THE HIGHLAND COUNCIL
PSYCHOLOGICAL SERVICE
DEVELOPMENT PLAN
2011- 2014
1
HIGHLAND COUNCIL PSYCHOLOGICAL SERVICE
DEVELOPMENT PLAN 2011-2014
Summary
The Service Development plan incorporates the following:
National and local priorities as outlined in ‘For Highland’s Children 3’

Identified Whole Service needs from an Appreciative Inquiry exercise

The views of our stakeholders in the most recent Service audit

Recommendations made for Educational Psychology Services in Scotland in the
ASPECT Report HMIe (2011) as well as recommendations in the HMIe report of
the Highland Psychological Service (2010)

Curriculum for Excellence
The Development Plan will also need to take account of new objectives arising from
Integrating Care
in the Highlands
which came into effect on 1st April 2012.
[None of us are as smart as all of us. - Japanese proverb
With thanks to all colleagues in the Service for their contributions.]
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HIGHLAND COUNCIL PSYCHOLOGICAL SERVICE
DEVELOPMENT PLAN 2011-2014
Aims and Principles of Professional Practice
The Highland Council Psychological Service works for positive change. We are solution
focused, working in collaborative relationships, empowering others while keeping the child
central to all we do. At all times we seek to be evidence based, reflective practitioners, with
a commitment to ongoing development.
This Vision was re-affirmed at a Whole Service Development day in August 2011. During
this meeting we also considered what constitutes the Service’s ‘Positive Core’ using an
Appreciative Inquiry approach which also helped inform this Development Plan. The
summary of this discussion is given in Appendix 1.
Audit and Review
The Standards and Quality Report of August 2011 outlined the progress the Service had made
in successfully attaining the targets set in the Service Development Plan (2008 – 2011) and it
was noted that most development areas were completed with activities mainstreamed.
In March 2010 the Service received a very good HMIe report which commented on areas of
real strength and good practice for example, it stated, ‘the Highland Council Educational
Psychology Service uses an emotionally literate approach to service delivery. This approach
is used internally within the service, in informal support systems, at team meetings and to
support policy development.’ It is to the Service’s credit that this continues to underpin the
way in which we work.
With a view to continuous self-improvement, HMIe recommended that the Service should
continue to develop systematic and robust self-evaluation systems and process to better
measure impact and outcomes. It was also suggested that the Service should further develop
its role in the development of applied research to assist stakeholders in improving their
services. Mention was made of further developing leadership capacity and management
systems to enable the Service to better measure trends in performance over time.
The most recent audit of Service users which included schools and centres; other
professionals, parents and young people was undertaken in June 2011. In common with
previous audits, this demonstrated the Service is very well received and respected by others.
Respondents indicated they would use the Service more widely if capacity allowed.
Responses demonstrated that professionals value consultation, assessment, intervention and
training as well as development work. They also acknowledge the key part played by
educational psychologists as part of partnership working in Highland, especially in relation to
making effective contributions to working groups and standing committees. Findings also
indicated however, that stakeholders were less well aware of the way in which Educational
Psychologists can assist with research at various levels, confirming the recommendation of
HMIe and the ASPECT Report (HMIe 2010) which highlighted the general need for
Psychological Services in Scotland to address this.
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The Service in Context
In Highland, the Psychological Service sits within Integrated Children’s Services where the
key objective is to achieve better outcomes for Highland’s children and families. This is
evidenced through a set of locally agreed key outcome targets, reported back to the Scottish
Government through the Single Outcome Agreement. These are incorporated within For
Highlands Children 3 (FHC3). For the purpose of this development plan therefore, FHC3
was scrutinised to ensure that key objectives are included.
The Service however, needs to be responsive to the context within which it sits and at the
time of writing there is major restructuring within the Council. Through Planning for
Integration which will replace existing structures on 1st April 2012, Children’s Services
(including Education, Social Work and Health) will be the responsibility of the Highland
Council and Adult Services will be the responsibility of the NHS. One key management
difference will be the establishment of four rather than the present three ECS Areas. These
developments have implications for the Service as although we are Highland wide, we need
to be able to collaborate with all four ECS management teams. In addition, although a highly
motivated, innovative and dedicated Service we continue to be understaffed and we will need
to consider different ways to improve the situation.
Within Highland we are keen to support new developments and procedures such as the
current trialling of a revised Child Plan within the Highland Practice model and collation of
ASN needs on Phoenix E1. The Service is aware of achieving Best Value through partnership
working with others so that resources are effectively deployed.
Prioritising Target Areas
Following the Appreciative Inquiry exercise and Service Evaluation, the Psychological
Service met in October 2011 to take key areas identified forward to include in the Service
Development Plan for 2011-2014. As can be seen in Figure 1, it was decided to concentrate
on two aspects of the plan – Development areas and Interest/Project areas. In the former these
were seen as areas requiring new ideas and initiatives. In the latter, these were areas which
have been taken forward, often to a very high standard, which would benefit from continuous
improvement and progress. In line with recommendations from HMIe, leads for the groups
ranged from members of the SMT to maingrade Psychologists to develop their leadership
skills. As the Service also includes Pre-School Home Visiting Teachers most groups have
representation from this team. The EP research assistant attends several groups.
The outline plan is given below. This was discussed and the interconnections noted. Although
the Development areas will run for three years, it is likely projects may run for a year and be
replaced by others. For example the Wellbeing group needs to run for another year to take
forward the ‘Ways to Wellbeing Handbook’ then it could either be mainstreamed or join the
CfE development area to be developed as a resource for young people.
As we are a relatively small Service covering a large geographical area, we should be coopting stakeholders and other professionals onto Development groups. The CPD/Training
component is to consider our needs as well as training identified at the level of school or
establishment or authority. We are also keen to offer joint training with stakeholders. Many
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of the areas on the Service Development Plan are therefore interconnected and a central
component of this plan will be using the Whole Service or EP meetings to allow for quality
assurance, scrutiny and discussion. It needs also to be noted that the plan does not cover
every aspect of our work as other important work continues to be progressed.
Given the fact the Service remains short-staffed and that there are major reorganisational
changes occurring, the SMT are tasked with the following.
Service Development
Key tasks



