--- title: Psychological Assessments for EHCPs & A2W | Navigate SEND description: Educational, occupational and functional psychology assessments for EHCPs, DSA, Access to Work, SpLD, ADHD, ASD, brain injury, complex injury and capacity. --- [![Navigate SEND](https://www.navigatesend.com/hubfs/NavigateSEND-logo-CROPPED-header-800w-transparent.png)](https://www.navigatesend.com/) - [Home](https://www.navigatesend.com/) - [Services](https://www.navigatesend.com/services) - [Find the Right Service](https://www.navigatesend.com/your-pathway) - [For Families](https://www.navigatesend.com/navigate-for-families) - [For Case Managers](https://www.navigatesend.com/navigate-for-case-managers) - [For Schools](https://www.navigatesend.com/for-schools) - [For Financial Deputies](https://www.navigatesend.com/funding-support-for-financial-deputies) - [For Solicitors and Legal Teams](https://www.navigatesend.com/expert-witness) - [Resources](https://www.navigatesend.com/navigate-send-resources) - [What is SEND?](https://www.navigatesend.com/what-is-send) - [SEND Screener](https://www.navigatesend.com/send-screener) - [SEND Checklists](https://www.navigatesend.com/navigate-send-checklists) - [SEND Research & Innovation](https://www.navigatesend.com/research) - [SEND Guidance](https://www.navigatesend.com/send-blog) - [About Us](https://www.navigatesend.com/about-us) - [Where We Work](https://www.navigatesend.com/where-we-work) - [Fees](https://www.navigatesend.com/navigate-send-prices) - [Contact](https://www.navigatesend.com/contact-us) [Book a free 15 min consultation](https://www.navigatesend.com/contact-us) Search the Navigate SEND website Search the Navigate SEND website - [Home](https://www.navigatesend.com/) - [Services](https://www.navigatesend.com/services) - [Find the Right Service](https://www.navigatesend.com/your-pathway) - [For Families](https://www.navigatesend.com/navigate-for-families) - [For Case Managers](https://www.navigatesend.com/navigate-for-case-managers) - [For Schools](https://www.navigatesend.com/for-schools) - [For Financial Deputies](https://www.navigatesend.com/funding-support-for-financial-deputies) - [For Solicitors and Legal Teams](https://www.navigatesend.com/expert-witness) - [Resources](https://www.navigatesend.com/navigate-send-resources) - [What is SEND?](https://www.navigatesend.com/what-is-send) - [SEND Screener](https://www.navigatesend.com/send-screener) - [SEND Checklists](https://www.navigatesend.com/navigate-send-checklists) - [SEND Research & Innovation](https://www.navigatesend.com/research) - [SEND Guidance](https://www.navigatesend.com/send-blog) - [About Us](https://www.navigatesend.com/about-us) - [Where We Work](https://www.navigatesend.com/where-we-work) - [Fees](https://www.navigatesend.com/navigate-send-prices) - [Contact](https://www.navigatesend.com/contact-us) [Book a free 15 min consultation](https://www.navigatesend.com/contact-us) # **Psychological Assessments for Education and Work     **   Navigate SEND provides educational, occupational and functional psychology assessments for children, young people and adults who need clearer evidence about their needs, support, outcomes, adjustments or provision. Our reports are designed to help families, schools, colleges, universities, employers, case managers and legal professionals understand what is happening, what support is needed, and what provision or adjustments may be appropriate. We can help where there are questions about learning, attention, executive functioning, SpLD/dyslexia, autism or ADHD-related functional needs, school attendance, behaviour and regulation, DSA, Access to Work, workplace adjustments, preparing for adulthood, decision-specific capacity or complex SEND planning. --- #### This service may be right if you are asking... - Why is my child struggling in school? - Does the EHCP properly describe needs and provision? - What support is needed for college, university or DSA? - What workplace adjustments would help? - Is this an ADHD, autism, SpLD, learning, regulation, attention or environmental access issue? - Do we need a capacity assessment for a specific decision? - We already have reports, but what do they actually mean in practice? [Start your enquiry](https://www.navigatesend.com/contact-us) NavigateSEND Assessment Finder ## Find the right assessment or report Answer a few questions and we will suggest the most appropriate educational, occupational or functional psychology report. This tool does not provide a diagnosis. It helps identify what type of report may be useful to understand needs, outcomes, support, adjustments and provision. Step 1 of 7 Who is the referral for? Step 1 Who is the report or assessment for? This helps us adapt the recommendation to the right setting and decision-maker. My child or young person Parent or family referral Myself Adult self-referral A pupil or student School, college or university An employee Employer or HR referral A client I support Case manager, solicitor, deputy or professional I am not sure We can triage this Step 2 What decision do you need the report to support? Choose the closest option. You do not need to know the report name. Understanding educational needs and provision EHCP, SEND, school