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Specialist Teaching and Psychology Service
STePS Handbook2017-2018
STePS Handbook 2017-2018
Contents Page
Introduction 1
Services Provided by the Specialist Teaching Service (STS) 4
Services Provided by the Educational Psychology Service (EPS) 9
Appendix 1 – EPS Menu of Services 14
Appendix 2 – EPS Information for Casefile 16
Appendix 3 – EPS Parent Leaflet 19
Appendix 4 – EPS allocation List 21
Appendix 5 – EPS Statement of Service Levels 25
Appendix 6 – EPS Additional Sessions 27
Appendix 7 – STePS Referral Form 28
Appendix 8 – Social Communication and Autism Outreach Service 31
Introduction
The Specialist Teaching and Psychology Service (STePS) works as a fully integrated service and is made up of:
The Specialist Teaching Service (STePS)
The Early Intervention Team provide advice and support to children with special educational needs and disabilities, their parents and private, voluntary and independent (PVI) early years group settings to the end of Foundation Stage One.
The Hearing Impairment Team provides support and advice (statutory and non-statutory) for children with a diagnosed hearing impairment.
The Visual Impairment Team provides support and advice (statutory and non-statutory) for children with a diagnosed visual impairment.
The Physical Impairment Team provides support and advice for children with a diagnosed physical disability.
The Social Communication and Autism Team provide training, support and advice for children with a diagnosis of ASD and other social communication needs.
The Psychology Service (STePS)
The Psychology Service provide statutory and non-statutory psychological advice to children and young people, parents, schools, early years settings and the Local Authority.
Richard Lakin Eleanor MoorePrincipal Educational Psychologist Specialist Teaching Service Manager
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The Specialist Teaching Service (STS) – Staff ListManagerEleanor Moore Specialist Teaching Service
Manager01332 64139407812 300710
Social Communication and Autism TeamCaroline Wheeler Advisory Teacher 01332 641382
07812 301253Julie Fearn Advisor 01332 641384
07812 300886Louise Bieluch HLTA 01332 641386
07812 302047Miriam Price Advisory Teacher 01332 641801
June Gillett Early Intervention Practitioner 01332 64136207812 301608
Hearing Impairment TeamJulie Watson Advisory Teacher 01332 641388
07812 301606Susan Gray Advisory Teacher 01332 641387
07812 300891Carole Smart Advisory Teacher 01332 641388
07812 301116Sara Wright Advisory Teacher and Educational
Audiologist01332 64136307812 301609
Visual Impairment TeamAngela Mawby Advisory Teacher 01332 641359
07812 300879Jane Shipway Advisory Teacher 01332 641390
07812 300883Sue Harvey Advisory Teacher 01332 641389
07812 301030Claire Cotton Advisory Teacher 01332 640707
07812 300880Adrian Farnsworth Resource Officer
(Based at Markeaton School)01332 34737407812 00439
Physical Impairment TeamLucy Daullah Advisor 01332 641385
07812 300881Early Intervention TeamJane Cockcroft Assistant Team Manager 01332 641408
07812 300863Lynn Brierley Senior Portage Worker 01332 641355
07812 301237Katherine Boden Early Intervention Practitioner 01332 641361
07812 301607Trudi Ellis Early Intervention Practitioner 01332 641360
07812 300887Susan Hodgkinson Early Intervention Practitioner 01332 641352
07812 300868
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Deirdre Fleming Early Intervention Practitioner 01332 64142907812 300870
Sam McKenna Early Intervention Practitioner 01332 64135107812 300867
Julie Whitmore Early Intervention Practitioner 01332 64135007812 300894
The Psychology Service – Staff ListManager/Principal
Richard Lakin Principal Educational Psychologist
01332 64137907812 301671
Senior Educational PsychologistsStella Lawlor Senior Educational Psychologist 01332 641405
07812 302044Dr Judith McAlister Senior Educational Psychologist 01332 642214
07812 302037Dr Anna Worsching Senior Educational Psychologist 01332 641397Educational PsychologistsNick Owens Educational Psychologist 01332 641403
07812 302040James Bane Educational Psychologist 01332 641401
07812 302038Dr Sarah Atkinson Educational Psychologist/Tutor at
Nottingham University01332 64139607812 302046
Peter Edmondson Educational Psychologist 01332 64140407812 302041
Dr Susan Lawton Educational Psychologist 01332 64139507812 302045
Dr Caroline King Educational Psychologist 01332 64139507812 302039
Andrew Kawalek Educational Psychologist 01332 64140207812 302042
Dr Rachel Grace Educational Psychologist 01332 64140007393 007451
Dr Jusleen Cooper-Johal Educational Psychologist 01332 64140007812 300878
Dr Charlotte Mahon Educational Psychologist 01332 64140007812 302043
Suzanne Edmondson Educational Psychologist 01332 64195307775223650
Lucy Whittaker Educational Psychologist 01332 64047907775224810
Maddi Austin Trainee Educational Psychologist 01332 64140007393142688
Charlotta Watson Trainee Educational Psychologist 01332 64145907393 142689
Administrative Support and General EnquiriesGeneral Enquiries Telephone 01332 641400
Email [email protected]
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Specialist Teaching Services (STePS)
A. Services and Eligibility Criteria
Portage 0-4 Years
Early Intervention Practitioners (part of the Early Intervention Team) provide early educational intervention in the home to pre-school children. STePS are a registered Portage Service providing support to parents in the home up until their child starts in a maintained school setting. See www.portage.org.uk for more information about the national portage association.
