Making a difference to excellence and equity for all - The ...

ASPEP

ASSOCIATION OF SCOTTISH PRINCIPAL EDUCATIONAL PSYCHOLOGISTS

Making a difference to excellence and equity for all: The future of educational psychology services in Scotland

April 2019

Making a difference to excellence and equity for all: The future of educational psychology services in Scotland

Contents

Forewordiii

Introduction1

The National Action Enquiry Professional Development Programme3

Event Sampling

5

Implications of above on Currie functions and levels of

engagement

7

Workforce planning data collected over a three year

period to look at patterns of employment,

and the supply of, and demand for, EPs

9

Looking forwards: recommendations for the delivery of

EPS in Scotland ? the future

12

Summary16

Appendix 1: Event sampling of EPs activity

17

Appendix 2: Scanning and Scoping Cycle

25

Appendix 3: Outcomes from Managers of Educational

Psychology Services in Scotland

32

Acknowledgements

33

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Making a difference to excellence and equity for all: The future of educational psychology services in Scotland

Foreword

This report includes the work commissioned by the Scottish Government through the National Scottish Steering Group for Educational Psychologists (NSSGEP). The NSSGEP comprises of representatives from the Association of Scottish Principal Educational Psychologists (ASPEP), the Scottish Division of Educational Psychology (SDEP), Educational Institute of Education (EIS), Convention of Scottish Local Authorities (COSLA), the Association of Directors of Education in Scotland (ADES), Education Scotland, and the Directors of Dundee and Strathclyde educational psychology training courses. Education Scotland's inspection evidence from all educational psychology services (EPS) inspected during 2015 to 2017 has also been included in the 2019 report, along with other improvement work facilitated by ES.

The report demonstrates the strength and power of collaboration. Education Scotland has worked closely with educational psychology managers (ASPEP) and practitioners (SDEP) to help provide clarity of purpose, and to facilitate transformational discussions about the future delivery and governance of services going forward. In jointly writing the report, we have looked at the work that educational psychologists (EPs) have been doing to support collaborative research with teachers. Collectively, we have developed a workforce planning model which has allowed us to monitor the supply of, and demand for EPs in Scotland. This has resulted in funding from Scottish Government to support trainee placements, thereby ensuring a consistent supply of EPs. Together we have identified the important role of EPs in helping to overcome inequality in attainment and achievement of the most vulnerable groups of children and young people. EPs are empowering teachers in the classroom, and delivering high quality professional learning to support mental health and wellbeing, and improve teaching and learning.

The profession still have much to do to extend their reach and to balance their work with individual children with that of prevention and early intervention. Our coproduced report will strengthen the work already started by EPs, and help the profession to position itself more effectively in a changing education system. This is not the end of our collaboration, it is a sound basis on which to continue to build and improve.

ASPEP

ASSOCIATION OF SCOTTISH PRINCIPAL EDUCATIONAL PSYCHOLOGISTS

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Making a difference to excellence and equity for all: The future of educational psychology services in Scotland

Introduction

Who are educational psychologists and what do they do?

EPs work with children and young people from birth to 19 years of age. They advise education authorities, school staff and, importantly, parents/carers on the needs of children and young people with additional support needs (ASN) and the educational provision required for them. Educational psychologists have a unique role in working at different levels within the education system, linking casework to the development of policy and strategy. They provide direct support to individual children and young people and often work with and through others. This enables more children and young people to benefit from educational psychological skills and knowledge. EPs undertake research and contribute to the professional development of, for example, teachers, social workers, and support staff to enhance outcomes for children and young people. A key role for EPs is prevention and early intervention. EPs work to support schools to create positive, inclusive environments which foster and develop children's and young people's resilience and wellbeing to impact positively on mental health. Much of this work results in raising attainment and equity for all, thereby extending beyond those children and young people with ASN. Currently, EPs are employed by local authorities who have a legislative duty to provide such services.

Legislative duties and national context

Section 4 of the Education (Scotland) Act 1980 requires education authorities to provide a psychological service for their area and sets out the functions of that service (which includes, for example, the study of children with ASN). The 1980 Act does not prescribe how this service is to be provided or how the service should be staffed as these are matters for each education authority.

EPS also have a duty to provide advice to the children's reporter on the needs of vulnerable children and young people, including those who commit offences or are in need of care and protection as outlined in the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended). The publication of Education Governance: Next steps ? Empowering our teachers, parents and communities to deliver excellence and equity for our children (2017), and the report on Excellence and equity for all - guidance on the presumption of mainstreaming: consultation analysis (2018) will influence the future delivery of EPS.

Evidence base

This report draws on the following evidence.

1. HM Inspectors' scrutiny of all EPS during the period 2015 to 2017 using a validated self-evaluation (VSE) inspection methodology.

