Post-School Psychological Services: Update at August 2005
Pathfinder
Authority
Angus








Stakeholder Focus
Services Delivered /
Planning to be Delivered
Angus College
Job Centre Plus
Training Providers
Careers Scotland
Social Work Department
Angus College Training
Services
Young People
Tayside Cluster
Angus Developments
 Meetings with Student Services Workers (Angus
College) responsible for literacy support led to the
observation of work with students via the
Communications Team at Angus College In-Service
Training on dealing with challenging behaviours would
be beneficial. (Angus College)
 Angus College developing an anti-bullying policy and
practice guidelines.
 Ongoing links with Training Providers (ERGO, PALS)
have lead to consultation and training opportunities.
 Careers Scotland outlined their Worknet and NEET
Group plans anticipated that PSPS will become
involved in observation/joint delivery/possible
evaluation.
 Meeting with Disabilities Team Manager, Social Work
Department had led to links with individual team
members re joint working opportunities.
 Post-School staff from Angus College, local Training
Providers and Job Centre Plus participated in an
Introduction to Solution Focused Training Event.
 Transitions to Post-School Working Group have met
monthly and a Training Provider-School subgroup has
emerged to look at issues around training.
Tayside Developments
 Cluster Group (comprising PSPS Pathfinder workers in
Dundee, Perth & Kinross and Angus) meet on a regular
basis.
 The Cluster has made links with the Tayside
Community Guidance Network and the Tayside Get
Ready for Work forum which has led to developments
at both local and area levels.
 The Tayside Cluster has also linked in with the Fife
Cluster and reciprocal visits have been made to
consider future joint working initiatives.
 The Cluster has participated in the national evaluation
of PSPS and were interviewed individually and as a
1.
Outcomes









Solution Focused training will take place and follow-up
training morning has been planned to support those who have
completed the introductory training.
The Communications Team, Angus College will be trained on
dealing with challenging behaviour in (August 2005).
The Cluster will provide joint training to ERGO on solution
focused approaches and will link with the Strategic Officer on
how to localise the national dyslexia assessment training
currently being run jointly with BRITE centre.
The Transitions to Post-School Working Group will look at
issues around transitions and implement good practice.
Since its inception in March 2005, the Transitions to PostSchool Working Group have met on four monthly occasions.
In addition, in response to some of the issues discussed, a
training provider-school liaison subgroup has also met on two
separate occasions.
A Training Provider School Liaison subgroup comprising
representatives from schools, Educational Psychology Service
and training providers was set up to look at this issue. The
subgroup are keen to raise awareness of the opportunities for
training for staff, pupils and parents and are developing the
following:- A training provider will represent Angus at Pupil Care and
Support meetings in each of the right secondary schools.
- Information on training provision in Angus will be
produced, possibly through a pack of a CD Rom.
The ASL Action and Implications for Practice group have
provided a forum to keep post-school providers informed of
developments regarding the Code of Practice, in particular
Chapter 5 “Transitions – Preparing for Adulthood”. It is
anticipated that the group will seek to inform interested parties
on the elements of good practice relating to transitions under
the new Act.
Angus College have recently undertaken to implement an
Anti-Bullying, Harassment and Victimisation Policy. The
Policy will come into effect in session 2005-2006.
The Group have agreed to continue in its current form,
however as issues arise more subgroups will develop with
Post-School Psychological Services: Update at August 2005
Cluster group by the national evaluator.
Clackmannanshire










New Approaches
Forth Valley College
Community Education
(including New Approaches
and the Training and
Learning Centre
Special School (severe and
profound learning
difficulties)
Future Needs Process
Adult Social Work Services
Secondary Schools (3
mainstream, 1 special,
severe and profound
learning difficulties)
Training & Learning Centre
Transition Co-ordinator
Clackmannanshire Council












In discussion with Jeannie Robin, New Approaches
Project Leader
Links with various key personnel including the
principal. (Forth Valley College)
Services in place with support for learning and special
needs staff. (Forth Valley College)
Individual work undertaken with a small number of
students.
Meetings held with the Manager of the Cultural and
Community Services to identify how Post-School
Psychological Services would be useful.
Review and revise the format of school and
psychologist assessment and reporting in the context of
the future needs process. Return to work completed in
1993 (Trickey and Kennedy: SEED 1993) and pilot a
revised form of the competencies checklist developed
then.
Review and revise formal Future Needs Process.
Contribute to setting up a process to develop a single
assessment framework shared by schools, the FE
Colleges and Adult Social Work Services.
Develop a consultancy service to the adult day centres
and supported employment scheme.
Pilot transitions arrangements with schools to:a) identify pupils with additional support needs 12
months before they leave school.
b) arrange “transition meetings” to discuss their needs
post school with service providers.
Develop a “transition information form” for schools to
complete in order to pass information to post school
service providers.
Met with Alice Sutherland, Team Leader, Training &
Learning Centre to discuss possible Psychological
Service input.
2.












