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CONTENTSMeet the Team .............................................................................................................3
Aims of the Service ...................................................................................................15
Principles underpinning the work of the
Educational and Child Psychology Service ............................................................16
Measuring the impact of the Service .......................................................................17
Understanding what services are provided via the service’s statutory offer ......17
Traded Services .........................................................................................................18
Activities undertaken by the Educational Psychology Service .............................19
Consultation ...............................................................................................................20
Assessment ................................................................................................................20
Training and development ........................................................................................20
Intervention ................................................................................................................21
Research ....................................................................................................................21
Examples of specialist interventions .......................................................................22
Examples of group and medium scale interventions .............................................25
Examples of systemic (school, consortia level) .....................................................28
Appendix ....................................................................................................................31
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Katie Hinds - Educational and Child Psychologist and SEND Manager
I have been an Educational and Child Psychologist for 15 years and have over 13 years of service management experience. I have been Principal Educational and Child Psychologist for a number of different North West psychology services and have developed a strong interest and passion in strategy and work force development. More recently, I have become interested in the impact of service delivery alongside methodologies that allow organisations to maximise resources. I love my job and feel very privileged to lead such a passionate and talented team in this fantastic city of ours. Most of my time is currently spent developing and delivering strategy and supporting and developing teams. However, I still try to find time to work with children. I have always been and continue to be; in awe of the tenacity, optimism and sheer curiosity displayed by our children.
John Shrigley - Senior Educational and Child Psychologist
I joined the Educational Psychology Service in January 1987 and have extensive experience working in a variety of areas within the service. I am registered with the HCPC. Currently I work as a Senior Psychologist within the Business Unit and am involved in developing and delivering the business plan for the traded service as well as the management and organisation of the educational psychologists’ time. In addition, I also carry out a variety of supervisory duties for the service.
Meet the Team
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Dr Joanne Bowden - Senior Educational and Child Psychologist
I have enjoyed my role as an Educational and Child Psychologist in Liverpool since 2001. Prior to this, I taught in a primary school, where I became a Special Educational Needs Coordinator and then in a school for young people with social, emotional and mental health needs.
In recent years, I have coordinated psychological support in the Alt Valley area and within the special school sector. As well as generic work, my specific interests are working with looked after children and young people with social, emotional and mental health needs. I have pursued additional training in nurture, attachment and trauma and endeavour to apply these principles when supporting children, schools and families. I enjoy working collaboratively with other professionals to facilitate positive change and have coordinated support within a solution focused, holistic approach.
Dr Leslie Henshaw - Senior Educational and Child Psychologist
I am a Senior Educational and Child Psychologist with responsibility for coordinating psychological support across south central consortia and within ASD specialist provision within the City. Within this role, emphasis is given to multi-disciplinary and multi-agency working. As Vice Chair of the Educational, Health and Care plan panel I represent the interests of service users within a statutory framework. Typically, the focus for my work is improving outcomes for Children/Young People; supporting them their families and those working with them. Within my work I draw upon a range of models, frameworks and paradigms including both Solution Focused and Personal Construct models. All of my work is based upon BPS/HCPC guidelines for practice. My interests rest in expanding my role within the community via parent /teacher surgeries; giving emphasis to the voice of the child and parents in this context.
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Dr Jenny Parker - Senior Educational and Child Psychologist
I have worked as an Educational and Child Psychologist in Liverpool since 2010. Prior to this I, worked in other Local Authorities. Prior training as a psychologist I was a teacher. During this time I was responsible for setting up student councils and developing anti-bullying approaches. My Doctorate in Educational and Child Psychology was completed at Sheffield University. I completed research into supporting resilience in young people, through active participation. I have a keen interest in working to facilitate positive change using a strengths based Solution Oriented approach whilst working in partnership with children, school and families.
Currently, I work as a Senior Educational and Child Psychologist with a co-ordination role in the south of the city. I have a role in marketing, stakeholder feedback and service review and also have responsibility for the CPD function of the team. I have been involved in partnership work with schools; in supporting the setting up of nurture groups as well as social communication and emotional literacy approaches. I have experience working with children with a range of needs and particularly enjoy working to develop and implement strategies which result in positive change for children and young people.
Dr Alice Tilley - Senior Practitioner Educational and Child Psychologist
I qualified as an Educational and Child Psychologist in 2005 after completing my training at the University of Manchester. I work within the nursery and school sector in the city, using psychology to best understand and meet the needs of children and young people. My work includes making use of assessment, observation and consultation.
Motivated by giving children a voice and understanding the world from their point of view, I work with families, school staff, nursery practitioners and professionals from other services to achieve a shared narrative about needs and how those needs could be met. I have a long standing interest and passion for enabling those who have been Looked After by the Local Authority, this inspired my doctoral studies with Care Leavers.
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Hema Ward - Senior Practitioner Educational and Child Psychologist
I have over 20 years of experience as a qualified Educational and Child Psychologist. My areas of interest include working with children and young people with complex learning needs, sensory impairment (level 1 BSL), ASD and other neurodevelopmental conditions. My specific interest is working with pupils with a visual impairment and possible ASD. I am trained in using DISCO - a diagnostic assessment tool for the assessment of social communication disorders within a multi-disciplinary team. Furthermore, I am trained in working with families offering courses such as The Parent- Child Game; Webster Stratton -The Incredible Years; Hanen -You Make The Difference. I am also trained in offering Bright Start (a cognitive curriculum for young children).
I am passionate about supporting families and educational settings to help with the identification and understanding of children and young peoples’ current emotional or behavioural issues in order to support their life long development.
Dr Suzanne Craig - Educational and Child Psychologist
I achieved my Doctorate in Child and Educational Psychology from the University of Sheffield in 2015 and have worked in a variety of roles within the education sector for the last 18 years. I am also a qualified cognitive behaviour therapist. I thoroughly enjoy my work and strive to bring about positive change in every case referred to me. I consider myself to be a child-centred, positive psychologist with a passion for working with children at risk of social and educational exclusion. My specialist areas of interest are: looked after children; social emotional and behavioural difficulties and emotional wellbeing.