The service is for children with moderate to severe delay or disability in two or more areas of development, who have at least three months before starting in a maintained school and whose parents are able to make time available for regular home visits.
Area SENCo 0-4 Years
The Early Intervention Team provides support and advice to Private Voluntary and Independent (PVI) early years group settings to help them to include children with additional needs. Early Intervention staff promote inclusive practices and provide advice, support and training to setting staff.
General SEND advice and training is available to all settings. Referrals from settings for individual casework advice and support is for children over 3 years of age with moderate to severe delay or disability in two or more areas of development.
Training
Early Intervention Practitioners, Advisory Teachers and Specialist Support Workers provide training for school staff, professionals, parents and early years setting staff to help them to include children with additional needs. This may be specific training and awareness raising within the school/setting context to help settings include a particular child, bespoke training or centre based training open to schools/settings across the city.
Courses are advertised on the Schools Information Portal www.sip.derby.gov.uk and usually take place at Kedleston Road Training and Development Centre. Casework specific training is delivered as required.
Behaviour Support 0-6 Years
Support is available for children in the early years presenting with attachment difficulties and associated challenging behaviour. This may include home visits and advice and support to setting/school staff up to the end of Foundation Stage 2.
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This support is for children presenting with significant challenging behaviour which is not a result of another difficulty (for example, Autism). There must be evidence of verbal or physically aggressive behaviour, persistent refusal to follow instructions, disruptive behaviour and extreme difficulties in waiting, sharing and turn taking.
Hearing Impairment 0-19 Years
Advisory Teachers for hearing impairment provide support in the home for pre-school children and advise and support schools and early years settings. A Qualified Educational Audiologist works together with the Advisory Teachers to ensure that audiological equipment is provided as needed.
This service is for pre-school children referred under the Newborn Hearing Screening Programme (NHSP) and school age children and young people who have a diagnosis of permanent hearing impairment of at least moderate levels and who meet the National Sensory Impaired Partnership (NatSIP) criteria for intervention.
Visual Impairment (0-19 Years)
Advisory Teachers for visual impairment provide support in the home for pre-school children and advise and support schools and early years settings. Advisory Teachers will give advice about the use of specialist equipment, the environment and teaching methods. If appropriate the Advisory Teacher will involve the Resource Officer in the production of resources and provision of equipment.
This service is for children and young people with a diagnosed visual impairment whose sight is not fully corrected by glasses and who meet the National Sensory Impaired Partnership (NatSIP) criteria for intervention.
Physical Impairment 0-19 Years
Support is provided to setting staff and school staff to enable them to include children living in Derby City with physical disabilities. Specialist staff carry out assessments, provide specialist equipment for use in the setting/school environment, deliver training and give advice about the physical environment and teaching methods.
This service is for children and young people who have a physical disability that significantly impairs their ability to access the curriculum. The criteria for involvement include factors such as having a diagnosed physical impairment or having a significant delay in motor skills or if the child requires manual handling.
Social Communication and Autism 0-19 Years
Support is provided to early years setting staff and school staff to enable them to include children living in Derby City with a diagnosis of Autism Spectrum Disorder. Specialist teachers, advisors and practitioners carry out assessments, deliver training and give advice about the physical environment, targets and teaching methods. From September 2017 schools will need to formally request support from the Social Communication and Autism Outreach Service. Once a service request form is received someone will be in touch with the school to make arrangements to visit and plan the work to be carried out.
B. Referral Routes
Referrers must use the Specialist Teaching Service Referral form (included in the Appendices). If you would like an electronic copy of the form please contact [email protected] or call 01332 641400.
Parental referrals can be made by telephone, by email, in writing or in person.
All early years referrals are discussed at the Early Years Referral and Assessment Panel (EYRAP) except HI and VI referrals. EYRAP meets every three weeks.
If you are a SENCo in a PVI setting and you would like more information or advice about making a referral, please call us to discuss your concerns.
C. Working in Partnership
To get the most out of the support provided by STS staff, schools/settings should:
Identify a named person, usually the SENCo, who will liaise with the Early Intervention Practitioner/Advisory Teacher/Advisor, share information with setting colleagues, co-ordinate support for the child in the setting, oversee the use and management of any specialist equipment provided and inform parents that the Advisory Teacher/ Practitioner is involved.
Invite the practitioner/teacher/advisor to attend meetings with plenty of notice.
Identify a named person who will carry out agreed activities/teaching programmes with the child.
Provide relevant information about the child or young person, parental views and reports from other professionals.
Let us know if the child is absent on the day we have arranged to visit. Keep accurate information about other visiting professionals and inform us
of their visits. Liaise with parents and keep them informed about what we are working
on together.
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Provide a suitable working environment for focussed one to one or small group activities.
Take reasonable care of resources on loan and return them promptly at the end of the agreed loan period.
Feedback information about the ‘reasonable adjustments’ that need to be made to include children and young people with low incidence additional needs to senior staff for their school improvement planning.
Plan for whole school training with the advisory teacher and release individual staff for training in preparation for including a child or young person who has a low incidence special need.
Discuss with the advisory teacher, the advisor or the team manager if you are not happy with any aspect of our work.
Parents should:
Let the advisory teacher/practitioner/advisor know if the agreed time is not convenient and you need to cancel a visit.
