Dr Olenka Dean

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Dr Olenka Dean

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Educational Psychologist helping SENCos to enhance their assessment practices, so they can create comprehensive and tailored intervention plans that ensure timely support and better outcomes for children.

26/03/2026

Who is the Smarter Assessments Workshop for?

This online workshop is designed specifically for:

✔ SENCOs in early years, primary or secondary settings and specialist settings too
✔ Assistant SENCOs stepping into greater responsibility (those who support SENCos/anyone on SEN team at school who helps with assessments/interventions)
✔ Schools preparing for EHCP processes or increased scrutiny
✔ Professionals who want a clearer, stronger, more efficient assessment process that gives the an evidence informed intervention plan based on a clearer understanding of the child’s needs.

If you’re responsible for assessment writing and want to feel more confident, more robust, and more time-efficient in your approach — this session is for you.

📍 Online workshop
🎟 Book your place here:
https://www.eventbrite.co.uk/e/smarter-assessments-workshop-for-sencos-tickets-1982186598475?aff=oddtdtcreator

Places are limited to allow meaningful discussion and practical application.

24/03/2026

One comment that really stayed with me:

“More effective assessment looking at a bigger picture not just academics.”

Another:

“The need for a holistic approach.”

This is so important.

Because when we reduce assessment to attainment scores, we miss:

• Emotional regulation
• Language processing
• Sensory factors
• Executive function
• Context
• Strengths
• Pupil voice

The Interactive Factors framework we use in the workshop forces us to sit back and ask:

What else might be influencing this presentation?

Not just:
“What level are they working at?”

But:
“What is getting in the way of them showing what they know?”

That’s where understanding deepens.
That’s where provision sharpens.
That’s where pupils feel seen.

If you want assessment to feel more joined-up and less fragmented, DM me “Smarter.”

19/03/2026

SENCOs carry significant responsibility.

Your assessments shape provision, influence decisions, and impact families directly. When scrutiny is high and time is limited, having a clear, structured approach matters.

The Smarter Assessments Workshop for SENCOs is an online session designed to help you refine your assessment process so it feels:

• Structured, not reactive
• Confident, not cautious
• Evidence-led, not overwhelming
• Efficient, not exhausting

This workshop is for SENCOs and SEN leaders who want to strengthen the quality and clarity of their assessment writing while protecting their time.

📍 Delivered online
🎟 Book your place here:
https://www.eventbrite.co.uk/e/smarter-assessments-workshop-for-sencos-tickets-1982186598475?aff=oddtdtcreator

Strong assessments support strong outcomes — for pupils, families and schools.

17/03/2026

Before the workshop even begins, I ask SENCos:

“What do you hope to gain from this training?”

And the answer that stood out most this time?

A clearer framework for assessments.
(16 out of 18 selected it.)

Not more paperwork.
Not more tests.
Not a magic screening tool.

A framework.

That word matters.

Because when assessment feels unclear, everything feels heavier:

You second-guess which tool to use.
You’re unsure whether the data is telling you what you think it is.
You struggle to explain your reasoning confidently to parents or SLT.
Interventions get put in place… but you’re not entirely sure they match the need.

The other top responses were telling too:

• Better interpretation of assessment data (11)
• Stronger link between assessments and interventions (11)
• More confidence in selecting tools (9)
• A more structured approach to monitoring interventions (8)
• Better ways to incorporate pupil strengths and voice (6)

If you zoom out, all of those point to one thing:

SENCos don’t want more information.

They want coherence.

They want to know that when they assess, it leads somewhere.
That when they interpret data, it informs action.
That when they plan provision, it’s grounded in real understanding.

And I think that’s important.

Because the narrative around SEND is often about lack of time, lack of funding, lack of capacity.

Those are real.

But underneath that, what I see again and again is this:

Highly committed professionals who want to feel confident and systematic, not reactive.

Assessment shouldn’t feel like firefighting.

It should feel like leadership.

And that starts with a clear framework.

If you’re a SENCo and you’ve ever thought,
“I just want to know I’m doing this properly,”

You’re exactly who I built Smarter Assessments for.

