Service Level Agreement /Package of Support

Transcription

1 traded school support services Service Level Agreement /Package of Support Educational and Chid Psychology Service 1. Purpose The Stoke Educational and Child Psychology Service works in close partnership with schools, settings and other providers of care and education for children. Our involvements with children and young people are to enhance their: Achievement and wellbeing at school Staying emotionally and mentally healthy Staying safe, improving social behaviour and preventing bullying. We do this by: Making assessments (or supporting others whom do this) Intervening using evidence based approaches and programmes Providing training for others to assess and intervene Building capacity and competence to manage vulnerable individuals and groups. Stoke Educational Psychologists have a wide range of experience and very high levels of expertise across all ages, types of SEN/LDD/additional needs and/or emotional/mental health needs in vulnerable individuals and groups. 2. Content (include what the service does, anything new, other information schools would find useful) The service has core and additional functions. The core functions are directed by statutory guidance and include: data collection for a child or young person undergoing statutory assessment by the Local Authority; intervening to prevent social exclusion and promoting the achievement and wellbeing of children and young people. This means that the statutory functions of the service are available free at the point of contact. These are; statutory assessment of Special Educational Needs (after agreement of this from the Local Authority), Child Protection meetings, emergency meetings to prevent exclusion from school or other placements, Level 3 Early Help meetings where the purpose is to prevent Child Protection proceedings. Core/Statutory activity (For Schools) involves: 1

2 Activity Sessions Totals Planning delivery of our 2 x ½ sessions a year 1 session time within school to maximise effectiveness* Autumn & Spring Half Term Helping School to develop provision needed 2 sessions a year 2 sessions Pupils with existing Statements of SEN or under Assessment Assisting with staff or whole school development Varies Informed each year 1 session a year 1 session * These activities are based on data available about vulnerable children attending schools and the number of pupils with additional/special needs they provide for each year. The additional functions of the service are to enhance the capacity and competence of anyone involved with vulnerable children and young people so that they can bring about improved personal and educational outcomes for this group. This is done by providing consultation, assessment, 1:1 work, support, group work, training, research and development; and where needed by casework carried out by an Educational Psychologist or carried out jointly with staff from other agencies. These functions form the activities of the Service that are available for purchase please see the list below. For further information refer to the website, full Service Brochure and/or course flyers. List of training available from the service: Training Offered Analysing BESD Needs and creating a provision map Anti-bullying ASD accredited (from 2012) Aspects of planning for Additional/SEN ASD None accredited Asylum Seekers and Refugees Assessment and intervention for language communication needs Child Development Attachment Circle Time Students of staff BESD Critical Incidents/Bereavement Circle of friends Down Syndrome 0-5 Cognition/Learning Evaluating Provision Early Years/ASD Families/Parenting Emotional Literacy Family nurture network Emotional Regulation Infant Brain Development Language/Communication Participation Memory training Peer mentoring/meditation using RJ Non-violent Communication Personal Plans/Person Centred Planning Peer tutoring Provision Maps Physical Needs Research Physical Needs (non-accredited 2012) with possibility of accredited course Restorative Justice (RJ) later 2

3 Promoting positive behaviour Role training for the E in EBD Social Skill Development Specific Learning Difficulties (SpLD) e.g dyslexia, dyscalculia The Needs of Children in Care Working with troubled children Working with teams to develop policy Specific topics of interest Staff needs analysis for training Transitions Webster Stratton Parenting Intervention (for behaviour) Whole school Working in Partnership/Early Support List of interventions available from the service: Interventions Assessment that informs intervention e.g. BESC, Cognition and Learning (Including SpLD), Language/Communication (Including ASD), complex needs* Consultation on evaluating provision Emotional regulation of various types Family Intervention/Visits Group consultation for staff to solve problems Mediation and Joint Working Parents relationships, managing children PATHS Preventing exclusions Role training for the E in Emotional Staff needs (training) analysis With vulnerable individuals and groups e.g. those in care Specific Therapeutic Intervention: Bereavement Intervention Circle of Friends Enhanced Thinking Skills (Anger) Group CBT for self-regulation and awareness Group: Friends for Youth (managing anxiety) *Specialist assessments can be arranged (e.g. for Family/Court work) Circles of Adults Managing change Research and research design Developing social skills group Repairing relationships Developing policies Using Restorative Justice (RJ) Promoting the participation of children Enhanced Thinking Skills (ETS) Peer mentoring and mediation Individual CBT Life Story Work SEAL Gold The E in EBD therapeutic stories 3. Benefits to schools and other settings We are a local team who have a lot of knowledge about local services and solutions. The Stoke-on-Trent psychologists are all experienced in a range of children and family work and are highly regarded by schools and others. The rates for purchased time are 3

4 very competitive compared to those of independent providers. The service assists schools in meeting their responsibilities for: vulnerable pupils/groups statutory functions for those on the edges of care and in care statutory functions for identifying and meeting special educational needs (before, during and after statutory assessment). 4. Schools Responsibilities to jointly plan the use of Service time and use the core sessions as agreed to evaluate, with the Educational Psychologist, the work done with and on behalf of the school carried out by the Educational Psychologist to enable Educational Psychologists to work in an informed manner by providing access to relevant information and people concerned to reschedule planned work from the ECPS as early as it is known a child or member of staff to be worked with will not be available to bring matters that cannot be resolved face to face with an Educational Psychologist to the attention of the Lead Educational Psychologist for resolution. 5. Service Charges (include options as appropriate) Service available Cost Statutory Activity Nil Core Activity Nil Whole day Involvement 440 Half day involvement 220 Hourly rate 80 Accredited Course/Training 80 pp/day Non-Accredited Course/ 50 pp/day Non-Accredited Course/ 25 pp/½ day Early Bird Purchase/3 days 1200 Early Bird Purchase/2 days 800 NB: an Early Bird service one that is an advanced be spoke package we can create to your requirements. All academy costs are set at 10% above those quoted above. 6. Principal Contacts & Dispute Resolution 4

5 (Main service contact details) Your primary contact for these services, should you have any comments or queries Any unresolved complaints relating to this service should be made to: Ruth Anaraki or Suzanne Rigby [email protected] Educational and Child Psychology The Mount Centre Mount Avenue Penkhull Stoke-on-Trent ST4 7JU Dr Val Legg, Lead Educational Psychologist [email protected] Address as above 5