STIRLING EDUCATIONAL PSYCHOLOGY SERVICE

IMPROVEMENT PLAN 2016-2017

CONTENTS

1. Overview 2. Vision, Values, Aims 3. Areas of Strength, Areas for Development 4. Improvement Plan

i. OVERVIEW

The Educational Psychology Service (EPS) is part of the ASN and Wellbeing Team, which is located within the wider Children and Families Service. The Principal Psychologist (PEP) is a Team Leader within the ASN and Wellbeing Team and a member of the Extended Senior Leadership Team. The work of the EPS encompasses all areas within Education therefore spans across the two Service teams within Children’s Service i.e. the School, Learning and Education Team and the Children and Families Team. Our Service works collaboratively with a wide range of partners to support the key priorities identified from local and national agendas. The Educational Psychology Service’s improvement plan for 2016-2017 supports key priorities and outcomes within Stirling’s Single Outcome Agreement (2013-2023), the Integrated Children’s Services Plan (2015-2018) the Education Service’s Strategic Plan (2014-2017). The Education Service’s strategic priorities are:- Education Service Strategic Priorities

• Our learners are successful learners, confident individuals, effective contributors and responsible citizens making a positive contribution to their communities

• Our learners enjoy physical and emotional wellbeing leading to healthy lifestyles • Our learners get the help they need when they need it • Our learners get the best start in life and are ready to succeed

In line with the Integrated Children’s Services Plan we will prioritise our service delivery towards: • Early intervention & prevention, • More effective partnership working around a smaller number of key outcomes, • Targeting intervention to where there is greatest need and potential positive impact, • Capacity building with our partners to help close the poverty related attainment gap.

Service Manager (ASN & Wellbeing Team) Bryony Monaghan

Principal Psychologist (reports directly to the Service Manager) Morven Graham

The National Improvement Framework has a number of key drivers for improvement, which the EPS improvement plan will outline alongside our key priority areas this session. These are - school leadership, teacher professionalism, parental engagement, assessment of children’s progress, school improvement and performance information. More detailed implementation plans will be drafted by the key leads of each priority outlined within the plan. Our Service has a continuous improvement framework which details our self-evaluation process throughout the year. A standard and quality report is produced on an annual basis in relation to the progress and evaluation of the improvement plan. Our website is being updated and will provide key information on our service, with a link to service documents and leaflets as well as links to other useful sites for information. A driver diagram is attached as an appendix.

ii. VISION, VALUES AND AIMS

The Educational Psychology Service’s vision is: Our values are: Our aims are to:

By applying psychological theory and knowledge, we will work collaboratively with others to make a positive difference to the wellbeing, learning and development of children and young people.

Equality, Excellence, Equity, Inclusion, Diversity, Integrity, Respect, Fairness, Collaboration, Early Intervention and Prevention

- work collaboratively with educational establishments and partner agencies to support the needs of children and young people - support proactive and preventative capacity building within Learning Communities, influencing improved outcomes for a wider

group of children and young people. - listen to the views of a child, young person, parent/carer in order to contribute to the assessment and planning process - support those who know the child best through a process of problem solving and identification of solutions - use research evidence and to undertake research where appropriate, in order to inform best practice - to use a range of methodology to implement and evaluate key priorities such as implementation science, improvement

methodology, practitioner enquiry, video interactive guidance (VIG) or video enhanced reflective practice (VERP) - provide an equitable service to all by offering a service response to requests

iii. AREAS OF STRENGTH & AREAS FOR DEVELOPMENT

Following stakeholder feedback at the end of the 2015-2016 session, we identified areas of strength and areas for development for our Service. Areas of Strength:

Areas of Development:

• We contribute effectively to the universal support in educational establishments and with our partner agencies, through the delivery of training and improvement work.

• We support the process of identification, assessment and planning for children and young people with additional support needs. • We provide valuable advice and support to children/young people, parents/carers and can demonstrate the impact of our input. • Our consultation model, which supports problem solving and enhances staff skills, has been well received and implemented. • Many educational establishments report positive relations with their link Educational Psychologist (EP).