MANAGEMENT
To recruit more personnel to the SMT
Service
To ensure an equitable Service
Delivery throughout Highland.
Within reorganisation, to assess and
manage risk to respond quickly and
flexibly to the changing context in
Highland.
The Development plan will be regularly reviewed and updated.
Figure 1
5
The Highland Council Psychological Service
SERVICE DEVELOPMENT PLAN 2011 – 2014 - outline
Set within the context of FHC3/4 – SOA – HMIe – local and National
initiatives. All areas interconnected.
Development Groups
Interest/Project Groups
(HMIe Tasks)
Research
Stakeholde
rs
Service
Evaluation
Shiona
VIG
Heather
James
RK3
Ali
CFE
Peta
SMT
Whole
Service
QA
Preschool
Barbara
WB
Helen
DIGIT
Vibeke
Welcome
Carrie
LAC
Bob
CPD
Training
Louise


Seasons
For
Growth
Isabel


Professional Matters – e.g. Highland practice model; MCMC; Supervision and
induction
LMcC:\Development plan 2011-14\Service dev plan - outline.doc
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SUMMARY OF DEVELOPMENT AREAS AND INTEREST GROUPS AND
PROJECTS
DEVELOPMENT AREAS
Group membership
RESEARCH –
SERVICE AND WITH STAKEHOLDERS
Key tasks

The HCPS will, in conjunction with stakeholders,
carry out research projects which aim to increase
knowledge through an evidenced based approach to
help improve outcomes for children and young
people and to help inform practice within Integrated
Children’s Services.
Lead James McTaggart
Carrie Yavuz
Deborah Letford
Jenny Ellis (PSHVT)
Kirstie EP Research Assistant
Bob Leadbetter
SERVICE EVALUATION –
CHILDREN/YOUNG PEOPLE’S PARTICIPATION
Key tasks


Review current systems in place for our Service selfevaluation to ensure that children, young people,
their families and other key stakeholders can
contribute to the development and review of the
Service.
Help devise ways to encourage greater consultation
and participation with children and young people
more generally within Integrated Children's
Services particularly with the advent of Planning for
Integration.
Lead Shiona Alexander
Neil Brown
Ali Sangster
Isabel Shaver
Jenny Templeton (EPiT)
CURRICULUM FOR EXCELLENCE
Key tasks

The HCPS will assist with improving learning,
teaching and supporting transitions as part of the
successful implementation of Curriculum for
Excellence. It will continue to support health and
wellbeing in school communities.
Lead Peta Barber
Heather Sked
Jennifer Patience (PSHVT)
Louise McClatchey
PRE-SCHOOL RESOURCES – PSHVTs
Lead Barbara Simmons
(PSHVT Coordinator)
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Sue Chaplin
Mary Connolly
To review and evaluate current practice- to do more Jenny Ellis
of what works well and share with others through Kait Farmer
training
and
to
encourage
multi-agency Jennifer Patience
Elizabeth Muckart
collaboration.
Key tasks