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Dr Esther Nelson - Educational and Child Psychologist
I am an experienced Educational and Child Psychologist who enjoys working with children and young people of all ages. I am enthusiastic about focusing on the strengths of children and young people and work in a Solution Orientated manner to implement change. I am also experienced in working with children with Autistic Spectrum Conditions and children with learning difficulties. My Doctoral Thesis involved exploring adult approaches towards children who display sexually harmful behaviour and this remains an interest of mine. I am also interested in empowering adults who work with children and young people and therefore, enjoy delivering training on a range of topics.
Dr Hannah Nicholls - Educational and Child Psychologist
I completed my Educational Psychology Doctorate in 2015 at the University of Newcastle. I have a particular interest in the early year’s sector and the research area for my thesis was an exploration of the environment that supports active learning with two to three year olds. I also form part of the early years team providing advice and support within nursery settings across the city. I have developed resources and training packages with this team; training themes include, Strategies around Autism Spectrum Condition and Effective Conversations. I also have experience working within Primary, Secondary, Post 16 and Specialist Provisions. During my training and practice as an Educational and Child Psychologist I have developed skills as a reflective research practitioner. I enjoy using information based on psychology and evidence, acknowledging the viewpoints of others such as the child, parents and teachers to create learning conversations, with others, as a means of developing a shared understanding of a child’s needs. My ultimate aim is to support children and young people to connect with education, have a sense of belonging (promoting equality and embracing diversity) and meaningful participation (identify strengths, potential barriers to learning and support strategies) to maximise opportunities and life chances for all.
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Dr Louise Bason - Senior Practitioner Educational and Child Psychologist
I am a Chartered Educational Psychologist with the British Psychological Society and HCPC registered. I qualified in 2004 from the University of Newcastle Upon Tyne and I have held Specialist Psychologist roles in supporting pupils with Autistic Spectrum Disorder, working within both specialist and mainstream schools and within multi-disciplinary professional teams. Throughout my career I have been involved in delivery of training to school staff and in the development of staff skills in the assessment and positive management of behaviour difficulties. I completed my doctoral studies at the University of Manchester in 2012 and my thesis research related to transition planning for pupils with special educational needs to post-16 opportunities. As a Senior Practitioner I continue to be passionate about good practice in educational transitions and the field of post-16 education. I have presented my research work at several International School Psychology Association conferences.
Kali Sivaniah - Educational and Child Psychologist
I am an Educational and Child Psychologist with considerable experience of working with Liverpool schools, nurseries, higher education and alternative education provisions. I have provided a range of demonstrable effective interventions in order to bring about positive change. These interventions include assessment, a parent and early years practitioner drop in service, training for adults and children, consultation, parent workshops, small group work and individual work influenced by Narrative Therapy principles. My work is also strongly influenced by Solution Focused and Person Centred Planning Approaches.
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Dr Nadine Mearns - Senior Practitioner Educational and Child Psychologist
I have worked as an Educational and Child Psychologist for Liverpool City Council for the past 17 years and for five of these I was seconded to a Liverpool Children’s Centre. My specialism is the early years and I have much experience working with young children, parent/carers and practitioners in a variety of early year’s settings. My practice is based on the socio-constructivism approach which emphasises the importance of the involvement of the child and the engagement of adults in children’s learning and development. I am passionate about working collaboratively in order to promote positive outcomes for children and young people and my doctorate research focused on this approach.
Dr Lee Randall - Educational and Child Psychologist
I am a newly qualified Educational and Child Psychologist having graduated from The University of Manchester doctoral training course in 2016. As a former teacher who has worked in various capacities with children and young people in Liverpool for over a decade, I am delighted to be using my experience and knowledge of education and psychology to improve educational/developmental opportunities for all children. I have particular interests in neuropsychology, autism, attachment, Lego Therapy and the psychology of effective learning. I am also a published researcher in the area of working memory training. I am passionate about helping schools to build their capacity to meet the needs of children through the delivery of effective staff training and systemic school improvement work.
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Dr Ann Griffiths - Senior Practitioner Educational and Child Psychologist
My career in education began in 1990 as a Primary School Teacher. I qualified as an Educational Psychologist in 1999. I am registered with the HCPC.
I would consider the emotional well-being of children and young people to be my specialist area since my Doctoral Thesis explored the prevalence and profile of depression in children and young people. Since qualifying, a large percentage of my work has included supporting pupils of all ages with emotional difficulties, Autistic Spectrum Disorder, sensory impairments, Attention Deficit Hyperactivity Disorder and literacy difficulties. I enjoy working with parents, teachers and health professionals as I believe a collaborative approach to assessing and supporting children’s needs has the most favourable outcomes for their development.
Dr Julie Martin - Educational and Child Psychologist
I completed my Doctorate in Educational and Child Psychology at the University of Manchester after obtaining an honours degree in Applied Psychology. Prior to undertaking my current role as an Educational and Child Psychologist I worked for a number of years as a Counsellor and Psychotherapist in a school for young people identified as having social, emotional and mental health difficulties and also in charitable organisations and for the NHS delivering mental health services to children and young people, adults and their families
I am committed to working collaboratively and in partnership with children and young people, families, educational settings and other professionals to promote and facilitate inclusion and success. I am experienced in using person-centred and solution focused approaches to engage children and young people and those supporting them to elicit and involve their voices in order to build capacity and promote positive and self-determined change. My professional areas of interest include mental health and emotional wellbeing, promoting resilience, therapeutic interventions and positive approaches to understanding and managing behaviour. My doctoral research involved an appreciative inquiry with girls identified as having social, emotional and mental health needs and school staff supporting them to identify how pupil participation could best be facilitated.
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Dr Lee Robinson - Educational and Child Psychologist
I am a solution-orientated practitioner who works with children and young people, families and schools to achieve positive outcomes for individuals. Through the application of psychology via consultation and assessment, I aim to develop a shared understanding of the needs of children and young people. As a scientist-practitioner, I am an advocate of evidence-based practice and my special interest is in evidence-based interventions for children and young people with Autistic Spectrum Disorder. I am also experienced in delivering therapeutic interventions such as Lego Therapy, Motivational Interviewing and cognitive-behavioural approaches.
Dr Leanne Short - Educational and Child Psychologist
I qualified as an Educational Psychologist in 2013 following the completion of my Doctorate researching the effects of teacher-pupil relationships on pupils’ outcomes. Prior to this, I completed a Masters in Mental Health and worked at a Specialist Eating Disorders Clinic in the North West of England. My background also includes working with children and young people with Autistic Spectrum Disorder (ASD) in children’s homes, specialist hospitals, and independent schools. Since qualifying as an Educational Psychologist, I continue to have a passion for working with children and young people with severe anxiety, and significant and complex disorders such as ASD. My work as an Educational Psychologist centres on a solution-focused, holistic approach, keeping the young person at the heart of my involvement.
