working together for health & well-being CHILDREN S SERVICE EDUCATION INCLUSION SERVICE Information About the Educational Psychology Service 2011-2012 For all Children to do better in life than they thought they could
CONTENTS Page Mission Statement 1 Vision 1 Objectives 1 Who we work with 1 Priorities 2 Staffing 2 Specialist Work and Interests 3 Service Delivery 4 Consultation 4 Guidance on Consultation 5 What Schools can Expect from Educational Psychologists 6 What the Educational Psychology Service asks of Schools 7 Complaints 8 How do we know we are making a difference? 8 Examples of Educational Psychologists Work 9-10 Allocation of Educational Psychologists Work 11-12 Glossary 13 Sadie McNab Senior Educational Psychologist September 2011
The Educational Psychology Service is part of the Education Inclusion Service Mission Statement The Educational Psychology Service (EPS) is a specialist service which aims to improve learning outcomes for children and young people (CYP) by the application of psychology. The service works collaboratively with other agencies and services: for example, Learning Support Service (LSS), Children Missing Education Service (CMES), Specialist Behaviour Service (SBS) and Social Care. We support vulnerable children and young people with complex needs and challenges to optimise their development and learning and get the most out of life. Vision Our vision is that children and young people with complex needs and challenges are physically and emotionally healthy, motivated to learn and feel safe enough in their environment to develop and achieve their potential. The EPS supports and challenges schools, early years settings, parents and carers to meet the diverse needs of children and young people by identifying and removing barriers to learning. The EPS s vision is underpinned by national strategies which include those from the Department for Education, Every Child Matters, The Lamb Inquiry, and the Local Authority s (LA) Children and Young People s Plan, Education Inclusion Support Service (EIS) Development Plan and our own team priorities and targets. Objectives To be a champion for vulnerable children and young people. Always taking into account the views of the child, young person and the parents and carers. To contribute to improved outcomes for children and young people with complex needs and challenges. To increase the capacity of schools and early years settings to identify and remove barriers to learning by providing advice which is distinctive, reflective and evidence based, and strategies for change which are creative and different. To provide training for staff in schools and Early Years (EY) settings. To work in partnership with parents, carers, schools, early years settings and other agencies. To carry out duties and responsibilities as required by the Service Level Agreement (SLA) with the Local Authority (LA) in order to fulfil the statutory functions and other duties of the LA. Who we work with Much of the work of EPs is with children and young people from 0 to 19 years in different educational contexts. We work with parents/carers, teachers and other professionals who bring the concern about a child or young person to our attention. 1
Priorities (Not in order) Narrowing the Gap, Transitions, Participation Children in Care Children and young people with a history of fixed term exclusions Children and young people not attending school Young children with complex needs and disabilities Staffing Sadie McNab, Senior EP, 0.6 equivalent (1.0 fte) with additional responsibilities for strategic developments for the LA such as anti- bullying, SENCo conference planning, decisions on delayed and accelerated admissions. Richard Barker (1.0 fte main grade EP). Joanna McNaught (0.5 fte main grade EP). Sarah White (1.0 fte main grade EP). Jane De Ste Croix, Specialist Early Years EP (0.5 fte as an Early Years specialist and 0.1 fte as a main grade EP). Hugo Stearn, Specialist Early Years EP (0.5 fte). Emma Siddall, (0.6 fte). Total staff available from September 2011 for service delivery will be 4.7 Total staff available from September 2011 for service delivery to schools is 3.1 Sadie McNab manages the team and works on strategic developments for the authority. 2
Specialist Work and Interests Early Years The service has two EPs job sharing an Early Years (EY) specialist post (Hugo Stearn and Jane De Ste Croix) to work with the: Early Years Inclusion Group; EPs; Area Special Educational Need Co-ordinator s (SENCOs); Early Years Consultant; Behaviour Support Service; Autistic Spectrum Disorder (ASD) teachers; Relevant officers in the Local Authority e.g. Education Officers in the SEN Team; to ensure that pre-school children are prepared for school and that the barriers to achievement are removed. They have a strategic role in promoting early intervention and prevention. Early Intervention and Prevention Children and young people with significant emotional or mental health needs such as attachment difficulties, depression, anxiety, bereavement, traumatic life events. Children and young people with additional needs: for example, children who are victims or