Developing our educational psychology contribution

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Developing our educational psychology contribution

A readiness and development survey for the Local Inclusion Network (Experts at Hand) model

The purpose of this survey. This is a workforce-readiness and development exercise, not a performance-management tool. It will identify current strengths and the specific development needed so that the immediate Local Inclusion Network (LIN) offer is delivered consistently and all EPs are ready and confident to contribute to whole-school work by Summer term 2027.

LIN is a new way of organising specialist support, and the service will need to build capability at pace. The immediate priority is gathering information for the development of the LIN model, developing our relationships with schools and building on the EPS's successful pilot the 'Enhanced Offer' and provide an effective enhanced Assess–Plan–Do–Review (APDR) offer to schools. By Summer term 2027, all EPs will also be expected to be ready and confident to contribute to whole-school inclusion work. This survey is designed to establish the service’s current readiness and identify the support, practice and shared approaches needed to reach that position.

One of the first phases of delivery will be an enhanced APDR model for children and young people with SEND whose needs are being addressed before statutory assessment. This requires EPs to use familiar psychological skills in a more explicitly intervention-focused cycle: collaborative consultation, proportionate assessment and formulation, jointly agreed action, support for implementation, and purposeful review.

The survey therefore has two delivery phases. Section 1 focuses on the capabilities needed for the enhanced APDR offer. Section 2 focuses on whole-school inclusion capabilities that all EPs will need to be ready to use by the Summer term 2027. EPs should rate their current position honestly while keeping that delivery expectation and timescale clearly in mind.

Why these two delivery phases?

The 2026 DfE and NHS England guidance identifies consultation and problem-solving, holistic assessment and formulation, early intervention, evidence-informed approaches, training and capacity-building as examples of EP work within the LIN. It expects specialist involvement to be time-limited, delivered alongside setting staff, and designed to leave strategies embedded in everyday practice. It also includes group, class and whole-setting approaches, coaching, environmental review, co-developed action planning and evaluation. As the model for the local delivery of the Expert at Hand, the Local Inclusion Network, is established we will focus first on the enhanced APDR offer while preparing the whole service for whole-school delivery in the Summer term 2027.

Important boundary. This focused survey does not attempt to re-audit the full EP role. Ethical practice, safeguarding, equality, statutory knowledge, supervision and professional standards remain essential foundations. Their omission from the rating statements does not make them less important; it keeps this exercise proportionate and relevant to LIN development.

Developing our educational psychology contribution

A readiness and development survey for the Local Inclusion Network (Experts at Hand) model

The purpose of this survey. This is a workforce-readiness and development exercise, not a performance-management tool. It will identify current strengths and the specific development needed so that the immediate Local Inclusion Network (LIN) offer is delivered consistently and all EPs are ready and confident to contribute to whole-school work by Summer term 2027.

LIN is a new way of organising specialist support, and the service will need to build capability at pace. The immediate priority is gathering information for the development of the LIN model, developing our relationships with schools and building on the EPS's successful pilot the 'Enhanced Offer' and provide an effective enhanced Assess–Plan–Do–Review (APDR) offer to schools. By Summer term 2027, all EPs will also be expected to be ready and confident to contribute to whole-school inclusion work. This survey is designed to establish the service’s current readiness and identify the support, practice and shared approaches needed to reach that position.

One of the first phases of delivery will be an enhanced APDR model for children and young people with SEND whose needs are being addressed before statutory assessment. This requires EPs to use familiar psychological skills in a more explicitly intervention-focused cycle: collaborative consultation, proportionate assessment and formulation, jointly agreed action, support for implementation, and purposeful review.

The survey therefore has two delivery phases. Section 1 focuses on the capabilities needed for the enhanced APDR offer. Section 2 focuses on whole-school inclusion capabilities that all EPs will need to be ready to use by the Summer term 2027. EPs should rate their current position honestly while keeping that delivery expectation and timescale clearly in mind.

Why these two delivery phases?

The 2026 DfE and NHS England guidance identifies consultation and problem-solving, holistic assessment and formulation, early intervention, evidence-informed approaches, training and capacity-building as examples of EP work within the LIN. It expects specialist involvement to be time-limited, delivered alongside setting staff, and designed to leave strategies embedded in everyday practice. It also includes group, class and whole-setting approaches, coaching, environmental review, co-developed action planning and evaluation. As the model for the local delivery of the Expert at Hand, the Local Inclusion Network, is established we will focus first on the enhanced APDR offer while preparing the whole service for whole-school delivery in the Summer term 2027.

Important boundary. This focused survey does not attempt to re-audit the full EP role. Ethical practice, safeguarding, equality, statutory knowledge, supervision and professional standards remain essential foundations. Their omission from the rating statements does not make them less important; it keeps this exercise proportionate and relevant to LIN development.

  • EP Skills - Developing our educational psychology contribution

    How to complete the survey

    Circle the description that best reflects where you are now. Rate yourself honestly against the work described, rather than against how familiar the terminology feels. There is no overall score. For whole-school capabilities, consider whether you could use the skill confidently in practice by Spring term 2027. Ratings of 1–3 are especially important because they identify the modelling, guided practice, supervision or delivery experience needed before then; ratings of 4–5 identify readiness and expertise that can support colleagues.


    1 - Newer Territory: I have had little opportunity to use this and would welcome an introduction, examples and planned practice.

    2 - Building Familiarity: I understand the approach and need modelling, guided practice or feedback to build confidence.

    3 - Ready with support: I can use this in familiar situations, and need further supported practice to be ready to deliver it independently.

    4 - Ready to use: I can use this independently and adapt it appropriately to context.

    5 - Ready to share: I can use this confidently, model it, and support colleagues to develop.


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Page last updated: 27 Aug 2026, 12:59 PM