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Dr Jenny Dutton - Educational and Child Psychologist
I have been an Educational and Child Psychologist in Liverpool since 2012 and enjoy working with a range of educational provisions to bring about positive changes for children and their families. My doctoral thesis focused on delivering effective training to provisions across local authorities and I continue to have an interest in building the capacity of educational professionals (by developing skills, knowledge and competencies) through delivering training and workshops. I have also worked closely with paediatricians and a range of health professionals across Liverpool to ensure young children’s complex needs are identified and understood early and are supported within their Early Years setting. I thoroughly enjoy working as part of a consortium, which enables me to develop good relationships with school staff and children. Part of my role has also focused on supporting early years settings through training, consultation and assessment. I feel strength based Solution Focused and Person Centred approaches facilitate my work as an effective practitioner.
Kayleigh Sumner - Trainee Educational and Child Psychologist
I am a 2nd year Trainee Educational and Child Psychologist, I have worked in four different psychology services and prior to starting the course, was an Assistant Educational Psychologist. I am open to innovative ways of working and applying psychology within educational settings. I thoroughly enjoy working with children, young people, families and various professionals in nurseries, schools and colleges. I would describe my approach to casework as fluid, holistic and collaborative. My specific areas of interest are around emotional well-being, building resilience and working with children seeking asylum. I often use a Solution Orientated framework during consultations and have recently enjoyed utilising dynamic assessment within my practice.
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David Soares - Trainee Educational and Child Psychologist
I am a 2nd year Trainee Educational and Child Psychologist. My continued passion and involvement in bringing the best out of young people are closely related to the various roles I held within the education sector in the last 18 years, including being head of year and member of senior leadership teams. In essence, I am a strong advocate of a child-centred approach and have always promoted positive outcomes in young people, removed barriers to learning and fostered the importance of a collaborative framework between schools, parents and young people. I have a particular interest in emotional well-being, EAL, attachment and exam anxiety. For my doctoral thesis, I am exploring intervention programmes to help students and schools combat the stress and worry around tests and exams.
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Anne Parris Educational Psychology Support Officer
Kelly Williamson Educational Psychology Support Officer
As Educational and Child Psychology Support Officers we provide high quality administrative support within the Education and Child Psychology Service.
We provide advice and support to parents/carers of pupils supported by services across Educational and Child Psychology and maintain effective liaison with partner and other agencies.
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Aims of the service guide• Liverpool Educational and Child Psychology Service: Service Offer 2017-2018
• To provide stakeholders with clear guidance in relation to services that could be provided and activities that could be undertaken by Liverpool’s Educational and Child Psychology Service.
• To provide stakeholders with clarity regarding the nature of the services statutory offer to stakeholders and what additional services may be purchased.
• To ensure clarity and suitability of Educational Psychologist activity to each organisations stated purpose.
• To support Educational and Child Psychologists in the implementation of Liverpool Children’s Services strategic objectives.
Aims of the serviceThe Educational and Child Psychology Service is a statutory service working in partnership with Education, Social Care, Health, and the Voluntary Sector. The aim of the service is to apply psychology in order to promote attainment, inclusion and the well-being of all children and young people in Liverpool.
The Educational and Child Psychology Service uses an approach, which is underpinned by positive psychology, and a solution focussed framework, looking to strengths, well-being, resilience and emotional intelligence to provide solutions and promote the very best outcomes for children, young people, families and local communities. Liverpool Educational and Child Psychology Service is committed to applying effective models of psychology to promote positive change and to contribute to successful teaching, learning and care environments.
• Liverpool’s Educational and Child Psychology Service is determined to provide a service, which is crucial, modern and relevant. It endeavours to ensure that all psychological services are based on local need and reflect the individual needs of our children, young people, families, schools and local communities. All activities reflect the National Government Agenda and Liverpool Council’s strategic priority to develop the communities of Liverpool through increased social and educational inclusion.
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Principles underpinning the work of the Educational and Child Psychology ServiceEducational and Child Psychologists in Liverpool are committed to the following principles:
• Children and young people have a right to have their views heard and taken into account when planning for their future;
• Parents have a crucial role to play in their child’s development and as such, all individual work with children and young people should be carried out in partnership with parents;
• To empower people to develop the necessary resources in order to make desirable changes in their own lives;
• All children have a right to equality, inclusion and achievement;
• Educational and Child Psychologists will support and promote early intervention in order to facilitate all aspects of child development and well-being;
• Educational and Child Psychologists strive to work effectively with partner agencies;
• Educational and Child Psychologists are committed to facilitating the best possible outcomes for children and young people. This is promoted through the delivery of quality and best value services where feedback from stakeholders is valued, sought and acted upon;
• Educational and Child Psychologists are committed to ensuring that the Local Authority resources for children and young people are equitably distributed, allocated in accordance to need, and used to best effect.
• To ensure access to appropriate levels of professional supervision and CPD in order to ensure that Liverpool Educational and Child Psychologists have the appropriate skills/competencies.
Measuring Impact• The service currently engages in an on-going process of stakeholder (parent and teacher) evaluations. In
addition to this existing approach, the service will also now adopt a target monitoring evaluation approach to collect data on the effectiveness of interventions. This approach will be delivered in the following ways:
• Agreement of targets and associated interventions at the initial consultation stage (contract negotiation meeting). This agreement will take place with pupils, parents/carers, school staff and professionals.
• A baseline for each target will be identified and an expected level of progress identified in terms of success criteria.
• A review meeting will take place (contract review meeting), which will determine the impact of the collaboration intervention.
• Working in this way allows both the service and its stakeholders to determine the impact of its intervention at an individual, group and strategic level.
Liverpool’s Educational and Child Psychology Service is determined to provide a service, which is crucial, modern and relevant. It endeavours to ensure that all psychological services are based on local need and reflect the individual needs of our children, young people, families, schools and local communities. As such we would welcome any general or specific feedback in relation to how best to improve the services that we offer to schools.
