Assessment should not make a child feel like a problem
Children benefit when assessment is framed as a way to understand how they experience the world and what helps them, rather than as a search for faults. Language should be age appropriate and respectful.
Where a diagnosis is not supported, feedback should still explain the evidence, alternative possibilities and recommendations for the needs that remain.
This website cannot decide whether the service is suitable for you, provide a diagnosis, guarantee that another organisation will accept a report or provide emergency support. What is included, the evidence needed and the purpose of the report are discussed before an assessment begins.