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EP Skills - Developing our educational psychology contribution

A supportive self-reflection for the local Experts at Hand model

Select the description that best reflects where you are now. Use the scale generously and realistically. There are no expected scores and no total score should be calculated. The value lies in identifying patterns: existing strengths, areas where supported practice would help, and capabilities the service may need to develop collectively.

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

2 - Building Familiarity: I understand the approach and would benefit from modelling, examples or guided practice.

3 - Ready with support: I can use this in familiar situations, with consultation or supervision where helpful.

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

5 - Ready to share: I can model this, offer peer support or contribute examples to service learning.

0% answered

Horizon 1: Core capabilities for the first-year E@H model

These statements relate directly to enhanced APDR work with children and young people with SEND before statutory assessment. They are the immediate focus for workforce development and shared practice.

1.  

Collaborative entry, consultation and participation

I establish a clear, shared purpose for E@H involvement with the setting, family and child or young person.
I use consultation to explore strengths, concerns, context and different perspectives before moving to solutions.
I enable the child or young person and parent or carer to influence the understanding, outcomes and plan in accessible ways.
I agree roles, boundaries, communication and review arrangements so that E@H input is collaborative and time-limited.

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3.  

Proportionate assessment and psychological formulation

I clarify the question to be answered and select proportionate methods rather than defaulting to a full statutory-style assessment.
I combine consultation, observation and focused assessment to understand needs, strengths and barriers in the everyday setting.
I develop a collaborative psychological formulation that connects the child, relationships, teaching, environment and wider context.
I translate the formulation into a small number of specific, feasible and outcome-linked hypotheses or priorities for action.

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5.  

Planning evidence-informed intervention

I co-produce clear outcomes that matter to the child or young person and can be noticed or measured within an agreed period.
I select or design support using psychological formulation, research evidence, family and pupil preferences, feasibility and equity.
I specify what will be done, by whom, how often and in which situations, including appropriate adaptations to teaching or environment.
I help plan support that can be embedded in ordinary classroom or setting practice rather than depending indefinitely on the EP.

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7.  

Supporting the ‘Do’ phase and building setting capability

I use modelling, joint working, coaching or feedback to help staff put agreed strategies into practice.
I anticipate practical barriers such as time, confidence, competing demands, resources or inconsistent adult responses.
I help staff retain the essential elements of an intervention while adapting it sensitively to the child and setting.
I agree what implementation support is needed between planning and review, and how this will be accessed.

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9.  

Review, learning and joined-up working

I agree proportionate indicators of progress, implementation and experience before the intervention begins.
I facilitate reviews that consider what was delivered, what changed, for whom and in what circumstances—not only whether a target was met.
I use review findings to refine the formulation and decide together whether to continue, adapt, step down or seek further support.
I work coherently with specialist teachers, health professionals and other partners so that advice is integrated and manageable for the setting and family.

Maximum 5,000 characters

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