Description
As an Educational Psychologist, I lead all assessments personally, supported by my team of specialists. I work with students aged 6 to 16 years, adult learners, and younger kindergarten children who may need early evaluations and intervention. My approach focuses on understanding the whole child. Every evaluation I conduct is detailed, accurate, and designed to translate into a personalized plan with clear, measurable progress.
- Research-informed tools and practice
- Individualized learning plans with clear goals
- Collaboration with families and schools
- Regular review and progress tracking
Comprehensive Evaluation
We use gold standard tools to understand each learner’s profile across cognition, academics, behaviour, and classroom functioning.
Psychoeducational evaluation
- WISC-V (Wechsler Intelligence Scale for Children – Fifth Edition) to profile reasoning, working memory, processing speed, and verbal skills
- WNV (Wechsler Nonverbal Scale of Ability) for students who are nonverbal or not fluent in English, providing a culturally fair assessment of reasoning and problem solving
- SPM (Standard Progressive Matrices) and CPM (Colored Progressive Matrices) for fluid intelligence and nonverbal reasoning
- KTEA-3 (Kaufman Test of Educational Achievement – Third Edition) to measure reading, writing, spelling, and mathematics
- WRAT-4 (Wide Range Achievement Test – Fourth Edition) to screen academic skills
- WAIS-IV (Wechsler Adult Intelligence Scale – Fourth Edition) for older adolescents and adult students
Screening and rating scales
- Conners-4 (Conners Rating Scale – Fourth Edition) to screen attention and executive skills
- BASC-3 (Behavior Assessment System for Children – Third Edition) to measure behavior, emotions, and adaptive functioning
- Vineland-3 (Vineland Adaptive Behavior Scales – Third Edition) for communication, daily living, and socialization
- GARS-2 (Gilliam Autism Rating Scale – Second Edition) for autism screening
- ASRS (Autism Spectrum Rating Scales) for social communication and related traits
- BYI-2 (Beck Youth Inventories – Second Edition) to measure depression, anxiety, anger, disruptive behavior, and self-concept
- SSIS Rating Scales (Social Skills Improvement System) to assess the social-emotional functioning and wellbeing of entire classrooms
Functional and contextual information
- Classroom observation and work sample review
- Teacher and parent interviews and questionnaires
- Student interview to capture the child’s voice
Reporting and next steps
- Clear report with strengths, needs, and specific recommendations
- Guidance for access arrangements and classroom accommodations where appropriate
- Feedback meeting to translate findings into a learning plan
Personalized Learning Plans
We turn insights into a plan that can be used at home and in school.
- Priority goals in academics, attention, organization, and self-management
- Strategies and accommodations for the classroom and at home
- Weekly session plan and home practice
- Progress monitoring with scheduled reviews
Targeted Interventions
Cognitive training with Cogmed
- Evidence-based program from Pearson designed to strengthen working memory, attention span, and processing speed
- Proven effective for students with ADHD and attention difficulties
- Structured exercises with coach support and weekly reviews to sustain gains
Literacy support
- Fast ForWord from Carnegie Learning – an evidence-based program to close literacy gaps in reading, writing, and comprehension
- Reading accuracy and fluency
- Spelling and writing mechanics
- Written expression and planning
- Comprehension strategies and vocabulary growth
Social Emotional Learning (SEL)
- SSIS CoLab – US-based evidence-based intervention to improve social-emotional skills
- Classroom-wide SEL interventions supported by SSIS Rating Scales to assess student wellbeing at the group level
Social skills groups
- Emotion awareness and regulation
- Perspective taking and conversation skills
- Problem solving and friendship skills
Speech and language therapy
- Delivered in partnership with Fatema Mawji, a UK-trained speech therapist
- Language development and articulation
- Pragmatic language for social communication
- Group-based speech and social skills training for functional communication
Life skills and day to day adaptability
- Life Skills Curriculum from the Council for Exceptional Children (USA) – internationally recognized framework
- Personal care and organisation
- Study routines and time management
- Community and safety skills
- Daily living and adaptability training to prepare students for independence
Career guidance and interest evaluation
- Interest and aptitude testing for high school students
- Career pathways and course selection aligned with strengths
- Individual consultations to support future planning
Delivery Options
- After school program at our centre
- Learning support in school in partnership with the SEN team
- One to one and small group formats
- In person and online options when suitable
Who We Support
- Students with all learning challenges and special educational needs.
- Attention and executive functioning needs
- Dyslexia and other reading and writing challenges
- Dyscalculia and mathematics challenges
- Autism spectrum related learning and social communication needs
- Language disorders and general learning difficulties
- Twice exceptional learners who need both stretch and support
Partnership With Schools
We work alongside leadership and teachers to make support practical and sustainable.
- Consultation and case conferences to review student needs and strategies.