perpetrators of bullying, children and young people who are at risk of social exclusion Family Focus All EPs give support to families where there are: Complex family and parenting issues which impact upon children s learning and development. Children and young people with child protection plans (safeguarding). Children in Care Emotional Well Being and Mental Health All EPs are trained in Dialectical Behaviour Therapy (DBT) to support children and young people. They offer DBT to schools. Training The Educational Psychology Service is involved in delivering a wide range of quality training to schools, early years settings and other organisations. Areas covered include emotional resilience, mental health, bereavement and loss, critical incidents, thinking skills, bullying, building confidence and self-esteem. Training can take the form of whole days, half days, staff meetings and twilight sessions. Charges for training are displayed on the web site. 3
Service Delivery The EPS uses a Consultation Model of service delivery applying psychology through consultation and review to support children and young people. We work with individuals, groups, families, whole schools or early years settings and other organisations. Consultation is a supportive approach which uses the following process: An issue is raised by the person most concerned. There is a shared exploration to clarify the issue (Exploratory Discussion). Exploratory Discussion can take place about an unnamed child without needing parental permission. The outcome could be No further action required (NFA) or a consultation to be considered. For a consultation to take place, parents or carers must give written permission by signing the Request for Support form. The Request for Support form is fully completed and discussed at the fortnightly team meetings. If it is agreed that the request is appropriate a file is opened and an EP allocated. Consultation meetings are held with child/young person, parents/carers and school/setting staff and others. These meetings lead to a shared understanding of the issues, target setting, planning for action and intervention. There is an agreed period of action and intervention; a review date is set. Progress is reviewed at a further consultation meeting which includes parents/carers and child and others most concerned. 4
Guidance on consultation with the Educational Psychology Service These notes outline some of the factors that should be taken into account when consulting with an educational psychologist. We work with complex issues and challenging situations. This might include the following: 1. Where children/young people, parents, carers, and staff are experiencing complex challenges Examples: Complex developmental difficulties, family trauma, critical incidents, bereavement, social difficulties 2. Where a number of agencies or professionals are involved which reflects the complexities of the child s and / or family s situation Examples: Where poor emotional well-being, safeguarding issues and learning or physical difficulties coexist. 3. Where there has been involvement from other agencies who want further input to support the resolution of presenting problems 4. Where schools would like advice about groups of children or whole-school issues Examples: Where it is felt by the Learning Support Service (LSS) that emotional factors are preventing the child from learning. A child with an autistic spectrum disorder (ASD) who is found to have a number of other disorders or is not responding to strategies suggested by the Autistic Spectrum Disorder Support Team. A child with social and emotional difficulties where the Specialist Behaviour Service (SBS) uncover complex family issues which do not meet the thresholds for Social Care involvement. Examples: A group of disaffected secondary school pupils. Closing the gap with underachieving groups. Supporting a member of staff in managing resources in a class where there are a number of children with additional needs. 5
What schools can expect from Educational Psychologists An efficient service, working to the code of conduct of the Health Professionals Council s (HPC) standards of proficiency for practitioner psychologists. Provision of agreed onsite visits in negotiation with the school or setting. EP to arrive punctually for planned visits, informing the school/setting as soon as possible of any unavoidable delay. Notification of any cancellation or postponement or re-scheduling of visit. The school/setting can expect the EP to work in partnership with them on: Consultation and assessment over children and young people with complex needs who cause concern. Consultation and assessment over organisational systemic issues. Consultation and assessment over groups or classes which cause concern Sharing relevant information. Planning of effective intervention. Consultation Record form to be sent within 10-15 working days of EP visit. Where appropriate, same day feedback to the person most concerned regarding strategies that can be implemented straight away. Visits or sessions to be negotiated. Ideally, sessions will be planned in advance. EP to meet with the person in