Our specialist educational psychologists work with parents and educational settings to understand and respond to a range of learning and emotional needs in children of all ages. We take an innovative, creative and collaborative approach to enabling children to feel safe and able to learn.

Difficulties that bring parents and schools to the Beacon House Educational Psychology service


  • Anxiety which impacts on learning and attendance
  • Emotional and behavioural difficulties in school
  • Challenges in the home-school relationship
  • Children who are not reaching their academic potential because of emotional or family difficulties
  • Children who struggle with relationships in school
  • The impact of specific learning difficulties on self-esteem and the child’s confidence as learners and friends

What we value


The primary value of our therapeutic Educational Psychology service is to understand all behaviour as a communication of an underlying need. We aim to work collaboratively, transparently and authentically with all important adults in the child’s life to build a therapeutic web of support around them.

Our approach is to think contextually about children’s needs. In other words, we aim to promote adjustments in the child’s environment at home and school which will enable them to feel safe, thrive and learn.

Our Educational Psychology service can be delivered as a standalone intervention, or it can be part of a wider package of support for children who are having therapy here at Beacon House.

Our Specialist Educational Psychology Offer

Our Educational Psychologists are able to offer bespoke packages to educational settings and families. Examples of assessment and intervention packages includes:

1. Consultation

Our aims

  • To bring parents and school together to jointly define and explore the concerns in school
  • To consider the child’s underlying social, emotional and mental health needs and how these impact on their learning
  • To explore the challenges in the learning environment
  • To identify and jointly agree strategies and supportive interventions
  • To identify whether further assessment is required (e.g. SALT, OT Dyslexia)
  • If the child is in therapy here, to support the parents and therapist with additional strategies which will enable learning.

2. Assessment

Our aims

  • To jointly define and explore the concerns at home and in school
  • To identify the pupil’s underlying social, emotional and mental health needs and how these impact on their learning
  • To provide a psychological assessment which takes account of the different contexts in which the child is functioning
  • To identify and agree supportive strategies and interventions
  • To make recommendations for therapeutic intervention.

3. Dynamic Assessment

Our aims:

  • To use dynamic /interactive methods to explore a child’s learning approaches, barriers to learning and supportive interventions which will enable progress.

4. Organisational consultation

Our aims

  • To work collaboratively with senior leadership teams within schools and colleges to review their whole-school approach to meeting the needs of vulnerable children and their families
  • To understand what becoming a trauma-informed school means for their context, and developing a plan for implementation
  • To identify training and supervision needs for the school

5. Supervision for education staff

We are able to offer specialist group or individual supervision to education staff. Our overarching ethos is trauma-informed. Our supervision embodies the following values within the supervisory relationship:

  • Safety, trust, and collaboration
  • The importance of having a safe, consistent, regular and reflective space particularly when working within complex contexts and complex pupils
  • The acceptance that we all have our own triggers and stressors which can be activated within our work. Supervision will therefore prioritise reflection, well-being and self-care
  • Supervision is relational. Group supervision pays attention to group processes while providing a safe space where individual voices are listened to and where these voices matter.


  • To enable staff to understand and respond to children’s needs and behaviours
  • To build confidence and knowledge about developmental challenges in vulnerable children
  • To strengthen team work
  • To promote staff well-being and self-care
  • To enhance the individual or team’s capacity to reflect and understand their roles and goals


Our Educational Psychologists regularly provide training in schools as part of our wider training offer, with a special focus on training schools in the impact of Developmental Trauma on children and how to support them in education.

Take a look here for our training about Developmental Trauma.

We also welcome the opportunity to design and deliver bespoke training for your school setting. Please get in touch with us, and we will offer you an initial free of charge telephone conversation with our Education Advisor to decide on next steps.

Getting in Touch

We welcome informal enquiries about whether our Educational Psychology Service may be right for you. Please get in touch on 01444 413 939 or admin@beaconhouse.org.uk.