Understanding what services are provided via the service’s statutory offer• Liverpool Educational and Child Psychology service provides statutory services for the Local Authority.
Therefore, some of the service’s work falls within this category. Statutory work includes psychological advice for Education, Health and Care plans (EHC) as well as supporting (through the provision of statutory advice) the transfer of statements to plans. Attendance (where appropriate) at Annual Reviews is also considered to be a statutory function.
• This time will now be kept centrally and the service will respond to each request it receives for statutory advice or attendance at Annual reviews on a case by case basis.
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Traded Services• In addition to the statutory services that are offered free to schools Liverpool Educational and Child Psychology
Service also offers a range of traded services and products to schools that can be purchased. These include:
• A guaranteed enhanced level of service for your school/setting from a psychologist that knows you and your cohort of pupils, bought on a yearly basis.
Access to a range of additional products and services, a summary of which can be found below.
The benefits that you will experience as a result of purchasing services from us include:
• Receipt of a highly acclaimed service, where there is a rigorous focus on quality assurance and impact.
• Access to on-going advice that is responsive, guaranteed and based on very sound local knowledge.
• Access to an Educational and Child Psychology Service that is well placed for partnership working and understands and can advise on Local Authority and its partners systems and processes.
• Improved staff confidence, knowledge and skills on the best way to maximise social, emotional and academic outcomes for pupils.
• School development work that is bespoke, responsive to need and fits with each organisations requirements and timescales.
• Project work that engages a range of multi-agency partners and is able to demonstrate impact for pupils, groups and the organisation.
• Access to highly skilled professionals who invest significant effort and resource in the on-going development of their skills. All psychologists that work for Liverpool Educational and Child Psychology Service are registered with the Health and Care Professions Council and pay strict adherence to their standards and code of ethics.
• To provide stakeholders with clear guidance in relation to services that could be provided and activities undertaken by Liverpool’s Educational and Child Psychology Service.
• To ensure clarity and suitability of Educational Psychologist activity to the organisation’s stated purpose.
• To support Educational and Child Psychologists in the implementation of Liverpool’s strategic objectives.
• This booklet outlines a selection of traded services available from Liverpool Educational and Child Psychology Service. Further training and services can be designed and delivered on a bespoke basis to schools with a minimum purchase agreement of 3 day (6 sessions) of time.
• Further details of the content of courses and services will be provided through discussions with the allocated local consortia Educational and Child Psychologist and through SLA contract negotiation meetings.
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Activities undertaken by the Educational Psychology ServiceEducational Psychologists apply psychology in a variety of ways in order to support change and facilitate positive outcomes for children and young people.
The strategies that Educational Psychologists may employ in order to support their work are varied. However, they can be broadly categorised within the following five areas:
• Consultation
• Assessment
• Training and development work
• Intervention
• Research
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ConsultationConsultation provides a framework for using different psychological models and theories. It is a problem solving approach, which acknowledges the different skills and expertise of the professionals and parents/carers involved with the child or family. The aim of the consultation is to help the person seeking help/advice (consultee) to explore possibilities and identify a range of actions that are most appropriate for them.
AssessmentEducational and Child Psychologists use a range of assessment techniques, which highlight both individual’s strengths, and possible areas of development. Individual assessments build on strong psychological principles and focus on providing information relating to:
• The learning/school context, i.e. situations where individuals are most likely to meet difficulties in their learning;
• Strengths and situations/tasks where individuals experience less/least difficulty;
• Specific ways in which individuals approach learning tasks;
• Identification of emotional as well as cognitive features of an individual’s approach to learning;
• How the individual’s learning scenario could be improved;
• A detailed picture of the amount and type of input that will be necessary to bring about the required amount of change.
Training and developmentThe Educational and Child Psychology Service provides training for schools, early years providers and other services and agencies. Training is considered to be a vehicle for change and as such is responsive and tailored to individual need. Training can be offered to respond to different levels of need, from particular learning scenarios to training at an organisation or service level. As experienced applied psychologists we are best placed to understand and facilitate the solution to a range of complex and challenging situations experienced by individuals and organisations.
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InterventionPsychological based intervention promotes the holistic development of the child or young person. Interventions focus on raising attainment, promoting emotional well-being and facilitating social and educational inclusion. Interventions can take place at an individual child, group or systems level. Psychologists can offer advice and support on a wide range of intervention strategies.
ResearchEducational and Child Psychologists are committed to the process of research. They have a background in research methodology and can offer support in devising, implementing and reviewing action research and project work. The Educational and Child Psychology Service has an excellent record for promoting research and managing projects and has some established links with Universities.
The interventions recommended by Educational and Child Psychologists are well researched and have on- going evaluations to maintain an evidence base for their effectiveness. Psychologists are actively involved in researching the development and impact of national and local initiatives and can use this expertise to support organisations in developing their own action research.
This guide is by no means exhaustive but should act merely as a reference point. We would encourage you to discuss all individual needs with your allocated Educational and Child Psychologist who will then work with you to develop an appropriate plan in order to best meet your priorities. Where your request is of a specialised nature it may be that a different Educational and Child Psychologist (to that which is allocated to your consortium or school) undertakes the work or in some instances a team teach approach may be used to deliver specialist interventions or training.
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Examples of specialist interventionsThe following interventions and approaches are examples of services available. A combination of interventions, training and assessments can be incorporated within the traded packages outlined below. Alternative interventions can be arranged on request, with a minimum of 3 days of time (admin included).
Bronze 10 sessions (5 days of time) and 2 contract meetings £2419
Silver 20 sessions (10 days of time) and 2 contract meetings £4839
Gold 40 sessions (20 days of time) and 2 contract meetings £9676
Platinum 80 sessions (40 days of time) and 2 contract meetings £19,352
Teacher ConsultationsDescriptionTeacher consultation sessions within schools. Teachers can consult with Educational Psychologists about pupils with a range of SEN and strategies.
ApplicationAvailable to all teachers and teaching assistants.
Costing Guide2 sessions per cycle £485 (Initial visit and follow up actions and notes).
Parental Consultations. Supporting parental expectationsDescriptionBooked meetings can be arranged for parents or carers, in order to discuss their child’s needs and to plan strategies. Meetings for each family using positive ‘solution focused’ or ‘narrative’ action planning.
ApplicationParent and school meetings.
Costing Guide2-3 sessions. £485 2-3 sessions of parental meetings and follow up actions and reports.