school who is the most concerned. Information gathering which could include: - Consultation with appropriate key staff. - Observation of children/young people in their classrooms or playground. - Individual work with pupils. - Discussion with parents and /or carers. - Use of some structured tasks or assessment tools. - Interview with the pupil. - Feedback and action planning with staff (this can take 30-45 minutes depending on the complexity of the individual child/young person). - Delivery of inset or other support to school staff. Please note that the term assessment is used by EPs to describe an overall gathering of information about a pupil in context, formulation of hypotheses, discussion of strategies and review of approaches tried. Assessment will include some or all of above. Some assessments tools are lengthy and may take a full session or more to administer. The outcome of an assessment should normally be a plan of action agreed by school, parents, and EP. This will frequently be in the form of a school based Individual Education Plan (IEP). The EP will provide consultation records, but full reports will not normally be written except as formal advice or when a third party requires detailed information. 6
What the Educational Psychology Service asks of Schools Time to be set aside for planning and consultation with the Headteacher and/or SENCO or person concerned. Exploratory discussion (maybe virtual or by telephone) prior to completion of Request for Inclusion Support Services forms. Appropriate space to be made available for meeting teachers, children and parents that is free from interruption. Programme for EP involvement to be agreed prior to EP visit. This might be by email or telephone. Any changes to the agreed programme should be negotiated. Make available key staff (as identified by school) to meet and consult with EP. The key staff should be the person most concerned about the pupil or issue. Written consent from parents for EP involvement (for example by using the Request for Support form) If a school telephones or e-mails the service about a child they must be made aware of the Bath & North East Somerset Information Sharing Protocol. http://www.bathnes.gov.uk/bathnes/healthandsocial/childrenandfamilycare/infor mationsharingprotocol.htm School staff to invite parents/carers to meet with EP. Written information and records about the child for whom consultation, assessment, or advice for statutory assessment is sought. This should be in the form of the most current IEPs, most recent review information. All staff to work in partnership with the EP to agree specific actions for pupils, groups or issues. Agreed actions from the Consultation Record form to be circulated within school. IEPs at School Action Plus should be informed by the outcome of school consultations and agreed strategies implemented. The EP must be invited to any IEP review where there may be a request for a statutory assessment Time for EPs to meet staff informally. 7
Complaints We ask that everyone who is unhappy with service delivery first tries to resolve the problem with the EP concerned. If concerns persist Sadie McNab, the Senior EP, should be consulted. She keeps a record of complaints and therefore asks people to clarify when they wish a communication to be treated and recorded as such. Any complaint received by a member of the public is considered within the Corporate Complaints Procedure. How do we know we are making a difference? The service is introducing a number of measures to evaluate and improve quality and effectiveness. These are outlined below: The Request for Support form asks the person concerned to write what they want as an outcome of the consultation to be. After the consultation there should be an agreed Action Plan with evidence based advice and strategies. Parents and child/young person s views should be listened to and taken into account. A review date of the Action Plan is planned for a set period of time in order to monitor progress and measure any differences in the child/young person s development or learning. Standard descriptions will be used to measure the progress of the outcomes desired. Positive and critical feedback will be used to help improve the service offered. All members of the service have an annual appraisal in which particular strengths and any areas of development will be identified. 8
Examples of Educational Psychologists Work Example of whole school work At the start of the academic year the EP and headteacher/senco of a small primary discussed different ways that support could be offered. As well as carrying out the individual casework, the EP suggested offering consultation sessions for every member of staff so that staff could discuss issues of concern. This could be seen as an 'early intervention strategy' where issues of lower concern (i.e. concerns not yet needing to be entered on the Special Educational Needs (SEN) register) could be aired and time made available for the teacher to evolve their own solutions. Each teacher was allotted one hour with the EP accompanied by the special needs Higher Level Teaching Assistant (HLTA). The consultations