Educational Psychology Service


We are a team of qualified educational psychologists who specialise in identifying and overcoming barriers to children's learning. Psychology helps us to understand how people think, feel, develop and learn. We work with schools, early years settings, parents, carers and families, colleges and other services to help children and young people experiencing difficulties in learning make progress and achieve their potential.

All Educational Psychologists working with the service are registered with the Health Care Professionals Council (HCPC).


  • 01753 787660 


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How this service is funded

The Educational Psychology service has a statutory role in providing psychological advice for children and young people who are undergoing an Education, Health and Care Plan assessment – it is the responsibility of the local authority to fund this work under the terms of the Children and Families Act 2014.

The remainder of the Educational Psychology Service is traded (i.e. funded by schools and other education providers, or by other services that require the services of an Educational Psychologist).

Who is this service for

Schools, colleges, early years settings and services seeking additional guidance and intervention in order to ensure that children and young people who are experiencing special educational needs and disabilities (including mental health and wellbeing concerns) have their needs appropriately identified, and are appropriately supported and included. 

Further details of service

Statutory role – the Educational Psychology service provides psychological assessment and advice for all children and young people in Slough who undergo an Education, Health and Care Plan assessment.

Traded service – Our traded work with schools, colleges and early years settings includes:

  • Assessment of children and young people’s strengths, needs and barriers to learning and well-being, using a range of standardised tools and psychological approaches
  • Consultation with teaching staff, parents/carers, pupils and other professionals in order to identify effective strategies that will help children and young people to achieve their potential
  • Evidence-based interventions with individuals and groups, as part of an ongoing process of assess-plan-do-review
  • Systemic approaches with schools and other settings, such as providing staff training, support with data analysis and provision mapping, and advice on planning and implementing effective change to improve teaching and learning.
  • A focus on supporting the most vulnerable children and young people, including specialist assessment of children looked after or children with a history of trauma.
  • Projects to promote good mental health and wellbeing, such as a training programme for Emotional Literacy Support Assistants.
  • As part of the wider Integrated Support Service – the Educational Psychology service works as part of a team including Autism and SEND Teacher Advisors (these Advisors are funded through the higher needs block).
  • The Autism & Social Communication and Interaction Advisors work to support children and young people with Autism and social communication disorders in schools and early years settings.  They also provide the Early Bird and Early Bird Plus education programmes for parents and carers of children newly diagnosed with Autism.
  • The SEND Teacher advisor offers specialist support and guidance in schools including assessments of literacy and numeracy skills, advice on evidence based interventions for literacy and numeracy, and advice on supporting children with Down Syndrome.


Our values and key principles

  • We work in the best interests and welfare of the child
  • We seek to work closely with parents, carers and other people who are directly involved with children
  • We are committed to promoting good professional practice
  • We believe children and young people’s views are important in considering how to promote their development
  • We ate committed to the principles and implementation of equal opportunities and inclusion