Psycho-Educational Assessment

A school readiness assessment is performed just prior to a child entering formal schooling (Grade One).

The assessment includes intellectual, emotional, and sensory-motor skills assessment.

School readiness is of prime importance in ensuring that a child does not encounter difficulties through placement in a grade or schooling environment that they do not have the ability to cope with.


Once a child has entered formal schooling, teachers can readily identify whether a child has problems adapting to the demands of formal education, whether intellectually, emotionally, or behaviorally. The child is assessed on five key areas, namely intellectual ability (IQ), scholastic ability (reading, writing, spelling, and mathematics), visuospatial skills, emotional maturity, and personality assessment. The behaviour during an assessment is also noted by the psychologist, including attentional ability, ability to relate to the psychologist, motivation to complete tasks, ability to structure work, ability to work independently, ability to recognize errors, etc.


At the end of Grade Seven, a child has to go on to secondary education. Different types of high schools are available, some specializing in academic achievement, others in technical achievement, as well as remedial high schools, and special schools. This assessment is designed to assist the child and his or her parents in choosing the most appropriate school according to the child’s abilities and needs. The child is assessed on intellectual (IQ) ability, scholastic (reading, writing, spelling, and mathematics) skills, emotional maturity, and personality attributes.


During the course of the Grade Nine year, a child is expected to select six or more subjects that will be written as major subjects in their matric year. The wrong subject choices could have a major impact on the child’s future career choice and a preliminary career guidance assessment can be vital in making the most appropriate subject selection.


During their Grade Twelve years at school, young adults should be preparing for tertiary education. Going on to University—Academic or Technical—the young adult is confronted with a myriad of choices for future careers. This can prove to be extremely daunting and career guidance can be essential in limiting the scope of unsuitable career choices and guiding the child into more desirable career fields. In this assessment, the young adult’s intelligence and personality are assessed through tests and questionnaires and compared to their career paths of choice, as well as their academic achievements up to the time of testing.