• We need to continue to maintain positive relationship with establishments in light of any changes to the EPS’ service delivery model. • We need to work at a Learning Community (LC) level and support wider developments, impacting on a wider group of children and

young people. • We need to provide targeted work that could be available to all establishments where appropriate and offer a more equitable service. • We need to provide more clarity around the EP’s role to educational establishments and parents/carers. • We need to develop a coaching and consult role in improvement areas.

iv. IMPROVEMENT PLAN

The improvement plan details how we will deliver on three key priorities:

IMPROVEMENT PRIORITY (what do we want to do?)

IMPLEMENTATION STRATEGY (key leads, how will we do it?

timescale?)

MEASURING SUCCESS (how will we evaluate impact?)

OUTCOMES (what will be different in a year’s

time?)

SERVICE MANAGER

LINK

NIF LINK

1. To raise the attainment and achievement of children and young people by providing evidence based interventions To implement the Neuro-Sequential Model in Education (NME) within identified schools as an evidenced based classroom approach to improve executive functioning

KEY LEAD EPs – D Lee and M Graham M Graham & D Lee to train in NME Online training & supervision – Dec ‘16 Draft implementation plan – Dec ‘16 Input to identified schools – Jan-June’16

Staff, pupil, parent feedback Use of mini-maps as pre and post test measures of executive functioning Use of PDSA to report on case study and to evidence improvement

Staff and pupils will have a greater awareness of how the brain functions and of the impact of stress on the brain Pupils will demonstrate improved executive functioning (self regulation) in the classroom

B Monaghan (ASN & Wellbeing) C McDaid (Broad/General Curriculum)

Teacher Prof. Parental Engagement Assessment of Children’s Progress School Improvement

To implement the PEEP programme as a targeted home intervention for families

KEY LEAD EPs – M MacKenzie & C Murray 2 EPs (M MacKenzie & C Murray) to train along with identified Family Support Workers and Senior Practitioners in Early Years Establishments (Feb ‘17)

Feedback from staff and parent/carers Use of improvement methodology framework e.g., PDSAs Use of SDQ and ASQ

Early Years staff will have increased knowledge of early intervention strategies to improve parent-child interaction and early literacy and numeracy skills Increased parent-child

J Edwards (Early Years & Early Intervention)

Parental Engagement Assessment of Children’s Progress

PRIORITY 1

To raise educational achievement and attainment by providing

evidence based interventions

PRIORITY 2

To improve the emotional health and wellbeing for children and

young people

PRIORITY 3

To evidence continuous improvement in EPS service

delivery

IMPROVEMENT PRIORITY (what do we want to do?)

IMPLEMENTATION STRATEGY (key leads, how will we do it?

timescale?)

MEASURING SUCCESS (how will we evaluate impact?)

OUTCOMES (what will be different in a year’s

time?)

SERVICE MANAGER

LINK

NIF LINK

Draft implementation plan for the session, to include a robust evaluation framework (Oct ’16) Provide a coach and consult model of support to staff (June ’17) To support partnership working between staff and parent/carers (June ’17)

The use of VERP to support FSW skills in supporting early learning

demonstrating early learning strategies are being used Improved parental competence in supporting child’s learning

To implement the Addressing Barriers to Learning (ABLe) framework in identified schools

KEY LEADS – A Boyd & K Scott Draft implementation plan for the session (Oct ’16) Identify schools/interested parties (Oct ’16) Implement plan (Dec ’16) Evaluate framework (June ’17)

Feedback from staff, schools, parent/carers Use of qualitative and quantitative feed back Use of PDSA

Improved capacity of staff to reflect on inclusive practice & to reduce exclusions Improved classroom experiences for children

B Monaghan (ASN & Wellbeing) C McDaid (Broad/General Curriculum) S Anderson (Skills & Youth Employment)

Teacher Prof. Parental engagement Assessment of children’s progress Performance information

To develop a Practitioner Enquiry framework for staff through a series of workshops

KEY LEADS – M Duncan & M MacKenzie To send staff & managers information on practitioner enquiry (Aug ’16) To provide an information session for staff on practitioner enquiry (Sept ’16) To run a series of workshops for staff (June ’17)

Feedback from staff Use of improvement methodology to evidence impact

Staff will use PE to enhance their skills as enquiring professionals Staff will be able to implement action research principles Staff will evidence improved outcomes for children

All Service Managers

Teacher Prof. School improvement Assessment of Children’s progress Performance information

IMPROVEMENT PRIORITY (what do we want to do?)

