The initial consultation and appraisal at Emerson House are designed to be a positive and empowering experience for every child.

Following an initial consultation with parents, our Lead Practitioners conduct a comprehensive Diagnostic Appraisal. This incorporates both static and dynamic assessment techniques to identify specific literacy and numerical processing barriers. These appraisals analyse phonological and orthographic needs while investigating the child's emotional well-being and response to learning.

We operate a multi-agency approach, working closely with Educational Psychologists, Occupational Therapists, and other medical specialists. Prior to a consultation, all previous professional reports are reviewed and summarised to ensure a holistic understanding of the child’s profile.

Our findings are integrated with standardised scores and specialist reports to architect a bespoke remediation plan. This may include a recommendation for a period of intensive Intervention Blocks (morning or afternoon sessions) tailored to the individual’s requirements.

Cathryn Learoyd – Lead Practitioner (Hammersmith) Cathryn leads our Hammersmith centre. She specializes in dynamic appraisal and the analysis of literacy remediation needs. Her focus is on the intersection between cognitive processing and resilience coaching, ensuring that every child leaves their session feeling capable and confident.

Vicky Turrell – Lead Practitioner (Hampstead) Vicky leads our Hampstead centre. In addition to conducting diagnostic appraisals, Vicky is a qualified nutritionist. This allows Emerson House to offer advice on dietary and metabolic support where a holistic health approach is considered appropriate for the child's developmental progress.

Imogen Hill - Co-Lead Practitioner Imogen heads our Numerical Cognition and Remediation Programme. She identifies specific number learning difficulties expressed by the child and recommends a course of intervention to enable the child to access the maths education being offered at their school.

Nicola Montague – Specialist Practitioner & Educational Psychologist Nicola is a highly experienced practitioner and a fully qualified Educational Psychologist. Her clinical expertise is available across both our Hammersmith and Hampstead centres. Nicola provides the high-level psychological insights and standardised testing necessary to refine our remediation pathways and support children with complex SEND profiles.

Unlike a traditional educational environment where progress is measured termly, Emerson House operates a continuous diagnostic loop. We believe that effective remediation requires real-time data to remain precise and effective.

Session-by-Session Clinical Documentation

Every single interaction at Emerson House is meticulously documented by our SpLD Experts. At the conclusion of each session, a comprehensive post-session write-up is prepared. This documentation includes:

• Response Analysis: A detailed appraisal of how the child engaged with specific cognitive tasks and multi-sensory protocols.
• Metacognitive Tracking: Observation of the child’s emotional resilience, self-confidence, and processing speed during the intervention.
• Technical Benchmarking: Data on accuracy and fluency across literacy and numerical mechanics.

This data is uploaded into our proprietary Diagnostic repository. We utilise embedded AI analytics to help us to identify subtle patterns in the child's progress.

This AI-driven data, combined with weekly multi-disciplinary team reviews, allows us to recalibrate the intervention strategy for the very next session. We don’t wait for the end of a term to pivot; we adjust our remediation in real-time based on the child's specific neurological response. This level of clinical precision ensures that every minute spent at Emerson House is optimized for the child’s unique profile.

This rigorous, data-driven methodology distinguishes Emerson House as a specialist professional consultancy, providing a level of granular analysis and bespoke intervention that sits outside the scope of a standard school environment.