Psychoeducational and Neurodevelopmental Assessments for Brighton College Madrid Students
Global Education Testing delivers comprehensive psychoeducational assessments for Brighton College Madrid families, providing detailed identification of special educational needs, diagnostic clarification, tailored educational recommendations, and evidence-based guidance for both classroom support and examination access arrangements.
Where appropriate, assessments may support recommendations for accommodations such as extra time in examinations, rest breaks, use of a laptop or word processor, reader or scribe support, reduced distraction environments, assistive technology, modified classroom strategies, organisational support, differentiated instruction, and targeted interventions for difficulties related to dyslexia, ADHD, dysgraphia, autism, executive functioning, processing speed, anxiety, and other learning differences.
These recommendations help ensure that students are able to access learning and assessment in a way that more accurately reflects their abilities, while supporting long-term academic progress, wellbeing, and confidence both within school and during external examinations.
Access is immediate. The full process, from initial enquiry through intake interview, testing sessions, school input, feedback consultation, and the delivery of the written report, runs over 21 days. The comprehensive assessment costs EUR 2,650 and the diagnostic report is anchored in DSM-5-TR and ICD-11 criteria, structured to satisfy the Joint Council for Qualifications, the College Board, and university services within a single document.
Why Brighton College Families Choose Global Education Testing
Global Education Testing supports international school families across Europe, the Middle East, Asia, and beyond. The assessments are conducted by HCPC-registered educational psychologists, with additional professional registrations across Australia, South Africa, and the United States.
For Brighton College Madrid families transferring in from other Brighton College campuses, from UK schools, or from international schools elsewhere, the same Global Education Testing report supports continuity. A child who was assessed in Abu Dhabi, Singapore, Bangkok, Dubai, or Shanghai can bring the documentation forward. A child being assessed for the first time at Brighton College Madrid receives a report structured to follow them onward to any future Brighton College campus or any international destination.
The Examination Pipeline at Brighton College
Brighton College Madrid students will sit IGCSE examinations at the end of Year 11 and A Level examinations at the end of Year 13, with the Extended Project Qualification available as an additional qualification alongside A Levels.
Access arrangements for these examinations are governed by the Joint Council for Qualifications, the UK regulator that oversees most British examination boards. JCQ requires specific documentation to support an application for extra time in exams, supervised rest breaks, the use of a word processor, a reader, a scribe, modified paper formats, or a separate examination room. The documentation must come from a qualified external assessor and must include a completed Form 8 in many cases.
Global Education Testing’s HCPC-registered educational psychologists complete the Form 8 where required, alongside the comprehensive diagnostic report.
Beyond the IGCSE and A Level examinations themselves, the same report supports College Board access arrangements for the SAT, PSAT, and AP examinations that many Brighton College students sit alongside their A Level work for US university applications. It supports UCAS applications and the disability support services at UK universities.
It supports admissions test accommodations for the MAT, STEP, TMUA, PAT, TSA, BMAT, UCAT, LNAT, and other subject-specific Oxbridge and Russell Group entrance tests. And it supports university disability support services across the UK, US, Spain, the Netherlands, and other destinations Brighton College graduates reach.
Comprehensive Psychoeducational Assessments for Brighton College Madrid Students
Global Education Testing provides comprehensive psychoeducational assessments for Brighton College Madrid students who may be experiencing difficulties related to learning, attention, academic performance, executive functioning, emotional wellbeing, or school-based progress.
For parents, teachers, and SENCO teams at Brighton College Madrid, a comprehensive educational assessment provides a detailed understanding of how a student learns, processes information, manages workload demands, and functions within an international school environment.
Unlike a single-condition screening, a full psychoeducational assessment examines multiple areas of functioning to build a complete and clinically meaningful profile of the student’s strengths, challenges, and support needs.