2. Research data from the National Action Enquiry Professional Development Programme which focuses on closing the poverty-related attainment gap in the areas of numeracy and health and wellbeing (vis. a vis. Scottish Attainment Challenge (SAC)).

3. Outcomes from the National Conference 2016 jointly sponsored by Education Scotland, ASPEP and The British Psychological Society: Scottish Division of Educational Psychology (SDEP). Participants included EPS managers and practitioners, and a wide range of stakeholders from health, education authority staff and the Scottish Government. The two-day conference consulted on `What Scotland needs from educational psychology'. (Appendices 2 and 3)

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Making a difference to excellence and equity for all: The future of educational psychology services in Scotland

4. Event sampling data investigating the range and content of work undertaken by EPS across Scotland. (Appendix 1)

5. Workforce planning data collected over a four year period to look at patterns of employment, and the supply of, and demand for, EPs.

The report is co-produced, written by Education Scotland, in partnership with the ASPEP and the SDEP. It should be read alongside the inspection findings reported in Educational psychology services in Scotland: making a difference to excellence and equity for all: outcomes from inspection evidence 2015 to 2018. https:// .scot/Documents/EducationalPsychologyServicesInScotland.pdf

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Making a difference to excellence and equity for all: The future of educational psychology services in Scotland

The National Action Enquiry Professional Development Programme

In 2011, Education Scotland published a report, Educational psychology in Scotland: making a difference recommending that EPS should engage in research more to inform practice and evaluate outcomes better. During the period 2011 to 2015 there has been a noticeable increase in the use of evidence-based practice by EPs. National guidance has helped to raise the importance of research to inform practice and measure outcomes by schools and other educational establishments. This has been helpful in supporting EPs to use their knowledge of empirical research and child development, to inform teachers' and others' practice. However, only a few services were linking research to national policy effectively or comprehensively. To help services apply their knowledge more directly to national priorities, Education Scotland in collaboration with the profession and the Scottish Government launched a professional development research programme in 2015-16: The National Action Enquiry Professional Development Programme. Practitioners from across almost all authorities applied to take part in the programme. The research focused on closing the poverty-related attainment gap in numeracy and health and wellbeing. EPs worked in their education authority schools with teachers and other professionals to improve attainment and achievement in both curriculum areas. All interventions are informed by research and applied by Scottish practitioners. Summary reports can be found through this link.

The National Action Enquiry Professional Development Programme demonstrates the impact that high quality research can achieve in changing teaching practice and improving outcomes for children, young people and families. Methods which deploy pre- and post-intervention measures provide robust evidence of outcomes. This is exemplified in a number of the reports published by Education Scotland, a few of which have been developed further and reported in peer reviewed journals.1

Many of the approaches being used by EPs are beginning to impact on teaching and learning in the Pupil Equity Fund (PEF) schools and SAC authorities. EPS are beginning to use implementation science as a means of self-evaluation more and are helping teachers to apply improvement methodology to evaluate their classroom practice more robustly. The National Action Enquiry Professional Development Programme is allowing EPs to focus on research to help Scottish practitioners to improve their approaches to teaching numeracy, literacy and health and wellbeing, for example, the work undertaken by Fife psychologists. (Action enquiry research: Fife Council). The programme is also allowing EPs to work together to share skills and knowledge, thereby improving leadership across the profession. The emphasis on national priorities is allowing EPs to demonstrate the value added by applied research in Scottish schools and establishments more explicitly, for example, North Lanarkshire's work on numeracy. (Action enquiry research: North Lanarkshire Council). The focus of all the research is on closing the poverty-related attainment gap, however, not all services defined their poverty gap adequately. In January 2018, a second professional development programme started. All participants have been asked to define the poverty gap in their context (rural and urban), and to link with the related aim of achieving equity and excellence for all. This will help to ensure that services are developing their own and others' thinking about what works best and with which children and young people. Reports will be available in April 2019.

1 West Dunbartonshire paper ref Ellen Moran and Joanna Moir Closing the vocabulary gap in early years: Is `Word Aware' a possible approach? Educational & Child Psychology Vol. 35 No. 1

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Making a difference to excellence and equity for all: The future of educational psychology services in Scotland

To facilitate professional learning and to build capacity in schools, EPS should take active steps to link with university psychology departments across Scotland. Such collaboration should focus on using the respective strengths of academic research, as produced by psychology departments, and the EPs' ability to apply the research in schools, establishments and communities to improve outcomes for children and young people. Such symbiosis will help to ensure a constant flow of robust evidence to inform new and innovative ways of working. Additionally, policy makers should make more effective use of the collective knowledge which EPs have about child development, how children learn and how to apply this in educational and community contexts. An example of the application of research to national priorities and school education is demonstrated by the Action Enquiry Programme undertaken by EPs across Scotland. This requires consolidation, and development as outlined above.

Recommendation 1: EPS should actively pursue opportunities to collaborate with university psychology departments more.

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