Parents/Carers

Commonly parents/ carers will seek advice and input from a Child and Educational Psychologist when there are concerns about a young person’s progress and/or development. Psychologists are well placed to provide specialist assessments and advice to ensure that the difficulties are correctly identified and subsequently planned for.

Direct work with children and young people includes assessing their learning and emotional needs using methods such as interviews, observation and specfic materials. Interventions and strategies are then developed and planned to support the child or young person. The length of time an assessment will take is dependent upon a child or young person’s needs.

Footsteps psychology firmly believe that to ensure accurate assessment and intervention for children and young people, working in partnership with both the school and parents/ carers is essential. What this means in practice is that Footsteps psychology will speak with both the parent(s) and school prior to the assessment process and then will ensure that parents and school are aware of the outcomes and the necessary next steps.

When commissioning Footsteps Psychology you can expect a professional service and a thorough and detailed understanding of your child’s needs, strengths and plan of action.

Planning for work

We work in partnership with parents/ carers to plan the work around the concerns identfied. A plan will be agreed in partnership with the parents/ carers which is tailored to the needs of the young person. 

Work undertaken

Footsteps will work in a variety of ways to ensure best outcomes for your child. We work with children and young people aged 2 – 25. Work we typically offer includes:

  • Individual therapeutic work
  • Psychological assessments
  • Planning for needs based on assessment outcomes
  • Multi agency working
  • Drop in session for parent to discuss a specific concern

If you would like to find out more, please do not hesitate to contact us.

‘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