WIRRAL EDUCATIONAL PSYCHOLOGY TEAM Contents 3 4 Our

WIRRAL EDUCATIONAL PSYCHOLOGY TEAM

Contents 3 4 Our aims and Principles Who we are 5 EP Team Services – an overview 6 Understanding how we work – Service Delivery 7 Measuring impact 8 How to make the best use of your EP’s time 9 Support for all settings 11 Further Support available for Maintained Settings 13 Support for Wirral Council 14 EP involvement with Individual Pupils 15 Working agreement & Memorandum of understanding 17 Complaints Procedures 18 Consultation request form 2

AIMS & PRINCIPLES At its core, educational psychology underpins our understanding of how children learn and develop. Educational psychologists (EPs) are trained in applied scientific methods and diagnostic and assessment skills, and have a thorough understanding of children development. EPs help local authorities to deliver statutory services for the assessment of special educational needs. However, they also work at preventative, early intervention and direct intervention levels to deliver services with other education, welfare, health and social professionals which help local government to meet its statutory responsibilities and priorities right across children’s policy (AEP 2010). Our service uses psychology to promote the well being and educational success of children and young people by empowering other professionals, parents and carers and through direct interventions. We do this in two ways: • At a whole school level: by helping others develop effective systems; • At an individual level: by working to reduce levels of concern about a pupil • Applying evidence-based approaches Principles We believe that, to have the biggest impact, we must: • Have consistent and transparent procedures and be clear about what we do; • Help others develop effective systems; • Work with children and their direct carers, staff in their settings and other involved professionals, as research shows they are inextricably linked; • Review levels of concern about progress, maintain records of our work and monitor impact; • Keep abreast of the latest developments in psychology and education in order to promote evidence based interventions, challenge current assumptions, respond adapt to changing needs and ensure we have the skills to meet the needs of the community and the Children and Young Peoples department. We do this by: • • Listening to the needs of service users; Acting as a sounding board; Challenging or confirming users’ views assessments/approaches, provision etc Reframing the situation to allow different perspectives or mindsets; 3

WHO WE ARE Educational Psychology Team Cathy O’Connor Principal Educational Psychologist Simon Ward Senior Educational Psychologist Sue Jamieson-Quinn Senior Educational Psychologist Manon Edwards Educational Psychologist Anita Curran Educational Psychologist Pauline Mellor Educational Psychologist Gavin Doeg Educational Psychologist Marilyn Holden Educational Psychologist Jill Mulligan Educational Psychologist Nicola Gundersen Educational Psychologist 4

EP Team Services- an overview • We Provide the following services: Core Support to The Local Authority • Statutory Support to maintained schools academies & Post 16 providers. Statutory assessment of a Wirral child/young person’s special education needs Contributions to multi-agency meetings and additional support plans Post EHCP planning meeting upon request Support for Wirral special schools and their pupils Provide advice, assessments, reassessments, reports for Annual reviews and transfer meetings. Attend Annual Review meetings particularly for children educated out of borough Undertake assessments of 2 year olds and Early years children as requested Undertake assessments of post 19 year olds as requested. Apart from the Statutory role, the EPS team also undertakes a range of activities to help the local authority deliver its core functions, for example we: • Provide advice and support for children and staff in Early Years settings • Monitor provision to ensure achievement, progression towards successful outcomes and value for money • Assist with strategic development of SEN provision within the borough • Provide support for schools at times of crisis. Contribute to SEN Decision Making Groups/Strategy Groups. • • • • • Additional support to settings/schools/academies/post 16 providers. EP support is designed to support strategic planning, provision management and capacity building and includes: Telephone support And help to: Develop systems to check progress, identify need and arrange support for individual children Develop teaching skills suited to pupils’ social, emotional, mental health and learning needs Identify and use proven support strategies and evaluate how effective and worthwhile they are Support schools/settings at times of crisis Run optional training packages 5

UNDERSTANDING HOW WE WORK – Service Delivery We deliver our services through a consultation approach. This approach involves working through the stages outlined below PLAN Planning Meeting Review Information gathering Agree and implement interventions Explore hypotheses REVIEW DO 6

MEASURING IMPACT EPs usually work with those who consult with them (e. g. parents, teachers and other professionals) but at times we work directly with children and young people. We evaluate the impact of our work by measuring increases in the confidence of teachers and parents to manage the presenting concerns and the progress of children / young people to achieving their outcomes. Close Planning · Further intervention on this priority · Intervention on a new priority · Identifying key issues · High level of concern about progress · Low level of confidence about change Detailed review of interventions Information gathering · Evidence of progress · Level of concern reduced · Confidence about continued progress increased Exploring hypotheses Agreeing interventions to meet goal(s) Interventions implemented Increased level of confidence that child will progress 7

