Summary of the follow-through
evaluation of the educational
psychology service
A report by HM Inspectorate of Education
East Lothian Council
17 August 2010
Page
1.
The inspection
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2.
Continuous improvement
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3.
Progress towards meeting the main points for action
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4.
Conclusion
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1. The Inspection
HM Inspectorate of Education (HMIE) published a report on the inspection of
East Lothian educational psychology service (EPS) in July 2009. Following the
inspection, the service prepared an action plan indicating how it would address the main
points for action identified in the original HMIE inspection.
HM Inspectors (HMI) revisited the service in June 2010 to assess the extent to which
the EPS was continuing to improve the quality of its work, and to evaluate progress
made in responding to the main points for action.
2. Continuous improvement
Since the original inspection, there has been a change of principal educational
psychologist (PEP). The new PEP having been in post for four months at the time of
the follow-through visit. From November 2009–February 2010 there was no PEP in
post. Two probationer educational psychologists (EPs) have joined the service and a
temporary assistant EP had been working with the EPS team.
Following a time of significant change, the service continues to be involved in a range of
well considered interventions to support positive outcomes for children, young people
and families. This is now extending beyond those with the most significant need
through helpful interventions such as Circle of Adults and whole class developments
using video interactive guidance. Some children and young people are benefitting from
more targeted responses to bereavement and through work to highlight the impact of
working memory on learning. EPs promote a strong emphasis on the voice of the child
through a range of creative methodologies and effective joint working. For example,
linking with Who Cares? workers. The use of podcasts is being explored to reflect the
young people’s experiences of education back to their teachers to facilitate change in
teaching practices for this target group. Training delivered by the EPS is highly valued
by headteachers as it is now more targeted at addressing school and cluster needs.
For example, training which has been particularly valued relates to attachment,
managing meetings and young people requiring More Choices, More Chances (MCMC).
EPs have made a positive start to following up training with school staff to identify and
embed impact on practice. The EPS has made a central contribution to effective
transitions post school along with a range of partner agencies. EPs have helped shape
the development of an authority policy to better meet the needs of young people moving
from children’s to adult services.
3. Progress towards meeting the main points for action
The initial inspection report published in July 2009 identified four main points for action.
HMIE confirm that the service has made progress across the main points for action
resulting in improvements for children, young people and families.
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Work closely with the authority to use impact and outcome information to
improve its impact on under-represented and under-performing groups.
The service is now using a greater range of methodologies to identify and impact on
under-represented and under-performing groups. This includes a helpful contribution to
strategic level developments for looked after children. The senior EP remit is targeted
at addressing the needs of the lowest achieving twenty per cent. For example, early
assessment data is now being analysed by the EPS and authority managers to identify
under-performing groups and then develop interventions to increase the achievement of
that particular group. The EPS contributed strongly to the authority allocation of support
for vulnerable children and young people. This allowed equality of access for children
and young people with social, emotional and behavioural needs and for parents. EPs
are bringing thoughtful analysis to the impact of their involvement on individual children
and young people. Service plans to more formally evaluate the impact of EP
involvement should be progressed to inform ongoing service development.
Strengthen its relationships and communication with partners inside and outwith
the authority and involve appropriate stakeholders in service improvement
processes; and, ensure that staff deployment reflects stakeholders’ needs.
Significant consideration has been given to ensuring that staff deployment reflects
stakeholders needs. This has been achieved by strengthening communication and
building positive relationships with a wide range of stakeholders. The PEP has visited
all schools within East Lothian to discuss the direction for the service and seek
headteachers views. Service delivery has been re-aligned to better meet identified
needs including the introduction of a school allocation model with consultation offered at
school level. The new practice agreements for use with schools support the service to
better focus on education authority aims and objectives and link with school
improvement planning. Central staff, EPs and headteachers are confident that these
changes will bring about positive change in classroom practice through increased joint
working and shared understanding of need. Where a small number of schools have
already had this working relationship with the EP over the last year, headteachers
confirm that there has been increased impact on children, families and staff.
