ISLE of WIGHT
EDUCATIONAL PSYCHOLOGY SERVICE

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EDUCATIONAL PSYCHOLOGY SERVICE
FULL SUPPORT PLANS FOR SCHOOLS

PLANNING MEETINGS TO ARRANGE AND ADVISE ON PROVISION THAT MAY BE
REQUIRED DURING THE YEAR –
PROVISION CAN BE AS FIXED OR AS FLEXIBLE AS REQUIRED

EXPERT ADVICE, ASSESSMENT & INTERVENTION
LEARNING & BEHAVIOUR DIFFICULTIES,
MEMORY, DYSLEXIA, AUTISM, ADHD, GIFTED

ADVOCACY FOR STATUTORY ASSESSMENT,
STATEMENTS OF SEN, REVIEWS, PROVISION & TRIBUNALS

PROFESSIONAL DEVELOPMENT, TRAINING FOR STAFF, PUPILS & PARENTS, RESEARCH & WHOLE SCHOOL INITIATIVES TO RAISE ATTAINMENT

 DISCOUNTED SERVICE PLAN OPTIONS FOR I.W. SCHOOLS & CLUSTERS
EXCELLENT PRICE PLANS FOR VARYING SUPPORT REQUIREMENTS

FREE MONTHLY MEETING FOR HEADTEACHERS & SENCOS hosted at
IWEPS ASSESSMENT, TRAINING & CONFERENCE CENTRE
ROCKLANDS ESTATE, UNDERCLIFFE DRIVE, ST. LAWRENCE

 DR. REBECCA THOMPSON
PRINCIPAL EDUCATIONAL PSYCHOLOGIST
CALL DIRECT ON

+44 (0) 1983 854777

TO DISCUSS A BESPOKE EDUCATIONAL PSYCHOLOGY SUPPORT PLAN FOR
YOUR SCHOOL OR CLUSTER


QUESTIONS FREQUENTLY ASKED BY SCHOOLS

  • Why is it necessary for schools to ‘buy in’ private Educational Psychology Services for 2012-13?


  • What services might be needed and in what proportion?


  • How responsive is the service, will we receive reports etc., promptly?


  • If a ‘Cluster’ of schools purchases EPS services how can each school ensure it gets its fair share of services for the amount it pays?


  • What is the most economical way of obtaining the services required?


  • IWEPS services and pricing


  • Payment options


  • Agreements and Accounting




ANSWERS TO FREQUENTLY ASKED QUESTIONS

  • Why is it necessary for schools to ‘buy in’ private Educational Psychology Services for 2012-13?


Until September 2011, funding for generic Educational Psychology Services came from the I.W. Council ‘top-slicing’ school budgets which they retained and administered to fund a central educational psychology service to all schools. Each school was allocated a certain amount of educational psychology time dependent on the principle (loosely) of early intervention, pupil numbers and indicators of socio-economic deprivation. In general, this worked out at between 3 (for very small schools) and 5 days per annum for Primary Schools; 8-12 days for Middle and 10-15 days for High Schools. In 2011 this ‘top-slicing’ to fund central educational psychology services did not occur and the money previously top-sliced for such services was retained in school budgets for schools to buy in EP services themselves. Unfortunately as this change came at a time of reducing budgets and increasing costs and, as schools inform us, was not ‘ring-fenced’ or identified within school budgets in any way, many schools found it hard to find funds for what felt like additional, unbudgeted costs in 2011-12.

IWEPS became increasingly concerned about this through parents and schools and about the high cost schools faced in ‘buying in’ private educational psychology services at market rates which was presenting a barrier to early intervention for some of the Island’s most vulnerable children and families. In response, and in discussion with many schools in regard to needs and costs, IWEPS determined to come up with affordable plans for schools to ensure every school on the Island is able to access educational psychology services and build relationships and continuity with professionals upon whom they can rely for support as well as to excite and challenge them with new ideas and applications from the forefront of research within psychology, education and neuroscience.

As an established neuroscience assessment, research and training company providing leadership, management and productivity assessment and training to corporate clients, IWEPS is able to join the many public supporters of, for example, IW Youth Trust, in offering specialist services to Island schools and families at the lowest possible rates, without needing to cover additional costs, for example of office premises or administration, which are covered by IWEPS corporate training arm. In addition, it seems reasonable to open up to education the many opportunities afforded by IWEPS’ training based on the latest research in neuroscience, when it can make such effective improvements, increase sales, grab and hold customers attention, generate choice in the direction of client products, increase advertising effectiveness, increase footfall, sales and business success. Although it may take schools time to recognise the potential of such training, IWEPS, with its roots and interests in Island schools, can meanwhile ‘come to the rescue’ of Island schools in terms of affordable Educational Psychology provision. Included in that provision is access for IWEPS’ schools to bespoke day and residential training courses on the Rocklands Estate, together with regular, free of charge, Head Teacher and SENCO get-togethers, meetings and Professional Development seminars throughout the year (not to mention the home made cakes!).


  • What services might be needed and in what proportion?


