CQC REGISTERED | CLINICIAN-LED | SECOND REVIEW INCLUDED
Understanding can change everything.
Knowing what a student actually needs is often harder than knowing something is wrong.
Staff can see when a student is struggling. What’s less clear is what’s driving it, whether a formal assessment would help, and what support would make a practical difference day to day.
We work with schools, colleges and universities on both questions – a clinical view on whether something needs assessing, and a clear picture of what needs to be met around communication, physical and sensory support.
Regulated and clinically governed
Looking beyond behaviour to understand the person.
Students present differently. Some struggle visibly. Others achieve highly while working much harder than everyone around them to keep up. Needs can look like behaviour, or effort, or attitude, long before anyone recognises what’s underneath.
Not every student who’s struggling needs a diagnosis. Some need a specific kind of support, identified properly and written down clearly enough that everyone around them can act on it.
Our clinicians look at the whole person – how things are at home as well as in the classroom – and give you a clear answer about what would actually help.
Two ways we work with education settings.
Sometimes you need to know whether there’s something to assess. Sometimes you already know, and you need to establish what has to be put in place. We do both.
Sense-check consultation
Needs assessment for EHCPs
Speech and language therapy
Occupational therapy
Where a full ADHD or autism assessment is the right next step, we provide that too, under the same clinical governance.
Fitting around how your setting works.
We work with your referral criteria and your existing support structures. Students and families know what happens at each stage, and so do you.
Consent and safeguarding are agreed with you before any student is seen, including how parents and carers are involved. Everything sits within our own clinical governance and CQC registration.
We can work with a handful of students or a larger group, in your setting or ours.
Three things make us different.
We'll tell you when an assessment isn't needed.
A sense-check often ends with a clear recommendation not to proceed, and a suggestion of what would help instead. That’s a useful answer, and it saves a student going through a process they didn’t need.
What a student needs matters more than what it's called.
A diagnosis on its own changes very little. Our work is aimed at what has to be in place – communication, sensory, physical – in language that transfers straight into a plan.
Assessment and therapy under one set of governance.
Speech and language, occupational therapy and clinical assessment sit within the same organisation and the same CQC registration, so a student doesn’t get handed between providers.
Working with your organisation.
Different settings have different students, different pressures and different support already in place.
Tell us roughly how many students you’re thinking about, their ages and what you’re trying to solve, and we’ll say whether we’re the right fit.
No obligation | Registered with the Care Quality Commission | Clinically governed throughout