A stakeholder reference group, including a parent representative, has been in place
over the last year, where all new policies and procedures are discussed. High quality
discussion takes place around service developments and shapes service direction.
Liaison meetings between the EPS and social work teams have been initiated with
plans to progress these discussions around key issues such as Getting it right for every
child (GIRFEC)1 and shared assessment practices. This is welcomed and valued by all
staff. The EPS has given careful consideration to the design of the website to ensure
that this now better meets stakeholder needs. All stakeholders report the EPS to be
more open, visible and accessible leading to enhanced partnership working to better
meet the needs of children and young people in East Lothian. Centrally deployed staff
see EPs as central to managing out-with authority school placement requests as they
are able to bring high quality assessment and critical options analysis to planning for
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The GIRFEC approach aims to ensure that centres, schools and educational services
work more closely with partner agencies so that all children get the help that they
need when they need it.
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individual needs. Quality improvement officers and children’s services staff are applying
skills and knowledge developed through working along with EPs. This includes person
centred planning and graphic facilitation. EPs have increased the level of
communication with education authority colleagues over training and research at weekly
briefing sessions. A very strong start has been made to engage with stakeholders.
This momentum should be maintained to ensure that changes to service delivery and
planned service direction are meeting stakeholder needs. As planned, the service
should now use the self-evaluation calendar to identify impact of the EPS across
stakeholder groups.
Establish an improvement planning and reporting process based on robust
self-evaluation which allows it to demonstrate the value it adds to national and
local priorities.
The service improvement planning cycle is now in line with the authority planning cycle.
The improvement plan 2010-11 draws together action from previous plans, including
post-school psychological service and the post inspection action plan. This is effectively
linked to local and national priorities and follows a format in line with other planning
structures within the authority. A policy for service evaluation is in place that
establishes a framework for evaluating the range of EPS work, including a calendar of
activity over a three year cycle. The process of service self-evaluation to date has
resulted in careful consideration of work allocation and EP skills, linking with authority
priorities and ensuring equitable service delivery. The service aligns people, structures
and systems to secure improvement. The EPS is currently reviewing the policy
framework to ensure service policies are fit for purpose, clearly guide practice and
support continuous improvement.
The planning format should include anticipated measurable outcomes in relation to the
action points. These should be reviewed on a regular basis to support continuous
improvement. Through the planned performance management structure, the EPS
should ensure that service delivery continues to meet the needs of children and young
people in East Lothian.
4. Conclusions
The EPS has experienced a time of significant change. Through strong leadership,
effective working relationships with managers within Education and Children’s Service
and close team working within the service, the EPS now has a clear sense of direction
that is being articulated across stakeholder groups. Staff meetings and service
development days have been thoughtfully used to identify service strengths, and
consider next steps based on stakeholder feedback and the HMIE inspection report.
The PEP encourages creativity and has a clear view of what constitutes good practice.
EPs report that the PEP listens carefully and values the views of the team. The PEP
leads and manages change effectively. The PEP and all EPs show an enthusiasm and
commitment to delivering effective services for children and young people. This is
recognised by partners. The full EPS team demonstrate confidence in their own skills to
deliver effectively on the agreed direction for this service. Staff feel able to exercise
initiative, share responsibility and adopt lead roles in their areas of work. The Executive
Director of Education, the heads of service and quality managers are positive about the
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direction for the EPS and its ability to contribute positively to outcomes for children and
young people. The service now requires to monitor and evaluate the impact of the
shared direction from within the team and with key stakeholders.
The EPS is highly motivated to meet the needs of children and young people and has
taken clear steps to build on its strengths and implement the recommendations of the
original report of July 2009. The improvements in service focus and development have
resulted in greater access to EP services for an increased number of stakeholders
across East Lothian.
The EPS has a good understanding of its strengths and areas for improvement and
there will be no further visits in relation to the original inspection. Progress will be
monitored through the HMIE District Inspector’s regular contact with the education
authority.
Roslyn Redpath
HM Inspector
17 August 2010
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telephoning 01506 600259.
Crown Copyright 2010
HM Inspectorate of Education
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