The Educational Psychology Service (EPS) aims to build and sustain positive change for children, young people and their families across all stages of education. This includes children in the early years and young people and adults to 25 years. We believe every child and young person should have the opportunity to succeed as effective learners, confident individuals and engaged and informed contributors to society. The EPS is a service that applies psychology, grounded in theory and research, to achieve its aims.
Our service operates a consultation model of service delivery to work collaboratively with teaching staff, parents, pupils and other agencies to generate shared solutions to concerns and to facilitate change. Our Educational psychologists promote early intervention to work with you to address concerns at the earliest possible stage and minimise pupil’s barriers to learning. We work as a resource for schools, promoting psychological wellbeing, inclusion, aspiration and educational achievement across the full range of age and abilities.
What we can offer
All maintained schools and specialist resourced provisions in Kingston and Richmond receive a core allocation of time (free of charge) from the EPS through which statutory work is undertaken.
We also offer the option to buy back a package of time which can be tailored towards key development priorities at individual, group and whole school levels. This guarantees regular visits from a link EP(s) and regular psychological contribution towards agreed outcomes for involvement.
The EPS undertakes a number of statutory activities that relate to the assessment of pupils with special educational needs and disabilities (SEND) under the Children and Families Act (2014). This can involve the provision of outcomes based psychological advice, consultation on, and evaluation of interventions and on-going monitoring of a child or young person’s needs (for example, reassessment).
The service also delivers support outlined in a statement of special educational needs or education, health and care plan. It also supports looked after children or those who are the subject of a child protection plan as part of a multi-agency team.
The EPS will provide support following a critical incident or school emergency, free of charge and outside the allocation of core hours. This support follows a clear policy for psychological response and is individually tailored to the incident that has occurred.
Additional time purchased can be tailored towards the needs of each school, college and setting. Time can also be pooled by a group of settings in order to promote efficient use of time and response to identified local needs.
Key activities of the service can be summarised by the five following activities: consultation, assessment, intervention, research and training. These are undertaken at a variety of different levels as follows:
- Consultation to identify, explore and establish a child or young person’s key needs and evidence-based methods to address these
- Psychological assessment to help define the nature and implications of a child or young person’s difficulties and narrow gaps in attainment and improve academic progress
- Therapeutic intervention either directly with a young person or by working with a key adult who is known to them to improve mental health, well-being, motivation and engagement
- Person centred planning to elicit student views and identify their aspirations and make a plan to get these
- Identifying, setting and evaluating outcomes and the impact of intervention
- Contribution towards multi-agency meetings about a child or young person
- Therapeutic group intervention for young people to develop self-awareness and management skills for low mood and/or anxiety
- Strengths based interventions focused on promoting resilience in children and young people
- Psychological group intervention for young people to develop particular skills, such as study skills, thinking skills, social skills and overcoming exam stress
- Workshops and supervision for smaller groups of staff in managing particular issues such as challenging behaviour or attachment difficulties
- Workshops and training for parents around promoting resilience, managing sibling rivalry and responding to anxiety
- Support the development of whole school strategies, systems and policy through the use of soft-systems or appreciative enquiry change methodologies
- Continuing professional development (CPD) for staff on school-determined topics with a psychological basis
- Project development and action-research work, e.g. evaluating interventions. We offer full support services designed to help ensure that the interventions and learning packages that schools provide for pupils are evidence-based and proven to be effective
- Support in being prepared for and responding to school emergencies
What our customers say
“The work that our EP is currently doing in training our staff on emotional intelligence is extremely well received by our staff. ”
“Thank you so much for your input today. Your wealth of experience and expertise are really valued – not to mention the kind and sensitive approach to parents you have. I thought it was a successful meeting and that we are all aiming for the same goal.”
SENCO, primary school
“Our EP has a very good professional relationship with our SENCO and staff. She builds good working relationships with the [students] with whom she works. Reports written are detailed; recommendations useful.”
“The content and delivery of this course was excellent. This was an insightful course that will help me re-evaluate and adapt teaching methods and general interactions with children on the autistic spectrum.”
ASD Level 1 feedback, Nursery manager