Abstract
Summary The 1988 Education Reform Act has given Educational Psychology Services (EPSs) an opportunity to examine the quality of the services they provide. This paper is an attempt to put the rather nebulous concept of ‘quality’ into a perspective that is meaningful to educational psychologists (EP). It also suggests a process by which EPSs can develop the quality of their work. No attempt is made to delineate the role of an EPS. The starting point here is that whatever services an EPS provides, they should be of the highest quality in order to meet the needs of children.
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