Use and maintain any equipment and/or resources that are loaned to you. Keep us up to date with contact phone numbers and any change in
address or other contract information Let us know if your son or daughter, or someone else in the family, is ill or
has an infection. Tell us if you are not happy about any aspect of our work.
D. Quality Assurance
The quality of the services provided by the Specialist Teaching Service is assured in a number of ways:
All the team undergo an induction and probationary period on joining the service.
Casework supervision is provided at regular intervals by a manager/ service leader.
All the team are subject to performance management reviews. The National Portage Association Code of Practice and Ethical Guidelines
(revised 2006) govern the work of the Derby City Portage Service. All Portage Workers have attended a Portage Basic Workshop and
satisfied tutors of their competence in using the Portage materials in a training environment.
All Portage Workers have been observed by a trained Portage Home Visitor on Home Visits and have demonstrated an ability to work unsupervised in the delivery of the Portage model.
Advisory Teachers for Visual Impairment and Hearing Impairment have a mandatory qualification or are working towards the mandatory qualification.
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Quality Standards for Sensory Support Services, the National Deaf Children’s Society, the RNIB, the Department for Children, Schools and Families and the National Sensory Impaired Partnership (NatSIP) are used to inform practice and delivery of service.
All of the teams have criminal records checks on appointment and two references are required.
Staff have safeguarding training Team members attend team meetings and continuing professional
development sessions regularly. Parents, schools and settings (as appropriate) are invited to give formal
feedback
E. Customer Feedback (including complaints)
We welcome your feedback as it will help us to develop and improve our service and learn from good practice and mistakes.
In the first instance feedback can be made directly to the member of staff concerned. If this would not be appropriate please contact the team member’s immediate line manager. The line manager will review your comments, investigate if appropriate and take whatever action is necessary.
Alternatively you can use the Derby City Council customer feedback form on the City Council website.
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The Psychology Service (STePS)
The EPS provides a wide range of services to help the Children and Young People’s Department discharge its duty to identify and meet Special Educational Needs (SEN).
Schools that have bought into the service have a named Educational Psychologist (EP) who provides a full range of services including consultation about children at all stages of the Code of Practice and casework with children receiving SEN Support.
Bought back services to schools are negotiated and agreed through the framework provided by planning meetings.
A. Statutory Duties
The Authority has, by statute, to obtain psychological advice for any child being considered for special educational provision. This work is provided free of charge by the psychology service once a request for an Education, Health and Care Plan has been agreed by the EHC Panel.
The production of statutory psychological advice is a core function of the service and is the subject of rigorous weekly quality control. The service also helps the Authority discharge its statutory duties by:
Attending the EHC, RAP and Locality Funding Panel. For priority cases attending Annual Reviews for children attending Out of
Authority Schools who live away from home. In exceptional circumstances, supporting those pupils with
statements/plans in out-city schools. Provide reports for Derby Admissions Team to investigate the benefits of
deferred entry.
B. Individual Casework
The EPS is committed to the highest possible quality in casework. Often this will be with pupils with high levels of need such as those with severe SEN, disabilities and Social, Emotional and Mental Health needs. At termly planning meetings work will be prioritised for casework support. The school SENCO will be asked to complete the Information for Case File Form. This provides basic information and requires written parental consent. This can be found in Appendix 2.
Schools can also consider the use of consultancy support for children with less severe need. The EPS also provides advice/consultancy support to schools on a wide range of issues as well as training both centre based and on site.
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C. Training
The EPS undertakes training for schools as part of the sold service. Training is provided in a number of areas such as:
Promoting positive behaviour. Severe and challenging behaviour (multi element plans). Circle of friends. Read it, write it. Precision teaching. The emotional impact of teaching and staff support.
D. Wider Services
The EPS is able to offer a wide range of services and these are shown below in Appendix 1.
For further details please discuss with your EP or Richard Lakin on telephone number 01332 641379.
Early Years Work
Educational Psychologists work closely with members of the Specialist Teaching Service teams so please refer to the earlier section for further details. Referrals for EP support in the early years come from the Specialist Teaching Service teams.
Critical Incident and Bereavement Support
The EPS provides advice and support for children and staff who have been involved in events that involve death, serious injury, violence or trauma. Happily, these events are comparatively rare, but, such is their impact, the service believes it important to have the capacity to respond to these events. It has been the experience of the Educational Psychology Service that it is involved in such incidents on average once every six months.
In the first instance schools should contact their EP who will try to respond within the same day to arrange a meeting. The purpose of this initial contact is to:
Provide support at this difficult time. Identify the school’s needs and develop a brief action plan. Provide information, referring to the Bereavement and Loss guidance,
which includes sections on critical incidents and dealing with the media. Offer a level of on-going support, for example in being available to talk
through actions and by keeping in touch as the situation develops.
The EPS works closely with Specialist Child and Adolescent Mental Health Services in deciding on the best response to schools in such circumstances.
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Schools should also refer to the guidance provided in Supporting Children, Young People and Schools through Bereavement and Loss, a copy of which all schools have.
Key points to consider when devising an action plan:
The importance of clear, accurate communication with both children and parents about what has happened, to dispel both rumour and misunderstandings.
The importance of providing normality and routine for children and young people.
The importance of giving children and young people opportunities to talk, such as a room set aside with an experienced staff member present or time set aside to carry out some practical activity in a comfortable setting.
The importance of identifying vulnerable children and young people, who lack resilience.
