NB. For reports presented as supporting evidence for EHC Plans, I consent, along with other contributors, for local authority associates to utilise the content when formulating statutory advice.

1. Introduction

Child A presents with significant difficulties in communication, emotional regulation, sensory processing and social understanding. These needs affect daily engagement, access to learning and participation in the routines of the school day. He requires sustained adult support across most activities, particularly when interacting with peers, managing change, coping with sensory demands or understanding verbal information. He was referred for Educational Psychologist involvement by staff at Example Primary School.

This report is based on:

• Online consultation with school staff.
• Written parental views collected by the school and shared securely.
• Uploaded documentation including EHCP application paperwork, paediatric correspondence, provision maps and relevant school records.
• Review of work samples uploaded by the school.
• Direct online interaction with Child A via Teams, supported by a familiar member of staff (for example a teaching assistant), where appropriate.
• When a direct online meeting with the child is not possible, staff may provide a short observational video clip to illustrate engagement and learning behaviours.

No live parent meeting was carried out, as parental views were provided in writing via the school.

No cognitive testing was carried out, as this is an online consultation-based piece of work.

This report does not provide a clinical diagnosis. It describes an educational profile in which autism-profile characteristics are evident and explores how these needs affect learning.

2. Information from Staff

Staff describe Child A as a curious and observant pupil who shows strong interest in topics that match his current focus, particularly animals, vehicles and patterns. When content is highly predictable and visually structured, he can engage meaningfully and demonstrate emerging skills in early reading and number recognition. Staff note that he often notices fine details before others and can recall factual information with accuracy when it relates to a preferred theme. These strengths are most evident when the learning environment is calm, familiar and supported by an adult who understands his needs.

Despite these strengths, Child A is working significantly below age-related expectations due to difficulties with communication, attention, flexibility and emotional regulation. He relies on adult prompting for almost every aspect of learning. Staff report that he struggles to follow verbal instructions, particularly when more than one step is involved, and often appears confused or overwhelmed by spoken language. Even when instructions are repeated slowly, he may not respond unless visual cues are provided and time is given for processing.

Emotional regulation is a daily challenge. Child A becomes distressed when routines change, when demands are unexpected, or when sensory input becomes overwhelming. Dysregulation may present as crying, shouting, moving away from the group or engaging in repetitive behaviours such as hand-flapping, pacing or covering his ears. Staff explained that once distressed, he finds it difficult to calm without adult co-regulation and may withdraw entirely from learning for extended periods. He does not yet have a reliable way of signalling that he is becoming overwhelmed.

Social communication differences create significant barriers. Child A struggles to initiate or maintain interactions with peers and does not consistently use language to express needs. He often observes from a distance but does not join in unless supported. Staff note that he may push, grab or vocalise loudly when frustrated, not out of malice but because he cannot yet access more appropriate communication strategies. His understanding of personal space and turn-taking is limited, and he is vulnerable to misunderstandings and conflict during play without close supervision.

Sensory processing needs are described as considerable. Child A reacts strongly to unpredictable sounds, bright lights and movement around him. He frequently covers his ears, hides behind objects or seeks repetitive sensory experiences such as tapping surfaces or rocking. Staff have observed that he seems to seek both calming input (for example deep pressure) and stimulating sensations (for example spinning or jumping), and he becomes unsettled when sensory input is chaotic or unexpected.

3. Information from Parents

Child A’s parent describes him as loving, funny and affectionate within the family. They report that he enjoys routines and predictable activities, particularly those involving animals, vehicles or water play. At home, he spends time lining up toys, watching favourite videos and repeating familiar phrases from programmes he enjoys. His parent notes that he can be highly focused when exploring preferred interests.

The parent is concerned about his limited speech and the way he becomes distressed when things change suddenly. They highlighted that he may scream, cry or run away when overwhelmed, and that it can take a long time for him to calm. They described difficulties taking him to busy places such as supermarkets or play centres, where noise and movement quickly become too much. Sleep routines are also affected, with periods of restlessness and difficulty settling.

The family expressed worry about the future and about how Child A will manage as expectations increase in school. They want him to be understood and supported rather than seen as ‘naughty’ or ‘disruptive’. They also described the emotional toll of managing daily challenges and trying to explain his needs to others.

4. Information from Direct Online Interaction

During the online interaction, Child A was supported by a familiar member of staff, which helped him feel more comfortable and willing to engage. He communicated mainly through gestures, single words and short phrases. He responded positively to visual activities such as matching pictures, identifying animals and simple colouring prompts. He smiled when discussing topics linked to his interests, particularly cats and trains, and appeared more animated when he could choose between options presented visually.

