Aslan Psychology

Based out of our office in Milton Keynes, Buckinghamshire, we work across Buckinghamshire, Northamptonshire, Bedfordshire, Hampshire and London. We offer assessments and consultations in schools, homes, and our office.

When and Why to Consider an Educational Psychology Assessment

You might consider an educational psychology assessment if a child, young person, or young adult is:

• Struggling to make expected progress in learning, despite support
• Finding it difficult to focus, stay organised, or manage emotions
• Showing signs of anxiety or low self-confidence that affect their education
• Falling behind in reading, writing, or numeracy
• Communicating, socialising, or processing information in ways that feel different
• Preparing for a key transition (e.g., changing schools or moving to further/higher education)

An assessment can help to:

• Identify learning difficulties and barriers to progress
• Provide tailored strategies to support emotional, social, and cognitive needs
• Recommend exam access arrangements (such as extra time or rest breaks)
• Offer cognitive profiles to support school or college admissions
• Deliver post-diagnostic advice to promote learning, regulation, and wellbeing – for example, following a diagnosis of autism or ADHD

Assessments aim to understand what’s going on beneath the surface, highlight individual strengths, and provide practical guidance to help a child or young person thrive—in education and beyond.

Who Can Request Our Services?

Our assessments can be commissioned directly by:

• Schools – including SENCOs, teachers, and senior leaders
• Families – parents, carers, or guardians seeking support for their child
• Young adults aged 18 and over – who wish to understand their own learning profile or access support for education or employment

We are committed to culturally responsive and inclusive care, with multilingual support available in: English, German, Turkish, Bengali, Arabic, and Urdu.

What to Expect During the Assessment

We understand that meeting someone new and completing unfamiliar tasks can feel daunting for many children and young people. That’s why we focus on creating a calm, supportive atmosphere. We often begin with informal conversation or a simple game to help put the child at ease.

Assessments can take place:

• In the child’s school
• In their home
• At our office — depending on the family’s preferences and individual circumstances

Throughout the assessment, we:

• Divide tasks into small, manageable sections
• Include regular breaks to keep engagement high
• Use a strengths-based, child-centred approach

Our goal is for the experience to feel supportive, respectful, and even enjoyable.
As part of the assessment process, we also gather information from the adults who know the child or young person best — at home, in school, or in their current placement. This may involve informal conversations as well as the completion of standardised questionnaires. These insights are invaluable in helping us build a well-rounded picture of the child’s strengths and needs across different settings.

After the Assessment

Families and schools receive a detailed written report, which includes:

• Insight into the child or young person’s strengths and learning needs
• Tailored strategies to support progress at school and at home
• Clear, practical recommendations

Offering specialised services to international schools, including assessments, staff training, and consultation to address the needs of a global student body. We cater to American or British curricula across Asia and the Middle East.

We offer one-off or block consultations for schools and parents seeking expert guidance on concerns related to an individual child, a group of children, or broader school-wide development. Parents often find a one-off consultation helpful when they want a psychological perspective on how best to support their child. Common reasons include:

• Navigating family changes such as separation, divorce, or bereavement
• Concerns about a child’s behaviour, emotional well-being, or mental health
• Questions about learning differences such as dyslexia, ADHD, or autism
• School-related difficulties such as anxiety about attendance, friendships, or transitions
• Supporting a child’s confidence, resilience, or independence at home
• Understanding reports or advice received from school or other professionals

Schools may also request consultations to

• Problem-solve around classroom challenges or individual pupil needs
• Gain input on early concerns before moving to formal assessment
• Develop strategies to support groups of children with similar needs
• Reflect on staff wellbeing, inclusive practice, or parent-school communication

Following the consultation, you’ll receive a short written summary highlighting the key points and next steps discussed, and further signposting where appropriate.

Head injuries can significantly affect a child’s cognitive, emotional, and social development, often creating barriers to learning and participation in school. Esther provides tailored support to help children rebuild skills, adapt to new ways of learning, and access the resources they need to thrive in their educational environment. Esther is available for work from Case Managers regarding children with acquired brain injuries.

If you are a young person, a parent, a carer, or a school and would like to read and understand about the role of Education Psychologists (EP) in multiple languages, here is a very helpful online resource created by EDPSY that explains what an EP can offer and provide.
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