Sefton educational psychology and portage service
Promoting a flourishing community
We aim to:
Apply psychology collaboratively to promote the development,
well-being and life opportunities of children and young people.
In all our work, we aim to promote:
- Integrity
- Possibility
- Fairness
- Inclusion
- Strengths
- Respect
Background – Who are we and what do we do?
Educational Psychologists have either a degree
in psychology (or equivalent) and have completed post-graduate
professional training in applied psychology. This enables them to
combine an understanding of children and young peoples’
development; including their learning, behaviour and emotional
well-being, with knowledge of educational and community settings,
to help children and young people make the most of their lives.
Practice
Sefton Educational Psychology Service applies
strengths-based approaches. We believe in respect for all and the
promotion of inclusion. The service is an outcomes-based one which
seeks to effect positive change for Sefton’s children and young
people through collaborative work with those closest to the child.
Working in partnership with families, school staff and other
professionals is therefore vital to our work.
The service works with children and young people aged 0-19. We
provide targeted support for vulnerable or underachieving pupils.
We also work to promote positive outcomes for all Sefton’s
children. Our work is usually arranged through regular visits
to schools and early years settings. Service input into each
educational setting is negotiated with key staff. This will usually
include development work, such as:
- delivering training,
- research,
- work with parents
- whole-school projects,
- consultation regarding individuals, groups or classes of
children and young people.
Parental consent is necessary before an Educational Psychologist
can work with an individual child. Such direct work may incorporate
assessment of the child’s needs, interventions to support learning,
emotional or behavioural needs or therapeutic work. Sometimes an
Educational Psychologist might see a child only once or they might
see him or her several times.
The service also has a role in the early identification and
interventions necessary to support early years’ children with
additional needs. The service works collaboratively with
professionals from other agencies to ensure that an accurate
assessment of the child’s needs is developed over time, and that
long-term plans are formulated to optimise the child’s future
educational and social opportunities.
In addition to our direct role with schools and early years
settings, each Educational Psychologist participates in the
Service’s Priority Outcome Groups which contribute to Sefton’s
Children and Young People’s Plan. Each Educational Psychologist
also has a commitment to Continuing Professional
Development.
Requesting an Educational Psychologist’s Involvement
Usually this is done through the school or early years setting,
through negotiation at the regular Planning Meetings, and
subsequent completion of a Consultation Request. Professionals or
parents seeking an Educational Psychologist’s input should
therefore raise the matter with key staff within school, usually
the Special Educational Needs Co-ordinator (SENCO).
The Service operates an open-referral system with Sefton’s
Specialist Advisory Inclusion Service to meet the needs of children
in their early years. Professionals can request the Service’s
involvement through completion of a Consultation Request form. This
will then be considered at a monthly multi-disciplinary Early
Years’ meeting with the cases then allocated appropriately. Parents
who think that an Educational Psychologist’s involvement may be
helpful, should therefore discuss it with a worker, e.g. a health
visitor, who knows the child and family.
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Last Updated on 5/21/2009