Child engaging in structured therapeutic activity with psychologist

Support for professionals

We work with schools, local authorities and organisations working with children and young people.

We help professionals and settings to understand needs, strengthen practice and improve outcomes.

BOOK AN INITIAL CONSULTATION

Working with us

We provide educational psychology consultation, assessment and professional development.

All work commissioned by schools and professionals is priced at £150 per unit of work.

Sessions can take place online, in-person in Dumfries or within your setting, where appropriate.

Two women sitting on a sofa and two children playing with toys on a carpet in a living room.

£40 and credited towards any further service booked within 2 weeks.

All of our support begins with a brief, 20-minute online initial consultation. This helps us to understand your priorities and needs. From there, we agree clear next steps – which may include further consultation, a service-level agreement to enable ongoing work across the academic year, professional development opportunities, and direct work with children and young people where appropriate.

The initial consultation will take place online.

Initial consultation

A woman with short brown hair in a brown sweater sits at a desk, reading a book, with a computer in front of her in a cozy, well-lit room with bookshelves in the background.

Consultation

£150

This is a separate service from the 20-minute, online initial consultation – see below for details.

A 50-minute, tailored consultation to explore specific students, situations or priorities in more depth. This may include case discussion, problem-solving, and guidance to support planning and practice within your setting. A brief written summary report can be provided, for an additional fee.

Two women having a conversation in a cozy indoor setting, with one woman smiling and taking notes while sitting at a table.

Service-level agreement

From £900 (priced at £150 per session, typically requiring a minimum of 6 sessions)

Our service-level agreements provide structured psychological input and ongoing support across the academic year. This supports continuity, early intervention and consistent access to consultation as needs arise. Sessions may be used for:

Consultation on individual students
Reflective supervision and problem-solving
Contribution to review meetings and planning processes
Systemic and strategic input

Two women sitting across from each other at a small round wooden table, engaged in conversation. The woman on the left has short blonde hair, wears a lavender sweater, and is smiling. The woman on the right has long brown hair, wears glasses and a brown blazer, and is attentively listening. There are water bottles and glasses on the table.

Assessment of needs

From £1200 (priced at £150 per session, typically requiring a minimum of 8 sessions)

We provide tailored psychological assessments to support understanding of children’s strengths and needs. This may contribute to Individual Education Plans, Education Health and Care Needs Assessment (in England) or Child’s Plans (in Scotland). Each assessment provides clear, practical and evidence-based recommendations to support planning and decision-making. A comprehensive written report is provided.

A woman with short blonde hair smiling, wearing a plaid blazer and a blue turtleneck sweater, standing in a conference room with chairs and a large monitor behind her.

Professional development

From £600 (priced at £150 per session, typically requiring a minimum of 4 sessions)

We offer reflective supervision and bespoke training for individuals and staff teams. This may focus on:

Complex case discussion
Relational and trauma-informed practice
Whole-school or organisational policy development

Our aim is to build confidence, shared understanding, and psychologically informed professional practice across settings.

Frequently Asked Questions

No, schools and professionals can commission our services directly.
All our support begins with a 20-minute online initial consultation, priced at £40 and credited towards further services booked within 2 weeks. From there, all work commissioned by schools and professionals is priced at £150 per unit. Ongoing support can vary depending on the type and duration of input required. We will provide clear information about costs before any commitment is made.
Yes, all input is adapted to your priorities and context.

Yes, we regularly work alongside education, health and social care teams where appropriate and with consent.
It provides structured sessions across the year that can be used flexibly based on need.

Child participating in assessment for cognition and learning difficulties

What you can expect

You will receive collaborative, specialist psychological support that is tailored to your goals and context.

Our focus is on clarity, shared understanding, and practical strategies that support sustainable improvement.

BOOK AN INITIAL CONSULTATION

Evidence-based strategies for supporting children with additional needs.

Improving emotional regulation and engagement in school:

A primary school commissioned our support regarding a student who experienced frequent episodes of emotional distress, impacting safety, learning and relationships.
Through consultation, we developed a shared understanding of the student’s unmet needs. We identified relational, classroom-based strategies to promote connection and increase the student’s felt sense of safety.
Review showed that staff confidence increased, and the student demonstrated effective use of co-regulation, increased participation in learning, and more positive relationships across the school day.
Clarifying complex learning needs:

We completed a psychological assessment for a young person who presented with difficulties in learning.
By gathering key information from home and school, and working directly with the young person, our assessment provided a clear psychological formulation of strengths, differences and needs.
This resulted in consistent, targeted support strategies, improving the young person’s access to appropriately differentiated learning and reduced uncertainty for both school staff and the family.
Building trauma-informed practice across a setting:

We delivered training and follow-up reflective supervision focused on trauma-informed practice and relational approaches.
School staff reported developing a deeper understanding of emotional safety, attachment, and children’s behaviour as communication of unmet needs, alongside practical strategies for enhancing daily interactions.
Review showed that this input led to increased consistency across the setting, improved staff confidence, and a more supportive environment for vulnerable learners - with notable improvements in student’s felt sense of safety, engagement, and wellbeing.