HOW TO MAKE USE OF YOUR EP’S TIME Each EP is currently allocated a group of schools which they visit as part of a time allocation to schools. They are also given direct casework requests from settings, Post 16 providers & out of authority schools This core allocation of EP support is designed to support strategic planning, provision management and capacity building. As such this time can be used to plan for and commission EP support for the year. Completing the Yearly Planner has in the past proved to be a good way to start the year. The Yearly Planner can be used to discuss and plan for EP involvement and support for the coming academic year, including any potential requests for additional time if necessary. Any potential need for statutory work should take priority in the planning process. Experience has shown that planning meetings are essential in order to make the best use of time and prioritise work. As a summary, schools will wish to consider at the beginning of each year. What statutory work they think will be required for this year: Priority needs to be given to Statutory Assessment. Pupils for whom the school has requested or is likely to make a request for Statutory Assessment. Pupils with statements/EHCP’s who are causing concern and may require EP input in their Annual Review/transfer – especially pupils whose statements will need amending or who are transferring to EHCP’s and their psychological advice is out of date or a parent requests an up to date report How best to use their core allocation of EP support: for example • Attending multi agency planning meetings (MAP) • INSET • Work to improve the school’s systems for pupils with learning, emotional or behavioural problems, including, possibly, the use of funding for high incidence needs • Termly planning meetings – to briefly update the above, monitor and review progress • End of year review – to reflect on the year’s work and begin to identify new priorities for the next academic year. Consultation and interventions at the individual and group level: for example • Identifying aspirations, outcomes and targets or strategies • Observations and feedback on classroom management • Consultation reviews – to review the progress of pupils who have been the subject of an earlier consultation. Statutory work takes precedence over other activities and may, occasionally, affect the timing of other planned work. NOTE: One day = 7 hours (excluding any breaks for lunch) Half day = 3½ hours 8

SUPPORT FOR ALL SETTINGS This is currently free of charge to all settings within the schools time allocated. EP INVOLVEMENT IN STATUTORY ASSESSMENT It is the school’s or parent’s decision whether to request an EHCP needs assessment, not the EP’s EPs do not have the right to approve or refuse a request. It is good practice to involve the EP before submitting a request for assessment is made as school are required to have consulted with and involved external specialists before submitting a request for an EHCP assessment. It is a good use of EP time to consult before and will in the longer term save time as the child/young person will already be known to the service Parents, schools and other professionals may, however, ask EPs to comment on whether the evidence is sufficient and/or clear enough for the LA to make a judgment and/or whether the child’s needs appear to meet the criteria The EPs undertakes an EHC needs assessment only upon receipt of a request from the SEN Team. Upon receipt the EP will then: • note the timescales for submitting advice • contact the school - if appropriate – and make provisional arrangements • contact parents/carers either directly or usually via the school • They should already have had some involvement with the child before the request is submitted to enable the statutory deadlines to be met. There are no prescribed assessment tools or techniques as this is a matter of professional judgment based upon the circumstances of the pupil, previous assessments and the appropriateness of tests available. 9

However, EHC needs assessment advice will always require the EP to spend time with the pupil. The assessment may take place over a couple of sessions and/or in different settings. There is no set time for how long the assessment will take but EPs will always endeavour to complete the advice within the specified statutory timescales, usually a six-week period. It is impossible to put timescales on activities given the complex nature of human beings and the intricate personal circumstances of the families involved Where a holiday of two weeks or more falls within the deadline, the deadline may be extended – so long as the SEN Team can draft the Plan within 20 weeks. Parents’/carers’ views are crucial to The EPs assessment. Meetings with parents are usually made either before or as soon after the assessment as possible. Whilst the EP is at liberty to discuss the types of provision s/he feels may best meet the child’s special educational needs, the EP is not in a position to suggest specific schools. Their role is to identify need NOT specify provision. Post EHCP PLANNING MEETINGS We may support teachers to develop and implement tailored learning plans for children with EHCP’s. ANNUAL REVIEW MEETINGS As requested by the SEN Team, we may also provide assessments and reports for and/or attend Annual Review meetings/ Transfer Meetings. ADVICE ON MEETING THE ONGOING NEEDS OF PUPILS WITH STATEMENTS/EHCP’s As directed by the SEN Team, we may also provide advice on meeting a pupil’s ongoing needs. 10

