Getting the most out of our service: Educational Psychology Service
To ensure that the school/setting is able to get the most out of their Educational Psychology Service (EPS), and therefore get the best value for money, we would suggest following the steps below for planning meetings and when preparing for individual casework.
- Have relevant paperwork including data, parental views and reports from other professionals available to help in discussions about individual pupils. This could also include child protection or safeguarding reports or Early Help Assessments.
- Senior staff as well as SENCos should be involved in planning meetings wherever possible, particularly for the autumn term.
- Be aware of any priorities in the School Improvement Plan about children looked after, exclusions, SEN or disabilities that the Educational Psychologist (EP) should know about or help with.
- Is there any information from the school’s self-evaluation form or the SENCo’s self-evaluation that schools would like the EP to be aware of or which may highlight areas the EP could help with?
- Use planning meetings to inform the EP of changes to SEN or pastoral systems. Schools should ensure that they have sought the permission of parents/carers to discuss their child at planning meetings
- Following the planning meeting the EP will share a copy of the planning meeting record form.
- Please complete the Information for Casefile form when a child is seeing an EP for the first time, or the EP involved is new to the child.
- If the pupil is absent please inform us as soon as possible so we can re arrange the visit via the necessary contact details. If the EP is not informed and visits the school, travel time will be deducted from the school’s time allocation.
- Are there any safety issues that the EP should be aware of either in school, the community or when making risk assessments prior to home visits?
- Have parents been informed of the visit so that they can meet with the EP if they wish?
- Have parents received the Educational Psychologists Working with Parents leaflet?
- Try to ensure that space is available for the EP to have confidential discussions with:
- The child or young person.
- Members of staff.
- Where can the EP see the child if they are going to work individually with them?
- Are there any gender or cultural issues that need to be taken into account?
- How can key members of staff be made available to talk to the EP?
- In which lessons or at what times of day should the EP observe the child? And have relevant staff received the Observation from an Educational Psychologistfrom an Educational Psychologist leaflet?
- Who will the EP give feedback to? How will they be made available to talk to the EP?
- Are the records relevant to the child readily to hand, particularly action plans, behaviour reports and SAT scores?