The importance of monitoring children and young people over a period of a month to six weeks, after which further help should be sought if high levels of distress persist.
E. Educational Psychology Service Specialisms
Each EP is expected to develop a specialism and has a small allocation of time for this work.
Presently the specialisms of each EP include:
Richard Lakin SENCO Support and School Improvement, Critical Incident Support.
Nick Owens ICT for SEN, Behaviour Management.James Bane Emotional and Behavioural Difficulties, secondary
schools.Sarah Atkinson Emotional Health and Well-being.Stella Lawlor Early Years Behaviour, Literacy.Sue Lawton Autistic Spectrum Disorder.Peter Edmondson Sensory Impairment, Communication and EPS link for
children with acquired brain injury.Judith McAlister Literacy and complex cases.Anna Worsching ICT/Website, Person Centred Planning, Virtual
Schools, Post 16.Andrew Kawalek Critical Incident Support, Emotional Health and
Wellbeing, Virtual Schools.Caroline King
Rachel GraceCharlotte MahonJusleen Cooper-Johal
Emotional health and well-being, Virtual Schools and Mindfulness.Early Years, Autism Spectrum Disorder.Early YearsEarly Years
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F. Referral Routes
Children and Young People in School
The EPS works through the framework provided by the SEN Code of Practice.
The EPS only becomes involved in direct casework with children who have not received SEN Support in exceptional circumstances.
Cases are taken on by the school’s named EP in consultation with the school.
EPs only become involved with children with the active consent and involvement of parents/carers, as indicated by their signature on the Information for Case File Form in Appendix 2.
All reports and correspondence from EPs are copied to parents. It is likely that schools in collaboration with their EP will prioritise those
children:
Whose SEN or Emotional, Social and Mental Health difficulties place them at risk of permanent exclusion or frequent fixed term exclusion.
Who are Children Looked After or children from other vulnerable groups who have SEN or Emotional, Social and Mental Health needs.
Who have particularly severe SEN. Who have poorly understood SEN that would benefit from
psychological assessment. Whose SENs are poorly understood because they have not responded
to relevant and purposeful SEN Support provided by the school.
G. Getting the most out of the Educational Psychology Service
Planning Meetings
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 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.
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Individual Casework
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. 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?
Where can the EP have confidential discussions with:
The child or young person. Members of staff. Parents.
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? 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?
H. Quality Assurance
The quality of services provided by the EPS is assured in a number of ways:
All the team have current DBS checks. All Educational Psychologists are registered with the Health Care
Professions Council (HCPC). All EPs are regulated by a professional code of practice that governs their
day-to-day work. All EPs undergo a period of induction on joining the service. This is
enhanced in the case of newly qualified EPs who are given an allocation of time in their first year of practice to make this possible.
All EPs have termly supervision, which incorporates the Council’s Managing Individual Performance Programme.
The work of trainee EPs is carefully allocated and supervised. The service has a complaints procedure. In the first instance complaints
should be made directly to the EP concerned. If this does not resolve the situation contact should be made with the Senior Educational Psychologist (SEP) who will investigate, respond to the complaint, take whatever action is necessary and review whether changes are required to the operation of the Service.
Annual Structured Interviews are carried out regularly to receive feedback about the service and identify opportunities for improvement.
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Appendix 1
Derby City Educational Psychology Service
Menu of Services
Consultation
One-to-one collaborative consultation with a teacher/TA about an unnamed pupil.
One-to-one collaborative consultation with a parent about their child. Group consultation with teachers/staff. Reviewing the schools SEN Support with the SENCo.
Assessment
Individual psychological assessment for a named child, to include observation, one to one with the child, discussion with the parent and the teacher and feedback with recommendations.
Assessing a child’s IQ, and general conceptual ability. Using the British Picture Vocabulary Scale to assess a child’s understanding of
English vocabulary. Using standardised literacy assessments, for example, comprehension and
word reading to compare a child’s achievements with other children the same age.
Gathering pupil’s own views, for example, strengths, difficulties, self-esteem. Considering access issues relating to the physical environment of the
classroom/school. Carrying out a basic skills literacy assessment. Carrying out a basic skills numeracy assessment. Carrying out a brief functional assessment of a child’s behaviour. Using the PBAS. Early Years developmental assessments. Curriculum based assessment, for example, PIVATs.
Interventions
Feedback to teachers following individual assessment with advice and recommendations.
Feedback to parents following individual assessment with advice and recommendations.
One to one solution focused work with a named pupil. One to one personal development work with a named pupil for example self-
esteem, anger management, personal organisation. One to one literacy work with a pupil for example Funnix, direct instruction,
precision teaching, learn to read, reading recovery, and paired reading. Group work -Transition support for vulnerable pupils. Group work - Circles of Friends. Group work - Solution Circles.
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Support for Teachers - coaching for a named teacher (for example NQT). Parents - One to one with parents to help with managing a child’s behaviour at
home. Parents - one to one with parents to help with strategies to improve their child’s
basic literacy skills.
Training
Behaviour management for teachers for example promoting positive behaviour, rules-praise-ignore.
Severe and challenging behaviour for example functional assessments and writing multi-element plans.
Behaviour management for teaching assistants and midday supervisors. Inclusion. Circles of friends. Understanding and using precision teaching methods. Peer mentoring. Training teachers to use solution focused approaches. Bullying. Emotional literacy and resilience. Self-esteem. Moderate learning difficulties. Paired reading.
