We offer a link EP service, where schools or organisations can purchase regular days of time with a consistent EP across an academic year, such as half-termly (6 days), or monthly (11 days). 

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Please get in contact for our Link EP information sheet and school contract.

• PATH: Exploring a shared vision of a positive and possible future, and the goals/steps required to get there.

• MAP: Similar to a PATH, but exploring the journey to date, and fears for the future.  

• Circle of adults: Group problem-solving to help provide a deeper understanding of a YP's needs - helpful for SEMH cases. 

• Solution circles: Similar to CofA (but a shorter process), to help staff become 'unstuck'. 

• Person-centred review: Exploring what is working and not working - helpful at transition/planning/review points.

• Multi-element plan: 'Functional analysis' of behaviour and identification of supporting strategies.​

As defined by The Tavistock 'supervision is a work-based learning relationship, characterised by relating and reflecting.' Within this, sessions aim to provide professional, emotional and peer support to professionals within a safe, reflective, containing and therapeutic space to support the development of knowledge, skills, confidence, reflective practice, and wellbeing.

Following Tavistock training in this area, GPS offer the following:

• One-to-one supervision for professionals working with children and young people, such as in schools and residential children's homes.

• Group supervision for teams of staff or professionals working with children and young people.

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Please get in contact for a more detailed supervision information sheet. 

This may include individual or group therapeutic work to promote staff or student development and wellbeing. Examples and approaches include:

• EBSA support sessions - support around school-based anxieties to help promote reintegration back into school

• Sibling support sessions - providing time and space to reflect on and process family experiences of being a sibling

• General emotional literacy, regulation and/or anxiety sessions

• Acceptance and commitment therapy approaches, including values work

• CBT-based approaches e.g. working through starving the anxiety or anger gremlin workbooks. 

• Positive psychology workshops - promoting staff and student wellbeing

• Breathwork and mindfulness-based approaches

• Exam stress/staying strong through exams workshops

• Circle of friends - to support with friendship difficulties

• VIG (Video Interaction Guidance) - promoting attuned communication & relationships (e.g. parent-child or teacher-student)

• Child bereavement support ​​

• Resilience programmes e.g. Smart Moves, and FRIENDS

Telephone, video/virtual, or face-to-face meetings e.g.:

• Initial consultations.

• ​Key adult/parent/staff consultations.

• Staff surgeries.

• SENCo circles.

• Person-centred planning meetings for children/young people (see opposite). 

• PATHs/MAPs for schools/ organisations/ teams (see opposite). 

The stages of a full EP assessment over time typically include:

• An initial consultation - typically online.

• A key adults consultation or mini-PCP meeting. 

• Setting observation (or home visit if not attending school). 

• One-to-one work to elicit views. 

• Direct assessment work.

• A full written EP report.

• Feedback/target setting meeting and updated report. 

• Review meeting and updated report.

Training may include a whole day, half day, or twilight sessions/workshops for school staff, professionals and/or parents/carers. All training sessions require an implementation initial consultation prior to planning and delivery. Training can be facilitated in a range of areas related to psychology. Examples include:

• Trauma and attachment (see below)

• Nurtured parenting, nurtured sleep

• Emotionally-based school avoidance

• Understanding behaviour

• Positive psychology

• Mindfulness

• Autism

• Working memory

• Precision Teaching

• Solution Circles 

• ELSA training

• MeLSA training

• The EP role