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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.