Independent educational psychologist Alice Voute helps families understand how their children think and learn. Working with children and young people from 6 to 16, she carries out assessments that look at ability, academic performance and progress against age-related expectations.

This month, we sat down with Alice to find out more about the assessment process, what a report can reveal, and how the right support can transform a child’s confidence and progress. Alice is registered with the Health and Care Professions Council (HCPC) and is a Chartered Psychologist.

Can you tell us a bit about your background – what drew you to educational psychology?

I have always had a strong passion for education and learning, and I knew early on that I wanted to combine teaching with the study of psychology. After completing a BSc in psychology at the University of Bristol, I trained as a primary school teacher and taught at a school in London for two years.

I then completed an MSc in educational psychology at the Institute of Education in London, where I developed a deeper understanding of both typical and atypical child development, and the relationship between cognition (thinking), learning and behaviour – an understanding which continues to underpin my work today as an educational psychologist.

What are some of the early signs that might suggest a child could benefit from seeing an educational psychologist?

Often parents seek an assessment because a child appears to be struggling in some aspects of learning or school life. Teachers and/or parents have a sense that something may be being missed, or that the child is coping, but at a cost. Or they want a fuller picture of the child before difficulties become more established. Some of the early signs include:

• Slow progress in learning to read
• Difficulty spelling accurately
• Difficulty with handwriting
• Slow progress in maths
• Inconsistent academic progress
• A gap between what a child can say and what they can write
• Difficulty navigating the social side of school
• Low self-confidence and/or reluctance to go to school
• Difficulty with concentration and/or organisation
• Difficulty completing schoolwork under timed conditions

What are the most common misconceptions about your role?

A common misconception is that an educational psychology assessment inevitably leads to a label. In reality, the purpose of an assessment is to provide a clear and thorough understanding of the child as a learner, not simply to assign a diagnosis. That said, if the assessment provides clear evidence of a specific learning difficulty, such as dyslexia or dyscalculia, I will identify this. In my experience, parents usually find this understanding reassuring rather than limiting. Having an explanation for why a child learns differently often brings relief, helps make sense of previous experiences, and provides a clear direction for support both at home and at school.

Occasionally, an assessment may also identify patterns of behaviour that suggest a child could have Attention Deficit Hyperactivity Disorder (ADHD) or an Autism Spectrum Condition (ASC). As these are clinical diagnoses, they fall outside the remit of an educational psychologist. However, where appropriate, I will discuss my observations with parents and signpost them to excellent clinical psychologists or child and adolescent psychiatrists who carry out specialist neurodevelopmental assessments.

Parents sometimes worry that an educational psychology report could tarnish their child’s school career or place them at a disadvantage. In reality, the opposite is usually true. Schools generally welcome these reports because they set out clearly how a child learns and what is getting in their way. This enables teachers, tutors and other professionals to tailor their support more effectively and to implement helpful strategies.

Rather than limiting opportunities, a well-written educational psychology report often opens doors. It can lead to more appropriate teaching approaches, greater understanding from school staff, improved emotional wellbeing and, where appropriate, reasonable adjustments that enable the child to thrive both academically and personally.

Can an assessment be helpful even if a child isn’t struggling academically?

Absolutely. While many children are referred because they are finding aspects of learning difficult, academic attainment is only one aspect of a child’s development. Children who are bright or high-achieving may experience significant underlying difficulties that are not immediately visible in test scores or school reports but impact upon learning, behaviour and relationships. They may be anxious, perfectionistic, inattentive, disorganised or finding school emotionally exhausting or socially challenging. An educational psychology assessment can be valuable for these students as the assessment aims to understand how a child learns, not simply how well they are performing. It identifies strengths as well as areas of need, helping parents and schools provide support that allows the child to reach their potential.

How does an assessment help build a fuller picture of a child’s learning profile, including their strengths?

What’s unique and valuable about an educational psychology assessment is that it aims to understand the whole child – how they think, learn, feel, behave, relate to others, and function within their environments at home and school. This happens by drawing together information from multiple sources: parents, teachers, observations across contexts, standardised assessment data and the child’s own voice.

A skilled educational psychologist will analyse all this information and identify:

• How this child learns best
• What is helping or hindering their progress
• How emotional, social, developmental, sensory, attentional and environmental factors interact
• What support will enable this child to thrive

What actually happens in an assessment and how do you make a child feel comfortable?

The assessment is carefully designed to feel supportive, child-centred and low-pressure. The session includes lots of talking, puzzle-type games, memory activities, problem-solving tasks, timed tasks, reading and writing activities, maths tasks and sometimes questionnaires. Many children enjoy the assessment because the activities are varied and interactive and I give encouragement, praise and reassurance throughout.

I always start by giving an outline of what we will be doing in the session, explaining that this is not like a school exam or a ‘pass or fail’ test; that they will find some tasks easy and some hard, and that’s normal. I remind them to try their best, to be themselves and that they can ask me questions at any time. The assessment typically lasts two and a half hours and includes a break.

What does the final report typically include and how can parents use it to support their children moving forward?

The report is comprehensive, typically around 14 pages, as it sets out a child’s strengths, needs and learning profile in detail, together with practical recommendations tailored to the child. This can cover things like classroom strategies, access arrangements and literacy and maths interventions.

One of the most important parts of the report is my formulation, where I bring together all the information to explain: what may be driving the difficulties, how different factors interact, and what this means for the child’s learning and wellbeing. It’s the part that families often find most illuminating. The aim of the report is not simply to produce scores or labels, but to help parents, teachers and tutors – even the child themselves – to develop a clearer, compassionate understanding of why difficulties are occurring and what support is most likely to help.

Parents can use the report to:

• Better understand their child’s needs and strengths
• Advocate for appropriate support in school
• Guide conversations with teachers and special educational needs co-ordinators (SENCos)
• Inform applications for exam access arrangements or Education, Health and Care Plans (EHCPs)
• Support transitions between schools
• Give tutors clear baselines and specific areas to target
• Access further specialist support where needed
• Monitor progress over time
• Help their child develop a more positive understanding of themselves

In your experience, how much difference can the right environment or support make to a child’s confidence and progress?

This is hugely important. The right environment and support can make an enormous difference to both a child’s confidence and their progress – sometimes far more than people initially realise. When a child’s needs are properly understood and supported, you often see significant changes not only in attainment, but also in wellbeing, resilience, motivation and self-esteem.

What would you say to a parent who’s unsure about getting their child assessed?

If you have any lingering concerns about your child’s learning, academic progress or behaviour and you and your child’s teachers have tried interventions with limited success, then I would urge you to arrange an educational psychology assessment sooner rather than later. I have never met a parent who has said, “I wish I had carried out this assessment later,” but I have had plenty who have said to me, “I wish I had done this earlier.” Time cannot be regained, and early understanding and support generally lead to the best outcomes.

If you are interested in finding out more about Alice and whether an assessment may be right for your child, please visit her website or get in touch with us at info@figtreelearning.com.