Research
Project evaluation. Researching inclusion. Evaluating interventions. Gathering the views of staff, pupils and parents.
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Appendix 2
Educational Psychology Service
Information for Casefile
Please return this form to: [email protected] or post to STePS Admin,Derby City Council, The Council House, Corporation Street, Derby, DE1 2FS
Child’s Full Name:
Date of Birth: MaleFemale
Full Address:
Post Code:Home Telephone: Mobile Number(s): Please include whose
number it is for example, mum, dad.
Parent/Guardian (please indicate everyone who is considered to hold parental responsibility and include addresses if different from above)Mother’s Name:
Father’s Name:
Name of Person with Parental Responsibility:Address if different from above:
Is the child subject to any order under childcare legislation? Yes / No(please give details) for example, Looked After Child, Child in Need, CAF started
________________________________________________________________________
________________________________________________________________________
Home Language(s): ________________________________________________________________________
School name:Educational Psychologist:
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Email:
Name of SENCo:
Name of Class/Form Teacher: Year Group:
School: Dates attended:
Summary of Main Areas of Concern:
________________________________________________________________________
________________________________________________________________________
Please indicate the most significant or primary need for the pupil using a '1' and where appropriate their secondary need with a '2'. The descriptions below of type of SEN are taken from school census/PLASC guidance materials (2007).
Autistic Spectrum Disorder
Physical disability
Behaviour, emotional and social difficulties
Profound and multiple learning difficulty
Hearing impairment Speech, language and communication needs
Moderate learning difficulty
Severe learning difficulty
Multi-sensory impairment
Specific learning difficulty
Other difficulty/disability
Visual impairment
Other Professionals involved:
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Equality in Action – please ask parents to fill in this section
We at Derby City Council take pride in the services we deliver. We want to make sure that our services are appropriate, fully accessible and free from any barriers or discrimination. In order for us to monitor our services effectively, please complete the following:
My child’s origin is:
Asian or Asian British WhiteIndian BritishPakistani IrishBangladeshi Traveller of Irish heritageAny other Asian background Gypsy/RomaBlack or Black British Other White backgroundCaribbean Dual HeritageAfrican White and Black CaribbeanOther Black background White and Black AfricanChinese or other ethnic Group White and AsianChinese Other Dual Heritage background
Any other ethnic group: _______________________________________________________
Do you consider your child to be a disabled person? Yes No
Signed: ___________________________ Position Held: ____________________________ (School)Date: __________________________
The parents agree to their child being referred to the Educational Psychology Service for advice at ‘SEN support’ stage of the Code of Practice and are aware that a file will be opened by the Service. A copy of the child’s Individual Education Plans and reviews are attached. Please note Psychologists may use formal tests including IQ tests. If you have a problem with this please let the school and the Psychologist know before they start their work.
Signed:_______________________________ Date:_________________________________ (Parent/Carer)
All information provided will be treated in confidence, in accordance with the Data Protection Act 1998 and used for the purpose of assessing your child’s needs. The information may be shared with the other Professionals involved in assessing and providing for your child’s needs. Please note the EP will be given access to information held by the school.
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Appendix 3
EPS Parent Leaflet
How an Educational Psychologist Can Help Your Child
A Guide for Parents and Carers
This leaflet is written for parents and carers. It explains who educational psychologists (EPs) are, what we do, and how we can help your child.
We are committed to doing our best for children and we know that this works best if we work closely with you.
What is an Educational Psychologist?
All educational psychologists in Derby are qualified psychologists, often we have taught in schools, and gained further qualifications in educational psychology. Our background means that we understand how children and young people learn and develop. We can also offer advice about how to help them improve in their work and behaviour at school.
All of the members of the Educational Psychology Service have a Criminal Record Bureau check or Disclosure Barring Service check.
Who do we work with?
We work with children and young people at school and with pre-school children. We work with parents and teachers, and with people from education, health and social services. We may talk to other professionals who have already met you or your child to get a clearer picture.
When does an Educational Psychologist work with pre-school children?
We see pre-school children 0 to 3 years and their parents when a doctor, usually a community paediatrician or medical officer thinks that a child may need special help before they start school. The doctor has to get parents permission to let us know about any child.
Children in a nursery school are referred to the service by the designated SEN specialist.
When does an Educational Psychologist work with children at school?
We usually see children when a school Special Educational Needs Co-ordinator (SENCo) thinks that a child may need more help than they can usually provide. Each school has a named educational psychologist who regularly visits and at these meetings they will raise the names of children with special educational needs.
How does the Educational Psychologist work with the child?
After you have given your consent for us to work with your child, the educational psychologist may do all or some of the following things:
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Discuss your child’s progress with school staff. Meet with you to discuss your child’s progress. Look at your child’s work. Observe your child in the classroom or in the playground. Talk to your child in class or on their own. Look at your child’s strengths and areas of difficulty and check that the right targets are
being set and that suitable strategies are being used. Carry out a formal assessment using standardised tests (IQ).
Educational Psychologists have a responsibility to share concerns about a child’s welfare with statutory agencies and other individuals responsible for safeguarding.
What will happen then?
Once we have collected the necessary information, we will usually then give advice about different ways to help your child. You will get copies of our reports and we are happy to meet with you to explain these reports and our recommendations.
It is our belief that children get on best with the right sort of help from their local school, and we do everything we can to make this happen.
