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

Inve rc lyde Counc il E duc a tiona l Psyc holog 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

Our We llbe ing Outc ome s

Inverclyde Council – Corporate Management Structure . . .

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

Pla nning for Improve me nt in Inve rc lyde e sponsible ? e ss Whe r e a r e we Whe r e do we wa nt How will we g e t How will we know Who is r Pr og r now? to be ? e ? the r we a r e g e tting e ? the r Cor por ate Dir e c tor ate Impr ove me nt Planning E PS Ope r ational Impr ove me nt planning

Inve rc lyde Counc il E duc a tiona l Psyc holog y Se rvic e T e a m • 1 Principal Educational Psychologist • 2 Depute Principal Psychologists • 1 Senior Psychologist • 4 FTE Main Grade Psychologists (5 EPs) • Clerical Staff

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: Attendance Inverclyde National Inverclyde has shown an improving trend for Higher education 36.9% 38.6% both primary and secondary. Further education 30.7% 26.3% Training 3.8% 4.1% Primary Secondary Employment 21.1% 21.7% 1998 94.5% 85.7% Negative destinations 6.0% 7.7% 2014 95.0% 91.7% of 796 leavers

2013 2014

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 Points for ac tion • Stro ng le a de rship a nd se nse • De ve lo p mo re unive rsa l o f dire c tio n a ppro a c h to o ur wo rk • Pro mising sta rt to re de sig n to • Put in pla c e ro b ust se lf- impro ve impa c t e va lua tio n fra me wo rk to e nsure c o ntinuo us • Stro ng trusting re la tio nships impro ve me nt with c hldn, pa re nts • Be c o me b e tte r a t ide ntifying • I nitia te d de ve lo pme nt o f a re a s in whic h E PS c o uld b e ro b ust o pe ra tio na l pla nning e ffe c tive linke d to c o rpo ra te o b je c tive s • 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 o 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 outcomes 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 of 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 oac 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 ough e xc lusion visits to sc hools • Initially, individual sc hool base d inte r ve ntion • Ne e d for a c r oss- author ity r e sour c e to pr ovide 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 oduc e d by imple me ntation gr oup le d by E PS

L e ar ning and T e ac hing T he me - gr oup 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 ove outc ome s for c hildr e n, young pe ople and familie s’

Par tne r ship Wor king • Ne e d to impr ove planning about outc ome s for c hildr e n and young pe ople fr om me e tings • Ne e d to pr omote 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 oac h to suppor t e ffe c tive par tne r ship wor king

Par tne r ship Wor king T he me - gr oup 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)

Validated Self-Evaluation Themed Group 2 Themed Group 1 Partnership Working Learning and Teaching Solution Oriented Meetings Nurturing Approaches T T • Individual Case Study • Individual Case Study H H Newark Primary School E E Clydeview Academy M M E E D D • Establishment Level • Establishment Level G G Lomond View Academy Establishment SMT R R O O U U • Local Authority Level P P • Local Authority Level Partners 1 2 Establishment and HQ staff Reflection, Participation and Leading Activities