Psychoeducational and Neurodevelopmental Assessments explore:
• Cognitive abilities, reasoning, and problem-solving
• Memory and processing speed
• Reading, writing, spelling, and mathematics attainment
• Attention and concentration difficulties
• Executive functioning skills such as organisation, planning, working memory, and task initiation
• Emotional wellbeing, anxiety, and school-related stress
• Behavioural and social functioning
• Learning differences including dyslexia, ADHD, dysgraphia, dyscalculia, autism spectrum profiles, and processing difficulties
Through standardised assessment tools, behavioural questionnaires, developmental history, educational review, and clinical observation, Global Education Testing Madrid psychologists identify not only what difficulties may be present, but how those difficulties are affecting the student’s day to day functioning at Brighton College Madrid.
This is important within high-performing international school settings where underlying learning differences can sometimes be masked by intelligence, strong verbal ability, compensatory strategies, or high academic expectations.
A comprehensive psychoeducational assessment can help Brighton College Madrid families and SENCO teams make informed decisions regarding:
• Special educational needs identification
• SEN support planning
• Learning support interventions
• Individualised educational strategies
• Classroom accommodations
• Examination access arrangements
• Executive functioning support
• Academic and emotional wellbeing support
Where clinically appropriate, recommendations may support applications for school-based accommodations and examination access arrangements, including:
• Extra time in examinations
• Rest breaks
• Smaller examination rooms
• Use of a laptop or word processor
• Reader or scribe support
• Assistive technology
• Reduced distraction environments
• Organisational support strategies
• Modified classroom approaches and differentiated learning support
These accommodations are designed to reduce the impact of learning differences and allow students to demonstrate their knowledge and abilities more fairly within both classroom and examination settings.
For Brighton College Madrid parents searching for educational psychologists, dyslexia assessments, ADHD assessments, SEN assessments, exam accommodations, or psychoeducational testing for international school students, a comprehensive assessment provides the depth of understanding required for effective long-term educational planning and support.
The Problem with Local Madridian Assessments
A Spanish-language informe psicopedagógico produced by a local Spanish psychologist or neuropediatra will not be accepted by JCQ, by Cambridge International, by the College Board, or by UK and US university disability support services. The format expected, the named subtests, the standard scoring conventions, the diagnostic frameworks (DSM-5-TR and ICD-11), and the qualifications of the assessor are international standards. The Spanish report sits outside the system the international examination boards and universities have built.
The same applies to a school-based observation. Brighton College Madrid will have a Learning Support function and an experienced pastoral team. What the school does not produce is the independent, externally-authored diagnostic documentation that the international examination boards specifically require. The examination boards require independence from the school. The school cannot fill that role from within.
For Brighton College families, the question is which provider produces a report that JCQ recognises, that the College Board accepts, and that UK, US, and international universities accept when the student is ready to apply.
Why an English-Speaking Educational Psychologist Matters in Madrid
Parents and teachers searching for an English-speaking educational psychologist in Madrid find that the field is narrow. The Spanish clinical psychology profession is large, well-trained, and well-regulated, but it operates around Spanish-language assessment, Spanish-language reporting, and Spanish educational frameworks.
For a Brighton College student educated in English under the British curriculum, this is not the right instrument for the right system.
Cognitive and academic assessments produce meaningful results only when delivered in the language of instruction. A Brighton College student educated in English needs to be assessed in English, with English-language norms, by a psychologist who understands the British curriculum the student actually navigates. The assessment tasks, the vocabulary load, the spoken instructions, and the standardised comparison data must all match the working language.
Global Education Testing’s psychologists conduct the clinical work in English. Where parents prefer to discuss findings in their own language, real-time translation is available for the consultation and feedback meetings in virtually any language.
Language Considerations When Assessing for Learning Difficulties
Brighton College Madrid students will often hold three or more languages at varying levels of fluency. English as the language of instruction. Spanish in the local community and through compulsory Spanish lessons. A third language at home for many families, particularly those arriving from other Brighton College campuses globally.
The clinical question of whether a particular difficulty reflects a true learning difference or the developmental footprint of multilingual education is one that Global Education Testing psychologists work with routinely. The cognitive battery is structured to measure reasoning ability with minimal language load.
The phonological processing measures distinguish phonological awareness from English vocabulary. The academic assessment compares the student’s attainment against standardised English-language peers while interpreting findings against the developmental context the student actually grew up in.