What we do
EPSS draw upon a range of professional activities, most of which can be delivered face-to-face, or using online / remote platforms such as MS Teams. This includes, but is certainly not limited to the following:
Consultation
Consultation is a key part of our assessment process, in helping us understand a young person and their context. It involves collaborative discussions with teachers, parents / carers and, where appropriate, the child or young person. EPSS professionals use psychological frameworks to gather information, explore concerns, understand strengths and needs, and identify strategies to support learning and wellbeing.
Assessment
Assessment is an ongoing process that builds on consultation to develop a fuller understanding of a child or young person's strengths, needs and context. EPSS professionals can gather and bring together information from a range of sources, including reference to existing professional reports, ongoing consultation discussions, observations of the child in context, checklists, questionnaires and other assessment tools including standardised and dynamic assessment tools / approaches.
Consultation
Collaborative discussions to gather information, explore concerns, understand strengths and needs, and identify strategies to support learning and wellbeing.
Observation
Observations of the young person in context, help us understand how they engage with learning, peers and adults in everyday settings such as the classroom or playground.
Cognitive assessment
Explores how a child or young person thinks, learns and solves problems, helping to identify strengths and areas where support may be helpful.
Standardised assessment
Carefully designed tools to compare a child or young person's skills with those of others of a similar age, providing additional information to support understanding and planning.
Dynamic assessment
Dynamic assessment focuses on how a child or young person learns when given support or prompts, offering insight into learning potential and the types of approaches that may be most effective.
Reviewing existing information (e.g. professional reports)
Reviewing existing information (e.g. reports from other professionals) helps to build a fuller picture of a child or young person's history, needs and strengths, and ensures our work is informed and joined up.
Intervention
EPSS professionals design and deliver evidence-based programmes or approaches to support children and young people. This may include therapeutic work (e.g. cognitive-behavioural approaches), group work, or strategies implemented by school staff under the EPSS professional's guidance.
Systems Work
Beyond individual cases, EPSS professionals work with schools and local authorities at a strategic level. This could mean advising on policies, developing inclusive practice, or supporting responses to critical incidents.
Training and Capacity Building
EPSS Professionals provide training for school staff, parents, and other professionals on topics such as inclusion, behaviour management, emotional regulation, or special educational needs. This helps build long-term capacity in the systems that support children.
Research and Evaluation
EPSS Professionals carry out research projects and evaluate the impact of interventions or whole-school approaches, ensuring practice is evidence-based and effective.
