Validate d Se lf E valuation (VSE ) Apr il 2015 K a te Wa tso - - PowerPoint PPT Presentation

Validate d Se lf E valuation (VSE )

Apr il 2015

K a te Wa tso n I nve rc lyde E duc a tio na l Psyc ho lo g y Se rvic e

• Inverclyde Council - Context
• Corporate Management Structure
• Strategic Planning Framework
• Planning for Improvement
• Educational Psychology Service
• Where are we now? – strengths and areas for improvement
• Outline of the Validated Self Evaluation Fieldwork phase

Inve rc lyde Counc il E duc a tiona l Psyc holog y Se rvic e

Our We llbe ing Outc ome s

Inverclyde Council – Corporate Management Structure

. . .

Str ate gic Planning F r ame wor k

Inve rc lyde Allia nc e Pa rtne r Pla ns Na tiona l Outc ome s Inve rc lyde Allia nc e Community Pla n/ SOA Sing le Outc ome Ag re e me nt Outc ome De live ry Pla ns (SOA6 Be st Star t in L ife ) Inve rc lyde Counc il Corpora te Sta te me nt Corpora te Dire c tora te Improve me nt Pla ns (pe r Dire c tora te ) Se rvic e Sta te me nts a nd Sta nda rds (E PS Impr

• ve me nt

Plan)

Pla nning for Improve me nt in Inve rc lyde

Whe r e a r e we now? Whe r e do we wa nt to be ? How will we g e t the r e ? How will we know we a r e g e tting the r e ? Who is r e sponsible ? Pr

• g r

e ss

Cor por ate Dir e c tor ate Impr

• ve me nt

Planning E PS Ope r ational Impr

• ve me nt

planning

• 1 Principal Educational Psychologist
• 2 Depute Principal Psychologists
• 1 Senior Psychologist
• 4 FTE Main Grade Psychologists (5 EPs)
• Clerical Staff

Inve rc lyde Counc il E duc a tiona l Psyc holog y Se rvic e T e a m

Inverclyde Context

• Mid Year Population Estimate (2013):

80,310

(16.5% approx 0-15 years)

• 40% Inverclyde datazones are in most

deprived 15% in Scotland

• 12.7% Inverclyde datazones are in the

most deprived 5% in Scotland

SIMD 2012

Educational Establishments

• Early Years Establishments (early learning and child care)

19 establishments / nurseries 9 Children and Family Centres 8 Nursery classes (1 Gaelic nursery) 2 Nursery schools 5 Partnership Nurseries

• Primary Secondary

20 schools (Gaelic provision) 6 schools 5482 pupils approx (2014/15) 4375 pupils approx (2014/15)

• ASN provision

Craigmarloch, Lomond View Academy, (Hillend, EYLC)

• Support bases

School Aged Language Support Base ASD support bases (primary and secondary) HI primary and secondary

Impact on Children and Young People

Attainment

In the three authorities with the highest levels of deprivation, Inverclyde clearly stands out for its generally positive picture of attainment (Scottish Survey of Achievement 2006)

2013/14 S4 Nat 4 – 95% of presentations at this level passed Nat 5 – 83% of presentations at this level passed S5 50% pupils achieved 1+ Higher (45% in 2012/13) 26% pupils achieved 3+ Highers 12% pupils achieved 5+ Highers (most in 7 years)

Leaver destinations 2013/14:

Inverclyde National Higher education 36.9% 38.6% Further education 30.7% 26.3% Training 3.8% 4.1% Employment 21.1% 21.7% Negative destinations 6.0% 7.7%

• f 796 leavers

Attendance

Inverclyde has shown an improving trend for both primary and secondary. Primary Secondary 1998 94.5% 85.7% 2014 95.0% 91.7%

2014 2013

How g ood wa s our E duc a tiona l Psyc holog y Se rvic e in 2010? HMI

e re po rt 2010 Ke y str e ngths

• Stro ng le a de rship a nd se nse
• f dire c tio n
• Pro mising sta rt to re de sig n to

impro ve impa c t

• Stro ng trusting re la tio nships

with c hldn, pa re nts

• I

nitia te d de ve lo pme nt o f ro b ust o pe ra tio na l pla nning linke d to c o rpo ra te