support or LA evidence Reviewing or amending an EHCP Annual review, amendment, phase transfer or appeal Attendance, placement or EOTAS questions Reduced timetable, school distress, placement breakdown Regulation, participation or support planning Understanding what support would help participation Learning, memory, processing or executive function Cognitive, attainment and learning profile SpLD, dyslexia or literacy-related support Reading, writing, spelling, processing or study access DSA or university support evidence Disabled Students’ Allowance or study support Exam access arrangements Extra time, rest breaks, laptop or other access needs Educational ADHD functional assessment Non-diagnostic learning, attention and executive-function profile Occupational ADHD functional assessment Non-diagnostic workplace attention and executive-function profile Educational ASD functional impact assessment Non-diagnostic participation, communication and environment profile Occupational ASD functional impact assessment Non-diagnostic workplace participation and adjustment profile Preparing for adulthood or transition Post-16, independence, work, FE/HE or supported pathways Workplace adjustments Reasonable adjustments, role demands and support planning Access to Work / A2W evidence Evidence for workplace support or funded assistance Vocational or return-to-work planning Role fit, sustainable work, rehabilitation or work readiness Decision-specific capacity assessment A specific decision about understanding, weighing or communicating Several reports but no clear plan Integrated review, synthesis and next-step recommendations I am not sure Recommend an initial triage review Step 3 Where is support most needed at the moment? School Primary, secondary or specialist setting Home learning, EOTAS or alternative provision Education outside a standard placement College or sixth form FE, post-16 or supported learning University HE, DSA or study support Work or volunteering Current role, return to work or adjustments Daily life or independence Home, community, routines or support needs Across several settings Needs appear in more than one context I am not sure We can review this Step 4 What needs to be better understood? Choose all that apply. Learning, reading, writing or maths Academic access and attainment Memory, processing speed or retaining information Cognitive processing and recall Organisation, planning or completing work Executive functioning and task management Attention, focus or task initiation Functional attention and consistency Communication, interaction or participation Social participation and environmental fit Sensory, movement, handwriting or environment Context, access and participation needs Regulation, overwhelm or support with participation Understanding what helps the person engage Wellbeing, stress, coping or confidence Emotional impact on learning, work or participation Attendance or difficulty accessing the setting Reduced attendance, avoidance or placement pressure Independence, routines or preparing for adulthood Daily living, transition and support planning Work demands, role fit or workplace support Adjustment, performance and sustainable work A specific decision needs to be understood Capacity, communication and decision participation Existing reports do not lead to a clear plan Synthesis and practical recommendations Step 5 Is this linked to a formal process? Choose all that apply. EHCP needs assessment or reassessment Evidence for needs, outcomes and provision EHCP annual review or amendment Updating the current plan Phase transfer Primary-secondary, post-16, post-19 or adulthood Appeal, tribunal or dispute resolution Evidence may need to be more formal and detailed Exam access arrangements Evidence for centre/SENCo decision-making DSA or university disability support Study support or evidence for DSA Reasonable adjustments at work Employer support and role adjustment planning Access to Work / A2W Evidence for funded workplace support Decision-specific capacity question A defined decision needs evidence Case management or legal planning Professional, deputy, solicitor or rehabilitation context Private family or individual advice Understanding options and next steps Not sure or not linked to a formal process We can triage the best route Step 6 What information already exists? Choose all that apply. You can provide documents later. EHCP or draft EHCP School, college or university information Psychology report Clinical, medical or mental health report Neuropsychology or neurological report SaLT or OT report Workplace or occupational health documents DSA, Access to Work or disability support documents Several reports but no clear plan No reports yet or not sure Step 7 Are any of these the main reason for referral? This helps us route safely to the right professional pathway. A clinical diagnosis is the main aim For example ADHD, autism, mental health or clinical diagnosis There is immediate risk or urgent safeguarding concern This may need urgent support before assessment A medical or neuropsychological opinion is the main aim We may need clinical or neuropsychology associate input Speech and language, OT or sensory/motor access is the main aim We may