Three Year Strategic Priority Overview Directorate Priorities 2015/16 Directorate Priorities 2016/17 Directorate Priorities 2017/18 1.1, 1.2, 1.3, 1.6, 2.1, 4.1, 4.4, 5.1, 5.3 Build capacity for an equal and inclusive culture and practice across school communities 1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 4.1, 4.3, 4.4 High quality learning and teaching is taking place in all our education establishments 1.1, 1.2, 1.3, 1.4, 1.6, 2.1 Enhance the of children and young people 1.1, 1.2, 1.3, 1.4, 1.6, 3.1, 4.1, 4.4, 5.3 Foster an ethos where positive relationships are the foundation for practice 3.1 Embed self-evaluation and performance improvement throughout our service delivery NB: The current Educational Psychology Service strategic priorities will be focussed on over the 3 year cycle PSYCHOLOGICAL SERVICE CORE FUNCTIONS: In order to fulfil our statutory duties, implement relevant legislation, and comply with national guidance the service will:
Strategic Priorities Build capacity for an equal and inclusive culture and practice across school communities High quality learning and teaching is taking place in all our education establishments Enhance the well-being of children and young people Foster an ethos where positive relationships are the foundation for practice Embed self-evaluation and performance improvement throughout our service delivery High Level Objectives Operationalise actions associated with the Communication and language strategy for E & YE in NA Improve young people’s transitions into positive and sustained destinations Promote inclusion through supporting establishments to develop nurturing and restorative approaches To contribute to the review of systems and practice and policy to support inclusion in North-Ayrshire To build capacity at a national and local level taking a practitioner enquiry approach Negotiate with and contribute to developments associated within the professional learning academy with regard to numeracy, literacy & pedagogical approaches Contribute to the development of Visible Learning, incorporating mindset within education establishments To completeresearch and evaluation of evidence based approaches to teaching and learning of Higher-order reading skills initially within the Primary setting To lead, in collaboration with others, the development of a dyslexia policy to aid in the identification of needs relating to literacy difficulties and dyslexia Enhance staff knowledge, understanding and skills in supporting young people dealing with mental health issues To build capacity and improvement within early years universally and in relation to supporting children with wellbeing needs . Support the implementation of change and loss, through whole school nurture approaches across CfE levels Build understanding and capacity to implement effectively the principles of nurture, incorporating change and loss EPS to provide an ongoing improvement and coaching role to the SNAP project Develop & implement restorative approaches across all education establishments Operationalise actions identified through Validated Self Evaluation Implement and review ongoing quality improvement procedures via activities within self calendar Use the information gathered from continuous self-improvement activities to inform future service delivery Improvement Plan -
Strategic Priority: Build capacity for an equal and inclusive culture and practice across school communities High Level Objectives How will I achieve this? Outcomes Measurement Operationalise actions associated with the Communication and language strategy for E & YE in NA, including an ongoing programme of training for education staff 1.1 1.2 1.3 1.6 2.1 4.1 4.4 Co-ordinate and evaluate an on-going 3 tier programme of training on Autism – available for all staff across early years, primary and secondary establishments Children to feel and be more included within mainstream and education support resources Staff to gain knowledge, be supported and confident in supporting children with communication/autism needs Staff to be trained and therefore have knowledge of specific strategies to use appropriately when required with children with significant communication/autism needs both in mainstream schools and in the educations support resources Numbers of staff in educational establishments being trained in communication/autism specific strategies to increase Evaluations immediately and 6 months (sample) after receiving training – staff asked about uptake of alternative approaches, knowledge and confidence Reduction in external placements used at secondary level Improve young people’s transitions into positive and sustained destinations 1.1 4.1 5.1 5.3 Contribute to the senior of CfE and widening achievement agenda through on-going links with senior management In partnership with schools, Universities and a range of external agencies a 1 day conference (UKCAT) will be held for pupils in S5/6 who are planning to Increased number of learners in sustained and positive destinations Young people have increased knowledge and skills in preparing and being part of the interview and/or Tracking statistics provided by Skills Development Scotland (SDS) on number of young people in positive destinations Evaluation data collected after 1 day UKCAT conference E&YE
apply for ‘High Tariff’ courses, such as medicine, dentistry and veterinary Provide opportunities for young people to be part of a mock interview at following the conference for high-tariff courses (UKCAT) Continued with colleges in order for EPs to remain informed of opportunities available to young people application process for college placements. Greater number of young people successfully accessing ‘High Tariff’ courses within Universities Psychologists have an awareness of opportunities available to young people within the colleges and utilise this to support young people in accessing a range of opportunities School feedback and tracking Increasing numbers of children accessing university placements Evidence of specific advice given- e.g. from meetings Promote inclusion through supporting to develop nurturing and restorative practices 1.1 4.4 See Planning under “Foster an ethos where positive relationships are the foundation for practice” To build capacity at a national and local level taking a practitioner enquiry approach 1.1 1.3 3.1 3.2 Upskilling those with a remit of practitioner enquiry to feel confident in taking this forward Linking in with the national network which includes presentation at SDEP conference and contributing to a shared understanding of practitioner enquiry for all EPS across Scotland Support for the learning academy Use of practitioner enquiry within the EPS and SMT Lead EPs have increased knowledge and skills in preparing and part of practitioner enquiry Contribution at the SDEP conference will clarify additional next steps Contribution to the PLA work with probationer teachers in developing an enquiry approach Contribution to a paper on a National EPS shared understanding of PE planning between EPS and SMT Initial presentation on PE to EPS and SMT EP feedback, tracking and planning SDEP conference evaluation Probationer feedback and tracking Dissemination of a national definition of PE EPS and SMT feedback, tracking and planning