IMPLEMENTATION STRATEGY (key leads, how will we do it?

timescale?)

MEASURING SUCCESS (how will we evaluate impact?)

OUTCOMES (what will be different in a year’s

time?)

SERVICE MANAGER

LINK

NIF LINK

Provide key methodology throughout service delivering to evaluate impact and outcomes

In regard to VIG/VERP – to apply this methodology to identified areas such as numeracy, SEBN staff (Key lead: D.Lee) Link made with current LA numeracy leader (D.Lee Sept. ’16) VERP training to be scheduled within professional development of numeracy champions (D.Lee Nov. ’16) VERP cycle with staff as part of ongoing professional learning in numeracy strategies (D.Lee + staff Jan – May ’17) Observe a VERP session by other VERP practitioners (by Jan ’16) Review the addition of VERP approach into professional development strategy (D.Lee+ I.MacLeod, June ’17)

Process date via staff log books, video evidence and staff feedback during VERP sessions EP knowledge of existing VERP feedback session structure

Teacher gain a deeper understanding of numeracy and reflect on their strategies to help learners reveal their numerical thinking. Knowledge of incorporating evidence based reflective practice approach into staff professional learning strategy as part of LA trainings

Carolyne McDaid (Broad/general Curriculum)

Teacher Prof. Assessment of children’s progress School improvement Performance information

2. To improve the emotional health and wellbeing for children and young people

To embed nurturing approaches across establishments

KEY LEADS – M Duncan (K Scott, A Boyd) Implementation plan to be drafted, based on recent audit and identified need (Oct ’16)

Feedback from staff, parents, pupils Qualitative and quantitative data e.g. use of HNIOS, needs analysis, training evaluations, use of Boxall, use of PDSAs

Establishments will demonstrate more nurturing practice. Staff will be more skilled in providing nurturing approaches.

All Service Managers

School Leadership Teacher Prof. Parental engagement

IMPROVEMENT PRIORITY (what do we want to do?)

IMPLEMENTATION STRATEGY (key leads, how will we do it?

timescale?)

MEASURING SUCCESS (how will we evaluate impact?)

OUTCOMES (what will be different in a year’s

time?)

SERVICE MANAGER

LINK

NIF LINK

Launch nurture strategy and training pathway (Nov ’16) Provide a coach/consult model to staff in embedding nurturing approaches (June ’17)

Improved attendance, reduced exclusions, increased attainment

Assessment of children’s progress School improvement Performance information

To develop the Recovery After Trauma Service (RaFT) within an identified primary school

KEY LEAD – D Murray To implement core strategies within Raploch Primary in relation to addressing trauma and loss in children (D Murray, school staff) To build the capacity of staff and parents, through training, use of strategies, improved relationships To provide 1:1 input to identified children (D Murray) Timescale – Aug ‘16-June ‘17

Resilience, trauma checklists – pre/post-test measures Attendance, exclusion rates, attainment levels Use of PDSAs for case studies

Increased competence of staff and parents in addressing concerns of loss and trauma in children Improved emotional wellbeing of children. Less exclusions, better attendance, improved attainment for identified children.

B Monaghan (ASN & Wellbeing) J Edwards (Early Years & Early Intervention)

School Leadership Teacher Prof. Parental engagement Assessment of children’s progress School improvement Performance information

To develop the mindfulness approach to other establishments

KEY LEAD – C Murray To present on mindfulness in the EYs at the Scottish Learning Festival (Sept ’16) To provide a research framework for an existing project in 2 EYs establishments (Oct ’16)

Feedback from staff, parent/carers, children Qualitative and quantitative data in areas such as performance and attention Use of PDSAs

Staff and parent/carers will demonstrate increased knowledge of mindfulness Children will display improved attention and performance

All Service Managers

School Leadership Teacher Prof. Parental engagement Assessment of children’s progress

IMPROVEMENT PRIORITY (what do we want to do?)