LOOKED AFTER CHILDREN
Key tasks:
Improving the outcomes for Looked after Children Lead Bob Leadbetter
through reviewing and updating HC Guidelines on Carrie Yavuz
Peta Barber
Policies and Practices for LAC in Highland.
Kirstie
McClatchey
Research
Assistant)
 The HC Psychological Service will engage with other
appropriate branches of Integrated Children’s
Services in order to (a) update and improve
HC/Integrated Services Joint Policy documents on
policies, practices and planning for LAC in
conjunction with the other services within HC and
(b) investigate attendance and exclusion records for
LAC in Highland and feed this back to inform HC
service development for LAC at Senior management
level.
CPD AND TRAINING
SERVICE AND WITH STAKEHOLDERS
Key tasks
 The HCPC will become more systematic in its
approach to CPD and training. Joint training with
stakeholders will be identified and carried out.
Highland wide approaches will be developed and
rolled out.
Lead Louise McClatchey
James McTaggart
Heather Sked
Isabel Shaver
Barbara Simmons (PSHVT)
INTEREST GROUPS AND PROJECTS
VIDEO INTERACTION GUIDANCE (VIG)
Key tasks


Develop a model for supervision within our Service,
ECS and other agencies.
Develop our role in the VIG North Network,
including Initial Training.
Lead Heather Sked
Shiona Alexander
Sue Chaplin (PSHVT)
Helen O’Donohue
(EP
8

Progress the Baby project
RESILIENT KIDS 3
Key tasks






Publish RK3 (Resilient Kids Moving Up)
Training in RK 3 offered at venues around Highland
area.
Develop a ‘Training for Trainer’s Course’ in RK 1
(Resilient Kids Course P3) RK2 (Resilient Kids to
School Nursery into P1) and RK3.
Offer ‘Training for Trainers’ more widely within
and outwith Highland.
Consider how the project may be developed for
Secondary age children. Begin in June 2012.
Continue with research of the effectiveness of the
project.
Lead Ali Sangster
Neil Brown
Carrie Yavuz
Janet
Logue,
(group member for RK3 development only
WELLBEING
Key tasks

Following the completion of the Ways to Wellbeing
Handbook – this group is tasked with disseminating
the handbook; planning associated training for
school communities.
Lead Helen O’Donohue
Vibeke McKeown
Carrie Yavuz
Louise McClatchey