co-work with SaLT or OT A forensic or legal opinion is the main aim This may need a separate expert route No, this is mainly about education, work, support or provision Continue with a functional report route What would a helpful outcome look like? Back Next Recommendation ## Your suggested report pathway Evidence threshold Primary recommendation May also be useful Important routing note Review my answers Make a referral Start again ## Make a referral Your recommendation and answers will be sent with the referral so that the team can review the right pathway. ## What Navigate SEND assessments are for? ### Education and SEND Learning needs, barriers to access, EHCP provision, school support and outcomes. ### EHCPs and EOTAS Whether current provision is suitable, what needs to change, and what provision may be required. ### Cognition and learning Reasoning, memory, processing speed, attention, executive functioning and attainment. ### SpLD / dyslexia / literacy Reading, spelling, written expression, processing, study access and support needs.    --- ### ADHD functional impact Attention, organisation, planning, task initiation and regulation in education or work. ### ASD functional impact Communication, social participation, sensory context, environment and support needs.          ### DSA and study support Evidence for university or college support, assistive technology and study strategies.         ### Access to Work Work-related barriers, reasonable adjustments and support that may help remaining in or returning to work. --- ### Capacity Decision-specific capacity where a clearly defined decision needs to be assessed. ### Complex cases Integrated review where there are many reports, vague recommendations or no joined-up plan. --- ### Educational, occupational and functional psychology — not a diagnostic shortcut Navigate SEND provides psychological reports focused on education, work, function, support, outcomes and provision. We do **not** present ADHD, autism, mental health, neuropsychological, clinical, forensic or medical opinions as standard NavigateSEND reports unless they are completed or led by an appropriately qualified professional. Where a clinical, neuropsychological, diagnostic or specialist opinion is needed, we can help coordinate the correct professional pathway and integrate those findings into a practical education, study, workplace or support plan. 1. Educational Needs, Outcomes and Provision Report This report is suitable when a child or young person needs clearer evidence about their educational needs, learning profile, barriers to access, outcomes and provision. It may be useful for: - EHCP needs assessment requests - EHCP reassessments - School support planning - SEND provision discussions - Evidence for local authority decision-making - Understanding cognitive, academic or functional learning needs The report can consider learning, cognition, attainment, attention, executive functioning, participation, environmental access and the support required to make education meaningful and accessible. **Best for:** families, schools, SENCOs, local authority discussions and professional SEND planning. 2. SEND Support, EHCP Review and Amendment Report This report is suitable when an existing EHCP no longer appears to describe the child or young person accurately. It may help where: - Section B does not fully describe needs - Section E outcomes are too vague - Section F provision is not specific, quantified or matched to need - Current support is not working - A phase transfer is approaching - There is disagreement about provision or placement The report reviews the current evidence and identifies what may need to be clarified, strengthened or amended. **Best for:** annual reviews, emergency reviews, phase transfer, amendments and SEND dispute resolution. 3. Placement, Attendance and EOTAS Review This report is suitable when school attendance, access to education or placement suitability has become difficult. It may be useful where: - A child is on a reduced timetable - Attendance has broken down - School feels overwhelming or unsafe for the young person - Current provision is not accessible - EOTAS or alternative provision is being considered - There is a need to understand whether the environment, timetable, support or curriculum is suitable The report focuses on what is preventing access to education and what provision may be needed next. **Best for:** school avoidance, placement breakdown, EOTAS planning and complex SEND cases. 4. Cognitive, Learning and Executive Function Profile This assessment explores how a person thinks, learns, remembers, processes information and manages tasks. It may consider: - Verbal and non-verbal reasoning - Working memory - Processing speed - Attention and concentration - Planning and organisation - Task initiation and completion - Academic attainment - Strengths and barriers to learning or work This report is useful where someone appears capable but struggles to produce work, retain information, stay organised or access learning consistently. **Best for:** education planning, DSA evidence, workplace support, EHCP evidence and functional recommendations. 