were all completed in a morning session. Feedback from staff was very positive and therefore the process was repeated two more times during the year. The headteacher has asked that the same consultations be offered throughout the coming year. Example at the pre school level The EP for a school with a nursery attached worked closely with the parents, school staff and other external agencies involved to help identify a child s needs, provide practical strategies to help support the child and be involved in the review process. Over the pre-school year, the child s needs were clearly identified and a transition plan was put into place to help the child with the move to school. A structured plan was developed and carried out on a daily basis. The EP: was involved in helping staff to monitor the plan and make modifications where appropriate. attended a review meeting once the child was settled in school and it was agreed that no further involvement would be required at that stage. drew upon developmental psychology, systems theory and solution-focused approaches. An example of multi agency work Request for support received from a primary school who were concerned about a child s complex social-communication and emotional difficulties. The EP: Consulted, assessed, observed and worked directly with the child. Supported staff in developing appropriate targets and a programme of intervention designed to address the specific social and emotional difficulties [including providing advice regarding the use of evidence-based interventions (e.g. the Circle of Friends programme)]. Attended a number of multi-agency meetings focused on addressing wider school and family issues. (EPs role was to facilitate a solution-focused approach to these problems and ensure that support was developed so as to maximise his opportunities to develop resilience.) Provided an Individual Assessment which contributed towards developing appropriate 9
An example of working with the child, family and school EPS involvement was at the request for support from a primary school who were concerned that they were in some way missing clues of the cause of a reception child s difficulties and therefore were unsure about intervening. The child was: withdrawn, unable to interact with other children in the class, appeared isolated at times in the learning environment and during playtime, was not accessing parts of the reception year curriculum as a result of her inability to engage and interact within the learning environment. The EP: Observed the child in the learning environment and then engaged the child in some individual assessment designed to build a picture of her cognitive abilities and also the affective factors that appeared relevant for the child. Arranged a consultation meeting with the class teacher and the child s parent/carer. At this meeting the parent/career shared the information that she, herself, had just been diagnosed with Bipolar Disorder and that, although she was medicated, there were times when she found it hard to cope with things in general. Was able to help create a discussion about the stigma attached to mental health difficulties and support the parent/carer in engaging in a discussion about this with school. Emphasised the importance of home - school communication networks as a way for school to be kept aware of when the child s parent/carer was in crisis and what they could do to help. Advised the school on evidence-based approaches to supporting children whose parent/carers are experiencing mental health difficulties. This, along with the information gathered from the individual work with the child, was used to design an IEP to enable the child to realise her potential in the learning environment. At the review the parent/carer stated that she felt so relieved that the school now understood the difficulties that she faced and that she was finding the communication with school beneficial for not only her child but for her as well. School said that they were now confident that, by using the evidence-based approaches recommended by the EP, they were providing the right kind of support for the child and that their patience and nurturing approach were beginning to affect some positive changes in the child s ability to form relationships in school, initially with adults but recently with other children as well. Example of a child refusing to go to school EPS became involved at the request for support from parent/carers whose son was unable to attend school because of severe anxiety and panic attacks that occurred whenever he thought about going in to school. The EP: arranged a consultation meeting with the young person, his head of year at school and his parent/carers to gather information about the situation, to negotiate a plan, some mutually agreed goals and to decide on each individual s role within the plan. initial involvement was to ensure a can do approach from all the individuals involved. was able to help in designing a plan in which the head of year made sure that the young person was able to access some school work during the time that he was unable to attend school. The young person agreed to engage in some individual sessions working with the EP on some anxiety reduction techniques and guided meditations to de-sensitise the young person to the thought of returning to school. In the sessions with the young person the EP was able to use a solution focussed approach alongside an appreciation of the family system to work to increase the young person s understanding of the possible reasons behind his anxiety as well as offering some insight into the ways of managing it. The young person returned to school in time to take his GCSE mocks and went on to achieve 5 GCSE s at A to C grade. 10
