quality management in local authority educational ...quality management in local authority...

Self-evaluation toolkit

Quality Management inLocal Authority EducationalPsychology Services

HM Inspectorate of Education 2007

Self-evaluation toolkit

Quality Management inLocal Authority EducationalPsychology Services

© Crown copyright 2007

ISBN: 978 0 7053 1111 3

HM Inspectorate of EducationDenholm HouseAlmondvale Business ParkAlmondvale WayLivingstonEH54 6GA

Tel: 01506 600 200Fax: 01506 600 337E-mail: [email protected]

Produced for HMIE by RR Donnelley B50080 03/07

Published by HMIE, March 2007

This material may be copied without further permission by education authorities and educationinstitutions in Scotland for use in self-evaluation and planning.

The report may be produced in part, except for commercial purposes, or in connection with aprospectus or advertisement, provided that the source and date therefore are stated.

Acknowledgements iv

Introduction 1

Part A Support for self-evaluation 10

Part B Journey to Excellence for educationalpsychology services 128

Appendix I Bibliography 130

Appendix II Grid for cross-referencing sources of evidencewith quality indicators 132

ii_iii

Contents

QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT

Acknowledgements

This document has been developed in full partnership with the Scottish Division of Educational

Psychology, and the Association of Scottish Principal Educational Psychologists, the course

directors of the professional training courses for educational psychology at the Universities of

Dundee, and Strathclyde, a Strategic Officer for Post School Psychological Services and

through consultation with the profession at the annual national conference for educational

psychology.

Educational psychologists at all career stages created and developed the document in full

consultation with the profession and their services. Special thanks are due to members of the

professional development group:

Peta Barber, Area Principal Educational Psychologist

Dr Jennie Barr, Depute Principal Educational Psychologist

Dr James Boyle, Course Director, MSc Educational Psychologist

Carolyn Brown, Area Depute Educational Psychologist

Fergal Docherty, Acting Area Principal Educational Psychologist

Jim Duthie, Senior Educational Psychologist

Fiona Ferguson, Educational Psychologist

Michael Harker, Depute Principal Educational Psychologist

Dr Cyril Hellier, Post School Psychological Service Strategic Officer (Enterprise, Transport and

Lifelong Learning)

Jean Kerr, Depute Principal Educational Psychologist

Roslyn Redpath, Depute Principal Educational Psychologist

Julie Russo, Depute Principal Educational Psychologist

Elaine Smith, Programme Director, University of Dundee

Ian Wallace, Principal Educational Psychologist

Mark Wilson, Depute Principal Educational Psychologist

We are grateful to Angus Council, City of Edinburgh Council, Glasgow City Council, East Ayrshire Council,East Renfrewshire Council, Fife Council, The Highland Council, North Lanarkshire Co uncil, StirlingCouncil, South Lanarkshire Council and Renfrewshire Council who released staff to take forward thisdevelopment on behalf of the profession.

The compilation of material for this document involved the identification of good practice

within existing systems of monitoring and evaluation. In this context, the work of the European

Foundation for Quality Management (EFQM), Charter Mark, Investors in People (liP), the

Professional Development Programme document Developing a Self-Evaluation Framework for

Educational Psychological Services (2005-2006) and the Review of Provision of Educational

Psychology Services in Scotland,1 published in 2002, is acknowledged.

1 Review of Provision of Educational Psychology Services in Scotland, published by SEED 2002.

Introduction

1.1 The toolkit has been developed by the profession and the two training universities of

Dundee and Strathclyde to support self-evaluation. Educational psychologists from across

Scotland, representing all professional levels, have been directly involved in the

consultation and development of this document.

The toolkit has been designed to provide a more detailed look at self-evaluation. It

outlines a systematic approach for educational psychology services to use when

evaluating the effectiveness with which they deliver their services.

Evidence produced through the use of this or other evaluation models can contribute to

overall evaluations. For example, evidence produced through the use of models such as

Charter Mark can contribute to evaluations made using measures and indicators within

this framework and vice versa. Many services in the past have used the Psychological

Service Quality Assurance Performance Indicators. The new framework has built on

previous models and taken account of recent developments relating to quality assurance.

The process of self-evaluation

1.2 The process of self-evaluation helps services to:

• recognise the positive impact their work has on stakeholders for example, children and

young people, parents, families, educational staff and partner agencies;

• highlight levels of service which need to be maintained or where improvement is

needed and where they should be working to achieve excellence;

• identify what they can do to make things better for stakeholders; and

• inform stakeholders about the quality of services in the area.

The process of using self-evaluation for improvement is based around three key

questions:

How are we doing?

How do we know?

What are we going to do now?

The following provides more detailed information about how a service might go about

answering these three questions.

How are we doing?

1.3 Practitioners have always reflected on the quality of the services they provide. By working

together to gather information to evaluate the impact of services, educational

psychologists can come to a shared view of how well they are doing and how they can

make things better. To ensure the quality of provision is maintained and improved,

service staff also need to evaluate how effectively services are delivered and managed,

and how well they plan for improvement.

iv_1

Introduction


Making such evaluations is dependent on a shared understanding between service

providers and stakeholders of what constitutes high-quality outcomes and processes. The

quality and performance indicators in this document set out to support the development

of such an understanding by all those concerned with delivering or evaluating

educational psychology services. Answering the question How are we doing? requires

services to summarise their impact on external and internal stakeholders, and indeed the

community as a whole.

How do we know?

1.4 Self-evaluation involves:

• a broad view of performance across the six high-level questions

• a closer look at particular aspects of work.

Forming a broad view

1.5 Practitioners within a particular service can use the quality indicators to form a broad

view of quality across their service. Using evidence that has been gathered in the normal

course of their work, they can identify broad strengths and weaknesses. This will enable

them to make an immediate evaluation of areas of major strength, or areas where more

attention is required.

Taking a closer look

1.6 Often it may not be manageable or even helpful to try to evaluate every aspect of the

service in an in-depth way at the same time. In order to have a greater understanding of

the effectiveness of particular aspects of practice, managers and practitioners can take a

closer look at them. The stimulus to take a closer look could derive from a range of issues

that includes:

• the decision of a small group of practitioners to follow up a particular issue or area on

which they have been working in order to find ways to evaluate and improve what

they are doing;

• an area of priority identified during the broad view of self-evaluation;

• a national priority or a local improvement objective;

• a survey of the views of stakeholders in an area;

• the outcomes of an inspection or inquiry; and

• research findings which have implications for the quality of the service.

This means that specific groups of practitioners can also carry out self-evaluation by

asking themselves focused questions such as:

• How are educational psychologists contributing to improving outcomes for children

and young people looked after and accommodated by the local authority?

• How well is the service complying with legislation and responsiveness to guidance and

codes of practice?

It could also focus on specific themes by asking such questions as:

• How well does the service consult with children and young people, and take account

of their views in the delivery of the service?

• How effectively do educational psychologists work in teams?

By encouraging practitioners to structure their discussion of, and reflection on, their

work, the quality and performance indicator framework can support improvement by

individuals and teams as well as at operational and managerial levels.

How do we gather evidence?

1.7 There are a number of sources of evidence which can inform a service about how well

the needs of stakeholders are being met and what differences are being made. By using a

range of indicators and sources of evidence, an holistic view of quality can be

determined. There are four key sources of evidence from which evaluations can

ultimately be made. These are:

• performance data

• relevant documentation

• stakeholders views and feedback

• direct observations of practice.

1.8 These sources of evidence are complementary. A single source may not provide enough

evidence to enable a reliable or robust evaluation to be made. The principle has been

tried and tested over many years by independent external evaluators and entails the

scrutiny of one source of evidence, backed up by another and corroborated by other

lines of enquiry. An example would be an evaluation based on an analysis of the

educational psychology service development plan, the implementation of which was

then fleshed out in discussion with senior educational psychology staff and further

2_32_3

Evaluationof

quality

Relevantdocumentation

Performancedata

Stakeholders’views

Directobservation


corroborated in discussion with stakeholders such as parents, carers and families.

Through such a process of robust self-evaluation it would be possible to monitor the

outcomes of putting policy into practice, and, by doing so, evaluate the benefits of

policy in meeting the needs of stakeholders.

Performance data

1.9 Examples of performance data would be statistical information relating to local and

national objectives.

Relevant documentation

1.10 Examples of relevant documentation could be a statement of the service’s vision, values

and aims, service development plans, standards and quality reports.

Stakeholders’ views

1.11 Information can be collected systematically when stakeholders are accessing and using a

service, or at the end their involvement with a service. Services should also have

procedures for surveying stakeholders’ views using questionnaires or focus groups.

1.12 Whatever approach is used, gathering information from stakeholders is an essential part

of the self-evaluation process. Without it, services will find it very difficult to understand

the impact of their work on stakeholders. It is almost impossible to answer the

high-level questions with any degree of confidence without including the views of

stakeholders.

Direct observation

1.13 The educational psychology service is embedded and managed within local authority

systems and delivers its statutory functions within that local context. The service works

collaboratively to support and empower others to improve outcomes for stakeholders.

This approach is supported by evidence-based practice that recognises the effectiveness

of a process of collaborative, contextual assessment and intervention.

1.14 To measure the impacts and outcomes of the involvement of the service, it is necessary

to consider the relationships the service has and the context in which its services are

delivered. The impact of the service is concerned with the immediate and current

experiences of stakeholders: it has a focus on customer service. Outcomes are

longer-term and largely statistical measures relating to improvement programmes and

achievement data. Outcomes are concerned with the service’s success in achieving its

objectives and also its contributions to the education authority’s objectives.

1.15 The service operates at the different levels of delivery – on behalf of the individual,

school/provision, local authority or within a national context – at different times. For

example, with regards to individual case work, sometimes the service will be in direct

contact with a child or young person and, at other times, the service will work through a

parent or teacher to improve outcomes for children and young people. The impact of

the psychological service can be direct or indirect. The work of the service can be directly

observed in a range of contexts as illustrated opposite:

4_5

Individual Family EducationalProvision

Authority National

Consultationand Advice

Individualdiscussions,contributions toindividualisededucationalplans, orco-ordinatedsupport plans.

Home visits,parent andreviewmeetings.

Joint workingwith staff,provision ofadvice onprogrammes,contributions tostrategicplanning andpolicy advice.

Contributions tostrategicplanning onbehalf of seniormanagers.

Contributions tostrategicplanning at anational level.

Assessment Observation ofa range ofassessments indifferentcontexts.

Observation ofparent/childinteraction.

Contributions toschool’sassessmentpolicy andprocedures.

Contributions tothe authority’sassessmentpolicy andprocedures.

Contributions tonationalassessmentpolicy andprocedures.

Intervention Observation ofimplementationof behaviourmanagementprogrammesand therapysessions.

Observation of,and assistancewith, theimplementationof a joint actionplan developedfor use at homeand school.

Observation of,andcontributionsto, whole-establishmentinterventions(e.g. anti-bullyingstrategies,playgroundbehaviour,raisingattainment),assessmentarrangementsfor candidateswith disabilitiesand/oradditionalsupport needs,curricularinnovation/initiatives,supportingspecialisedcollegeplacements.

Observation of,andcontributionsto, authority-wideinterventions(e.g. raisingattainment,alternatives toexclusion,promotingsocial inclusion,promotingresilience,resourceallocation).

Observation of,andcontributionsto, nationalinterventions(e.g. anti-bullyingstrategiesenhancingachievement,citizenshipprogrammes,promotingsocial inclusion).

ProfessionalDevelopmentand Training

Observation oftraining for ayoung personwith additionalsupport needs.

Observation ofparticipation indesign,implementationand evaluationof staff training,dissemination ofevidence-basedpractice togroups ofparents orcarers.

Observation ofparticipation indesign,implementationand evaluationof staff training,dissemination ofevidence-basedpractice insingle or groupsof educationalprovision.

Observation ofparticipation indesign,implementationand evaluationof authoritywide stafftraininginitiatives, anddissemination ofevidence-basedpractice.

Observation ofparticipation indesign,implementationand evaluationof national stafftraininginitiatives anddissemination ofevidence-basedpractice.


What are we going to do now?

1.16 It is important, when undertaking any form of self-evaluation, to keep focused on the

end purpose, which is improving outcomes for stakeholders. The answer to, What are we

going to do now? must therefore always be a plan for action, which will make a positive

difference to the stakeholders who use the service.

Planning for improvement

1.17 Effective and robust self-evaluation provides a strong basis for good planning. Such

planning for the service takes place within the framework of the authority’s strategic and

operational plans. The service will have its own improvement plan or equivalent.

Self-evaluation can support these planning processes and ensure that plans are built on

robust, evidence-based knowledge of the quality of impact and outcomes. The results of

the planning will then be made publicly available in the standards and quality report.

Action for improvement

1.18 Whether, and how, the outcomes of self-evaluation are reported depends on the purpose

and the level of the work done. The purpose of reporting should help decision-making

about how to make future improvements, and also inform stakeholders.

1.19 The following examples outline a range of reports which result from self-evaluation

activity.

• A service decides to find out the views of young people who have been directly

involved with its work. A group of young people are selected to be part of this project.

Parental permission is sought before the young people are approached by the service.

Permission and agreement are also sought directly from the young people. A series of

focus groups with young people in various establishments takes place. A list of ten key

questions are used in the focus groups. The results of the questions are analysed. The

findings are used to improve the guidelines for direct involvement with young people.

The service also feeds back the results of the evaluation to the stakeholders involved

and other interested parties.

Individual Family EducationalProvision

Authority National

Research andStrategicDevelopment

Evidence of,andparticipation in,design,implementationand evaluationof actionresearchprojectsinvolvingindividualchildren.

Evidence of,andparticipation in,design,implementationand evaluationof actionresearchprojectsinvolvingparents, carersand families(e.g. person-centredplanningapproaches).

Evidence of,andparticipation in,design,implementationand evaluationof actionresearchprojects insingle or groupsof educationalprovision (e.g.promotingpositive peerrelationships).

Evidence of,andparticipation in,design,implementationand evaluationof authoritywide actionresearchprojects (e.g.earlyintervention,strategiesraisingattainment).

Evidence of,andparticipation in,design,implementationand evaluationof nationalaction researchprojects (e.g.restorativepractices, videointeractiveguidance).

• A service decides to evaluate the contribution it makes to multi-agency meetings and

to explore the impact a pilot collaborative approach has on children and their families.

This is done using focus groups including education staff, parents and children.

Questionnaires are also sent out to all schools. As a result of a positive self-evaluation,

the service uses the approach across the whole service. The service also feeds back the

results of the evaluation to the stakeholders involved and other interested parties.

• A service evaluates its contribution to national and local authority priorities by building

these priorities into its development plan. It takes feedback from all stakeholders,

including education service management, on the tasks achieved and quality of the

input provided by the service to a range of local authority working groups and

initiatives. The service publishes impacts and outcomes in its yearly standards and

quality report.

1.20 As a service works across a wide range of stakeholders, meeting the needs of stakeholders

can involve a number of professional and user groups. It is important, therefore, that the

outcomes of self-evaluation and plans for improvement feed into the appropriate

planning structures. Depending on the work undertaken, the outcomes may result in

priorities being included in future plans. The following list gives some examples:

• individualised educational programme for a child or young person;

• support service or school development plan;

• plan at cluster or neighbourhood level;

• local health improvement plan;

• education authority improvement plan; and

• children’s services plan.

1.21 Whatever the planning structure(s) for taking forward improvement, it will help if a

manageable number of priorities is selected for which a service can identify specific,

achievable, measurable and time-bound targets. Even where a service can see how

improvements can be made across a number of aspects, the service may wish to focus

on those of greatest concern. It will make more impact on stakeholders if a manageable

number of priorities are taken forward effectively. In some cases, small changes in

practice identified by practitioners can have a significant positive impact for many

different stakeholders. It is not always necessary for self-evaluation to result in major

changes or reviews of practice. Often these changes are part of day-to-day professional

working which focuses on continuous improvement.

6_7


1.22 The process of self-evaluation as described above is summarised by the following

diagram.

The toolkit has been designed to support educational psychology services and practioners in

addressing these questions. In the first column headed How are we doing? questions have

been developed by the profession to explore this theme. In the second column headed Howdo we know? examples of four main sources of evidence, have been outlined:

• performance data;

• relevant documentation;

• stakeholders’ views and feedback; and

• direct observation.

Planning forimprovement

Reporting onstandards and

quality

Action forimprovement

How are we doing?

How do we know?

EVALUATION (six high-level questions)• What key outcomes have we achieved?• How well do we meet the needs of our

stakeholders?• How good is our delivery of key processes?• How good is our management?• How good is our leadership?• What is our capacity for improvement?

What are we going todo now?

In Appendix II, examples of relevant documentation for quality indicators have been listed for

consideration.

In the third column headed What are we going to do now? a series of statements are provided

for a service to review. By examing these statements, the service should be able to assess how

it can improve the overall quality of the educational psychology service.

It is essential that self-evaluation should not be viewed as a discrete summative task but one

that is formative and will allow the service to improve outcomes for stakeholders. To achieve

this end, there is a final sub-section in the third column headed We will? By completing this

sub-section in an open and robust fashion, the service should be assisted in formulating an

action plan for improvement (see figure 1).

8_9

HOW ARE WE DOING? HOW DO WE KNOW? WHAT ARE WE GOING TO DO NOW?

To ensure that:

We will:

Part A

Support for self-evaluation

APart A – Support for self-evaluation

Themes:

• Performance data and measures showing trends over time

• Performance against national, local authority and psychological service aims, objectives and

targets

Key Features

This indicator evaluates continuous and sustainable improvement against national and local

objectives such as those contained in the authority’s Children’s Services Plan. Examples of

performance data and measures might include measurable outcomes from the authority’s

strategic and operational plans.

Performance will also be measured against objectives within the services improvement plan. It

will include the contribution of the educational psychology service in meeting local targets for

education and care in the Children’s Services Plan and other plans. Examples of this could

include:

• achievement of targets for children and young people;

• improvements following service reviews relating to Best Value; and

• outcomes of research and development initiatives which have had an impact on the

learning and wellbeing of children and young people.

A10_11

What key outcomes have we achieved?

(KEY AREA 1: KEY PERFORMANCE OUTCOMES)

PI 1.1 Improvement in performance


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OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

1.1.

2Pe

rfor

man

ceag

ains

tna

tiona

l,lo

cala

utho

rity

and

serv

ice

aim

s,ob

ject

ives

and

targ

ets

Tow

hat

exte

ntdo

esth

ese

rvic

eco

ntrib

ute

tom

eetin

gna

tiona

land

loca

ltar

gets

,fo

rex

amp

lein

soci

alju

stic

ean

din

clus

ion?

Inw

hat

way

sdo

esth

ese

rvic

eco

ntrib

ute

toan

dup

hold

the

stat

utor

yp

roce

dure

sfo

rch

ildre

nan

dyo

ung

peo

ple

,fo

rex

amp

le,

with

rega

rdto

addi

tiona

lsup

por

tne

eds

legi

slat

ion?

How

isth

ese

rvic

ein

volv

edin

givi

ngad

vice

toth

eau

thor

ity?

Tow

hat

exte

ntis

the

auth

ority

satis

fied

with

the

qua

lity

ofse

rvic

ede

liver

ed?

Inw

hat

way

sis

ther

eev

iden

ceof

par

tner

ship

wor

king

with

the

auth

ority

?

Exam

ples

ofpe

rfor

man

ceda

ta

•Ev

alua

tion

ofse

rvic

eco

ntrib

utio

nsto

loca

lau

thor

ityse

rvic

ep

lan

obje

ctiv

esan

dta

rget

s.

•Ev

alua

tion

ofse

rvic

ep

lan

targ

ets

inre

latio

nto

loca

laut

horit

yse

rvic

ep

lan

obje

ctiv

esan

dta

rget

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Ev

iden

ceof

feed

back

gath

ered

from

focu

sgr

oup

s,in

terv

iew

sw

ithin

divi

dual

stak

ehol

ders

,an

dso

fort

h.

Exam

ples

ofdi

rect

obse

rvat

ion

•St

aff

are

oper

atin

gw

ithin

the

obje

ctiv

esco

ntai

ned

with

inth

ese

rvic

e’s

pla

nas

witn

esse

dth

roug

h:–

obse

rvat

ion

ofp

ract

ition

ers

upho

ldin

gse

rvic

ean

dau

thor

ityp

riorit

ies

–gr

eate

ren

gage

men

tin

app

rop

riate

loca

lau

thor

ityw

orki

ngp

artie

s.

Toen

sure

that

:•

serv

ice

per

form

ance

info

rmat

ion

dem

onst

rate

ssu

cces

sag

ains

tbo

thlo

calo

bjec

tives

and,

whe

reap

pro

pria

te,

natio

nalo

bjec

tives

;

•th

ese

rvic

eco

ntrib

utes

tom

eetin

gth

eai

ms,

obje

ctiv

esan

dta

rget

sof

the

auth

ority

;an

d

•Th

ese

rvic

em

akes

aco

ntrib

utio

nto

the

stat

utor

yp

roce

dure

sfo

rch

ildre

nan

dyo

ung

peo

ple

with

addi

tiona

lsup

por

tne

eds.

We

will

:

A14_15

Themes:

• Financial performance

• Compliance with legislation, and responsiveness to guidance and codes of practice

Key Features

Evaluation of financial performance will be based on financial data and measures derived from

local Best Value reviews, and from the authority budget construction and management

systems.

Compliance with statutory requirements relates to legislation and codes of practice such as the

Education (Additional Support for Learning) (Scotland) Act 2004 and the Standards in

Scotland’s Schools etc. Act 2000.

What key outcomes have we achieved?

(KEY AREA 1: KEY PERFORMANCE OUTCOMES)

PI 1.2 Fulfilment of general statutory duties


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

1.2.

1Fi

nanc

ialp

erfo

rman

ce

How

robu

star

ep

roce

dure

sfo

rm

onito

ring

and

regu

latin

gse

rvic

ebu

dget

?

Tow

hat

exte

ntdo

finan

cial

pro

cedu

res

take

acco

unt

ofse

rvic

ean

dau

thor

ityp

riorit

ies?

Tow

hat

exte

ntdo

best

valu

ere

por

tsin

dica

teth

atth

ese

rvic

eis

oper

atin

gw

ithin

aso

und

Best

Valu

ere

gim

e?

1.2

2C

ompl

ianc

ew

ithle

gisl

atio

n,an

dre

spon

sive

ness

togu

idan

cean

dco

des

ofpr

actic

e

Tow

hat

exte

ntis

the

serv

ice

com

plia

ntw

ithits

stat

utor

ydu

ties?

Inw

hat

way

sar

est

atut

ory

dutie

sar

ticul

ated

with

inth

ese

rvic

e?

Wha

tin

tern

alp

roce

dure

sar

ein

pla

ceto

ensu

reef

fect

ive

imp

lem

enta

tion

ofst

atut

ory

dutie

s?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.Th

isev

iden

ceap

plie

sto

both

them

esof

the

PI.

Exam

ples

ofpe

rfor

man

ceda

ta

•Tr

ends

inse

rvic

ere

spon

ses

to:

–fin

anci

alre

por

ting

and

budg

etar

yre

view

–re

que

sts

for

stat

utor

yad

vice

–fo

rmal

req

uest

sfo

rst

atut

ory

asse

ssm

ents

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ep

olic

yan

dp

roce

dure

s

•Be

stVa

lue

rep

ort

oreq

uiva

lent

•In

tern

alfin

anci

alau

dit

•Se

rvic

ere

por

ts,

best

pra

ctic

egu

idel

ines

incl

udin

gch

ildp

rote

ctio

nan

dp

roto

cols

for

resp

ondi

ngto

req

uest

sfr

omth

eRe

por

ter

•Lo

cala

utho

rity

docu

men

tatio

n

•St

anda

rds

and

qua

lity

rep

ort.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Ev

iden

ceof

feed

back

gath

ered

rega

rdin

gfin

anci

alp

erfo

rman

cean

dco

mp

lianc

ew

ithle

gisl

atio

n.

Exam

ples

ofdi

rect

obse

rvat

ion

•St

aff

are

obse

rved

asop

erat

ing

with

inp

aram

eter

sp

resc

ribed

byBe

stVa

lue

and

upho

ldin

gth

eir

stat

utor

ydu

ties.

•Th

roug

hre

leva

ntse

rvic

em

eetin

gs,

feed

back

and

trai

ning

are

pro

vide

dto

staf

fre

gard

ing

finan

cial

man

agem

ent

and

upho

ldin

gth

eir

stat

utor

ydu

ties.

Toen

sure

that

:

•th

ese

rvic

eha

sro

bust

finan

cial

pro

cedu

res

whi

chta

keac

coun

tof

serv

ice

and

auth

ority

prio

ritie

s;

•th

ese

rvic

eop

erat

esw

ithin

anef

fect

ive

Best

Valu

efr

amew

ork;

•id

entif

ied

dutie

sar

eem

bedd

edin

:–

the

serv

ice’

svi

sion

,va

lues

and

aim

s–

serv

ice

pra

ctic

egu

idel

ines

–se

rvic

ede

velo

pm

ent

pla

ns–

stan

dard

san

dq

ualit

yre

por

ts;

•ke

yst

atut

ory

dutie

san

dre

spon

sibi

litie

sar

ede

velo

ped

asp

art

ofa

serv

ice

eval

uatio

np

olic

yfr

amew

ork;

and

•an

app

rop

riate

and

com

pre

hens

ive

rang

eof

docu

men

tatio

nis

kep

t.

We

will

:

Themes:

• Quantitative and qualitative data that demonstrate the extent to which children and young

people are:

– included and participating

– achieving and attaining

– progressing.

• The extent to which children and young people report that the support they had received

from the service contributed positively to their educational experiences and enabled them

to become:

– successful learners, confident individuals, responsible citizens and effective contributors

– safe, nurtured, healthy, achieving, active, respected and responsible and included.

Key Features

This indicator relates to the impact of the service on children and young people, focusing in

particular on their current and recent experiences. Some examples of appropriate sources of

evidence are given below, however they are not considered to be comprehensive or

prescriptive.

The first theme draws on quantitative and qualitative data and evidence gathered from direct

observation, documentation and discussions with stakeholders. Examples may include:

• levels of exclusion from school;

• the extent to which the needs of children and young people are met. These children and

young people include those from the lowest-performing 20%, those who are looked after

by the authority and those children and young people from minority ethnic and

gypsy/traveller families. Performance will be indicated by the achievement of individual

targets for learning and the acquisition of social skills particularly at the time of transition;

• achievement of customer service awards such as Charter Mark;

• correspondence and contact with the service, including complaints and compliments and

the way these have been managed;

• access to the service, including innovative approaches to encouraging involvement; and

• evidence from HMIE inspection reports relating to specific aspects such as the quality of

support for learning and achievement.

A16_17

How well do we meet the needs of our stakeholders?

(KEY AREA 2: IMPACT ON STAKEHOLDERS)

QI 2.1 Impact on children and young people


The second theme deals with the views as reported in responses to questionnaires, surveys,

focus groups and in unsolicited comments. These responses provide evidence of the extent of

stakeholder satisfaction with the service and may cover aspects such as:

• attitudes to involvement with the service;

• engagement in informal and formal contact with the service which enables children and

young people to achieve their full potential, keep themselves healthy and themselves and

others safe;

• the extent to which they feel valued and supported by service staff; and

• opportunities to express their views in terms of shaping services, setting personal objectives

and influencing planning for their future.

Evaluation should take both themes into account to produce a considered view of the overall

impact on children and young people.

A18_19

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

2.1.

1Th

eex

tent

tow

hich

child

ren

and

youn

gpe

ople

are

incl

uded

and

part

icip

atin

g

How

are

the

view

sof

child

ren

and

youn

gp

eop

lein

clud

edin

the

deliv

ery,

eval

uatio

nan

dp

lann

ing

ofth

ese

rvic

e?

How

are

the

view

sof

child

ren

and

youn

gp

eop

leta

ken

into

acco

unt

whe

nde

velo

pin

gse

rvic

ele

afle

tsan

dot

her

pub

licity

mat

eria

l?

How

are

child

ren

and

youn

gp

eop

lein

clud

edan

den

cour

aged

top

artic

ipat

ein

serv

ice

deliv

ery?

How

good

isth

eac

cess

for

child

ren

and

youn

gp

eop

leto

aw

ide

rang

eof

educ

atio

nalp

sych

olog

yse

rvic

es?

How

clea

r,in

form

ativ

ean

dac

cess

ible

isse

rvic

ein

form

atio

nan

dlit

erat

ure

pro

duce

dfo

rch

ildre

nan

dyo

ung

peo

ple

?

Tow

hat

exte

ntdo

child

ren

and

youn

gp

eop

leex

pre

sshi

ghle

vels

ofsa

tisfa

ctio

nw

ithth

ese

rvic

e?

Tow

hat

exte

ntdo

child

ren

and

youn

gp

eop

lere

por

tth

atth

eyfe

elva

lued

,in

clud

edan

dab

leto

influ

ence

pla

nnin

gfo

rth

eir

futu

re?

Isth

ese

rvic

eap

pro

pria

tely

resp

onsi

veto

feed

back

and

com

pla

ints

from

child

ren

and

youn

gp

eop

le?

Tow

hat

exte

ntdo

esth

ese

rvic

eac

hiev

esa

tisfa

ctor

yre

solu

tions

toco

mp

lain

tsfr

omch

ildre

nan

dyo

ung

peo

ple

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

erth

eyar

eno

tco

nsid

ered

tobe

com

preh

ensi

veor

pres

crip

tive.

Exam

ples

ofpe

rfor

man

ceda

ta:

•N

umbe

rof

writ

ten

orre

por

ted

com

pla

ints

and

com

plim

ents

rece

ived

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•Se

rvic

eev

alua

tion

docu

men

tatio

n,de

velo

pm

ent

pla

nnin

g,co

mp

lain

tsp

roce

dure

s,se

rvic

eha

ndbo

okan

din

form

atio

nle

afle

ts,

Best

Valu

ere

por

ts,

stan

dard

san

dq

ualit

yre

por

ts,

case

file

note

s,ou

tcom

efr

omse

rvic

efo

cus

grou

ps

and

gene

ralf

eedb

ack

onse

rvic

ede

liver

y.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•Ev

iden

ceob

tain

edfr

omch

ildre

nan

dyo

ung

peo

ple

thro

ugh

que

stio

nnai

res,

focu

sgr

oup

san

dco

nsul

tatio

nm

eetin

gs.

Exam

ples

ofdi

rect

obse

rvat

ion:

•O

bser

vatio

nof

focu

sgr

oup

s,co

nsul

tatio

nw

ithch

ildre

nan

dyo

ung

peo

ple

,an

ddi

rect

and

indi

rect

wor

kw

ithch

ildre

nan

dyo

ung

peo

ple

.

Toen

sure

that

:

•th

ese

rvic

eca

nev

iden

ceim

pac

ton

the

educ

atio

nan

dlif

eex

per

ienc

esof

child

ren

and

youn

gp

eop

le;

•ch

ildre

nan

dyo

ung

peo

ple

have

acce

ssto

aw

ide

rang

eof

serv

ices

;

•cl

ear

and

help

fuli

nfor

mat

ion

onth

ese

rvic

eis

pro

vide

d;

•ch

ildre

nan

dyo

ung

peo

ple

are

incl

uded

and

activ

ely

par

ticip

ate

inse

rvic

esto

mee

tth

eir

need

s;

•ch

ildre

nan

dyo

ung

peo

ple

exp

ress

high

leve

lsof

satis

fact

ion

with

the

serv

ice;

•ch

ildre

nan

dyo

ung

peo

ple

rep

ort

that

they

feel

valu

ed,

incl

uded

and

able

toin

fluen

cep

lann

ing

for

thei

rfu

ture

;

•th

ese

rvic

eis

resp

onsi

veto

feed

back

and

com

pla

ints

from

child

ren

and

youn

gp

eop

le;

and

•th

ese

rvic

eac

hiev

essa

tisfa

ctor

yre

solu

tions

toco

mp

lain

tsfr

omch

ildre

nan

dyo

ung

peo

ple

.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

2.1.

2Th

eex

tent

tow

hich

child

ren

and

youn

gpe

ople

are

achi

evin

gan

dat

tain

ing

How

does

the

serv

ice

sup

por

ted

ucat

ion

pro

visi

onan

dca

rees

tabl

ishm

ents

tohe

lpra

ise

the

achi

evem

ent

and

atta

inm

ent

ofch

ildre

nan

dyo

ung

peo

ple

?

Tow

hat

exte

ntis

the

serv

ice

invo

lved

inlo

cal

auth

ority

initi

ativ

esw

hich

aim

tora

ise

the

achi

evem

ent

and

atta

inm

ent

ofch

ildre

nan

dyo

ung

peo

ple

?

Inw

hat

way

sdo

esth

ese

rvic

eco

ntrib

ute

toth

evi

sion

for

Scot

land

’sch

ildre

n?

Exam

ples

ofpe

rfor

man

ceda

ta:

•N

umbe

rof

child

ren

and

youn

gp

eop

lew

ithad

ditio

nals

upp

ort

need

s(A

SN)

inm

ains

trea

msc

hool

s,de

mog

rap

hic

shift

sfr

omsp

ecia

list

pla

cem

ents

tom

ains

trea

m,

not

ined

ucat

ion,

emp

loym

ent

ortr

aini

ng(N

EET)

stat

istic

s,an

dlo

oked

afte

ran

dac

com

mod

ated

(LA

AC

)st

atis

tics.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•Se

lf-ev

alua

tion

docu

men

tatio

n,se

rvic

ede

velo

pm

ent

pla

nnin

gdo

cum

enta

tion,

info

rmat

ion

leaf

lets

and

serv

ice

hand

book

,Be

stVa

lue

rep

orts

,q

ualit

yst

anda

rds

and

qua

lity

rep

orts

,m

inut

esof

stra

tegy

mee

tings

,re

latin

gto

achi

evem

ent

and

atta

inm

ent,

case

file

note

s,p

roje

ctw

rite-

ups

and

pub

lishe

dp

aper

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•Ev

iden

cefr

omch

ildre

nan

dyo

ung

peo

ple

obta

ined

from

que

stio

nnai

res,

focu

sgr

oup

san

dco

nsul

tatio

nm

eetin

gs.