A conservative estimate by Dr. Rebecca Thompson, IWEPS Director, based on experience of school requirements as Principal Educational Psychologist for the IW Council’s Educational Psychology Services to all Island Schools 2009, is that each school will encounter difficulties for which a full ‘Educational Psychology Assessment’ is appropriate to identify learning and behavioural issues a minimum of two to three times annually per 100 pupils on roll. A further two to three consultations may also be required, along with staff training on a rolling basis. Each school is also likely to benefit from minimum 5 days direct pupil observation, advice and support from the Specialist Support Advisor per 100 pupils, plus a rolling programme of training for TAs, lunch time supervisors and short input support groups for pupils with identified needs throughout the year. Additional services that may be required include: assessment to evidence need for statutory assessment; meeting attendance to advocate on behalf of the school in regard to statutory assessment, funding and provision in Statements of Special Educational Needs (although EPS provision will be made by the IW Council for statutory work, should outcomes from this not accord with needs as perceived by school and parents, assessment and recommendations by an educational psychologist independent of the Council, which the Council is legally obliged to take into account in the statutory process, can be vital in evidencing and providing opportunity for the school to obtain provision they believe necessary to support the child); whole school reviews of SEN provision, effectiveness and value for money; research in specific areas; SENCO support or direct services; locum cover for specialist TAs, support in new specialist support staff selection and training, programme planning for new pupils with SEN.


  • How responsive is the service, will we receive reports etc., promptly?


Emails are responded to same or next working day and can be sent to/from school or private email accounts. Telephone calls will usually be answered in person and there is a 24/7 answer phone service for messages. Messages are responded to promptly, either same day, next working day if the message is received out of school hours, or to home/mobile numbers in or out of school hours if requested.

Reports are provided within 7 working days. On request, drafts can be provided and amendments made before a final report is issued.


  • If EPS services are purchased as a ‘Cluster’ how can each school ensure it receives value for money for the amount it pays?


This issue has been raised with IWEPS by a number of schools concerned that while purchasing services as a cluster made sense with money specifically earmarked for cluster projects, that no longer being the case, how could individual schools making a share of the cluster payment be assured of obtaining an equitable share of the provision they were purchasing?

IWEPS took these valid concerns into account when arranging plans to give individual schools flexibility to purchase the kind and amount of services they require for their range of differing needs. The plans, while providing a bonus incentive encouraging all schools in a Cluster to join together in engaging IWEPS and thereby provide continuity of service to pupils, families and schools within the catchment area, does away with the administrative, political (and potentially costly of the purchased time!) burden of ‘moderation’ of cases between schools vying for finite services purchased by the Cluster. Instead, schools can decide on and pay for exactly what they need, can request additional services at the same discounted rates at any time during the year without needing anyone else’s agreement and can choose, additionally, to join together as a Cluster to benefit from the largest discounts for all schools. Alternatively each school can engage IWEPS independently, still at a very competitive rate.


  • What is the most economical way of obtaining the services required?


IWEPS offers three levels of service for individual schools as set out below, all of which reduce IWEPS standard fees, already considerably below market rates both on and off the Island, even further.

DISCOUNT PLAN 1
School agrees it will require £1000 of IWEPS services (of any kind) over a 12 month period. In return, IWEPS agrees to provide those services, plus any additional services, at a saving of 10% on standard fees.

DISCOUNT PLAN 2
School agrees it will require £2000 of IWEPS services (of any kind) over a 12 month period. In return, IWEPS agrees to provide those services, plus any additional services, at a saving of 15% on standard fees.

DISCOUNT PLAN 3
School agrees it will require £3000 of IWEPS services (of any kind) over a 12 month period. In return, IWEPS agrees to provide those services, plus any additional services, at a saving of 20% on standard fees.

Each level of service clearly brings with it increasingly greater savings for the school. During the year, additional services are available to the school at the same discounted rate. In this way, each individual school can decide on the level of provision they require and take advantage of discounted rates. No tie in or commitment from schools as IWEPS believes schools should be free to make the best decisions possible for their pupils and is confident in providing an unbeatable service, not just at the outset, but throughout the year.

CLUSTER BONUS:
It’s nice to get a bonus for working together - we really enjoy working together at IWEPS and recognise all the benefits – even more so for school clusters which see 80% of pupils for their entire school lives - so we are happy to offer a bonus to Clusters to encourage all schools to work together. While each school in a Cluster in which all schools select a support plan with IWEPS, will continue to pay just for the provision it requires, ALL schools within the Cluster will benefit from the greatest saving on fees i.e. 20% discount on all IWEPS fees, irrespective of the level of their own school plan. Additionally, IWEPS will arrange free Cluster meetings for Heads & SENCOs each term (should they wish) and give the schools priority booking for places at IWEPS’ Head Teacher and SENCO get-togethers, meetings and Professional Development seminars throughout the year, all without charge.


  • Payment options


Invoices for plans in the amounts agreed can be issued before the end of the financial year 2011-12 for schools wishing to use up surplus funds from this year; the beginning of the new financial year, or can be charged monthly.


  • Accounting


Services requested by a school drawn against an advance plan payment will be accounted for in a statement issued at the end of the month. No statement will be issued at the end of a month in which no services are delivered. If services in excess of an advance payment plan are requested, these will be invoiced and payment becomes due at the end of the month.