Psychomotor progress assessment: report template

A psychomotor progress assessment report is the document a psychomotor therapist writes during treatment, after reassessing the patient, to compare the results with the initial assessment and adjust the care plan. It is also called an interim assessment or a reassessment. It helps you take stock with the family, inform the prescribing doctor and often support a request to continue treatment with the doctor or the coordination and referral platform (PCO), or a file with the MDPH, the French disability office.

This page gives you a section-by-section structure, a filled-in example with a fictional child and the most common mistakes. It completes our initial psychomotor assessment report template.

Initial assessment and progress assessment, what is the difference?

The initial psychomotor assessment sets the starting point. It describes the request, the full history and the psychomotor examination, and states whether treatment is indicated.

The progress assessment comes later, once treatment has started. You do not repeat the full history. You only recall what matters and what has changed in the child's life. The core of the document becomes the comparison between then and now, area by area. Its conclusion is about what happens next, whereas the initial report concludes on the indication.

What this document is for

The progress report has several readers, and each looks for something different.

• The prescribing doctor wants to know whether treatment helps and whether to renew the prescription.
• The family wants to understand their child's progress and what remains hard.
• The PCO needs information to decide on the next steps in the child's care pathway.
• The MDPH may receive it in an application or renewal file.

So write for a non-specialist reader. Technical terms are fine, but each result should be followed by a sentence that says what it means in daily life.

The framework in France

Medical prescription

In France, psychomotor therapy is practised on a doctor's prescription. The French Federation of Psychomotor Therapists (FFP) states this on its page about practising the profession, governed by article R4332-1 of the Public Health Code. The progress report is often what allows the doctor to decide on a new prescription, so state your recommendation clearly.

The PCO pathway

For a child followed through a coordination and referral platform, the technical sheet on the early intervention package published by handicap.gouv.fr states that the package is paid for one year, renewable once. It also says the package includes writing assessment and intervention reports. The sheet does not mention the progress assessment as such. In practice, it is one of these reports and helps decide on renewal and on what comes after the package. Check the exact expectations of your PCO, which may have its own template. See also our early intervention PCO report template.

The MDPH file

When a family applies to the MDPH or renews a file, they often attach reports from the professionals who follow the child. A recent, dated and readable progress report helps the MDPH team understand current needs.

Professional secrecy and access to records

The report contains health information covered by professional secrecy (article L1110-4 of the Public Health Code). Only send it to the intended people with the parents' agreement, and adapt the content to each reader. A letter for the school does not repeat the whole assessment.

Parents can also ask for access to their child's records (article L1111-7). Service-public.fr explains the timeframes and the process. Write as if the family will read every line.

The structure, section by section

Identification and summary of the initial assessment

Name, date of birth and age on the day of reassessment. Name of the prescribing doctor and date of the prescription. Then a short summary of the initial assessment, with its date, reason for referral, tests used and main conclusions in two or three sentences.

Treatment since the initial assessment

Start date, session frequency (for example one session a week), approximate number of sessions, notable absences. Recall the goals set at the start, as written in the individualised treatment plan. Describe the therapeutic activities used in a few lines.

Conditions of the reassessment

Date, place, length and number of sessions used for the reassessment. Describe the child's state (tiredness, cooperation, current medication). Say whether the tests are the same as in the initial assessment, in the same version. If you changed tools, explain why. If the gap between two administrations is short, mention a possible retest effect. The child already knows the task, which can improve the result without real progress.

Progress by area, compared with the initial assessment

Go through the areas of the initial assessment in the same order, for example muscle tone and emotional regulation, gross motor skills and balance, coordination, fine motor skills and handwriting, body schema, laterality, spatial and temporal organisation, attention and regulation. For each, give the earlier result, the current result and one sentence of interpretation. A comparison only makes sense between two results obtained with the same tool.

Clinical observations

What the tests do not show, such as the quality of the relationship, engagement in sessions, how the child handles failure and frustration, changes in their relationship with their body.

Views of the family and the school

Report what the parents say and, with their agreement, the teacher. Give concrete everyday facts such as dressing, meals, the playground, writing in class. Keep what is reported separate from what you observed.