- Classroom strategies and resource packs tailored to teacher requirements.
- Professional development sessions on inclusive practice, behaviour support, and literacy interventions.
- Support for access arrangements requests, ensuring documentation aligns with Cambridge and IB board requirements.
- Screening days at school to identify students who may need early support.
- Collaboration with SEN teams to co create learning plans and monitor progress.
By partnering with schools, we ensure that our interventions extend into the classroom, helping teachers manage challenges with confidence and equipping them with the right tools.
What Progress Looks Like
We track outcomes that matter to families, schools, and students.
- Improvements in reading accuracy, fluency, and comprehension
- Better task focus and work completion
- Clearer written expression and planning
- Stronger peer interaction and self regulation
- Gains in working memory and processing efficiency
How It Works
- Enquiry and intake A short call to understand needs and share next steps.
- Baseline evaluation Psychoeducational testing plus screening and classroom inputs.
- Feedback meeting We share findings and co create the learning plan.
- Intervention Weekly sessions and home practice with coach support.
- Review cycle Progress check every six to eight weeks and plan adjustments.
Frequently Asked Questions
Do you work with Cambridge and IB curricula
Yes. Plans and recommendations are aligned with classroom expectations in these curricula and with school policies. We also help students studying the local GED curriculum according to Ministry of Education guidelines.
How long does Cogmed take
Typical cycles run for eight to ten weeks with a coach check-in each week.
Do you provide reports for access arrangements
Where appropriate and based on evaluation data we provide documentation and recommendations that schools can use for their requests.
What ages do you support
We work with early primary through senior secondary and adjust tools and methods to fit the child.
Get Started
Ready to discuss your child or student. Contact us for an intake call. We will guide you through assessment, a clear plan, and the right mix of support to help the learner grow with confidence.
Our Success Stories
"This program can unlock the doors of their mind. It can expose them to the learning they need in a different way that will be successful. It is an excellent program that has helped Ahmed take leaps in understanding of letters and their corresponding sounds, which he has trouble with since starting school. It has also helped him to recognize whole words which helped his reading confidence. The most important improvement that I have witness was that in the beginning of the levels there would be some exercises that he found difficult but as he progressed through the exercise and it became easier for him, his confidence in himself and his intellect grew. He would say things like “I actually am smart” and be very proud of himself. The length of the exercises are also good because it helped to keep his focus and attention. I also liked the fact that he could see his progress in a game as well as he was driven to try and complete them. It helped him to feel that he had accomplished a task. Overall it has been a very effective program for Ahmed and one that I would like to stick with as I see great results not only in Ahmed’s reading but also self-confidence."
Robin
Ahmed’s Mother
Massrat's intervention has helped my son to boost his attention span, sitting tolerance and his vocabulary also improved a lot. Also he could grasp many sight words. The course was explained in a simple and pictorial language where he enjoyed every class and could identify or even imitate the same later. Thank you Ms. Massrat Sheikh for introducing this valuable course to him."
Parent
CSC
“Many thanks for your effort, I really appreciate it. I would like to say few words regarding the program that you provide to my son. The program is wonderful and gave my child the first step of confidence in his English education. Many thanks again and again for your efforts and may Allah bless you and your family”
Aisha
Awab’s Mother
A good child educational psychologist are worth the weight in gold and just as rare. I am fortunate to have connected with Massarat Shaikh for evaluating my child. She is compassionate, caring ,understanding , motivated, reliable and competent in the work. She is a responsive person who would answer your call and return text promptly. I would definitely recommend her for evaluation and guiding your children.
Dr. Danish
Working with Massrat as an adult is a unique experience. I no longer need to get a diagnosis for my parents or teachers to understand how I learn so that they can support me, I have already achieved! Having Massrat give me an intelligence test was a way for me to understand myself better and to understand why I perceive the world the way I do.
Massrat is alway understanding, listening and thinking. She shares her knowledge about how our brains work in a way that is easy to understand. Massrat's only focus is to support those who come to her. She is never demeaning or negative. Massrat works with you to gain an understanding and formulate a plan to make things better.
As an educator I have recommended her to many families, they have all benefited from her guidance and appreciate her dedication to their children and to themselves.
Massrat is always available to all of her clients. The information that Massrat is able to provide through the use of assessment tools provides individuals, parents and teachers the ability to understand the strengths and weaknesses we all have. I like to tell parents that she provides a road map to help us help our children better.
Now that I have gone through the process of assessment and cognitive training alongside Massrat I can tell you that I would not have wanted to take the journey with anyone else. She has guided me to a better understanding of myself and she has supported me along the way.
I would definitely recommend that adults take an assessment with her, teachers refer families to her and children to work with her to develop their skills.
Thanks for everything Massrat!!
SEN Cordinator