• b je c tive s

Points for ac tion

• De ve lo p mo re unive rsa l

a ppro a c h to o ur wo rk

• Put in pla c e ro b ust se lf-

e va lua tio n fra me wo rk to e nsure c o ntinuo us impro ve me nt

• Be c o me b e tte r a t ide ntifying

a re a s in whic h E PS c o uld b e e ffe c tive

• Build sta ff c a pa c ity to de live r

full ra ng e o f E PS se rvic e

Ke y Priority

I mpro ving the impa c t o f E duc a tio na l Psyc ho lo g y Se rvic e o n the

• utc o me s fo r all c hildre n a nd yo ung

pe o ple in I nve rc lyde

a unive r sal and inc lusive se r vic e de live r y mo de l

Where are we now? - Overarching strengths

• Clear, shared vision across the whole team with

strong focus on equality, the voice of the child, young person and their family/carers

• Major focus on our most vulnerable children and

young people in particular, our looked after children and young people

• Strong partnership working focused upon improved
• utcomes for children and young people

Where are we now? - Overarching strengths

• Strong distributed leadership capability throughout

the team

• National recognition of individual team members for

their contribution, knowledge and skills

• Continuous improvement through robust self-

evaluation (Inverclyde Performs)

Where are we now? - Overarching strengths

Clear model for the design and implementation of a range

• f interventions with a focus on sustainability and impact

e.g.

• Restorative approaches
• Nurturing approaches
• Solution oriented approaches
• PATHS (Promoting Alternative Thinking Strategies)
• MVP (Mentors in Violence Prevention)
• Reciprocal teaching

Our priorities for improvement

• Strengthening our level of self evaluation to

ensure that it is built into all activities with a continued focus on sustainability outcomes and impact

• Extend our contribution at a strategic level

through disseminating knowledge of research to inform policy and practice developments – Scottish Attainment Challenge, closing the gap

T he me d a re a s for VSE fie ldwork pha se T he me 1 : L e ar ning and T e ac hing

‘Conside r the impac t of nur tur ing appr

• ac he s on le ar

ning and te ac hing’

L e ar ning and T e ac hing

• Ne e d ide ntifie d by He ad of Se r

vic e and Pr inc ipal E P thr

• ugh e xc lusion visits to sc hools
• Initially, individual sc hool base d inte r

ve ntion

• Ne e d for

a c r

• ss- author

ity r e sour c e to pr

• vide a c onsiste nt mode l that was

sustainable and e vide nc e d base d

• Nur

tur e r e sour c e pac k pr

• duc e d by

imple me ntation gr

• up le d by E

PS

L e ar ning and T e ac hing T he me - gr

• up me mbe r

s

• L

a ure nc e Re illy – L e a d E PS

• Julie Ha ll

– Nurture T e a c he r St Andre ws

• Ja yne Jo hnso n

– E PS

• Susa n Mitc he ll

– Child Pro te c tio n L e a d Offic e r

• Andre a Mo ntg o me ry

– E PS

• Ma rg a re t Na sh
• E

PS

• L

inda Wilkie

• Qua lity I

mpro ve me nt Ma na g e r

T he me d a re a s for VSE fie ldwork pha se Par tne r ship wo r king the me

‘Conside r the imple me ntation of solution or ie nte d me e tings as a mode l for par tne r ship wor king to impr

• ve
• utc ome s for

c hildr e n, young pe ople and familie s’

Par tne r ship Wor king

• Ne e d to impr
• ve planning about outc ome s

for c hildr e n and young pe ople fr

• m me e tings
• Ne e d to pr
• mote par

e nt/ c ar e r e ngage me nt in me e tings

• Ne e d for

the pupil voic e to be mor e fully r e pr e se nte d at me e tings

• Ne e d for

a c onsiste nt appr

• ac h to suppor

t e ffe c tive par tne r ship wor king

Par tne r ship Wor king T he me - gr

• up me mbe r

s

• Pa ula Dudg e o n (le a d)

– E PS

• Cla ire Ale xa nde r
• T

e a m L e a de r CL D

• She e na Be a to n

– Qua lity I mpro ve me nt Offic e r

• Ma dg e Ha she g a n

– E PS

• K

a re n Mc Cre a dy – Co rpo ra te Po lic y Offic e r

• K

a re n Mc Phe rso n – E PS

• Amy Mundy
• Ado ptio n a nd Pe rma ne nc e (HSCP)

Themed Group 1

Learning and Teaching Nurturing Approaches

• Individual Case Study

Clydeview Academy

• Local Authority Level

Establishment and HQ staff

• Establishment Level

Establishment SMT

Themed Group 2 Partnership Working Solution Oriented Meetings

• Individual Case Study

Newark Primary School

• Local Authority Level

Partners

• Establishment Level

Lomond View Academy

Reflection, Participation and Leading Activities Validated Self-Evaluation

T H E M E D G R O U P 1 T H E M E D G R O U P 2