ABSTRACTThis study attempts to investigate the relationship between the reported test results within educational psychologists’ (EP) assessments and the actual provision specified on the Statements of Special Educational Needs issued by a local educational authority within the UK under the terms of the 1993 Education Act. Data were drawn from the EPs operating in both rural and urban areas. A discriminant function analysis was applied to the data which indicated cognitive ability and writing speed assessments were correlated with the provision outcomes of the statementing procedures. The relative insignificance of educational attainments, especially reading scores, in affecting these decisions was an unexpected finding of the study. The results raise the significance of the discriminant function analyses’ ability to produce a probability score, given a particular case's test profile, of the most likely provision that will be allocated on the basis of how such profiles have been interpreted in the past. The feedback of such information to the Special Needs Departments would contribute to the quality ‐monitoring process by stimulating consistency in decision‐making as specifically referred to in the recent Code of Practice