•Es

tabl

ishm

ent

resp

onse

sto

surv

eys

onth

eim

pac

tof

the

serv

ice

onth

eliv

esof

child

ren

and

youn

gp

eop

le.

•Ev

iden

cefr

omp

aren

tan

dca

rer

surv

eys,

que

stio

nnai

res

and

focu

sgr

oup

s.

•Fe

edba

ckfr

omlo

cala

utho

rity

man

ager

son

rele

vant

issu

es.

Exam

ples

ofdi

rect

obse

rvat

ion:

•C

onsu

ltatio

nm

eetin

gs,

colla

bora

tive

mee

tings

and

dire

ctw

ork

with

child

ren

and

youn

gp

eop

le.

Toen

sure

that

:

•th

ese

rvic

eco

ntrib

utes

toth

era

isin

gof

atta

inm

ent

and

achi

evem

ent

acro

ssth

eau

thor

ityfo

ral

lchi

ldre

nan

dyo

ung

peo

ple

.

We

will

:

A20_21

2.1.

3Th

eex

tent

tow

hich

child

ren

and

youn

gpe

ople

are

prog

ress

ing

Tow

hat

exte

ntis

the

serv

ice

invo

lved

ines

tabl

ishm

ent

and

auth

ority

initi

ativ

esw

hich

aim

toen

sure

app

rop

riate

pro

gres

sion

for

child

ren

and

youn

gp

eop

le?

How

effe

ctiv

ely

does

the

serv

ice

sup

por

tch

ildre

nan

dyo

ung

peo

ple

attim

esof

tran

sitio

n?

Wha

tim

pac

tdo

esth

ese

rvic

eha

veon

the

educ

atio

nala

ndlif

eex

per

ienc

esof

child

ren

and

youn

gp

eop

le?

Wha

tar

eth

ele

vels

ofsa

tisfa

ctio

nex

per

ienc

edby

the

child

ren

and

youn

gp

eop

lebe

ing

sup

por

ted

byth

ese

rvic

e?

Exam

ples

ofpe

rfor

man

ceda

ta:

•Lo

cala

utho

rity

cent

rally

-hel

dda

taon

achi

evem

ent

and

atta

inm

ent.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•Se

rvic

eev

alua

tion

docu

men

tatio

n,se

rvic

ede

velo

pm

ent

pla

nnin

gdo

cum

enta

tion,

com

pla

ints

pro

cedu

res,

serv

ice

hand

book

and

info

rmat

ion

leaf

lets

,Be

stVa

lue

rep

orts

,an

dst

anda

rds

and

qua

lity

rep

orts

.

•A

utho

rity

and

esta

blis

hmen

tde

velo

pm

ent

pla

ns,

stan

dard

san

dq

ualit

yre

por

ts,

spec

ific

pol

icy

rep

orts

,au

thor

itygu

idel

ines

,p

ublis

hed

pap

ers,

docu

men

tatio

nfr

omsp

ecifi

cin

itiat

ives

and

pro

ject

san

dca

sefil

eno

tes.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•Vi

ews

ofsc

hool

san

dot

her

child

ren’

sse

rvic

eses

tabl

ishm

ents

,lo

cala

utho

rity

man

ager

s,ag

enci

esan

dot

her

stak

ehol

ders

.

•Vi

ews

ofch

ildre

nan

dyo

ung

peo

ple

obta

ined

thro

ugh

que

stio

nnai

res,

focu

sgr

oup

mee

tings

,in

terv

iew

s,fo

rmat

ive/

dyna

mic

asse

ssm

ent

feed

back

and

self-

rep

ortin

gto

scho

ols

and

par

ents

.

Exam

ples

ofdi

rect

obse

rvat

ion:

•Se

rvic

e,lo

cala

utho

rity

and

mul

tidis

cip

linar

ym

eetin

gs,

visi

tsto

scho

ols

and

othe

rch

ildre

n’s

serv

ices

esta

blis

hmen

tsan

ddi

rect

wor

kw

ithch

ildre

nan

dyo

ung

peo

ple

.

Toen

sure

that

:

•th

ese

rvic

eis

invo

lved

inau

thor

ityan

des

tabl

ishm

ent

initi

ativ

esw

hich

aim

toen

sure

app

rop

riate

pro

gres

sion

for

child

ren

and

youn

gp

eop

le;

•th

ese

rvic

esu

pp

orts

child

ren

and

youn

gp

eop

leat

times

oftr

ansi

tion;

and

•th

ese

rvic

eha

san

app

rop

riate

imp

act

onth

eed

ucat

iona

land

life

exp

erie

nces

ofch

ildre

nan

dyo

ung

peo

ple

.

We

will

:


Themes

• Quantitative and qualitative data that demonstrate the extent to which parents/carers and

families are:

– treated equally and fairly

– satisfied with the quality of service

– included and engaged in planning and decision-making.

• Extent to which parents/carers and families report that they are:

– treated equally and fairly

– satisfied with the quality of the service

– included and engaged in planning and decision-making.

Key Features

This indicator relates to the impact of the service on parents and carers and seeks to obtain

their views of the quality of service received by their children, with a particular focus on their

current and recent experiences. Some examples of appropriate sources of evidence are given

below, however, they are not considered to be comprehensive or prescriptive.

The first theme draws on quantitative and qualitative data and evidence from direct

observation, documentation and discussions with other stakeholders. Examples may include:

• evidence of involvement in planning in relation to their children;

• evidence of involvement in decision-making in relation to their children;

• attendance at family-group conferences and joint assessment team meetings;

• the extent to which the needs of parents, carers and families are met;

• correspondence and contact with the service, including enquiries, complaints and

compliments and the way these are managed;

• access to services, including innovative approaches to encouraging involvement; and

• evidence from HMIE inspection reports which relate to parents and carers.

The second theme deals with the views of parents and carers as reported in responses to

questionnaires, surveys, focus groups and in unsolicited comments. These responses provide

evidence of the extent of their satisfaction with the service and may cover aspects such as:


(KEY AREA 2: IMPACT ON STAKEHOLDERS)

QI 2.2 Impact on parents/carers and families

• access to, and contact with, service staff;

• involvement in planning and decision making on behalf of their children in both informal

and formal contexts;

• the quality and range of services provided;

• the extent to which they feel valued and supported, and are treated fairly, equally and with

respect; and

• opportunities to express their views, shape services, and influence outcomes for their

children.

Evaluation should take into account both themes and result in a considered view of the overall


A22_23


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

2.2.

1Th

eex

tent

tow

hich

pare

nts,

care

rsan

dfa

mili

esar

etr

eate

deq

ually

and

fairl

y

Tow

hat

exte

ntar

ep

aren

tsan

dca

rers

resp

ecte

dan

dtr

eate

deq

ually

and

fairl

y?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta:

•N

umbe

rof

com

pla

ints

rece

ived

and

satis

fact

ory

reso

lutio

ns.

•N

umbe

rof

com

plim

ents

and

pos

itive

com

men

tsre

ceiv

ed.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•Ev

alua

tion

docu

men

tatio

nin

clud

ing

serv

ice

deve

lop

men

tdo

cum

enta

tion,

com

pla

ints

pro

cedu

res

and

info

rmat

ion

leaf

lets

,se

rvic

eha

ndbo

ok,

best

valu

ere

por

ts,

stan

dard

san

dq

ualit

yre

por

ts,

case

reco

rdfil

esan

dre

cord

sof

mee

tings

with

par

ents

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•Ev

iden

ceob

tain

edfr

omp

aren

t,ca

rer

and

fam

ilysu

rvey

s,q

uest

ionn

aire

s,fo

cus

grou

ps

and

cons

ulta

tion

mee

tings

.

•Re

spon

seto

surv

eys

gaug

ing

the

imp

act

ofth

ese

rvic

eon

par

ents

,ca

rers

and

fam

ilies

.

•Ev

iden

cefr

omp

aren

tsu

rvey

s,q

uest

ionn

aire

san

dfo

cus

grou

ps.

•Fe

edba

ckfr

omlo

cala

utho

rity

man

ager

son

rele

vant

issu

es.

Exam

ples

ofdi

rect

obse

rvat

ion:

•O

bser

vatio

nof

par

ent,

care

ran

dfa

mily

focu

sgr

oup

s,co

nsul

tatio

nm

eetin

gs,

colla

bora

tive

mee

tings

and

dire

ctw

orki

ng.

Toen

sure

that

:

•p

aren

tsan

dca

rers

are

resp

ecte

dan

dtr

eate

deq

ually

and

fairl

y.

We

will

:

A24_25

2.2.

2Th

eex

tent

tow

hich

pare

nts,

care

rsan

dfa

mili

esar

esa

tisfie

dw

ithth

equ

ality

ofse

rvic

eth

eyre

ceiv

e

Tow

hat

exte

ntar

ep

aren

ts,

care

rsan

dfa

mili

essa

tisfie

dw

ithth

eq

ualit

yan

dra

nge

ofse

rvic

ep

rovi

ded?

How

clea

r,in

form

ativ

ean

dac

cess

ible

isse

rvic

ein

form

atio

nan

dlit

erat

ure

pro

duce

dfo

rp

aren

tsan

dca

rers

?

Inw

hat

way

sdo

esth

ese

rvic

ere

spon

dto

com

pla

ints

and

achi

eve

satis

fact

ory

reso

lutio

ns?

Exam

ples

ofpe

rfor

man

ceda

ta:

•N

umbe

rof

com

pla

ints

rece

ived

and

satis

fact

ory

reso

lutio

ns.

•N

umbe

rof

com

plim

ents

and

pos

itive

rece

ived

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•O

utco

mes

from

focu

sgr

oup

mee

tings

,st

ruct

ured

inte

rvie

ws,

que

stio

nnai

res,

case

file

reco

rds

and

feed

back

from

esta

blis

hmen

tq

uest

ionn

aire

san

dsu

rvey

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•Vi

ews

ofp

aren

tsan

dca

rers

,lo

cala

utho

rity

man

ager

san

dp

artn

erag

enci

es.

Exam

ples

ofdi

rect

obse

rvat

ion:

•O

bser

vatio

nof

staf

fp

erfo

rman

ceat

serv

ice,

loca

lau

thor

ityan

dm

ultid

isci

plin

ary

mee

tings

.

•Fe

edba

ckfr

omvi

sits

tosc

hool

san

dot

her

pro

visi

ons

offe

ring

child

ren’

sse

rvic

es.

Toen

sure

that

:

•p

aren

ts,

care

rsan

dfa

mili

esar

esa

tisfie

dw

ithth

eq

ualit

yan

dra

nge

ofse

rvic

ep

rovi

ded;

•cl

ear,

info

rmat

ive

and

acce

ssib

lese

rvic

ein

form

atio

nan

dlit

erat

ure

are

pro

duce

dfo

rp

aren

ts,

care

rsan

dfa

mili

es;

•th

ese

rvic

ere

spon

dsto

com

pla

ints

and

achi

eves

satis

fact

ory

reso

lutio

ns;

and

•m

echa

nism

sar

ein

pla

ceto

seek

the

view

sof

par

ents

,ca

rers

and

fam

ilies

inre

latio

nto

both

serv

ice

deliv

ery

and

thei

rex

per

ienc

eof

the

serv

ice

rece

ived

.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

2.2.

3Th

eex

tent

tow

hich

pare

nts,

care

rsan

dfa

mili

esar

ein

clud

edan

den

gage

din

plan

ning

and

deci

sion

-mak

ing

inre

gard

toth

eir

child

ren.

Tow

hat

exte

ntar

ep

aren

ts,

care

rsan

dfa

mili

esin

clud

edan

den

gage

din

pla

nnin

gan

dde

cisi

on-m

akin

gw

ithre

gard

toth

eir

child

ren

and

youn

gp

eop

le?

Tow

hat

exte

ntdo

par

ents

,ca

rers

and

fam

ilies

par

ticip

ate

inap

pro

pria

tem

eetin

gsan

dfo

rum

sw

ithth

ese

rvic

e?

Tow

hat

exte

ntdo

par

ents

,ca

rers

and

fam

ilies

resp

ond

pos

itive

lyto

pla

nned

opp

ortu

nitie

sfo

rsu

pp

ort?

Tow

hat

exte

ntar

ep

aren

ts,

care

rsan

dfa

mili

eske

pt

info

rmed

with

up-t

o-da

tein

form

atio

nab

out

thei

rch

ildre

nan

dyo

ung

peo

ple

?

Exam

ples

ofpe

rfor

man

ceda

ta:

•N

umbe

rof

stak

ehol

ders

who

turn

upto

rele

vant

mee

tings

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•A

utho

rity

pol

icy

onp

aren

t,ca

rer

and

fam

ilyin

volv

emen

tin

pla

nnin

gfo

rth

eir

child

ren

and

youn

gp

eop

lele

arni

ng.

•Se

rvic

evi

sion

,va

lues

and

aim

s,se

rvic

ede

velo

pm

ent

pla

n,co

mp

lain

tsp

roce

dure

san

din

form

atio

nle

afle

ts,

serv

ice

hand

book

,be

stva

lue

rep

orts

and

stan

dard

san

dq

ualit

yre

por

ts.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•Ev

iden

cefr

omp

aren

t,ca

rer

and

fam

ilysu

rvey

s,q

uest

ionn

aire

s,fo

cus

grou

pm

eetin

gsan

dfe

edba

ckon

dire

ctse

rvic

ein

volv

emen

t.

•Pr

ovis

ion

resp

onse

sto

surv

eys

onth

eim

pac

tof

the

serv

ice

onp

aren

ts,

care

rsan

dfa

mili

es.

•Ev

iden

cefr

omp

aren

tsu

rvey

s,q

uest

ionn

aire

san

dfo

cus

grou

pm

eetin

gs.

•Fe

edba

ckfr

omlo

cala

utho

rity

man

ager

son

rele

vant

issu

es.

Exam

ples

ofdi

rect

obse

rvat

ion:

•O

bser

vatio

nof

par

ent,

care

ran

dfa

mily

focu

sgr

oup

mee

tings

,co

nsul

tatio

nan

dco

llabo

rativ

em

eetin

gs.

•D

irect

wor

kw

ithp

aren

ts,

care

rsan

dfa

mili

es.

Toen

sure

that

:

•p

aren

tsan

dca

rers

are

incl

uded

and

enga

ged

inp

lann

ing

and

deci

sion

mak

ing

with

rega

rdto

thei

rch

ildre

n;

•p

aren

tsan

dca

rers

par

ticip

ate

inap

pro

pria

tem

eetin

gsan

dfo

rum

sw

ithth

ese

rvic

e;

•p

aren

tsan

dca

rers

resp

ond

pos

itive

lyto

pla

nned

opp

ortu

nitie

sfo

rsu

pp

ort;

•p

aren

tsan

dca

rers

are

kep

tin

form

edw

ithup

-to-

date

info

rmat

ion

abou

tth

eir

child

ren

and

youn

gp

eop

le;

•p

aren

ts,

care

rsan

dfa

mili

esp

artic

ipat

ein

the

pla

nnin

gan

dre

view

ing

ofth

ese

rvic

esre

ceiv

edby

thei

rch

ildre

nan

dyo

ung

peo

ple

;an

d

•th

ere

isef

fect

ive

com

mun

icat

ion

with

par

ents

,ca

rers

and

fam

ilies

inre

latio

nto

thei

rch

ildre

nan

dyo

ung

peo

ple

We

will

:

Themes:

• Quantitative and qualitative data that demonstrate the extent to which staff:

– are motivated, confident and valued

– improve their practice through training, development activities

– have positive experiences of the quality of support from central services and partner

agencies

– work effectively in teams

• Extent to which staff report that they:

– are motivated, confident and valued

– improve their practice through training, development activities

– have positive experiences of the quality of support from central services and partner

agencies

– work effectively in teams

Key Features

This indicator relates to the impact of the service on those who are managed within the

service, as well as their views of the quality of service within the authority. It considers the level

of ownership by staff in the targets set by the service and their active involvement in service

development. It includes the extent to which the service supports staff to continue their

professional development which reflects both their personal and professional as well as service

goals. It looks for any opportunities that exist within the service for leadership and career

development for individual staff members. It also looks at team working and at any

opportunities that are available to develop as a service team. Finally, it examines the quality of

support which the service receives from central services.

Examples of appropriate sources of evidence are given below. They are considered to be

neither comprehensive nor prescriptive.

The first theme draws on quantitative and qualitative data and evidence from direct

observation, documentation and discussions with stakeholders. Examples may include:

• rates of attendance at meetings and forums;

• rates of participation in career review;

• rates of participation in training and development and qualifications gained;

• rates of response to consultation;

A26_27


(KEY AREA 3: IMPACT ON STAFF)

QI 3.1 Impact on staff


• evidence of involvement and empowerment;

• the extent to which the individual support needs of staff are met;

• achievement of awards such as Scotland’s Health at Work and Investors in People;

• access to services, including innovative approaches to encouraging involvement;

• levels of absence, turnover and recruitment;

• recognition schemes; and

• benchmarking data.

The second theme deals with the views of staff as reported in response to questionnaires,

surveys, focus groups and in any unsolicited comments received. These responses may provide

evidence of the level of staff satisfaction and may cover aspects such as:

• the quality and range of services provided by the authority;

• career review;

• career development;

• training and development, including leadership training, work shadowing and

secondments;

• peer and line management relationships, including team working;

• the extent to which staff feel valued and supported and are treated fairly, equally and with

respect;

• conditions of work, facilities and services; and

• communication and opportunities to express their views and to shape and improve

education services.

Evaluation should take into account both themes to produce a considered view of the overall

impact on staff.

A28_29

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

3.1.

1.Th

eex

tent

tow

hich

staf

far

em

otiv

ated

and

mea

ning

fully

invo

lved

inth

ede

velo

pmen

tof

the

serv

ice?

How

wel

ldo

staf

fun

ders

tand

the

visi

on,

aim

san

dva

lues

ofth

ese

rvic

e?

Tow

hat

exte

ntdo

staf

fre

spec

tan

dsh

are

thes

evi

sion

,ai

ms

and

valu

es?

Wha

tar

eth

ele

vels

ofst

aff

rete

ntio

nan

dab

senc

e?

How

isfle

xibl

ew

orki

ngfa

cilit

ated

?

Wha

tev

iden

ceis

ther

eth

atst

aff

are

mot

ivat

ed,

emp

ower

ed,

conf

iden

tan

dva

lued

byth

ese

rvic

e?

Wha

tm

echa

nism

sar

ein

pla

ceto

pro

mot

est

aff

invo

lvem

ent

and

toad

dres

sis

sues

that

pre

sent

barr

iers

toth

emfe

elin

gm

otiv

ated

,em

pow

ered

,co

nfid

ent

and

valu

ed?

How

effe

ctiv

eis

the

serv

ice’

sst

anda

rds

and

qua

lity

rep

ort

inte

rms

ofad

dres

sing

staf

fm

otiv

atio

nan

dco

nfid

ence

?

Wha

tev

iden

ceis

ther

eof

inno

vativ

ep

ract

ice

reco

rded

inse

rvic

e,au

thor

ityan

dag

ency

rep

orts

?

Tow

hat

exte

ntdo

esfe

edba

ckfr

omst

aff

indi

cate

satis

fact

ion

with

the

qua

lity

and

rang

eof

serv

ices

pro

vide

d?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta:

•Ev

iden

ceof

invo

lvem

ent

and

emp

ower

men

tof

staf

f,fr

omab

senc

e,tu

rnov

eran

dre

crui

tmen

tre

turn

s,at

tend

ance

pat

tern

sat

mee

tings

,p

artic

ipat

ion

inco

ntin

uing

pro

fess

iona

lde

velo

pm

ent

(CPD

)ac

tiviti

esan

dst

aff

app

rais

al,

achi

evem

ent

awar

dsan

dan

yad

ditio

nal

qua

lific

atio

nsga

ined

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•Th

isco

uld

befo

und

inin

divi

dual

staf

fre

view

reco

rds,

self-

eval

uatio

nda

ta,

serv

ice

deve

lop

emen

tp

lans

,Be

stVa

lue

rep

orts

,st

anda

rds

and

qua

lity

rep

orts

,th

ese

rvic

eha

ndbo

ok,

and

min

utes

ofst

aff

mee

tings

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•St

aff

view

sas

rep

orte

din

que

stio

nnai

res,

surv

eys,

inte

rvie

ws,

mee

tings

and

focu

sgr

oup

s.

•U

nsol

icite

dco

mm

ents

onth

eq

ualit

yan

dra

nge

ofse

rvic

esp

rovi

ded.

•C

aree

rde

velo

pm

ent,

care

erre

view

,p

eer

and

line

man

agem

ent

rela

tions

hip

s,in

clud

ing

team

wor

king

,in

volv

emen

tin

shap

ing

and

owni

ngth

ese

rvic

e’s

visi

on,

valu

ean

dai

ms.

•C

omm

unic

atio

n,in

par

ticul

arop

por

tuni

ties

for

staf

fto

exp

ress

thei

rvi

ews

and

toin

fluen

ceth

esh

ape

and

deliv

ery

ofth

ese

rvic

e.

Toen

sure

that

staf

f:

•ar

em

otiv

ated

,m

eani

ngfu

llyin

volv

edin

the

serv

ice

and

pro

fess

iona

llysa

tisfie

d;

•ar

eap

pro

pria

tely

dep

loye

d,en

gage

dan

dfe

elva

lued

acro

ssth

ese

rvic

e;

•ar

een

able

dto

deliv

erse

rvic

esof

high

qua

lity;

•ha

velo

w-a

bsen

cean

dhi

gh-r

eten

tion

leve

ls;

•ar

ew

illin

gto

wor

kfle

xibl

yto

mee

tag

reed

targ

ets;

•ha

vea

wel

l-dev

elop

edan

dsh

ared

sens

eof

the

serv

ice’

svi

sion

,va

lues

and

aim

s;an

d

•ar

ere

gula

rlyco

nsul

ted

byse

rvic

em

anag

ers

onal

lasp

ect

ofth

ese

rvic

e.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

•In

form

atio

np

rovi

ded

byse

rvic

eim

pac

tsu

rvey

s,q

uest

ionn

aire

san

dfo

cus

grou

ps.

Exam

ples

ofdi

rect

obse

rvat

ion:

•O

bser

vatio

nof

the

per

form

ance

ofst

aff

inse

rvic

e,au

thor

ityan

dm

ulti-

agen

cym

eetin

gs,

and

thro

ugh

focu

san

dw

orki

nggr

oup

sac

ross

abr

oad

rang

eof

sett

ings

.

3.1.

2Th

eex

tent

tow

hich

staf

fim

prov

eth

eir

prac

tice

and

lead

ersh

ipsk

ills

thro

ugh

trai

ning

,de

velo

pmen

tac

tiviti

esan

dop

port

uniti

esw

ithin

and

beyo

ndth

eau

thor

ity

Tow

hat

exte

ntar

est

aff

wel

lpre

par

edfo

rfu

ture

lead

ersh

ipre

spon

sibi

litie

s?

Wha

tar

eth

eop

por

tuni

ties

for

care

erde

velo

pm

ent

and

acce

ssto

CPD

?

Wha

tar

est

aff’s

view

son

the

rele

vanc

eof

CPD

top

rofe

ssio

nalp

ract

ice?

Tow

hat

exte

ntdo

staf

fre

por

tth

atth

eyar

esu

pp

orte

dto

imp

rove

thei

rp

ract

ice

thro

ugh

anes

tabl

ishe

dsy

stem

oftr

aini

ngan

dde

velo

pm

ent

activ

ities

?

Wha

tis

the

evid

ence

that

staf

far

eim

pro

ving

thei

rp

ract

ice

thro

ugh

anes

tabl

ishe

dsy

stem

oftr

aini

ngan

dde

velo

pm

ent

activ

ities

?

Do

staf

fre

por

tth

atth

eyar

ebe

ing

chal

leng

edto

imp

rove

?

Tow

hat

exte

ntdo

staf

fre

por

tth

atth

eir

own

pro

fess

iona

lgoa

lsar

esu

pp

orte

dby

the

serv

ice?

Exam

ples

ofpe

rfor

man

ceda

ta:

•St

aff

mee

tag

reed

targ

ets,

esta

blis

hed

thro

ugh

annu

alap

pra

isal

,fo

rC

PDac

tiviti

es.

•Ex

tent

ofop

por

tuni

ties

for

staf

fto

unde

rtak

ele

ader

ship

role

sw

ithth

ese

rvic

ean

dau

thor

ity,

and

top

artic

ipat

ein

wor

ksh

adow

ing

care

rrde

velo

pm

ent

and

app

rais

al.

•Th

eef

fect

iven

ess

ofst

aff

who

take

onle

ader

ship

role

s.

•Q

ualit

yof

cont

ribut

ion

tose

rvic

e,au

thor

ityan

dm

ultid

isci

plin

ary

wor

king

grou

ps.

•Se

cond

men

tsto

serv

ice,

auth

ority

orSc

ottis

hEx

ecut

ive

role

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•Th

isco

uld

incl

ude

CPD

reco

rds,

staf

fap

pra

isal

reco

rds,

self-

eval

uatio

ndo

cum

enta

tion,

serv

ice

hand

book

and

deve

lop

men

tp

lann

ing

docu

men

tatio

n,Be

stVa

lue

rep

ort,

min

utes

ofde

velo

pm

ent

and

staf

fgr

oup

mee

tings

.

Toen

sure

that

staf

f:

•ar

ew

ellp

rep

ared

for

futu

rele

ader

ship

role

s;

•ha

vego

odop

por

tuni

ties

tobe

com

ein

volv

edin

seco

ndm

ents

,p

roje

ctan

dw

ider

pro

gram

me

activ

ities

;

•ha

vego

odop

por

tuni

ties

for

care

erde

velo

pm

ent

and

are

able

top

artic

ipat

ein

acl

early

unde

rsto

odan

dac

cess

ible

CPD

activ

ityp

rogr

amm

e;an

d

•co

nsid

erth

atse

rvic

ede

velo

pm

ents

effe

ctiv

ely

sup

por

tth

eir

per

form

ance

and

cont

ribut

eto

deve

lop

ing

thei

rp

rofe

ssio

nalc

omp

eten

ce.

We

will

:

A30_31

Tow

hat

exte

ntdo

staf

fre

por

tth

atth

eyar

egi

ven

opp

ortu

nitie

sto

deve

lop

lead

ersh

ipsk

ills

and

top

artic

ipat

ein

natio

nalf

orum

s,as

app

rop

riate

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•St

aff

view

sas

rep

orte

din

que

stio

nnai

res,

surv

eys,

inte

rvie

ws,

mee

tings

and

focu

sgr

oup

s.

•U

nsol

icite

dco

mm

ents

ontr

aini

ngan

dde

velo

pm

ent

opp

ortu

nitie

sin

clud

ing

trai

ning

for

lead

ersh

ip.

Exam

ples

ofdi

rect

obse

rvat

ion:

•O

bser

vatio

nof

staf

fp

erfo

rman

ceat

auth

ority

and

mul

ti-ag

ency

mee

tings

and

wor

king

grou

ps,

qua

lity

ofC

PDac

tiviti

es,

annu

alap

pra

isal

and

sup

ervi

sion

.

3.1.

3Th

eex

tent

tow

hich

staf

fha

vepo

sitiv

eex

perie

nces

with

rega

rdto

the

qual

ityof

supp

ort

from

cent

rals

ervi

ces

and

part

ners

hip

agen

cies

Tow

hat

exte

ntdo

staf

fre

por

tp

ositi

vely

abou

tth

esu

pp

ort

pro

vide

dby

cent

rals

ervi

ces?

Tow

hat

exte

ntdo

staf

fha

vep

ositi

vew

orki

ngre

latio

nshi

ps

with

par

tner

ship

agen

cies

?

Exam

ples

ofpe

rfor

man

ceda

ta:

•Th

eq

ualit

yof

resp

onse

sto

staf

fan

dse

rvic

ere

que

sts.

•Th

eex

tent

ofhi

ghq

ualit

ysu

pp

ort

from

par

tner

ship

agen

cies

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•M

inut

esan

dco

rres

pon

denc

eon

rele

vant

mat

ters

betw

een

the

serv

ice,

cent

rals

ervi

ces,

and

par

tner

agen

cies

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•St

aff

view

sre

por

ted

inq

uest

ionn

aire

s,su

rvey

s,in

terv

iew

s,m

eetin

gsan

dfo

cus

grou

ps.

•U

nsol

icite

dco

mm

ents

onth

eq

ualit

yof

sup

por

tfr

omce

ntra

lser

vice

san

dp

artn

erag

enci

es,

exam

ple

sof

succ

ess

ordi

fficu

ltyan

dar

eas

for

cele

brat

ion

orim

pro

vem

ent.

Toen

sure

that

:

•st

aff

have

pos

itive

exp

erie

nces

rega

rdin

gth

eq

ualit

yof

sup

por

tfr

omce

ntra

lser

vice

san

dp

artn

erag

enci

es.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

3.1.

4Th

eex

tent

tow

hich

staf

fw

ork

effe

ctiv

ely

inte

ams

How

conf

iden

tar

est

aff

inth

eir

abili

tyto

carr

you

tth

eir

dutie

san

den

gage

inef

fect

ive

team

wor

kat

all

leve

ls?

Inw

hat

way

sha

sth

eap

plic

atio

nof

best

valu

ep

rinci

ple

sin

fluen

ced

par

tner

ship

wor

king

?

Tow

hat

exte

ntdo

staf

fre

por

tth

atth

eyfe

elin

volv

edan

da

par

tof

•th

ese

rvic

ete

am•

subg

roup

sw

ithin

the

serv

ice

•au

thor

ity,

mul

tidis

cip

linar

yan

des

tabl

ishm

ent

grou

ps?

Wha

tis

the

evid

ence

that

staf

fw

ork

effe

ctiv

ely

in

•th

ese

rvic

ete

am•

subg

roup

sw

ithin

the

serv

ice

•au

thor

ity,

mul

tidis

cip

linar

yan

des

tabl

ishm

ent

grou

ps?

Exam

ples

ofpe

rfor

man

ceda

ta:

•Ev

iden

ceof

per

form

ance

outc

omes

rega

rdin

gin

nova

tive

app

roac

hes

toen

cour

agin

gst

aff

invo

lvem

ent

and

deve

lop

ing

team

wor

k.

Exam

ples

ofre

leva

ntdo

cum

enta

tion:

•Th

ism

ight

incl

ude

the

follo

win

g:se

lf-ev

alua

tion

and

serv

ice

deve

lop

men

tp

lann

ing

docu

men

tatio

n,ev

alua

tion

ofth

eco

ntrib

utio

nof

team

wor

kto

imp

rovi

ngou

tcom

esfo

rch

ildre

nan

dyo

ung

peo

ple

,be

stp

ract

ice

guid

elin

eson

team

wor

king

,se

rvic

eha

ndbo

ok,

Best

Valu

ere

por

ts,

stan

dard

san

dq

ualit

yre

por

ts,

min

utes

ofse

rvic

ede

velo

pm

ent

and

staf

fm

eetin

gs,

auth

ority

and

esta

blis

hmen

tde

velo

pm

ent

pla

ns.

Exam

ples

ofst

akeh

olde

rs’v

iew

s:

•St

aff

view

sre

por

ted

inq

uest

ionn

aire

s,su

rvey

s,in

terv

iew

s,m

eetin

gsan

dfo

cus

grou

ps.

•U

nsol

icite

dco

mm

ents

from

staf

fon

how

invo

lved

they

feel

inth

ese

rvic

e.

•Th

eef

fect

iven

ess

ofte

amw

ork

with

inth

ese

rvic

ean

den

gage

men

tw

ithau

thor

ity,

mul

tidis

cip

linar

yan

des

tabl

ishm

ent

grou

ps.

•Es

tabl

ishm

ents

’res

pon

ses

tosu

rvey

son

imp

act

ofse

rvic

eon

child

ren,

youn

gp

eop

lean

dfa

mili

es.

Evid

ence

from

par

ent

surv

eys,

que

stio

nnai

res

and

focu

sgr

oup

s,fe

edba

ckfr

omch

ildre

nan

dyo

ung

peo

ple

and

feed

back

from

auth

ority

man

ager

son

rele

vant

issu

es.

Toen

sure

that

:

•th

ere

isef

fect

ive

team

wor

kat

alll

evel

s;

•st

aff

are

activ

ely

invo

lved

ina

rang

eof

serv

ice,

auth

ority

and

mul

tidis

cip

linar

yw

orki

nggr

oup

s;

•in

volv

emen

tad

dsto

ase

nse

ofco

rpor

ate

owne

rshi

pof

the

serv

ice’

svi

sion

,ai

ms

and

goal

s;an

d

•st

aff

are

conf

iden

tin

thei

rab

ility

toca

rry

out

thei

rdu

ties

and

enga

gein

effe

ctiv

ete

amw

ork

atal

llev

els.

We

will

:

A32_33

Exam

ples

ofdi

rect

obse

rvat

ion:

•O

bser

vatio

nof

auth

ority

,m

ultid

isci

plin

ary

and

esta

blis

hmen

tgr

oup

s.

•O

bser

vatio

nof

the

cont

ribut

ions

ofse

rvic

ep

erso

nnel

for

evid

ence

ofef

fect

ive

imp

act

and

outc

omes

.

Themes:

• Quantitative and qualitative data that demonstrate the extent to which support services,

educational provisions and the local community are:

– involved in joint planning regarding service priorities

– satisfied with the quality of the service provided

– included and engaged with the service in wider developments.

• Extent to which support services, educational provisions and the local community report

that they are:

– supported by the service

– satisfied with the quality of service provided

– included and engaged with the service in wider developments.

Key Features

This indicator relates to the impact of the service on support services, educational provisions

and the local community. It also relates to the views of staff regarding the quality of service

received by children and young people, focusing in particular on their recent and current

experiences. Some examples of appropriate sources of evidence are given below. However,

they are not considered to be comprehensive or prescriptive.