12/03/2026

One of the pieces of feedback from Part 1 of Smarter Assessments simply said:

“The formation of the assessment process. It’s given structure.”

That word again.

Structure.

Another SENCo wrote:

“Brilliant morning! Focusing upon a ‘working hypothesis’ bringing clarity to the process.”

And that’s the shift.

When assessment feels unclear, everything feels heavier.
When there’s no framework, every referral feels urgent and equally complex.

But when you build around:

• A working hypothesis
• A structured assessment process
• A deliberate look at the bigger picture

Assessment stops being reactive.

It becomes strategic.
It becomes leadership.

And the most powerful part?
That clarity doesn’t come from adding more assessments.

It comes from knowing why you’re choosing the ones you are.

If you’d like to build that kind of clarity into your setting, DM me “Smarter.”

10/03/2026

“Behaviour.”

I see this written in referral forms all the time.

But behaviour isn’t an explanation.
It’s a description of what we can see.

If a child throws a chair during maths, that’s not the difficulty.
That’s the signal.

The real work, the part that makes assessment smarter, is asking:

What might explain this?

Is it cognitive overload because the concept isn’t secure?
Is it working memory collapsing under multi-step instructions?
Is it difficulty shifting between tasks?
Is it anxiety?
Is it a communication breakdown?
Is it sensory overwhelm during transition?

When we don’t generate hypotheses, we jump straight to strategies.

Sticker charts.
Time out.
Movement breaks.
Catch up maths.

Sometimes they work.
Often they don’t.

And when they don’t, SENCos start to doubt themselves.

The shift that changes everything is this:

From
“He has behaviour.”

To
“Our working hypothesis is that cognitive overload during independent maths tasks is leading to escape behaviour. If this is correct, we would expect incidents to reduce when scaffolding is increased.”

That’s not just more professional language.

That’s clarity.
That’s leadership.
That’s systematic assessment.

If you’re a SENCo trying to move from firefighting to structured thinking, this is the work.

DM me “Smarter” if you want to know how I teach this framework in schools and trusts.

05/03/2026

Assessments shouldn’t feel like guesswork.

If you’re a SENCO juggling referrals, reports, meetings and mounting expectations, you need a process that is clear, robust and defensible — without costing you your evenings.

The Smarter Assessments Workshop for SENCOs is a practical online session focused on helping you:

✔ Strengthen the clarity of your assessments
✔ Improve confidence in professional judgement
✔ Align evidence more effectively
✔ Work more efficiently without compromising quality

This isn’t about doing more.
It’s about doing it smarter.

📍 Online workshop
🎟 Book your place here:
https://www.eventbrite.co.uk/e/smarter-assessments-workshop-for-sencos-tickets-1982186598475?aff=oddtdtcreator

If assessment is part of your role, this session was designed with you in mind.

03/03/2026

Before every Smarter Assessments workshop, I ask SENCos:

“What are the main barriers or difficulties in assessing pupil needs?”

Here are some of the answers from one recent cohort:

Time.
Time.
Time scales.
Limited resources.
Very small team.
Complex needs.
Overlapping needs.
Waiting lists.
Not knowing what to look at first.
Not feeling qualified enough.
Not knowing which assessments to use and when.
Lack of EP support under traded models.
Separating behaviour choice from behaviour driven by need.
Students not engaging reliably in assessment.
Data that isn’t SEN-friendly.

Eighteen responses.

Not one said:
“I don’t care enough.”
“I’m not trying hard enough.”
“I don’t want to improve this.”

The barriers are systemic.
Structural.
Capacity-based.
Clarity-based.

And this is the bit that matters:

Most SENCos aren’t struggling because they lack commitment.

They’re struggling because they’re trying to assess complex, overlapping needs without a clear, systematic structure for thinking.

When you’re not sure what you’re testing…
When you’re not confident which tool to use…
When referrals keep coming…
When EP time is limited…

Assessment starts to feel overwhelming rather than purposeful.

