we meet the needs of children and young people. To achieve this we ensure that any specific assessments, intervention, or direct work, is only carried out following an initial discussion.

An initial discussion allows us to understand the background and your expectations of our involvement. Having an initial discussion ensures any services we provide appropriately identify or address needs.

Our process for any specific assessments, intervention, or direct work is as follows:

Step 1: Contact us

We will usually be contacted by the child or young person, parent or carer, or another professional (eg education or health).

You can contact us or complete a referral

Step 2: Arrange an initial discussion

An initial discussion allows us to understand the background and your expectations of our involvement. Arrange an initial discussion

Step 3: Review our recommendations

Following an initial discussion we will send you an email that includes:

• Next steps recommendations - to provide a bespoke package of support. For example:
• Assessments
• Reports
• Information gathering
• Meeting
• Interventions
• Consultancy
• Reviews
• Costing - we will provide costings for any services recommended.

Step 4: Let's get started

On receipt of the next steps recommendations and costing you can decide how to proceed. Once you have decided contact us to arrange the chosen services.

What happens during the 'assess and plan' stage?

During the assess and plan part of our process we learn about the situation as a whole through exploring the background of the individual, group or situation. During this stage we assess the situation, rather than assess an individual or a group. We refer to the assess and plan stage as an initial discussion to listen to relevant experiences and perspectives. Knowledge of what works well, current concerns, input from other professionals and expectations, provide a starting point for our input. Having background information is vital to achieve a holistic understanding of the children and young people, and the impact of their family, education setting and community.

For an education setting wanting a targeted or whole school approach, a plan can be formulated based on:

• Data analysis
• Ofsted recommendations
• Recognised needs
• Reviews of the setting
• Consultations

Using this information we would decide on a plan for our input, which may include specific assessments, interventions, training or school services.

It is important to have specific, measurable, achievable, realistic and timely (SMART) targets in place to guide the child or young person to maximising their potential. The agreed plan will then be put into action during the do stage of our process.

Initial discussion

To get started arrange an initial discussion with one of our psychologists.

Find out more

What happens during the 'do' stage?

During the do stage our psychologist will carry out their input which may be an assessment, an intervention, consultation, training or a different service. The do stage of our process may vary in length depending on the actions to be put in place. One of our commitments is that we have shared realistic expectations in addition to transparency with the service we provide.

What happens during the 'review' stage?

As psychologists we are constantly reviewing our input. The review stage supports us in being reflective practitioners and evaluating the impact of our input. Our review process is a continuous cycle which provides opportunities for development and modification according to our input. We welcome and value your opinions and will provide opportunities for you to evaluate our input.

Our process highlights the importance of the children and young people we work with. By addressing needs, children and young people can go on to make a positive contribution to their environment: home, education setting and wider community. A holistic understanding of the child or young person informs our input into an individual, which leads to a positive and long-lasting change to the education setting, home and community. Through working together and fulfilling overlapping roles and responsibilities we can ensure each child or young person is happy, safe and ready for life's challenges.

Our process can support you with your unique needs, please contact us to find out more or to book an initial discussion.