The first theme draws on quantitative and qualitative data, and evidence from direct

observation, documentation and discussions with other stakeholders. Examples may include:

• involvement in joint planning and quality assurance activities in relation to the priorities of

the service;

• involvement in joint decision-making in relation to children and young people;

• attendance at conferences and joint assessment team meetings;

• correspondence and contact with the service, including enquiries, complaints and

compliments and the way these are managed;

• access to a wide and comprehensive range of services, which is regularly monitored and

reviewed; and

• evidence from HMIE inspection reports which relate to educational provision, child

protection, and community learning and development.


(KEY AREA 4: IMPACT ON THE COMMUNITY)

QI 4.1 Impact on the local community


A34_35

The second theme deals with the views of representatives from the local community, heads of

services and educational provision and their staff as reported in responses to questionnaires,

surveys, focus groups and in unsolicited comments. These responses provide evidence of the

extent of their satisfaction with the service and may cover aspects such as:

• the quality and range of services provided;

• examples of partnership working, planning and joint decision making on behalf of children

and young people in both informal and formal contexts;

• the extent to which service and provision staff feel valued and supported, and are treated

fairly, equally and with respect; and

• formal opportunities to express their views, shape services, and influence outcomes for

children and young people.

Evaluation should take into account both themes to produce a considered view of the overall



HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

4.1.

1Th

eex

tent

tow

hich

supp

ort

serv

ices

,ed

ucat

iona

lpro

visi

ons

and

the

loca

lcom

mun

ityar

ein

volv

edin

join

tpl

anni

ngre

gard

ing

serv

ice

prio

ritie

san

dsu

ppor

ted

byth

ese

rvic

e

How

are

sup

por

tse

rvic

es,

educ

atio

nalp

rovi

sion

san

dth

elo

calc

omm

unity

invo

lved

injo

int

pla

nnin

gre

gard

ing

serv

ice

prio

ritie

s?

Inw

hat

way

sar

eth

ese

serv

ices

effe

ctiv

ein

mee

ting

the

need

sof

child

ren,

youn

gp

eop

le,

fam

ilies

and

educ

atio

nst

aff?

How

timel

y,cl

ear

and

info

rmat

ive

are

writ

ten

info

rmat

ion

and

com

mun

icat

ion?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Se

lf-ev

alua

tion

info

rmat

ion

colla

ted

rega

rdin

gth

esu

pp

ort

serv

ice,

educ

atio

nalp

rovi

sion

and

com

mun

ityst

aff

satis

fact

ion

with

the

qua

lity

ofse

rvic

ep

rovi

ded.

•A

naly

sis

ofse

rvic

ele

vela

gree

men

tsw

ithke

yst

akeh

olde

rgr

oup

sin

clud

ing,

for

exam

ple

,be

havi

our

sup

por

tst

aff,

yout

hw

orke

rs,

and

mul

ti-ag

ency

grou

ps.

•N

umbe

rsof

pup

ilsu

pp

ort

team

sat

tend

ed,

the

trai

ning

sess

ions

deliv

ered

,jo

int

pla

nnin

gse

ssio

nsfo

rch

ildre

n/yo

ung

peo

ple

,re

sear

chin

itiat

ives

and

pro

ject

/gro

upw

ork

unde

rtak

en.

•A

naly

sis

lead

ing

toev

alua

tion

ofw

heth

erp

artic

ular

sup

por

tse

rvic

esor

educ

atio

nal

pro

visi

onar

eef

fect

ive.

•Ta

rget

sse

tth

roug

hde

velo

pm

ent

pla

nnin

gan

dda

taco

llect

edin

rela

tion

tota

rget

sm

et.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•D

ocum

ents

whi

chev

alua

teth

ese

rvic

e’s

unde

rsta

ndin

gof

the

rang

eof

diffe

rent

com

mun

ities

itm

ayse

rve,

and

how

itsw

ork

inte

grat

esw

ithw

ork

ofco

lleag

ues

from

ara

nge

ofdi

scip

lines

.

•Re

leva

ntdo

cum

ents

may

incl

ude

Educ

atio

nPl

an,

Inte

grat

edC

hild

ren’

sSe

rvic

esPl

an,

docu

men

ts

Toen

sure

that

:

•th

ese

rvic

een

gage

sw

ithot

hers

inde

cisi

on-

mak

ing

activ

ities

toen

sure

that

prio

rity

need

sar

em

et,

par

ticul

arly

rega

rdin

gso

cial

lyex

clud

edgr

oup

s;

•co

llabo

rativ

ew

orki

ngid

entif

ies

and

mee

tsp

riorit

yne

eds;

•th

ere

isa

high

leve

lof

enga

gem

ent

inre

latio

nto

issu

esof

loca

lcon

cern

and

wid

erp

olic

y;

•re

leva

ntse

rvic

esan

dm

embe

rsof

com

mun

itygr

oup

sre

por

tth

atin

volv

emen

tof

serv

ice

has

mad

ea

pos

itive

imp

act;

•su

pp

ort

serv

ices

,ed

ucat

iona

lpro

visi

onan

dlo

cal

com

mun

ityst

aff

feel

sup

por

ted

byth

ese

rvic

e;

•th

ese

rvic

eis

effe

ctiv

ein

mee

ting

the

need

sof

child

ren,

youn

gp

eop

le,

fam

ilies

and

sup

por

t,ed

ucat

iona

lpro

visi

onan

dco

mm

unity

staf

f;

•sy

stem

sar

ein

pla

ceto

seek

the

view

sof

stak

ehol

ders

;

•a

com

pre

hens

ive

rang

eof

serv

ices

isof

fere

d;

•w

ritte

nin

form

atio

nis

timel

y,cl

ear

and

info

rmat

ive;

•su

pp

ort,

educ

atio

nalp

rovi

sion

and

com

mun

ityst

aff

are

invo

lved

inp

lann

ing

and

deci

sion

-mak

ing

for

child

ren,

youn

gp

eop

lean

dfa

mili

es;

A36_37

sup

por

ting

pla

nnin

g,no

tes

from

rese

arch

,tr

aini

ng,

orot

her

inte

rven

tions

.

•In

spec

tions

ofth

eed

ucat

iona

lfun

ctio

nsof

loca

lau

thor

ity(I

NEA

)ev

alua

tions

onth

ero

leof

the

serv

ice

insu

pp

ortin

gth

eau

thor

ityto

resp

ond

toth

era

nge

ofdi

ffere

ntco

mm

uniti

esit

may

serv

e(e

.g.

scho

ols,

yout

hw

ork

orga

nisa

tions

).

•D

evel

opm

ent

pla

n,se

rvic

ep

ract

ice

guid

elin

es,

com

ple

ted

pra

ctic

ele

vela

gree

men

ts,

men

uof

serv

ices

offe

red,

pra

ctic

ele

vela

gree

men

tre

view

sno

tes

from

disc

ussi

ons

with

indi

vidu

alsc

hool

s.

•D

ocum

enta

tion

onev

iden

ceof

form

alne

gotia

tion

with

esta

blis

hmen

tsan

don

effe

ctiv

enes

sof

serv

ice

deliv

ery.

Exam

ples

ofst

akeh

olde

rs’v

iew

s•

Feed

back

from

inte

rven

tions

with

rele

vant

serv

ices

incl

udin

gsc

hool

s,p

re-s

choo

lcen

tres

,co

mm

unity

cent

res.

•Se

rvic

ede

velo

pm

ent

pla

n,lo

cala

utho

rity

imp

rove

men

tp

lan,

pra

ctic

ele

vela

gree

men

ts,

scho

olde

velo

pm

ent

pla

ns,

pub

lishe

dre

por

tson

spec

ific

initi

ativ

es,

colla

tion

ofth

ein

form

atio

nfr

omth

eab

ove

acro

ssth

ese

rvic

e,co

llatio

nof

info

rmat

ion

from

que

stio

nnai

res/

focu

sgr

oup

s.

•D

ocum

enta

tion

rega

rdin

gth

ebr

eadt

hof

wor

kof

fere

d,th

ene

gotia

ted

upta

keby

sup

por

tse

rvic

es,

educ

atio

nalp

rovi

sion

and

the

pro

cess

ofev

alua

tion.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

serv

ice

wor

kw

ithke

yst

akeh

olde

rsin

clud

ing

sup

por

tst

aff,

educ

atio

nal

pro

visi

on,

and

loca

lcom

mun

ityst

aff.

•th

ere

isac

tive

par

ticip

atio

nbe

twee

nth

ese

rvic

ean

dsu

pp

ort,

educ

atio

nalp

rovi

sion

and

com

mun

ityst

aff;

and

•th

ese

rvic

eis

resp

onsi

veto

com

pla

ints

and

aim

sto

achi

eve

asa

tisfa

ctor

yco

nclu

sion

.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

4.1.

2Th

eex

tent

tow

hich

supp

ort

serv

ices

,ed

ucat

iona

lpro

visi

ons

and

the

loca

lcom

mun

ityar

esa

tisfie

dw

ithth

equ

ality

ofse

rvic

epr

ovid

ed

How

satis

fied

are

sup

por

tst

aff,

educ

atio

nal

pro

visi

ons

and

the

loca

lcom

mun

ityw

ithth

eq

ualit

yan

dra

nge

ofse

rvic

esp

rovi

ded

byth

ese

rvic

e?

How

resp

onsi

veis

the

serv

ice

toco

mp

lain

ts?

Tow

hat

exte

ntar

esa

tisfa

ctor

yre

solu

tions

achi

eved

?

How

clea

ran

din

form

ativ

eis

serv

ice

info

rmat

ion

and

liter

atur

ep

rodu

ced

for

sup

por

tse

rvic

es,

educ

atio

nalp

rovi

sion

san

dth

elo

calc

omm

unity

?

Exam

ples

ofpe

rfor

man

ceda

ta

•In

crea

sed

par

ticip

atio

nby

(sp

ecifi

ed)

com

mun

itym

embe

rsin

spec

ific

initi

ativ

es.

•D

ata

onre

cogn

ised

achi

evem

ents

(e.g

.N

atio

nal

Qua

lific

atio

ns)

follo

win

gsp

ecifi

cin

terv

entio

ns(e

.g.

trai

ning

offo

ster

care

rsso

that

they

achi

eve

reco

gnis

edaw

ards

).

•D

ata

from

stak

ehol

ders

invo

lved

inq

uest

ionn

aire

s/st

ruct

ured

inte

rvie

ws.

•Pe

rcen

tage

sof

resp

onse

retu

rns

and

colla

tion

ofra

tings

acro

ssra

nge

ofsu

pp

ort

serv

ices

,ed

ucat

iona

lpro

visi

ons

and

the

loca

lcom

mun

ity.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ep

lan,

educ

atio

np

lan,

inte

grat

edch

ildre

n’s

serv

ice

pla

n,co

mm

unity

pla

n.

•D

ocum

ents

sup

por

ting

inte

r-ag

ency

pla

nnin

g.

•M

inut

esof

revi

ewm

eetin

gs,

indi

catin

gco

mm

unity

dim

ensi

ons

top

lann

ing

for

addi

tiona

lsu

pp

ort

need

s.

•In

put

sto

smal

lcom

mun

itygr

oup

s.

•N

otes

from

rese

arch

,tr

aini

ng,

orot

her

inte

rven

tions

.

•IN

EAin

spec

tion

rep

orts

,in

dica

ting

serv

ice

par

ticip

atio

nin

auth

ority

stra

tegi

esim

pin

ging

onsp

ecifi

cid

entif

ied

com

mun

ities

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Su

mm

ary

ofth

eev

alua

tions

ofst

akeh

olde

rsre

gard

ing

pol

icy

stat

emen

tsin

rela

tion

tojo

int

wor

king

and

pra

ctic

ele

vela

gree

men

ts.

Toen

sure

that

:

•th

ese

rvic

ese

eks

feed

back

from

sup

por

tse

rvic

e,ed

ucat

iona

lpro

visi

onst

aff

and

from

the

loca

lco

mm

unity

and

effe

ctiv

ely

resp

onds

tofe

edba

ck;

•th

ese

rvic

een

cour

ages

opp

ortu

nitie

sfo

rin

fluen

cean

dre

pre

sent

atio

nby

sup

por

t,ed

ucat

iona

lpro

visi

onst

aff

and

the

loca

lco

mm

unity

;

•th

ese

rvic

een

gage

sin

mul

ti-ag

ency

trai

ning

stra

tegi

esto

deve

lop

skill

s,ab

ilitie

san

dco

nfid

ence

amon

gus

ers

ofch

ildre

n’s

serv

ices

;

•th

ese

rvic

een

sure

son

goin

gp

artic

ipat

ion

inIn

tegr

ated

Chi

ldre

n’s

Serv

ice

Plan

deve

lop

men

tw

ork,

aim

edat

sup

por

ting

sup

por

tse

rvic

es,

educ

atio

nalp

rovi

sion

and

the

loca

lcom

mun

ity;

•th

ese

rvic

eco

llate

sdo

cum

enta

tion

onre

spon

ses

toen

qui

ries

and

com

pla

ints

;

•th

ese

rvic

eco

llate

sre

spon

ses

tofe

edba

ckfr

omtr

aini

ng;

•st

aff

from

sup

por

tse

rvic

es,

educ

atio

nalp

rovi

sion

and

the

com

mun

ityco

nsid

erth

atth

ese

rvic

esp

rovi

ded

have

mad

ea

pos

itive

imp

act

onth

em

otiv

atio

nof

and

enga

gem

ent

ofch

ildre

n,yo

ung

peo

ple

,fa

mili

es,

disa

dvan

tage

dgr

oup

san

dth

eco

mm

unity

gene

rally

;

•su

pp

ort

serv

ices

,ed

ucat

iona

lpro

visi

onan

dco

mm

unity

staf

far

ein

volv

edin

the

serv

ice

eval

uatio

n;

•su

pp

ort

serv

ices

,ed

ucat

iona

lpro

visi

onan

dco

mm

unity

staf

far

esa

tisfie

dw

ithth

eq

ualit

yan

dra

nge

ofse

rvic

esp

rovi

ded

byth

ese

rvic

e;an

d

A38_39

•St

ruct

ured

mec

hani

sms

for

rout

inel

ysu

rvey

ing

opin

ions

rega

rdin

gth

eim

pac

tof

educ

atio

nal

pro

visi

onin

pla

cefo

rst

akeh

olde

rs.

•Fe

edba

ckon

achi

evem

ents

from

exte

rnal

agen

cies

.•

View

sof

spec

ific

com

mun

itym

embe

rson

the

imp

act

ofth

eed

ucat

iona

lpsy

chol

ogy

serv

ice

inth

isar

ea.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

com

mun

ityp

artic

ipat

ion

inac

tiviti

es/p

lann

ing.

•Ev

alua

tions

ofin

tera

ctio

nsw

ithin

smal

lco

mm

unity

grou

ps.

•th

ese

rvic

eis

resp

onsi

veto

com

pla

ints

and

aim

sto

achi

eve

asa

tisfa

ctor

yco

nclu

sion

.

We

will

:

4.1.

3Th

eex

tent

tow

hich

supp

ort

serv

ices

,ed

ucat

iona

lpro

visi

ons

and

the

loca

lcom

mun

ityar

ein

clud

edan

den

gage

dw

ithth

ese

rvic

ein

wid

erde

velo

pmen

ts

Are

sup

por

tse

rvic

e,ed

ucat

iona

lpro

visi

onan

dco

mm

unity

staf

fin

clud

edan

den

gage

dw

ithth

ese

rvic

ein

wid

erde

velo

pm

ents

?

How

invo

lved

are

sup

por

t,ed

ucat

iona

lpro

visi

onan

dco

mm

unity

staf

fin

mul

ti-ag

ency

wor

king

with

the

serv

ice?

How

pos

itive

are

sup

por

tse

rvic

es,

educ

atio

nal

pro

visi

onan

dth

elo

calc

omm

unity

abou

tth

ep

roce

sses

and

pro

cedu

res

inp

lace

top

lan,

mon

itor

and

revi

ewse

rvic

eef

fect

iven

ess?

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

onou

tcom

esof

wor

kw

ithgr

oup

sat

high

risk

ofp

oor

educ

atio

nalo

utco

mes

(e.g

.lo

oked

afte

rch

ildre

n).

•D

ata

dem

onst

ratin

gin

tegr

ated

asse

ssm

ents

and

inte

rven

tions

targ

eted

atch

ildre

nat

high

risk

ofp

oor

educ

atio

nalo

utco

mes

.

•D

ata

onin

clus

ion

ofch

ildre

nw

ithad

ditio

nal

sup

por

tne

eds

inm

ains

trea

mco

mm

unity

child

ren’

sfa

cilit

ies.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ele

afle

ts,

aim

edat

build

ing

pub

licaw

aren

ess.

•M

inut

esof

revi

ewm

eetin

gs,

indi

catin

gco

mm

unity

dim

ensi

ons

top

lann

ing

ofp

rovi

sion

for

child

ren

and

youn

gp

eop

lew

ithad

ditio

nal

sup

por

tne

eds.

Toen

sure

that

:

•th

ese

rvic

ew

orks

colla

bora

tivel

yw

ithsu

pp

ort

serv

ices

,ed

ucat

iona

lpro

visi

ons

and

the

loca

lco

mm

unity

toen

sure

that

the

need

sof

stak

ehol

ders

are

app

rop

riate

lyp

riorit

ised

and

met

,p

artic

ular

lyth

ose

grou

ps

cons

ider

edto

beat

risk

ofso

cial

excl

usio

n;

•th

ese

rvic

ep

lans

,as

sess

esan

dm

onito

rsp

rogr

ess

with

othe

rsw

ithin

educ

atio

nau

thor

ity;

•su

pp

ort

serv

ices

,ed

ucat

iona

lpro

visi

ons

and

the

loca

lcom

mun

ityen

gage

with

the

psy

chol

ogy

serv

ice

inre

latio

nto

wid

erm

ulti-

agen

cyan

dw

hole

auth

ority

deve

lop

men

ts;

•th

ese

rvic

ep

lans

activ

ities

inre

spon

seto

data

onin

equa

lity

inou

tcom

es;


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

How

pos

itive

are

sup

por

tse

rvic

es,

educ

atio

nal

pro

visi

onan

dth

elo

calc

omm

unity

abou

tth

eir

incl

usio

nan

din

volv

emen

tin

the

pla

nnin

gan

dde

velo

pm

ent

ofth

ep

sych

olog

yse

rvic

e?

How

clea

ris

the

guid

ance

inp

lace

togu

ide

join

tw

orki

ngw

ithth

ese

rvic

e?

•Pu

blis

hed

artic

les

inlo

calp

ress

and

coun

cil

pub

licat

ions

.

•In

put

sto

smal

lcom

mun

itygr

oup

s.

•N

otes

from

rese

arch

,tr

aini

ng,

orot

her

inte

rven

tions

.

•IN

EAin

spec

tion

rep

orts

,in

dica

ting

educ

atio

nal

psy

chol

ogy

serv

ice

par

ticip

atio

nin

auth

ority

stra

tegi

es.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Re

sear

chda

taon

stak

ehol

ders

’vie

ws.

•Fe

edba

ckon

incl

usio

nan

den

gage

men

tfr

omsp

ecifi

edgr

oup

s.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nat

case

conf

eren

ces,

join

tsu

pp

ort

team

s,in

-ser

vice

trai

ning

and

pre

vent

ativ

eap

pro

ache

ssu

chas

join

tgr

oup

wor

k.

•O

bser

vatio

nof

serv

ice

par

ticip

atio

nin

com

mun

ityac

tiviti

es.

•Ev

alul

atio

nsof

incl

usio

nan

den

gage

men

tby

sup

por

tse

rvic

esin

par

tner

ship

wor

king

.

•th

ese

rvic

ep

rovi

des

ongo

ing

inp

utto

mul

ti-ag

ency

trai

ning

stra

tegi

es,

rele

vant

tohi

gh-r

isk

grou

ps;

•th

ese

rvic

ep

rep

ares

resp

onse

sto

feed

back

from

trai

ning

,w

ithre

gard

tofu

ture

need

s;

•th

ese

rvic

ep

lans

activ

ities

inre

spon

seto

rese

arch

and

asse

ssm

ents

;

•th

ese

rvic

eca

nde

mon

stra

teth

atsu

pp

ort

serv

ice,

educ

atio

nalp

rovi

sion

and

loca

lcom

mun

ityin

sigh

tsha

vele

dto

new

pla

nnin

gfo

ra

par

ticul

arin

divi

dual

,ne

wse

rvic

ep

artn

ersh

ips

orde

velo

pm

ents

;

•su

pp

ort

serv

ice,

educ

atio

nalp

rovi

sion

and

com

mun

ityst

aff

are

resp

onsi

veto

pla

nned

opp

ortu

nitie

sfo

rm

ulti-

agen

cysu

pp

ort

with

the

serv

ice;

and

•th

ese

rvic

ese

eks

opin

ions

from

ara

nge

ofse

rvic

est

akeh

olde

rsre

gard

ing

wor

kto

pro

mot

ein

clus

ion,

soci

alan

dcu

ltura

ldiv

ersi

ty.

We

will

:

A40_41

Themes:

• Evaluations of quantitative and qualitative data that demonstrate the extent to which the

service:

– encourages and supports creativity and innovation

– learns from and adopts leading-edge practice

– influences wider policy or practice

– anticipates and responds rapidly and flexibly to change.

Key Features

This indicator focuses on the impact the service has on the wider community. It deals with the

culture of the service in encouraging and supporting creativity and innovation, being proactive

and open to new ideas. It is about being a service that deals positively with change. It also

relates to the influence and impact of the service on wider developments.

The theme draws on quantitative and qualitative data from direct observation, documentation

and discussions with stakeholders. Some examples of appropriate sources of evidence are given

below. They are, however, not considered to be comprehensive or prescriptive. Examples may

include:

• a range of innovative strategies and programmes that impact beyond the services delivered

by the service;

• programmes that have their origins in national or international best practice;

• staff who have made major contributions to national developments; and

• anticipation of demographic or social changes with re-allocation of resources and services.


(KEY AREA 4: IMPACT ON THE COMMUNITY)

QI 4.2 Impact on the wider community


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

4.2

The

exte

ntto

whi

chth

ese

rvic

em

akes

apo

sitiv

eim

pact

onth

eco

mm

unity

•To

wha

tex

tent

does

the

serv

ice

enco

urag

ean

dsu

pp

ort

inno

vatio

nin

the

wid

erco

mm

unity

?

•To

wha

tex

tent

does

the

serv

ice

lear

nfr

oman

dad

opt

lead

ing-

edge

pra

ctic

e?

•To

wha

tex

tent

does

the

serv

ice

influ

ence

wid

erna

tiona

lpol

icy

and

pra

ctic

e?

•To

wha

tex

tent

does

the

serv

ice

antic

ipat

ean

dre

spon

dra

pid

lyan

dfle

xibi

lity

toch

ange

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

artic

les

writ

ten

and

pub

lishe

din

natio

nalj

ourn

als.

•N

umbe

rof

natio

nala

ndin

tern

atio

nal

conf

eren

ces

atte

nded

.

•N

umbe

rof

req

uest

sfo

rta

lks,

sem

inar

san

dat

tend

ance

onw

orki

nggr

oup

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Pu

blis

hed

artic

les

inac

adem

ican

dot

her

jour

nals

.

•Se

rvic

ene

wsl

ette

rssh

arin

gne

win

form

atio

nw

ithst

akeh

olde

rsan

dhe

lpin

gsh

are

new

pra

ctic

ew

ithin

the

serv

ice

team

.

•In

put

tona

tiona

lfor

ums

and

wor

king

grou

ps.

•In

volv

emen

tin

natio

nala

ndin

tern

atio

nal

initi

ativ

es,

for

exam

ple

,p

artic

ipat

ion

inna

tiona

lco

nfer

ence

san

dth

ePr

ofes

sion

alD

evel

opm

ent

Prog

ram

me

(PD

P).

•Re

spon

seto

legi

slat

ive

and

regu

lativ

ech

ange

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•O

pin

ions

colla

ted

from

focu

sgr

oup

sof

serv

ice

staf

f.

•D

ata

from

que

stio

nnai

res

toau

thor

ityst

aff,

par

tner

agen

cies

and

othe

red

ucat

iona

lp

sych

olog

yse

rvic

es.

Toen

sure

that

:

•de

velo

pm

ents

are

incl

uded

infu

ture

auth

ority

pla

nnin

g;

•le

adin

g-ed

gep

ract

ice

isdi

ssem

inat

edw

ithin

the

serv

ice

and

tost

akeh

olde

rs,

asap

pro

pria

te;

•du

eco

nsid

erat

ion

isgi

ven

totim

ean

dre

sour

cem

anag

emen

tso

that

req

uest

sca

nbe

prio

ritis

edas

nece

ssar

y;

•de

velo

pm

ents

whi

chw

illim

pac

ton

the

wid

erco

mm

unity

are

incl

uded

infu

ture

serv

ice

pla

nnin

g,an

dre

sour

ces

allo

cate

d;an

d

•ap

pro

pria

tere

spon

ses

are

mad

eto

issu

esra

ised

byth

eau

thor

ityan

dst

akeh

olde

rs.

We

will

:

A42_43

•Re

spon

ses

from

othe

rp

sych

olog

yse

rvic

esaf

ter

visi

tsto

the

serv

ice.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

imp

act

oftr

aini

ngp

rogr

amm

esde

velo

ped

byth

ese

rvic

e,in

clud

ing

cour

ses

for

the

pro

fess

iona

ltra

inin

gof

educ

atio

nal

psy

chol

ogis

ts.


How good is our delivery of key processes?

(KEY AREA 5: DELIVERY OF KEY PROCESSES)

QI 5.1 Consultation and advice

Themes:

• Range and appropriateness of consultation and advisory services meet the needs of all

stakeholders

• Staff skill, knowledge and expertise in consulting with and providing advice to stakeholders

Key Features

This indicator draws on quantitative and qualitative data from direct observations, discussions

and documentation including individual case files. Some examples of appropriate sources of

evidence are given below. However, they are not considered to be comprehensive or

prescriptive. Examples may include:

• observing practice directly in the field;

• attendance at case reviews, and working groups;

• discussions with service staff and stakeholders;

• review of individual case files and other service documentation; and

• the use of case studies to determine service impact.

The second theme looks at the skills, knowledge base, and expertise of service staff in

consulting with and providing advice to stakeholders across the authority. It will consider the

range and frequency of guidance and training for staff in delivering highly effective

consultation and advisory services.

A44_45

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

5.1

The

exte

ntto

whi

chth

ese

rvic

epr

ovid

esco

nsul

tatio

nan

dad

vice

ofa

very

high

qual

ity

•D

oes

the

serv

ice

have

ap

olic

yst

atem

ent

onth

ena

ture

ofth

eco

nsul

tatio

nm

odel

(s)

bein

gus

ed?

•In

whi

chco

ntex

tsw

illco

nsul

tativ

eap

pro

ache

sbe

emp

loye

d?(e

.g.

inm

ulti-

agen

cym

eetin

gs,

advi

ceto

scho

olst

aff,

advi

ceto

par

ents

)

•D

oal

lsta

ffde

mon

stra

tew

ell-p

lann

edan

din

nova

tive

app

roac

hes

toco

nsul

tatio

nan

dad

vice

?

•H

owar

est

akeh

olde

rsin

form

edof

the

rang

eof

the

app

roac

hes

toco

nsul

tatio

nan

dad

vice

?

•H

owis

feed

back

onim

pac

tan

dou

tcom

eob

tain

edfr

omst

akeh

olde

rs?

•W

hat

evid

ence

isth

ere

that

regu

lar

and

app

rop

riate

trai

ning

take

sp

lace

rega

rdin

gth

ep

rovi

sion

ofco

nsul

tatio

nan

dad

viso

ryse

rvic

es?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

ensu

reco

mp

lianc

ew

ithth

ere

qui

rem

ents

ofth

eD

ata

Prot

ectio

nA

ct,

Free

dom

ofIn

form

atio

nA

ct,

Dis

abili

tyD

iscr

imin

atio

nA

ct,

Equa

lOp

por

tuni

ties

legi

slat

ion,

Briti

shPs

ycho

logi

calS

ocie

tyC

ode

ofEt

hics

and

Con

duct

,et

c?

•W

hat

are

the

arra

ngem

ents

for

revi

ew,

taki

ngac

coun

tof

stak

ehol

ders

’vie

ws,

best

pra

ctic

e,se

rvic

eim

pac

t,ou

tcom

em

easu

res

and

BPS

guid

ance

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Tr

ends

over

time

from

feed

back

from

stak

ehol

ders

,ill

ustr

atin

gim

pro

vem

ent.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

est

atem

ent

orgu

idel

ines

onm

odel

(s)

ofse

rvic

ede

liver

yin

volv

ing

cons

ulta

tion

and

advi

ce.

•St

anda

rdis

edp

aper

wor

kor

pro

form

aar

ero

utin

ely

used

byed

ucat

iona

lpsy

chol

ogis

tsto

reco

rdco

nsul

tatio

nan

dad

vice

pro

vide

d.

•Se

rvic

ele

vela

gree

men

tsou

tline

the

role

ofco

nsul

tatio

nan

dad

vice

.

•Se

rvic

est

atem

ent

onth

ero

leof

educ

atio

nal

psy

chol

ogis

tsre

gard

ing

syst

ems,

pro

toco

ls,

pol

icie

san

dad

vice

tosc

hool

son

child

ren

and

youn

gp

eop

leno

tcu

rren

tlyre

ferr

edto

the

serv

ice.

•M

inut

esof

mee

tings

whe

reco

nsul

tativ

ein

put

has

been

pro

vide

d(e

.g.

wor

king

grou

ps,

advi

ceto

staf

f,m

ulti-

agen

cym

eetin

gs,

etc.

).

•Ex

amin

atio

nof

reco

rds

ofvi

sits

tosc

hool

s.

•In

form

atio

nfo

rst

akeh

olde

rson

the

natu

reof

cons

ulta

tion

and

advi

ce.

•C

PDtim

etab

les

dem

onst

rate

evid

ence

oftr

aini

ngun

dert

aken

.

Toen

sure

that

:

•se

rvic

ep

olic

yon

cons

ulta

tion

and

advi

ceis

revi

ewed

and

amen

ded

asap

pro

pria

te;

•se

rvic

ele

vela

gree

men

tsar

eup

date

dan

nual

lyor

asag

reed

with

stak

ehol

ders

;

•st

akeh

olde

rfe

edba

ckis

colle

cted

,an

alys

ed,

diss

emin

ated

and

used

toin

form

futu

rep

ract

ice;

•C

PDop

por

tuni

ties

are

pro

vide

dfo

ral

led

ucat

iona

lpsy

chol

ogis

tson

the

serv

ice’

sap

pro

ache

sto

cons

ulta

tion

and

advi

ce;

and

•in

form

atio

non

app

roac

hes

toco

nsul

tatio

nan

dad

vice

isav

aila

ble

toal

lsta

keho

lder

s.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•C

olla

ted

feed

back

from

stak

ehol

ders

.

•In

form

atio

nfr

omfo

cus

grou

ps

ofke

yst

akeh

olde

rs(e

.g.

head

teac

hers

,ch

airs

ofm

ulti-

agen

cym

eetin

gs,

sup

por

tfo

rle

arni

ngco

ordi

nato

rs,

educ

atio

nals

upp

ort

serv

ices

).

•In

form

atio

nfr

omch

ildre

n/yo

ung

peo

ple

and

par

ents

/car

ers

onth

ep

erce

ived

role

and

cont

ribut

ion

ofth

eed

ucat

iona

lpsy

chol

ogis

tw

hoha

sp

rovi

ded

cons

ulta

tion

and/

orad

vice

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

pro

visi

on-b

ased

cons

ulta

tion

mee

tings

.•

Ap

pro

pria

teus

eof

obse

rvat

iona

lsch

edul

esat

mul

ti-ag

ency

mee

tings

.

A46_47



QI 5.2 Assessment

Themes:

• Arrangements and range of assessment services to meet the needs of all stakeholders

• Staff skill, knowledge and expertise in delivering appropriate psychological assessment

Key Features





• observing practice directly in the field;

• discussions with service staff and stakeholders including partner agencies;

• attendance at case reviews, multidisciplinary meetings, working groups and training events;



The second theme looks at the skills, knowledge base and expertise of staff undertaking

assessment across the authority. It will consider the range and frequency of guidance and

training for staff in delivering a highly effective psychological assessment.


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

5.2

The

exte

ntto

whi

chth

ese

rvic

epr

ovid

esas

sess

men

tof

ave

ryhi

ghqu

ality

•Is

ther

eev

iden

ceof

acl

ear

stra

tegy

ofas

sess

men

tba

sed

onth

evi

sion

and

valu

esof

the

serv

ice?

•Is

ther

ea

com

pre

hens

ive

rang

eof

asse

ssm

ent

tool

san

dde

liver

yis

wel

lpla

nned

?

•D

oes

asse

ssm

ent

take

full

acco

unt

ofth

era

nge

ofcu

ltura

land

situ

atio

nalc

onte

xts

ofth

ech

ildor

youn

gp

eop

le?

•Is

asse

ssm

ent

desi

gned

toim

pac

tat

the

leas

tin

trus

ive

leve

lof

inte

rven

tion?

•D

oes

the

serv

ice

wor

kan

dtr

ain

effe

ctiv

ely

inp

artn

ersh

ipw

ithot

hers

top

rovi

dean

inte

grat

edap

pro

ach

toas

sess

men

t?

•D

oes

the

serv

ice

mak

ea

sign

ifica

ntco

ntrib

utio

nto

the

deve

lop

men

tof

the

auth

ority

’sp

olic

ies

and

pra

ctic

eson

asse

ssm

ent?

•D

oes

the

serv

ice

ensu

reth

atst

aff

mai

ntai

nan

dde

velo

psk

ills,

know

ledg

ean

dex

per

tise

inre

latio

nto

asse

ssm

ent.

•Is

pra

ctic

ere

view

edus

ing

syst

emat

ican

alys

isof

stak

ehol

ders

’vie

ws,

best

pra

ctic

e,se

rvic

eim

pac

tan

dou

tcom

em

easu

res?

