Blended working...better for everyone


Working from home

We've learned a lot about how we work in the last 18 months. Some of the changes we've had to make, have proven to be good all round. So, this year we're adopting a 'blended working' approach.


By doing so, we hope to:

  • reduce our carbon footprint, by reducing the amount of car journeys and printed documentation needed

  • provide schools and families with greater flexibility, by offering online sessions.

There are many benefits to this approach, some of which are listed below, taken from our Blended Working Policy.


But don't worry - we're not imposing this as a hard rule. We know that there are crucial elements of our role that need to be done in person and that will continue. This is an approach we are encouraging our team and schools to take as a socially and environmentally responsible company. Decisions around blended working will be made in partnership with schools and we hope you can support us in moving appropriate work online.


If you have any questions about how to support a blended approach, please talk to your Educational Psychologist or email info@appliedpsychologies.com.



Applied Psychologies Blended Working Policy


What is blended working?


Blended working refers to completing Applied Psychologies’ school work using a blend of face to face working and virtual working (e.g. using Microsoft Teams or Zoom software).


Applied Psychologies’ position on blended working


As a socially and environmentally responsible company, Applied Psychologies promote blended working, particularly the use of online working practices for the reasons detailed below. Applied Psychologies encourages schools and the Applied Psychologies team to adopt this working practice wherever possible and appropriate.


What are the benefits of blended working?


For schools

  • Greater flexibility around appointment times.

  • Greater flexibility to rearrange appointments if a cancellation has been necessary (particularly if this has occurred last minute).

  • A greater potential to include participants who may be unable to visit school during school opening times (e.g. due to ill health / work commitments / child care commitments).

  • A greater potential to engage with Applied Psychologies colleagues who may work in different geographic areas (e.g. specialists such as Occupational Therapists or Speech and Language Therapists).

  • The opportunity for shorter and more frequent appointments with Applied Psychologies team members which may particularly suit schools with smaller Service Level Agreements.

For the Applied Psychologies team:

  • Greater flexibility around diary organisation.

  • Greater flexibility around appointment times.

  • Greater flexibility to rearrange appointments if a cancellation has been necessary (particularly if this has occurred last minute).

  • A greater potential to include participants who may be unable to visit school during school opening times (e.g. due to ill health / work commitments / child care commitments).

  • A potential for reduced travelling times.

  • A greater potential to work collaboratively with Applied Psychologies colleagues who may be geographically distant.


Wider benefits:

  • The potential for between-schools and whole-trust level work.

  • A carbon emissions reduction as a result of reduced travelling.

  • A reduction of hard copy document production (e.g. meeting agendas) as documents can be shared via screen sharing in virtual meetings.


Which factors will impact on decision making around virtual or face to face working?


1. Any potential impact on:

  • The client (e.g. relationship-building and engagement). This is particularly pertinent when considering how best to work with children and / or vulnerable clients. Applied Psychologies’ team members should remain aware of and reflective about topics such as (but not limited to) power dynamics, understanding of and comfortableness with technology systems, the impact (positive or negative) of the physical environment etc.

  • The quality and impact of work completed (e.g. assessment tasks, training delivery).

  • Information gathering and analysis (e.g. understanding of the wider environment and its impact).

2. Any possible confidentiality or data protection issues which might arise from using technology due to school and / or the Applied Psychologies computer systems or the environment virtual working is completed in.


3. The individual school’s position (stated or implied) on blended working.


4. Applied Psychologies’ team members must keep the child or young person’s best interests at the centre of all decisions about blended working and must be able to communicate thinking processes and decision making around this to appropriate parties (e.g. school, parents or carers) if requested.


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