Educational Psychology Services for schools, Educational Settings, and academy trusts in the east sussex area
I provide a range of traded Educational Psychology services across East Sussex, available to schools, preschool settings, colleges, alternative provisions, multi‑academy trusts and the independent sector. There is no need to work within a fixed bidding window — support can be commissioned throughout the year on regular, intermittent or ad‑hoc agreements (subject to availability).
Below you’ll find examples of the main types of Educational Psychology work on offer. If you require something not listed, please get in touch to discuss your needs; if I’m not the right person to help, I may be able to signpost you to an alternative service.
All support is agreed collaboratively with school staff to ensure best value and to identify the most appropriate, meaningful use of time for your pupils, families and setting.
Examples of the main types of work on offer are listed below. If you require a service that is not listed, please get in contact to discuss your requirements and whether this can be provided. If not, I may be able to signpost you elsewhere.
All Educational Psychology services are agreed in discussion with school staff, to ensure best value and the most appropriate support within the available time.
An Educational Psychology consultation is a collaborative process that supports shared thinking, problem‑solving and action‑planning. The focus is on building upon the existing knowledge, confidence and skills of the consultee, helping to identify positive, achievable next steps that are jointly agreed and meaningful.
Consultation can take place at an individual, class, group, whole‑school or wider systemic level. It can involve any members of the school community — pupils, staff and parents/carers — working together to understand needs and develop practical, supportive ways forward.
Individual casework in Educational Psychology helps to identify barriers to learning and participation, and supports the development of positive, practical solutions that enable pupils to thrive within their school or setting.
Casework is always tailored to your context — including the time available, who will be involved, and what you hope to understand or achieve. This may include consultation, observation, assessment or a combination of approaches, depending on the needs of the pupil and the questions you are exploring.
I have extensive experience across a wide range of casework, including highly unusual and complex situations. This includes supporting young people with significant medical or physical needs, those who have missed key periods of education, and those who are or have previously been in the care system.
My work focuses on understanding the complex and interacting factors that shape a young person’s presentation and experience. From this, I facilitate personalised, manageable and solution‑focused action planning to support meaningful and achievable next steps.
I offer staff training and CPD that is practical, accessible and grounded in current psychological research. Sessions are designed to build confidence, deepen understanding and strengthen inclusive practice across your school or setting.
In light of the DfE’s recent commitment to ensure all teachers receive training on SEND, I can provide tailored input that supports your staff to meet these expectations in a meaningful, sustainable way.
Training can focus on areas such as inclusion and belonging, emotional wellbeing, EBSA, trauma‑informed approaches, or supporting pupils with complex communication, sensory or learning differences. I also offer workshops linked to the BASE Model of Inclusive Practice, helping staff apply the framework confidently in their day‑to‑day work.
My approach is collaborative and reflective, creating a safe space for staff to explore ideas, share experiences and develop strategies they can use immediately in their work with pupils and families.
I offer reflective spaces, coaching and supervision for staff, providing a safe, confidential and non‑judgemental space to think through aspects of practice, relationships and the emotional demands of school work. These sessions support wellbeing, resilience and effective decision‑making, and can be offered individually or in groups.
I work collaboratively with parents and carers to explore their child’s strengths, needs and experiences, and to develop practical, emotionally safe strategies that support learning and wellbeing. Sessions offer a calm, non‑judgemental space to think together, share concerns and identify positive next steps.
I can also provide parent drop‑ins and workshops. These offer accessible opportunities for families to ask questions, reflect on challenges and build confidence in supporting their child’s needs.
This work can take place alongside school‑based consultation or as a focused piece of support for families. My approach is relational and strengths‑based, ensuring that parents and carers feel heard, supported and confident in the way forward.
I provide specialist support for pupils experiencing anxiety‑related needs, including Emotionally Based School Avoidance (EBSA) and demand‑avoidant behaviours. My approach is calm, relational and grounded in current psychological research, with a focus on understanding the underlying factors that influence a pupil’s sense of safety, wellbeing and capacity to engage with school. Through consultation, observation, assessment and collaborative planning with staff, parents/carers and wider professionals, we explore the pupil’s experiences, identify what helps them feel safe and understood, and co‑develop practical, manageable strategies that support emotional wellbeing, reduce anxiety and promote meaningful engagement with learning and school life.
This work may involve consultation, observation, assessment or collaborative planning with staff, parents/carers and wider professionals. Together, we explore the pupil’s experiences, identify what helps them feel safe and understood, and co‑develop practical, manageable strategies that support emotional wellbeing, reduce anxiety and promote meaningful engagement with learning and school life.
Positive psychological approaches focus on identifying what is working well and building on these strengths to help people thrive. They support the recognition of existing skills, resources and protective factors, which in turn inform action planning towards positive, achievable solutions and experiences. Research shows that positive psychological approaches can enhance performance, productivity, engagement, positive relationships, and a sense of meaning, purpose and accomplishment. They have also been shown to reduce sick days and lower the likelihood of burnout. I use these approaches at individual, group, whole‑class, whole‑school and organisational levels to promote hope, gratitude, positive relationships and connection, self‑efficacy, future thinking, motivation and overall wellbeing.
For more information about the full range of work that EPs can offer, see the one page overview of the educational psychology role, produced The National Association of Principal Educational Psychologists (NAPEP). With more than 20 years of experience, I have extensive experience of most of these aspects of the EP role. If you would like further information about any of these services, please click on the link below to get in touch.
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