•W

hat

actio

ndo

esth

ese

rvic

eta

keto

com

mun

icat

eits

app

roac

hto

asse

ssm

ent

toal

lst

akeh

olde

rs?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

ensu

reco

mp

lianc

ew

ithth

ere

qui

rem

ents

ofth

eD

ata

Prot

ectio

nA

ct,

Free

dom

ofIn

form

atio

nA

ct,

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Li

sts

ofas

sess

men

tto

ols

avai

labl

ean

dth

eir

date

sfo

rre

view

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•N

atur

ean

dra

nge

ofas

sess

men

tap

pro

ache

sem

plo

yed

byth

ese

rvic

e

•Th

ena

ture

offe

edba

ckm

echa

nism

sto

stak

ehol

ders

onas

sess

men

tfin

ding

san

dre

com

men

ded

actio

ns.

•A

serv

ice

hand

book

for

alls

taff.

•In

form

atio

nle

afle

tsfo

rch

ildre

n,yo

ung

peo

ple

and

fam

ilies

and

othe

rst

akeh

olde

rson

the

serv

ice’

sas

sess

men

tfr

amew

ork.

•Re

cord

ofC

PDac

tiviti

esre

late

dto

asse

ssm

ent.

•St

atem

ent

ora

cert

ifica

teof

com

pet

ence

inas

sess

men

t.

•G

uide

lines

dem

onst

ratin

gco

mp

lianc

ew

ithth

eBP

Sco

deof

pra

ctic

efo

ras

sess

men

tan

dth

eA

ssoc

iatio

nof

Scot

tish

Prin

cip

alEd

ucat

iona

lPs

ycho

logi

sts

(ASP

EP)/

Scot

tish

Div

isio

nof

Educ

atio

nalP

sych

olog

ists

guid

elin

esfo

ras

sess

men

t.

•Re

cord

sw

ithin

case

files

.

•Re

cord

sof

wor

kan

das

sess

men

t.

•M

inut

esof

pla

nnin

gm

eetin

gs.

•St

aff

deve

lop

men

tan

dap

pra

isal

sum

mar

ies.

Toen

sure

that

:

•th

ere

isa

regu

lar

revi

ewof

pol

icie

san

dp

roce

dure

son

asse

ssm

ent;

•p

olic

ies

and

pro

cedu

res

onas

sess

men

tar

eco

mm

unic

ated

with

stak

ehol

ders

;

•th

ere

isa

com

pre

hens

ive

rang

eof

asse

ssm

ent

tool

s;

•th

ere

are

serv

ice

guid

elin

eson

asse

ssm

ent

whi

chad

dres

sis

sues

ofdi

sabi

lity,

equa

lity

and

ethn

icity

;

•C

PDop

por

tuni

ties

are

pro

vide

dfo

ral

lsta

ffon

the

serv

ice’

sap

pro

ache

sto

asse

ssm

ent,

taki

ngac

coun

tof

stak

ehol

ders

’vie

ws;

•op

por

tuni

ties

are

avai

labl

efo

rm

ulti-

disc

iplin

ary

trai

ning

onas

sess

men

t;an

d

•se

rvic

ein

put

and

cont

ribut

ions

are

offe

red

tode

velo

pth

eau

thor

ity’s

pol

icie

san

dp

ract

ice

onas

sess

men

t.

We

will

:

A48_49

Dis

abili

tyD

iscr

imin

atio

nA

ct,

Equa

lOp

por

tuni

ties

legi

slat

ion,

Briti

shPs

ycho

logi

calS

ocie

tyC

ode

ofEt

hics

and

Con

duct

,et

c?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•A

nnua

lly(o

rat

app

rop

riate

regu

lar

inte

rval

s)co

llate

dfe

edba

ckfr

omst

akeh

olde

rs.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

cons

ulta

tive/

cont

extu

alas

sess

men

tm

eetin

gs.

•Ex

amin

atio

nof

case

files

.

•In

form

atio

nfr

omfo

cus

grou

pof

serv

ice

staf

fto

disc

uss

asse

ssm

ent

pra

ctic

es.

•A

tten

danc

eat

mul

tidis

cip

linar

ym

eetin

gsw

here

asse

ssm

ent

info

rmat

ion

issh

ared

toin

form

and

sup

por

tp

lann

ing

for

ach

ildor

youn

gp

erso

n.




QI 5.3 Intervention

Themes:

• Arrangements for advising, planning, delivering and evaluating intervention strategies to

meet the needs of all stakeholders

• Staff skill, knowledge and expertise in planning and delivering effective psychological

interventions

Key Features





• observing practice directly in the field where appropriate;



• review of individual case files and service documentation; and


The second theme looks at the skills, knowledge base and expertise of staff advising, planning

and delivering interventions across the authority. It will consider the range and frequency of

guidance and training for staff in delivering and supporting the delivery of highly effective

psychological interventions.

A50_51

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

5.3

The

exte

ntto

whi

chth

ese

rvic

epr

ovid

esin

terv

entio

nof

ave

ryhi

ghqu

ality

•D

oes

the

serv

ice

have

syst

ems

toen

sure

com

plia

nce

with

the

Briti

shPs

ycho

logi

calS

ocie

tyC

ode

ofEt

hics

and

Con

duct

inre

latio

nto

pra

ctic

ein

inte

rven

tion?

•D

oes

the

serv

ice

have

inte

rven

tions

whi

char

eap

pro

pria

te,

evid

ence

-bas

ed,

wel

l-res

ourc

edan

dle

ast

intr

usiv

e?

•D

oes

the

serv

ice

emp

loy

a‘P

lan-

Do-

Revi

ew’

mod

elin

rela

tion

toin

terv

entio

n,w

hich

reco

rds

pro

cess

and

outc

omes

?

•D

oes

the

serv

ice

oper

ate

anin

tegr

ated

app

roac

hto

inte

rven

tion

whi

chin

volv

esse

rvic

eus

ers

and

othe

rst

akeh

olde

rs?

•Is

the

serv

ice

invo

lved

inde

liver

ing

trai

ning

pro

gram

mes

toot

her

agen

cies

and

stak

ehol

ders

onef

fect

ive

app

roac

hes

toin

terv

entio

n?

•D

oth

ese

rvic

e’s

app

roac

hes

toin

terv

entio

nad

dres

sis

sues

ofdi

sabi

lity,

equa

lity

and

ethn

icity

?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

ensu

reco

mp

lianc

ew

ithth

ere

qui

rem

ents

ofth

eD

ata

Prot

ectio

nA

ct,

Free

dom

ofIn

form

atio

nA

ct,

Dis

abili

tyD

iscr

imin

atio

nA

ct,

Equa

lOp

por

tuni

ties

legi

slat

ion,

Briti

shPs

ycho

logi

calS

ocie

tyC

ode

ofEt

hics

and

Con

duct

,et

c?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Im

pro

ved

outc

omes

for

child

ren

and

youn

gp

eop

le.

•Av

aila

ble

stat

istic

son

refe

rral

sto

spec

ialis

tp

rovi

sion

.

•Re

duct

ion

inth

enu

mbe

rof

re-r

efer

rals

toth

ese

rvic

e.

•St

atis

tics

over

time

refle

ctin

gst

akeh

olde

rsa

tisfa

ctio

nm

easu

res.

•Ev

alua

tions

from

colla

ted

info

rmat

ion

aris

ing

from

the

‘Pla

n-D

o-Re

view

’mod

el.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Pu

blis

hed

rep

orts

ofou

tcom

esof

inte

rven

tions

(e.g

.PD

Pan

nual

pub

licat

ion,

jour

nala

rtic

les,

conf

eren

cep

rese

ntat

ions

).

•C

PDlo

gs.

•Se

rvic

ede

velo

pm

ent

pla

n.

•Re

cord

sw

ithin

case

files

.

•Re

cord

sof

wor

k/in

terv

entio

n.

•M

inut

esof

mee

tings

.

•St

aff

deve

lop

men

tan

dre

view

sum

mar

ies.

Toen

sure

that

:

•th

ere

isa

regu

lar

revi

ewof

pol

icie

san

dp

roce

dure

sin

rega

rdto

inte

rven

tion;

•th

ere

isa

syst

emin

pla

cefo

rre

gula

rlyup

datin

gan

ddi

ssem

inat

ing

effe

ctiv

ep

ract

ice

inre

gard

toin

terv

entio

n;

•th

ere

are

serv

ice

guid

elin

esth

atad

dres

sis

sues

ofdi

sabi

lity,

equa

lity

and

ethn

icity

inre

latio

nto

inte

rven

tion;

•C

PDop

por

tuni

ties

are

pro

vide

dfo

ral

led

ucat

iona

lpsy

chol

ogis

tson

the

serv

ice’

sap

pro

ache

sto

inte

rven

tion;

•ca

sefil

esre

flect

a‘P

lan-

Do-

Revi

ew’m

odel

;an

d

•tr

aini

ngis

deliv

ered

toot

her

agen

cies

and

stak

ehol

ders

onef

fect

ive

app

roac

hes

toin

terv

entio

n.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Ev

alua

tion

feed

back

from

pro

visi

ons,

par

ents

,ca

rers

,ch

ildre

n,yo

ung

peo

ple

,an

dot

her

rele

vant

stak

ehol

ders

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

pla

nnin

gm

eetin

gsin

rela

tion

toin

terv

entio

n(a

tca

sew

ork,

rese

arch

,de

velo

pm

ent

orp

olic

yle

vels

).

•Pr

esen

tatio

nson

effe

ctiv

ein

terv

entio

ns(e

.g.

atst

aff

mee

tings

,in

tere

stgr

oup

s,et

c.).

A52_53



QI 5.4 Professional development and training

Themes:

• Range and appropriateness of professional development and training to meet the needs of

all stakeholders

• Staff skill, knowledge and expertise in planning and delivering effective professional

development and training to stakeholders

Key Features





• observing, where appropriate, practice directly in the field;





The second theme looks at the skills, knowledge base and expertise of staff advising, planning

and delivering professional development and training across the service and the authority. It

will consider the range and frequency of guidance and training for staff in delivering and

supporting the delivery of highly effective professional development and training.


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

5.4

The

exte

ntto

whi

chth

ese

rvic

epr

ovid

espr

ofes

sion

alde

velo

pmen

tan

dtr

aini

ngof

ave

ryhi

ghqu

ality

•D

oes

the

serv

ice

have

asy

stem

inp

lace

for

map

pin

gth

eid

entif

ied

need

sof

stak

ehol

ders

toth

etr

aini

ngan

dp

rofe

ssio

nald

evel

opm

ent

ofin

divi

dual

staf

fm

embe

rs?

•W

hat

opp

ortu

nitie

sdo

esth

ese

rvic

em

ake

avai

labl

efo

rin

divi

dual

mem

bers

ofst

aff

tode

velo

pth

eir

pre

sent

atio

nan

dtr

aini

ngsk

ills?

•W

hat

opp

ortu

nitie

sdo

esth

ese

rvic

em

ake

avai

labl

eto

indi

vidu

alm

embe

rsof

staf

ffo

rjo

int

deve

lop

men

tof

trai

ning

activ

ities

with

othe

rag

enci

es?

•D

oes

the

serv

ice

have

atr

aini

ngp

ortf

olio

?

•D

oes

the

serv

ice

have

ada

taba

seor

reso

urce

bank

oftr

aini

ngm

ater

ials

?

•W

hat

syst

ems

does

the

serv

ice

have

inp

lace

toen

sure

that

any

eval

uatio

nof

the

cont

ent,

deliv

ery

and

imp

act

oftr

aini

ngp

rovi

ded

ism

ade

avai

labl

eto

othe

rs?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

ensu

reco

mp

lianc

ew

ithth

ere

qui

rem

ents

ofth

eD

ata

Prot

ectio

nA

ct,

Free

dom

ofIn

form

atio

nA

ct,

Dis

abili

tyD

iscr

imin

atio

nA

ct,

Equa

lOp

por

tuni

ties

legi

slat

ion,

Briti

shPs

ycho

logi

calS

ocie

tyC

ode

ofEt

hics

and

Con

duct

,et

c?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•St

atis

tics

avai

labl

efr

omtr

aini

ngev

alua

tion

even

tsth

atre

flect

med

ium

and

long

-ter

nim

pac

ton

stak

ehol

ders

’pra

ctic

ean

dp

ositi

veou

tcom

esfo

rch

ildre

nan

dyo

ung

peo

ple

.

•Tr

ends

over

time

that

refle

ctth

ein

crea

sing

colle

ctiv

eex

per

tise

ofth

ese

rvic

e.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

nsth

atre

flect

com

plia

nce

with

BPS

req

uire

men

tsfo

rtr

aini

ng.

•St

aff

app

rais

alre

cord

s.

•C

PDlo

gs.

•Be

stVa

lue

rep

orts

.

•Be

stVa

lue

imp

rove

men

tp

lans

.

•Se

rvic

ep

ortf

olio

oftr

aini

ngde

taili

ngco

urse

sde

liver

ed/o

ffere

d/at

tend

edin

clud

ing

join

ttr

aini

ngw

ithot

her

agen

cies

.

•Ev

alua

tion

shee

tsfr

omtr

aini

ngco

urse

sat

tend

edby

serv

ice

staf

f.

•Su

mm

ary

eval

uatio

nsh

eets

whi

char

em

ade

wid

ely

avai

labl

eto

othe

rs.

Toen

sure

that

:

•th

eda

taba

seor

reso

urce

bank

oftr

aini

ngm

ater

ials

isre

gula

rlyup

date

d;

•th

ere

islia

ison

with

othe

rau

thor

ityst

aff

and

othe

rag

enci

eson

the

need

for

and

deliv

ery

ofjo

int

trai

ning

;

•th

ere

isef

fect

ive

shor

t-an

dm

ediu

m-t

erm

eval

uatio

nof

the

imp

act

ofse

rvic

etr

aini

ngon

stak

ehol

ders

’pra

ctic

e;

•se

rvic

e,na

tiona

land

loca

lprio

ritie

sar

em

app

edon

toth

etr

aini

ngp

ortf

olio

ofth

ese

rvic

e;

•th

ese

rvic

eta

rget

sits

por

tfol

ioof

trai

ning

tobe

stm

eet

the

need

sof

child

ren

and

youn

gp

eop

lew

ithin

the

auth

ority

;an

d

•th

ere

isa

pro

cess

for

diss

emin

atio

nof

info

rmat

ion

from

trai

ning

cour

ses

atte

nded

bym

embe

rsof

staf

f.

We

will

:

A54_55

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Ev

alua

tion

shee

tsfr

omtr

aini

ngco

urse

s.

•M

ediu

m-t

erm

eval

uatio

nof

imp

act

onp

ract

ice

from

stak

ehol

ders

.

•Re

cord

sof

req

uest

sfo

rtr

aini

ngfr

omst

akeh

olde

rs.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

pla

nnin

gan

dof

deliv

ery

oftr

aini

ngof

fere

d.

•Ex

amin

atio

nof

are

sour

ceba

nkof

trai

ning

mat

eria

ls.

•N

ewst

akeh

olde

rsk

ills

and

know

ledg

e,de

rived

from

trai

ning

,ob

serv

edin

pra

ctic

e.




QI 5.5 Research and strategic development

Themes:

• Range and appropriateness of the research and development programme to meet service

and authority priorities

• Skill, knowledge and expertise of staff in the participation in and undertaking of research

and development activity

Key Features





• observing, where appropriate, practice directly in the field;



• review of individual case files and service documentation; and


The second theme looks at the skills, knowledge base and expertise of staff delivering the

research and development programme across the service and the authority. It will consider the

range and frequency of support, guidance and training for staff in delivering a high quality

research and development programme.

A56_57

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

5.5

The

exte

ntto

whi

chth

ese

rvic

epr

ovid

esre

sear

chan

dst

rate

gic

deve

lopm

ent

ofa

very

high

qual

ity

•W

hat

syst

emdo

esth

ese

rvic

eha

vein

pla

cefo

rm

app

ing

rese

arch

and

stra

tegi

cde

velo

pm

ent

activ

ities

onto

natio

nal,

loca

land

serv

ice

prio

ritie

s?

•W

hat

syst

emdo

esth

ese

rvic

eha

vein

pla

cefo

rm

app

ing

rese

arch

and

stra

tegi

cde

velo

pm

ent

activ

ities

onto

the

iden

tifie

dne

eds

ofst

akeh

olde

rs?

•W

hat

step

sdo

esth

ese

rvic

eta

keto

ensu

reth

atin

divi

dual

mem

bers

ofst

aff

have

opp

ortu

nitie

sto

deve

lop

thei

rsk

ills

inre

sear

chan

dst

rate

gic

deve

lop

men

t?

•D

oes

the

serv

ice

have

ade

taile

dp

ortf

olio

ofre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

es?

•W

hat

step

sha

sth

ese

rvic

eta

ken

tocr

eate

ada

taba

seor

reso

urce

bank

ofm

ater

ials

tosu

pp

ort

rese

arch

and

stra

tegi

cde

velo

pm

ent?

•W

hat

syst

ems

does

the

serv

ice

have

inp

lace

for

eval

uatin

gth

eim

pac

tof

rese

arch

and

stra

tegi

cde

velo

pm

ent

activ

ities

?

•W

hat

syst

ems

does

the

serv

ice

have

inp

lace

for

diss

emin

atin

gth

efin

ding

sfr

omre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

es?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

ensu

reco

mp

lianc

ew

ithth

ere

qui

rem

ents

ofth

eD

ata

Prot

ectio

nA

ct,

Free

dom

ofIn

form

atio

nA

ct,

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Im

pac

tof

rese

arch

and

stra

tegi

cde

velo

pm

ent

activ

ities

onth

elo

cala

utho

rity

imp

rove

men

tp

lan.

•Im

pac

tof

rese

arch

and

stra

tegi

cde

velo

pm

ent

activ

ityon

outc

omes

for

child

ren

and

youn

gp

eop

le.

•N

umbe

rof

conf

eren

cep

rese

ntat

ions

and

pub

licat

ions

.

•N

umbe

rof

feed

back

ordi

ssem

inat

ion

sess

ions

.

•St

atis

tics

and

tren

dsov

ertim

eth

atre

flect

chan

ges

and

imp

rove

men

tsdu

eto

rese

arch

and

stra

tegi

cde

velo

pm

ent.

•St

atis

tics

from

eval

uatio

nsh

eets

follo

win

gdi

ssem

inat

ion

ofre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

es

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

ns.

•St

aff

app

rais

alre

cord

s.

•C

PDlo

gs.

•M

inut

esof

mee

tings

.

•Pu

blis

hed

rep

orts

ofou

tcom

esof

rese

arch

and

stra

tegi

cde

velo

pm

ent

(e.g

.PD

Pan

nual

pub

licat

ion,

jour

nala

rtic

les,

conf

eren

cep

rese

ntat

ions

,re

por

tsfr

omw

orki

nggr

oup

s).

Toen

sure

that

:

•re

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

esar

eap

pro

pria

tely

com

mis

sion

edby

the

auth

ority

and

the

findi

ngs

diss

emin

ated

toim

pro

veou

tcom

esfo

rch

ildre

nan

dyo

ung

peo

ple

;

•th

ere

isa

regu

lar

revi

ewof

pol

icie

san

dp

roce

dure

sfo

rre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

esin

clud

ing

com

plia

nce

with

the

legi

slat

ive

req

uire

men

tsan

dth

eBr

itish

Psyc

holo

gica

lSoc

iety

Cod

eof

Ethi

csan

dC

ondu

ct;

•th

ere

isa

syst

emin

pla

ceto

regu

larly

upda

tean

ddi

ssem

inat

eou

tcom

esfr

omre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

esto

mem

bers

ofth

ese

rvic

ean

dap

pro

pria

test

akeh

olde

rs;

•da

taba

seor

reso

urce

bank

ofm

ater

ials

are

upda

ted

regu

larly

;

•p

ortf

olio

ofre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

esis

kep

tup

toda

te;

and

•fe

edba

ckis

obta

ined

from

stak

ehol

ders

onth

eim

pac

tan

dbe

nefit

sof

rese

arch

and

stra

tegi

cde

velo

pm

ent

info

rmat

ion

diss

emin

ated

.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

•Be

stVa

lue

rep

orts

.

•Be

stVa

lue

imp

rove

men

tp

lans

.

•Se

rvic

ep

ortf

olio

ofre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

esun

dert

aken

.

Stak

ehol

ders

’Vie

ws

•Ed

ucat

ion

and

serv

ice

man

ager

s’vi

ews

ofth

eva

lue

and

utili

tyof

rese

arch

and

stra

tegi

cde

velo

pm

ent

activ

ities

.

•Re

cord

sof

req

uest

sfo

rre

sear

chan

dst

rate

gic

deve

lop

men

t.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

pla

nnin

gan

dof

deliv

ery

ofre

sear

chan

dst

rate

gic

deve

lop

men

tac

tiviti

es.

•Ex

amin

atio

nof

ada

taba

se/r

esou

rce

bank

ofm

ater

ials

that

sup

por

tre

sear

chan

dst

rate

gic

deve

lop

men

t.

A58_59



QI 5.6 Inclusion, equality and fairness

Themes:

• Promotion of inclusive practices

• Evidence of equal opportunities and fairness embedded in all aspects of practice


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

5.6

The

exte

ntto

whi

chth

ese

rvic

epr

omot

esan

den

sure

sin

clus

ion,

equa

lity

and

fairn

ess

•W

hat

syst

emdo

esth

ese

rvic

eha

vein

pla

ceto

ensu

reth

atre

crui

tmen

tan

dp

rofe

ssio

nalp

ract

ice

com

plie

sw

ithth

ere

qui

rem

ents

ofke

yle

gisl

atio

nin

clud

ing

the

Add

ition

alSu

pp

ort

for

Lear

ning

Act

2005

,an

dth

eSt

anda

rds

inSc

otla

nd’s

Scho

ols

Act

2000

?

•W

hat

pro

cedu

res

does

the

serv

ice

have

inp

lace

toen

sure

that

pra

ctic

ein

asse

ssm

ent

and

inte

rven

tion

take

sin

toac

coun

tth

ene

eds

ofth

ose

for

who

mEn

glis

his

anad

ditio

nal

lang

uage

,th

eef

fect

sof

ethn

icity

and

dive

rsity

,an

dth

ere

qui

rem

ents

for

reas

onab

lead

just

men

tsan

dac

com

mod

atio

nsfo

rth

ose

with

disa

bilit

ies

orsp

ecifi

cne

eds?

•D

oes

the

serv

ice

focu

son

pro

mot

ing

the

incl

usio

nof

vuln

erab

le(in

clud

ing

child

ren

and

youn

gp

eop

lew

ithad

ditio

nals

upp

ort

need

s)an

dm

inor

itygr

oup

sw

ithin

mai

nstr

eam

pro

visi

on?

•W

hat

pol

icie

san

dp

roce

dure

sdo

esth

ese

rvic

eha

vein

pla

ceto

mee

tth

ere

qui

rem

ents

ofth

eD

ata

Prot

ectio

nA

ct,

the

Dis

abili

tyD

iscr

imin

atio

nA

ctan

dEq

ualO

pp

ortu

nitie

sle

gisl

atio

nin

rega

rdto

mon

itorin

get

hnic

ityan

dso

cio-

econ

omic

stat

us?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

ensu

reco

mp

lianc

ew

ithth

ere

qui

rem

ents

ofth

eD

ata

Prot

ectio

nA

ct,

Free

dom

ofIn

form

atio

nA

ct,

Equa

lOp

por

tuni

ties

legi

slat

ion

and

the

Briti

sh

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•D

atab

ase

with

app

rop

riate

field

sto

mon

itor

over

-an

dun

der-

rep

rese

ntat

ion

ofm

inor

itygr

oup

sin

natio

nala

ndlo

cals

tatis

tics.

•Tr

ends

over

time

that

mon

itor

adm

issi

onto

segr

egat

edan

dsp

ecia

list

pro

visi

on.

•Tr

ends

that

evid

ence

redu

ctio

nof

excl

usio

nsfr

omp

rovi

sion

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Po

licie

son

incl

usio

n,eq

ualit

yan

dfa

irnes

s.

•Eq

ualo

pp

ortu

nity

mon

itorin

gfo

rre

crui

tmen

tan

dem

plo

ymen

t.

•Se

rvic

ede

velo

pm

ent

pla

ns.

•C

ase

files

.

•St

aff

revi

ewre

cord

s.

•D

ocum

ente

dsy

stem

sfo

rth

em

anag

emen

tof

staf

fab

senc

e.

•M

inut

esof

mee

tings

.

•Pu

blis

hed

rep

orts

ofou

tcom

esof

good

pra

ctic

ein

rela

tion

toin

clus

ion,

equa

lity

and

fairn

ess

(e.g

.PD

Pan

nual

pub

licat

ion,

jour

nala

rtic

les,

conf

eren

cep

rese

ntat

ions

,re

por

tsfr

omw

orki

nggr

oup

s).

•Be

stVa

lue

rep

orts

.

•Be

stVa

lue

imp

rove

men

tp

lans

.

Toen

sure

that

:

•da

taba

seis

kep

tup

toda

te;

•th

ere

isa

regu

lar

revi

ewof

pol

icie

san

dp

roce

dure

son

incl

usio

n,eq

ualit

yan

dfa

irnes

s;

•th

ere

are

serv

ice

guid

elin

esth

aten

sure

that

recr

uitm

ent

and

pro

fess

iona

lpra

ctic

eco

mp

lies

with

the

req

uire

men

tsof

Equa

lOp

por

tuni

ties,

Race

Rela

tions

,Se

xD

iscr

imin

atio

n,D

isab

ility

Dis

crim

inat

ion

and

Soci

alIn

clus

ion

legi

slat

ion;

and

•th

ere

are

syst

ems

for

mon

itorin

gp

erfo

rman

ceof

min

ority

grou

ps

(e.g

.lo

oked

afte

rch

ildre

nan

dyo

ung

peo

ple

,ch

ildre

nan

dyo

ung

peo

ple

with

addi

tiona

lsup

por

tne

eds,

thos

efo

rw

hom

Engl

ish

isan

addi

tiona

llan

guag

e)to

ensu

rein

clus

ion,

equa

lity

and

fairn

ess.

We

will

:

A60_61

Psyc

holo

gica

lSoc

iety

Cod

eof

Ethi

csan

dC

ondu

ct,

etc?

•D

oes

the

serv

ice

reco

rdin

form

atio

nab

out

clie

nts

ona

data

base

that

rela

tes

toet

hnic

back

grou

nd,

look

edaf

ter

and

acco

mm

odat

edst

atus

and

addi

tiona

lsup

por

tne

eds

inor

der

tosu

pp

ort

ast

rong

etho

san

dp

ract

ice

ofin

clus

ion?

•Se

rvic

ele

afle

tsin

Brai

llean

din

form

atio

non

CD

orD

VD,

and

inst

akeh

olde

rs’f

irst

lang

uage

sw

idel

yav

aila

ble

with

inth

elo

cala

utho

rity

and

com

mun

ity.

•Re

cord

sof

use

ofla

ngua

gein

terp

rete

rs.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•St

akeh

olde

rs’f

eedb

ack

thro

ugh

que

stio

nnai

res

and

focu

sgr

oup

s.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

acce

ssib

ility

req

uire

men

tsbe

ing

met

.

•O

bser

vatio

nof

mem

bers

ofst

aff

taki

ngac

coun

tof

cultu

rala

ndla

ngua

geco

nsid

erat

ions

inth

eir

pra

ctic

e.



(KEY AREA 5: DELIVERY OF EDUCATION PROCESSES)

QI 5.7 Improving the quality of services

Themes:

• Arrangements for quality assurance and improvement

• Support and challenge

• Evaluating outcomes and feedback from stakeholders

• Planning for improvement and monitoring progress

• Reporting progress to stakeholders

A62_63

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

5.7

The

exte

ntto

whi

chth

ese

rvic

eis

impr

ovin

gth

equ

ality

ofse

rvic

es

•W

hat

syst

emdo

esth

ese

rvic

eha

vein

pla

cefo

rse

lf-ev

alua

tion

and

pla

nnin

gfo

rim

pro

vem

ent

whi

chdr

aws

upon

qua

lity

indi

cato

rsan

dac

cred

itatio

nsc

hem

es?

•W

hat

syst

ems

does

the

serv

ice

have

inp

lace

toq

ualit

yas

sure

imp

rove

men

t/de

velo

pm

ent

pla

nnin

g,st

anda

rds

and

qua

lity

rep

ortin

g;st

aff

revi

ewan

dde

velo

pm

ent?

•C

anth

ese

rvic

ede

mon

stra

teco

mm

itmen

tto

deve

lop

ing

ast

rong

cultu

reof

sup

por

tan

dch

alle

nge?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

invo

lve

alls

taff

inim

pro

vem

ent/

deve

lop

men

tp

lann

ing?

•W

hat

pro

cedu

res

does

the

serv

ice

have

inp

lace

for

audi

ting

the

pla

nnin

g,de

sign

and

deliv

ery

ofac

tiviti

es?

•W

hat

mea

sure

sdo

esth

ese

rvic

eta

keto

anal

yse

the

findi

ngs

from

audi

tan

dev

alua

tion

inor

der

toim

pro

vese

rvic

ede

liver

y?

•W

hat

actio

ndo

esth

ese

rvic

eta

keto

reco

rdan

ddi

ssem

inat

ein

form

atio

non

per

form

ance

stan

dard

s?

•Is

ther

ea

syst

emto

map

serv

ice

natio

nala

ndlo

calp

riorit

ies

with

the

CPD

need

sof

indi

vidu

alm

embe

rsof

staf

f,w

hich

intu

rnid

entif

yp

riorit

ies

for

imp

rove

men

t/de

velo

pm

ent

pla

nnin

g?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•re

gula

rm

onito

ring

and

trac

king

ofa

varie

tyof

audi

ttr

ails

tode

term

ine

per

form

ance

,e.

g.ac

tivity

logs

.

•m

onito

ring

ofth

eco

rero

les

atin

divi

dual

,te

amau

thor

ityan

dna

tiona

llev

els

and

thei

rim

pac

ton

stak

ehol

ders

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

ns.

•C

ase

files

.

•St

aff

revi

ewre

cord

s.

•Le

tter

sof

app

reci

atio

n.

•C

PDlo

gs.

•M

inut

esof

mee

tings

.

•Se

rvic

ep

ortf

olio

sof

pro

fess

iona

ltra

inin

gan

dre

sear

ch.

•Se

rvic

ele

afle

ts.

•C

omp

lain

tsre

cord

san

dou

tcom

es.

•Pu

blis

hed

rep

orts

ofou

tcom

esof

good

pra

ctic

ein

rela

tion

toq

ualit

yas

sura

nce

(e.g

.PD

Pan

nual

pub

licat

ion,

jour

nala

rtic

les,

conf

eren

cep

rese

ntat

ions

,re

por

tsfr

omw

orki

nggr

oup

s).

•Be

stVa

lue

rep

orts

.

•Be

stVa

lue

imp

rove

men

tp

lans

.

Toen

sure

that

:

•th

ere

are

arra

ngem

ents

for

qua

lity

assu

ranc

ean

dim

pro

vem

ent;

•th

ere

isa

cultu

reof

sup

por

tan

dch

alle

nge

acro

ssal

lasp

ects

ofth

ese

rvic

e;

•th

ere

isa

syst

emto

eval

uate

outc

omes

and

feed

back

from

stak

ehol

ders

whi

chle

ads

tofu

rthe

rin

vest

igat

ion

and

actio

n;

•th

ere

are

pro

cedu

res

inp

lace

top

lan

for

imp

rove

men

tan

dm

onito

rp

rogr

ess;

and

•th

ere

isa

syst

emin

pla

ceto

rep

ort

pub

licly

tost

akeh

olde

rson

per

form

ance

stan

dard

s.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

•Is

ther

ea

regu

lar

revi

ewof

imp

rove

men

t/de

velo

pm

ent

pla

nsan

dot

her

pol

icie

san

dp

roce

dure

sin

rega

rdto

qua

lity

assu

ranc

e?

•Is

ther

eev

iden

ceof

acu

lture

ofsu

pp

ort

and

chal

leng

ew

ithin

the

serv

ice?

•A

reth

ere

syst

ems

for

mon

itorin

gp

erfo

rman

cean

dse

rvic

ede

liver

y?

•A

reth

ere

syst

ems

for

deal

ing

with

staf

fgr

ieva

nces

and

cust

omer

com

pla

ints

?

•A

reth

ere

syst

ems

tore

por

tba

ckto

app

rop

riate

stak

ehol

ders

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•St

akeh

olde

rfe

edba

ck,

incl

udin

gfe

edba

ckfr

omed

ucat

iona

lpsy

chol

ogy

serv

ice

staf

f.

•Fo

cus

grou

pm

eetin

gsw

ithm

embe

rsof

staf

fan

dot

her

stak

ehol

ders

.

Exam

ples

ofdi

rect

obse

rvat

ion

•Pr

esen

tatio

non

qua

lity

assu

ranc

ein

rela

tion

tose

rvic

ede

liver

y.

•Ed

ucat

iona

lpsy

chol

ogis

tsco

mp

letin

gac

tivity

logs

.

•O

bser

vatio

nsre

gard

ing

eval

uatio

nfo

rms

bein

gdi

strib

uted

and

colle

cted

from

stak

ehol

ders

atke

yst

ages

.

•O

bser

vatio

nof

serv

ice

revi

ewm

eetin

gs.

A64_65

Themes:

• Range and appropriateness of policies

• Coherence with council-wide policy

• Links to vision, values and aims

• Managing, evaluating and updating policies

Key Features

A successful, modern organisation will have a systematic and well-documented approach to

management. This will be supported by a range of effective policies and advice that inform

and impact on practice throughout the service, which in turn are linked to the wider policies of

the authority. These policies provide clear strategic direction and help to ensure consistency in

practice across the service and improved outcomes for children, young people and families.

Useful definition

What is the difference between policies, procedures, and practice guidelines?

A policy describes what you do and why you do it in that way. A procedure is an articulation of

the policy at an operational level, i.e. how we deliver the policy in practice. A practice

guideline can be one type of procedure, e.g. a practice guideline on assessment outlines how

to apply the service assessment policy in context.

How good is our management?

(KEY AREA 6: POLICY DEVELOPMENT AND PLANNING)

QI 6.1 Policy review and development


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

6.1.

1Ra

nge

and

appr

opria

tene

ssof

polic

ies

How

com

pre

hens

ive

isth

ep

olic

yfr

amew

ork

with

inse

rvic

e?