IMPLEMENTATION STRATEGY (key leads, how will we do it?

timescale?)

MEASURING SUCCESS (how will we evaluate impact?)

OUTCOMES (what will be different in a year’s

time?)

SERVICE MANAGER

LINK

NIF LINK

To spread mindfulness to other establishments by offering an information session and identifying need (Dec ’16)

School improvement Performance information

3. To evidence continuous improvement of EPS service delivery 4

Embed a new service delivery approach to establishments and within the authority

KEY LEAD – M Graham (and EPs) Information leaflets and update provided to schools, partners and authority (Aug ’16) Provide input to HTs/support coordinators on the consultation model (March ’17) Develop a Service Delivery Group (EPS) to meet termly Reference Group (by May’17) Practice Reviews (May ’17)

Stakeholder feedback – focus groups, reference group, ongoing self-evaluation, practice reviews, service delivery group PDSA on new model

A robust self-evaluation of the service will provide more effective and useful impact/outcome data Improved partnership working with stakeholders, to support the validation of the service’s impact on improved outcomes for children. Clearer understanding for staff on performance & evaluation processes. Improved staff awareness of the consultation process

All Service Managers

Assessment of children’s progress School improvement Performance information

Provide key methodology throughout service delivery to evaluate impact and outcomes

To ensure that all key areas of improvement work use one of the following:

- Improvement methodology (M MacKenzie) – to provide this framework to all key priority areas

All key priority areas will provide impact statements through the use an identified methodology

Increased consistency of approach by the team Raised awareness of establishment staff in relation to the methodology More robust data to provide

School Leadership Teacher Prof. Parental engagement Assessment of children’s progress

IMPROVEMENT PRIORITY (what do we want to do?)

IMPLEMENTATION STRATEGY (key leads, how will we do it?

timescale?)

MEASURING SUCCESS (how will we evaluate impact?)

OUTCOMES (what will be different in a year’s

time?)

SERVICE MANAGER

LINK

NIF LINK

- VIG/VERP (D Lee) – to apply this methodology to identified areas such as numeracy, SEBN staff

- Practitioner Enquiry (M Duncan)

evidence of impact and outcomes for children

School improvement Performance information

Develop partnership working in relation to the continuous improvement of EPS service delivery

Liaise with social work and health colleagues in relation to EPS’ service delivery model (Nov ’16) Look outwards – liaise with other EPS’ to share practice and to contribute to the self-evaluation of the service (June ’17)

Stakeholder feedback Knowledge Cafe PDSAs

Improved partnership working Improved self-evaluation of the service, evidenced by improved outcomes for children

School Leadership Teacher Prof. Parental engagement Assessment of children’s progress School improvement Performance information

APPENDIX 1:

By June 2017 we will contribute to

the improved educational

achievement and attainment of children by

providing evidence based

interventions

To raise educational achievement and attainment by providing evidence based interventions

To improve the emotional health and wellbeing for children and young people

To evidence continuous improvement in EPS service delivery

Improvement Methodology

EPS will use VIG/VERP to provide evidence of impact

EPs to support staff in practitioner enquiry/improvement methodology

Aim Primary drivers Secondary drivers

Theory of what actions will promote using psychological

theory and knowledge

Recovery after trauma service (RaFT)

EPs will support EYs staff to implement PEEP

EPs will support staff training in ABLe and promote inclusive practice

Partnership working

Nurturing Approaches

EPs will support and train staff in Practitioner Enquiry

EP will support & train staff & pupils in loss/trauma

EPs use Monsen model framework during consultation

EPs will embed NME classroom approach to improve executive functioning

Stirling Educational Psychology Service Improvement Plan

Problem solving consultation

Neuro-Sequential Model in Education (NME)

Addressing Barriers to Learning (ABLE) framework

PEEP programme

VIG/VERP

Self-evaluation

Practitioner enquiry

EPs will work in partnership with others to evidence continuous improvement of the service

Mindfulness in Early Years EP will support ongoing evaluation of Mindfulness