more people invited to attend depending on the issues
discussed. Managers will be kept informed via minutes and
where appropriate pupils and parents may become involved
(eg via focus groups).
Learned a lot about what New Approaches does and how this
fits into the post school field; council project; provides an
employment advisory service, including support to make
applications, write CVs etc. Acts as a “training broker” when
required.
Psychological Services to provide consultation, background
information and training in specific difficulties eg Asperger’s.
A Shared framework for assessment has been developed for
use between special schools, colleges, relating to students with
additional support needs and Adult Support Services.
Individual planning for young people on extension and “work
step” courses has been improved.
Review system in place for young people with Additional
Support Needs to ensure appropriate input from social work
services and the “supported employment” scheme post
college.
Forth College has been supported in establishing a child
protection policy and guidelines.
Work has been planned to assist the senior management of the
college in their decision making process.
Meetings with key staff have continued and Psychologists has
a weekly presence in the Forth Valley College.
Shared framework for assessment has been further developed
and systems set up to use this as a joint information passing
process between schools and the College for students with
additional support needs at the beginning of their college
course and between the college and Adult Social Work
Services.
Psychologist is a established member of the Forth Valley
College’s ‘Student Support Team’ and has been involved in
the planning of a programme of professional development.
Psychologists and Senior Staff have been involved in the
merge between Clackmannan College and Falkirk College –
to minimise any difficulties that may arise.
Post-School Psychological Services: Update at August 2005


The Transition Co-ordinator project is funded by the
Changing Children’s Services Fund and is timelimited, ending in April 2006.
A post-school psychologist is now a member of the
Clackmannan Council, “Transition Group”, convened
by the Head of Adult Care.









3.
Contact made with the newly appointed Senior Manager of
Clackmannan campus of Forth Valley College to develop
relationships further.
Arrangements have been made to meet with the project coordinators of “New Approaches” (a training provider) and the
Team Leader in the Council’s Training and Learning Centre to
identify in detail what services can be delivered.
Detailed checklist of competencies being completed by
schools and psychologists for first future needs assessment of
all pupils in the special school, and reviewed annually.
All pupils with Records of Needs together with others now
have their first Future Needs Assessment. A meeting will take
place with all the agencies involved in time for there to be a
review of plans a year later, preferably before they leave
school. Pupils identified by Child Care Social Work Service
as being “disabled” are brought to the attention of Adult
Social Work Services in time for their needs of support post
school to be identified well before they leave school.
Further work carried out to align the Future Needs process
with the “Transition Planning Meetings” which secondary
schools will convene for young people identified as likely to
have additional support needs after they leave school. These
meetings are being piloted as part of a project being carried
out as part of the national Professional Development Initiative
and are held in three secondary schools and in the Secondary
Schools Support Service – a formal report on the project has
been prepared.
Discussions now started with adult social work services aimed
at producing a shared framework for assessment to be used by
schools, psychologists and social work staff relating to all
young people with disabilities.
A group has been established, convened by the Psychological
Service and comprising representatives from the special
school, the FE College and adult social services to develop the
“competencies checklist” for joint use.
Arrangements in place for regular meetings with Managers of
the Adult Centres and the Supported Employment Scheme in
order to develop a consultancy service to their staff.
Meetings have been held in all 3 secondary schools and in the
Post-School Psychological Services: Update at August 2005




Dundee




Dundee College
GRFW Training Providers
Young Adult Literacies
Project
Schools/Post-School
Transition


Partnership Action Plan.



City of Edinburgh





Stevenson College
Telford College
Jewel and Esk College
Local Secondary Schools
and Special Schools
Throughcare and Aftercare



Consultation at Throughcare and Aftercare Forum.
Consultation with the General Preparation Course of an
FE College using shadowing and discussion to evaluate
current working and prioritise future work.
Consultation involving shadowing and discussion with
a catering department of an FE course.
4.