Summary

One paragraph that answers a simple question. Where is the child compared with the initial assessment? Name the progress, the remaining difficulties and any new needs.

Adjusting the plan

Goals reached, goals kept and goals added. Write them in observable terms so you can reassess them next time.

Recommendations

One clear decision among four options: continue at the same pace, space out sessions, end treatment or refer to another professional or service. Add the planned date of the next reassessment and any requests (school adjustments, another assessment).

Signature

Name, profession, contact details, date and signature. List the recipients of the document.

A filled-in example

Fictional example, to adapt. Results are given in qualitative terms.

Identification. Malo T., 7 years 2 months, second year of primary school. Prescription from Dr B., family doctor. Reassessment 12 months after the initial assessment.

Initial assessment. Done at 6 years 2 months, at the start of the first year of primary school, for marked clumsiness and handwriting difficulties reported by the school. It found gross and fine coordination below average, slow and hard-to-read handwriting, high muscle tone with associated movements, and restlessness during tasks.

Treatment. One 45-minute session a week, about thirty sessions. The goals were to improve gross coordination, relax the handwriting movement, help Malo notice and regulate his restlessness. Activities included motor circuits, ball games, relaxation, handwriting workshops.

Conditions. Two reassessment sessions, in the morning. Malo is cooperative and proud to show what he can do. Same tests, same version as the initial assessment. One year between the two administrations.

Progress by area.

• Gross motor skills and balance. Below average initially, now within the average range. Malo hops on either foot and completes a circuit without stopping.
• Fine coordination. Below average initially, still slightly below average. Movements are more precise, but speed remains slow.
• Handwriting. Readability has clearly improved. Writing speed remains below average for his age.
• Muscle tone. Associated movements have decreased. Malo can relax his shoulders when reminded.
• Spatial organisation. Within the average range at both assessments.

Clinical observations. Malo engages in activities more easily. He agrees to try again after failing. Restlessness returns at the end of sessions, when he is tired.

Family and school. His parents say he dresses on his own and plays football with other children. His teacher notes that he rarely finishes long copying tasks.

Summary. Clear progress in gross motor skills and handwriting readability. Slow handwriting and fatigue still get in the way at school.

Adjusting the plan. Gross coordination goal reached. Goals kept are handwriting speed, regulation of restlessness. New goal, strategies for long copying tasks.

Recommendations. Continue one session a week for six months, then reassess. Suggest the parents discuss classroom adjustments with the school and the doctor.

Common mistakes

• Comparing two different tests. A result from the initial assessment and one from a different tool cannot be compared directly. Say so if you had to change.
• Forgetting the retest effect. Progress on a test repeated soon after may come from familiarity with the task. Mention this limit.
• Rewriting the whole initial assessment. Readers want to know what changed. A short summary is enough.
• Giving results without explaining them. Each result needs a sentence about daily life.
• Ending without a decision. The doctor and the PCO expect a clear recommendation.
• Sending the same document to everyone. The school does not need the history or clinical details.

Save time with Delta

Delta is the clinical assistant for mental health and allied health professionals. During the session, it transcribes what is said. You can also dictate your observations after the session or add written notes. Delta then generates the session report and updates the patient record, with the treatment summary and the goals being followed. When the progress assessment comes, these elements are in one place.

Delta also drafts assessments and letters, adapted to your profession. The psychomotor therapists page lists the templates offered, including the psychomotor assessment, the individualised treatment plan and the letter to the doctor. You can create your own templates, for example a progress assessment template.

Delta does not calculate any score. Choosing tests, scoring and interpretation stay with you. Delta takes the results you typed or dictated as they are and formats them. It does not handle scheduling or billing. It is a recent tool built by a small team.

Data is hosted in France by an HDS-certified host. The patient's name and identifying information are pseudonymised before AI processing. No audio file is kept, and data is never used to train a model. To learn more, read What is Delta.

Read also

• Psychomotor assessment report template
• Psychomotor therapy discharge report template
• Early intervention PCO report template
• Individualised treatment plan template
• All our clinical document templates

Frequently asked questions

Sources

• French Federation of Psychomotor Therapists, practising the profession (in French)
• handicap.gouv.fr, early intervention package technical sheet, 2025 (in French)
• Service-public.fr, access to medical records (in French)