Improving the Service
Educational Psychologists are committed to providing a quality service for parents and carers and their children. We welcome compliments from parents and carers at any time, and we also want you to let us know if there are any concerns about our work.
If you do have any concerns, the first step should always be to discuss the matter with the educational psychologist. If this does not resolve the matter, then contact the Senior Educational Psychologist or Principal Educational Psychologist, who is based in the same office as the psychologist. All concerns will be responded to promptly.
How can I contact the Educational Psychologist?
The best way to contact the Educational Psychologist is to talk to staff at your child’s school, who will know when the Educational Psychologist is visiting next. However, you are always welcome to contact the Educational Psychologist at their office. Although the Educational Psychologist may not be in when you telephone, they are usually out visiting schools, you will usually have your phone call returned within three working days.
Telephone: 01332 641400Minicom: 01332 640666Email: [email protected]
This leaflet can be made available in alternative formats on request.
Name of the Educational Psychologist:
Date/time of meeting:
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Appendix 4
EPS Allocation List1 April 2017 – 31 March 2018
School Type Ed Psychologist
Allenton Community Primary Primary Anna Worsching
Allister Woodlands Community
Secondary Caroline King
Alvaston Junior Community Primary Caroline King
Alvaston Infant and Nursery Primary Caroline King
Arboretum Primary Primary Peter Edmondson
Ash Croft Primary Primary Lucy Whittaker
Ashgate Nursery Early Years Lucy Whittaker
Ashgate Primary Primary Caroline King
Asterdale Primary Primary Rachel Grace
Beaufort Community Primary Primary Nick Owens
Becket Primary Primary James Bane
Bemrose Community Secondary Susan Lawton
Bishop Lonsdale Church of England (Aided) Primary
Primary Rachel Grace
Borrow Wood Primary Primary Stella Lawlor and Suzanne Edmondson
Brackensdale Infant Primary Charlotte Mahon
Brackensdale Junior Primary Stella Lawlor
Breadsall Hill Top Primary Primary Rachel Grace and Suzanne Edmondson
Brookfield Primary Primary James Bane
Carlyle Infant Primary Andrew Kawalek
Cavendish Close Infant Primary Judith McAlister
Cavendish Close Junior Primary Judith McAlister
Central Nursery Early Years Jusleen Cooper-Johal
Chaddesden Park Primary Primary Caroline King
Chellaston Academy Secondary Susan Lawton
Chellaston Infant Primary Anna Worsching
Chellaston Junior Primary Anna Worsching
Cherry Tree Hill Primary Primary Jusleen Cooper-Johal
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School Type Ed Psychologist
City of Derby Academy (Formally Sinfin Community)
Primary Maddi Austin
Da Vinci Community College Secondary Lucy Whittaker
Dale Community Primary Primary Sarah Atkinson
Derby Moor Community Secondary Andrew Kawalek
Derwent Community Primary Lucy Whittaker
Firs Estate Primary Primary Rachel Grace
Gayton Community Junior Primary Nick Owens
Grampian Primary Primary Maddi Austin
Griffe Field Primary Primary James Bane
Hardwick Primary Primary Charlotte Mahon & Andrew Kawalek
Harrington Nursery Early Years Nick Owens
Homefields Primary School Primary Susan Lawton
Ivy House Special Judith McAlister
Kingsmead Special Richard Lakin/ Charlotte Mahon /Charlotta Watson
Lakeside Community Primary Primary Lucy Whittaker
Landau Forte College Secondary Richard Lakin
Lawn Primary Primary Nick Owens
Lees Brook Community Sports College
Secondary Sarah Atkinson
Littleover Community Secondary James Bane
Lord Street Community Nursery
Early Years Susan Lawton
Markeaton Primary Primary Nick Owens
Meadow Farm Community Primary
Primary Rachel Grace
Merrill Academy Secondary Suzanne Edmondson
Mickleover Primary Primary Rachel Grace
Moorhead Primary Primary Charlotta Watson
Murray Park Secondary Charlotte Mahon
Newtons Walk Special Suzanne Edmondson and Jusleen Cooper-Johal
Noel Baker School Secondary Jusleen Cooper-Johal
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School Type Ed Psychologist
Oakwood Infant Primary Charlotta Watson
Oakwood Junior Primary Jusleen Cooper-JohalOsmaston Primary Primary James Bane and Lucy
WhitakerPear Tree Infant Primary Jusleen Cooper-Johal
Pear Tree Junior Primary James Bane
Portway Infant Primary Nick Owens
Portway Junior Primary Nick Owens
Ravensdale Infant Primary James Bane
Ravensdale Junior Primary James Bane
Redwood Primary Primary Charlotta Watson
Reigate Primary Primary Peter Edmondson
Ridgeway Infant Primary Caroline King
Roe Farm Primary Primary Jusleen Cooper-Johal
Rosehill Infant Primary Charlotte Mahon
Royal School for the Deaf Special Peter Edmondson and Suzanne Edmondson
Saint Benedict Catholic Voluntary Academy
Secondary Nick Owens
Shelton Infant Primary Anna Worsching
Shelton Junior Primary Anna Worsching
Silverhill Primary Primary Andrew Kawalek
Springfield Primary Primary Andrew Kawalek
St Andrews Special Anna Worsching
St Alban's Catholic (Aided) Primary
Primary Judith McAlister
St Chad's Church of England (Controlled) Nursery and Infant
Primary Jusleen Cooper-Johal
St Clare's Special Judith McAlister
St George's Catholic (Aided) Primary
Primary Nick Owens
St Joseph's Catholic (Aided) Primary
Primary Caroline King
St Giles Special Anna Worsching
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School Type Ed Psychologist
St James' CE (Aided) Infant & Nursery
Primary Charlotte Mahon
St James' CE (Aided) Junior Primary Charlotte Mahon
St John Fisher Catholic (Aided) Primary
Primary Stella Lawlor
St Mary's Catholic Primary Primary Nick Owens
St Peter's CE (Aided) Junior Primary Andrew Kawalek
St Werburgh's CE (Aided) Primary
Primary Rachel Grace
Stonehill Nursery Early Years Sarah Atkinson
Village Primary Primary Richard Lakin
Walbrook Nursery Early Years Charlotte Mahon
Walter Evans CE (Aided) Primary
Primary Suzanne Edmondson
West Park Community Secondary Peter Edmondson
Whitecross Nursery Early Years Suzanne Edmondson
Wren Park Primary Primary James Bane
Wyndham Primary Academy Primary Caroline King
Zaytouna (was Al Madinah) Out of City Andrew Kawalek
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Appendix 5Derby City Educational Psychology ServiceStatement of Service Levels 1 April 2018 – 31 March 2019
Derby City Educational Psychology Service (DCEPS) recommends schools continue to receive an allocation of time from a LA Educational Psychologist (EP). If the school specifies below that it wishes to receive services from DCEPS, the school will get a designated Local Authority EP who is familiar with the school and with local procedures and services.