Tow

hat

exte

ntar

ecl

ear

exp

ecta

tions

set

for

effe

ctiv

ese

rvic

ede

liver

y?

Tow

hat

exte

ntdo

pol

icie

sre

flect

natio

nala

ndlo

cal

prio

ritie

s,an

dre

late

dim

pro

vem

ent

obje

ctiv

es?

Tow

hat

exte

ntis

ther

ea

bala

nce

inth

eco

vera

geof

stra

tegi

can

dop

erat

iona

lmat

ters

with

inp

olic

yad

vice

?

Tow

hat

exte

ntar

ein

divi

dual

pol

icie

ssu

pp

orte

dby

spec

ific

info

rmat

ion

abou

tro

les,

resp

onsi

bilit

ies,

and

pro

cedu

res?

Tow

hat

exte

ntar

ein

divi

dual

pol

icie

ssu

pp

orte

dby

spec

ific

info

rmat

ion

rega

rdin

gex

pec

tatio

nsof

qua

lity,

outc

omes

,an

dev

alua

tion

pro

cess

es?

Tow

hat

exte

ntdo

esth

ep

olic

yfr

amew

ork

pro

vide

clea

rgu

idan

ceto

staf

f?

Tow

hat

exte

ntdo

esth

ep

olic

yfr

amew

ork

assi

stin

the

deliv

ery

ofco

nsis

tent

pra

ctic

eac

ross

the

serv

ice?

Tow

hat

exte

ntdo

esth

ep

olic

yfr

amew

ork

assi

stin

the

achi

evem

ent

ofco

ntin

uous

imp

rove

men

t?

Tow

hat

exte

ntdo

pol

icie

sad

here

toth

eBr

itish

Psyc

holo

gySo

ciet

yC

ode

ofEt

hics

and

Con

duct

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Ra

nge

ofp

olic

ies.

•Im

pac

tof

pol

icie

son

pra

ctic

ean

dou

tcom

esfo

rch

ildre

nan

dyo

ung

peo

ple

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•St

atem

ent

ofvi

sion

,va

lues

and

aim

sof

both

serv

ice

and

educ

atio

nse

rvic

e.

•Po

licy

docu

men

ts,

pro

cedu

res

and

pra

ctic

egu

idel

ines

.

•Se

rvic

ede

velo

pm

ent

pla

n.

•Ev

iden

cein

docu

men

tatio

nof

refe

renc

esto

coun

cil-w

ide

pol

icy,

legi

slat

ion

and

BPS

docu

men

ts,

(e.g

.st

anda

rds

and

qua

lity

rep

ort,

Best

Valu

ere

por

t,an

nual

rep

ort,

serv

ice

hand

book

,H

MIE

rep

orts

,Br

itish

Psyc

holo

gySo

ciet

yC

ode

ofEt

hics

and

Con

duct

,ed

ucat

ion

serv

ice

imp

rove

men

tp

rop

osal

s,co

unci

lim

pro

vem

ent

pro

pos

als)

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•In

form

atio

nga

ined

from

focu

sgr

oup

s(e

.g.

head

teac

hers

,p

aren

ts).

Toen

sure

that

the

rang

ean

dap

pro

pria

tene

ssof

pol

icie

s:

•is

com

pre

hens

ive;

•se

tscl

ear

exp

ecta

tions

for

effe

ctiv

ese

rvic

ede

liver

y;

•re

flect

sna

tiona

land

loca

lprio

ritie

san

dre

late

dim

pro

vem

ent

obje

ctiv

es;

•ac

hiev

esa

bala

nce

betw

een

stra

tegi

can

dop

erat

iona

lmat

ters

;

•co

ntai

nssp

ecifi

cin

form

atio

nab

out

role

s,re

spon

sibi

litie

san

dp

roce

dure

s;

•co

ntai

nsin

form

atio

nre

gard

ing

qua

lity

outc

omes

and

eval

uatio

np

roce

sses

;

•p

rovi

des

clea

rgu

idan

ceto

staf

f;

•as

sist

sin

the

deliv

ery

ofco

nsis

tent

pra

ctic

e;

•as

sist

sin

the

achi

evem

ent

ofco

ntin

uous

imp

rove

men

t;an

d

•ad

here

sto

BPS

stan

dard

s.

We

will

:

A66_67

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

indi

vidu

alp

ract

ice

and

exte

ntto

whi

chit

isgu

ided

byan

dco

mp

lies

with

pol

icy.

•O

bser

vatio

nsof

pra

ctic

eac

ross

the

team

inp

artic

ular

area

s(e

.g.

asse

ssm

ent,

and

exte

ntto

whi

chit

isco

nsis

tent

with

pol

icy)

.

6.1.

2C

oher

ence

with

coun

cil-w

ide

polic

y

How

wel

ldoe

sth

ese

rvic

e’s

pol

icy

fram

ewor

kar

ticul

ate

with

the

asp

iratio

nsan

dou

tcom

esof

rele

vant

coun

cil-w

ide

pla

nnin

g?

Tow

hat

exte

ntar

ese

rvic

eco

ntrib

utio

nsto

cros

s-cu

ttin

gp

olic

yin

itiat

ives

clea

rlyre

flect

edth

roug

hout

serv

ice

pol

icie

san

dp

ract

ice?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

targ

ets

inse

rvic

ep

lan

that

spec

ifica

llyre

late

toco

unci

l-wid

ep

lann

ing.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Po

licy

fram

ewor

k.

•Se

rvic

ede

velo

pm

ent

pla

n.

•Ed

ucat

ion

serv

ice

and

coun

cilp

lans

.

•H

MIE

rep

orts

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

serv

ice

and

coun

cilm

anag

ers

onco

here

nce

betw

een

serv

ice

pol

icy

fram

ewor

kan

dco

unci

l-wid

ep

lann

ing.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

deve

lop

men

tp

lann

ing

pro

cess

es.

Toen

sure

that

:

•th

ese

rvic

e’s

pol

icy

fram

ewor

kar

ticul

ates

with

the

asp

iratio

nsan

dou

tcom

esof

rele

vant

coun

cil-w

ide

pla

nnin

g;an

d

•th

ese

rvic

e’s

cont

ribut

ions

tocr

oss-

cutt

ing

pol

icy

initi

ativ

esar

ecl

early

refle

cted

thro

ugho

utse

rvic

ep

olic

ies

and

pra

ctic

e.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

6.1.

3Li

nks

tovi

sion

,va

lues

,an

dai

ms

How

exp

licit

are

the

conn

ectio

nsbe

twee

nse

rvic

evi

sion

,va

lues

and

aim

s,an

dse

rvic

ep

olic

yde

velo

pm

ent?

Tow

hat

exte

ntdo

serv

ice

visi

on,

valu

esan

dai

ms

pro

vide

aso

und

basi

sfo

rp

olic

ym

akin

gan

dse

rvic

ede

liver

y?

How

wel

ldoe

sth

ese

rvic

evi

sion

,va

lues

and

aim

sar

ticul

ate

with

the

natio

nalp

riorit

ies?

Tow

hat

exte

ntdo

esth

ese

rvic

evi

sion

,va

lues

and

aim

sim

pac

ton

the

deve

lop

men

tof

inte

grat

edse

rvic

esfo

rch

ildre

nac

ross

the

auth

ority

?

Tow

hat

exte

ntdo

esth

ese

rvic

evi

sion

,va

lues

and

aim

sp

rovi

deus

eful

crite

riaag

ains

tw

hich

tore

view

and

eval

uate

serv

ice

stru

ctur

es,

pol

icie

s,an

dp

ract

ices

?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

pol

icie

sw

hich

exp

licitl

yre

fer

tovi

sion

,va

lues

and

aim

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

est

atem

ent

onvi

sion

,va

lues

and

aim

s.

•Se

rvic

ep

olic

ies

and

pro

cedu

res.

•M

inut

esof

inte

rnal

serv

ice

mee

tings

.

•H

MIE

rep

orts

.

•C

urre

ntre

leva

ntna

tiona

ldoc

umen

ts.

•In

tegr

ated

serv

ice

pla

ns.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

serv

ice

and

coun

cilm

anag

ers.

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofsc

hool

san

dp

artn

erag

enci

es.

Exam

ples

ofdi

rect

obse

rvat

ion

•ob

serv

atio

nof

deve

lop

men

tp

lann

ing

pro

cess

es

Toen

sure

that

:

•th

ere

are

exp

licit

conn

ectio

nsbe

twee

nse

rvic

evi

sion

,va

lues

,an

dai

ms,

and

serv

ice

pol

icy

deve

lop

men

t;

•se

rvic

evi

sion

,va

lues

,an

dai

ms

pro

vide

aso

und

basi

sfo

rp

olic

ymak

ing

and

serv

ice

deliv

ery;

•se

rvic

evi

sion

valu

es,

and

aim

sar

ticul

ate

with

natio

nalp

riorit

ies;

•se

rvic

evi

sion

,va

lues

and

aim

sim

pac

ton

the

deve

lop

men

tof

inte

grat

edse

rvic

esfo

rch

ildre

nac

ross

the

auth

ority

;an

d

•se

rvic

evi

sion

,va

lues

and

aim

sp

rovi

deus

eful

crite

riaag

ains

tw

hich

tore

view

and

eval

uate

serv

ice

stru

ctur

es,

pol

icie

s,an

dp

ract

ices

.

We

will

:

A68_69

6.1.

4M

anag

ing,

eval

uatin

g,an

dup

datin

gpo

licie

s

Tow

hat

exte

ntar

ecl

ear

pro

cedu

res

inp

lace

for

the

cohe

rent

deve

lop

men

tan

dre

view

ofin

divi

dual

pol

icie

s?

Tow

hat

exte

ntar

ep

olic

yre

view

san

dup

date

sun

dert

aken

regu

larly

,ta

king

into

acco

unt

the

view

sof

stak

ehol

ders

?

Tow

hat

exte

ntdo

pol

icy

revi

ews

and

upda

tes

take

acco

unt

ofre

leva

ntle

gisl

ativ

ech

ange

s,e.

g.th

eEd

ucat

ion

(Add

ition

alSu

pp

ort

for

Lear

ning

)(S

cotla

nd)

Act

2004

?

Exam

ples

ofpe

rfor

man

ceda

ta

•Fr

eque

ncy

oftim

esth

atre

view

sha

vebe

enco

mp

lete

dw

ithex

plic

itre

view

date

sfo

rp

olic

ies.

•N

umbe

rof

pol

icie

sth

atm

ake

exp

licit

refe

renc

eto

legi

slat

ive

chan

ges

and

itsef

fect

onp

ract

ice.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Po

licy

stat

emen

tson

pro

cedu

res

for

pol

icy

revi

ew.

•Se

rvic

ede

velo

pm

ent

pla

n.

•M

inut

esof

inte

rnal

serv

ice

mee

tings

.

•Re

leva

ntev

alua

tion

rep

orts

.

•Re

leva

ntle

gisl

atio

n.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofed

ucat

ion

man

ager

s.

•Vi

ews

ofst

akeh

olde

rsab

out

the

exte

ntto

whi

chth

eyha

vebe

enas

ked

for

thei

rvi

ews

onp

olic

yre

view

and

deve

lop

men

t.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

inte

rnal

mee

tings

.

•O

bser

vatio

nof

pro

cess

esin

volv

ing

the

gath

erin

gof

view

sfr

omst

akeh

olde

rs.

Toen

sure

that

:

•cl

ear

pro

cedu

res

are

inp

lace

for

the

cohe

rent

deve

lop

men

tan

dre

view

ofin

divi

dual

pol

icie

s;

•p

olic

yre

view

san

dup

date

sar

eun

dert

aken

regu

larly

,an

dta

kein

toac

coun

tth

evi

ews

ofst

akeh

olde

rs;

and

•p

olic

yre

view

san

dup

date

sta

keac

coun

tof

rele

vant

legi

slat

ive

chan

ges.

We

will

:




QI 6.2 Participation of stakeholders

Themes:

• Involvement in policy development

• Communication and consultation

• Active participation in the work of the service

Key Features

To fulfil the requirements of Best Value, and to conform to accepted good practice in local

government, mechanisms need to be in place to link service management decisions to the

needs of the community. There is an expectation that key stakeholders are actively involved in

the development of the service and this will require a range of approaches and mechanisms to

be applied across the service’s areas of activity. To complement consultative mechanisms there

needs to be an effective approach to communication. This will recognise that there are a

number of different audiences which need to be kept informed about service activities. There

should be a framework which facilitates effective communication with stakeholders. This will

require a variety of approaches suited to the audiences concerned and will therefore involve a

range of communication media.

A70_71

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

6.2.

1In

volv

emen

tin

polic

yde

velo

pmen

t

Tow

hat

exte

ntdo

esth

ese

rvic

esy

stem

atic

ally

seek

the

view

sof

aw

ide

rep

rese

ntat

ion

ofst

akeh

olde

rs?

Tow

hat

exte

ntis

ther

ea

broa

dra

nge

ofco

nsul

tatio

np

roce

sses

inp

lace

toen

sure

effe

ctiv

ede

velo

pm

ent

ofp

olic

yan

dp

ract

ice

with

inth

ese

rvic

e?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta•

Num

ber

and

freq

uenc

yof

stak

ehol

der

cons

ulta

tion

exer

cise

s.•

Num

ber

ofst

akeh

olde

rsco

nsul

ted.

•O

utco

mes

ofth

eco

nsul

tatio

nco

ncer

ning

imp

rove

men

tin

serv

ice

deliv

ery

and

indi

vidu

alp

ract

ice.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Re

por

tsof

stak

ehol

der

eval

uatio

nsan

dco

nsul

tatio

nex

erci

ses.

•In

form

atio

nab

out

educ

atio

nau

thor

ityco

nsul

tatio

np

roce

sses

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s•

View

sof

stak

ehol

ders

onp

olic

ies.

•Vi

ews

ofst

akeh

olde

rsab

out

the

rang

eof

cons

ulta

tion

pro

cess

esin

pla

ce.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nson

cons

ulta

tion

pro

cess

es,

e.g.

thro

ugh

the

use

offo

cus

grou

ps.

Toen

sure

that

:

•th

ese

rvic

esy

stem

atic

ally

seek

sth

evi

ews

ofa

wid

ere

pre

sent

atio

nof

stak

ehol

ders

;

•th

ese

rvic

eac

tson

the

info

rmat

ion

gain

edth

roug

hco

nsul

tatio

nan

dm

akes

app

rop

riate

chan

ges

tose

rvic

ede

liver

yan

din

divi

dual

pra

ctic

e;an

d

•a

broa

dra

nge

ofco

nsul

tatio

np

roce

sses

are

inp

lace

toen

sure

effe

ctiv

ede

velo

pm

ent

ofp

olic

yan

dp

ract

ice

with

inse

rvic

e.

We

will

:

6.2.

2C

omm

unic

atio

nan

dco

nsul

tatio

n

Tow

hat

exte

ntdo

esth

ese

rvic

eha

vea

clea

rfr

amew

ork

for

com

mun

icat

ion

and

cons

ulta

tion

with

alls

take

hold

ergr

oup

s?

Tow

hat

exte

ntdo

esth

efr

amew

ork

for

com

mun

icat

ion

and

cons

ulta

tion

pro

vide

clea

r

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

docu

men

tsm

akin

gex

plic

itre

fere

nce

toad

vice

from

the

serv

ice

tost

akeh

olde

rgr

oup

s.

•N

umbe

rof

rep

orts

,ev

alua

tions

,le

afle

tsgi

ving

info

rmat

ion

onth

ese

rvic

esof

fere

d.

Toen

sure

that

:

•th

ese

rvic

eha

sa

clea

rfr

amew

ork

for

com

mun

icat

ion

and

cons

ulta

tion

with

all

stak

ehol

der

grou

ps;

•th

efr

amew

ork

for

com

mun

icat

ion

and

cons

ulta

tion

pro

vide

scl

ear

stra

tegi

can

dop

erat

iona

ladv

ice

toid

entif

ied

key

stak

ehol

der

grou

ps;


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

stra

tegi

can

dop

erat

iona

ladv

ice

toid

entif

ied

stak

ehol

der

grou

ps?

Tow

hat

exte

ntdo

esth

ese

rvic

ep

rovi

deac

cura

tean

dco

mp

rehe

nsiv

evi

ews

and

rep

orts

onth

ese

rvic

esit

offe

rs?

Tow

hat

exte

ntar

eth

eco

mm

unic

atio

nan

dco

nsul

tatio

nm

echa

nism

sap

pro

pria

teto

the

need

sof

the

stak

ehol

ders

?

Tow

hat

exte

ntdo

esth

efe

edba

ckga

ined

from

cons

ulta

tion

with

stak

ehol

ders

influ

ence

pol

icy

deve

lop

men

t?

•Ra

nge

ofal

tern

ativ

eco

mm

unic

atio

nan

dco

nsul

tatio

nm

etho

dolo

gies

app

lied

tailo

red

tost

akeh

olde

rne

eds,

e.g.

with

rega

rdto

loca

tion,

timin

gan

dac

cess

ibili

ty.

•N

umbe

rof

actio

np

oint

sde

rived

from

cons

ulta

tion

exer

cise

san

din

corp

orat

edin

serv

ice

pla

nnin

g.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•C

onsu

ltatio

nfr

amew

ork,

pol

icy

and

pro

cedu

res.

•Ex

amp

les

offo

rms

ofin

form

atio

nto

stak

ehol

ders

and

lear

ners

,e.

g.le

afle

ts,

web

site

info

rmat

ion.

•M

inut

esof

cons

ulta

tive

grou

ps.

•Te

amm

eetin

gag

enda

san

dm

inut

es.

•Se

rvic

ele

vela

gree

men

ts.

•Po

licy

and

pro

cedu

res

for

inte

r-ag

ency

wor

king

.•

Rep

orts

ofev

alua

tion

exer

cise

s.•

HM

IEre

por

ts.

•Se

rvic

ede

velo

pm

ent

pla

n.•

Evid

ence

ofth

elin

kbe

twee

nco

nsul

tatio

nw

ithst

akeh

olde

rsan

dsu

bseq

uent

imp

act

onp

olic

y.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofse

rvic

eus

ers,

e.g.

par

ents

,ca

rers

,ch

ildre

nan

dyo

ung

peo

ple

.•

View

sof

par

tner

agen

cies

.•

View

sof

serv

ice

staf

f.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

cons

ulta

tion

pro

cess

es,

e.g.

thro

ugh

the

use

offo

cus

grou

ps.

•O

bser

vatio

nof

pla

nnin

gp

roce

sses

.

•th

ese

rvic

ep

rovi

des

accu

rate

and

com

pre

hens

ive

view

san

dre

por

tson

the

serv

ices

itof

fers

;an

d

•st

akeh

olde

rs’v

iew

sar

eac

cura

tely

rep

rese

nted

inp

olic

yre

view

and

deve

lop

men

t.

We

will

:

A72_73

6.2.

3A

ctiv

epa

rtic

ipat

ion

inth

ew

ork

ofth

ese

rvic

e

Tow

hat

exte

ntar

eef

fect

ive

stru

ctur

esan

dsy

stem

sin

pla

ceto

sup

por

tan

den

cour

age

activ

ep

artic

ipat

ion

ofst

akeh

olde

rsin

the

wor

kof

serv

ice?

Tow

hat

exte

ntar

eef

fect

ive

pro

cedu

res

and

pro

cess

esin

pla

ceto

enab

leth

esh

arin

gof

info

rmat

ion

with

inan

dac

ross

inte

r-ag

ency

team

s?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

opp

ortu

nitie

sp

rovi

ded

for

stak

ehol

ders

top

artic

ipat

ein

the

wor

kof

serv

ice

•Ra

nge

ofst

akeh

olde

rsac

tivel

yp

artic

ipat

ing

inth

ew

ork

ofth

ese

rvic

e.

•O

utco

mes

ofst

akeh

olde

rp

artic

ipat

ion

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•C

onsu

ltatio

nfr

amew

ork,

pol

icy

and

pro

cedu

res.

•Ex

amp

les

offo

rms

ofin

form

atio

nto

stak

ehol

ders

and

lear

ners

,e.

g.le

afle

ts,

web

site

info

rmat

ion.

•M

inut

esof

cons

ulta

tive

grou

ps.

•Te

amm

eetin

gag

enda

san

dm

inut

es.

•Se

rvic

ele

vela

gree

men

ts.

•Po

licy

and

pro

cedu

res

for

inte

rage

ncy

wor

king

.

•Re

por

tsof

eval

uatio

nex

erci

ses.

•H

MIE

rep

orts

.

•Se

rvic

ede

velo

pm

ent

pla

n.

•M

inut

esof

inte

r-ag

ency

mee

tings

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofse

rvic

eus

ers,

e.g.

par

ents

,ca

rers

child

ren

and

youn

gp

eop

le.

•Vi

ews

ofp

artn

erag

enci

es.

•Vi

ews

ofse

rvic

est

aff.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

rele

vant

mee

tings

.

Toen

sure

that

:

•ef

fect

ive

stru

ctur

esan

dsy

stem

sar

ein

pla

ceto

sup

por

tan

den

cour

age

activ

ep

artic

ipat

ion

ofst

akeh

olde

rsin

the

wor

kof

serv

ice;

and

•ef

fect

ive

pro

cedu

res

and

pro

cess

esar

ein

pla

ceto

enab

leth

esh

arin

gof

info

rmat

ion

with

inan

dac

ross

inte

r-ag

ency

team

s.

We

will

:




QI 6.3 Operational planning

Themes:

• Developing, implementing and evaluating plans

• Structure and content of plans

• Use of management information

• Joint planning with partner organisations and services

• Planning for sustainability

Key Features

The service plan, or its equivalent, will be central to performance management and planning.

Documents in themselves can only be a partial reflection of effective management and

planning, since the processes that surround both the development of the plan and its

implementation are of critical importance. Operational planning should lead to service

improvement and guide its focus, methodologies and mechanisms for reporting and future

action. Service planning will be embedded within the service’s approach to planning and clear

links should exist between the Children’s Services and other authority plans.

A74_75

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

6.3.

1D

evel

opin

g,im

plem

entin

g,an

dev

alua

ting

plan

s

Wha

tp

lann

ing

cycl

esar

ein

pla

cew

ithin

the

serv

ice?

How

effe

ctiv

ear

eth

em

echa

nism

sfo

rde

velo

pin

g,im

ple

men

ting

and

eval

uatin

gp

lans

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

targ

ets

achi

eved

with

inp

lans

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

n,in

clud

ing

pro

gres

sre

por

ts.

•St

andi

ngan

dw

orki

nggr

oup

deve

lop

men

tp

lans

and

min

utes

.•

Indi

vidu

alp

erso

nala

ctio

np

lans

.•

Eval

uatio

nre

por

ts.

•St

anda

rds

and

qua

lity

rep

orts

.•

Emp

loye

ere

view

and

deve

lop

men

tre

por

ts.

•BP

SC

PDlo

gs.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofst

aff.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

who

lese

rvic

ean

dot

her

pla

nnin

gm

eetin

gs.

Toen

sure

that

:

•p

lann

ing

cycl

esar

ein

pla

cew

ithin

serv

ice;

and

•m

echa

nism

sfo

rde

velo

pin

g,im

ple

men

ting,

and

eval

uatin

gp

lans

are

effe

ctiv

e.

We

will

:

6.3.

2St

ruct

ure

and

cont

ent

ofpl

ans

How

clea

r,p

reci

se,

and

rele

vant

are

the

pre

sent

atio

nan

dst

ruct

ure

ofse

rvic

ep

lann

ing?

Tow

hat

exte

ntdo

esse

rvic

ep

lann

ing

cove

rth

ew

ide

rang

eof

wor

kun

dert

aken

?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

ran

dva

riety

ofro

les

refle

cted

inta

rget

s.

•N

umbe

rof

targ

ets

exp

licitl

ylin

ked

tona

tiona

lan

dlo

calp

riorit

ies.

Toen

sure

that

:

•p

rese

ntat

ion

and

stru

ctur

eof

serv

ice

pla

nnin

gar

ecl

ear,

pre

cise

,an

dre

leva

nt;

•se

rvic

ep

lann

ing

cove

rsth

ew

ide

rang

eof

wor

kun

dert

aken

;an

d•

serv

ice

pla

nnin

gre

flect

san

din

fluen

ces

natio

nal

and

loca

lprio

ritie

s.


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Tow

hat

exte

ntdo

esse

rvic

ep

lann

ing

refle

ctan

din

fluen

cena

tiona

land

loca

lprio

ritie

s?Ex

ampl

esof

rele

vant

docu

men

tatio

n

•Se

rvic

ede

velo

pm

ent

pla

n.

•St

andi

ngan

dw

orki

nggr

oup

deve

lop

men

tp

lans

and

min

utes

.

•In

divi

dual

per

sona

lact

ion

pla

ns.

•Ev

alua

tion

rep

orts

.

•St

anda

rds

and

qua

lity

rep

orts

.

•Em

plo

yee

revi

ewan

dde

velo

pm

ent

rep

orts

.

•BP

SC

PDlo

gs.

•H

MIE

rep

orts

.

•Ed

ucat

ion

serv

ice

pla

n,C

hild

ren’

sSe

rvic

esPl

an.

•Re

leva

ntna

tiona

ldoc

umen

ts.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofse

rvic

est

aff.

We

will

:

6.3.

3U

seof

man

agem

ent

info

rmat

ion

How

exp

licit

and

conn

ecte

dar

eth

elin

ksbe

twee

nac

tion

pla

nsan

dbu

dget

-set

ting

pro

cedu

res?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

targ

ets

exp

licitl

ybu

dget

edfo

rin

deve

lop

men

tp

lans

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

n.•

Act

ion

pla

nsof

wor

king

grou

ps.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofse

rvic

est

aff.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsre

gard

ing

prin

cip

les

ofBe

stVa

lue

bein

gre

flect

edin

alla

spec

tsof

serv

ice

pra

ctic

e.

Toen

sure

that

:

•lin

ksbe

twee

nac

tion

pla

nsan

dbu

dget

-set

ting

are

exp

licit

and

conn

ecte

d.

We

will

:

A76_77

6.3.

4Jo

int

plan

ning

with

part

ner

orga

nisa

tions

and

serv

ices

Tow

hat

exte

ntar

ep

artn

eror

gani

satio

nsan

dse

rvic

esac

tivel

yin

volv

edin

join

tp

lann

ing?

Exam

ples

ofpe

rfor

man

ceda

ta•

Num

ber

and

freq

uenc

yof

join

tp

lann

ing

mee

tings

.•

Evid

ence

ofp

artn

eror

gani

satio

nsin

fluen

cing

serv

ice

pla

nnin

gan

dim

pro

vem

ent.

•N

umbe

rof

targ

ets

shar

edbe

twee

nth

eed

ucat

iona

lpsy

chol

ogy

serv

ice

and

othe

ror

gani

satio

n/se

rvic

ep

lans

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

ns.

•O

ther

orga

nisa

tion/

serv

ice

pla

ns.

•M

inut

esof

join

tp

lann

ing

mee

tings

.•

Join

tp

lann

ing

docu

men

ts.

Exam

ples

ofst

akeh

olde

rs’v

iew

s•

View

sof

par

tner

orga

nisa

tions

.•

View

sof

serv

ice

staf

f.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

join

tp

lann

ing

activ

ities

and

join

tw

orki

ng.

Toen

sure

that

:

•p

artn

eror

gani

satio

nsan

dse

rvic

esar

eac

tivel

yin

volv

edin

join

tp

lann

ing.

We

will

:

6.3.

5Pl

anni

ngfo

rsu

stai

nabi

lity

How

exp

licit

are

sust

aina

bilit

yco

nsid

erat

ions

with

inse

rvic

ep

lann

ing

for

imp

rove

men

t?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

targ

ets

mak

ing

exp

licit

refe

renc

eto

sust

aina

bilit

y.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

n.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofse

rvic

est

aff.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

pla

nnin

gm

eetin

gsta

king

cons

ider

atio

nof

mat

ters

rela

ting

tosu

stai

nabi

lity.

Toen

sure

that

:

•su

stai

nabi

lity

cons

ider

atio

nsar

eex

plic

itw

ithin

serv

ice

pla

nnin

gfo

rim

pro

vem

ent.

We

will

:



(KEY AREA 7: MANAGEMENT AND SUPPORT OF STAFF)

QI 7.1 Sufficiency, recruitment and retention

Themes:

• Identifying and meeting human resource needs

• Recruitment, appointment and induction procedures

• Care and welfare

• Equality and fairness in recruitment and promotion

• Recognition

Key Features

This indicator relates to the service’s effectiveness in managing the recruitment, appointment,

induction and care and welfare of its staff. To provide a high quality service to its stakeholders,

the service needs a clear understanding of its human resource requirements and effective

procedures in place to recruit, retain, support and develop its staff to a high level. This will

require proactive and imaginative recruitment procedures. The principles of equality and

fairness, together with a commitment to recognise and celebrate achievement, will underpin

the service’s philosophy and practice in its management and support of staff.

A78_79

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

7.1.

1Id

entif

ying

and

mee

ting

hum

anre

sour

cene

eds

Tow

hat

exte

ntdo

esth

ese

rvic

eha

vean

over

all

hum

anre

sour

cem

anag

emen

tfr

amew

ork,

sup

por

ted

bya

com

pre

hens

ive

rang

eof

pol

icie

s?

Tow

hat

exte

ntdo

esth

ese

rvic

eha

vecl

ear

staf

fing

stan

dard

s,in

clud

ing

staf

fin

othe

rse

rvic

esun

der

itsm

anag

emen

t?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

ran

dna

ture

ofp

olic

ies

per

tain

ing

tohu

man

reso

urce

need

sw

ithin

the

coun

cil.

•Ye

ar-o

n-ye

artr

ends

inst

affin

gre

lativ

eto

over

all

dem

and,

e.g.

dep

loym

ent

tosc

hool

s,sp

ecifi

cin

itiat

ives

such

asp

ost

scho

olp

sych

olog

ical

serv

ice

and

invo

lvem

ent

inre

sear

chan

dst

rate

gic

deve

lop

men

t.

•C

omp

arat

ive

tren

dsfr

omna

tiona

lper

spec

tives

.

•D

eplo

ymen

tto

sup

por

trin

g-fe

nced

initi

ativ

es.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•C

ounc

il,ed

ucat

ion

serv

ice

and

per

sonn

elp

olic

ies

and

pro

cedu

res.

•Se

rvic

ede

velo

pm

ent

pla

ns.

•St

anda

rds

and

qua

lity

rep

orts

.

•Be

stVa

lue

rep

orts

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofp

erso

nnel

serv

ices

.

Exam

ples

ofdi

rect

obse

rvat

ion

Obs

erva

tion

ofth

ehu

man

reso

urce

man

agem

ent

fram

ewor

kin

actio

n.

Toen

sure

that

:

•th

ese

rvic

eha

san

over

allh

uman

reso

urce

man

agem

ent

fram

ewor

ksu

pp

orte

dby

aco

mp

rehe

nsiv

era

nge

ofp

olic

ies;

and

•th

ere

are

clea

rst

affin

gst

anda

rds.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

7.1.

2Re

crui

tmen

t,ap

poin

tmen

t,an

din

duct

ion

proc

edur

es

How

effe

ctiv

ear

eth

ese

rvic

ere

crui

tmen

tp

roce

dure

sin

ensu

ring

app

oint

men

tof

suita

bly

qua

lifie

dan

dsk

illed

staf

f?

How

tran

spar

ent

are

the

serv

ice

app

oint

men

tp

roce

dure

s?

How

effe

ctiv

ear

eth

ese

rvic

ein

duct

ion

pol

icie

san

dp

roce

dure

s?

How

wel

ldoe

sth

ese

rvic

eco

mp

lyw

ithBP

Sin

duct

ion

and

accr

edita

tion

qua

lity

stan

dard

s?

Exam

ples

ofpe

rfor

man

ceda

ta

•In

form

atio

nco

ncer

ning

staf

ftu

rnov

er.

•N

umbe

rof

com

plim

ents

/com

pla

ints

from

serv

ice

user

s.

•N

umbe

rof

re-a

dver

tisem

ents

.

Exam

inat

ion

ofre

leva

ntdo

cum

enta

tion

•Po

licy

docu

men

tsou

tlini

ngre

crui

tmen

tan

dap

poi

ntm

ent

pro

cedu

res.

•Lo

cala

utho

rity

recr

uitm

ent

pro

cedu

res.

•Jo

bou

tline

s.

•Se

lect

ion

crite

ria.

•Jo

bad

vert

s.

•Po

st-in

terv

iew

feed

back

.

•Se

rvic

ein

duct

ion

pro

cedu

res.

•Lo

cala

utho

rity

indu

ctio

np

roce

dure

s.

•Fe

edba

ckfr

omin

duct

ees.

•BP

Sq

ualit

yst

anda

rds.

•A

ccre

dita

tion

cert

ifica

te.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofed

ucat

ion

man

ager

s.

•Vi

ews

ofap

plic

ants

for

pos

ts.

•Vi

ews

oftr

ade

unio

ns.

•Vi

ews

ofp

rofe

ssio

nala

ssoc

iatio

ns,

e.g.

BPS.

Toen

sure

that

:

•se

rvic

ere

crui

tmen

tp

roce

dure

sar

eef

fect

ive

inen

surin

gap

poi

ntm

ent

ofsu

itabl

yq

ualif

ied

and

skill

edst

aff;

•se

rvic

eap

poi

ntm

ent

pro

cedu

res

are

tran

spar

ent;

•se

rvic

ein

duct

ion

pol

icie

san

dp

roce

dure

sar

eef

fect

ive;

and

•th

ese

rvic

eco

mp

lies

with

BPS

indu

ctio

nan

dac

cred

itatio

nq

ualit

yst

anda

rds.

We

will

:

A80_81

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

inte

rvie

wp

roce

dure

s.

•O

bser

vatio

nof

indu

ctio

np

roce

dure

s.

7.1.

3C

are

and

wel

fare

Tow

hat

exte

ntdo

esth

ese

rvic

ede

mon

stra

tean

app

reci

atio

nof

the

duty

ofca

reto

war

dsm

embe

rsof

staf

f?