FURTHER SUPPORT AVAILABLE FOR MAINTAINED SETTINGS EP support is designed to support strategic planning, provision management and capacity building. The following is a non-exhaustive list of the type of activities with which schools might wish to request support. DEVELOPING SYSTEMS FOR RAISING ACHIEVEMENT Advice on using school data to monitor progress, identify need and inform practice • • • At an individual level: e. g. children with SEN, LAC, excluded pupils, children with behaviour / mental health difficulties, children with statements/EHCP’s At an organizational level: e. g. measuring the effectiveness of support strategies for pupils with additional needs, identifying whole school issues from data, monitoring the effectiveness of statutory support for individual pupils. Strategic meetings which focus on planning and monitoring individual pupils’ progress and enable schools to deal with their concerns more efficiently e. g. through Yearly planner meetings, MAP meetings, termly planning and review meetings. Support for developing systems for tracking the progress of vulnerable pupils and evaluating/monitoring outcomes. Identifying organisational issues that need addressing by offering opportunities for reflection and planning. Advising schools on behaviour management policies. Support for developing school policies with regard to, for example: inclusion, SEN implementation of the DDA (making ‘reasonable adjustments’). SUPPORTING QUALITY TEACHING Telephone support for SENCos/Senior managers/teachers/NQTs/LSA etc either individually or in groups through: • Individual coaching (for Senior managers), consultation, supervision, staff surgeries, class observation and feedback • Group work – workshops, staff sharing, peer supervision • Inset/bespoke in-school training based on: - practical applications of theories of learning – e. g. behaviour management, differentiation, solution focused thinking (to identify targets and strategies) - The SEN Code of Practice e. g. advising on the implementation of the COP Including statutory procedures as they are applied in Wirral. Access to on-line guidance papers on specific policy issues e. g. educating students out of their chronological age group. 11

Developing effective learning environments. Guidance to individuals wanting to become EPs. Evidence Based Practice Promoting the pupil voice in school. Support for measuring children’s progress, evaluating interventions and evaluating value for money. Research to identify evidence based interventions for specific school concerns related to raising achievement, behaviour, emotional health. Advice about choosing interventions e. g. for learning, that match need and are based on evidence of effectiveness. - reassurance and practical advice - advice about support for staff, pupils and parents - signposting to other services Signposting to other services providing evidence based interventions. Working with Headteacher/SENCo to identify key issues and offering support for schools at risk of failing with regard to SEN provision. Crisis Management Community Involvement Traumatic events Helping schools set up and run multi-agency planning meetings/CAF TAC meetings. • Proactive planning - support for policy development – drawing up practical guidelines in advance • Help to manage an incident using diffusion techniques - support for school leadership team providing Identifying and brokering support from other support services networks. Helping schools develop effective transition processes. Helping schools develop links with the wider community. 12

SUPPORT FOR WIRRAL COUNCIL This work includes: • Requests for statutory work with Wirral pupils attending out of borough schools and independent schools both in Wirral and elsewhere • Support for Wirral special schools and their pupils • Work with children missing out on or missing from education • Requests for advice about Early Years children. • Supporting the Private and Voluntary EY settings • Involvement in Early Years’ training and the development • Working with other agencies within Wirral’s CYP Department • Expert witness work including representation at SEN tribunals • Training initiatives including central INSET • Support for Wirral schools causing concern • Responding to urgent or emergency situations (Traumatic Events) • Coordination/Management of ASC team • Support for adoption panel (Vice Chair) • Participation in Local Authority panels and decision making • Participation in strategic groups, projects and interventions e. g. All Age Disability Strategy • Supervision of EP’s in training • Research, quantitative study & in house projects 13

EDUCATIONAL PSYCHOLOGY INVOLVEMENT WITH INDIVIDUAL PUPILS All requests for direct involvement with children and young people in schools need to come through that school. We cannot accept direct requests from children/young people and their carers unless they are below statutory school age. What schools need to do • • • Discuss possible EP involvement at a Planning Meeting Discuss EP involvement with parents. Give parents a copy of the Parents Leaflet and ask them to sign the ‘Request for EP involvement’ form Involve and inform pupils – make sure they’ve seen the Pupil leaflet Plan the visit with the EP in advance Tell the parents and pupil when the EP will be visiting and invite the parents to school if requested by the EP or parent. Arrange an interpreter if appropriate Let the EP and parents know of any changes to the agreed schedule as soon as possible and rearrange as necessary Get a member of staff who knows the child well to facilitate the visit and/or be free for consultation if needed Allocate a suitable location/room Check that the pupil’s records, including any additional support plans and Profiling forms, are to hand during the visit Schedule a review meeting to monitor progress (See Memorandum of Understanding in the Appendices) Request for EP Involvement This form must be completed prior to any direct EP involvement – discussion, observation or one-to-one work NB Schools may request EP involvement for any pupil about whom they have a concern provided parent/carers have given their informed consent. Definition of Assessment “A range of information gathering activities conducted over time and guided by a problem -solving framework, it involves making and testing hypotheses to identify strengths and areas of need and informs intervention”. 14