Secondary Schools Support Service. A formal evaluation of
the project has been completed and a report written. This is
being discussed with the schools and other agencies and will
contribute to the development of a procedure to be
implemented in the coming school session.
The “Transition Form” is in its final draft form and its use
with other agencies (eg as a referral form for the Inclusiveness
Workers in Careers Scotland) is being explored.
Discussions held about the possibility of developing services
to young people in their last year, or last term at school.
Training & Learning Service are presently developing a
detailed plan as to how these services would be delivered
following which further discussions will be held.
A full report will be available shortly on the transition of
young people with additional support needs from school,
through college and in to adult provision.
A Transition Forum meeting is being arranged for September
2005. This Forum will draw together all the agencies
involved in the transition process, making recommendations
to the Transition Group.
DEPS and Dundee College have produced a Partnership
Action Plan. Five mains areas agreed.
GRFW Training Providers – PSPS continues to focus on
planning and delivery of training to all staff.
Young Adult Literacies Project (YALPS) provides innovative
and dedicated programmes specifically developed to attract
difficult to reach young people. PSPS invited to discuss
possible research study.
PSPS currently gathering data about the number of Christmas
school leavers with a view to identifying possible candidates
which will track young people’s experiences from school to
post-school.
Joint discussions scheduled on transition/support issues
between Throughcare/Aftercare personnel, Pathfinders,
colleges and Working Together Manager (July- August
2005).
Feedback given to the General Preparation Course on an
Edinburgh FE College regarded as useful, future
Post-School Psychological Services: Update at August 2005








Falkirk




Transition from Secondary
School – effective
information transfer
targeting young people
(NEET).
Staff Development for
Training Providers, FE
College Staff, Leaving Care
Team
ASL Act Implementation
Mental Health and
Wellbeing





Ongoing work developing a pilot transition course
within an Edinburgh School’s cluster, consultation with
manager of pilot and evaluation of pilot commissioned
and started.
In-service delivered to an Edinburgh FE College on the
role/possible role of the Pathfinder Educational
Service.
Dissemination of research concerning pilot transition
form, leaflet/workshops around issue of transitions of
young people with moderate learning difficulties.
Event held at Edinburgh High School, including FE
Colleges, schools and representative of Authority.
Update given to the City of Edinburgh Psychological
Service through an in-service.
Consultation with Head of Education, Edinburgh
Secure Units.
Pilot focus groups on disengaged young people’s
perceptions of transition and support.
Pathfinder facilitation and attendance at Big Ideas
Conference on Transition.
Arranging visiting speakers for transition interest group
with mainstream colleagues eg from Careers.
Transition Information Form to be used for all
secondary pupils in Falkirk taking part in Forth Valley
College Link courses and Training Provider School
Link Courses. Same form to be used for Falkirk
School Leavers with Additional Support Needs
entering College/referrals to Careers Scotland Key
Worker Scheme.
Staff development delivered (various) suicide/self
harm, Scottish Mental Health First Aid Training,
Attention Difficulties, Team Development, Young
People with chaotic lifestyles, ASL Act.
Advice to Local Authority and Forth Valley College on
ASL Act.
Casework (in tandem with College Staff).
Postholder PDP Co-ordinator Post School Transition.
5.












consultations planned around more specific issues (March
2006).
Evaluation of a supported catering course of an Edinburgh
FE College, advice/consultation to be given regarding setting
up taster courses for school leaves for similar courses. (June
2006).
Ongoing evaluation of pilot transition course until June 2006
to be given to City of Edinburgh Authority (June 2006).
Future work through consultation being planned with an FE
College (March 2006).
Interest expressed by all at dissemination and agreement to
take further the transition form model of schools/colleges.
The City of Edinburgh Authority expressed interest in taking
forward the transition form model (ongoing).
City of Edinburgh psychological service kept up to date with
Pathfinder initiative (ongoing).
Meeting to discuss transition issues and planning for 16-17
year old young people with Secure Unit Personnel (July
2005).
Focus Group research on disengaged young people’s
perceptions of transition and support (October 2005 –
February 2006).
Ideas generated to be taken forward by Senior Managers
(2005-06?).
Review format of group and continue (2005-2006).
PSPS now established with Forth Valley College and Local
Training Providers.
Ongoing programme of staff development and support in
variety of formats. (Continue).
Stakeholder Survey – in train.
Post-School Psychological Services: Update at August 2005
Fife



Glasgow City


Consolidate and systematise
existing practice,
particularly in relation to FE
Colleges.
Develop new links with
Training Providers through
the Fife Enterprise, Get
Ready for Work Network.
Develop increased
awareness and links with
other agencies working with
vulnerable young people at
the post school stage.