How

awar

ear

est

aff

abou

tth

eir

right

san

dre

spon

sibi

litie

s?

How

clea

rar

eth

eex

pec

ted

stan

dard

sof

cond

uct,

care

,an

dw

elfa

rew

hich

staf

fca

nex

pec

tan

dw

hich

are

exp

ecte

dof

them

?

Exam

ples

ofpe

rfor

man

ceda

ta

•St

aff

turn

over

.

•A

bsen

cera

tes.

•N

umbe

rof

times

that

grie

vanc

ep

roce

dure

sar

eus

ed.

•N

umbe

rof

com

plim

ents

/com

pla

ints

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Lo

cala

utho

rity

and

serv

ice

pol

icy

stat

emen

tsco

verin

gca

rean

dw

elfa

reis

sues

.

•Su

per

visi

onp

olic

y.

•St

aff

revi

ewan

dde

velo

pm

ent

pol

icy.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff

thro

ugh

app

rais

al/s

uper

visi

onp

roce

dure

s.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

inte

ract

ion

betw

een

team

mem

bers

,an

dof

sup

por

tan

dsu

per

visi

onp

rovi

ded.

Toen

sure

that

:

•th

ese

rvic

ede

mon

stra

tes

anap

pre

ciat

ion

ofth

edu

tyof

care

tow

ards

mem

bers

ofst

aff;

•st

aff

are

awar

eof

thei

rrig

hts

and

resp

onsi

bilit

ies;

and

•th

eex

pec

ted

stan

dard

sof

cond

uct,

care

,an

dw

elfa

rear

ecl

ear

and

uphe

ldby

alls

taff.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

7.1.

4Eq

ualit

yan

dfa

irnes

sin

recr

uitm

ent

and

prom

otio

n

Tow

hat

exte

ntis

ther

ea

wel

lest

ablis

hed

equa

lop

por

tuni

ties

pol

icy

rele

vant

toth

ene

eds

ofth

ose

who

wor

kin

and

use

the

serv

ice?

Tow

hat

exte

ntar

eeq

ualo

pp

ortu

nitie

sis

sues

addr

esse

din

rela

tion

tore

crui

tmen

tan

dp

rom

otio

n?

Tow

hat

exte

ntar

eq

ualit

ativ

ean

dq

uant

itativ

em

easu

res

inp

lace

tom

onito

req

ualit

yan

dfa

irnes

sis

sues

?

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

onre

pre

sent

atio

nof

min

ority

grou

ps

with

inth

eed

ucat

iona

lpsy

chol

ogy

serv

ice.

•Re

crui

tmen

tin

form

atio

n.

•N

umbe

rof

com

plim

ents

/com

pla

ints

from

staf

f.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Eq

ualo

pp

ortu

nitie

sp

olic

yof

serv

ies.

•Lo

cala

utho

rity

equa

lop

por

tuni

ties

pol

icy.

•O

ther

rele

vant

serv

ice

pol

icie

s.

•H

MIE

rep

orts

.

•Ev

alua

tion

rep

orts

.

•Jo

bsp

ecifi

catio

ns.

•Jo

bad

vert

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofse

rvic

eus

ers.

•Vi

ews

ofap

plic

ants

for

jobs

.

•Vi

ews

ofp

erso

nnel

serv

ice.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

ever

yday

pra

ctic

eam

ong

serv

ice

staf

f.

•O

bser

vatio

nof

recr

uitm

ent/

pro

mot

ion

pra

ctic

e.

•O

bser

vatio

nof

serv

ice

man

agem

ent

pra

ctic

es.

Toen

sure

that

:

•th

ere

isa

rele

vant

equa

lop

por

tuni

ties

pol

icy;

•eq

ualo

pp

ortu

nitie

sis

sues

are

addr

esse

din

rela

tion

tore

crui

tmen

tan

dp

rom

otio

nof

alls

taff;

and

•q

ualit

ativ

ean

dq

uant

itativ

em

easu

res

are

inp

lace

tom

onito

req

ualit

yan

dfa

irnes

sis

sues

.

We

will

:

A82_83

7.1.

5Re

cogn

ition

Tow

hat

exte

ntis

ther

ean

etho

sof

pos

itive

reco

gniti

onan

dce

lebr

atio

nof

achi

evem

ent?

Tow

hat

exte

ntdo

serv

ice

man

ager

sco

mm

unic

ate

regu

larly

with

staf

fto

iden

tify

succ

esse

san

dex

amp

les

ofbe

stp

ract

ice

and

inno

vativ

ep

ract

ice?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

pos

itive

reco

gniti

ons

and

cele

brat

ions

ofac

hiev

emen

tsre

cord

ed.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Te

amm

eetin

gm

inut

es.

•St

anda

rds

and

qua

lity

rep

orts

.

•A

pp

rais

alre

por

ts.

•M

inut

esof

mee

tings

outw

ithth

ese

rvic

e,e.

g.ed

ucat

ion

man

agem

ent

min

utes

,he

adte

ache

rs’

mee

tings

.

•Ed

ucat

ion

serv

ice

new

slet

ters

.

•H

MIE

rep

orts

.

•St

aff

etho

ssu

rvey

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Fe

edba

ckfr

omed

ucat

ion

man

ager

s.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsat

team

mee

tings

and

atap

pra

isal

and

sup

ervi

sion

sess

ions

.

Toen

sure

that

:

•th

ere

isan

etho

sof

pos

itive

reco

gniti

onan

dac

hiev

emen

t;an

d

•se

rvic

em

anag

ers

com

mun

icat

ere

gula

rlyw

ithal

lst

aff

toid

entif

yex

amp

les

ofbe

stp

ract

ice

and

inno

vativ

ep

ract

ice.

We

will

:




QI 7.2 Deployment and teamwork

Themes:

• Appropriateness and clarity of remits

• Deployment to achieve planned priorities

• Teamworking

• Communication and involvement in decision-making

Key Features

This indicator is concerned with the effectiveness of individual and team contributions. The

main asset of any service is its people. In order to achieve its objectives and to implement the

service plan, staff need to be deployed effectively to respond to the needs of stakeholders and

to develop effective teamwork and communication. Their work should focus on the

achievement of the service’s planned priorities and improvement objectives whilst also

responding to key stakeholders’ needs.

A84_85

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

7.2.

1A

ppro

pria

tene

ssan

dcl

arity

ofre

mits

Tow

hat

exte

ntdo

staf

fha

vecl

early

stat

edjo

bde

scrip

tions

and

rem

its?

How

clea

rar

elin

esof

com

mun

icat

ion

and

acco

unta

bilit

yw

ithin

the

serv

ice?

Tow

hat

exte

ntar

est

aff

app

rop

riate

lyem

pow

ered

,ch

alle

nged

,an

dsu

pp

orte

d?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

serv

ice

staf

fw

ithcl

early

stat

edjo

bde

scrip

tions

and

rem

its.

•Ef

fect

ive

com

ple

tion

ofde

sign

ated

task

san

dp

roje

cts.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Ev

alua

tion

rep

orts

,e.

g.st

aff

surv

eys.

•Jo

bde

scrip

tions

.

•Pa

per

sou

tlini

ngre

mits

ofdi

ffere

ntm

embe

rsof

the

serv

ice.

•Re

cord

sof

sup

ervi

sion

,an

nual

revi

ewan

dde

velo

pm

ent

and

CPD

.

•M

inut

esof

mee

tings

.

•Pa

per

sill

ustr

atin

gse

rvic

est

ruct

ure,

e.g.

rele

vant

pol

icy

pap

ers.

•Se

rvic

ede

velo

pm

ent

pla

ns.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

team

mee

tings

,m

anag

emen

tte

amm

eetin

gs,

etc.

•O

bser

vatio

nsof

dire

ctse

rvic

ede

liver

y.

Toen

sure

that

:

•th

ere

are

clea

rlyst

ated

job

desc

riptio

nsan

dre

mits

;

•lin

esof

com

mun

icat

ion

and

acco

unta

bilit

yw

ithin

the

serv

ice

are

clea

r;an

d

•st

aff

are

app

rop

riate

lyem

pow

ered

,ch

alle

nged

,an

dsu

pp

orte

d.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

7.2.

2D

eplo

ymen

tto

achi

eve

plan

ned

prio

ritie

s

Tow

hat

exte

ntis

ther

ear

ticul

atio

nbe

twee

nst

aff

rem

itsan

dac

tiviti

esan

dth

eau

thor

ity’s

imp

rove

men

tob

ject

ives

?

How

wel

ldo

staf

fun

ders

tand

thei

rco

ntrib

utio

nsto

the

serv

ice

pla

nan

dth

ero

leth

eyp

lay

inth

ew

ider

loca

laut

horit

y?

Exam

ples

ofpe

rfor

man

ceda

ta

•A

naly

sis

ofde

plo

ymen

tof

serv

ice

staf

fac

ross

the

deliv

ery

ofke

yp

roce

sses

•Ev

iden

ceof

pos

itive

cont

ribut

ions

tow

ards

mee

ting

the

auth

ority

’sim

pro

vem

ent

obje

ctiv

es.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•St

anda

rds

and

qua

lity

rep

orts

.

•Ev

alua

tion

rep

orts

.

•Se

rvic

ede

velo

pm

ent

pla

ns.

•Lo

cala

utho

rity

pla

nsan

dre

por

ts.

•In

form

atio

ngi

ven

onin

tran

et,

web

pag

es,

etc.

•A

utho

rity-

wid

ep

roce

dure

san

dgu

idel

ines

.

•Pa

per

sou

tlini

ngst

aff

rem

its.

•A

lloca

tion

ofw

orkl

oad

and

resp

onsi

bilit

ies,

e.g.

scho

ols,

loca

laut

horit

yp

roje

cts

and

prio

ritie

s,et

c.

•Pa

per

sde

scrib

ing

allo

catio

nof

time

tose

rvic

ede

liver

y,C

PD,

team

mee

tings

,ad

min

,et

c.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofag

enci

es.

•Vi

ews

ofse

rvic

est

aff.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

staf

fp

artic

ipat

ion

inm

eetin

gsan

din

loca

laut

horit

yan

dna

tiona

lwor

king

grou

ps.

Toen

sure

that

:

•th

ere

isa

clea

rar

ticul

atio

nbe

twee

nst

aff

rem

itsan

dac

tiviti

esan

dth

eau

thor

ity’s

imp

rove

men

tob

ject

ives

;an

d

•st

aff

unde

rsta

ndth

ero

leth

eyp

lay

inth

ew

ider

loca

laut

horit

y.

We

will

:

A86_87

7.2.

3Te

amw

orki

ng

Tow

hat

exte

ntis

ther

ean

etho

sof

team

wor

king

with

inth

ese

rvic

e?

Tow

hat

exte

ntdo

serv

ice

man

ager

sre

gula

rlym

onito

rte

aman

din

divi

dual

dep

loym

ent

and

per

form

ance

agai

nst

achi

evem

ents

ofag

reed

prio

ritie

s,ou

tcom

esan

dta

rget

s?

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

serv

ice

team

wor

king

grou

ps.

•N

umbe

rof

trai

ning

even

ts/p

roje

cts

deliv

ered

colla

bora

tivel

yby

educ

atio

nalp

sych

olog

ists

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

n.

•M

inut

esof

wor

king

grou

ps.

•Ev

alua

tion

rep

orts

.

•Pa

per

sde

scrib

ing

serv

ice

stru

ctur

ean

dp

roce

sses

.

•H

MIE

rep

orts

.

•A

pp

rais

alre

por

ts.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofp

artn

erag

enci

es.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

colla

bora

tive

wor

king

.

•O

bser

vatio

nof

wor

king

grou

ps,

team

mee

tings

.

Toen

sure

that

:

•th

ere

isan

etho

sof

team

wor

king

with

inth

ese

rvic

e;an

d

•se

rvic

em

anag

ers

regu

larly

mon

itor

team

and

indi

vidu

alde

plo

ymen

tan

dp

erfo

rman

ceag

ains

tac

hiev

emen

tof

agre

edp

riorit

ies,

outc

omes

orta

rget

s.

We

will

:

7.2.

4C

omm

unic

atio

nan

din

volv

emen

tin

deci

sion

-mak

ing

Tow

hat

exte

ntdo

staf

ffe

elco

nsul

ted

onm

ajor

issu

esw

hich

affe

ctth

eir

wor

king

pra

ctic

es?

Tow

hat

exte

ntdo

staf

fco

nsid

erth

eyha

vege

nuin

eop

por

tuni

ties

tora

ise

conc

erns

with

orm

ake

cons

truc

tive

sugg

estio

nsto

serv

ice

man

ager

s?

Tow

hat

exte

ntdo

staf

fco

nsid

erse

rvic

em

anag

ers

tobe

visi

ble

and

acce

ssib

le?

Exam

ple

ofpe

rfor

man

ceda

ta

•St

atis

ticia

linf

orm

atio

nco

ncer

ning

effe

ctiv

ein

volv

emen

tby

alls

ervi

cem

embe

rsin

deci

sion

-mak

ing.

•N

umbe

rof

serv

ice

staf

fw

hous

ein

form

atio

nan

dco

mm

unic

atio

nste

chno

logy

tolia

ise

with

stak

ehol

ders

.

Toen

sure

that

:

•st

aff

feel

cons

ulte

don

maj

oris

sues

whi

chaf

fect

thei

rw

orki

ngp

ract

ices

;

•st

aff

feel

they

have

genu

ine

opp

ortu

nitie

sto

rais

eco

ncer

nsw

ith,

orm

ake

cons

truc

tive

sugg

estio

nsto

,se

rvic

em

anag

ers;

and

•st

aff

cons

ider

serv

ice

man

ager

sto

bevi

sibl

ean

dac

cess

ible

.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ple

ofRe

leva

ntD

ocum

enta

tion

•M

inut

esof

mee

tings

.

•A

pp

rais

alre

por

ts.

•Ev

alua

tion

rep

orts

.

•H

MIE

rep

orts

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofse

rvic

em

anag

ers.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

team

mee

tings

,w

orki

nggr

oup

s,et

c.

A88_89

Themes:

• Processes for staff review and support

• Training and development

• Joint training with staff from partner agencies

Key Features

This indicator relates to the service’s management of its review processes and to the provision

of training and development opportunities for its staff. It evaluates the service’s effectiveness in

monitoring and reviewing the performance of its staff against agreed criteria, and facilitating

their personal and professional development. All staff must be able to develop their skills to

maximum effect in order to achieve continuous improvement in their professional skills. Staff

have an entitlement to receive a formal programme and record of professional review and

development (PRD) or CPD.



QI 7.3 Development and support


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

7.3.

1Pr

oces

ses

for

staf

fre

view

and

supp

ort

Tow

hat

exte

ntha

sth

ese

rvic

ede

velo

ped

afo

rmal

PRD

/CPD

fram

ewor

kfo

ral

lsta

ffan

d,w

here

app

rop

riate

,in

acco

rdan

cew

ithBP

Sgu

idan

ce?

Tow

hat

exte

ntar

ePR

D/C

PD-r

elat

edp

roce

sses

and

pro

cedu

res

clea

r,an

dus

er-f

riend

lyan

dre

leva

ntto

the

job?

How

wel

lare

rela

ted

pro

cess

esan

dp

roce

dure

ssu

pp

orte

dby

initi

altr

aini

ngan

dre

leva

ntdo

cum

enta

tion?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

educ

atio

nalp

sych

olog

ists

who

are

reco

rdin

gus

ing

BPS

on-li

neC

PDfr

amew

ork.

•D

ates

ofap

pra

isal

mee

tings

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•C

ounc

ilan

ded

ucat

ion

serv

ice

per

sonn

elp

olic

ies

and

pro

cedu

res.

•PR

D/C

PDp

olic

y.

•St

aff

hand

book

.

•St

anda

rds

and

qua

lity

rep

orts

.

•Be

stVa

lue

rep

orts

.

•Se

lf-ev

alua

tion

fram

ewor

k.

•In

divi

dual

educ

atio

nalp

sych

olog

ists

on-li

neC

PDre

cord

s.

•A

pp

rais

alre

cord

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofBP

S,an

dot

her

rele

vant

pro

fess

iona

las

soci

atio

ns.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

app

rais

alm

eetin

gs.

•O

bser

vatio

nsof

trai

ning

even

ts.

Toen

sure

that

:

•th

eed

ucat

iona

lpsy

chol

ogy

serv

ice

has

deve

lop

eda

form

alPR

D/C

PDfr

amew

ork

for

all

staf

fan

d,w

here

app

rop

riate

,in

acco

rdan

cew

ithBP

Sgu

idan

ce;

•th

efr

amew

ork

and

pro

cedu

res

are

clea

ran

dus

er-f

riend

lyan

dre

late

dto

the

job;

and

•th

isfr

amew

ork

issu

pp

orte

dby

docu

men

tatio

nan

dtr

aini

ngfo

rst

aff.

We

will

:

A90_91

7.3.

2Tr

aini

ngan

dde

velo

pmen

t

Wha

tex

tent

isth

ese

rvic

eco

mm

itted

tode

velo

pin

gits

entir

est

aff?

Tow

hat

exte

ntis

ther

ea

link

betw

een

the

serv

ice

deve

lop

men

tp

riorit

ies,

the

staf

fre

view

pro

cess

and

staf

fde

velo

pm

ent

opp

ortu

nitie

s?

Tow

hat

exte

ntis

ther

ea

link

betw

een

the

CPD

pro

gram

me

and

auth

ority

-driv

ende

velo

pm

ents

aim

edat

achi

evin

gst

akeh

olde

rne

eds,

and

natio

nal

orlo

calp

riorit

ies?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

PRD

/CPD

sess

ions

over

the

year

.•

Num

ber

ofse

ssio

nslin

ked

toid

entif

ied

serv

ice

staf

ftr

aini

ngne

eds.

•Re

sour

ceal

loca

tion

tost

aff

deve

lop

men

tac

tiviti

es,

incl

udin

gbu

dget

allo

catin

g.•

num

ber

ofPR

D/C

PDse

ssio

nslin

ked

tona

tiona

lan

dlo

cala

utho

rity

prio

ritie

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•PR

D/C

PDp

olic

y.•

PRD

/CPD

trai

ning

pro

gram

me.

•St

aff

hand

book

.•

Stan

dard

san

dq

ualit

yre

por

ts.

•Be

stVa

lue

rep

orts

.•

Self-

eval

uatio

nfr

amew

ork.

•St

aff

revi

ewan

dde

velo

pm

ent

pol

icy.

•In

divi

dual

pra

ctiti

oner

son

-line

BPS

PRD

/CPD

reco

rds.

•A

nnua

lrep

ort

onse

rvic

ePR

D/C

PDun

dert

aken

.•

Serv

ice

deve

lop

men

tp

lans

.•

Cal

enda

rof

serv

ice

orga

nise

dPR

D/C

PDda

ys•

Educ

atio

nse

rvic

ean

dco

unci

lim

pro

vem

ent

obje

ctiv

es.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

Toen

sure

that

:

•th

ese

rvic

eis

com

mitt

edto

deve

lop

ing

alls

taff.

•tr

aini

ngan

dde

velo

pm

ent

pro

gram

mes

aris

efr

omst

akeh

olde

rne

eds,

staf

fde

velo

pm

ent

need

san

dfr

omau

thor

ity-d

riven

deve

lop

men

tsai

med

atac

hiev

ing

natio

nalo

rlo

calp

riorit

ies;

and

•th

ese

rvic

eha

sp

rodu

ced

aco

mp

rehe

nsiv

eca

talo

gue

ofst

aff

deve

lop

men

top

por

tuni

ties.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

PRD

/CPD

even

ts.

•O

bser

vatio

nsof

serv

ice

staf

fm

akin

gef

fect

ive

use

oftr

aini

ngin

thei

rp

rofe

ssio

nalp

ract

ice.

7.3.

3Jo

int

trai

ning

with

staf

ffr

ompa

rtne

rag

enci

es

Tow

hat

exte

ntar

eth

ere

opp

ortu

nitie

sfo

rjo

int

trai

ning

with

staf

ffr

omp

artn

erag

enci

es?

Tow

hat

exte

ntis

evid

ence

avai

labl

eto

dem

onst

rate

the

imp

act

onse

rvic

esfo

rch

ildre

nan

dyo

ung

peo

ple

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•N

umbe

rof

join

tPR

D/C

PDse

ssio

nsov

erth

eye

ar.

•N

umbe

rof

join

tp

lann

ing

mee

tings

.

•D

ates

ofjo

int

staf

fm

eetin

gsan

dtr

aini

ngev

ents

.

•In

form

atio

nsh

owin

gim

pro

ved

outc

omes

for

child

ren

and

youn

gp

eop

lein

targ

eted

area

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•PR

D/C

PDp

olic

y.

•PR

D/C

PDtr

aini

ngp

rogr

amm

e.

•St

aff

hand

book

.

•St

anda

rds

and

qua

lity

rep

orts

.

•Be

stVa

lue

rep

orts

.

•M

inut

esof

join

tp

lann

ing

mee

tings

.

•Ev

alua

tions

ofjo

int

trai

ning

even

ts.

•Se

rvic

ede

velo

pm

ent

pla

ns.

•Ev

alua

tion

rep

orts

.

Toen

sure

that

:

•th

ere

are

opp

ortu

nitie

sfo

rjo

int

trai

ning

with

staf

ffr

omp

artn

erag

enci

es;

and

•jo

int

trai

ning

and

deve

lop

men

tfo

rth

ese

rvic

ean

dp

artn

erag

ency

staf

fle

ads

toq

uant

ifiab

leim

pro

vem

ents

inid

entif

ied,

stat

edan

dm

easu

rabl

eas

pec

tsof

child

ren’

sse

rvic

es.

We

will

:

A92_93

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff.

•Vi

ews

ofp

artn

erag

ency

colle

ague

s.

•Vi

ews

ofed

ucat

ion

man

agem

ent.

•Vi

ews

ofch

ildre

n,yo

ung

peo

ple

and

fam

ilies

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

join

ttr

aini

ngin

itiat

ives

.

•O

bser

vatio

nof

join

tp

lann

ing

mee

tings

.

•O

bser

vatio

nof

imp

rove

dse

rvic

ede

liver

yin

targ

eted

area

s.



(KEY AREA 8: PARTNERSHIPS AND RESOURCES)

QI 8.1 Partnership working

Themes:

• Evaluations of quantative and qualitative data that demonstrate the extent to which the

service:

– engages with, and supports, partner agencies and community organisations

– engages partner agencies and community organisations in, and contributes to, wider

developments

• Extent to which partner agencies and community organisations report that service:

– engages with, and supports, them in projects and developments

– engages partner agencies and community organisations in, and contributes to, wider

developments

Key Features

This indicator refers to the role of the service in promoting and encouraging effective

partnership working with stakeholders, partner agencies and the local community. A central

role of the service is to secure and sustain cohesive and meaningful partnerships. To encourage

and support these processes the service will participate in bringing key partners together at the

strategic decision-making level. To fulfil the requirements of Best Value and to conform to

accepted good practice, there must be mechanisms in place to link leadership and

management decisions to the needs of all stakeholders. This will require a range of approaches

to consultation and communication that can be applied across the service’s areas of activity.

There should also be in place a public performance reporting (PPR) framework to

communicate clearly with the full range of stakeholders and partner agencies and community

organisations.

The second theme deals with the views of partnership agencies and community organisations

as reported in responses to questionnaires, surveys, focus groups and its unsolicited comments.

These responses provide evidence of the extent of their satisfaction with the services and may

cover aspects such as:

• clarity of purpose and aims;

• service level agreements, roles and remits;

• access to services and facilities;

• working across agencies and disciplines;

• staff roles in partnerships; and

• responsibilities to enquiries and complaints.

A94_95

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

8.1.

1En

gage

sw

ith,

and

supp

orts

,pa

rtne

rag

enci

esan

dco

mm

unity

orga

nisa

tions

How

effe

ctiv

ely

does

the

serv

ice

enga

gew

ith,

and

sup

por

t,p

artn

ers

and

com

mun

ityor

gani

satio

nsso

join

tw

orki

ngca

nbe

esta

blis

hed

and

flour

ish?

How

clea

rlyar

eth

ep

urp

oses

and

aim

sof

par

tner

ship

sre

por

ted

and

artic

ulat

ed?

Isp

artn

ersh

ipw

orki

ngbu

iltin

toth

est

rate

gic

pla

nnin

gof

the

serv

ice

atth

ehi

ghes

tle

vel?

How

clea

rlyar

eth

ep

urp

oses

and

aim

sof

par

tner

ship

sco

mm

unic

ated

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Se

rvic

eha

ndbo

ok.

•Se

rvic

ese

lf-ev

alua

tion.

•St

anda

rds

and

qua

lity

rep

orts

.

•Se

rvic

ele

afle

ts.

•N

umbe

rof

serv

ice

Leve

lAgr

eem

ents

.

•N

umbe

rof

activ

ep

artn

ersh

ipar

rang

emen

ts.

•Pe

rcen

tage

ofsa

tisfie

dp

artn

ersh

ipst

aff.

•C

olla

ted

data

and

follo

w-u

pac

tiviti

es.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

lf-ev

alua

tion

rep

orts

whi

chde

scrib

eth

evi

ews

ofst

akeh

olde

rsre

gard

ing

par

tner

ship

wor

king

.

•M

inut

esan

dno

tes

ofm

eetin

gsin

volv

ing

par

tner

s.

•Re

cord

sof

deve

lop

men

tda

ysan

dof

mul

ti-ag

ency

wor

king

grou

ps.

•Se

rvic

ele

vela

gree

men

tsat

oper

atio

nala

ndst

rate

gic

leve

lsw

ithp

artn

erag

enci

es.

•Re

cord

sw

ithst

ated

aim

san

dob

ject

ives

.

•A

gree

men

tsw

hich

have

been

rene

gotia

ted

and

rew

orde

d.

Toen

sure

that

:

•a

stra

tegi

cfr

amew

ork

ises

tabl

ishe

dw

ithp

artn

erag

enci

esan

dco

mm

unity

orga

nisa

tions

;

•a

cultu

rew

hich

pro

mot

esth

est

rate

gic

invo

lvem

ent

ofal

lpar

tner

san

dco

mm

unity

orga

nisa

tions

;

•se

rvic

ele

vela

gree

men

tsar

ew

elle

stab

lishe

dw

ithp

artn

ers

and

com

mun

ityor

gani

satio

nsan

dha

vean

imp

act

atst

rate

gic

and

oper

atio

nall

evel

s;

•th

ese

rvic

ew

orks

very

effe

ctiv

ely

ina

rang

eof

mul

ti-di

scip

linar

yp

artn

ersh

ips;

•m

ulti-

disc

iplin

ary

wor

king

cont

ribut

esto

the

achi

evem

ent

ofth

evi

sion

,va

lues

and

aim

sof

the

serv

ice;

and

•st

aff

are

very

clea

rab

out

thei

rro

les

and

rem

itsw

ithin

par

tner

ship

wor

king

agre

emen

ts.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofp

artn

ers

thro

ugh

inte

rvie

ws

and

que

stio

nnai

res

•Vi

ews

ofcl

ient

sre

gard

ing

imp

act

and

outc

omes

ofp

artn

ersh

ipw

orki

ng.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

staf

fw

orki

ngin

ara

nge

ofse

ttin

gsw

ithre

gard

top

artn

ersh

ipag

reem

ents

.

•O

bser

vatio

nsof

wor

king

inlin

ew

ithp

urp

oses

and

aim

sof

the

par

tner

ship

agre

emen

t.

8.1.

2En

gage

spa

rtne

rag

enci

esan

dco

mm

unity

orga

nisa

tions

in,

and

cont

ribut

esto

,w

ider

deve

lopm

ents

How

effe

ctiv

ely

does

our

man

agem

ent

team

wor

kw

ithot

her

agen

cies

and

orga

nisa

tions

?

How

wel

ldo

our

staf

fw

ork

with

othe

rsin

par

tner

ship

s?

How

effe

ctiv

ely

does

the

serv

ice

enga

gep

artn

erag

enci

esan

dco

mm

unity

orga

nisa

tions

inth

ep

lann

ing,

deliv

ery,

mon

itorin

gan

dev

alua

tion

ofjo

int

pro

ject

san

dm

ulti-

disc

iplin

ary

wor

king

?

Exam

ples

ofpe

rfor

man

ceda

ta

•Ev

iden

ceof

effe

ctiv

ep

artn

ersh

ipw

orki

ngw

ithot

her

agen

cies

toac

hiev

eag

reed

aim

s.

•N

umbe

rof

targ

ets

succ

essf

ully

achi

eved

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ede

velo

pm

ent

pla

ns.

•M

inut

esof

join

tw

orki

nggr

oup

mee

tings

.

•Ev

alua

tion

rep

orts

.

•Tr

aini

ngm

ater

ials

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•O

pin

ions

ofre

leva

ntst

aff

onth

eus

eful

ness

ofp

artn

ersh

ipdo

cum

ents

.

•Vi

ews

ofex

tern

alag

enci

esab

out

the

cont

ribut

ions

ofed

ucat

iona

lpsy

chol

ogis

tsw

orki

ngin

join

tp

roje

cts.

Toen

sure

that

:

•co

mm

unic

atio

nan

dco

nsul

tatio

nbe

twee

nth

ese

rvic

em

anag

emen

tte

aman

dits

par

tner

sar

ere

gula

r,st

ruct

ured

,su

pp

ortiv

ean

def

ficie

nt;

•th

ere

isan

effe

ctiv

ere

por

ting

fram

ewor

kto

com

mun

icat

ew

ithth

efu

llra

nge

ofst

akeh

olde

rsan

dp

artn

ers;

•st

aff

from

the

educ

atio

nalp

sych

olog

yse

rvic

ean

dp

artn

erag

enci

esar

eve

ryef

fect

ive

ina

wid

era

nge

ofp

artn

ersh

ips;

and

•st

aff

cons

iste

ntly

seek

opp

ortu

nitie

sfo

rim

pro

vem

ent

and

deve

lop

men

tin

all

par

tner

ship

s.

We

will

:

A96_97

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

staf

fop

erat

ing

inse

ttin

gsw

here

ther

ear

ese

rvic

ele

vela

gree

men

tsor

othe

rp

artn

ersh

ipag

reem

ents

inop

erat

ion.

•O

bser

vatio

nsof

staf

fap

ply

ing

thei

rag

reed

role

san

dre

mits

acro

ssa

rang

eof

sett

ings

.




QI 8.2 Financial management

Themes:

• Budget management and enterprise in securing funding

• Range and implementation of financial procedures and controls

• Processes for collecting, analysing and evaluating financial information

• Providing Best Value

Key Features

This indicator relates to the capacity of the service to help to deliver planned national and local

priorities. This will require the service to have developed a rigorous, thorough and imaginative

approach to financial management. Such an approach will require high level managerial

planning and control coupled with rigorous operational management, monitoring and review

of a wide range of financial systems and procedures. The working relationship between the

service and the authority’s finance department will be critically important. The indicator also

relates to the service’s capacity to deliver Best Value through its approach to financial

management.

A98_99

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

8.2.

1Bu

dget

man

agem

ent

and

ente

rpris

ein

secu

ring

fund

ing

How

effe

ctiv

eis

our

budg

etm

anag

emen

t?

How

ente

rpris

ing

isth

ese

rvic

ein

secu

ring

addi

tiona

lfun

ding

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•Ev

iden

cere

latin

gto

Best

Valu

ere

view

s.•

Effe

ctiv

enes

sof

pro

ject

sbi

ds.

•St

atis

tical

data

rega

rdin

gp

roje

ctac

tion

pla

nsan

dev

alua

tions

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

ese

lf-ev

alua

tion

docu

men

tatio

n.•

Cou

ncil

docu

men

tatio

non

finan

cial

pro

cedu

res

and

cont

rols

.•

Serv

ice

deve

lop

men

tp

lan

and

cons

eque

ntbu

dget

dep

loym

ent

and

revi

ewdo

cum

enta

tion.

•Se

rvic

efin

anci

alp

roce

dure

san

dco

ntro

ls.

•Re

cord

sof

addi

tiona

lfun

ding

bein

gse

cure

dto

unde

rtak

ep

lann

edin

itiat

ives

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

from

the

Cou

ncil

finan

cede

par

tmen

tab

out

serv

ice

effe

ctiv

enes

sre

gard

ing

budg

etm

anag

emen

t.•

Stak

ehol

ders

’op

inio

nsab

out

pro

cedu

res

for

secu

ring

addi

tiona

lfun

ds.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

mee

tings

conc

erni

ngbu

dget

man

agem

ent.

•O

bser

vatio

nof

pla

nnin

gto

secu

read

ditio

nal

fund

ing

for

pro

ject

s.

Toen

sure

that

:

•th

ese

rvic

e’s

budg

etin

gp

roce

ssis

clea

rlyre

late

dto

that

ofth

eau

thor

ityan

dde

mon

stra

tes

clea

rlin

ksto

the

serv

ice

pla

nnin

gp

roce

ss;

•bu

dget

san

dfin

anci

alm

atte

rsar

edi

scus

sed

regu

larly

and

rigor

ousl

yat

allm

anag

emen

tle

vels

;an

d

•se

rvic

em

anag

ers

have

esta

blis

hed

fully

effe

ctiv

ew

orki

ngp

ract

ices

with

thei

rco

lleag

ues

inth

efin

ance

dep

artm

ent.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

8.2.

2Ra

nge

and

impl

emen

tatio

nof

finan

cial

proc

edur

esan

dco

ntro

ls

How

wel

leq

uip

ped

are

budg

etho

lder

sto

imp

lem

ent

finan

cial

pro

cedu

res

and

cont

rols

?

Exam

ples

ofpe

rfor

man

ceda

ta

•Ev

iden

cere

latin

gto

Best

Valu

ere

view

s.

•St

atis

tical

data

onef

fect

iven

ess

offin

anci

alp

roce

dure

san

dco

ntro

ls.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Fi

nanc

iala

ndad

min

istr

ativ

egu

idel

ines

.

•C

ounc

iltr

aini

ngm

ater

ials

and

pro

cess

es.

