INDIVIDUAL THERAPY FOR CHILDREN AND ADULTS (IN CLINIC/ON ZOOM)

All sessions are priced at £130 per session (50 minutes). Please get in touch for details.

Every session is bespoke planned to meet the need of the individual.

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Adult ADHD ASSESSMENT

Two-session in-clinic ADHD assessment — £1,400
• Includes full diagnostic report suitable for medication or workplace accommodations
• Pre-assessment screener (£250) — deducted from final cost when proceeding

Medication pathway (optional)
• Initial prescribing review — £250 (charged separately after diagnosis)

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EDUCATIONAL PSYCHOLOGY CONSULTANCY FEES (IN CLINIC/ON ZOOM)

Consultancy for parents, carers and adults wanting strategies to better support children and young people are priced at £130 per session

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IN CLINIC COGNITIVE ASSESSMENTS- AGES 5-18 YEARS

Cognitive assessment and full Educational Psychology report: £1400

Diagnosis of general and specific learning difficulties, including Dyslexia. I also review social communication, motivation and attention to make this a full assesement. This includes a detailed EP report which can be used with the local authority including outcomes and strategies.

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OTHER EDUCATIONAL PSYCHOLOGY ASSESSMENTS- IN CLINIC OR SCHOOLS

Full assessment of need in all areas, with report in schools: £1200

Full assessment of need in all areas, with report in clinic: £1400

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SCREENING FOR AUTISM, ADHD AND MENTAL HEALTH ISSUES

I can provide a comprehensive pre-assessment to help understand if there may be underlyining neurodiversity, along with mental health issues. I can offer a full report for doctors and schools to support referrals and strategies for schools. Costs are dependant on work carried out.

ONGOING WORK IN SCHOOLS

Schools and trusts can work with me in a number of flexible ways, depending on their needs, capacity and priorities.

Most schools choose one of the following models.

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Ongoing protected EP time

This provides guaranteed, protected Educational Psychology time over an agreed period, supporting continuity, relationship-building and forward planning.

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Schools typically choose:

• One fixed day per week (minimum of 6 days per half term), or

• One fixed day per fortnight (minimum of 3 days per half term)

Time can be used flexibly and collaboratively across the half term and, where appropriate, across multiple sites, with a consistent day in school to support ease of access for staff.

Fixed block of days

Some schools prefer to commission a set number of EP days over a defined period. This model works well for targeted support during times of increased need, such as SEND reviews, staff training, or specific cohorts.

Use of time is planned together and delivered subject to availability.

Ad-hoc EP advice and assessment

Ad-hoc work can be commissioned for specific pieces of work, such as EHCP advice or targeted consultation. This is subject to availability and may involve a waiting time.

Across all models, EP time is allocated collaboratively and may include:

• Planning meetings at the start of each half term

• Consultation-based work to support staff problem-solving and confidence

• Pupil-centred casework using a range of assessment tools and approaches

• Support with local authority processes, including tribunal-level work

• Staff supervision and wellbeing support

• Training for teachers and support staff

• Parent consultations and mediation where relationships feel challenging

• One-to-one trauma-informed therapeutic work

• Small group intervention work, or training staff to deliver these

I work in a relational, supportive way and am very mindful that having another professional in school can feel daunting at first. Schools consistently report that staff feel at ease and find the time practical and meaningful once we begin working together.

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Pricing and availability

Indicative day rates apply from April 2026 and vary depending on the model of support and availability.

Please get in touch to request a full pricing plan or to discuss what might work best for your school, trust or locality. I am always happy to talk through need, priorities and capacity to find an approach that feels realistic and supportive.