5. SpLD, Dyslexia and Literacy Functional Assessment This assessment is suitable where there are concerns about reading, spelling, writing, written fluency, processing or academic access. It may help answer questions such as: - Is there evidence of a specific learning difficulty? - Why is reading or writing effortful? - What support is needed for written work? - Are study or exam adjustments needed? - Would assistive technology help? - Is further evidence needed for DSA, school support or workplace adjustments? **Best for:** SpLD/dyslexia evidence, literacy support, written output difficulties, DSA and education planning. --- 6. Educational ADHD Functional Assessment This is a **non-diagnostic** assessment of ADHD-related functional needs in education. It does not diagnose ADHD. Instead, it explores how attention, organisation, planning, working memory, task initiation, regulation and consistency affect learning and participation. It may be useful where a young person: - Struggles to start or finish tasks - Loses track of instructions - Appears inconsistent - Needs frequent prompting - Finds organisation difficult - Has difficulty sustaining attention - Experiences emotional or cognitive overwhelm in learning settings **Best for:** education support, EHCP evidence, school planning and reasonable adjustments. 7. Occupational ADHD Functional Assessment This is a **non-diagnostic** workplace-focused assessment of ADHD-related functional needs. It considers how attention, executive functioning, planning, time management, workload, communication and work demands affect performance and wellbeing. It may support: - Workplace adjustments - Access to Work evidence - Coaching recommendations - Role design - Workload management - Return-to-work planning **Best for:** employees, employers, HR teams, Access to Work and occupational psychology planning. 8. Educational ASD Functional Impact Assessment This is a **non-diagnostic** educational assessment of autism-related functional needs. It does not diagnose autism. It explores how communication, social participation, predictability, sensory context, transitions, learning environment and support arrangements affect access to education. It may help identify: - Environmental adjustments - Communication support - Predictability and structure needs - Sensory access needs - Social participation support - Curriculum and timetable adjustments - EHCP provision recommendations **Best for:** school support, EHCP planning, college transition and education access. --- 9. Occupational ASD Functional Impact Assessment This is a **non-diagnostic** workplace assessment of autism-related functional needs. It considers how communication demands, sensory context, predictability, social expectations, workload, role clarity and environment affect sustainable work. It may support: - Reasonable adjustments - Access to Work evidence - Manager guidance - Communication planning - Role design - Environmental adaptations **Best for:** workplace needs assessments, Access to Work, HR support and sustainable employment planning. 10. DSA Evidence and Study Support Report This report is suitable for students who need evidence for Disabled Students’ Allowance, university disability support or study-related adjustments. It may consider: - Learning profile - SpLD/dyslexia evidence - Executive functioning - Processing speed and working memory - Study demands - Assistive technology - Mentoring, coaching or specialist support - Examination or assessment access **Best for:** university students, prospective students, FE/HE support teams and DSA-related evidence. 11. Exam Access Arrangements Advisory Evidence This assessment is suitable where a learner may need exam access arrangements such as extra time, supervised rest breaks, a laptop, reader, scribe or other access support. The school, college or exam centre remains responsible for the final access arrangements decision. Our role is to provide relevant evidence and advice where appropriate. **Best for:** schools, colleges, private candidates and learners whose normal way of working needs to be understood. 12. Behaviour, Regulation and Participation Report This report is suitable where the main concern is participation, regulation, overwhelm, distress, emotional responses or support needs within a setting. We avoid blaming or stigmatising language. The focus is not “what is wrong with the person?” but: - What is the person trying to manage? - What is the environment asking of them? - What helps them participate? - What support reduces distress or overwhelm? - What provision is required to improve access and engagement? **Best for:** schools, families, case managers, employers and complex support planning. 13. Preparing for Adulthood and Transition Report This report supports young people moving towards adulthood, further education, higher education, work, independence or supported living. It may consider: - Education and training - Employment and vocational direction - Independence and daily routines - Community participation - Communication and self-advocacy - Support required for transition - EHCP Preparing for Adulthood outcomes **Best for:** Year 9 onwards, post-16 planning, post-19 provision, EHCP transition and adulthood pathways.   