Executive Functioning Assessment

An Executive Functioning assessment explores how a child or young person manages the higher-order cognitive processes that underpin planning, organisation, flexible thinking, working memory, self-monitoring, and task initiation. Difficulties with executive functioning can have a significant impact on learning, independence, and daily life — even when overall cognitive ability is strong.

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Our process

The assessment uses a combination of standardised measures, questionnaires, and clinical observation to build a detailed picture of the young person’s executive functioning profile. Information is gathered from the young person, their parents or carers, and their educational setting to understand how executive functioning presents across different contexts. Areas explored may include attention, inhibition, emotional regulation, planning, organisation, and flexibility.

After the Assessment

Following the assessment, families receive a clear and detailed report that identifies the young person’s executive functioning strengths and areas of difficulty. Practical, evidence-informed recommendations are provided to support strategy development at home and within education — including approaches for organisation, task management, self-regulation, and environmental adjustments.

Pricing and Practical Information

Price

£250

Next Steps
If you would like to discuss whether this assessment is appropriate, please contact us to arrange an initial conversation.

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Our Specialists

Our assessments are delivered by an experienced multidisciplinary team who work collaboratively to understand each child’s profile, learning style, and support needs.

Mrs Kelly Taylor

Education Consultant / ADI-R Assessor / Case-coordinator - SEC, MTA, QTS, Dip. LLB Law, BSc (Hons), PGCE

I’m an education consultant and SEN mum creating inclusive, flexible pathways for children and young people, combining professional expertise and lived experience to help every learner feel safe and thrive.

Charlotte Hartwell

Speech and Language Therapist - HCPC, ASLTIP, RCSLT

I’m Charlotte, a Speech & Language Therapist with 15 years’ experience supporting children with communication needs. I use a child-centred, strengths-based approach to help every young person feel understood.

Victoria Dye

Mental Health Practitioner / ADOS-2 Assessor - APT, ACP

I’m Tori, a neurodivergent practitioner supporting young people to feel safe, understood and confident. I bring warmth, honesty and lived experience to ADOS-2 assessments at Live to Learn.

Kathryn Bishop

Dyslexia & SpLD Assessor & Tutor

I’m Kathryn, a specialist teacher and dyslexia assessor. I use multisensory, research-based approaches to help learners understand their strengths and challenges so they can grow in confidence and thrive.

Cara Redmond

Consultant Clinical Psychologist

I’m Dr Cara Redmond, a Consultant Clinical Psychologist with 20+ years’ experience. I specialise in neurodivergence and trauma, offering neuroaffirming, multidisciplinary support to help children thrive.

Penny Escott

Occupational Therapist - OT, HCPC

I’m Pennie, an Occupational Therapist with 15+ years’ experience in trauma and sensory needs. My neuroinclusive approach helps children and families feel understood and supported to thrive.

Working With Families and Professionals

“The team worked together seamlessly and we felt supported throughout. It never felt rushed or impersonal. The focus on our child’s strengths as well as their needs was reassuring, and the outcomes have been genuinely helpful in moving forward.”

“The assessment and report from Live to Learn were exceptionally clear and practical. The recommendations were specific, realistic, and easy to translate into provision within school. Having the educational context so carefully considered made a real difference.”

“From the very beginning, the process felt thoughtful and well coordinated. The assessment was thorough, but what stood out most was how clearly everything was explained. The report gave us real clarity and helped us understand not just the diagnosis, but what support would actually help our child in school and day-to-day life.”