For Parents

Starting an assessment process often begins with questions and observations that parents naturally have about their child.

Starting With Your Questions and Observations

We conduct assessments to support parents to figure out answers to questions that they may have. Typically, the question begins from something that a parent might notice and wonder about.

For example, a parent might notice that their child focuses intently on things that they are interested in and finds it more difficult to concentrate when they are not interested. A parent might notice that their child has high levels of energy in their body and in their mind. A parent might notice that their child prefers routines, structure, and predictability, and can become upset when things are changed last minute.

Some parents notice that their child prefers to observe their peers before joining in. Others notice that their child has a heightened sensory landscape and that different sensory experiences can be thoroughly enjoyable or deeply uncomfortable.

Parents might also notice that their child finds subjects such as maths or English more challenging, or that there are certain aspects of the curriculum that are more difficult for their child to access. There are many different questions parents can have, and experiences like these are very common.

The First Conversation: Choosing the Right Assessment Pathway

The first step is always a conversation with parents about their observations and the questions they have. During this conversation, we explore what you are noticing and what you are hoping to understand better.

Together, we decide which assessment pathway is likely to be the most helpful. We also discuss practicalities such as insurance, available dates, and what the assessment process involves.

Preparing for the Assessment Day

When it is time for the assessment, I usually recommend that your child misses a morning of school. I also suggest that they have a good night’s sleep, a good breakfast, and that they arrive feeling as rested and energised as possible.

Arriving at the Clinic

When you and your child arrive at the clinic, our warm and welcoming reception team will take your details and let me know that you have arrived.

You will then be invited to take a seat in the waiting area where there are toys, books, and fidgets available, as well as water if needed.

What the Assessment Process Looks Like for Your Child

I will come to the waiting area to meet your child, introduce myself, and then invite them into my clinic room to begin the assessment. It is very common for children and young people to feel a little uncertain when meeting someone new. This is completely okay, and I take things at a pace that feels manageable and supportive for your child.

When your child enters the clinic room, my first priority is helping them feel comfortable. I check whether your child needs to use the bathroom, which is very close to my clinic room. I also offer water and check lighting preferences. Some children prefer dimmer lighting, while others prefer brighter lighting, and we can adjust this together to suit what feels best.

At the beginning, I usually spend a little time chatting to help your child settle. I enjoy hearing about your child’s interests and passions, and I often share small details about myself, such as being from Ireland, missing the rain, or enjoying Gaelic football. Some children enjoy chatting and others prefer not to — both are completely okay. There is no pressure for your child to speak more than feels comfortable.

What we do during the assessment depends on the questions we are exploring together and the assessment pathway we have chosen.

If we are exploring social communication styles, this may include looking at how your child communicates with others and forms relationships. We might explore how your child responds to routines and structure, and how they experience their sensory world, including sight, sound, smell, taste, and touch.

Your child will meet with me and one of my colleagues. My colleague usually engages your child through conversation or games while I complete structured parts of the assessment. This part of the assessment typically lasts around one hour and is followed by a short conversation with parents while your child relaxes in the waiting area.

If we are exploring attention or high levels of energy, we often begin with a cognitive assessment. This involves a series of structured games that start off easy and gradually become more challenging. This part of the assessment typically lasts between one hour and one and a half hours.

After this, your child may spend time with one of my colleagues in a neighbouring room that contains equipment such as mats, swings, and ladders, which many children enjoy. During this time, I meet with parents to talk more about concentration, organisation, activity levels, and spontaneity. Depending on age, some young people may also join part of this conversation, and we can decide together what works best.

If we are exploring your child’s learning profile, the assessment includes several parts. We usually begin with games that increase in difficulty. This is followed by activities involving maths, spelling, and reading. There are also writing tasks and listening activities, including identifying sounds in words. Some of the words are made up, which many children find amusing.

Throughout the assessment, I regularly check in with your child to make sure they feel comfortable and supported. Breaks are offered when needed, and I aim to complete the assessment as efficiently as possible so that your child can return to school or enjoy the rest of their day.

After the Assessment

After the assessment is complete, I bring together all of the information gathered throughout the process. This includes information from parents and teachers, observations, and assessment results. I then write the report.

It is our company policy to share the completed report with parents within ten working days.

At Insights, our reports begin with an overview of your child, including their personality, strengths, and interests. We then outline the assessments completed and the outcomes.

Recommendations are provided to support your child at school and at home. Where appropriate, we also discuss exam access arrangements. To include exam access arrangements, we need to have liaised with your child’s school during the assessment process. We do not share any information with school without parent consent.

When liaison is agreed, we ask teachers to complete a standardised consultation form.

When the report is ready, we hold a parent feedback meeting and a school feedback meeting if you choose.

In Summary

An assessment is an opportunity for me to get to know your child and for your child to get to know me in a calm and supportive environment. The process includes structured activities, conversation, and observation to help us understand how best to support your child.

Everyone at the clinic is warm, welcoming, and ready to help your family feel comfortable and supported. I am really looking forward to meeting you and your child soon.