Who are we?
Bracknell Forest Educational Psychology Service is part of the Children Young People and Learning (CYPL) department.
All Bracknell Forest Educational Psychologists are registered with the Health Care Professional Council and have Postgraduate qualification at Masters level or above which are recognised by the British Psychological Society (BPS).
What is our role?
Educational Psychologists apply psychology (evidence based theory and research) within the education system and community in order to improve outcomes for vulnerable children as well as working with others to create environments where every child can achieve. We work with school staff, parents and carers and other professionals to support children’s learning, development and emotional well-being. We also have a statutory role in providing Psychological Advice (in the form of a report to the Local Authority) as part of any Education Health and Care Plan assessment process undertaken for a child.
We carry out our work in a variety of contexts:
At an individual level by seeking to promote an understanding of the needs of individual children. Such work may involve individual observation and assessment and would aim to facilitate an understanding of the views of the child as well as identifying means of improving outcomes.
At a systemic level by working with and supporting teams who work with children and young people within our communities. Such work may be undertaken for example when schools experience challenging or crisis situations.
At an organisational level, for example by providing psychological input into the development of Local Authority Policy.
Work within schools
All schools currently receive a basic package of Educational Psychology Support via a service level agreement where each school has a Link Educational Psychologist who provides regular consultation sessions throughout the year for key members of staff.
School staff decide what concerns/issues they wish to raise for discussion during these consultations and this can occur without the identity of a child being shared.
- Monitoring and review of children with Statements (and Education and Health Care Plans (EHCP) going forward) within mainstream schools. This involves scheduled consultations involving school staff and parents for key transition year groups (2, 5 and 8) in order to highlight progress, any issues which may require specific interventions as well as ensuring practice is guided by clearly identified outcomes and person centred planning.
- In-depth work
As part of our core function a certain amount of time is set aside for us to work within schools so that more complex situations (at an individual or group level) can be considered in more depth.
Schools are asked to submit requests for direct involvement to the Educational Psychology Service by a deadline each term so that they can be considered collectively by the whole team.
Schools can request involvement according to a variety of activities (e.g. in depth consultation, observation of individual or group or individual assessment). Click here for a copy of our request for involvement form.
In our work within schools we seek to work collaboratively with others to facilitate a problem solving process which involves gathering evidence from a variety of sources, identifying appropriate interventions and reviewing them.
Parents/Carers are encouraged to discuss any concerns they have about a child’s learning and/or behaviour with their child’s teacher, SENCo or Head Teacher.
A school may then decide to consult with their Link Educational Psychologist for advice on how to manage the situation.
If concerns remain a school may then seek permission to request further involvement from the Educational Psychology Service and submit a request for involvement form.
Requests for statutory advice as part of an Education and Health Care plan assessment are made by the SEN department.
Work with other agencies
Our service works with a variety of agencies within the Local Authority in order to support teams in implementing psychological approaches as part of their work across our communities. This bespoke work is purchased by each service and tailored according to service needs.
What we believe in
The importance of a commitment to inclusion based on the assumption that everyone can learn if an environment is appropriately adapted.
Approaching our work in a client centred manner so that we aim to ensure everyone we work with feels respected and equal in status.
Supporting change by aiming to develop a shared understanding of presenting problems through the application and facilitation of careful listening to a range of associated perspectives.
Transparency in communication and approach through use of accessible language so that the people we work with feel part of the process, understand why we are involved and how we will work.
Providing high quality assessments based on authentic observations, the gathering of evidence from a range of sources making clear reference to relevant psychologies.
The notion that all behaviour has a purpose/function.
The importance of completing assessments and intervention in the least intrusive and most highly effective manner.
Approaching our work according to an assumption of the positive intent of others (unless collected evidence contradicts this assumption).