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Solution Oriented and Solution Focused Brief TherapyDescriptionA positive talking based approach, working with young people to identify and plan for goals for behaviour/learning. Research based approach known to result in positive outcomes for children.
ApplicationThis support is particularly useful for pupils with behavioural needs who have difficulty engaging with learning activities.
Costing GuideBrief therapy including follow on liaison with parents/school and letter based report/ actions. 3-4 sessions £727.50 minimum or as part of the Bronze Package of time.
Narrative TherapyDescriptionPositive talking based therapeutic approach, for supporting young people on an individual level.
ApplicationUseful for pupils with anxiety and anger difficulties; those with behavioural needs and children who may need support with self-esteem.
Costing GuideBrief therapy consisting of three to six visits to work with children and follow up admin and meetings. 3-6 sessions £727.50 or £1455 (can be as part of a package of time).
Mediation of Early Year’s PlayDescriptionEducational Psychologists attending settings and supporting colleagues through observation of play and descriptive commentary.
ApplicationRelevant to all early years settings and professionals.
Costing GuideInitial meeting, 1-2 observations, follow up report and actions. 2-3 sessions £485 or £727.50
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ABC Charts and Functional AssessmentDescriptionApproaches to support pupils with behavioural difficulties through identifying causes, suggesting strategies and plans at an individual level.
ApplicationMaterials and strategies are available for use with individuals, groups or training.
Costing GuideEP meeting re ABC charts or for a functional assessment. 2-3 sessions £485 or £727.50
Cognitive Assessment. Dynamic AssessmentsDescriptionFormal standardised assessments. Observations/assessment using mediated learning.
ApplicationAll pupils with learning needs. Specific support for exam access.
Costing Guide2 sessions per pupil – brief. £485. Further time may be needed for holistic assessment/meetings
Cognitive Behavioural Therapy. Anxiety reduction for pupils with ASDDescription: We can deliver a bespoke cognitive behaviour therapy (CBT) intervention for children and young people with diagnoses of ASD or social communication difficulties who struggle to manage the impact of anxiety on their day to day life. Consultation, planning and evaluation time would be integral to the process. CBT is an evidence-based intervention. Research has demonstrated that it can bring about positive change for young people experiencing emotional difficulties.
ApplicationApplicable for children with social communication difficulties. Delivery by accredited practitioners.
Costing Guide 10 sessions (5 days), incorporating consultation, 8-10 individual therapy sessions. Planning and evaluation can be delivered within the SLA process. Bronze package £2419
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Examples of group and medium scale interventions
Transition
DescriptionMAPS approach to supporting pupil transition, including follow on action planning and review. This is a person centred approach involving discussions and action planning. Follow on EP support and advice.
ApplicationRelevant to groups and individual pupils with a range of needs and for transition between settings.
Costing GuidePupil discussion, visual MAPS and follow on actions/ support. 2 sessions £485
Solution Circles and Group Problem Solving ApproachDescriptionThese approaches involve a positive team based approach to identify additional strategies to support behaviours, social communication and learning..
ApplicationThis approach is useful to colleagues in schools, private and voluntary settings and with multi-agency colleagues.
Costing GuideInitial session and follow up with colleagues. 2 sessions £485
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Lego Groups ‘Lego Therapy’DescriptionThe purpose of Lego therapy is to help students develop their social interaction and communication skills through a highly structured small group activity. The activity involves working together and taking on different roles to construct Lego models following a clear methodology. Key social experiences such as collaboration, joint attention, division of labour, sharing, turn taking, verbal and non-verbal communication are coached by the adults. This training will teach practitioners how to deliver Lego Therapy and how to implement it in schools. Follow up sessions to support the effective implementation of the intervention are recommended.
ApplicationThis approach is particularly suitable for pupils with social communication and emotional needs.
Costing GuideInitial workshop and follow up advice reviewing the group and resources £727.50
Multi Element PlansDescriptionMulti-element plans include a built in risk assessment and action plan. Individual or group based application of the model to children with behavioural, social and emotional needs.
ApplicationRelevant for supporting pupils with behavioural, anxiety and social needs and transition.
Costing GuideIntroduction in training and application to individuals or groups of pupils. 2 sessions £485
Mindfulness Approaches DescriptionTraining programme for staff and students to experience mindfulness, in order to promote a positive response to stress. This approach can be helpful for pupils with a range of needs.
ApplicationTraining available to groups of up to 20 students, from Year 5 to post 16 (also relevant for exams)
Costing GuideThe cost is from £727.50 per group and includes a set of materials and follow up
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Positive Playgrounds and Social SkillsDescriptionTraining for lunchtime supervisors and teachers on supporting positive play and social interactions.
ApplicationThis is suitable for all pupils, with materials available for pupils with social needs.
Costing GuideObservations and training support. 2 sessions £485
Play Plans. Group ObservationsDescriptionObservations and advice relating to play plans and/ or access to learning.
ApplicationPlay plans are relevant for all early years. Observation for all settings.
Costing GuideObservation, meeting and follow up. 2 sessions minimum £485
Promoting Positive Mental HealthDescriptionA workshop for staff in how to identify and promote positive mental health in children and young people and how to address mental health needs in the school environment
ApplicationRelevant for all primary, secondary and post 16 settings (Junior to Secondary focus)
Costing guide2 sessions including admin, preparation and resources £485
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Examples of systemic (school, consortia level)
Nurturing Classrooms, Inclusive ApproachesDescriptionTraining to support the inclusion of pupils with emotional difficulties. Resources and observations of existing nurture groups are also available on request and link to the Network Nurture Group Approach..
ApplicationGroup and systemic approach. Bespoke training and support for settings.
Costing GuideInitial training and materials. Observation and follow up meeting and actions. 2 sessions £485
Autistic Friendly Approaches/ClassroomsDescriptionStructured observations in the classroom and meetings in school and with pupils in order to identify strategies to support inclusion. Bespoke training is also available on social stories and executive functioning.
ApplicationApproaches for supporting pupil social interactions and access to learning.
Costing GuideInitial training or observations and follow up support and resources. 2 sessions £485
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Specific Learning Needs Support. Precision TeachingDescriptionGroup or whole school training and/or materials to support pupils with specific learning needs. Assessments and interventions for pupils with specific learning needs, for instance ‘Dyslexia’ or ‘Dyscalculia’.