and specific advice around including pupils and parents. Staff access and apply relevant findings from educational research to improve learning and teaching Peer observation exercises SIMD data Hattie checklist Benchmarking staff beliefs Standardized assessment information relating to progress in and English Negotiate with and contribute to developments associated within the professional learning academy with regard to numeracy, literacy & pedagogical approaches Support research and implementation around a learning and teaching policy, early years work, differentiation & setting, effective questioning and numeracy Joint working with senior managers and PLA in supporting probationers through a series of training sessions Link higher order reading skills research with the PLA Learning and teaching policy written with educational psychology involvement More consistent approach to learning and teaching across the authority evident via support visits Training evaluations PDSA To complete research and evaluation of evidence based approaches to teaching and learning of Higher-order reading skills initially within Finalisation of the literature review of Higher order reading skills, models of reading, reading comprehension strategies. Use pilot information to inform a main study to investigate the approach using a mixed-model, 2x2x2 design with group (intervention versus control) and (pre- versus post-intervention) Finalisation of a comprehensive understanding of reading comprehension and reading comprehension approaches. A reading comprehension framework, is accessible, easy to implement, universal and has the greatest effect size will be identified. Main study completed Motivation for Reading Questionnaire (MRQ) subscales of self-efficacy and intrinsic motivation, children’s self-reported scales of strategy use, teacher implementation records and Wechsler Individual Achievement Test Second UK Edition UK (WIAT II) reading comprehension subtest
the Primary setting. and ability (high versus low ability) as independent variables. Clearer understanding of impact on reading comprehension outcomes, use of strategies, and confidence. Clearer understanding of whether it is used as a universal or targeted reading intervention. Clearer understanding of what the facilitators and barriers are, and how could intervention best be implemented at an authority level Teacher surveys to add background and experience qualitative data, readiness questionnaires and observation data will give implementation qualitative data for pre and post comparisons. Thematic analysis of qualitative data will take place. Study results synthesised with wider research Strategic Priority: Enhance the of children and young people High Level Objectives How will I achieve this? Outcomes Measurement
Support the implementation of the Change and Loss activities across CfE levels, targeting primary and secondary schools. 1.1 1.2 1.3 1.6 PRIMARY SECTOR Training of Nurture Base staff in change and loss over 3 sessions Incorporate Change and Loss training within Authority Wide Nurture Training SECONDARY SECTOR Training for secondary guidance team at Greenwood Academy and volunteer Outreach staff CPD for Garnock school Evaluate impact of New Perspectives lessons in S1/2 PSE programme at Irvine Royal Academy TRAINING (GENERAL) Develop training with increased emphasis on coping skills and coping with trauma Awareness raising with probationer teachers in November 2016 skills in supporting transitions increased Increased numbers of teachers attending training Change and Loss/New Perspectives incorporated into PSE New Perspectives discussed across subject areas Data to inform implementation planning for PSE. Pupils able to measure impact for themselves Training in line with latest research Pre and Post evaluation data collected after final twilight session Qualitative feedback from schools Qualitative feedback from schools Pre and Post qualitative and quantitative data from questionnaires Qualitative feed-back from training regarding of content Probationer feedback Strategic Priority: Foster an ethos where positive relationships are the foundation for practice High Objectives How will I achieve this? Outcomes Measurement Build understanding and capacity to implement 1.1 1.2 1.3 1.4 Psychological Service to be a member of the Inclusion strategy steering group Staff across early years, primary and secondary will be able to support all children and young people more effectively, including our most Pre and post baseline questionnaires for individuals who attend nurture groups. Increase in emotional and behavioural
effectively the principles of nurture 1.6 4.1 4.4 5.3 Psychologists to contribute to the planning of training for Nurture Group practitioners and contribute to a programme of CLPL with nurture Psychologists to jointly deliver 4 day training with Education Scotland to primary and early years school staff with a view to psychologists supporting, challenging & coaching the implementation within establishments thereafter Psychologists and nurture co-ordinator to deliver 2 day nurture training to primary schools and early years establishments and support follow up As part of a evaluation, psychological service will evaluate the Nurture implementation within primary, secondary and early years establishments vulnerable who are LAAC and who have social, emotional and behavioural difficulties Pupils attainment will increase for those who are attending specialised nurture groups Fewer children will attend our nurture bases (Hayocks & St Mark’s) and SEBD external placements and therefore more included in mainstream establishments More children feel safe, nurtured and that they are achieving within all establishments in North Ayrshire Materials created with partners (School staff and Education Scotland) All education establishments in North Ayrshire to have had access to nurture training by June 2017 functioning (focus groups & questionnaires with parents & teachers), increase in attainment (pre and post baseline assessment) & self-esteem (pre and post BIOS assessment) SEBN and ASN placement numbers monitored, exclusion and attendance rates monitored Use of GIRFEC interactive tool Attainment data Pulsion survey or equivalent about organisational climate – staff knowledge GL attainment data pre an post Follow up evaluation Young people survey Quality Assurance of nurture groups and whole school nurture implementation Develop & implement restorative approaches across all 1.1 1.2 1.3 1.4 1.6 Ongoing programme of Joint training between Psychological Service and school staff Increase numbers of trained in restorative approaches Increased number of establishments implementing positive relationship Detailed qualitative data regarding numbers of staff trained Pre and post evaluation measures Evaluation of training