Conatus services to Schools and Academies

Conatus Clinical and Educational Psychologists offer a comprehensive range of services to Schools & Academies. Our goal is to supply services in full to a partner school and to complement existing specialist input. When in discussion with a prospective school, we take time to understand the needs and priorities of the individual school, before suggesting a raft of inputs that are tailored accordingly.

All our Psychologists are registered with appropriate regulatory bodies, receive ongoing support, professional development and clinical supervision from experienced colleagues. This results in a bespoke offer to your school addressing learning needs, positive well-being and promoting impact on key marginal learning goals.

Conatus staff in Schools will work at different levels – from support to individual young people and work with groups of students, through to supporting staff and the development of supportive systems around pupils and professionals.

Examples of Support of this support include:

  • Assessing the learning and emotional needs of young people through direct work. This may include direct assessment (using supportive interview techniques and test materials, as required), consultation with staff and parents, and direct observation. A consultation is a collaborative conversation between psychologist and significant adult(s) working with that child, which seeks to develop understanding of, and solutions to, perceived problems.
  • An individual assessment will cover some or all of the following, and the focus of assessment can be agreed with the educational setting in advance: Current levels of literacy and numeracy attainment and learning approach to these; cognitive ability; self-esteem, pupil aptitude, strengths and interests. Assessment ideally takes place over time, within the context in which the difficulties occur, and involves relevant people who are concerned. When all of the above information has been gathered, a report is written to document the assessments that have been used, who has been involved and what are the conclusions and recommendations to inform future planning. This should be a ‘live’ document, shared and acted upon by all staff – and suggestions made subject to review and further evaluation.
  • Developing and supporting intervention following assessment that promotes positive behaviour and learning.
  • Use of evidence-based interventions to support emotional well-being and address emotional needs and difficulties (such as anxiety and stress). This is also accessible at the individual level.
Supportive Systems
  • Work on effective policy and practice in relation to specific issues, such as whole-school behaviour management
  • Develop supportive solution focused approaches to facilitate staff well-being and integrated approaches to pupil support
Types of direct support to parents and professionals
  • Consultation and Drop-In sessions to discuss particular issues.These can focus on the needs of young people with and without a recognised area of special educational need.
  • Development of Training and Workshops
Types of Training/Workshops Offered for school-based professionals (Teachers, Teaching Assistants, Lunchtime and Playtime staff)
  • Working with young people with specific needs such as peer relationship difficulties, development of nurturing provision/groups; peer mentoring, supporting behaviour management; increasing pupil motivation and self-effectiveness
Types of Training/Workshops Offered for professionals and adapted for parents
  • Working with young people with specific needs such as attachment, Attention Deficit and Hyperactivity Disorder (ADHD), Autism Spectrum Conditions (ASC), challenging behaviour (with and without additional complex learning needs). Also, strategies to address specific learning difficulties (including dyslexia), supporting children in managing their emotional well-being and the promotion of resiliency. Training for whole-school approaches, including growth mind-sets, attachment and trauma in school, positive behaviour policies.

School management and pupil care

Educational Psychologists can support the setting up, the monitoring and the development of interventions.
These will have the aim of skilling up staff in particular areas:
  • Anti-Bullying Strategies
  • Friendship Groups
  • Self-Esteem Groups
  • Social Skills Groups
  • Staff problem-solving/solution-focused support groups
  • Nurturing Systems
  • Assessment of the environment and impact on individuals and groups
  • Planning for and Management of classroom behaviour
  • Dealing with Covid-19, Effects of the pandemic and lockdown
Benefits to schools:
  • Improvement in staff and pupil confidence and well being
  • Improved staff knowledge and understanding
  • Consistent practice and expectations throughout the school (for systems work)
  • Improved cohesion for all within the school community, with enhanced relationships
  • Improved learning for pupils
  • Improved understanding of learning strengths and difficulties
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