Education and Youth Employment

North Ayrshire Council

Education and Youth Employment

Psychological Service

Planning 2015-18

Vision, Values and Aims

Council Priorities

The five Council strategic priorities for 2015-2018 are detailed below:

• Growing our economy, increasing employment and regenerating towns

• Working together to develop stronger communities

• Ensuring people have the right skills for learning, life and work

• Supporting all of our people to stay safe, healthy, and active

• Protecting and enhancing the environment for future generations

Directorate Priorities

1

Three Year Strategic Priority Overview

Directorate Priorities / 2015/16 / Directorate
Priorities / 2016/17 / Directorate
Priorities / 2017/18
1.1, 1.2, 1.3, 1.6, 2.1, 4.1, 4.4, 5.1, 5.3
/ Build capacity for an equal and inclusive culture and practice across school communities
1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 4.1, 4.3, 4.4
/ High quality learning and teaching is taking place in all our education establishments
1.1, 1.2, 1.3, 1.4, 1.6, 2.1
/ Enhance the well-being of children and young people
1.1, 1.2, 1.3, 1.4, 1.6, 3.1, 4.1, 4.4, 5.3 / Foster an ethos where positive relationships are the foundation for practice
3.1
/ Embed self-evaluation and performance improvement throughout our service delivery

NB: The current Educational Psychology Service strategic priorities will be focussed on over the 3 year cycle

PSYCHOLOGICAL SERVICE CORE FUNCTIONS:

In order to fulfil our statutory duties, implement relevant legislation, and comply with national guidance the service will:

• Ensure a link psychologist for each school/educational establishment to work both directly with children and young people, and indirectly through others, to identify and meet Additional Support Needs, and build capacity to support staff to meet the holistic needs of children and young people
• Deliver a service through consultation and advice, assessment, intervention, training and research activities at individual, family, school, authority levels
• Educational Psychologists will attend meetings for children and young people with identified wellbeing needs and this will be negotiated on a case by case basis against a set criteria
• Ongoing contribution to the team around the child for children with wellbeing needs via staged intervention
• Promote partnership work and early interventions across agencies and take a lead role in implementing the core components of GIRFEC within the authority.
• Be innovative and evidence-based in its service delivery and capacity building work at all times, aiming to bring the best approaches to help enhance and transform outcomes for all children

PSYCHOLOGICAL SERVICE PRIORITIES (reflecting Education and Youth Employment Key Objectives):

Priorities for the Psychological Service are influenced by national and local priorities aimed at helping to ensure that young people are safe, healthy, active, nurtured, achieving, respected, responsible and included. Early intervention, collaboration with other services / agencies, and using research and evaluation to promote better outcomes for children and young people are themes which apply toall priorities. The service will also actively engage with change processes to improve service design and delivery.

In particular our priorities will be to:

1. Ensure inclusion and equalityin order to improve outcomes for all children and young people
2. Support the implementation of the Children and Young Person’s Act (2014), Additional Support for Learning Act (2010) and Curriculum for Excellence, in order to deliver high quality learning and teaching and raise attainment, aspirations and achievement, leading to more positive post school destinations
3. Work in partnership with other agencies to promote positive mental health and well-being
4. Connect with adults working directly with children and young people to promote positive relationships, focusing on Looked After and Accommodated and the most vulnerable in our society
5. Focus Psychological Service activities into the most effective and efficient interventionsthrough self-evaluation and performance improvement

Strategic Plan

Strategic Priorities / Build capacity for an equal and inclusive culture and practice across school communities / High quality learning and teaching is taking place in all our education establishments / Enhance the well-being of children and young people / Foster an ethos where positive relationships are the foundation for practice / Embed self-evaluation and performance improvement throughout our service delivery
High Level Objectives / Operationalise actions associated with theCommunication and language strategy for E & YE in NA
Improve young people’s transitions into positive and sustained post-schooldestinations
Promote inclusion through supporting establishments to develop nurturing and restorative approaches
To contribute to the review of systems and practice and policy to support inclusion in North-Ayrshire
To build capacity at a national and local level taking a practitioner enquiry approach / Negotiate with and contribute to developments associated within the professional learning academywith regard to numeracy, literacy & pedagogical approaches
Contribute to the development ofVisible Learning, incorporating mindsetwithin education establishments
To complete research and evaluation of evidence based approaches to teaching and learning of Higher-order reading skills initially within the Primary setting
To lead, in collaboration with others, the development of a dyslexia policy to aid in the identification of needs relating to literacy difficultiesand dyslexia
. / Enhance staff knowledge, understanding and skills in supporting young people dealing with mental health issues
To build capacity and improvement within early yearsuniversally and in relation to supporting children with wellbeing needs
.
Support the implementation of change and loss, through whole school nurture approaches across CfE levels / Build understanding and capacity to implement effectively the principles of nurture, incorporating change and loss
EPS to provide an ongoing improvement and coaching role to the SNAP project
Develop & implement restorative approaches across all education establishments / Operationalise actions identified through Validated Self Evaluation
Implementand review ongoing quality improvement procedures via activities within self -evaluation calendar
Use the information gathered from continuous self-improvement activities to inform future service delivery

