Neurodevelopmental & Psychoeducational Assessments for Colegio San Patricio Students
Global Education Testing Madrid delivers comprehensive psychoeducational and neurodevelopmental assessments to Colegio San Patricio families via secure video link. Access is immediate.
The full process from initial enquiry through to delivery of the written report takes 21 days. The comprehensive assessment costs EUR 2,650 or the local currency equivalent.
The 20 to 30 page diagnostic report is anchored in DSM-5-TR and ICD-11 criteria, written in English by HCPC-registered educational psychologists, and structured to satisfy the International Baccalaureate, the College Board (SAT, ACT, AP), Cambridge International, JCQ for International A Levels, Spanish university entrance, and university support services within a single document.
About Colegio San Patricio
Colegio San Patricio was founded in 1958 and operates as a Catholic, co-educational, bilingual day school for students aged one to 18 across three Madrid campuses: Serrano in central Madrid and La Moraleja for Early Years and Primary, and El Soto in Soto de la Moraleja for Secondary and High School.
The school is part of the Inspired Education Group, a global network of more than 120 schools across six continents. Colegio San Patricio is consistently ranked among the top schools in Spain, including the number one position in El Mundo‘s annual school rankings and a top five placement in Forbes Magazine‘s best schools list.
The average IB Diploma score at San Patricio is 36 out of 45, against a global average of 29.9, with 100 per cent pass rates, 26 per cent of students scoring above 40 points, and a small number achieving the rare perfect 45/45 each year.
The curriculum combines the Spanish National Curriculum with the IB Middle Years Programme in Secondary and a choice at High School between the IB Diploma Programme (offered in English-only and bilingual English-Spanish formats) and the National Bachillerato.
Annual tuition spans EUR 7,385 to EUR 15,205. A specialised well-being department supports students alongside the academic programme, and Global Education Testing has worked with many CSP families over the years.
What a Comprehensive Psychoeducational Assessment Examines
A comprehensive psychoeducational assessment provides CSP families, teachers, and the school’s specialised well-being department with a detailed clinical understanding of how a student learns, processes information, regulates attention, manages academic demands, and functions within a multilingual, internationally focused environment.
Our Neurodevelopmental and Psychoeducational assessment examines:
- Cognitive abilities, reasoning, and problem-solving
- Working memory, processing speed, and learning efficiency
- Reading, spelling, written expression, and mathematics attainment
- Attention regulation, concentration, and impulsivity
- Executive functioning skills including organisation, planning, task initiation, and self-monitoring
- Emotional wellbeing, school anxiety, and academic stress
- Behavioural and social functioning
- Learning differences including dyslexia, ADHD, dysgraphia, dyscalculia, autism spectrum profiles, and processing difficulties
What the Assessment Unlocks
A Global Education Testing comprehensive assessment supports families in identifying special educational needs, planning classroom and executive functioning interventions, structuring emotional wellbeing support, and applying for examination access arrangements.
The diagnostic findings, where clinically appropriate, support:
- Extra time in examinations
- Supervised rest breaks
- A separate or smaller examination room with reduced distraction
- Use of a laptop or word processor
- Reader, scribe, speech-to-text, and text-to-speech support
- Modified paper formats and assistive technology
- A prompter for students with attention difficulties
- Permission to take medication during examinations
- Organisational, executive functioning, and classroom strategies
The Exam Pipeline at San Patricio
San Patricio’s High School at El Soto delivers two pre-university pathways: the IB Diploma Programme (available in both English-only and bilingual English-Spanish formats) and the National Bachillerato.
IB Diploma students sit external IB examinations at the end of Year 13, with access arrangements administered through the IB’s Inclusive Access Arrangements process, which requires diagnostic documentation anchored in DSM-5-TR or ICD-11 from an HCPC-registered or equivalent assessor, with named standardised subtests and recommendations linked specifically to the diagnostic findings.
National Bachillerato students prepare for EvAU through the Spanish university entrance commissions.
Many San Patricio students also sit the SAT, ACT, and Advanced Placement examinations administered by the College Board for US university applications, with accommodations processed through Services for Students with Learning Challenges.
The same comprehensive Global Education Testing report supports all three systems alongside university support services in the UK, US, Spain, and other destinations.
The Problem with Local Spanish Assessments
A Spanish-language informe psicopedagógico will not be accepted by the IB, by the College Board, or by US, UK, and other international universities.
The format, the named subtests, the standard scoring conventions, the diagnostic frameworks, and the qualifications of the assessor are international standards.