Thereafter, group will consider how the handbook
can be adapted for use with young people.
SEASONS FOR GROWTH
Key tasks
 To build on last year’s implementation and to
embed S4G in ASG schools who have received
training.
 Provide ongoing support to schools through
telephone consultation, visits, debriefing and
reconnector as suits individual companions.
 To evaluate the effectiveness of the groups through
evaluations and discussions with school staff.
 To continue to raise awareness of S4G both within
IBNBS but also begin to raise awareness Highland
wide.
1st
Children
Lead Isabel Shaver
A more detailed outline of development area/interest and project groups is given
below.
)
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SERVICE DEVELOPMENT PLAN 2011 – 2014
MAJOR AREA OF ACTIVITY – RESEARCH – Service and with stakeholders
Key tasks:The HCPS will, in conjunction with stakeholders, carry out research projects which aim to
increase knowledge through an evidenced based approach to help improve outcomes for
children and young people and to help inform practice within Integrated Children’s
Services.
HMIe ASPECT report - KEY AREA 2
The research function of educational psychology services could contribute more to improving
outcomes for children and young people. This applies in particular to the priorities selected for
research and the use that is made of the results of research to inform policy and practice.
HMIe ASPECT report KEY AREA 3
It is important to develop and apply innovative approaches to evaluate and review all aspects of
educational psychology practice in relation to their impact on children and young people and on
the adults who support them. Where possible, this should include longitudinal verification of
impact. Comprehensive evidence of impact can inform decisions about the focus and balance of
EPS contributions across the wide range of possible activities and functions.
STRATEGIC LINKS e.g. FHC3/4 – SOA : See last point of first column
What we plan to do
How we will measure
effectiveness
Develop and foster research in EPS.
Baseline of research activity.
Activity research over 6
months.
Increased activity evidenced
with respect to priorities
above.
Active dissemination of
research and evidence
based practice –papers,
conference presentations etc.
Promote joint research with other
Services.
Influence policy and practice at local
and national level.
Identify and respond to local needs and
Priorities.
Promote research to influence local
priorities.
Establish processes for
identification, communication and
delivery of evidence based practices
Make links into major current initiatives,
such as P4I and 16+ LC, CfE, etc.
Plan and processes
established for gauging
impact over following
months
Progress – at March 2012
Establishment of group, construction
common purposes and processes.
Design and implementation of
whole service exercise to
establish 1) common view of what
counts as research activity and 2) shared
priorities for the work of the
development group
The findings will be analysed at the
next group meeting in April and a
revised plan produced.
Subgroup has undertaken thematic
analysis of HMIe report content
with respect to research in other
services for norming and to generate
ideas as to activities and structures
– this will be discussed/taken forward/
at next group meeting.
of
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SERVICE DEVELOPMENT PLAN 2011 – 2014
MAJOR AREA OF ACTIVITY - SERVICE EVALUATION CHILDREN/YOUNG PERSON’S PARTICIPATION
Key tasks:1) Review current systems in place for our Service self-evaluation to ensure that
children, young people, their families and other key stakeholders can contribute to the
development and review of the Service.
2) Help devise ways to encourage greater consultation and participation with children
and young people more generally within Integrated Children's Services particularly
with the advent of Planning for Integration.
Key Area 4 – HMIe ASPECT Report
Self-evaluation is not yet consistently strong and robust across all services, meaning that
improvement processes are not as effective as they should be across the country. As EPS
strengthen their service improvement processes, ways should be found to ensure that
children, young people, their families and other key stakeholders can contribute to the
development and review of the service.
STRATEGIC LINKS e.g. FHC3/4 – SOA
LINKS WITH FHC3
IMPROVEMENT OBJECTIVES
SAFE
12.
* There is a co-ordinated approach to youth involvement in policy and service development.
HEALTHY
8.
Support the development and implementation of CAMH and well-being as detailed in the Highland CAMHS Framework
Implementation Plan.
ACHIEVING
8.
Ensure a competent qualified staff group, promoting the development of an integrated workforce
KEY OUTCOME
RESPECTED AND RESPONSIBLE
13.
Ensure that planning and provision of children’s services reflect involvement and consultation with children and young people.
IMPROVEMENT OBJECTIVES
5.
Ensure LAC’s views are taken account of in policy and service planning. *
INCLUDED
IMPROVEMENT OBJECTIVES
3.
Children, young people and their families affected by disability will be involved in the on-going planning and development
of services through continuous feedback in relation to the services they receive and through involvement in specific strategies to audit
and evaluate targeted services. *
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Service Evaluation continued
What we plan to do
How we will measure
effectiveness
1) Link our aims to those
of For Highland’s
Children 3
Progress
Completed
2) Research review on
gathering views of
stakeholders and in
particular children and
young people.
The literature review informed Almost finished and will be
our decisions on our plan to
completed by May12
gather views.
3) Review systems that
have been used by the
Service over the last 5
years to gather
stakeholder views
This information added to our
understanding of what works
to give us the richest
information possible in the
Highland context.
4) Using the research
review agree the best
methods of gathering
children and yp’s views
and plan this.
A plan has been agreed; 5
focus groups to be run over
the next year, urban and rural
for both Secondary and
Primary and a group of
children with ASN
5) Implement the plan
including how we have
done and views on our
development planning.
We will know this has been
To be completed by the end of
effective if we have gathered a next academic session.
representative sample of
views on how our service
delivery has been and views
on what we should be
developing in the future and if
this influences policy and
practice.
6) Develop a pack with
information on how to
run focus groups for the
Service to be used as a