ApplicationSuitable for teachers and teaching assistants.
Costing GuideInitial training and follow up assessments or observations available by EPs of pupils and materials for teachers. 2-3 sessions £485 minimum rate.
Research or Project WorkDescriptionEPs are trained in research and evaluation of approaches and can complete bespoke project based work.
ApplicationSystems based Consortia, whole school or class level. Can be used to evaluate interventions and gain supportive data or analysis to inform educational practice.
Costing GuideSmall scale project research and write up. 6- 10 sessions. £1455 minimum or through the Bronze Package £2419
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Consortia support and working parties
DescriptionAttendance and involvement in working parties for behaviour, learning and other approaches.Solution Circles and actions.
ApplicationConsortia based approach. Group based.
Costing GuideAdvice and support. 2-4 sessions. £485 minimum
Behavioural Approaches Learning Environment School Level
DescriptionEnvironmental observations and consultations. Training and support - bespoke to school and level of need. (Learning, sensory environmental analysis).
ApplicationSchool, class and setting level.
Costing GuideObservations or meeting with follow on training and support.3-4 sessions £727.50/ £970
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AppendixContractual responsibilities
Delivery MechanismA designated psychologist will be responsible for discussing, agreeing and delivering psychological services to each school/ setting. Sometimes other psychologists may work along side the designated psychologist to assist them in the delivery of specialist training or intervention.
Performance StandardsAll enquires will receive a response within 24 hours, and should your enquiry need further action, it will be logged and you will be sent a reference number to quote in any future communications. All services will be undertaken, where appropriate, in accordance with City Council Standing Orders and Financial Regulations, and Best Value.
Quality AssuranceLiverpool Educational Psychology Service works to clear quality standards. We work hard to ensure that all psychological services are of high quality. As such we will be requesting regular feedback from service users and will use all information gathered to continue to improve the services that we deliver.
School ResponsibilitiesSchools are asked to designate a named coordinator to liaise with educational psychology staff.It is the responsibility of the school co-ordinator to:• Ensure that the parents of all children receiving educational psychology
support have given written and informed consent for their children to receive services.
• Ensure all service request forms are received by Educational Psychology staff by agreed timescales.
• Ensure that the Educational Psychologist is aware of all relevant school policies e.g (safe guarding, health and safety etc) as well as being aware of the name and details of the relevant responsible officer.
• Ensure that any change of arrangements are communicated to the designated educational psychologist no less than 48 hours before.
• Ensure that young people and all appropriate staff members are available to meet with the designated Educational Psychologist (as agreed in the initial planning meeting).
• Ensure that appropriate accommodation is available for the Educational Psychologist to undertake their work.
• Participate in, and contribute to, any evaluations of performance/impact as requested by the designated Educational Psychologist.
Educational Psychology Service roles and responsibilities• To deliver high quality Educational Psychology services to schools/settings.• To ensure all relevant resources are available in order to undertake all agreed
actions.• To represent the child/young and family person positively.• To develop relationships that are based on openness, honesty and trust.• To deliver a professional and reliable service.• To communicate any absence to the school and describe any cover
arrangements.• To ensure that any written communication is purposeful, professional and
timely.• Service Failure• Any dissatisfaction with the service provided should be raised with the
Manager of the Educational Psychology Service either in writing or via e-mail. This will then be investigated and a response provided within 5 working days.
In the case of staff absence it is expected that in the instance of the first three days absence cover may not be provided. However, absence that exceeds 3 working days will be backfilled by other appropriately skilled Educational Psychologists.
Termination of Service Level Agreement ContractThere is a minimum of one terms notice that needs to be given in the instance that a stakeholder would wish to terminate their contract. All terminations of contract should be in writing and addressed to:Katie Hinds, Educational and Child Psychologist and SEND Manager, Parklands Customer Focus Centre, Conleach Road, Liverpool L24 [email protected]
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Invoicing ArrangementsWe will issue the school with an invoice for the amount of £912 (plus VAT) which equates to two days of psychologist time to undertake work for your school. Payments should be made in accordance with City Council Standing Orders.
Price StructureEducational Psychologist time is charged at £81 per hour. Schools are invited to buy a full day of support (6 hours or 2 sessions) for £485 or a half day (3 hours 1 session) for £243.However, it is important for schools to note that not all of this time may be delivered on site. Preparation, planning or report writing will also be charged at this rate.
For further information please contact your local area Educational Psychologist or service manager Katie Hinds at the following address:
Katie Hinds Principal Educational and Child Psychologist and SEND Manager ESP Service Liverpool City Council Parklands Customer Focus Centre Conleach Road Liverpool L24 0TY
Telephone 0151 233 5985
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Example of a Service Level Agreement (SLA)For the provision of Educational and Child Psychology Services
Between:
Liverpool City Council and ........................................................................................................................... [insert name of school or academy trust]
THIS Agreement is made on the ............... day of ..................................2016
Between:
Parties1. Liverpool City Council of Municipal Buildings, Dale Street, Liverpool, L2 2DH2. ............................ (company number): whose registered office is at ...................................................................... (“Customer”)
1. Definitions1.1. For the purposes of this Agreement the following expressions shall have the following meanings: “Charges” the charges payable by the Customer for the supply of Services by the Council “Commencement Date” the date at the beginning of this agreement. “Council’s Policies” relevant policies as set out in Schedule 3 “Educational Psychologist” [insert] “Request for Information” a request for information or an apparent request under the Code of Practice on Access to Government Information,
FOIA or the EIRs. “Services” the services to be provided by the Council pursuant to this Agreement shall consist broadly of educational psychology
services and are more particularly described in Schedule 1 “Services Start Date” the date on which the Council shall supply the Services to the Customer being the [ ] day of [ ] [2016] “School Term” Refers to the standard school terms as follows: a) the Summer term from 1 May to 31 August; b) the Autumn term from 1 September to 31 December; c) the Spring term from1 January to 30 April. “Term” the [ ] day of [ ] [2016] when this Agreement shall terminate. “Working Day” Monday to Friday inclusive but not including any Saturday, Sunday or any bank holiday.
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2. Commencement and TermThis Agreement shall commence on the Commencement Date and shall continue for the Term, unless terminated earlier in accordance with clause 8.