If you do want to continue to receive an allocation of time from DCEPS from 1 April 2018 to 31 March 2019 please complete Part 1. The minimum number of sessions per year is as follows:
Nursery/Infant/Junior/Primary Schools 3 sessions Secondary Schools 6 sessions Special Schools 3 sessions
One session comprises 3 hours direct time. A charge of £450 per session reflects the non-direct time spent by the EP in support of the school for example, report writing, analysing assessments, phone calls, travel and preparation. The cost reflects a full day of an EPs time. This is the cost of a session when agreed upfront (Part 1). If a school decides to buy a small number of sessions upfront (Part 1) and then requires additional sessions during the year there will be a charge of £560 (LA schools) or £585 (Academies) per additional session.
If you do not want to receive an allocation of time from DCEPS from 1 April 2018 – 31 March 2019 please complete Part 2. If you do not commit to a Statement of Service Levels you can request time from an EP on an as-and-when basis but the costs will be higher and you will not have a designated school EP.
Please raise a purchase order to the STePS/EPS Team in April 2018 for period 1 April 2018 – 31 March 2019.
If you would like to discuss any of the above please phone Richard Lakin (Principal Educational Psychologist) on 01332 641379.
This Statement of Services Levels forms part of the Order Form and is governed by the Terms and Conditions attached to the Order Form titled 'Terms and Conditions for the Provision of Services by Derby City Council to Schools and Academies'. No other terms shall apply.
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Part 1: Yes we would like a Derby City EP from 1 April 2018 - 31 March 2019
Please complete the table below to confirm the amount of EP time you would like for the periods 1 April 2018 – 31 March 2019 (Period 2)
School Name:
Number of sessions the school would like for 1 April 2018 – 31 March 2018(3 terms)Total Cost Period 2 (1 session = £450)
Comments
Signed: Date:
Job Title:
Part 2: No we do not want a designated Derby City EP 1 April 2018 – 31 March 2019
School Name:
The school does not want to commit to buying a number of sessions from the Derby City Educational Psychology Service upfront.Comments
Signed: Date:
Job Title:
Please note: From time to time an LA Educational Psychologist may need to see pupils in your school at the request of the LA to contribute to statutory assessment and/or to review the needs of children with statements. The EP will contact the SENCO to arrange these visits.
Please keep a copy of this Statement of Service Levels for your own records.
This form must be returned to: [email protected] or by post to STePS Admin, Second Floor, The Council House, Corporation Street, Derby City Council, DE1 2FS
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Appendix 6
Derby City Educational Psychology Service
EPS Additional Sessions
Part 3: Request for Support Form
This Service Level Agreement is between: Covering the Period:
Derby City Educational Psychology Service
and _________________________________ School
1 April 2018 to 31 March 2019
The school wishes to buy additional sessions from the DCEPS.
School Name:
Number of sessions:
Cost of sessions:
Total Cost:
For each additional EP session you will be charged £600.
Please sign below to confirm that you have an existing service level agreement for the period April 2018 – March 2019 and agree to pay for services from the DCEPS for the additional EP sessions shown above.
Cost Centre:
Subjective Code:
Signed:______________________________________________ Date: _____________________(Head Teacher/Business Manager/Senior Manager)
Please keep a copy of this form for your own records.
This form must be returned to: [email protected] or STePS Admin, Derby City Council, The Council House, Corporation Street, Derby DE1 2FS
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Appendix 7STePS Referral Form
This referral is for support from the Specialist Teachers, Specialist Support Workers, Higher Level Teaching Assistants, Area SENCO Team, Derby City Portage Team and Early Intervention Practitioners working within the Specialist Teaching and Psychology Service (Children and Young People’s Department, Derby City Council).