template for service
evaluation
We will have developed a
pack which is used and seen
as an effective resource.
Completed
Completed
To be completed by the end of
next academic session.
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SERVICE DEVELOPMENT PLAN 2011 – 2014
MAJOR AREA OF ACTIVITY – Curriculum for Excellence
Key tasks:-The HCPS will assist with improving learning, teaching and supporting transitions as
part of the successful implementation of Curriculum for Excellence. It will continue to
support health and wellbeing in school communities
Key area 1- HMIe ASPECT Report While educational psychologists routinely contribute to supporting schools to take forward health and
wellbeing as part of Curriculum for Excellence, there is the potential for them to make wider
contributions to the curriculum, working with colleagues in education services to identify areas where
their expertise might have the greatest impact. This might include improving learning, teaching and
supporting transitions as part of the successful implementation of Curriculum for Excellence
STRATEGIC LINKS e.g. FHC3/4 –INCLUDED and ACHIEVING/CfE
 In Highland we aim to work together to inspire learning and achievement to enable the
people of the Highlands to achieve their full potential as:
Effective Contributors
Confident, healthy and safe individuals and communities
Active and Successful Learners
Respected and responsible citizens
By;
 Improving the quality of learning, teaching and leadership capacity in our schools and
communities
Continue to raise levels of attainment in literacy and numeracy for pupils in pre-school, primary
and secondary provision, maintain high levels of achievement in the Scottish Credit and
Qualifications Framework and achieve the outcomes in Curriculum for Excellence
What we plan to do
How we will measure
effectiveness
Progress
1.
Make and maintain links with
CfE personnel.
Members of the group will be
able to name the people with
whom they have made links
and what issues they have
discussed with them.
Links made e.g. PvB links with
Deidre Murray on Assessment
Group. Each of us to find a
friendly point of contact in an
ASG, talk to them about what
is happening re CfE in their
ASG and report back.
2.
Search CPD calendar + Glow to
see what is out there.
Completed
Not much on CPD Calendar.
Heather has looked at GLOW.
A lot there – need to be
selective and aware of focus.
3.
Explore opportunities to offer
training to support CfE. This
could be, for example, on
Thinking Skills, Reciprocal
Teaching, Motivation, Coaching
& Mentoring.
The group will have a clear idea
of what they are able to offer.
They will have identified needs
across Highland
PvB has contacted Barry
Northedge QIO to find out
what is happening within
Highland on development of
Thinking Skills in schools. PvB
to maintain contact CPD
Coord. to see how this might fit
in with Co-operative Learning
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Strategy and the Coaching and
Mentoring Programme.
4.
5.
We will look for opportunities to
incorporate and offer research
into the CfE developments within
Highland.
A range of Research Projects
will have been identified,
undertaken and completed.
Explore what is happening in CfE
to meet the needs of pupils with
ASN and consider relevant input.
We will have a clear idea of the
range of alternative
opportunities available for
pupils with ASN as part of
individualised CfE
programmes.
A research project was
requested by the CfE
Assessment & Tracking Group
that set up focus groups to
ascertain P7 voices on pupil
profiles. This has been
completed and circulated. –
February 2012.
PvB & LMcC will be attending
a Literacy Conference at
Stirling Uni and will report
back.
LMcC is on Futures Group
(Millburn Academy) – will
report back and will bring
information from DIGIT group
to the next meeting.
PvB has oversight of Stepping
Stones provision at Milton
(E.Ross)
SERVICE DEVELOPMENT PLAN 2011 – 2014
MAJOR AREA OF ACTIVITY - Pre-school
Key tasks:To review and evaluate current practice- to do more of what works well and share with others
through training and to encourage multi-agency collaboration.
STRATEGIC LINKS e.g. FHC3/4 – SOA
Safe – 18; Healthy-15-promoting early intervention; Achieving- 1; Active- 3improve quality of
children’s play; Included- 17partnership working.
What we plan to do
Resilient Kids 2 School:
Review current pack and provide
resources for teachers to use with
parents, based on current RK pack.
Organise training for this session
with EPs
Year 2: Consider - Collating and
developing new
resources/activities and examples
How we will measure
effectiveness
Year 1
Produce updated pack to
include information sheets
for parents and Booklet for
children
Training offered in North,
Lochaber, Inverness and
Skye and Lochalsh before
Progress
Booklet for children
completed
Training delivered in the
North. Training offered in
Lochaber and Skye and
Lochalsh. To be offered in
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of good practice for building
Emotional Resilience, pretransition/RK to School, to share
with settings
TACPAC
Make up packs of materials to
provide each area with resources
to complete each of the 6 packs.
Have a practical exploration and
training session, with the packs,
supported by SLT with experience
of using the packs with children
with complex needs.
Play Steps/Overview of 3 year
old skills
Barbara (and Heather) to review
Overview with settings and
participate in Pilot Study as part of
DCD group development.
Team to discuss and review
evaluation of Overview and Pilot
Study and share ideas with DCD
group regarding implementation as
part of Staged Referral Process.
Team to evaluate and review Play
Steps, linking to Overview and
Staged Request for involvement
Process.
end of session.
Year 2
Identify resources/activities
and share with settings
Year 1
Each team area to have
access to the 6 packs and the
confidence to begin using
them with families
Year 2
Review and evaluate
experiences over the two
years and incorporate into
practice, sharing with
families and settings
Year 1
Participation in Pilot Study
Year 2
Final Version of Play Steps
and Overview and
supporting activities
incorporated into practice
and used to support preschool staff and parents as
part of the staged request for
involvement process and
delivered as training as
opportunities arise.
Year 2: Produce ‘training
package’ of simple interactive
activities, which could be used on
an individual basis in settings or as
part of a wider training
programme, to support the use of
the materials.
Core Message/Best Practice
Team to review, revamp, collate
and share existing materials and
examples of good practice used to
support families and early years
