How educational psychologists work with parents, carers and families

We promote the learning, achievement and emotional wellbeing of all children and young people in Solihull as well as empowering parents and carers, and professionals in supporting children’s special educational needs. 

Educational psychologists (EPs) have training and postgraduate qualifications relating to education and child development. EPs have a diverse range of experience working with children and young people across a number of settings. EPs are regulated by the health professions council.

Through the application of psychological knowledge and skills, we aim to help children and young people (from birth to 25 years) overcome barriers to successful learning.

These barriers might arise from:

  • learning difficulties and special educational needs (SEN)
  • social, emotional or mental health needs
  • physical, medical or sensory needs
  • communication and language needs

Parents/carers and wider members of family are crucial partners in any work that relates to children for whom they have parental responsibility. This may include absent or non-resident parents.

Unless there are clear and agreed reasons to the contrary, it is anticipated that any work involving an individual child will at minimum include a consultation with parents/carers. 

It is our policy that no individual work will be undertaken without the express agreement of parents and carers. In general it is expected that the setting will facilitate such agreements/permissions where they are required on the grounds that it is they who have the primary working relationship with them.

It may be that the school’s special educational needs coordinator (SENCo) will suggest that the educational psychology service is contacted to help support your child’s needs.

School staff will always seek your agreement before contacting us. If a more direct involvement is needed the EP will try to gain a better understanding of your child’s strengths and difficulties through a consultation model of working, which may include:

  • meeting you and staff
  • observing in the classroom or playground
  • talking to your child
  • looking at school work
  • using activities or tests
  • developing and reviewing a support plan alongside a written consultation record for all involved.

If you wish to be present at any point during the consultation process then the EP will happily discuss this with you. Sometimes it can be reassuring to an anxious or very young child. In other circumstances it may be off-putting. You are most likely to know how your child will respond.

In the first instance, concerns about your child’s learning and progress at school should be discussed with your child’s teacher or the SENCo. The SENCo will, if appropriate, contact us to start a discussion about your child’s needs.