A San Patricio student following the IB Diploma in English needs documentation that satisfies the IB and the College Board, not just the Spanish system. The school’s teachers, the specialised well-being department, and the substantial pastoral structure produce valuable internal observation; what they do not produce is the independent, externally-authored diagnostic documentation the examination boards specifically require.
Why a First Language English-Speaking Educational Psychologist Is the Right Model
Parents searching for an English-speaking educational psychologist in Madrid find that the field is narrow, and the Spanish clinical psychology profession operates around Spanish-language assessment, Spanish-language reporting, and Spanish educational frameworks.
For a CSP student following the English or bilingual IB Diploma, 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, by a psychologist who understands the IB curriculum and the multilingual Spanish-English-German-French environment the student navigates.
Online assessment via secure video link is not a substitute for in-person work; it is a better model for international school families. The student is assessed in their own environment, which reduces performance anxiety and produces cognitive battery results that reflect actual ability. The schedule fits around the family, with sessions outside school hours and no travel between the or to a central clinic.
The geographic constraint disappears: a family with one parent travelling internationally, or a family considering a move between Inspired Education schools globally, can complete the assessment without interruption. Real-time translation is available for parent consultations and feedback meetings in Spanish, German, French, or virtually any other language. Access is immediate. The full process from start to finish takes 21 days.
Why a Comprehensive Ed-Psych Assessment Matters
CSP’s academic position creates a specific clinical situation. The average IB Diploma score at the school is well above the world average. A meaningful proportion of students achieve scores in the top five per cent globally. The cohort sits at the top of the performance distribution, and the cohort’s expectations of itself sit higher still.
This produces two patterns a comprehensive assessment is structured to reveal.
The first is compensation. A bright San Patricio student with dyslexia, ADHD, dyscalculia, dysgraphia, or anxiety may achieve broadly in line with the school’s high average while quietly compensating for the underlying difficulty.
The cognitive ability that gets them into San Patricio and through the IB Middle Years Programme is sufficient to mask the learning difference for years.
The compensation is exhausting. The student presents as bright but inconsistent, brilliant in some subjects and inexplicably weaker in others, capable in oral work and underperforming in written assessments, strong in untimed tasks and struggling under examination conditions.
A single-condition screen applied to a student with this profile may return ambiguous results because the cognitive ability keeps scores out of the diagnostic range on any single measure. A comprehensive assessment, measuring across cognitive, academic, executive function, attention, processing speed, working memory, and emotional functioning domains, reveals the underlying pattern that explains the inconsistency.
The second is the cognitive and emotional cost of operating at the top of the distribution. San Patricio’s recognition of this is visible in the school’s specialised well-being department, which sits alongside the academic programme rather than as an afterthought.
High-pressure academic environments produce anxiety, perfectionism, sleep disruption, and compensatory exhaustion in students who may have no underlying learning difference but who are paying a clinical price for sustaining the level of performance the school expects.
A comprehensive assessment distinguishes between true learning differences and the cognitive footprint of academic pressure, and the report’s recommendations address what is actually happening rather than misattributing the cause.
For both patterns, the integrated picture is what the IB and the College Board specifically require for access arrangements. The clinical evidence must cover the full functional picture, not a single named symptom.
What a Global Education Testing Assessment Includes
The overall clinical battery is selected from the following instruments based on the referral question and the age of the student and usually includes:
- Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) for cognitive assessment of students under 18, or Wechsler Adult Intelligence Scale (WAIS) for students 18 and over
- Wechsler Individual Achievement for academic functioning across reading, writing, spelling, and maths
- SNAP-IV 26 for ADHD screening through parent and teacher report
- Conners for older students reporting on their own attention, executive function, and behavioural profile
- Executive Skills Report for working memory, planning, organisation, and task management
- Taylor Complex Figure Test for visual-spatial construction, planning, and visual memory
- Rapid Automatized Naming (RAN) from the CTOPP-2 for phonological processing where dyslexia is suspected
- Rotter Incomplete Sentences for Adolescents for emotional functioning and adjustment
- MOXO Continuous Performance Test for attention and impulsivity under simulated real-world distractor conditions
- Diagnostic Interview for Social and Communication Disorders (DISCO) where autism spectrum diagnosis is indicated
The assessment integrates session observations, the student’s description of their difficulties, school reports, and teacher observational reports alongside the standardised instruments. The written report runs to 20 to 30 pages and serves parents, San Patricio teachers and the specialised well-being department, the IB, the College Board, Spanish university entrance commissions, and university admissions offices.