Improvement Plan

Strategic Priority:
Build capacity for an equal and inclusive culture and practice across school communities
High Level Objectives / E&YEDP / How will I achieve this? / Outcomes / Measurement
Operationalise actions associated with the Communication and language strategy for E & YE in NA,
including an ongoing programme of training for education staff / 1.1
1.2
1.3
1.6
2.1
4.1
4.4 / Co-ordinate and evaluate an on-going3 tier programme of training on Autism – available for all staff across early years, primary and secondary establishments / Children to feel and be more included within mainstream and education support resources
Staff to gain knowledge, be supported and confident in supporting children with communication/autism needs
Staff to be trained and therefore have knowledge of specific strategies to use appropriately when required with children with significant communication/autism needs both in mainstream schools and in the educations support resources / Numbers of staff in educational establishments being trained in communication/autism specific strategies to increase
Evaluations immediately and 6 months (sample) after receiving training – staff asked about uptake of alternative approaches, knowledge and confidence
Reduction in external placements used at secondary level
Improve young people’s transitions into positive and sustained post-school destinations / 1.1
4.1
5.1
5.3 / Contribute to the senior phase of CfE and widening achievement agenda through on-going links with senior management
In partnership with schools, Universities and a range of external agencies a 1 day conference (UKCAT) will be held for pupils in S5/6 who are planning to apply for ‘High Tariff’ courses, such as medicine, dentistry and veterinary
Provideopportunities for young people to be part of a mock interview at following the conference for high-tariff courses (UKCAT)
Continued links with colleges in order for EPs to remain informed of opportunities available to young people / Increased number of learners in sustained and positive destinations
Young people haveincreased knowledge and skills in preparing and being part of the interview and/or application process for college placements.
Greater number of young people successfully accessing ‘High Tariff’ courses within Universities
Psychologists have an awareness of opportunities available to young people within the colleges and utilise this to support young people in accessing a range of opportunities / Tracking statistics provided by Skills Development Scotland (SDS) on number of young people in positive destinations
Evaluation data collected after 1 day UKCAT conference
School feedback and tracking
Increasing numbers of children accessing university placements
Evidence of specific advice given- e.g. from meetings
Promote inclusion through supporting establishments to develop nurturing and restorative practices / 1.1
4.4 / See Planning under “Foster an ethos where positive relationships are the foundation for practice”
To build capacity at a national and local level taking a practitioner enquiry approach / 1.1
1.3
3.1
3.2 / Upskilling those with a remit of practitioner enquiry to feel confident in taking this forward
Linking in with the national network which includes presentation at SDEP conference and contributing to a shared understanding of practitioner enquiry for all EPS across Scotland
Support for the learning academy
Use of practitioner enquiry within the EPS and SMT / Lead EPs have increased knowledge and skills in preparing and being part of practitioner enquiry
Contribution at the SDEP conference will clarify additional next steps
Contribution to the PLA work with probationer teachers in developing an enquiry approach
Contribution to a paper on a National EPS shared understanding of PE
Joint planning between EPS and SMT
Initial presentation on PE to EPS and SMT
Facilitation of a network meet-ups (4-6 being optimal) / EP feedback, tracking and planning
SDEP conference evaluation
Probationer feedback and tracking
Dissemination of a national definition of PE
EPS and SMT feedback, tracking and planning
Strategic Priority:
High Quality Learning and Teaching, Raising Attainment, Aspirations and Achievement
High Level Objectives / E&YEDP / How will I achieve this? / Outcomes / Measurement
Visible Learning, incorporating mindset / 1.1
1.3
2.1
4.1 / Linking with Largs Academy (4th Year focus) and Arran High (P7-S1 transitions) to support the implementation of their innovation bid to roll out Visible Learning.
Attend Implementation group meetings to advise and support in relation to gathering data, research methodology and specific advice around including pupils and parents. / Learners have high quality feedback and have an accurate understanding of their progress in learning and what they need to do to improve
Learners are able to give effective feedback to peers on their learning and suggest ways in which they can improve.
Staff access and apply relevant findings from educational research to improve learning and teaching / Pre and post intervention focus groups of staff, pupils and parents
Myself as a Leaner,
Nurture questionnaire
Qualitative and feedback from schools, parents and pupils
Peer observation exercises
SIMD data
Hattie checklist
Benchmarking staff beliefs
Standardized assessment information relating to progress in Maths and English
Negotiate with and contribute to developments associated within the professional learning academy with regard to numeracy, literacy & pedagogical approaches / Support researchand implementation around a learning and teaching policy, early years work, differentiation & setting, effective questioning and numeracy
Joint working with senior managers and PLA in supporting probationers through a series of training sessions
Link higher order reading skills research with the PLA / Learning and teaching policy written with educational psychology involvement / More consistent approach to learning and teaching across the authority evident via support visits
Training evaluations
PDSA
