I am an LA educational psychologist, AMA.

[summerEP]

Really enjoy reading the AMA threads so thought I would offer my own. I work for an LA as an EP and completed my training within the last 3 years. AMA.

I got my vaccine when I started to go back in to schools on the odd visit. I was hyper aware that going from setting to setting in was more likely to spread the virus. Obviously now I know that I could of caught it anyway and not known!

How bad does some thing have to be before you are called out?

. I have a dd who I think is quite possibly dyslexic she's meant to go to sec school In September and she still can't spell.for shit. Her memory is also shocking. I feel because she doesn't struggle in the " right way" ie she doesn't disrupt or have meltdowns in school that she will just be allowed to carry on not remembering anything and spelling the same word wring 3 different ways on the same page.

How many times do you go to a school only to be told that no one noticed X Y Z only to discover it cant have been anything but blatantly obvious?

I'm finding this very hard to read. You must know how badly many / most parents of sn children are treated. What a painful fight it is. The anger.

I don't remember the old thread. But there is a conflict of interest. I've read literally 100's and 100's of threads on mn over the last 20 years, parents fighting to get what their child needs.

If you really wrote true reports and the children got expensive services, you would presumably be bought into line by senior management soon enough, because there just isn't the funding.

The system thus can't work. So let's not pretend otherwise.

Yes, you’re right, same for NHS and many other public services and people working in them. And SEND services seem particularly vital and under resourced.

Another really good question. The role of the EP has developed over the years and it is often not well understood (understandable so). First and foremost we are psychologists who look at the whole child primarily from a systemic perspective. We seek to understand the child's functioning relationally within their context, keeping in mind their past experiences and the approa he sof those around them. The education part of our title I find can be misleading, as teachers and sencos are the ones that know how to teach (I was never a teacher), they are the educationalists, I am the psychologist. So I look at the whole child to make a formulation about what might be going on for them from a far wider point of view than how they learn to read or write for example. Like clinical psychs, each EP will draw from a range of theoretical underpinnings which they feel will be useful. Some from systemic and psychodynamic, some may lean towards person centred and systemic, others cbt etc. But we all look at the whole child and ecosystemic context which is why you wouldn't get me in to just do a standardised cognitive assessment as that doesn't tell me much by itself.

P.s we have no decision making on settings or funding, we just write what we believe the child needs (which then has an implication on funding (but so do the other advice givers)

No we don't, we focus on how best to support children's needs rather than diagnosis.

Oops forgot to add, our perception of the teaching offered varies from setting to setting but equally we look to support teachers when needed rather than attach blame, whether that's to parents, teachers etc.

The private EPs I’ve used have been vital in helping me choose the correct setting for DS - why does the LA Ed Psych role differ?

Yes buts it's also interesting info in itself, for example how did they react to the stranger, how is anxiety affecting them, how could this be impacting their learning. The assessment starts the minute we speak to a school to book a visit, or speak to a parent to book a catch up. We are hypothesised and re-hypothesising from the beginning to the end. Any interaction is valuable information action and also an opportunity for change.

Absolutely agree, I think in general EPs need to be better at making sure their role is well understood. It's a massive, deeply embedded perception though which is taking a long time to move and isn't helped by processes which contradict it.

I'm really struggling with the whole process this time around.

DD1 was easy - disruptive and uncontrollable even at preschool. Often didn't even respond to adult interaction, just on her own journey. When I applied for her statement, she was assessed by SALT, OT and Ed Psych. Comprehensive report spanning 8 pages from Ed Psych.

DD2 is just going through the EHCP process. She will only be seen by Ed Psych because the LA say that unless SALT and OT are already involved they don't need to ask their advice. The Ed Psych chatted to me for about 1 hour 45 mins, then to DD2 for 15 mins. She's filled in two questionnaires. That's it. I think he's going to talk to the school, too.