Allocation of Educational Psychologists Work Rationale The service now has just 3.1 EPs to deliver a service to all the schools. Of the 3.1 EPs there are 2 full time equivalent EPs and 1.1 EPs part time. This means that it is not possible to provide schools with a named EP and EPs will no longer have their own patch of schools. We have decided to move towards a Central Allocation System for request for support focusing on complex cases and statutory work. To help you decide whether a case is complex please refer to the attachment accompanying this letter showing examples of complex cases. Children and young people with literacy difficulties can be referred to the Learning Support team. Similarly children and young people with behaviour problems not related to mental health issues or complex challenging situations can be referred to the Behaviour Support team. How will this work? We will still be available by e-mail or telephone for schools to contact us to discuss the appropriateness of requests for support. E-mails should be sent to the Psychology mail box which is psychology_service@bathnes.gov.uk. Phone calls can be made to individual EPs. An EP will respond to your e-mail or phone call as soon as they possibly can. If schools are confident that their request for support meets the criteria for a complex case then they should send the request directly into Riverside Psychology admin either by e-mail or post. Please note that parental consent will always be required before a request for support can be accepted. The EPs will look at the requests for support every fortnight at their team meeting. Each request will be looked at against the criteria and an allocation decision made. The criteria include whether the child has complex needs and whether the application of psychology is needed. Allocated If the request for support is accepted it will be allocated to an EP. A letter will then be sent out to the parents and school notifying them that the allocated EP will be in touch with them within 3 weeks to arrange an appointment. Not allocated If the decision is that the request for support has not been accepted the parents and school will receive a letter explaining the reasons why. More Information required It might be that the EP team need more information before deciding to accept the request and if this is the case the school will receive a letter requesting more information regarding the child or young person. 11
Waiting List It might be that the request for support is accepted but due to pressures of statutory work there may not be an EP available to visit the school for some time. A letter will be sent out to school telling them they will be on the waiting list. If a request is added to the waiting list, the school will be informed of next steps after a four week period. Statutory Work Statutory work and children and young people who are Looked After (Children in Care) will be our priority. If a child or young person who already has a statement needs more support in terms of the matrix provision or change of placement the school can request the EPS s involvement at the Annual Review. Whole School Work We can still offer whole school support for complex and challenging issues regarding school systems. Availability of EPs Monday Tuesday Wednesday Thursday Friday Richard Barker x x x x x Sarah White x x x x x Emma Siddall x x morning Sadie McNab x x x Jo McNaught x x x Hugo Stearn x morning x Jane De Ste Croix x x x We will review this system in January 2012 and would welcome any feedback. If you require any further information or wish to discuss any aspect of the Educational Psychology Service, please do not hesitate to contact us by e-mail: psychology_service@bathnes.gov.uk or Telephone: 01225 394226. 12
GLOSSARY ASD B&NES CAMHS CiC CMES CYP DBT DfE EP EPS EY fte HLTA HPC IEP ISS LA LSS NEET NFA SBS SEN SENCO SLA Autistic Spectrum Disorder Bath & North East Somerset Child & Adolescent Mental Health Service Children in Care Children Missing Education Service Children and Young People Dialectical Behaviour Therapy Department for Education Educational Psychologist Education Psychology Service Early Years Full Time Equivalent Higher Level Teaching Assistant Health Professions Council Individual Education Plan Inclusion Support Service Local Authority Learning Support Service Not in Education or Employment No further action Specialist Behaviour Service Special Educational Needs Special Educational Needs Co-ordinator Service Level Agreement 13
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