Assessment and Intervention

Footsteps Psychology offers bespoke and skilled educational psychology assessment and advice for pupils who are encountering barriers to their learning. assessments cover social, emotional and mental health, learning difficulties, social communication difficulties, ASD and speech and language.

Assessments are tailored to suit the specific needs of the child or young person following consultation with staff, parents/carers and the child or young person.

We draw upon a range of assessment tools to ensure a better understanding of the child or young person. In our eyes, targeted and specific assessment leads to targeted and specific intervention. Assessment is usually carried out in the educational setting.

As part of our assessment model we firmly believe that partnership working with the school and parents/carers leads to the most significant change.

Once our assessments are completed we work in partnership to discuss and advise upon strategies and ways forward.

Intervention

Psychological intervention focuses on the promotion of a child or young person’s development and wellbeing.

Footsteps Psychology supports and delivers interventions in schools and in community settings. Therapeutic interventions such as Cognitive Behavioural Therapy are usually delivered on a 1:1 basis or in a small group.

We are also able to offer support with the identification of intervention needs as well as the planning, setting up, delivery and evaluation of targeted interventions including:

  • Approaches to teaching and learning: for example precision teaching, Dyslexia friendly classrooms and strategies to support working memory and thinking skills.
  • Interventions that promote social and emotional development: for example peer mediation, circle of friends, circle time, self esteem groups, anger management and solution focused brief therapy.
  • Small language groups which promote the language development of pupils.

 

‘Jude has a relentless focus on ensuring that the right provision is effectively targeted for pupils. She sensitively brings in new ideas and research to improve current provision, and in developing deeper understanding of a wide range of SEND at both the practitioner and school level. Her casework is of the very highest quality and her leadership work has ensured that our schools have the capacity for future self-improvement.’

‘Jude has been a huge support to us at AGGS over the years she has worked with us. She has been invaluable both in terms of her guidance, advice and support of staff and her work with individual students. She has always been highly professional, positive and solution-focused, ensuring that we  support our young people in the most effective way possible.’

‘Jude has a wealth of knowledge and expertise and has supported us to develop our knowledge of how to support children who may face barriers to their learning. She worked alongside us to formulate strategies and solutions and has had a significant impact on how we work as a school.’

‘I value Jude’s expertise so much. As a Principal, it’s really important to have total confidence in the advice & guidance given around student support.  Specialist support for students is a priority for us and Jude’s input has made such a positive difference to our students and our staff.  I can’t thank her enough and would recommend her without any hesitation.’

‘Jude is effective in a whole school CPD capacity and has made a huge impact on whole staff knowledge which has impacted our ethos in the school. I will definitely be keeping her on speed dial.

Jude is knowledgeable, passionate and approachable. The students adore her and she is always able to provide effective strategies. She is also able to break down information for teaching staff in a manageable way allowing for strategies to be dispersed effectively throughout the school.’

‘Jude’s commitment to schools and pupils is exceptional; she frequently goes that extra mile.’

‘I worked with Jude for a number of years and she always provided invaluable guidance, support and advice.  She gave support directly to students, helped to offer solutions and practical suggestions to staff as well as working with parents/carers. This approach ensured that we were all implementing the most appropriate strategies for the young person.’

Jude is organised, professional, committed and established positive relationships with all stakeholders at the school. At all times, Jude followed the school policies and procedures in relation to safeguarding.’

‘Jude has worked closely with a number of schools I have lead and has always provided excellent support for students, staff and parents. Her expertise has helped us to improve provision and outcomes for a range of vulnerable pupils. I would recommend her to any educational establishment.’

‘Working with Footsteps has been a breathe of fresh air, Jude is all about making sure the right advice is delivered to the right people: those in the classroom.’

‘Jude has worked with Stanley Grove for a very long time. She was instrumental in devising and implementing a new behaviour policy for the school that was comprehensive yet simple to follow, based on the Positive Behavioural Interventions and Supports Framework.  As a result, our teachers have said that they feel better equipped to manage behaviour within the setting and empowered to create a positive climate for learning.’

‘O really took to Jude and within a week we had a report back and a meeting was booked with school to consider strategies for O. Since then he’s made much better progress and is now saygin that he enjoys school which is a big step!’

‘Jude is an extremely experienced educational psychologist whose vision and innovative approach successfully ensured a systemic approach to intervention and strategic professional development in order to meet the needs of pupils across a range of special and mainstream provision.’

‘Jude’s expertise was invaluable when implementing the School Wide Positive Behaviour Support approach at our school. Her experience and understanding of whole school change combined with research based knowledge resulted in successful pupil, parental and staff engagement.’

‘Thank you so much for your input with K. Things have changed massively for her and she’s now talking about further study after her GSCES. This wouldn’t have been possible without you and helping her to see things differently. Thank you.’

Footsteps-16
jude@fspsychology.co.uk