Educational Development:
Services for Parents

The Educational Psychology Service (EPS) works with children and young people, parents and carers, families and educational settings to address issues and concerns regarding cognition and learning, communication and interaction, physical or sensory development and social, emotional or mental health needs. 

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Our highly qualified and experienced Educational Psychologists can work at the level of the individual child or young person, or at a wider organisational level.

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The team also offers consultancy support to educational settings in their work with SEMH provision in relation to the whole school.

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Full details of our EPS service are outlined in the brochure available below.

Families often approach us with concerns about their young children’s progress as they begin or get ready to transition into school., or they have transitioned into school but are struggling with some developmental areas that need addressing.

Cathy Darby has had great success with this service. Both schools and parents have
welcomed her ideas, strategies and interventions.

Cathy can offer her support in a ‘pick and mix’ style and will cover areas such as:

 

• Phonics and reading development. 

• Maths support.

• Low-level anxiety/worries.

• Low confidence and self-esteem.

• Supporting children in building/maintaining and making new friendships.

• Social communication support/understanding emotions.

• Fine motor skills such as early handwriting

• Bereavement and loss.

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Full details of our Early Years Pick & Mix service are outlined in the brochure available below.

Emotional Based School Non-Attendance (EBSNA) is offered by our Educational Psychology Team. This is a consultation and support service bespoke for TCT. It is specifically tailored to children and young people who are struggling to access education.

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EBSNA, also known as Emotionally Based School Avoidance (EBSA), is a positive and supportive service to help schools and families develop strategies to help children and young people access education in a way that they can feel successful. 

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It is delivered by Dr Vicky Mullan BSc (Hons) PGCE DEdPsych - Educational Psychologist. She qualified as a secondary school science teacher in 2015 before studying to become an Educational Psychologist at the University of Southampton in 2017. 

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Full details of the EBSNA service are outlined in the brochure below, and a blog on EBSA can be found here too.

The basis for learning and being functionally independent be found in secure foundation motor skills. The development of these skills begins when
the baby is in their mum's tummy and continues throughout childhood and maturation.

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These motor skills underpin all the things a child will require for being able to access effective and efficient learning at school. 

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If motor skills gaps are identified, our therapists can work with you to support, fill and improve these areas. Repetition and consolidation are the key to improving these skills. By learning, repeating and consolidating these skills that underpin child development, a young person can then build more complex skills to meet the demands required by our current education system, such as reading, writing and sitting comfortably whilst attending easily during lessons.

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Please find full details of the Motor Skills for Learning service outlined in the brochure below.

TCT offers a comprehensive handwriting assessment and support service. Our team are experienced working with children of all ages who are experiencing
difficulties with a range of difficulties such as learning to write, illegibilty or getting work finished in an age appropriate time.

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The assessments are designed to assess the underlying skills needed for handwriting. Handwriting is a complex skill that requires a number of key elements to be in place for writing to become an easy motor skill. It is not just about securing ‘fine motor
skills’.

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As a young child these skills can all be learnt and perfected when given the opportunity for a wide variety of free play and games. As a child matures this can be learnt in ways that do not require hours of handwriting practice.

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So, a child can practice ‘skills for writing’ without writing. Please find full details of the handwriting assessment and support service outlined in the brochure below.

We often hear from parents that they worry about their child’s handwriting, and how it will affect them as they progress through their educational journey. If handwriting is messy or difficult, the immediate response is often to get the young person practice their handwriting – the very thing they hate. So 6 for 6 avoids the need to practice handwriting and instead uses an approach which addresses the ‘bigger picture’.

 

We will always say that the young person has got to want to improve their writing themselves, it cannot be parent led, otherwise they are unlikely to commit and stick to the 6 week programme. They will need some support and encouragement.

 

The programme is designed to achieve other wins too!  So why not get the whole family involve and not only will your son/daughter improve their writing but you will all feel stronger and fitter too!