Support Requested From: (please tick)
Hearing Impairment Team
Visual Impairment Team Early Intervention Team (pre-school)
Physical Impairment Team
Social Communication and Autism Team
SEND Code of Practice requirement for Health to notify the LA of SEND
For a copy of the criteria for involvement or to speak to someone to discuss a referral please contact [email protected] or telephone 01332 641400
Child’s DetailsChild’s name: Date of Birth:
Address: Male or Female:
Post Code:Description of concerns (include diagnosis, nature and extent of delay, specific difficulties, for example, communication, physical, social development)
Please indicate the most significant or primary need for the pupil using a 1 and where appropriate their secondary need with a 2. The descriptions below of type of SEN are taken from school census/PLASC guidance materials (2007)
Autism spectrum disorder Physical impairment
Behaviour, emotional and social difficulty Profound and multiple learning difficulty
Hearing impairment Speech, language and communication need
Visual impairment Severe learning difficulty
Multi-sensory impairment Specific learning difficulty
Moderate learning difficulty
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Parents/Carers Details (please give details of everyone who has parental responsibility)
Name(s)
Address
Post Code:Email: Home telephone:
Mobile(s): Home language:
Is the child subject to any order under childcare legislation: Yes/No
Is translation support required: Yes/No
Please provide any relevant information about the family structure or situation:
Is there any information that is relevant to staff when working in the home:
School/Setting InformationName of school/ setting
Address of school/ setting
Post Code:
Telephone number: Email:
Contact person: Number of days child attends the school/ setting:
SENCO: SEN Code of Practice stage:
Or proposed School and start date:
Other Agencies (names and contact details of professionals involved)
Please include copies of any relevant reports/letters from any professionals involved with the child that you have permission to share
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Referrer InformationReferrer’s name:Please print
Work base: (Please give full address)
Job title:Post Code:
Date: Telephone:
Email:Please send copies of any observations/ assessments that you have carried out
Equality in Action – Please Ask Parents to Fill in this SectionWe at Derby City Council take pride in the services we deliver. We want to make sure that our services are appropriate, fully accessible and free from any barriers or discrimination. To help us to monitor our services effectively, please complete the following:My child’s origin is:Asian or Asian British WhiteIndian BritishPakistani IrishBangladeshi Traveller of Irish heritageAny other Asian background Gypsy/RomaBlack or Black British Other White backgroundCaribbean Dual HeritageAfrican White and Black CaribbeanOther Black background White and Black AfricanChinese or other Ethnic Group White and AsianChinese Other Dual Heritage background
Any other ethnic group, please state:
Parental ConsentI agree to members of the Specialist Teaching and Psychology Service (STePS) supporting my child and my child’s setting/ schoolSigned Print name
Date
All information provided will be treated in confidence, in accordance with the Data Protection Act 1998 and used for the purpose of assessing your child’s special educational needs. The information may be shared with the other professionals involved in assessing and providing for your child’s special educational needs. The information may also be used and shared with other departments in the Council for the purpose of collecting debt, preventing fraud, misuse of public funds and any legal or statutory requirements. It will not be shared or used for any other purpose.Please return to: STePS Administration, Council House, Corporation Street, DerbyDE1 2FS ([email protected])
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Appendix 8Social Communication and Autism Outreach Service
Request Form Package
School Name:
Description Cost Please tick
Package A 2-3 visits6 hours max – direct work in schoolTelephone and email support
£400
Package B 6-8 visits18 hours max – direct work in schoolTelephone and email support
£1000
Package C 9-12 visits27 hours max – direct work in schoolTelephone and email support
£1400
Package D 13-20 visits39 hours max – direct work in schoolTelephone and email support
£1900
From (month/year) To (month/year)
Please describe here the type of support you require and attach the ASD Outreach Menu of Support Tick Sheet
Signed: Date:
Job Title:
Please keep a copy of this Statement of Service Levels for your own records.This form must be returned to: [email protected] or by post to STePS Admin, The Council House, Corporation Street, Derby City Council, DE1 2FS.
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Social Communication and Autism Outreach Service Request Form – Additional and PAYG Hourly Rates
School Name:
Description Cost QuantityAdditional session
per hour – for schools who have bought a package
£110
Pay as you go per hour – for schools who have NOT bought a package
£160
Total cost
Please describe here the focus of work
Signed: Date:
Job Title:
Please keep a copy of this Statement of Service Levels for your own records.
Please return the form to: [email protected] or by post to STePS Admin, The Council House, Corporation Street, Derby City Council, DE1 2FS.
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AOS – Menu of Support Tick Sheet
A Developing staff knowledge and skillsA1: Reviewing the schools support for pupils with ASD with the SENCO/ASD Champion.
A2: Advice/support for the SENCO or ASD Champion.
A3: Bespoke staff training – small or large groups.
A4: Training school staff to implement specific programmes/interventions/ASDassessment tools – a hands-on practical approach.
A5: Guidance and support for the SENCO/ASD Champion to roll out the AET ASD Core
Competency Framework, AET ASD School Standards or ASD Friendly School initiative.
A7: Other.
B Focus on a named pupilB1: Observation and one to one with a named pupil with feedback and recommendations.
B2: One to one work with a named pupil in order to improve pupil outcomes – whilst modelling teaching skills and coaching school staff to develop their specialist teaching skills.
B3: Supporting staff to carry out an ASD specific assessment, followed by programme planning and review work.
B4: Group work with pupils focused on a named pupil with ASD.
B5: Consultation with school staff about a named pupil.
B6: Attending a meeting about a named pupil.
B7: Other.
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