settings
Any ‘gaps’ identified to be
highlighted for future development
Each area to have a bank of
core materials/ resource
packs to support best
practice, share with families
and support collaboration
and training.
Inverness after Term Break.
Packs being collated by team
and to be finalised on April
Team day.
Training to be delivered that
day by Barbara using video
clips of Speech and
Language therapist working
with two children.
Overview nearing
completion. Request for
addition of Emotional
developmental markers and
similar overview for 4 year
old skills.
Overviews to be included in
staged request for
involvement approach.
Barbara to be part of team
delivering training to Early
Years settings next session.
15
SERVICE DEVELOPMENT PLAN 2011 – 2014
MAJOR AREA OF ACTIVITY – Looked After Children
Key tasks:- Improving the outcomes for Looked after Children through reviewing and
updating HC Guidelines on Policies and Practices for LAC in Highland.
The HC Psychological Service will engage with other appropriate branches of
Integrated Children’s Services in order to (a) update and improve HC/Integrated
Services Joint Policy documents on policies, practices and planning for LAC in
conjunction with the other services within HC and (b) investigate attendance and
exclusion records for LAC in Highland and feed this back to inform HC service
development for LAC at Senior management level.
STRATEGIC LINKS …
 FHC3 makes reference to monitoring and updating LAC guidance
 Single Outcome Agreement
 GIRFEC – The Highland Practice Model
What we plan to do
A member of this
Development Group will
continue to sit on the LAC
Strategy Group (Bob), in
order to (a) co-ordinate
development initiatives (b)
feedback between the
Strategy Group and the
Development
Group/Psychological service.
How we will measure
effectiveness
The LAC Strategy Group
representative will
communicate appropriate
information in both
directions.
Progress
LAC items will be tabled at
Service Meetings
Ongoing
When we have reviewed and
rewritten joint guidelines for
LAC in consultation and
conjunction with appropriate
key partners, and had them
approved at Senior
Management level and
adopted by HC
When data is collected,
analysed and written up
(a)Initial discussions have
taken place with Senior
Manager ASN who is
supportive of the move to
review and update joint LAC
policy guidelines.
(b) Members of the Group
have begun to read and
review current policy
documents.
BL has attended first
meeting.
LAC will continue to be a
standing item on Service
Meeting Agenda.
We will consult with the
Senior Manager for ASN to
discuss how to update
integrate HC Integrated
Services guidelines for LAC
into the Practice Guidelines
for “Every Child” (GIRFEC).
16
We will collect data on
exclusion and attendance
patterns for LAC at home
and away from home, and
analyse the information in
the light of existing research:
and feedback to appropriate
senior management level of
HC.
within the context of
previous knowledge of
patterns etc. for LAC and
used to inform senior
managers in Integrated
Children’s Services.
(a)Research Assistant
has begun to collect data and
report back to the Group.
(b) Literature search is
in progress.
17
SERVICE DEVELOPMENT PLAN 2011 – 2014
MAJOR AREA OF ACTIVITY - CPD and training – Service and providing
training for others
Key tasks:The HCPC will become more systematic in its approach to CPD and training. Joint
training with stakeholders will be identified and carried out. Highland wide approaches
will be developed and rolled out.
STRATEGIC LINKS e.g. FHC3/4 – SOA
SHANARI
Workforce reform
HMIe task re joint training with stakeholders
What we plan to do
How we will measure
effectiveness
We will formulate a
definition outlining what
constitutes joint training.
We will have a mapping
audit of what joint training
is taking place and
identify gaps.
Progress
Following the 3 day training on
Restorative Practice to consider
how to take this training
forward.
Following training on
Restorative Practices we
will develop a training
package to meet the needs
of Highland as part of the
Positive Behaviour
Strategy.
Training arranged for
May 2012
To identify Service’s training
needs.
We will identify training
needs to underpin Study
days.
Consider how the Service can
support parents.
Parenting groups will have IRA Parents Group
run.
Army Wives Parents
Group Jan- March 2012
Review the CPD policy bearing
in mind recruitment, retention
and the need to upskill Service
members (including core
competencies).
The CPD and induction
policies will be updated in
line with new
information/developments.
Training identified as ‘core
training’ will be offered
Highland wide.
This training will be listed
on the CPD calendar.
We plan to have a discussion
with the Service regarding what
constitutes joint training; to
identify instances and to
consider how to take this
forward.
Discussion held at WSM
8.03.12. Definition
formulated.
18
SERVICE DEVELOPMENT PLAN 2011 – 2014 –INTEREST/PROJECT GROUPS
MAJOR AREA OF ACTIVITY - VIDEO INTERACTION GUIDANCE (VIG)
Key tasks: - The VIG group will –
 Develop a model for supervision within our service, ECS and other agencies.
 Develop our role in the VIG North Network, including Initial Training.
 Progress the Baby project
STRATEGIC LINKS e.g. FHC3/4 – SOA
FHC3 Improvement Objectives
Safe
1. Children get consistent help from people they can trust.
2. Effective provision and co-ordination of long term counselling and support services.
Healthy
8. Support the development and implementation of child and adolescent mental health and
wellbeing as detailed in the CAMHS Framework.
15. Develop capacity within universal services and promote early intervention to ensure
that children and families get the help they need, when they need it.
Achieving
8. Ensure a competent qualified staff group, promoting the development of an integrated
workforce.
Nurtured
2. Develop a balanced range of accessible and adaptable family support. Childcare and
early years’ services.
What we plan to do
How we will measure
effectiveness
Progress
Develop a model for supervision
within our service, ECS and other
agencies.
Trainees supervised,
following new model.
Evidence in supervision
sessions and log books.
Develop our role in the VIG North
Network, including Initial
Training.
Attendance at Network
meetings in person or by
Glow.
Numbers of trainees who
want to proceed with
supervision identified
(development group minutes
27.2.12)
Initial group supervision
held (31.1.12)
Questionnaire re
development needs of
trainees to be sent out
(minutes 27.2.12)
Establishing a rota for
Network meetings to include
On-going email
correspondence with
members of VIG North
19
hosting here.
 Increase our
contribution to
North Initial
Training.



