Illustrative journeys
What it can look like
four illustrative journeys
These four journeys show what each step of an Oakwell assessment can feel like, from the first call to the follow-up. Each one is a composite, based on common situations. None of them is a real person, and none is a promise of any particular outcome.
Oakwell is a new service, so we don’t yet have real stories to share. When we do, they will be shared only with written consent, and labelled as real, as our reviews policy explains.
Who this page is for: anyone wondering what an assessment is actually like, step by step.
A parent of a child aged 8 to 10: after school raised concerns
Getting in touch
Their child’s teacher had mentioned that playtimes and changes to the timetable were hard. The parent wasn’t sure what an assessment would involve, so they booked a free 15-minute call to ask.
Initial consultation
They talked through what home and school had each noticed, and agreed together that an assessment was the right next step.
Questionnaires
The parent completed the questionnaire pack, and a short questionnaire went to the class teacher, so the team could see how things were at school as well as at home.
Developmental history
The parent took part in the developmental history session (ADI-R) online, from home, while their child was at school.
Observation
Their child finds video calls hard, so the observation session took place face to face at home, with a favourite toy nearby and a break halfway through.
Feedback
After the team review, the outcome was explained in plain language, starting with their child’s strengths. The parent asked how to talk to their child about it, and they planned that together.
Report and next steps
When the written report arrived, the parent shared it with the school’s SENCO to talk about support in class. The local SENDIASS explained how asking for an EHC needs assessment works, and that the council makes that decision.
Follow-up call
In the follow-up call, the parent asked about the report’s recommendations for home.
What helped most was knowing what each step involved before it happened, and having the observation where their child felt settled.
A woman in her 40s: after years of wondering
Getting in touch
She had wondered for years, and reading about masking made her look again. She preferred not to phone, so she used the enquiry form.
Initial consultation
They talked about what she had noticed across her life, and what she hoped an assessment would give her.
Questionnaires
She completed the self-report questionnaire at her own pace.
Developmental history
Her parents had died, so nobody could describe her early childhood first-hand. Her older sister joined the developmental history session, and she brought old school reports. CHECK: confirm this is how Oakwell would gather early history (§1)
Observation
The observation session was by secure video, from her own home. She had worried about getting it wrong; the clinician explained that there were no right or wrong answers.
Feedback
At the feedback appointment, the team explained what they had found and why, and what it might mean for work and home.
Report and next steps
She chose to share part of her report with her manager, to talk about adjustments at work, and to look for autistic-led peer support. Who to tell, and when, was her choice.
Follow-up call
In the follow-up call, she asked about telling her family.
What helped most was being taken seriously, and a gap in her early history not being a barrier.
A young person aged 16 or 17: not sure what was wrong
Getting in touch
They had been finding college hard and had stopped going out much. A parent got in touch, and the young person agreed to a mental health assessment at home.
Home visit
Offered the choice, they asked for their parent to stay in the next room rather than join the conversation.
Assessment
Hans asked about mood, sleep and energy, friendships, college, and what they wanted to change. It was a conversation, not a questionnaire.
Clinical impression
Hans explained his clinical impression in plain language. It wasn’t a diagnosis, and he said so.
Signposting
He recommended support through their GP, and, with the young person’s consent, wrote to the GP so they didn’t have to explain everything again.
Mentorship
They also wanted help getting back on track with college, so they began the Goal Coaching Mentorship Programme, working one to one with Hans on a realistic plan.
What helped most was being seen at home, and leaving with a clear plan rather than a label.
A man in his 30s: when the outcome wasn’t autism
Getting in touch
After a stressful year at work, he wondered whether he might be autistic, and got in touch by email.
Assessment
His mother took part in the developmental history session, and the observation session was by secure video.
Feedback
After the team review, the feedback appointment explained that the assessment didn’t show autism, what the team had found instead, and why.
Report
His report set out the strengths and difficulties that had led him to ask, and recommended talking to his GP about anxiety, and an ADHD assessment with another provider, because Oakwell doesn’t assess ADHD.
Follow-up call
In the follow-up call, he talked through how to raise the recommendations with his GP.
It still helped: he understood more about himself, had a clear plan, and knew where to go next. An assessment is never a dead end.
Autism assessment
Ages 6 to adult, and what’s includedMental health
Assessment and triage, with home visitsFAQ
Questions and answers
Not sure what you need? Talk it through with us.
No referral needed. Prefer not to phone? Email or use the form. That’s completely fine.