1. The inspection 1
2. Continuous improvement 1
4. Conclusion 4
HM Inspectors revisited the service in April 2010 to assess the extent to which the
EPS was continuing to improve the quality of its work, and to evaluate progress
made in responding to the main points for action.
2. Continuous improvement
Since the original inspection, a new acting Head of Support Services and an acting
principal educational psychologist (PEP) have been appointed. The new PEP is well
respected by the EPS team and across the authority. The depute principal
educational psychologist (DPEP) and senior educational psychologists provide good
support to staff. There have been significant changes in EPS staff at all levels since
the original inspection. The service now has two assistant psychologists in post to
support research and take forward the post school psychological service (PSPS)
agenda.
The PEP and DPEP have created an effective agenda for change in collaboration
with service staff, and supported by senior education officers. EPS staff, led by the
EPS management team, have become more involved in evaluating their work and
implementing improvements. They are now more involved in working groups and
service tasks. EPS service managers have encouraged distributive leadership
across the team.
1
The EPS, well supported by the administrative team, has developed an effective
electronic database to hold information on referrals. This has allowed the service to
be clearer about the status of casework. The service has also established a shared
network, which contains reference materials, reports, and correspondence. The
EPS is now more outward focused. It works collaboratively with colleagues from
neighbouring authorities and seeks best practice from across Scotland to improve
service delivery to children and young people.
The initial inspection report identified three main points for action. HMIE confirm that
the service has made encouraging progress across the main points for action
resulting in a number of improvements for children, young people and families.
Ensure that targets for improvement show clearly the intended impact and
outcomes for stakeholders, particularly children and young people.
The education authority provides good support and advice to the EPS in helping
them to progress service developments. EPS activities are more appropriately
linked to education service priorities. There is now a clearer commission from the
authority regarding the function and focus of the EPS. Staff are more aware of the
need to deliver evidence-based practice and to demonstrate impact through their
interventions.
The impact of the PSPS has been significant in helping the authority better meet the
needs of young people requiring more choices, more chances. For example, they
have developed transition planning guidelines, and research on curricular options
and related accreditation available within the secondary school sector.
The EPS has established a timeline for consultation with stakeholders. To date,
school staff and parents have contributed to service evaluations. These evaluations
have informed future service delivery. For example, the EPS has produced clearer
information about the service for parents and have reviewed their School Service
Level Agreements. The EPS recognise that they need to extend the range of
2
stakeholders involved in the consultation process and develop a more systematic
approach to stakeholder engagement.
Overall, stakeholder views of the service are positive. Nearly all parents who
completed the questionnaire report that individual EPs seek their views and listen
carefully to what they want for their child. Almost all primary schools completing
questionnaires agree that links with the service are effective, and EPs are skilled at
dealing sensitively with pupils, parents and staff. Most secondary schools feel that
there is effective communication with the service and that confidentiality is
respected. Education authority staff agree that the EPS has a broad range of skills,
which can be used to support their work. Partner agencies completing the
questionnaires feel that EPs work effectively with a range of agencies to support
educational establishments.
The EPS has made a good start to establishing closer working partnerships with a
number of key stakeholders in the improvement and evaluation of the service.
However, there is a need to extend further the range of stakeholders involved in
service development. EPS staff recognise the need to develop more effective joint
working practices, particularly with schools and education authority staff to improve
outcomes for all children and young people.
The service has built on the skills and knowledge of colleagues on the Doctorate
Programme to further develop research skills within the team. They have created
two EPs assistants posts to build research capacity across the service. The service
has been commissioned to undertake a range of research including work on the
senior phase of the curriculum, Autism Spectrum Disorders, and the needs of young
people who are looked after by the authority. The EPS has presented a helpful
range of training events to partners on the nature of research to commission a wider
range of appropriate research activities. The service is now well placed to develop a
strategy and related action plan to support the continued development of research
within the service and across the authority, particularly in relation to schools. This
work should be undertaken in full consultation with stakeholders.
3
4. Conclusion
Senior education officers, the PEP and staff group have worked effectively to
improve aspects of the service to meet better the needs of children and young
people across the authority. Families are now more involved in the review and
development of the service. There is a strengthening PSPS, and research is now
more embedded across the EPS. However, more requires to be done in relation to
service improvement planning, consistency of practice and stakeholder engagement.
HMIE will carry out a further visit in a year’s time to review the ways in which the
EPS has continued to engage with stakeholders to deliver improved outcomes for
children and young people and strengthened their approach to planning and
self-evaluation in line with authority priorities and objectives.
Anna Boni
HM Inspector
29 June 2010
4
If you would like to find out more about our inspections or get an electronic copy of
this report, please go to www.hmie.gov.uk.
Please contact us if you want to know how to get the report in a different format, for
example, in a translation, or if you wish to comment about any aspect of our
inspections. You can contact us at HMIEenquiries@hmie.gsi.gov.uk or write to us at
BMCT, HM Inspectorate of Education, Denholm House, Almondvale Business Park,
Almondvale Way, Livingston EH54 6GA.
Text phone users can contact us on 01506 600 236. This is a service for deaf users.
Please do not use this number for voice calls as the line will not connect you to a
member of staff.
HM Inspectorate of Education