That’s exactly why hypothesis-led thinking is so powerful.

Because when you can say:

“Our working hypothesis is that working memory overload is driving task avoidance.”

or

“We believe expressive language difficulties are contributing to behavioural escalation.”

You suddenly know:
• What to assess
• What not to assess
• What to prioritise
• What to trial
• What to stop doing

Clarity reduces overwhelm.

Structure reduces emotional load.

And confidence doesn’t come from having more time, it comes from knowing what to do with the time you have.

If you’re a SENCo and any of those pre-workshop responses felt painfully familiar, you’re not alone.

And it’s not about working harder.

It’s about thinking smarter.

26/02/2025

Do we really know the full story?

When assessing a child, it's easy to focus on the behaviours we see in school.

But without understanding their background, we're working with only half the picture.

🧐What do we know about their home life?
👶 Were there complications during birth?
🏡 Has their family experienced trauma or instability?
📚 How does their family feel about education?

Each of these factors shapes a child's development, learning, and well-being. We can't support them effectively if we don't truly understand what's going on.

So how do we gather this information?

The truth is, you don't need complicated questionnaires or lengthy forms.

A simple, open, and non-judgemental conversation with parents or carers can reveal so much.

As an EP, I always have joint consultation between school staff and parents.

And I'll be honest - sometimes, the dynamic can feel a little tense at first.

It takes time to build trust and balance the conversation - but every time, it's worth it.

💡 It helps staff hear a parent's perspective - even if they don't fully agree.
💡 It offers insights into what parents prioritise and how they see their child.
💡 It can even highlight parental needs, which in turn affect the child's experiences.

A more complete picture leads to better support.

And that starts with listening.

How do you gather background information? If this resonates, DM me the word "Smarter" to explore how to make your assessments more holistic and impactful.

24/02/2025

Are we truly seeing the whole child?

When we focus only on a child's difficulties in assessment, we risk missing the bigger picture.

Yes, identifying challenges is crucial - but what about their strengths?

What about the qualities that make them who they are?

Just today, I was writing about a child with learning and language delays alongside social communication differences. If I had only focused on these needs, the picture would have felt incomplete - clinical, even.

But weaving in his strengths? That changed everything.

🦖 His curiosity and enthusiasm for dinosaurs and LEGO weren't just hobbies - they were engagement tools.

🧲His spatial reasoning in building intricate structures with magnetic tiles hinted at strong problem-solving skills.

💡His perseverance - returning to tricky tasks even after frustration - wasn't just resilience; it was a strength we could build on.

🎭His imaginative play and storytelling skills gave us a key into his communication style.

By incorporating strengths into formulation, we do more than just paint a fuller picture - we unlock real opportunities for growth.

✅ Strengths give us entry points for learning.

✅They shift the narrative from deficit to potential.

✅They show us how to support a child, not just why they need support.

Every child has strengths. The question is - are we looking for them?

If you're ready to move beyond problem-focused assessment and start seeing the whole child, DM me the word "Smarter"—let's talk about how we can embed strengths into your assessments.

13/02/2025

Ever since I was little, I loved being around kids.

My parents always told me that I loved taking care of my baby cousins and I'd always rush to help someone who had been hurt.

Naturally, I always knew I wanted a career working with children.

What I didn't expect was that psychology would become such a key part of that journey.

I was all set to study medicine, but during my university application process, I suddenly had a realization that it wasn't the right fit for me.

It wasn't so much a sudden change, but more of a new confidence to carve my own path.

And that's what led me to psychology.

Fast forward to after university, when I was searching for my next steps and found the role of an Educational Psychologist.

It all clicked.

The more I explored different roles, the more I realized that being an EP gave me the chance to solve problems, support kids, and provide practical solutions, which sounded like my dream job!

Funny how, sometimes, you need that spark of confidence to make a big leap.

Just like when I decided to move from my role with a fantastic local authority team to create my own programme - I truly believed I could make a difference, and it was worth the risk.

How has your path evolved?

Address

Guildford
GU2

Website

http://www.drolenkadean.com/

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