When demands increased or language became less predictable, he looked away, covered his ears or became silent. He appeared more comfortable when questions were concrete and supported by pictures, and when extra time was given for him to respond. He seemed to benefit from being able to control the pace of activities, for example by choosing when to move to the next task on screen. His presentation in this context was consistent with the profile described by his parent and staff.

5. Information from Observations

Understanding of Child A’s learning profile is based primarily on staff accounts and the direct online session. Where a direct online meeting is not possible, schools may provide a short optional video clip illustrating classroom engagement and learning behaviours. For Child A, descriptions from staff indicated that his presentation in the classroom closely matches how he appeared online, with strengths in focused, visual tasks and marked difficulties managing sensory input and change.

Across settings, he tends to watch others before engaging, often staying close to familiar adults. He responds best when activities are highly structured, visually cued and predictable. When routines change or when noise levels increase, he may withdraw, move away from the group or engage in repetitive behaviours. He requires frequent reminders to move between activities and help to understand what is happening next. These patterns are consistent with the communication, sensory and emotional needs described above.

6. Summary

Child A presents with a consistent pattern of needs across home, school and online EP consultation. Strengths include visual learning, curiosity, detail recognition and the ability to engage with predictable, interest-based tasks. He shows enjoyment in exploring topics related to animals and vehicles and can sustain attention for short periods when activities are carefully matched to his interests and regulation level.

His difficulties relate primarily to communication, sensory processing, flexibility, emotional regulation and social understanding. He struggles to understand and act on verbal instructions without substantial visual support, and his ability to express needs verbally is limited. Sensory sensitivities make busy environments overwhelming and are closely linked to episodes of distress. Changes in routine and unexpected demands are particularly challenging and can lead to prolonged dysregulation.

Socially, he is vulnerable and requires careful adult monitoring to keep him safe and to support him in understanding personal space, turn-taking and how to join or leave interactions. He currently relies on adults to interpret situations for him and to scaffold almost all aspects of his school day. Without a high level of structure and support, he quickly becomes confused, anxious or withdrawn.

This profile is consistent with an autism-profile pattern of learning and development, though this report does not provide or confirm a clinical diagnosis. The interaction of communication difficulties, sensory sensitivities and emotional regulation needs significantly limits his ability to access education and to develop independence. To support Child A effectively, he will require a carefully planned and coordinated package of provision that addresses these needs across the whole school day.

7. Outcomes & Provision

Cognition & Learning

Outcome: Child A will be able to begin and complete a short, structured task from his individualised curriculum with no more than two adult prompts, demonstrated through recorded work samples showing increased task completion and reduced adult intervention.

Provision to support this outcome:

The class teacher will adapt teaching so that core concepts are presented in small, visually supported steps throughout the day, using an individualised curriculum where necessary. Visual supports such as task strips, first–then boards and simple now/next formats will be used consistently. Resources such as the TEACCH approach or Colourful Semantics could be useful when planning.

Adults will provide clear, concrete language supported by gesture and visuals, avoiding long verbal explanations. They will allow processing time and check understanding through simple responses (for example, pointing or choosing) rather than relying solely on verbal feedback.

Learning activities will be highly structured, with clear start and finish points, and linked as far as possible to Child A’s interests (for example animals, vehicles) to increase motivation and engagement.

Communication & Interaction

Outcome: Child A will use an agreed communication system (for example key words, symbols or signing) to request help or a break in at least three different contexts, evidenced by staff records and reduced incidents of distress linked to communication breakdown.

Provision to support this outcome:

The SENDCO and speech and language therapist (where involved) will identify and implement a consistent communication system (for example visual symbols, key word signing or a simple communication book) that is used across the day. All staff will be trained in how to use this with Child A.

Adults will model simple, functional phrases alongside visuals, such as “help please”, “finished”, “more”, “stop” and “toilet”, and will respond promptly when Child A uses these forms of communication. Visual supports such as PECS-style symbols or Widgit-based resources may be useful.

Structured interaction opportunities will be created in small groups, with adult support to scaffold turn-taking, sharing and simple cooperative play. Programmes such as “Attention Autism” or “Intensive Interaction” could be useful when planning.

Social, Emotional & Mental Health

Outcome: Child A will demonstrate improved regulation, shown by shorter recovery times following distress and fewer incidents of high-level dysregulation across the week, as recorded on a simple monitoring chart.

Provision to support this outcome:

A key adult will be identified to provide predictable check-ins at key transition points (for example arrival, after lunch) and to support co-regulation when Child A shows early signs of distress. Approaches from “Zones of Regulation” or “Emotion Coaching” could be useful when planning.