To complete research and evaluation of evidence based approaches to teaching and learning of Higher-order reading skills initially within the Primary setting. / Finalisation of theliterature review of Higher order reading skills, models of reading, reading comprehension strategies.
Use pilot information to inform a main study to investigate the approach using a mixed-model, 2x2x2 quasi-experimental design with group (intervention versus control) and time-point (pre- versus post-intervention) and ability (high versus low ability) as independent variables. / Finalisation of a comprehensive understanding of reading comprehension and reading comprehension approaches.
A reading comprehension framework, which is accessible, easy to implement, universal and has the greatest effect size will be identified.
Main study completed
Clearer understanding of impact on reading comprehension outcomes, use of strategies, and confidence.
Clearer understanding of whether it is used as a universal or targeted reading intervention.
Clearer understanding of what the facilitators and barriers are, and how could intervention best be implemented at an authority level / Motivation for Reading Questionnaire (MRQ) subscales of self-efficacy and intrinsic motivation, children’s self-reported scales of strategy use, teacher implementation records and Wechsler Individual Achievement Test - Second UK Edition UK (WIAT II) reading comprehension subtest .
Teacher surveys to add background and experience qualitative data, readiness questionnaires and observation data will give implementation qualitative data for pre and post comparisons. Thematic analysis of qualitative data will take place.
Study results synthesised with wider research
Strategic Priority:
Enhance the well-being of children and young people
High Level Objectives / E&YEDP / How will I achieve this? / Outcomes / Measurement
Enhance staff knowledge and understanding and skills in supporting young people dealing with metal health issues
MARCELA TO UPDATE / 1.1
1.2
1.3
1.6 / Deliver Scottish Mental Health First Aid: Young Person’s (SMHFA: YP) training to staff across Health, Education and Social Services, who support young people between the ages of 11-17
Three members of staff from Children’s Units will have allocated spaces on each Scottish Mental Health First Aid (YP) training course
Deliver SMHFA courses to staff involved in the ‘Future Kid’ project ( 2x per year 2016-2017) / Increased confidence and understanding in adults, in recognition signs of mental health problems, asking about mental health problems, providing initial support and guiding a person towards help as appropriate
20% children’s unit staff will be trained in SMHFA (YP) course
Increased number of staff trained in SMHFA: YP
Early intervention for Young people experiencing mental health problems
Reduction in referrals to external agencies through partnership forums for issues around mental health
Reduction in suicide rates
Staff, pupils and parents are more informed and confident in their understandingboth of the origins and coping strategies in dealing with anxiety / Evaluation questionnaire administered at the end of the training as well as a 6 month follow up survey completed online
Review program of training through structured questions with trainers and partner agencies
Qualitative feedback from staff, pupils and parents regarding increased confidence and knowledge with regards to anxiety
Number of staff, pupils and parents accessing the resource
Referrals to inclusion group
Data collected through choose life on number of deaths by suicide or intention self-harm
Quantitative data regarding numbers and who attended the training courses
Focus group with sample of attendees on SMHFA (YP) course
Early Years Improvement Work / 1.1
1.2
1.3
1.4
1.6
2.1 / Offer awareness raising sessions to parents of preschool children and children transitioning to primary 1 (Garnock cluster) about the importance of developing good routines conducive to good sleep.
To support schools to consider identifying a core group of parents who would be willing to participate in a more focused programme of intervention with their children
Link with Early Yrs Co-ordinator, peripatetic teacher, senior manager, home visiting service & PLA re improvement work within early years establishments / Parents are more informed about the risks associated with lack of sleep and are more confident in their approach to developing good routines around bedtimes with their children.
Information gathered will inform the future development and next steps of the sleep initiative which may include building capacity in establishments to consider how to take the intervention further in their contexts.
Children will experience positive benefits arising from their parents participation in the awareness raising e.g. parents report they are using the strategies to enhance wellbeing and are noticing a positive difference
Needs analysis with reps from early years sector re improvement needs / Qualitative data following the presentations from training evaluations demonstrating increased awareness of good sleep routines
Quantitative data regarding numbers of people accessing awareness raising sessions.
School feedback?
Qualitative and quantitative data from parent questionnaire about impact on children
Joint training and evaluations gathered
Support the implementation of the Change and Loss activities across CfE levels, targeting primary and secondary schools. / 1.1
1.2
1.3
1.6 / PRIMARY SECTOR
Training of Nurture Base staff in change and loss over 3 sessions
Incorporate Change and Loss training within Authority Wide Nurture Training
SECONDARY SECTOR
Training for secondary guidance team at Greenwood Academy and volunteer Outreach staff
CPD for Garnock school staff
Evaluate impact of New Perspectives lessons in S1/2 PSE programme at Irvine Royal Academy
TRAINING (GENERAL)
Develop training with increased emphasis on coping skills and coping with trauma
Awareness raising with probationer teachers in November 2016 / Staff skills in supporting transitions increased