Secondary Schools
Consolidation of previous
activity






End of session evaluation and planning with FE
College in achieving balance between strategic and
more individual work. Further planning will be
undertaken with Adam Smith College which is the
amalgamation of Glenrothes and Fife Colleges.
Training for Trainers – Get Ready for Work - recently
linked with Fife Council Development Services to
explore training for trainers in relation to ASN. An
audit of training needs has been carried out and on the
basis of this a programme of sessions will be offered
over the coming session.
Transition Planning – ASL – linking colleagues
within/outwith the Education Service to develop a
strategy and procedures for ASL Transition Planning.
Audit of the Transition Process in Secondary Schools
Audit of Training providers/purchased day resources
EVIP audit
Consulting with young people – young people
passport












Midlothian Council






Pan Lothian Cluster Group
Non-Pathfinders links
Jewel &Esk College
Midlothian
Training
Services
Careers
Scotland/15-24
Project
Midlothian
High




Eight weekly liaison group with Edinburgh and West
Lothian.
Liaison and planned work with East Lothian and the
Bridges Project.
Audit of transition information from all Midlothian
High Schools and Special Education completed –
transition form finalised for use session 2005/2006.
Audit of training needs and Practice Agreement with
6.



Completion of Service Development Plan (Summer 2005 –
imminent).
Completion of Get Ready for Work Training Audit
(August/September 2005).
Development of Transition Planning Strategy and Procedures.
Initial meeting 1 September 2005; implementation 1
November 2005.
Report of the audit and planned Stakeholders meeting to
provide feedback
Create 2x transition JATs Embed common paper wk ID key
players (CS FEetc) – February – March 2006
2x training days for TPs, Evip and FE on SF personal planning
– February – March 2006
Develop common transition form – February – March 2006
Partnership with CS re initial training/assessment – February
– March 2006
Consultation, IEP and targets, reviews, client centred –
February – March 2006
Structured questionnaire re disaffected YP re transitions –
November 2005
Resource directory, write up of audit - October 2005
Common transition forms. Common practice agreements.
Representation on interagency forums JATs – December 2005
Pathfinder brochure completed; eight weekly meetings
attended; training event with National Officer, Get Ready for
Work.
East/Midlothian project in planning with Bridges (August –
December 2005).
High School transition audit complete; form to be
distributed/used in session 2004-2005 – with all schools – in
conjunction with Jewel & Esk College and Development
Post-School Psychological Services: Update at August 2005


Perth & Kinross





Schools/Special Schools
Social Work Services
Bridges Project
Transition Reference Group
Throughcare & Aftercare
SW Service
Careers Scotland
Perth College
Tayside Cluster Group






Midlothian Training Services on Dyslexia/literacy
awareness.
Evaluation of MTS PAVE project (full time course for
S4 pupils).
Regular attendance at multi-agency group, aiming to
improve school-post school transition. Piloting of
post-school transition form.
Regular consultation service to staff based at Wellbank
supported accommodation for homeless/looked after
young people.
Liaison with Careers advisors and Video Enhanced
Communication training to team leaders.
Links established with new staff team at Perth College
and ongoing service negotiated.
Ongoing regular meetings and joint work with Tayside
colleagues.







7.
Officer for ASL Bill (session 2005-2006).
Midlothian Training Services Practice Agreement in place;
Dyslexia/Literacy Awareness training completed – to be
evaluated (March 2006).
PAVE Evaluation – evaluation of attendance and success
factors (December 2005 and June 2006).
Roll out of post-school transition form pilot and establishment
of consistent authority wide post school transition process.
Link with ASL implementation team in training provision for
post school stakeholders.
Ongoing consultation service with roll out to wider
throughcare/aftercare team. Joint training in solution focused
approaches to Wellbank and Throughcare/aftercare staff.
Support of action research by EPiT into views of looked after
& accommodated young people in transition.
Ongoing video enhanced communication training with team
leaders and cascade to advisors.
Establishment of regular consultation service and training
service to staff at Perth College.
Joint training to training providers and other stakeholders
across the Tayside cluster.
Post-School Psychological Services: Update at August 2005
South Lanarkshire
Council








Supporting young person’s
transition by enhanced
continuity.
Complementing the
assessment of stakeholders
Improving the
understanding/skills/
effectiveness of service
providers through
consultation/training/
action research.
Contributing to strategic
developments, locally and
nationally including policy
development.
Build effective and
meaningful interventions for
clients by advising and
contracting through
consultation
Assessment and Intervention
– minimise barriers to
learning/support the
development of
social/emotional adjustment.
Training and Development –
enhance skill
base/understand staff to
maximise their contribution
to client and systems
development
Projects and Action
Research – to identify and
develop best practice



Training courses on Solution Focused approaches
within Further Education Colleges have been organised
and have been well received.
A development programme is being devised to assist
FE staff and students to increase their skills/knowledge
of inclusiveness.
It is anticipated that as current legislative changes
come into effect more demand will be experienced and
our remit will be extended to contribute to an
Integrated Assessment Framework.