The school will develop and use a simple regulation toolkit for Child A, including visual emotion scales, access to a quiet space and agreed sensory resources (for example weighted items, fiddle toys) to be used proactively and not only once he is highly distressed.

Staff will be supported to recognise early cues of dysregulation (for example increased pacing, covering ears, changes in vocalisation) and to respond with calm, consistent strategies rather than escalating demands.

Physical & Sensory

Outcome: Child A will show increased tolerance of everyday classroom sensory input, evidenced by fewer incidents of covering ears or leaving the area, and greater time spent engaged in group activities.

Provision to support this outcome:

The class teacher and SENDCO will review the classroom environment using a sensory checklist to identify key triggers (for example noise, lighting, visual clutter). Adjustments will be made wherever reasonable, such as providing quieter seating positions, reducing visual clutter and allowing access to ear defenders when appropriate.

Resources such as Sensory Circuit activities or balance boards could be useful. Where an occupational therapist is involved, the SENDCO will liaise to integrate any recommended sensory strategies into the daily timetable and provision map.

Staff across the day will use visual cues to prepare Child A for changes in routine that may alter sensory input (for example assemblies or special events), giving him time to process and adjust. Items such as change cards or transition timers could be useful.

The pastoral team or key adult will support Child A to use calming strategies (for example deep pressure with a weighted lap cushion or breathing prompts) following high-arousal times, such as lunchtime. Resources such as breathing boards or weighted lap cushions could be useful.

Senior leaders will review classroom organisation and routines as part of the school’s wider inclusion work, ensuring that adjustments which benefit Child A also support other pupils with sensory needs where appropriate.

NB. For reports presented as supporting evidence for EHC Plans, I consent, along with other contributors, for local authority associates to utilise the content when formulating statutory advice.

1. Introduction

Child B presents with significant social, emotional and mental health needs which affect attendance, engagement, task initiation, independence and participation in classroom learning. Anxiety heavily influences her confidence, emotional regulation and academic performance. She was referred for Educational Psychologist involvement by staff at Example High School.

This report is based on:

• Online consultation with school staff.
• Written parental views collected by the school and shared securely.
• Uploaded documentation including EHCP application paperwork, paediatric correspondence, provision maps and relevant school records.
• Review of work samples uploaded by the school.
• Direct online interaction with Child B via Teams, supported by a familiar member of staff (for example a teaching assistant or pastoral worker), where appropriate.
• When a direct online meeting with the child is not possible, staff may provide a short observational video clip to illustrate engagement and learning behaviours.

No live parent meeting was carried out, as parental views were provided in writing via the school.

No cognitive testing was carried out, as this is an online consultation-based piece of work.

This report does not diagnose anxiety or any mental health condition. It describes how emotional needs impact learning and participation in school.

2. Information from Staff

Staff describe Child B as thoughtful, articulate and capable when she feels secure. She shows particular interest in English and humanities and can produce high-quality written work when calm and regulated. Staff report that she is reflective, perceptive and able to analyse complex ideas when working one-to-one or in low-pressure situations. She recalls content well and shows genuine curiosity when discussing topics related to her interests.

However, staff are increasingly concerned about the impact of anxiety on Child B’s engagement and academic progress. She struggles to enter busy classrooms, avoids tasks that feel uncertain and becomes visibly tense when asked to contribute in front of peers. Her attendance has fluctuated, with emotional distress making it difficult for her to start the school day. Even when present, she often avoids eye contact, keeps her head down or withdraws into silence when she feels overwhelmed.

Task initiation is a key barrier. Child B frequently “freezes” when presented with open-ended instructions, multi-step tasks or timed activities. Staff note that she often waits for others to begin before attempting work herself. Without careful reassurance and structured guidance, she may disengage entirely. Her work completion is inconsistent, not due to lack of ability but because anxiety reduces working memory capacity and affects her ability to begin, sustain and monitor tasks.

Socially, Child B tends to avoid large groups and rarely speaks in classroom discussions. She worries excessively about being judged or “getting things wrong”. She is polite and kind but keeps a distance from most peers. Staff note that she forms strong relationships only with a small number of trusted adults. She is highly sensitive to criticism—real or perceived—and may misinterpret neutral comments as negative feedback.

Where staff have provided observational information, this shows that Child B participates calmly in small groups, offering thoughtful contributions when prompted softly and non-publicly. In more demanding situations, she sits very still, avoids eye contact and waits passively for instruction. Her movements become small and contained, and she appears physically tense.