Progress the Baby project
Consider who else to
contact, re-funding,
support. (Sen
Manager ASN)
Arrange a follow-up
meeting with Health
Visitors.
Develop a clearer
picture of our
research model
through consultation
with research
activities.
More babies referred for
project.
Network re possibility of a
network / initial training date
this summer (Jan – March
2012)



Helen attended a
meeting of the Early
years Strategy
Group, following an
invitation and gave a
presentation about
the Baby Project
Julia Nelson from
the Early years
Strategy Group has
been invited to
attend a meeting of
the VIG
development group
Research assistant
attended the meeting
of the development
group on 27.2.12
and offered advice
on research
methodology and
will have on-going
involvement with
the group.
20
SERVICE DEVELOPMENT PLAN 2011 – 2014 INTEREST/PROJECT GROUPS
MAJOR AREA OF ACTIVITY – RESILIENT KIDS 3
Key tasks: - are shown below
STRATEGIC LINKS
Development work and joint training delivery with partner agency. Fits with
FHC3/4 and CfE.
What we plan to do
How we will measure
effectiveness
Pack written, copied and
assembled by Feb. 15th
2012 in sufficient
numbers to support
planned training events.
Progress
Training in RK 3 offered at
venues around Highland area.
Available training places
filled. Service Evaluation
forms completed.
3 training sessions
completed all at full
capacity. Positive
feedback. Further training
events planned during
2012. 75 people trained
during Feb/March.
Develop a ‘Training for
Trainer’s Course’ in RK 1
(Resilient Kids Course P3) RK2
(Resilient Kids to School
Nursery into P1) and RK3.
May initially train colleagues in
Psychological Service in order
to increase capacity for training
delivery in Highland Council.
Colleagues will volunteer Development group to
to become trainers, attend meet in April to take this
course and feel equipped
forward.
to begin to deliver training
in tandem with course
writers and independently.
Publish RK3 (Resilient Kids
Moving Up)
Offer ‘Training for Trainers’
more widely within and outwith This can move forward
Highland.
once we have identified a
way of keeping up with
folder production.
Consider how the project may
Feb –
March 70 packs handed
out during training events.
This will be discussed at
WSM in April.
21
be developed for Secondary age
children. Begin in June 2012.
Continue with research of the
effectiveness of the project.
Consider presenting research
data to APEP conference in
2012.
Recruit new interested
colleagues who have
attended ‘Training for
Trainer’s’ course and reps
from other agencies and
secondary school and
begin researching
potential for further
development work in this
area.
Focus groups, feedback
from schools using
materials.
22
SERVICE DEVELOPMENT PLAN 2011 – 2014 INTEREST/PROJECT GROUPS
MAJOR AREA OF ACTIVITY – WELLBEING
Key tasks:Following the completion of the Ways to Wellbeing Handbook – this group is tasked
with disseminating the handbook; planning associated training for school communities.
Thereafter, group will consider how the handbook can be adapted for use with young
people.
STRATEGIC LINKS e.g. FHC3/4 – SOA
Safe 18. Health 12. Achieving Key Outcome 11. R+R Key Outcome 13. Inclusion 13.
Curriculum for Excellence – Health and Wellbeing strand.
What we plan to do
Launch Ways to Wellbeing
handbook via Conference 30th
April 2012 – Invite schools and
those agencies/organisations
working with/for adults and
children/young people.
Delegates receive copy of
handbook and attend
workshops/presentations on
selected aspects
How we will measure
effectiveness
Numbers and spread of
agencies/organisations
attending Conference and
individual evaluation
forms.
Follow-up evaluation
forms (six months – a
year) to measure whether
people have used the
Handbook for personal
CPD, team/organisational
CPD or with clients.
Requests for further
training
Launch Ways to Wellbeing
handbook – make it available to
buy a copy
Launch Ways to Wellbeing
handbook via GLOW.
Numbers of handbooks
purchased
Track interest/downloads
via feedback form on
GLOW
Survey school staff and
staff in organisations
linked with our learning
communities about their
wellbeing.
Progress
End March 2012:
Conference bookings
(around 50% of capacity)
from schools, Health,
Social Work and other
agencies/organisations.
23
Consider how to adapt
Handbook content for use with
children/Young people –
secondary particularly
identified by Council CfE
Wellbeing group as an area
where school PSE could be
improved. We would plan to
work jointly with this group.
Survey children and
young people on their
wellbeing and the
influence of their teachers
before a school uses
handbook and after.
Evaluation from teachers
and young people.
Whether lessons or
handbook material is
adopted by schools.
Ways to Wellbeing Slighean gu ruige
24
SERVICE DEVELOPMENT PLAN 2011 – 2014 INTEREST/PROJECT GROUPS
MAJOR AREA OF ACTIVITY - SEASONS FOR GROWTH
Key tasks
 To build on last year’s implementation and to embed S4G in ASG schools who
have received training.