It just feels like the LA won't be able to write a very good EHCP if there is no substantial evidence in the report. Having said that, the Ed Psych commented that DD2 obviously isn't coping in mainstream, so perhaps I'm jumping the gun and he'll write a stellar document.

Schools can screen for literacy difficulties and there are specialists out there who will also do assessments. We do seek to understand literacy difficulties when relevant but we don't look to diagnose any condition as we focus on the intervention/change side of things. For example if a child had a literacy assessment by a specialist teacher we would look at that alongside triangulating that with lots of other info to make a formulation.

When DD1 was assessed, the EP wrote 'I tried to observe DD1 from a distance. This proved impossible.' 😀DD1 (who was 3.11) clocked her straight away and was in her lap, twiddling her earrings, playing with her hair...no boundaries whatsoever.

I had the same thing but told that my LA doesnt want formal testing. However my older sons have been tested cognitively in the past so I'm sure this is money saving ploy. See no need so no need for provision.

How do feel about EPs being highly qualified but being paid to do something a TA can do? Anyone can observe.

How do you feel about parents being forced to pay for eyewateringly expensive private EPs?

How do you feel at tribunal with your observations when your up against a private EP who has carried out a full cognate battery of tests?

Sounds so frustrating for you. We get called out by the senco to work with children pre-stat level according to who they prioritise and you are right, this often tends to be the children who are externalising their behaviours. I would keep arranging meetings with the senco and ask for a list of the support they are putting in place. Then ask to review it and if no change then ask for a plan. Its very hard. You coukd try speaking to parent partnership as well.

Our EP told us they couldn't be prescriptive in stating what interventions the child required because they "wanted to give the school flexibility to decide".

Another (trainee) EP wrote a shockingly poor report with nothing of any value in it (the paediatrician actually warned the parents if this EP was doing it, it wouldnt be worth the paper it was written on - they were right!).

Is EP training so variable that you get such a difference in the quality of assessments/reports? Are you given proper training in what a report for an EHCP should include? Is it possible to make a complaint about an EP on these grounds?

I've been so disappointed in LA EPs but can't even go private as the LA won't acknowledge private assessments.

Ethically we would ask questions which help your thinking but we would not suggest a setting, as there is often no right or wrong answer. E.g. I might say a special school is no inappropriate, or you may wish to consider their sense of belonging etc. I would say they need X school as I don't feel my opinion is any more valid than anyone else's in that respect.

What is the difference between a neurodevlopment pathway referral and a social communication pathway referral. Can I do both?

See what the report is like, if you feel there are big gaps then ask to discuss it with the EP. I can imagine how stressful it is for you.

@greyinganddecaying LAs must take into account private reports - you may have to appeal your EHCP before they do but it will be worth it as you will end up with a plan which actually meets needs.

Ooh sorry no idea! Sounds like an LA specific process. We just have the neurodevelopmental pathway. Shool should know. Good luck.

If the LA panel disagree with your recommendations, will you change your report to mirror their opinions?

Thank you summer

She does have a fair amount of intervention. She gets taken out of class to do spellings or handwriting practice. The usual tools such as nessy etc.

Shes pretty good at computer stuff but too much time on screens also affects her behaviour and we Hve to be careful to because if her eyesight which is slowly getting worse. Not dangerously worse but she does need quite strong glasses.

The conclusion now is that "her brain just isn't wired that way" in regards to her memory and spelling. At the moment she's getting extra support but I think that's just to help with the Sats.

I've known fir years somethings not quite right she took a long time to get the hang of phonics. Took 2 attempts to pass the test. She was under SALT at 3/4 but hever seemed ti grasp the whole shape coding thing.

Her maths is OK. She's good at things like coding and computer games and lego. Has been cursed with my wonky feet and coordination the poor bugger 🤣

There's not much more the school can do for her that they aren't already doing. But September is going to be interesting.

No, that would be against both our ethical code of conduct and hcpc registration. We coukd lose our license if we couldn't evidence our decision making in court. If new evidence came to light that shifted our thinking then yes, possibly. But would all be grounded in evidence.