3. Information from Parents

Child B’s parent describes her as bright, caring and insightful, with a strong sense of justice. At home, she enjoys reading, creative writing and spending time online. However, they report that she becomes overwhelmed when thinking about school, particularly the social and performance aspects. Mornings are often difficult, with physical symptoms of anxiety such as stomach aches, headaches and shaking.

The parent is worried about the impact of anxiety on Child B’s future education and wellbeing. They report episodes of tearfulness, self-critical comments and worry about others’ opinions. They note that she spends a long time on homework, frequently re-writing work to “get it right”, and becomes distressed if she feels she has not met her own standards.

4. Pupil Views

During online interaction, Child B described feeling “on edge” in school and worrying that people are “looking at me and judging me”. She reported that walking into a busy classroom feels “like everyone is waiting for me to do something wrong”. She stated that she prefers working one-to-one with a trusted adult or in very small groups.

She identified English and history as subjects she enjoys, particularly when she has time to think and can express ideas in writing. She finds maths more stressful, especially when timed tasks are used. She expressed a wish to “be less scared of speaking” and to feel more confident when entering lessons.

5. Psychological Formulation

Information from school, parents and Child B herself suggests a pattern where anxiety is the primary barrier to attendance and engagement. Her underlying cognitive skills and academic potential appear age-appropriate or above in some areas, but these strengths are not consistently expressed due to the impact of anxiety on confidence, working memory, processing speed and willingness to take risks in learning.

Child B’s anxiety appears to be maintained by a combination of factors: high self-expectations, fear of negative evaluation by others, sensitivity to busy and unpredictable environments, and previous experiences of feeling overwhelmed or “stuck” in class. Avoidance of stressful situations provides short-term relief but reinforces anxiety over time.

From a psychological perspective, her difficulties can be understood as an interaction between environmental demands (for example, large groups, time pressure, public performance), internal vulnerabilities (for example, perfectionism, self-criticism) and limited opportunities to develop and rehearse coping strategies in a graded, supported way.

6. Outcomes & Provision

Attendance & Access

Outcome: Child B will attend an agreed number of sessions across the week, gradually increasing participation in key subjects, as evidenced by attendance data and pastoral records.

Provision to support this outcome:

The school, in collaboration with parents and relevant professionals (for example the Education Welfare Officer where involved), will develop a graded reintegration plan. This will include small, achievable steps such as attending a safe space on arrival, joining a limited number of lessons with a trusted adult and gradually increasing exposure to more demanding situations. Local EBSA (Emotionally Based School Avoidance) guidance and materials from organisations such as the Anna Freud Centre may be useful when planning.

A named key adult will be identified to meet Child B on arrival, check in at agreed times and act as a consistent point of contact when anxiety escalates. This adult will liaise regularly with home to monitor progress and adapt the plan as needed.

Cognition & Learning

Outcome: Child B will complete extended tasks in core subjects with reduced anxiety, demonstrated by an increase in submitted work and reduced avoidance behaviours.

Provision to support this outcome:

Teachers will break longer tasks into smaller, manageable steps with clear written and verbal instructions. Where appropriate, visual planners or checklists will be used so that Child B can see the sequence of actions required. Reducing unnecessary time pressure and providing options for how to present learning (for example typed work, bullet points, mind maps) will help to reduce performance anxiety.

Access arrangements such as extra time, a quieter room or rest breaks will be considered for significant assessments, in line with school policy and examination regulations, to reduce the impact of anxiety on performance.

Social, Emotional & Mental Health

Outcome: Child B will use at least two agreed coping strategies to manage anxiety in school, evidenced by her own reports and staff observations of reduced distress in identified situations.

Provision to support this outcome:

Regular sessions with a key adult (for example a pastoral worker or mentor) will be provided to introduce and practise coping strategies such as controlled breathing, grounding techniques and realistic self-talk. Resources such as “The Teen CBT Workbook” or materials from the “Mindfulness in Schools Project” may be useful when planning.

Staff will be mindful of how requests are phrased and will avoid putting Child B “on the spot” unexpectedly in front of peers. Alternatives such as small-group discussion, written responses or pre-agreed contributions will be used where possible.

Relationships & Belonging

Outcome: Child B will report feeling more connected to school, illustrated through pupil voice feedback and increased participation in at least one agreed activity or group.

Provision to support this outcome:

The pastoral team will support Child B to identify one or two structured activities or clubs that feel manageable and are aligned with her interests, such as a reading group or subject-specific club. Attendance will be supported initially by a trusted adult where necessary.

Staff will continue to reinforce Child B’s strengths, noticing and naming specific examples of effort, kindness and contribution rather than focusing solely on outcomes. This will help to build a more balanced view of her abilities and value within the school community.