8.
There is evidence of:
- a rich, diverse set of transition arrangements
- variation in resources available across the schools
- evidence of a formal process primarily for young people
having a Record of Needs
- evidence of considerable work carried out already with
young people having additional support needs.
Consultation sessions have been arranged to define, analyse
and support areas of need/concern. These are transition
information, assessment, in-service training and staff
development and have been discussed at regular meetings
with Additional Support Needs Department at South
Lanarkshire College.
Meetings have taken place with Keyworkers from
Inclusiveness Project ‘Positive Futures” as part of Careers
Scotland.
Major work undertaken by three PSPS Group members since
September 2004 to carry out an audit of the transition
arrangements in all secondary schools, including all specialist
provision in the South Lanarkshire area. Thirty one separate
schools or support bases were visited and 53 sets of interviews
were conducted. These interviews were ‘open ended’ and
centred on the transition arrangements in place, whereby
thought was also given on how the processes could be
improved and how new legislation may affect the work
currently carried out.
A full report on the above findings should be available in
September 2005.
Post-School Psychological Services: Update at August 2005
Stirling Council









West Lothian




Schools
Colleges
Careers
FVHB
Range of Voluntary
Agencies through the
Compass Partnership
Service Managers in
Children’s Services and
Community Services
Psychological Service
Social Work Colleagues
Education Officers

Oatridge College
15-24 project and
Alternative Curriculum
Programme
Multi-agency Transition
Planning Group
Transition
(1a) Delivery of training on working with students with
additional support needs to group of staff. Focus on
executive function and need for planning and structuring
where possible as support for a number of ASN areas.
Presentation followed needs analysis and is to be followed
by further session on usable adaptations in delivering
curriculum: what is possible in varied FE contexts? Have
negotiated option of consultation sessions with individual
staff or groups to address specific concerns and apply ideas
generated.



Ongoing consultancy and liaison with Careers, FVHB,
Forth Valley College (main inputs to Clackmannan and
Falkirk campuses), local service providers.
Ongoing service to Compass partnership, with
provision of a range of INSET and development
activities.
Through BRITE contacts, piloting of electronic Mind
mapping using tablets, electronic pens and electronic
paper.
Strategic planning and development within Stirling
Council





b) Action research looking at poor retention of students in
particular course. Working with Depute Principal and
course team. Analysis of existing data from previous
cohort, new cohort, staff and student interviews; close
tracking and detailed leaving interviews where this occurs.
May be used to inform student support, selection, course
format and level of preparation required by some students.
2. Interviews with young people who have over the last four
years attended Alternative Curriculum Programme, that is
9.





PSPS organised and ran a full development day for
relevant staff from Children’s Services, Community
Services, College, FVHB and voluntary agencies on
‘Transitions’.
Outcome from the day has been used to generate a 10
point action plan for session 2005/2006.
Consultation in July and August 2005 with service
managers in Children’s and Community Service has
allowed this to be fully integrated with development for
the Council ASL strategy.
PSPS asked to lead the Council development re transition
planning within the ASL strategy.
PSPS included in formulating the bid by Compass and Jenny
Moseley Consultancies to mount a research project over
period March 2006 – September 2007, title Developing the
Reflective Practitioner within a Group Work Context. Pilot
work already underway.
(1a) Training session 1 – 30 June. Follow up 25 August.
Consultation sessions to follow during first term.
(1b) Research method discussed June. Initial analysis begun.
(2) Planning presently.
(3) Re-draft by October
(4) Training session for stakeholders end of October
Post-School Psychological Services: Update at August 2005
education outwith (often) mainstream schools. Early stages
of planning but study looking at outcomes and positive
influences to inform practice. Working with staff from
programme.
3. Policy drafted and now out for consultation.
4. Secondary mainstream staff interviewed on transition
issues. Themes identified and early planning stage for
training session with relevant stakeholders, including Adult
Basic Education and Locality Planning Officers developing
services relating to young people NEET
10.