•D

ocum

enta

tion

onth

eef

fect

iven

ess

oftr

aini

ngev

ents

onim

pro

ving

finan

cial

pro

cedu

res

and

cont

rols

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofth

eC

ounc

ilfin

ance

dep

artm

ent

abou

tef

fect

iven

ess

ofse

rvic

efin

anci

alp

roce

dure

san

dco

ntro

ls

•Vi

ews

ofse

rvic

est

aff.

Toen

sure

that

:

•fu

llyef

fect

ive

finan

cial

and

adm

inis

trat

ive

pro

cedu

res

have

been

deve

lop

edto

pla

nan

dm

anag

ebu

dget

s,in

clud

ing

budg

etar

yva

rianc

es;

•th

ere

isa

syst

emat

ican

dw

ell-o

rgan

ised

app

roac

hto

budg

etar

yad

min

istr

atio

nw

hich

pro

vide

sse

rvic

em

anag

ers

with

easi

lyin

terp

rete

d,ac

cura

tean

dre

liabl

eda

tato

allo

ww

ell-i

nfor

med

deci

sion

sto

beta

ken;

and

•fin

anci

alp

roce

dure

sar

ew

ellk

now

nto

budg

etho

lder

san

dal

loth

erst

aff

with

finan

cial

resp

onsi

bilit

ies.

We

will

:

8.2.

3Pr

oces

ses

for

colle

ctin

g,an

alys

ing

and

eval

uatin

gfin

anci

alin

form

atio

n

How

effe

ctiv

ear

ese

rvic

ep

roce

sses

for

colle

ctin

g,an

alys

ing

and

eval

uatin

gfin

anci

alin

form

atio

n?

Exam

ples

for

perf

orm

ance

data

•D

ata

onth

eef

fect

iven

ess

ofp

roce

sses

tom

anag

ean

dev

alua

tefin

ance

s.

•Ev

iden

ceof

effic

ient

and

effe

ctiv

efin

anci

alau

ditin

gan

alys

isan

dev

alua

tion.

•Ev

iden

cein

finan

cial

rep

orts

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•D

ocum

enta

tion

per

tain

ing

tose

rvic

eau

ditin

gp

roce

dure

san

dp

roce

sses

.

•Se

rvic

ese

lf-ev

alua

tion

docu

men

tatio

n.

Toen

sure

that

:

•th

eau

thor

ityis

kep

tw

elli

nfor

med

ofbu

dget

ary

mat

ters

inlin

ew

ithth

esc

hem

eof

dele

gatio

n;

•th

eau

thor

ityre

gula

rlyre

ceiv

eshi

ghq

ualit

yfin

anci

alre

por

tsco

ncer

ning

the

psy

chol

ogy

serv

ice

finan

cean

dac

tivel

ym

onito

rsbu

dget

ary

per

form

ance

;an

d

•ar

rang

emen

tsfo

rfin

anci

alp

lann

ing

and

exp

endi

ture

are

tran

spar

ent,

dyna

mic

inna

ture

and

fully

utili

sea

wid

era

nge

ofm

anag

emen

tan

dp

erfo

rman

cein

form

atio

n.

We

will

:

A100_101

•Se

rvic

ede

velo

pm

ent

pla

nsal

ong

with

acco

unts

ofbu

dget

allo

catio

n.

•Re

cord

sof

finan

cial

deci

sion

san

dco

nseq

uent

spen

ding

.

8.2.

4Pr

ovid

ing

Best

Valu

e

How

effe

ctiv

ear

eou

rp

roce

dure

sto

ensu

reBe

stVa

lue?

Exam

ples

ofpe

rfor

man

ceda

ta

•St

atis

tical

data

app

rove

dfo

rBe

stVa

lue

revi

ews.

•Ev

iden

cein

Best

Valu

ere

view

rep

orts

and

asso

ciat

eddo

cum

enta

tion.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Re

cord

san

dw

ritte

nfe

edba

ckfr

omst

aff

revi

ews.

•C

ounc

ilan

dw

ider

stak

ehol

der

feed

back

rega

rdin

gre

por

ts.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•St

akeh

olde

rs’o

pin

ions

abou

tin

volv

emen

tin

Best

Valu

ere

view

pro

cess

es.

•St

akeh

olde

rs’r

epor

tin

volv

emen

tin

Best

Valu

ere

view

pro

cess

esan

dth

eir

rep

orte

dle

vels

ofsa

tisfa

ctio

nw

ithse

rvic

ede

liver

y.

Toen

sure

that

:

•th

ese

rvic

e’s

finan

cial

pla

nnin

gan

dm

anag

emen

tre

gim

eis

char

acte

rised

byef

ficie

ncy,

effe

ctiv

enes

s,el

imin

atio

nof

dup

licat

ion

and

the

pro

visi

onof

high

qua

lity

serv

ices

and

valu

efo

rm

oney

;an

d

•A

llas

pec

tsof

finan

cial

pla

nnin

gan

dm

anag

emen

tar

ego

vern

edby

the

prin

cip

les

ofBe

stVa

lue.

We

will

:


Themes:

• Accommodation

• Resources and equipment

• Efficiency and effectiveness in use of resources

• Health and safety

Key Features

The management of finances is closely linked to the wider management of resources. This

indicator sets out to evaluate the effectiveness of the service’s approach to the management of

its resources in the widest sense. The service will need to demonstrate that it is fully aware of

the range of resources at its disposal, from both internal and external sources, and that it has

developed a planned, proactive approach to resource management. This provides a firm base

from which to promote service development and continuous improvement.



QI 8.3 Resource management

A102_103

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

8.3.

1A

ccom

mod

atio

n

How

wel

ldoe

sac

com

mod

atio

nin

the

serv

ice

mee

tth

ene

eds

ofth

ese

rvic

e,st

aff

and

user

s?

Isth

eac

com

mod

atio

nfu

llyac

cess

ible

,m

eetin

gle

gisl

ativ

ere

qui

rem

ents

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•A

cces

sibi

lity

audi

t.

•H

ealth

and

safe

tyau

dit.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•H

ealth

and

safe

tylo

gs,

for

exam

ple

mai

nten

ance

offir

eex

tingu

ishe

rs,

etc.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofa

rang

eof

serv

ice

user

sth

roug

hin

terv

iew

san

dq

uest

ionn

aire

son

suita

bilit

yof

acco

mm

odat

ion.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

whe

ther

the

acco

mm

odat

ion

fully

serv

esth

era

nge

ofp

urp

oses

for

whi

chit

isus

ed.

•O

bser

vatio

nsof

ara

nge

ofw

ork

situ

atio

ns,

e.g.

one-

to-o

nein

terv

iew

s,co

nfid

entia

lmee

tings

,la

rge

grou

pm

eetin

gs,

staf

fde

velo

pm

ent

days

.

Toen

sure

that

:

•th

ese

rvic

em

onito

rsan

dco

ntin

uous

lyad

dres

ses

issu

esre

latin

gto

acco

mm

odat

ion

need

sof

staf

fan

dus

ers.

We

will

:

8.3.

2Re

sour

ces

and

equi

pmen

t

Tow

hat

exte

ntdo

we

know

that

the

reso

urce

san

dfa

cilit

ies

mee

tth

ene

eds

ofal

lsta

ffan

dst

akeh

olde

rs?

How

app

rop

riate

are

our

pla

nsto

man

age

and

deve

lop

reso

urce

san

deq

uip

men

t?

Exam

ples

ofpe

rfor

man

ceda

ta

•Re

sour

cean

deq

uip

men

tau

dit

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•C

ounc

ilan

dse

rvic

eco

mm

ittee

rep

orts

.

•M

inut

esof

staf

fan

dC

PDm

eetin

gs.

Toen

sure

that

:

•th

ese

rvic

em

onito

rsre

sour

ces

and

equi

pm

ent

onan

ongo

ing

basi

san

dta

kes

app

rop

riate

step

sto

upda

tere

fere

nce

and

pro

fess

iona

lmat

eria

lsto

deliv

erbe

tter

outc

omes

tost

akeh

olde

rs;

and


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

•Re

por

tson

how

reso

urce

san

deq

uip

men

tar

em

anag

edan

dde

velo

ped

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofa

rang

eof

serv

ice

staf

fan

dst

akeh

olde

rsth

roug

hin

terv

iew

san

dq

uest

ionn

aire

son

exte

ntto

whi

chre

sour

ces

and

faci

litie

sfu

llym

eet

thei

rne

eds.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

staf

fin

ara

nge

ofdi

ffere

ntac

tiviti

esto

asse

ssw

heth

erth

ere

sour

ces

and

faci

litie

sav

aila

ble

fully

mee

tth

eir

need

san

dth

ene

eds

ofst

akeh

olde

rs,

e.g.

whe

ther

the

libra

ryha

san

app

rop

riate

rang

eof

refe

renc

ean

dp

rofe

ssio

nalm

ater

ials

.

•th

ese

rvic

eha

sa

com

pre

hens

ive

man

agem

ent

pla

nw

hich

mak

esp

rovi

sion

for

anef

fect

ive

use

and

deve

lop

men

tof

itsre

sour

ces.

We

will

:

8.3.

3Ef

ficie

ncy

and

effe

ctiv

enes

sin

use

ofre

sour

ces

How

dow

een

sure

that

reso

urce

sar

eal

loca

ted

tom

eet

natio

nala

ndlo

caln

eeds

?

Exam

ples

ofpe

rfor

man

ceda

ta•

Evid

ence

onse

rvic

eim

pro

vem

ents

resu

lting

from

the

effe

ctiv

ean

def

ficie

ntus

eof

reso

urce

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•C

ounc

ilan

dse

rvic

ere

por

ts.

•Se

rvic

ede

velo

pm

ent

pla

n.

•G

uida

nce

onth

eus

eof

reso

urce

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofa

rang

eof

stak

ehol

ders

with

rega

rdto

effic

ienc

yan

def

fect

iven

ess

ofth

eus

eof

the

serv

ice’

sre

sour

ces.

Toen

sure

that

:

•th

ese

rvic

e’s

app

roac

hto

reso

urce

man

agem

ent

and

reso

urce

allo

catio

nm

eets

natio

nala

ndlo

cal

imp

rove

men

tob

ject

ives

and

prio

ritie

s;an

d

•th

ese

rvic

e’s

per

form

ance

isro

utin

ely

rep

orte

dto

the

auth

ority

.

We

will

:

A104_105

8.3.

4H

ealth

and

safe

ty

Are

serv

ice

man

ager

sap

ply

ing

heal

than

dsa

fety

and

risk

man

agem

ent

pro

cedu

res

effe

ctiv

ely?

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

cont

aine

din

the

serv

ice’

she

alth

and

safe

tyau

dit.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•H

ealth

and

safe

typ

olic

y.

•H

ealth

and

safe

tym

anua

l.

•C

PDlo

gson

trai

ning

tom

eet

serv

ice

heal

than

dsa

fety

req

uire

men

ts.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff

and

othe

rus

ers

rega

rdin

ghe

alth

and

safe

tyis

sues

.

Exam

ples

ofdi

rect

obse

rvat

ion

•Se

rvic

est

aff

upho

ldse

rvic

ep

olic

yin

all

circ

umst

ance

s.

Toen

sure

that

:

•th

ese

rvic

e’s

app

roac

hto

heal

than

dsa

fety

isco

nsis

tent

with

serv

ice

pol

icy,

coun

cilp

olic

yan

dad

dres

ses

the

need

sof

staf

fan

dus

ers.

We

will

:




QI 8.4 Information systems

Themes:

• Data collection, storage and retrieval

• Linkages between, and sharing of, information

• Processes for analysing, evaluating and using information

Key Features

A management information system (MIS) is a system used to enter, store, manipulate and

retrieve information. A well-run, computerised management and administration system

supports the key business processes of a modern service and provides the means of monitoring

provision and improving effectiveness. An MIS should be seen in the context of helping a

service to deliver its core functions and achieve its improvement objectives. Analyses of the

data can give managers, staff and stakeholders a more informed view of current practice in the

service. Because data sharing is a central aspect of the MIS, security is clearly important.

Different levels of security are appropriate for different user groups.

A106_107

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

8.4.

1D

ata

colle

ctio

n,st

orag

ean

dre

trie

val

Isth

ere

aro

bust

MIS

for

the

coor

dina

ted

colle

ctio

n,an

alys

isan

dev

alua

tion

ofda

ta?

Are

allr

ecor

dke

epin

gp

roce

dure

sw

ello

rgan

ised

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•M

ISco

ntrib

utio

nsto

the

achi

evem

ent

ofim

pro

vem

ent

obje

ctiv

es.

•C

omp

lianc

eof

data

writ

ten

info

rmat

ion

abou

tin

divi

dual

child

ren,

youn

gp

eop

lean

dfa

mili

esin

rela

tion

toD

ata

Prot

ectio

nan

dFr

eedo

mof

Info

rmat

ion

Act

s,an

dth

eBr

itish

Psyc

holo

gica

lSo

ciet

y’s

Cod

eof

Ethi

csan

dC

ondu

ct.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Pr

actic

egu

idel

ines

onho

wth

eM

ISis

used

byth

ese

rvic

ean

dw

hat

data

sets

are

kep

t.

•In

duct

ion

guid

elin

esan

dtr

aini

ngm

ater

ials

for

new

staf

fon

the

serv

ice’

sM

IS.

•In

divi

dual

pro

fess

iona

ldev

elop

men

tp

lans

onth

eus

eof

the

MIS

.

•St

akeh

olde

rev

alua

tions

,w

hich

are

auto

mat

ical

lyse

ntou

tw

hen

ane

wre

ferr

alis

mad

e,a

case

disc

harg

edor

are

por

tp

rovi

ded.

•Pr

actic

egu

idel

ines

desc

ribin

gth

ese

rvic

e’s

pro

cedu

res

inre

latio

nto

the

mai

nten

ance

ofre

cord

s.

•Pr

oced

ures

for

acce

ssto

files

.

•A

utho

rity

guid

ance

onar

chiv

ing

disc

harg

edfil

es.

Toen

sure

that

:

•th

ese

rvic

eha

sa

robu

stm

anag

emen

tin

form

atio

nsy

stem

whi

chis

used

toen

ter,

stor

e,m

anip

ulat

ean

dre

trie

vein

form

atio

n;an

d

•th

ese

rvic

eco

ntin

ually

mon

itors

itsp

roce

dure

san

dse

curit

yin

rela

tion

tore

cord

keep

ing.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s•

View

sof

ara

nge

ofst

akeh

olde

rson

the

valu

eof

the

info

rmat

ion

pro

vide

dto

them

from

the

MIS

.Fo

rex

amp

le,

scho

ols

may

bep

rovi

ded

with

data

rela

ting

toth

eac

tiviti

esun

dert

aken

byse

rvic

est

aff

durin

gth

eac

adem

icye

aran

dco

uld

com

men

ton

the

usef

ulne

ssof

such

info

rmat

ion.

•In

form

atio

non

stak

ehol

ders

’vie

ws

onth

ese

rvic

e’s

MIS

and

how

wel

lit

isus

ed.

•Vi

ews

from

stak

ehol

ders

who

have

had

exp

erie

nce

ofac

cess

ing

info

rmat

ion

from

serv

ice

files

,e.

g.ed

ucat

ion

auth

ority

man

ager

s,Re

por

ter

toth

eC

hild

ren’

sPa

nel,

soci

alw

orke

rs,

par

ents

,an

dyo

ung

peo

ple

.•

View

sfr

omsc

hool

sab

out

info

rmat

ion

held

insc

hool

wor

kfil

esan

dth

ese

curit

yof

such

data

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nson

staf

f’sab

ility

toin

put

,st

ore,

man

ipul

ate

and

retr

ieve

info

rmat

ion

from

the

vario

usel

ectr

onic

syst

ems

used

toho

ldda

ta.

•O

bser

vatio

nsof

man

agem

ent

staf

fus

ing

the

info

rmat

ion

stor

edin

the

serv

ice’

sM

ISto

faci

litat

ebu

sine

ssm

eetin

gs,

pla

nnin

g,re

sour

ceal

loca

tion,

and

app

rais

alof

indi

vidu

alst

aff

mem

bers

.•

Exam

inat

ion

ofth

eor

gani

satio

n,cl

arity

and

user

-frie

ndlin

ess

ofca

sefil

es.

•A

chec

kon

whe

ther

allr

ecor

dsof

indi

vidu

alch

ildre

n,yo

ung

peo

ple

and

fam

ilies

are

kep

tin

ase

cure

pla

ce.

•A

chec

kon

whe

ther

the

disp

osal

and

disc

harg

ing

offil

esfo

llow

agre

edp

roce

dure

s.

A108_109

8.4.

2Li

nkag

esbe

twee

n,an

dsh

arin

gof

,in

form

atio

n

How

effe

ctiv

eis

the

info

rmat

ion

and

com

mun

icat

ions

tech

nolo

gyst

rate

gy?

Exam

ples

ofpe

rfor

man

ceda

ta

•Ev

iden

ceof

MIS

bein

gus

edto

iden

tify

tren

dsan

dp

rovi

debe

nchm

ark

and

com

par

ativ

ein

form

atio

nin

pla

nnin

gfo

rim

pro

vem

ent.

•Ev

iden

ceof

info

rmat

ion

from

the

MIS

bein

gus

ed,

for

inst

ance

,in

scho

olw

ork

files

,re

por

ts,

mee

tings

,w

orki

nggr

oup

s.Fo

rex

amp

le,

each

scho

olha

sa

prin

tou

tin

thei

rsc

hool

file

rega

rdin

gth

enu

mbe

rof

scho

olvi

sits

and

the

activ

ities

unde

rtak

endu

ring

the

year

byits

psy

chol

ogis

t.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Pr

oced

ural

guid

elin

esou

tline

the

data

sour

ces

and

how

thes

ear

eus

ed.

•Po

licy

onau

thor

ity-s

hare

din

form

atio

nda

taba

seso

urce

s.

•St

aff

trai

ning

mat

eria

lsav

aila

ble

on-li

neor

onha

rdco

py.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofa

rang

eof

stak

ehol

ders

abou

tth

eva

lue

ofth

ein

form

atio

np

rovi

ded

byth

eM

IS.

For

exam

ple

,sc

hool

sm

aybe

pro

vide

dw

ithda

tare

latin

gto

the

activ

ities

unde

rtak

enby

serv

ice

staf

fdu

ring

the

acad

emic

year

and

coul

dco

mm

ent

onth

eus

eful

ness

ofsu

chin

form

atio

n.M

uch

ofth

ein

form

atio

nso

ught

from

stak

ehol

ders

shou

ldbe

inco

rpor

ated

into

othe

rst

akeh

olde

rev

alua

tion

pro

cess

es(e

.g.

focu

sgr

oup

s,q

uest

ionn

aire

s,in

divi

dual

inte

rvie

ws,

scho

olp

ract

ice

agre

emen

tev

alua

tions

).

Toen

sure

that

:

•th

esy

stem

enab

les

high

per

form

ance

tobe

reco

gnis

edan

dun

der-

per

form

ance

tobe

qui

ckly

iden

tifie

dan

dad

dres

sed.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

staf

f’sus

eof

the

data

stor

edby

the

serv

ice’

sM

ISto

com

mun

icat

ew

ithin

and

outw

ithth

ese

rvic

e.

•O

bser

vatio

nsof

man

ager

s’us

eof

the

MIS

inth

eir

day-

to-d

aybu

sine

ss.

•D

atab

ases

are

obse

rved

tobe

upda

ted

and

man

aged

bya

rang

eof

serv

ice

staf

f,fo

rex

amp

le,

byof

fice

adm

inis

trat

ors,

rese

arch

assi

stan

ts,

mai

ngr

ade,

seni

oran

dp

rinci

pal

psy

chol

ogis

ts.

•A

llst

aff

are

obse

rved

asha

ving

dire

ctac

cess

toap

pro

pria

teda

taso

urce

s.

•St

aff

are

awar

eof

shar

edin

form

atio

nda

taba

ses

used

with

inth

eau

thor

ityan

dar

eob

serv

edus

ing

them

(e.g

.fo

rch

ildp

rote

ctio

nca

ses)

.

8.4.

3Pr

oces

ses

for

anal

ysin

g,ev

alua

ting

and

usin

gin

form

atio

n

How

wel

ldoe

sth

ese

rvic

ep

rovi

deef

fect

ive

cent

ral

coor

dina

tion

and

inte

rpre

tatio

nof

data

pro

vide

dby

itsM

IS?

Exam

ples

ofpe

rfor

man

ceda

ta•

Use

mad

eof

the

data

held

inth

eM

IS,

inst

anda

rds

and

qua

lity

rep

ort.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Im

pro

vem

ent

pla

nsus

ein

form

atio

nfr

omth

eM

ISto

info

rmfu

ture

area

sfo

rim

pro

vem

ent.

•A

udit

ofse

rvic

ede

liver

yth

roug

hth

eus

eof

the

MIS

.Fo

rex

amp

le,

data

base

mon

itorin

gan

dre

cord

ing

ofsc

hool

visi

tson

ace

ntra

ldat

abas

ew

hich

resu

ltin

ach

ange

oftim

eal

loca

tion

tosc

hool

sfr

omdi

sadv

anta

ged

area

s.•

Wor

kp

lans

mak

ing

use

data

stor

edin

the

MIS

toim

pro

vese

rvic

ede

liver

yat

indi

vidu

alp

sych

olog

ist

leve

l.

Toen

sure

that

:

•th

ese

rvic

eha

san

app

rop

riate

info

rmat

ion

com

mun

icat

ions

tech

nolo

gy(I

CT)

stra

tegy

whi

chco

mp

lies

with

rele

vant

legi

slat

ion,

and

allo

ws

for

shar

edin

form

atio

nac

ross

serv

ice

area

s.

We

will

:

A110_111

•St

akeh

olde

rev

alua

tions

man

aged

thro

ugh

the

use

ofth

eM

IS.

For

exam

ple

,q

uest

ionn

aire

sbe

ing

auto

mat

ical

lyse

ntou

tw

hen

ane

wre

ferr

alis

mad

e,a

case

disc

harg

edor

are

por

tp

rovi

ded.

•Re

sear

chre

por

tsw

hich

have

mad

eus

eof

data

from

MIS

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s•

Resu

ltsfr

omst

akeh

olde

rev

alua

tions

onw

heth

erth

ere

isa

pos

itive

imp

act

ofda

tare

ceiv

edfr

omth

ese

rvic

e.Fo

rex

amp

le,

the

bala

nce

ofin

divi

dual

tow

hole

-sch

ooli

nter

vent

ions

chan

ges

asa

resu

ltof

the

data

pro

vide

dfr

omth

esc

hool

data

base

.•

The

view

sse

rvic

est

aff

onth

eir

use

ofda

tahe

ldin

the

MIS

.Fo

rex

amp

le,

thei

rop

inio

non

the

use

ofin

form

atio

nhe

ldin

ash

ared

driv

e,or

the

data

held

ina

cent

rald

ata

base

reco

rdin

gsc

hool

visi

tsan

dac

tiviti

esun

dert

aken

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

staf

fus

ing

the

info

rmat

ion

syst

ems

toac

cess

info

rmat

ion.

•O

bser

vatio

nsof

staf

fdu

ring

thei

rw

ork,

for

exam

ple

,in

scho

olm

eetin

gs,

wor

king

grou

ps,

tose

eif

they

are

usin

gin

form

atio

nfr

omth

eM

IS.

•O

bser

vatio

nsof

man

agem

ent

staf

fto

show

how

they

use

the

MIS

,fo

rex

amp

le,

tofa

cilit

ate

pla

nnin

g,re

sour

ceal

loca

tion

and

app

rais

alof

indi

vidu

alst

aff

mem

bers

.Pr

into

uts

ofda

tam

aybe

obse

rved

asbe

ing

used

toin

form

man

agem

ent

mee

tings

and

othe

rac

tiviti

esw

ithin

the

Cou

ncil.


How good is our leadership?

(KEY AREA 9: LEADERSHIP)

QI 9.1 Vision, values and aims

Themes:

• Appropriateness and coherence with corporate and community vision, values and aims

• Sharing and sustaining the vision

• Promotion of positive attitudes to social and cultural diversity

Key Features

This indicator relates to the collegiate leadership of the service and to the way in which it

exercises its functions through unity of purpose. This will be expressed through the service’s

effectiveness in establishing direction through its vision. To demonstrate good practice, the

service will have to ensure that this vision actively influences practice at the point of delivery.

This indicator focuses on the extent to which vision, values and aims guide planning for, and

impact on, maintaining and improving the quality of services for children, young people,

families and other stakeholders.

A112_113

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

9.1.

1A

ppro

pria

tene

ssan

dco

here

nce

with

corp

orat

ean

dco

mm

unity

visi

on,

valu

esan

dai

ms

Tow

hat

exte

ntdo

the

aim

sof

the

serv

ice

rela

teto

asp

iratio

nsan

dex

pec

tatio

ns?

How

clea

rlyth

ear

ese

rvic

e’s

visi

onva

lues

and

aim

sar

ticul

ated

and

imp

lem

ente

din

rela

tion

tona

tiona

lan

dlo

cala

utho

rity

prio

ritie

s?

Tow

hat

exte

ntar

eth

ese

rvic

e’s

visi

on,

valu

esan

dai

ms

clea

rlyar

ticul

ated

?

Tow

hat

exte

ntar

eth

ese

rvic

e’s

visi

on,

valu

esan

dai

ms

app

rop

riate

?

How

clea

rar

eth

elin

ksbe

twee

nst

rate

gic,

imp

rove

men

tan

dop

erat

iona

lpla

nnin

g?

Tow

hat

exte

ntar

eth

ese

cohe

rent

with

corp

orat

ean

dco

mm

unity

stat

emen

tsof

visi

on,

valu

esan

dai

ms?

Wha

tev

iden

ceis

ther

eth

atth

ese

rvic

e’s

visi

ondi

rect

sth

ew

ork

ofth

ese

rvic

e?

Tow

hat

exte

ntdo

the

visi

on,

valu

esan

dai

ms

ofth

ese

rvic

ere

late

tona

tiona

lprio

ritie

san

dex

pec

tatio

nsfo

rch

ildre

n,yo

ung

peo

ple

and

thei

rfa

mili

es?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

used

inp

rep

arin

gBe

stVa

lue

rep

ort.

•Be

nchm

arki

ngda

tafo

rse

rvic

ede

velo

pm

ent

pla

n.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

eha

ndbo

ok.

•St

atem

ent

ofvi

sion

,va

lues

and

aim

s.

•Se

rvic

ede

velo

pm

ent

pla

n.

•Be

stVa

lue

imp

rove

men

tob

ject

ives

.

•M

inut

esof

team

and

wor

king

grou

ps.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofst

aff

and

othe

rst

akeh

olde

rsco

ntai

ned

inse

lf-ev

alua

tion

rep

orts

.

Exam

ples

ofdi

rect

obse

rvat

ion

•Pu

blic

disp

lay

ofth

est

atem

ent

ofvi

sion

,va

lues

and

aim

sin

serv

ice

offic

es.

•M

anag

ers

are

obse

rved

toop

erat

ein

way

sco

ngru

ent

toth

ese

rvic

e’s

visi

on,

valu

esan

dai

ms

and

top

rom

ote

thes

eam

ong

alls

ervi

cest

aff.

•O

bser

vatio

nsof

serv

ice

staf

fac

ross

abr

oad

rang

eof

sett

ings

.

Toen

sure

that

:

•ai

ms

ofth

ese

rvic

ere

late

toas

pira

tions

and

exp

ecta

tions

;

•se

rvic

evi

sion

,va

lues

and

aim

sar

ecl

early

artic

ulat

ed;

•th

ere

are

clea

rlin

ksbe

twee

nst

rate

gic,

imp

rove

men

tan

dop

erat

iona

lpla

nnin

g;

•th

ere

isco

here

nce

with

corp

orat

ean

dco

mm

unity

stat

emen

tsof

visi

on,

valu

esan

dai

ms;

•th

ese

rvic

e’s

visi

ondi

rect

sits

wor

k;an

d

•th

evi

sion

,va

lues

and

aim

sof

the

serv

ice

rela

teto

natio

nalp

riorit

ies

and

exp

ecta

tions

for

child

ren,

youn

gp

eop

lean

dth

eir

fam

ilies

.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

9.1.

2Sh

arin

gan

dsu

stai

ning

the

visi

on

Wha

tev

iden

ceis

ther

eof

ash

ared

visi

onfo

rth

ese

rvic

e?

Tow

hat

exte

ntdo

the

visi

on,

valu

esan

dai

ms

ofth

ese

rvic

ele

adto

shar

edex

pec

tatio

nsan

das

pira

tions

for

alls

take

hold

ers?

How

isth

est

atem

ent

ofvi

sion

,va

lues

and

aim

ssh

ared

with

serv

ice

staf

f,se

rvic

eus

ers

and

stak

ehol

ders

?

How

has

the

serv

ice

invo

lved

and

take

nin

toac

coun

tth

evi

ews

ofst

akeh

olde

rsin

deve

lop

ing

and

revi

ewin

gits

visi

on,

valu

esan

dai

ms?

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

used

inp

rep

arin

gBe

stVa

lue

rep

ort.

•Be

nchm

arki

ngda

tafo

rse

rvic

ede

velo

pm

ent

pla

n.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Th

ese

rvic

e’s

stat

emen

tof

itsvi

sion

,va

lues

and

aim

s.

•Se

rvic

eha

ndbo

ok.

•In

form

atio

nle

afle

ts.

•Se

rvic

ede

velo

pm

ent

pla

n.

•Se

lf-ev

auat

ion

rep

orts

.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofst

aff

and

othe

rst

akeh

olde

rsan

dth

eex

tent

tow

hich

the

visi

onof

the

serv

ice

issh

ared

.

Exam

ples

ofdi

rect

obse

rvat

ion

•Pu

blic

disp

lay

ofth

est

atem

ent

ofvi

sion

valu

esan

dai

ms

inse

rvic

eof

fices

.

•O

bser

vatio

nsof

how

wel

lser

vice

staf

fsh

are

and

sust

ain

the

serv

ice’

svi

sion

inev

eryd

ayp

ract

ice.

•Se

nior

man

ager

sar

eob

serv

edp

rom

otin

gth

evi

sion

ofth

ese

rvic

eam

ong

stak

ehol

ders

.

Toen

sure

that

:

•th

ere

isev

iden

ceof

ash

ared

visi

onfo

rth

ese

rvic

e;

•vi

sion

,va

lues

and

aim

sof

the

serv

ice

lead

tosh

ared

exp

ecta

tions

and

asp

iratio

nsfo

ral

lst

akeh

olde

rs;

•th

est

atem

ent

ofvi

sion

,va

lues

and

aim

sis

shar

edw

ithse

rvic

est

aff,

serv

ice

user

san

dst

akeh

olde

rs;

and

•th

ese

rvic

eha

sin

volv

edan

dta

ken

acco

unt

ofth

evi

ews

ofst

akeh

olde

rsin

deve

lop

ing

and

revi

ewin

gits

visi

on,

valu

esan

dai

ms.

We

will

:

A114_115

9.1.

3Pr

omot

ion

ofpo

sitiv

eat

titud

esto

soci

alan

dcu

ltura

ldiv

ersi

ty

Tow

hat

exte

ntdo

the

visi

on,

valu

esan

dai

ms

set

out

clea

rex

pec

tatio

nsfo

req

ualit

yan

dso

cial

just

ice?

Inw

hat

way

sdo

seni

orm

anag

ers

dem

onst

rate

and

take

acl

ear

lead

ineq

ualit

yis

sues

?

Tow

hat

exte

ntar

esy

stem

sin

pla

ceto

pro

mot

ep

ositi

veat

titud

esto

soci

alan

dcu

ltura

ldiv

ersi

ty?

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

rela

ting

toth

ep

rom

otio

nof

pos

itive

attit

udes

toso

cial

and

cultu

rald

iver

sity

for

self-

eval

uatio

nre

por

ts.

•D

ata

oneq

ualit

yan

dso

cial

just

ice

issu

esin

benc

hmar

king

exer

cise

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

esha

ndbo

ok.

•Se

rvic

ede

velo

pm

ent

pla

n.

•St

anda

rds

and

qua

lity

rep

orts

.

•In

form

atio

nle

afle

ts.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofal

lsta

ffan

dot

her

stak

ehol

ders

onho

ww

ellt

hese

rvic

ep

rom

otes

pos

itive

attit

udes

toso

cial

and

cultu

rald

iver

sity

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

serv

ice

staf

fac

ross

abr

oad

rang

eof

sett

ings

.

Toen

sure

that

:

•th

evi

sion

,va

lues

and

aim

sof

the

serv

ice

set

out

clea

rex

pec

tatio

nsfo

req

ualit

yan

dso

cial

just

ice;

•se

nior

man

ager

sde

mon

stra

tean

dta

kea

clea

rle

adin

equa

lity

issu

es;

and

•th

ere

are

syst

ems

inp

lace

top

rom

ote

pos

itive

attit

udes

toso

cial

and

cultu

rald

iver

sity

.

We

will

:




QI 9.2 Leadership and direction

Themes:

• Strategic planning and communication

• Strategic deployment of resources

• Evaluation of risk

Key Features

This indicator is fundamentally about strategic planning for future sustainable development. It

focuses on the mapping out of future developments which are challenging, realisable and

sustainable. This indicator also relates to the success of senior managers in linking the

authority’s vision to strategic deployment of resources to deliver services, secure Best Value and

manage sustainable development. Significant current and planned service activities will take

place within a culture which supports and enables effective risk management.

A116_117

HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

9.2.

1St

rate

gic

plan

ning

and

com

mun

icat

ion

Inw

hat

way

sdo

man

ager

sco

mm

unic

ate

and

dem

onst

rate

acl

ear

view

ofse

rvic

eai

ms?

Inw

hat

way

sdo

seni

orm

anag

ers

dem

onst

rate

aco

mm

itmen

tto

cont

inuo

usim

pro

vem

ent?

Tow

hat

exte

ntar

eef

fect

ive

stra

tegi

cp

lans

deve

lop

ed?

How

acce

ssib

lean

dsu

ccin

ctar

ep

lann

ing

docu

men

ts?

How

effe

ctiv

ear

ech

anne

lsof

com

mun

icat

ion?