14. Workplace Needs and Reasonable Adjustments Report This occupational psychology report identifies work-related barriers and recommends practical adjustments. It may consider: - Job demands - Workload and pace - Communication - Executive functioning - Sensory or environmental factors - Fatigue and sustainability - Manager support - Assistive technology - Hybrid or remote working - Role clarity and expectations **Best for:** employees, employers, HR, occupational health, Access to Work and return-to-work planning.   15. Access to Work / A2W Supporting Evidence Report This report supports an Access to Work application or review by describing how a person’s needs affect work and what support may help. It may include recommendations for: - Specialist coaching - Assistive technology - Support workers or job aides - Travel or access support - Communication support - Environmental adjustments - Workload and role adaptations **Best for:** employees, self-employed people, employers and professionals supporting work participation. 16. Vocational and Return-to-Work Psychological Report This report is suitable where someone needs help understanding work readiness, role fit, career direction or a sustainable return-to-work plan. It may be useful after: - Injury or illness - Education breakdown - Mental health or stress-related absence - Brain injury or complex injury - Career disruption - Workplace difficulty - Long-term unemployment or uncertainty **Best for:** case managers, solicitors, employers, adults, young adults and rehabilitation teams.   17. Decision-Specific Capacity Assessment A capacity assessment may be appropriate where there is a specific decision that needs to be understood. This is not a global judgement about a person’s ability. Capacity is decision-specific and time-specific. Examples may include decisions about: - Education - Support arrangements - Residence - Work or training - Managing aspects of daily life - Understanding a particular plan or agreement Before confirming this assessment, we will clarify the decision, the relevant information, communication needs, available evidence and whether additional professional input is required. **Best for:** families, deputies, case managers, solicitors, education providers and professional teams. 18. Integrated Case Review and Provision Audit This report is useful when there are multiple documents, assessments or professional opinions but no clear plan. It may help where: - There are several reports but the recommendations do not join up - The EHCP does not reflect the evidence - Professionals disagree about next steps - The family is unsure what to do next - A case manager or solicitor needs a clear formulation - The young person’s education, health, care and work needs overlap The aim is to turn complex evidence into a clear, practical pathway. **Best for:** complex SEND, rehabilitation, legal, case management and multi-agency planning. ## Who we support Navigate SEND works with: - Parents and families - Children and young people - Adults seeking education, work or disability support - Schools, colleges and universities - SENCOs and inclusion leads - Employers and HR teams - Case managers - Deputies and solicitors - Rehabilitation teams - Professionals supporting complex SEND, disability or transition planning ![Decorative icon representing thinking and learning support](https://www.navigatesend.com/hs-fs/hubfs/brain-welcome-transparent.png?width=150&height=124&name=brain-welcome-transparent.png "Decorative icon representing thinking and learning support") We work online across the UK, with in-person assessment available where needed, including London and selected locations ## Common questions What psychological assessment do I need? The right assessment depends on the decision you need to make. For example, an EHCP issue may need an Educational Needs, Outcomes and Provision Report; a university support issue may need a DSA Evidence Report; a workplace issue may need a Workplace Needs or Access to Work Report. If you are unsure, use our Assessment Finder. Can a psychology report support an EHCP? Yes. A psychological report can help describe a child or young person’s needs, the impact of those needs, the outcomes they are working towards and the provision or support that may be required. It can be useful for EHCP needs assessments, annual reviews, amendments, phase transfer and SEND planning. Do you provide educational psychology assessments? No, NavigateSEND provides education-focused psychological assessments and reports. Where a formal Educational Psychologist’s opinion is specifically required, we can help identify whether this should be completed by an HCPC-registered Educational Psychologist or whether an occupational psychology, SEND or functional education-impact report is more appropriate. Do you diagnose ADHD or autism? No. Our ADHD and ASD functional assessments do not diagnose ADHD or autism. They explore how attention, executive functioning, communication, sensory context, social participation, environment and support needs affect education, study, work or daily life. If a diagnosis is required, we can help identify the appropriate clinical or diagnostic pathway. Can you assess ADHD-related needs without diagnosing