3. Supply of Services3.1. The Council shall supply the Services to the Customer from the Services Start Date and for the duration of and in accordance with the provisions of this
Agreement.3.2. In supplying the Services, the Council shall:3.2.1. perform the Services with reasonable care and skill;3.2.1.1. all applicable laws, statutes, regulations from time to time in force; and3.2.1.2. the Council’s Policies3.2.2. observe all reasonable health and safety rules and regulations and security requirements that apply at any of the Customer’s premises and have been
communicated to the Council, provided that the Council shall not be liable under this Agreement if, as a result of such observation, it is in breach of any of its obligations under this Agreement.
4. Charges and Payment4.1. In consideration for the provision of the Services, the Customer shall pay the Council the Charges in accordance with this clause 4 and the price structure
set out in the service delivery guide .4.2. All amounts payable by the Customer exclude amounts in respect of value added tax (VAT), which the Customer shall additionally be liable to pay to the
Council at the prevailing rate (if applicable), subject to receipt of a valid VAT invoice.4.3. The Council shall submit invoices to the Customer at the end of every 3 month period starting 3 months after the Commencement date.4.4. The Customer shall pay each invoice due and submitted to it by the Council, within 14 days of receipt in accordance with the payment details provided on
the invoice.4.5. If the Customer fails to make any payment due to the Council under this Agreement by the due date for payment, then without limiting the Council’s
remedies under clause 7:4.5.1. the Customer shall pay interest on the overdue amount at the rate of 4% per annum above Barclay’s base rate from time to time. Such interest shall accrue
on a daily basis from the due date until actual payment of the overdue amount, whether before or after judgment. The Customer shall pay the interest together with the overdue amount; and
4.5.2. the Council may suspend all Services until payment has been made in full.4.6. All amounts due under this Agreement shall be paid by the Customer to the Council in full without any set-off, counterclaim, deduction or withholding (other
than any deduction of tax as required by law).
5. Customers Obligations5.1. The Customer shall:5.1.1. cooperate with the Council in all matters relating to Services;5.1.2. provide in a timely manner, such information as the Council may reasonably require, and ensure that it is accurate in all material respects;5.1.3. designate a named Co-ordinator to liaise with the Council’s Educational Psychology staff and to be responsible for ensuring that:
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5.1.3.1. the parents of all children receiving educational psychology support have given written and informed consent for their children to receive services;5.1.3.2. all service request forms are received by Educational Psychology staff by agreed timescales;5.1.3.3. the Educational Psychologist is aware of all relevant school policies e.g (safeguarding, health and safety, etc);5.1.3.4. young people and all appropriate staff members are available to meet with the designated Educational Psychologist (as agreed in the initial planning
meeting);5.1.3.5. appropriate accommodation is available for the Educational Psychologist to undertake their work; and5.1.4. ensure that its designated Co-ordinator participates in, and contribute to, any evaluations of performance/impact as requested by the designated
Educational Psychologist
6. Limitation of Liability and Indemnity6.1. Nothing in this Agreement shall limit or exclude either party’s liability for:6.1.1. fraud or fraudulent misrepresentation;6.1.2. death or personal injury caused by its negligence;6.1.3. breach of any obligation as to title implied by statute; or6.1.3.1. any other act or omission, liability for which may not be limited under any applicable law.
7. Termination7.1. Without affecting any other right or remedy available to it, either party to this Agreement may terminate it with immediate effect by giving written notice to
the other party if:7.1.1. The other party commits a material breach of any term of this Agreement which breach is irremediable or (if such breach is remediable) fails to remedy that
breach within a period of 30 days after being notified in writing to do so; or7.1.2. The other party suspends, or threatens to suspend, payment of its debts or is unable to pay its debts as they fall due or admits inability to pay its debts or
(being a company or limited liability partnership) is deemed unable to pay its debts within the meaning of section 123 of the Insolvency Act 1986.7.2. The Council may terminate this Agreement with immediate effect by giving written notice to the Customer if the Customer fails to pay any amount due
under this Agreement on the due date for payment and remains in default not less than 30 days after being notified in writing to make such payment.7.3. Either party may terminate this Agreement for convenience by giving not less than one School Term’s written notice of termination to the other party.7.4. On termination of this Agreement for whatever reason:7.4.1. The Customer shall immediately pay to the Council all of the Council’s outstanding unpaid invoices and interest and, in respect of Services supplied but for
which no invoice has been submitted, the Council may submit an invoice, which shall be payable immediately on receipt;7.4.2. The Council shall return any items or data belonging to or provided by the Customer, save where such data is required by the Council for performance of its
statutory duties;7.4.3. Termination of the Agreement shall not affect any of the parties’ rights and remedies that have accrued as at termination, including the right to claim
damages in respect of any breach of this Agreement which existed at or before the date of termination; and7.4.4. Any provision of the Agreement that expressly or by implication is intended to come into or continue in force on or after termination shall remain in full force
and effect.
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8. Force Majeure Neither party shall be in breach of this Agreement nor liable for delay in performing, or failure to perform, any of its obligations under this Agreement if such
delay or failure result from events, circumstances or causes beyond its reasonable control.
9. Confidentiality9.1. Each party undertakes that it shall not at any time during this Agreement, and for a period of five years after termination of this Agreement, disclose to any
person any confidential information concerning the business, affairs, customers, clients or suppliers of the other party or of any member of the group to which the other party belongs, except as permitted by clause 9.2.
9.2. Each party may disclose the other party’s confidential information:9.2.1. to its employees, officers, representatives, subcontractors or advisers who need to know such information for the purposes of carrying out the party’s
obligations under this Agreement. Each party shall ensure that its employees, officers, representatives, subcontractors or advisers to whom it discloses the other party’s confidential information comply with this clause 9; and
9.2.2. as may be required by law, a court of competent jurisdiction or any governmental or regulatory authority.9.2.3. No party shall use any other party’s confidential information for any purpose other than to perform its obligations under this Agreement.
10. Data Protection10.1. Both parties shall both ensure that they comply with the notification provisions of the Data Protection Act 1998 and that they will duly observe all their
obligations under that act which may arise under this Agreement.10.2. The Customer shall ensure that it has obtained consent from parents of its pupils who will receive Services, in respect of processing by the Council of the
pupils’ personal data as required for the performance of this Agreement and the provision of the Services.