Working Agreement and Memorandum of Understanding Wirral EP Team The purpose of this agreement is to outline working arrangements between the Educational Psychologist from Wirral LA EP Team and the school SENCo. The aim is to facilitate a way of working together that ensures best outcomes for children, young people and their families. This agreement will be reviewed on an annual basis, including a discussion of working arrangements between the Link EP, the school SENCo and where possible the Headteacher. Expectations The expectations that the school can have of the EP are: The EP will be reliable and punctual in attending appointments; The EP will be reliable in undertaking agreed work; The EP will be available to contact by phone and email; Messages will be responded to in a timely manner. As a general principle, email or phone messages will be responded to within 5 working days unless on annual leave or on sick leave; Timescales for report completion will be agreed between the EP and the SENCo, depending on school priorities. The EP will agree with the SENCo a date which reports will be provided, once the casework required has been completed; Training will be provided on request and may be delivered by any member of the team depending on specialist expertise and interest The Educational Psychologist can expect: A completed ‘request for involvement”/referral form with parental signature. It is helpful if this is provided in advance of the planned school visit, so that the EP can plan the work effectively before arriving in school; A quiet space in which to work effectively on arrival in school; Access to classrooms for observations; Planned access to key members of staff for discussions, where agreed in advance; The SENCo will keep parents informed of events and of EP visits Working arrangements Arrangements that help to ensure the best use of the commissioned time include: The time is distributed across the year, through prior negotiation with the school usually through an initial planning meeting at the start of the year; Date of agreement: Name of school representative & title: Name of EP team representative: Recognition that the time commissioned will involve time “off site” for report writing, liaison with other agencies, administration (e. g. phone calls and emails). Report-writing time should be planned into the diary as part of the time commissioned by the school. Dates of visits and the range of work to be undertaken are negotiated in advance. It is helpful if there are regular planning meetings, at least annually, or termly depending on preference. It is helpful if the SENCo is available as a first point of contact on arrival and the final point of contact on completion of the visit. Time in school can be arranged to fit with SENCo non-contact time as far as possible. The school makes relevant documents available for the EP, for example school records, report from other agencies. It makes good use of the time available if copies of relevant reports are provided for the EP in advance. Additional notes for guidance Like SENCos, educational psychologists work with situations that are often complex, highly-charged and emotional. This means that work does not always proceed as planned. Sometimes the nature of the work required changes, for example a routine assessment turns into a need to request EHCP assessment, or a case that appeared to require a rapid assessment in fact needs a longer-term piece of work following a ‘plan-do-review’ process. For these it is not always possible to be precise about how long a piece of work will take. Occasionally, EPs may need to reprioritise work for one school in order to respond to a crisis situation in another school. The educational psychologist will always discuss priorities with the SENCo and negotiate any changes to a planned work programme in collaboration with the school SENCo. If a school is unhappy with the service they have received from a Wirral EP they should let us know: First of all discuss the situation with your link EP. Problems sometimes arise through misunderstandings or miscommunication. These can generally be resolved through am open conversation between the people concerned; If the situation is not resolved, or if concerns continue, please contact Cathy O’Connor to discuss the matter. We aim to develop long-term sustainable relationships with our schools. This requires open and honest communication on both sides. If we get something wrong, let us know! We welcome feedback from all partners as this helps us to review and modify service delivery to ensure best outcomes for children, young people and their families. 15

Standard 1 Progress towards outcomes is systematically recorded and monitored. Standard 4 Clear outcomes are agreed by the service and user, and steps taken to avoid the development of a culture of dependency. Standard 2 The service promotes the use of interventions based on up-to -date specialist knowledge and expertise of suitable qualified professional staff. Standard 5 The service has a clear purpose which takes into account Local Authority policies, the Children and Young People’s Plan, the needs of particular schools, early years settings and other provision in the area, and the range of children and young people’s needs. Standard 3 Parents are always consulted and where appropriate involved in supporting the learning and development of their child as part of any intervention. Standard 6 The service regularly collects feedback about its interventions and uses it to improve the quality of service. 16

COMPLAINTS PROCEDURES You have the right to voice any concerns about our service and to have them addressed The EPS follows the complaints procedure of Wirral Council. Many concerns – as opposed to complaints – can be easily addressed through discussion with the individual psychologist. You may ask for such a meeting either by letter or phone. If however you wish to discuss things further with the Principal Educational Psychologist, please contact Cath O’Connor by phone or writing (see contact details below). The issues raised will always be followed up with the individual psychologist concerned. If you wish to make a formal complaint, please contact Cath O’Connor by phone or in writing (see contact details below). We will try to resolve your complaint immediately. If this is not possible we will investigate further and reply to you within 15 working days. Wirral Educational Psychology Team Hamilton Building Conway Street Birkenhead Wirral CH 41 4 FD Tel: 0151 666 4377 Fax: 0151 666 4690 Email: catherineoconnor@wirral. gov. uk 13 Slide 001/COC/LR/PP – EP Team Brochure – Primary/Secondary (31/08/16) 17

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