We work in partnership with families, children’s centres, schools and other agencies.
Benefits
The work of the EPS is effective because it takes account of the contextual factors in children and young people’s development. Educational psychologists work at different levels: the individual child and the family, the class/group, the whole school and the local authority to provide this holistic support. With the emphasis in the SEND Reforms being firmly set on focusing on pupil outcomes, the need for this approach is now more prevalent than ever.
More details
KEY FEATURES
• An educational psychologist will work with you to agree and develop a bespoke package to meet identified needs in your setting
• The packages will be made up of evidence based interventions to support children and young people with a range of disabilities and special educational needs
• Clear outcomes will be agreed with you as part of the negotiation process
• Our service packages are flexible and may be delivered by an EP or EPs who have particular a specialism, rather than the allocated EP, if this is felt to be more appropriate to meet the needs of the commissioning school/setting
OUR SERVICES IN DETAIL
The following areas of work are proposed and additional support can be identified during further discussion and negotiation between school heads and ourselves.
o Working with Home and School/Setting to improve behaviour
o Improving the ability of pupils with specific learning difficulties to access the curriculum
o Improving the outcomes of pupils with specific disabilities, e.g. cerebral palsy, Down syndrome, autism
o How to deliver 'high impact/low cost' interventions as described in the Sutton Trust publication 'Toolkit of Strategies to Improve Learning'
These packages can be made up of the following activities:
1.1. Work with Parents
1.1.1. Training in behaviour management
1.1.2. Training in how to support their children with reading/learning at home
1.1.3. Parent drop in sessions
1.2. Work with Individual Pupils
1.2.1. Motivational Interviewing
1.2.2. Cognitive Behaviour Therapy (CBT)
1.3. Work with Groups of Pupils
1.3.1. Friends programme - preventing and treating anxiety in children and young people
1.3.2. Stress management
1.3.3. Social skills training
1.3.4. Improving class cohesion
1.3.5. Conflict resolution
1.3.6. Peer Support strategies o Peer Mediation: Setting up and implementation of scheme, training mediators, ongoing support for implementation of scheme and evaluation of scheme
o Paired Reading:
Setting up and implementation of scheme, training paired reading tutors, ongoing support for scheme implementation and evaluation
o Circle of Friends: Setting up and implementation of scheme and ongoing support for scheme implementation
o 'Buddying': Setting up and implementation of scheme and ongoing support for implementation of scheme
1.4. Support for Staff
1.4.1. Solution Focused Brief Therapy approach to problem solving
1.4.2. Staff Group Consultation/Circle of Support
1.4.3. Solution Focused Brief Therapy approach to problem solving
1.4.4. Staff Group Consultation/Circle of Support
1.4.5. A range of Training programmes e.g. for ASD, ADHD, dyslexia, conflict resolution, restorative approaches, developing thinking skills
1) Solution focused approaches to behaviour management
2) Policy development re behaviour management, managing SEN provision, managing support staff, managing critical incidents
3) SMSA training
4) Supporting schools in implementing and evaluating interventions to show pupil progress
Terms
Service Standards
The Educational Psychology Service will:
• Agree and jointly plan the most effective and efficient use of the additional service time with an identified senior member of staff.
• Arrive punctually for planned visits, informing the setting/school of any unavoidable delay.
• Ensure that EPs are supervised to quality assure the work delivered.
• Undertake a level of evaluation of the work delivered.
• Either re-schedule arrangements or seek to offer an alternative Educational Psychologist to carry out the agreed work if the Educational Psychologist is unable to fulfil the terms of the agreement on the agreed date due to illness or other unpreventable circumstances, with no loss of time to the setting/school.
• If the setting/school is concerned with any aspect of the services provided by HEPS they are encouraged initially to raise the issue with the Educational Psychologist who provides the service to your school. Most concerns can be resolved informally at this stage. If after discussion, concerns are not resolved the setting/school can raise the issue with the Principal Educational Psychologist.
Statutory Services
1) The Educational Psychology Service will contribute to EHC Needs Assessments and negotiated annual reviews of EHC Plans and Statements. EPs will also provide support for pupils with EHC Plans and Statements who are not achieving the agreed outcomes.
Standard terms and conditions apply. Please see the shopping basket for more details