11. Freedom of Information11.1. The Customer acknowledges that the Council is subject to the requirements of the Freedom of Information Act 2000 “FOIA” and the Environmental
Information Regulations 2004 (SI 2004/3391) “EIRs”. The Customer shall:11.1.1. provide all necessary assistance and cooperation as reasonably requested by the Council to enable the Council to comply with its obligations under the
FOIA and EIRs;11.1.2. transfer to the Council all Requests for Information relating to this agreement that it receives as soon as practicable and in any event within 2 Working Days
of receipt;11.1.3. provide the Council with a copy of all Information belonging to the Council requested in the Request For Information which is in its possession or control in
the form that the Authority requires within 5 Working Days (or such other period as the Council may reasonably specify) of the Authority’s request for such Information; and
11.1.4. not respond directly to a Request For Information unless authorised in writing to do so by the Council.
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11.2. The Customer acknowledges that the Council may be required under the FOIA and EIRs to disclose Information (including Commercially Sensitive Information) without consulting or obtaining consent from the Customer. The Council shall take reasonable steps to notify the Customer of a Request For Information (in accordance with the Secretary of State’s section 45 Code of Practice on the Discharge of the Functions of Public Authorities under Part 1 of the FOIA) to the extent that it is permissible and reasonably practical for it to do so but (notwithstanding any other provision in this agreement) the Council shall be responsible for determining in its absolute discretion whether any Commercially Sensitive Information and/or any other information is exempt from disclosure in accordance with the FOIA and/or the EIRs.
12. Notices12.1. Any notice or other communication given under this Agreement shall be in writing and shall be delivered by hand or sent by e-mail or sent by pre-paid first-
class post or other next working day delivery service to the relevant party as follows:12.1.1. to the Council at: for the attention of Katie Hinds, Principal Educational and Child Psychologist and SEND Manager, Liverpool City Council, Parklands
Customer Focus Centre, Conleach Road, Liverpool L24 0TY and12.1.2. to the Customer at:or as otherwise specified by the relevant party by notice in writing to each other party.12.2. Any notice or other communication given in accordance with clause 12.1 will be deemed to have been received:12.2.1. if delivered by hand, on signature of a delivery receipt or at the time the notice or other communication is left at the proper address;12.2.2. if sent by e-mail, at 14:00 on the working day after the e-mail was sent; or12.2.3. if sent by pre-paid first-class post or other next working day delivery service, at 9.00 am on the second working day after posting.12.3. A notice or other communication given under this Agreement shall not be validly given if sent by fax.
13. Third Party Rights No one other than a party to this agreement shall have any right to enforce any of its terms.
14. Jurisdiction and Governing Law This Agreement is to be governed by and interpreted in accordance with the law of England and Wales and the parties irrevocably submit to the jurisdiction of the English courts.
This Agreement has been entered into on the date stated at the beginning of it.Signed for and on behalf of Liverpool City Council
John Shrigley Senior Education Psychologist
Signed for and on behalf of .......................................................[insert name of academy trust] .......................................................[name and position of signatory]
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Schedule 1. Service Specification
1. The Services shall consist broadly of Education Psychology services and shall include the following:-
a. Assessment of children and young people in respect of their educational development and behaviour in school in order to identify their needs and strategies to assist them in their educational life;
b. Giving advice to teachers, parents and other professionals on appropriate methods of education for children and young people; c. Drafting of reports and recommendations following assessments of children and young people; d. Observation of children and young people during the school day; e. Liaising where appropriate with other professionals including health and social care professionals in relation to the well-being of children and young
people; f. Identifying any special or additional educational provision which a particular child or young person may require.
2. Due to the broad nature of services which Educational Psychologists may provide as part of their role, it is not possible to set out every service which may be provided pursuant to this Agreement. Where a service is requested by the Customer which is not listed above, then the Council shall have discretion as to whether this service is to be provided.
3. The Council cannot guarantee that a particular Educational Psychologist will be made available on request or designated to the Customer’s needs. The Council will attempt to accommodate requests for particular Educational Psychologists (such as where they have already had extensive dealings with a particular child) but that will be subject to staff and service availability and the Council reserves the right to provide another member of staff.
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Schedule 2. Charges
Charges for ServicesThe service offers four levels of traded package, which can be purchased, bronze, silver, gold and platinum.
The bronze package Cost £2,419The bronze package includes five days of psychologist time plus one contract negotiation meeting (1 hour) and one contract review meeting (1 hour). The contract negotiation meeting will form the basis of the service level agreement between the service and the school and will itemise how the time purchased will be used (although there is some flexibility should priorities change). The contract review meeting will ensure that services have been delivered to the required standard and will allow stakeholders to discuss the purchase of additional packages or time.
The silver package Cost £4,839The silver package includes ten days of psychologist time plus one contract negotiation meeting (1 ½ hours) and one contract review meeting (1 1/2 hours). The contract negotiation meeting will form the basis of the service level agreement between the service and the school and will itemise how the time purchased will be used (although there is some flexibility should priorities change). The contract review meeting will ensure that services have been delivered to the required standard and will allow stakeholders to discuss the purchase of additional packages or time.
The Gold package Cost £9,676The gold package includes twenty days of psychologist time plus one contract negotiation meeting (2 hours) and one contract review meeting (2 hours). The contract negotiation meeting will form the basis of the service level agreement between the service and the school and will itemise how the time purchased will be used (although there is some flexibility should priorities change). The contract review meeting will ensure that services have been delivered to the required standard and will allow stakeholders to discuss the purchase of additional packages or time.
The Platinum package Cost £19,352The platinum package includes forty days of psychologist time plus one contract negotiation meeting (2 hours) and one contract review meeting (2 hours). The contract negotiation meeting will form the basis of the service level agreement between the service and the school and will itemise how the time purchased will be used (although there is some flexibility should priorities change). The contract review meeting will ensure that services have been delivered to the required standard and will allow stakeholders to discuss the purchase of additional packages or time. We understand that a Multi-Academy Trust or a collaboration of schools may choose to come together to benefit from the economy of scale that the larger packages allow. Where this arrangement is in place a lead school (who will take responsibility for hosting the contract meetings and devising the service level agreement) will need to be identified. It is possible to add additional time to existing packages. Additional Educational and Child Psychologist time can be purchased for £485 a day (with a minimum purchase agreement of three days’ time at a time).
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