ADHD? Yes. We can assess ADHD-related functional needs in education or work. This may include attention, planning, organisation, working memory, task initiation, emotional regulation, workload and environmental demands. The report focuses on support, adjustments and provision. Can you assess autism-related needs without diagnosing autism? Yes. We can assess autism-related functional impact in education or work. This may include communication demands, sensory context, transitions, predictability, social participation, environment, workload and support needs. The report does not provide a diagnosis. Can you provide evidence for DSA? Yes. We can provide study-impact and psychological evidence where appropriate for Disabled Students’ Allowance, university support, assistive technology and study-related adjustments. The exact report depends on the student’s needs and existing evidence. Can you provide evidence for Access to Work? Yes. We can provide occupational psychology evidence for Access to Work or workplace adjustments. This may include work-related barriers, role demands, assistive technology, coaching, support workers, communication support or environmental adjustments. Can you assess Specific Learning Difficulties or dyslexia? Yes. We can assess literacy, processing, written output and SpLD-related needs. Where a formal diagnostic SpLD report is required, we will confirm the appropriate assessment route and evidence standard before proceeding. Can you help with exam access arrangements? Yes. We can provide advisory evidence for exam access arrangements where appropriate. The school, college or exam centre remains responsible for making the final access arrangements decision. Do you assess capacity? Yes, where the question is decision-specific and within the appropriate professional scope. Capacity assessments must relate to a clearly defined decision and should not be treated as a general judgement about a person’s abilities. Can you review existing reports? Yes. If you already have several reports but no clear plan, we can provide an Integrated Case Review and Provision Audit. This helps translate existing evidence into practical recommendations for education, work, support, EHCP planning or professional decision-making. Are assessments online or in person? Many assessments can be completed online, depending on the purpose, tools required and the person’s needs. Some assessments may require in-person testing, observation or professional consultation. We will confirm the best approach during triage. Who writes the reports? Reports are led by appropriately qualified professionals. NavigateSEND’s core reports focus on educational, occupational and functional psychology. Where clinical, diagnostic, neuropsychological, medical or forensic opinion is needed, this should be provided by a suitably qualified professional. ### Not sure which assessment is right? Use our Assessment Finder or get in touch and we can help identify the clearest next step. 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Where a formal diagnostic SpLD report is required, the appropriate assessment route and evidence standard will be confirmed before proceeding." }, "name" : "Can Navigate SEND assess Specific Learning Difficulties or dyslexia?" }, { "@type" : "Question", "acceptedAnswer" : { "@type" : "Answer", "text" : "Yes. Navigate SEND can provide advisory evidence for exam access arrangements where appropriate. The school, college or exam centre remains responsible for making the final access arrangements decision." }, "name" : "Can Navigate SEND help with exam access arrangements?" }, { "@type" : "Question", "acceptedAnswer" : { "@type" : "Answer", "text" : "Yes, where the question is decision-specific and within the appropriate professional scope. Capacity assessments must relate to a clearly defined decision and should not be treated as a general judgement about a person's abilities." }, "name" : "Does Navigate SEND assess capacity?" }, { "@type" : "Question", "acceptedAnswer" : { "@type" : "Answer", "text" : "Yes. Where there are several reports but no clear plan, Navigate SEND can provide an Integrated Case Review and Provision Audit. This helps translate existing evidence into practical recommendations for education, work, support, EHCP planning or professional decision-making." }, "name" : "Can Navigate SEND review existing reports?" }, { "@type" : "Question", "acceptedAnswer" : { "@type" : "Answer", "text" : "Many assessments can be completed online, depending on the purpose, tools required and the person's needs. Some assessments may require in-person testing, observation or professional consultation. The best approach is confirmed during triage." }, "name" : "Are Navigate SEND assessments online or in person?" }, { "@type" : "Question", "acceptedAnswer" : { "@type" : "Answer", "text" : "Reports are led by appropriately qualified professionals. Navigate SEND's core reports focus on educational, occupational and functional psychology. Where clinical, diagnostic, neuropsychological, medical or forensic opinion is needed, this should be provided by a suitably qualified professional." }, "name" : "Who writes Navigate SEND psychological assessment reports?" } ] } ```