Educational Psychology involvement
Information for class staff
We like to use an Assess - Plan - Do - Review model of casework. This usually includes an observation, 1-2-1 work and consultations with parents or carers and school staff. This is to gather an overall view from people who know the pupil best.
Check the lesson is not unusual (e.g. extended assembly or a test).
But first...requesting involvement
Signed parent or carer consent is essential prior to any work taking place.
If you feel a pupil would benefit from educational psychology (EP) support for a pupil speak to the SENCO in school.
A ‘typical’ lesson should show the pupil’s strengths and difficulties.
Behave as you normally would do and instruct any support staff to do the same.
During the observation:
The main reasons schools request EP involvement are:
It may be helpful to see other situations, for example break-time if the pupil finds this difficult.
Identify the pupil discretely by stepping outside the class with the EP at the beginning to describe them.
School are unsure what the pupil’s difficulties are or what underlying issues may be causing difficulties that they see.
The EP will do their best to be unobtrusive and will follow your lead – you are in charge of the classroom and they want to fit into this dynamic.
If any pupil asks who we are, the EP will say they are a visitor watching how teachers teach. Please feel free to say the same.
School have tried a number of strategies that have not had the desired effect and are unsure what else to try.
The EP will see school staff to gain a view of the pupil’s strengths and difficulties. Normally this is a class teacher and/or a TA but any staff member who knows the pupil well can be invited.
No specific planning is needed but it can help to make some notes otherwise people can talk more anecdotally. It can also help to bring any recent assessment information.
The EP’s questions may cover: learning, communication, behaviour, social and emotional well-being, physical and sensory needs and independence skills. Some of these may not be relevant but the EP needs to explore all areas to fully understand the pupil.
Feedback & intervention planning meeting
Attendees will usually be: appropriate school staff, parents / carers, the EP and the pupil if appropriate. The meeting is divided into four parts:
Feedback: The EP will share the findings of their initial work.
Outcome generation: The group will develop a small number (2-5) short term outcomes for the pupil.
Strategy development: The group will discuss and collaboratively agree on strategies in order to meet the outcomes.
Group feedback: The EP will ask each attendee for their view of the process.
The most important step!
A review will be completed 2-3 months after the feedback and intervention planning meeting.
The meeting attendees will usually be: appropriate school staff, parents / carers, the EP and the pupil if appropriate.
Each attendee will be asked to scale the pupil’s progress for each of the outcomes and discuss the reason for their score.
Strategy implementation will be discussed as the effect of strategies is important information to decide on next steps if needed.
The EP’s main job is to support staff and parents or carers to further understand the pupil and do things differently. It is important to implement strategies and ask for further support or discussion if for any reason this is not possible.