 Provide training and ongoing support to schools through telephone consultation,
visits, debriefing and reconnector as suits individual companions.
 To evaluate the effectiveness of the groups through evaluations and discussions
with school staff.
 To continue to raise awareness of S4G both within IBN&S but also begin to raise
awareness Highland wide.
STRATEGIC LINKS e.g. FHC3/4 – SOA
FHC3
o Healthy – Highland’s Children & Young People are Healthy:
Enjoy the highest attainable standards of physical and mental health, with access to suitable
healthcare and support for safe and healthy lifestyle choices. Outcome 6. Improve the life chances of
children and young people by promoting self-esteem and reducing the level of high risk activity
among young people.
o Achieving – Highland’s Children & Young People are Achieving:
Have access to positive learning environments and opportunities to develop their skills, confidence
and self-esteem to the fullest potential. Outcome 7. Maintain and improve the high levels of
individual achievement for all children and young people.
Respected & Responsible – Highland’s Children & Young People are Respected &
Responsible:
Involved in decisions that affect them, have their voices heard and are encouraged to play an active
and responsible role in their communities. Outcome 12. Reduce fear of crime through positive
community interaction with young people and by maintaining low levels of youth offending.
o
o Included – Highland’s Children & Young People are Included:
Have access to high quality services, when required, and are assisted to overcome the social,
educational, physical, environmental, geographic and economic barriers that create inequality.
Outcome 15. Reduce the effects of disadvantage by providing opportunity for achievement of
personal goals and involvement in community life for all vulnerable children, including those with
disability and Looked After Children through appropriate assessment and planning.
What we plan to do
How we will measure
effectiveness
Progress
To build on IHS ASG pilot
implemented last year and to
embed S4G into IHS ASG
schools by:Discuss with H/Ts of IHS ASG
effectiveness of pilot and
determine whether schools
interested in embedding S4G
Schools within the IHS ASG
interested in embedding
programme within their school
and identify staff who have
suitable skills to train as a
companion.
o Individuals attend
companions training.
Planning mtgs with H/Ts
identified they recognised the
value of S4G from the pilot
which was implemented last
year. (Aug/ Sept 2011)
Schools identified staff who
attended training (Nov 2011).
IHS member of staff unable to
25
into their individual schools.
Provide training for identified
staff to allow each individual
school to individually run S4G
groups as they recognize
appropriate.
Provide ongoing support to
schools through telephone
consultation, visits, debriefing
and reconnector as suits
individual companions.
o
o
o
o
Schools support the
development of the
groups by committing
time and resources to
group.
Groups being run in the
schools
Schools allow
companions to attend
reconnector sessions.
S4G becomes
embedded in the
schools.
To evaluate the effectiveness of
the groups through evaluations
and discussions with school
staff.
attend training for personal
reasons but committed to attend
future training session.
Dalneigh – has run group and is
planning 2 further groups for
this school year (Term 3)
Merkinch running a group
(Term 3)
Central running a group next
term. (Term 4)
Bishop Eden committed to
running a group this year.
St Joseph’s committed to
running a group.
Companions released to attend
re-connector (September 2011)
Companions have accessed
ongoing consultation, debrief
and support whilst running
groups.
To support those companions
already trained
Plan two re-connector sessions
during 2011-2012.
Major re-connector for inviting
recent companions who have
run groups to share their
experiences to support those
trained to further consider how
to run groups.
In the last few years training for
those interested in becoming
companions has been provided
once a year in Spring or
Summer term. However as an
increasing number of
individuals have highlighted
their interest in training to
become companions to increase
training opportunities.
To continue to raise awareness
of S4G both within IBN&S but
also begin to raise awareness
Highland wide.
Dalneigh evaluations being
forwarded, companions
confident and keen to run
further groups highlighting how
they recognise meets needs of
number of pupils.
To continue to explore
opportunities to train
companions who could cofacilitate groups.
Training provided November
2011 & scheduled for June
2012 – November well attended
and June 2012 training nearly
fully booked (as of March
2012).
IS contact with professionals in
Skye (carers group) interested
in training (Jan 2012).
Exploring option of providing
training in Skye
26
DEVELOPING THE SERVICE’S POSITIVE CORE August 2011
Appendix 1
27
28
29
30
31
32