Wha

tev

iden

ceis

ther

eth

atp

lann

ing

lead

sto

sust

aina

ble

chan

ge?

Tow

hat

exte

ntis

ther

est

rong

lead

ersh

ipan

ddi

rect

ion

onco

rpor

ate

pol

icie

s?

Inw

hat

way

sdo

man

ager

sle

adin

divi

dual

san

dte

ams

succ

essf

ully

thro

ugh

the

stra

tegi

cp

lann

ing

cycl

e?

Tow

hat

exte

ntis

succ

essi

onp

lann

ing

evid

ent?

How

dom

anag

ers

lead

inac

hiev

ing

key

obje

ctiv

es?

Doe

sst

rate

gic

pla

nnin

gre

flect

app

rop

riate

natio

nal

and

loca

lprio

ritie

s?

Isst

rate

gic

pla

nnin

gde

velo

ped

and

revi

ewed

with

the

invo

lvem

ent

ofse

rvic

est

aff

and

stak

ehol

ders

?

Isst

rate

gic

pla

nnin

gco

mm

unic

ated

effe

ctiv

ely

tost

aff

and

stak

ehol

ders

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

colla

ted

for

Best

Valu

ere

por

ts.

•Be

nchm

arki

ngda

tafo

rse

rvic

ede

velo

pm

ent

pla

n.

•A

udit

cont

aine

din

sour

ceim

pro

vem

ent

pla

n.

•D

ata

colla

ted

inth

ep

rep

arat

ion

ofth

ese

rvic

ede

velo

pm

ent

pla

n.

•Q

uant

itativ

eda

tain

Best

Valu

ere

por

ts.

•Ev

alua

tions

with

inH

MIE

rep

orts

.

•D

ata

onco

mm

unic

atio

nfo

rse

lf-ev

alua

tion

rep

orts

.

•N

umbe

rof

stak

ehol

ders

and

agen

cies

whi

chha

veco

mm

ente

don

the

serv

ice

deve

lop

men

tp

lan.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Pl

anni

ngdo

cum

ents

.

•Se

lf-ev

alua

tion

rep

orts

.

•St

anda

rds

and

qua

lity

rep

orts

.

•Pl

anni

ngcy

cle

for

revi

ewin

gp

olic

ies,

pro

cedu

res

and

guid

elin

es.

•M

inut

esof

team

and

wor

king

grou

ps.

•D

ocum

enta

tion

pro

duce

dby

wor

king

grou

ps.

•M

inut

esof

stak

ehol

der

refe

renc

egr

oup

s.

•M

inut

esof

team

and

wor

king

grou

ps.

Toen

sure

that

:

•m

anag

ers

com

mun

icat

ean

dde

mon

stra

tea

clea

rvi

ewof

serv

ice

aim

s;

•m

anag

ers

dem

onst

rate

aco

mm

itmen

tto

cont

inuo

usim

pro

vem

ent;

•ef

fect

ive,

acce

ssib

lean

dsu

ccin

ctst

rate

gic

pla

nsar

ede

velo

ped

;

•ch

anne

lsof

com

mun

icat

ion

are

effe

ctiv

e;

•p

lann

ing

lead

sto

sust

aina

ble

chan

ge;

•th

ere

isst

rong

lead

ersh

ipan

ddi

rect

ion

onco

rpor

ate

pol

icie

s;

•m

anag

ers

lead

indi

vidu

als

and

team

ssu

cces

sful

lyth

roug

hth

est

rate

gic

pla

nnin

gcy

cle

and

key

obje

ctiv

es;

•su

cces

sion

pla

nnin

gis

evid

ent;

•re

gula

rre

view

ofth

est

rate

gic

pla

nco

nsid

ers

deve

lop

men

tsin

othe

rre

leva

ntse

ctor

s;

•p

erio

dic

revi

sion

ofth

est

rate

gic

pla

nis

unde

rtak

en;

•do

cum

ents

show

that

the

serv

ice

activ

ely

refle

cts

onits

stra

tegi

cp

lan;

•th

ese

rvic

eha

sa

deve

lop

men

tp

lan

whi

chre

flect

sna

tiona

land

loca

lprio

ritie

s;

•th

ep

roce

ssof

revi

ewan

dre

visi

onin

clud

esa

pre

sent

atio

nat

ast

aff

mee

ting;

•th

ep

ublis

hed

pla

nis

sent

toap

pro

pria

test

akeh

olde

rs;

•do

cum

ents

show

staf

fp

artic

ipat

ion

and

owne

rshi

p;


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff

onst

rate

gic

pla

nnin

gan

dco

mm

unic

atio

nby

man

agem

ent.

•Vi

ews

ofst

akeh

olde

rsas

colla

ted

inev

alua

tion

rep

orts

.

•In

form

atio

nob

tain

edth

roug

hfo

cus

grou

ps.

•A

naly

sis

ofst

akeh

olde

rs’v

iew

s.

•In

form

atio

nob

tain

edfr

omin

dep

ende

ntau

dits

ofst

akeh

olde

rs’i

nvol

vem

ent.

•Vi

ews

ofst

akeh

olde

rson

the

serv

ice’

sst

anda

rds

and

qua

lity

rep

ort.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nat

staf

fm

eetin

gs.

•O

bser

vatio

nof

the

wor

kof

stra

tegi

cp

lann

ing

grou

ps.

•O

bser

vatio

nof

seni

orm

anag

ers

outli

ning

stra

tegi

cp

lans

tost

akeh

olde

rs.

•re

gula

rre

view

ofst

rate

gic

pla

nnin

gis

ap

artic

ipat

ive

pro

cess

invo

lvin

gse

rvic

est

aff

and

seek

ing

the

view

sof

stak

ehol

ders

;

•ev

alua

tion

rep

orts

dem

onst

rate

stak

ehol

der

satis

fact

ion

with

the

serv

ice’

sst

rate

gic

pla

nnin

g;

•th

ep

lans

are

deve

lop

edan

dre

view

edw

ithth

ein

volv

emen

tof

serv

ice

staf

fan

dst

akeh

olde

rs;

•ev

alua

tion

rep

orts

dem

onst

rate

stak

ehol

der

satis

fact

ion

with

stra

tegi

cp

lann

ing;

and

•th

ese

rvic

ep

lan

isco

mm

unic

ated

tost

aff

and

stak

ehol

ders

.

We

will

:

9.2.

2St

rate

gic

depl

oym

ent

ofre

sour

ces

How

dom

anag

ers

lead

inac

hiev

ing

Best

Valu

e?

Tow

hat

exte

ntis

aBe

stVa

lue

app

roac

hto

cont

inuo

usim

pro

vem

ent

take

n?

Tow

hat

exte

ntis

wid

erau

thor

ityre

sour

cem

anag

emen

tta

ken

into

acco

unt

inse

rvic

ep

lann

ing?

Isth

ere

ast

rate

gic

reso

urce

dep

loym

ent

pla

nlin

ked

with

stra

tegi

cp

lann

ing?

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

colla

ted

for

serv

ice

deve

lop

men

tp

lan.

•D

ata

colla

ted

for

Best

Valu

ere

por

ts.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

est

anda

rds

and

qua

lity

rep

orts

,se

rvic

eha

ndbo

ok,

self-

eval

uatio

nre

por

ts,

Best

Valu

ere

por

ts.

•M

inut

esof

team

and

wor

king

grou

ps

and

rep

orts

from

wor

king

grou

ps.

Toen

sure

that

:

•m

anag

ers

take

ale

adin

achi

evin

gBe

stVa

lue;

•a

Best

Valu

eap

pro

ach

ista

ken

toco

ntin

uous

imp

rove

men

tw

ithre

gard

toth

est

rate

gic

dep

loym

ent

ofre

sour

ces;

•w

ider

auth

ority

reso

urce

man

agem

ent

ista

ken

into

acco

unt

inse

rvic

ep

lann

ing;

•th

ere

gula

rre

view

ofst

rate

gic

pla

nnin

gis

ap

artic

ipat

ive

pro

cess

invo

lvin

gse

rvic

est

aff

and

seek

ing

the

view

sof

stak

ehol

ders

;

A118_119

Isth

est

rate

gic

reso

urce

dep

loym

ent

pla

nde

velo

ped

and

revi

ewed

with

the

invo

lvem

ent

ofse

rvic

est

aff

and

stak

ehol

ders

?

Isth

isp

lan

com

mun

icat

edto

staf

fan

dst

akeh

olde

rs?

Isth

isp

lan

com

mun

icat

edto

staf

fan

dst

akeh

olde

rs?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff

onst

rate

gic

pla

nnin

gan

dco

mm

unic

atio

nby

man

agem

ent.

•Vi

ews

obta

ined

from

exte

rnal

agen

cies

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nat

staf

fm

eetin

gs,

pla

nnin

gm

eetin

gsan

dm

eetin

gsw

ithed

ucat

ion

auth

ority

man

ager

s.

•ev

alua

tion

rep

orts

dem

onst

rate

stak

ehol

der

satis

fact

ion

with

the

way

inw

hich

the

serv

ice

dep

loys

itsre

sour

ces;

•th

est

rate

gic

reso

urce

dep

loym

ent

pla

nis

deve

lop

edan

dre

view

edw

ithth

ein

volv

emen

tof

serv

ice

staf

fan

dst

akeh

olde

rs;

•th

ep

roce

ssof

revi

ewan

dre

visi

onin

clud

esa

pre

sent

atio

nat

ast

aff

mee

ting;

•th

ese

rvic

ep

lan

isse

ntto

app

rop

riate

stak

ehol

ders

;

•do

cum

ents

show

ast

aff

par

ticip

atio

nan

dow

ners

hip

;an

d

•ev

alua

tion

rep

orts

show

stak

ehol

der

satis

fact

ion

with

the

stra

tegi

cp

lann

ing

pro

cess

.

We

will

:

9.2.

3Ev

alua

tion

ofris

k

•W

hat

evid

ence

isth

ere

that

the

serv

ice

isris

k-aw

are?

•To

wha

tex

tent

are

cost

s-be

nefit

san

alys

esca

rrie

dou

tw

hen

cons

ider

ing

new

serv

ice

deve

lop

men

ts?

•In

wha

tw

ays

are

rele

vant

par

tner

san

dst

akeh

olde

rsco

nsul

ted

inre

latio

nto

risk

man

agem

ent?

Exam

ples

ofpe

rfor

man

ceda

ta

•St

atis

tical

evid

ence

for

Best

Valu

ere

por

t.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Se

rvic

edo

cum

enta

tion,

e.g.

serv

ice

hand

book

,st

atem

ent

ofvi

sion

,va

lues

and

aim

s,se

rvic

ede

velo

pm

ent

pla

n,lo

cala

utho

rity

serv

ice

pla

n,Be

stVa

lue

rep

ort,

Best

Valu

eim

pro

vem

ent

obje

ctiv

es.

•M

inut

esof

team

and

wor

king

grou

ps

and

rep

orts

from

wor

king

grou

ps.

Toen

sure

that

:

•th

ese

rvic

eis

risk-

awar

e;

•ris

ksar

eba

lanc

edag

ains

tbe

nefit

sin

any

new

serv

ice

deve

lop

men

t;an

d

•re

leva

ntp

artn

ers

and

stak

ehol

ders

are

cons

ulte

din

rela

tion

toris

km

anag

emen

t.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ewof

serv

ice

staf

f,p

artn

ers

and

othe

rst

akeh

olde

rsab

out

the

serv

ice’

sap

pro

ach

toev

alua

tion

orris

k.

Dire

ctO

bser

vatio

n

•O

bser

vatio

nof

cost

/ben

efits

disc

ussi

ons

and

anal

ysis

.

•O

bser

vatio

nof

deve

lop

men

tp

lann

ing

disc

ussi

ons.

A120_121

Themes:

• Development of leadership capacity

• Building and sustaining relationships

• Teamwork and partnerships

Key Features

This indicator relates to the effectiveness of the service in building capacity for leadership at all

levels and securing positive working relationships and successful outcomes with stakeholders

and partner agencies. The indicator relates to the ethos and culture of the service and beyond,

through its operations corporately within the authority and in joint working with its partner

agencies. The effectiveness of the service management team, their deployment, responsibilities

and co-working in relation to organisational requirements and key strengths are relevant.

Delegation to and empowerment of staff and partners are important features, alongside the

development and support of effective teamwork.



QI 9.3 Developing people and partnerships


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

9.3.

1D

evel

opm

ent

ofle

ader

ship

capa

city

Tow

hat

exte

ntdo

the

serv

ice

man

ager

sm

odel

aw

ide

rang

eof

effe

ctiv

ele

ader

ship

skill

san

dm

otiv

ate

othe

rsto

give

ofth

eir

best

?

Tow

hat

exte

ntis

ther

ea

bala

nced

rang

eof

skill

san

dp

erso

nalq

ualit

ies

evid

ent

inth

ese

rvic

ele

ader

ship

?

How

effe

ctiv

ely

does

the

serv

ice

iden

tify

and

pro

mot

eta

lent

?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

conc

erni

ngle

ader

ship

cap

acity

inBe

stVa

lue

and

HM

IEre

por

ts.

•N

umbe

rof

times

that

tale

nts

and

achi

evem

ents

are

reco

gnis

ed.

•D

ata

rela

ting

toth

eid

entif

icat

ion

and

pro

mot

ion

ofta

lent

sin

eval

uatio

nre

por

ts.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•M

inut

esof

team

and

wor

king

grou

ps,

rep

orts

from

wor

king

grou

ps,

revi

ewan

dde

velo

pm

ent

pro

form

as.

•Se

rvic

eim

pro

vem

ent

pla

nsan

dst

anda

rds

and

qua

lity

rep

orts

.

•C

PDre

cord

s.

•Ev

alua

tion

rep

orts

from

wor

king

grou

ps.

•Se

rvic

ede

velo

pm

ent

pla

n.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofst

akeh

olde

rsas

show

nin

eval

uatio

nre

por

ts.

•Vi

ews

onle

ader

ship

cap

acity

from

seni

orm

anag

ers

inth

eau

thor

ity.

•Re

sults

from

staf

fsu

rvey

s.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

how

man

ager

sid

entif

yan

dp

rom

ote

tale

ntac

ross

abr

oad

rang

eof

sett

ings

.

Toen

sure

that

:

•se

nior

man

ager

sar

eef

fect

ive

team

build

ers

and

mot

ivat

ors

who

are

awar

eof

thei

rle

ader

ship

qua

litie

san

dof

thos

eas

pec

tsre

qui

ring

deve

lop

men

t;

•se

nior

man

ager

sha

vea

pro

gram

me

ofC

PDw

hich

addr

esse

sbo

thth

eir

app

lied

psy

chol

ogy

and

man

ager

ials

kills

;an

d

•th

ere

are

stru

ctur

esin

pla

ceto

draw

upon

colle

ctiv

ekn

owle

dge,

exp

erie

nce,

skill

san

dp

erso

nali

nter

ests

,to

iden

tify

and

dire

ctta

lent

,an

dto

pro

mot

esk

ills

incl

udin

gle

ader

ship

.

We

will

:

A122_123

9.3.

2Bu

ildin

gan

dsu

stai

ning

rela

tions

hips

How

effe

ctiv

ely

has

the

serv

ice

deve

lop

eda

sup

por

tive

wor

ken

viro

nmen

tin

whi

chst

aff

shar

ea

sens

eof

resp

onsi

bilit

yto

imp

rove

the

qua

lity

ofse

rvic

es?

How

effe

ctiv

ely

does

the

serv

ice

deve

lop

wor

king

rela

tions

hip

sth

atar

ebu

ilton

trus

tan

dre

flect

age

nuin

eco

ncer

nfo

rst

aff

and

rele

vant

par

tner

s?

Exam

ples

ofpe

rfor

man

ceda

ta•

Dat

aon

build

ing

and

sust

aina

bilit

yef

fect

ive

rela

tions

hip

sin

Best

Valu

ean

dH

MIE

rep

orts

.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•St

anda

rds

and

qua

lity

rep

orts

.

•Ev

alua

tion

rep

orts

onte

amw

ork

and

onjo

int

rese

arch

pro

ject

s.

•M

inut

esof

team

and

wor

king

grou

ps

and

rep

orts

from

wor

king

grou

ps.

Exam

ples

ofst

akeh

olde

rs’v

iew

s•

View

sex

pre

ssed

inst

akeh

olde

rs’e

valu

atio

nre

por

ts.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

how

man

ager

sbu

ildan

dsu

stai

nre

latio

nshi

ps

acro

ssa

broa

dra

nge

ofse

ttin

gs.

Toen

sure

that

:

•th

ere

are

stru

ctur

esin

pla

cefo

rst

aff

todi

scus

san

dsh

ape

coun

cil,

educ

atio

nan

dse

rvic

ep

riorit

ies

and

pro

mot

ea

sens

eof

com

mon

owne

rshi

p;

•se

rvic

est

aff

can

open

lydi

scus

sch

alle

nges

and

diffi

culti

esth

atar

ise

and

pro

mot

eag

reed

solu

tions

;an

d

•st

aff

have

good

opp

ortu

nitie

sbo

thas

indi

vidu

als

and

asa

colle

ctiv

ete

am,

tofo

rmef

fect

ive

wor

king

rela

tions

hip

sw

ithea

chot

her

and

with

par

tner

agen

cies

.

We

will

:


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

9.3.

3Te

amw

ork

and

part

ners

hips

Tow

hat

exte

ntar

esy

stem

sin

pla

ceto

help

peo

ple

tack

lech

alle

ngin

gp

robl

ems,

shar

ein

form

atio

nan

dde

alw

ithdi

fficu

lties

?

Tow

hat

exte

ntdo

esth

ese

rvic

ep

roac

tivel

yes

tabl

ish

stro

nglin

ksw

ithes

tabl

ishm

ents

,st

akeh

olde

rs,

par

tner

agen

cies

and

othe

rco

unci

lser

vice

san

dle

adjo

int

imp

rove

men

tac

tiviti

es?

Exam

ples

ofpe

rfor

man

ceda

ta

•Ev

alua

teda

taco

ncer

ning

the

effe

ctiv

enes

san

dsu

cces

ses

ofte

ams.

•A

udit

data

for

serv

ice

deve

lop

men

tp

lan.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•M

inut

esof

team

and

wor

king

grou

ps

and

qua

lity

assu

ranc

ere

por

tson

team

wor

k.

•Jo

int

rep

orts

onth

eou

tcom

esof

par

tner

ship

s.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofse

rvic

est

aff

onte

amw

ork.

•Vi

ews

onef

fect

iven

ess

ofp

artn

ersh

ips

from

othe

rag

enci

es.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

how

serv

ice

man

ager

sp

rom

ote

par

tner

ship

sw

ithot

her

agen

cies

acro

ssa

broa

dra

nge

ofse

ttin

gs.

Toen

sure

that

:

•th

ere

are

stru

ctur

esin

pla

cefo

rst

aff

todi

scus

san

dsh

ape

coun

cil,

educ

atio

nan

dse

rvic

ep

riorit

ies

and

pro

mot

ea

sens

eof

com

mon

owne

rshi

p;

•st

aff

have

good

opp

ortu

nitie

sto

exam

ine

chal

leng

esan

ddi

fficu

lties

and

pro

mot

eag

reed

solu

tions

;an

d

•se

nior

man

ager

sp

rom

ote

with

inth

eir

team

s,ot

her

coun

cils

ervi

ces

and

par

tner

agen

cies

the

need

tobu

ildop

por

tuni

ties

and

stru

ctur

esfo

ref

fect

ive

join

tw

orki

ng.

We

will

:

A124_125



QI 9.4 Leadership of change and improvement

Themes:

• Support and challenge

• Creativity, innovation and step change

• Continuous improvement

Key Features

This indicator is concerned with the effectiveness of the leadership of the service to maintain

high levels of quality, deliver continuous improvement, and work towards achieving excellence

in the quality of applied psychological services for children, young people, families and other

stakeholders. A critically important component of the leadership function is the need for

service managers and stakeholders to challenge staff continuously to improve the quality of

service, by setting demanding but realistic performance targets and by providing high-level

support to assist them to achieve these. The indicator also relates to the ability and success of

the service management team systematically to encourage and support innovative and

effective practices which bring about positive step changes in learners’ experiences.


HO

WA

REW

ED

OIN

G?

HO

WD

OW

EKN

OW

?W

HAT

ARE

WE

GO

ING

TOD

ON

OW

?

9.4.

1Su

ppor

tan

dch

alle

nge

Tow

hat

exte

ntha

veSe

rvic

em

anag

ers’

embe

dded

chal

leng

ean

dsu

pp

ort

ofst

aff

asa

mea

nsof

secu

ring

cont

inuo

usim

pro

vem

ent?

Som

eex

ampl

esof

appr

opria

teso

urce

sof

evid

ence

are

give

nbe

low

.H

owev

er,

they

are

not

cons

ider

edto

beco

mpr

ehen

sive

orpr

escr

iptiv

e.

Exam

ples

ofpe

rfor

man

ceda

ta

•D

ata

ofm

eetin

gim

pro

vem

ent

targ

ets.

•St

atis

tical

info

rmat

ion

for

Best

Valu

ere

por

ts.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•M

inut

esof

team

and

wor

king

grou

ps.

•Ev

alua

tion

rep

orts

outli

ning

outc

omes

and

imp

act

onth

ew

ork

ofth

ese

rvic

e.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•St

akeh

olde

rs’e

valu

atio

nsof

serv

ice’

sou

tcom

esan

dim

pac

t.

•C

olla

ted

info

rmat

ion

from

staf

fsu

rvey

s.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

man

ager

sp

rom

otin

gch

alle

nge

and

sup

por

tac

ross

abr

oad

rang

eof

sett

ings

.

Toen

sure

that

:

•se

nior

man

ager

sta

kea

lead

ing

role

inen

surin

gth

atst

ruct

ures

exis

tto

chal

leng

ean

dsu

pp

ort

colle

ague

sin

the

que

stfo

rim

pro

vem

ent;

and

•se

nior

man

ager

san

dst

aff

pro

mot

ebe

stp

ract

ice

from

both

with

inth

ese

rvic

ean

dfr

omot

her

serv

ices

.

We

will

:

9.4.

2C

reat

ivity

,in

nova

tion

and

step

chan

ge

Tow

hat

exte

ntha

vese

rvic

em

anag

ers

enco

urag

edan

dsu

pp

orte

din

nova

tive

and

effe

ctiv

ep

ract

ices

whi

chre

sult

inq

ualit

ativ

est

epch

ange

inst

aff

exp

erie

nces

and

serv

ice

deliv

ery?

Exam

ples

ofpe

rfor

man

ceda

ta

•Q

ualit

ativ

eda

taon

mee

ting

targ

ets.

•N

umbe

rof

inno

vativ

ep

ract

ices

succ

essf

ully

intr

oduc

edby

serv

ice.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Ev

alua

tion

rep

orts

onin

nova

tive

pra

ctic

es.

•St

anda

rds

and

qua

lity

rep

orts

.•

Rese

arch

rep

orts

onp

roje

cts

insc

hool

san

dac

ross

the

auth

ority

.

Toen

sure

that

:

•se

nior

man

ager

sta

kea

lead

ing

role

inen

surin

gth

atst

ruct

ures

exis

tto

pro

mot

ecr

eativ

ity,

inno

vatio

nan

dst

epch

ange

;an

d

•se

nior

man

ager

san

dst

aff

pro

mot

ein

nova

tive

pra

ctic

esfr

ombo

thw

ithin

the

serv

ice

and

from

othe

rse

rvic

es.

We

will

:

A126_127

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofst

akeh

olde

rsin

eval

uatio

nre

por

ts.

•Ev

alua

tions

ofse

nior

man

ager

sin

the

auth

ority

abou

tth

eou

tcom

esan

dim

pac

tof

new

way

sof

wor

king

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nsof

staf

fp

lann

ing

and

imp

lem

entin

gin

nova

tive

pra

ctic

es.

9.4.

3C

ontin

uous

impr

ovem

ent

How

have

serv

ice

man

ager

san

dst

aff

succ

eede

din

build

ing

ast

rong

cap

acity

for

imp

rove

men

tw

ithin

the

orga

nisa

tion?

Exam

ples

ofpe

rfor

man

ceda

ta

•Q

ualit

ativ

ean

dq

uant

itive

data

onth

esu

cces

sof

inno

vativ

ep

ract

ices

.

•St

atis

tical

info

rmat

ion

rega

rdin

gth

eat

tain

men

tof

imp

rove

men

tta

rget

s.

Exam

ples

ofre

leva

ntdo

cum

enta

tion

•Re

sear

chre

por

tson

the

imp

act

ofin

nova

tive

pra

ctic

es.

•St

anda

rds

and

qua

lity

rep

orts

.

•Pu

blic

atio

nsby

serv

ice

staf

fin

jour

nals

and

onth

ein

tern

et.

Exam

ples

ofst

akeh

olde

rs’v

iew

s

•Vi

ews

ofst

akeh

olde

rsin

eval

uatio

nre

por

tsab

out

inno

vatio

nan

dst

epch

ange

.

Exam

ples

ofdi

rect

obse

rvat

ion

•O

bser

vatio

nof

man

ager

sp

rom

otin

gco

ntin

uous

imp

rove

men

tac

ross

abr

oad

rang

eof

sett

ings

.

Toen

sure

that

:

•se

nior

man

ager

sta

kea

lead

ing

role

inen

surin

gth

atst

ruct

ures

exis

tto

pla

nan

dim

ple

men

tin

nova

tion

and

step

chan

ge;

and

•se

nior

man

ager

san

dst

aff

pro

mot

ebe

stp

ract

ices

with

rega

rdto

crea

tivity

,in

nova

tion

and

step

chan

ge.

We

will

:

Part B

Journey to Excellence for theeducational psychology services

B128_129

Part B – Journey to Excellence for theeducational psychology services

PROMOTESWELL-BEING AND

RESPECT

VALUES ANDEMPOWERS ITS

STAFF AND YOUNGPEOPLE

REFLECTS ON ITSOWN WORKAND THRIVESON CHALLENGE

WORKS TOGETHERWITH PARENTS TOIMPROVE LEARNING

DEVELOPS ACULTURE OF

AMBITION ANDACHIEVEMENT

DEVELOPS ACOMMON VISIONAMONG CHILDRENAND YOUNG PEOPLE,PARENTS AND STAFF

FOSTERS HIGHQUALITY LEADERSHIP

AT ALL LEVELS

WORKS INPARTNERSHIPS WITHOTHER AGENCIES

AND ITS COMMUNITY

ENGAGES YOUNGPEOPLE IN THE HIGHEST

QUALITY LEARNING ACTIVITIES

FOCUSES ONOUTCOMES ANDMAXIMISES SUCCESS FOR

ALL LEARNERS

LE

ARNIN

G AND TEACHING

LEARNING AND TEACHING

SUCCESSFULLEARNERS

EFFECTIVECONTRIBUTORS

CONFIDENTINDIVIDUALS

RESPONSIBLECITIZENS

Introduction

The self-evaluation framework is about improving educational psychology services to deliver

better outcomes for all service users. Schools have received a copy of How good is our school?

The Journey to Excellence, which outlines ten dimensions of excellence. These do not cover

everything which goes on in a school but rather focus on those aspects which have a directimpact on learning and outcomes for all young people. The ten dimensions and their related

features provide an indication of some of the things which make a school excellent. The ten

dimensions and the related features are also relevant to educational psychology services and

their journey to excellence. Educational psychology services can support services and schools

on their journeys to excellence and also examine where the service is on its own journey to

excellence. For example, schools may ask the educational psychology service for help in

working on the partnership dimension.

The ten dimensions of excellence


Appendix I Bibliography

SOED (1980) Education (Scotland) Act 1980

London: HMSO.

SEED (1999) Quality Assurance in Education Authority Psychological Services

Self-evaluation using performance indicators.

Edinburgh: Scottish Executive Education Department.

SEED (2002) Review of Provision of Educational Psychology Services in Scotland

(Currie Report). Edinburgh: Scottish Executive Education Department.

SEED (2004) Education (Additional Support for Learning) (Scotland) Act 2004

Edinburgh: The Stationery Office Limited.

SEED (2005) Supporting Children’s Learning: Code of Practice

Edinburgh: Scottish Executive Education Department.

HMIE (2006) Quality Management in Education 2: Self-evaluation for quality improvement

Livingston: HMIE.

PDP Developing a Self-Evaluation Framework for Educational Psychological Services

(2005-2006)

B130_131


GRI

DFO

RC

ROSS

REFE

REN

CIN

G

SOU

RCES

OF

EVID

ENC

EW

ITH

QIs

1.1

1.2

2.1

2.2

3.1

4.1

4.2

5.1

5.2

5.3

5.4

5.5

5.6

5.7

6.1

6.2

6.3

7.1

7.2

7.3

8.1

8.2

8.3

8.4

9.1

9.2

9.3

9.4

SOU

RCE

OF

INFO

RMAT

ION

-D

OC

UM

ENTA

TIO

N

SERV

ICE

DO

CU

MEN

TS

Serv

ice

deve

lop

men

tp

lan

Stat

emen

tof

visi

on,

valu

es,

aim

s

Serv

ice

hand

book

Stan

dard

ised

pap

erw

ork

syst

ems/

pro

form

asfo

rus

eby

educ

atio

nalp

sych

olog

ists

Serv

ice

pol

icy

and

pro

cedu

res

Serv

ice

guid

elin

eson

pol

icie

san

dp

roce

dure

s

Serv

ice

recr

uitm

ent

pro

cedu

res,

incl

udin

gp

aper

wor

k

Serv

ice

indu

ctio

np

roce

dure

s

Writ

ten

cons

ulta

tion

fram

ewor

kfo

rp

olic

ies

and

pro

cedu

res

Port

folio

ofac

tiviti

esof

fere

dby

the

serv

ice

Serv

ice

Best

Valu

ere

por

t

Rese

arch

rep

orts

Serv

ice

stan

dard

san

dq

ualit

yre

por

t

Col

latio

nof

info

rmat

ion

from

serv

ice

feed

back

Sum

mar

yof

serv

ice

achi

evem

ents

Sum

mar

yof

serv

ice

eval

uatio

non

deliv

ery

ofke

yse

rvic

es

Sum

mar

yof

per

form

ance

data

with

built

-inev

alua

tion

Self-

eval

uatio

nda

ta/s

tatis

tics

Info

rmat

ion

for

stak

ehol

ders

,e.

g.le

afle

ts,

web

site

,p

ublic

atio

ns

Info

rmat

ion

leaf

lets

avai

labl

ein

Brai

lle,

othe

rla

ngua

ges

and

onC

D/D

VD

Reco

rds

kep

tof

wor

kca

rrie

dou

tdu

ring

scho

olvi

sits

Reco

rds

with

inca

sefil

es

Form

alre

por

tson

spec

ific

initi

ativ

es

Col

late

dfe

edba

ckfr

omtr

aini

ngp

rovi

ded

Lett

ers

ofre

cogn

ition

ofq

ualit

yof

serv

ice

pro

vide

d

Reco

rds

ofco

mp

lain

tsan

dou

tcom

es

Reco

rds

kep

ton

use

ofin

terp

rete

rse

rvic

es

Stat

emen

ts/c

ertif

icat

esof

com

pet

ence

ined

ucat

iona

ltes

ting

Appendix II Grid for cross-referencing sources of evidence with quality indicators

B132_133

Dat

abas

eof

trai

ning

mat

eria

ls

Serv

ice

pub

licat

ions

Min

utes

ofse

rvic

ebu

sine

ssm

eetin

gs

Min

utes

ofse

rvic

ede

velo

pm

ent

mee

tings

Min

utes

ofm

eetin

gsfo

rin

divi

dual

child

ren/

youn

gp

eop

le

Reco

rds

ofis

sues

rega

rdin

gst

aff

sup

por

t

Serv

ice

log

ofde

liver

yof

trai

ning

atlo

cala

ndna

tiona

llev

el

Min

utes

from

stee

ring/

pla

nnin

ggr

oup

s

Min

utes

ofm

eetin

gsw

ithau

thor

ityre

ps

top

lan

serv

ice

prio

ritie

s

Poin

tsfo

rac

tion

from

focu

sgr

oup

sof

serv

ice

user

s

Que

stio

nnai

res

for

feed

back

onse

rvic

ede

liver

y

Stru

ctur

edin

terv

iew

sche

dule

for

feed

back

onse

rvic

ede

liver

y

Self-

eval

uatio

ndo

cum

enta

tion

Indi

vidu

alC

PDlo

gske

pt

byea

ched

ucat

iona

lpsy

chol

ogis

t

Staf

fre

view

and

deve

lop

men

tsu

mm

arie

s

Evid

ence

ofeq

ualo

ppor

tuni

ties

mon

itore

din

recr

uitm

ent

and

empl

oym

ent

Publ

ishe

dar

ticle

sin

pre

ss/j

ourn

als/

new

slet

ters

Prac

tice

leve

lagr

eem

ents

with

esta

blis

hmen

ts

Prac

tice

leve

lagr

eem

ents

with

othe

rag

enci

es

AU

THO

RITY

DO

CU

MEN

TS

Aut

horit

yde

velo

pm

ent

pla

n

Aut

horit

yev

alua

tion

rep

orts

Oth

erau

thor

itydo

cum

enta

tion

(nam

e)

Indi

vidu

ales

tabl

ishm

ent

deve

lop

men

tp

lans

Pap

erw

ork

outli

ning

pur

pos

esof

stee

ring/

pla

nnin

ggr

oup

s

Aut

horit

yp

olic

yth

atis

base

don

Cou

ncil

and

BPS

pol

icy

Inte

grat

edch

ildre

n's

serv

ices

pla

n

OTH

ERD

OC

UM

ENTS

Nat

iona

lprio

ritie

sfo

red

ucat

ion

HM

IEre

por

ts

ISBN 978-0-7053-1111-3

RR Donnelley B50080 03/07

Further information is available from:

HM Inspectorate of EducationDenholm HouseAlmondvale Business ParkAlmondvale WayLivingstonEH54 6GA

Tel: 01506 600 200Fax: 01506 600 337E-mail: [email protected]

Part two of Quality Management inLocal Authority Educational Psychology Services

Not to be sold separately