Educational psychology and specialist support (EPSS) is a multi-disciplinary service. It works with children and young people from birth to 25, who might be experiencing a range of challenges. These may include learning, social, emotional, behavioural or communication needs.
The EPSS team works with children and young people in a range of settings, including schools, nurseries and children's centres, colleges, training providers and employers (amongst others). The team works collaboratively with parents, families, SENCOs, teachers, paediatricians, speech and language therapists and others, to maximise life opportunities for children and young people.
EPSS is a learning organisation. As such, the team is engaged in a range of specialist research projects and maintains strong links with a number of universities. Their purpose is being at the forefront of psychological developments, which have a positive impact on the children, young people and families in Norfolk.
The team is led by two principal educational psychologists (PEPs) who manage a team of EPs, including six senior EPs, a clinical psychologist, specialist teachers and trainee, assistant EPs, and a social worker.
Collectively the team has a broad range of expertise. This includes, but is not limited to, learning difficulties (such as dyslexia and dyscalculia and specialist interventions such as precision teaching and the use of assistive technology); autism (including the use of specialist communicative approaches such as intensive interaction, PECS and makaton); therapeutic approaches (including the use of CBT, systemic approaches, narrative and arts-based approaches); anti-bullying training; behavioural interventions; community psychology (including best practice in promoting social justice and working with groups who may identify as vulnerable or marginalised) amongst many others.
There are many similarities between EPs and CPs. For example, both EPs and CPs have had extensive training and experience in a range of psychological theory and practice. Both undertake ongoing continuing professional development. For clients this often means different psychologists will be able to offer a different range of skills such as therapeutic interventions or specific types of training. Both will use their expertise in psychology to help move situations forward. EPs and CPs must be registered with and regulated by the Health Care Professions Council to legally practice and use the terms 'educational', 'clinical' or 'practitioner' psychologist in their professional titles. Both EPs and CPs follow other professional codes of ethics too, such as those outlined by the British Psychological Society.
EP training focuses on children and young people from birth to 25 and the systems within which those children live and work, such as schools, families, and colleges. Typical areas of work for EPs include removing barriers for those who experience needs in a wide range of areas. This might include learning and cognition (eg learning difficulties); social and emotional wellbeing (eg bullying, parental and socio-economic influences, stress and anxiety, self-esteem, anger management, promoting emotional well-being, and so on); social interaction and communication; and the impact of other needs on the child or young person's inclusion and participation, such as physical, sensory and mental health issues.
CPs are likely to work in a similar way, offering a range of services from consultation to training, group and individual therapeutic work. CPs have their own training which includes the entire life-span from children through to older people. This is reflected in their skill set, for example, the use of therapeutic approaches with systems (schools or families), groups and individuals and to support a range of mental health needs which might include anxiety, depression or self-harm for example.
EPSS also includes our SLSTs who, as well as being widely experienced in working with children who experience difficulties with learning, hold a range of additional qualifications in areas including dyslexia, autistic spectrum disorder, nurture group theory and practice and solution focused brief therapy. SLSTs are qualified to identify dyslexia and complete assessments for access arrangements.
SLSTs work alongside EPs to advise schools and parents on meeting educational needs and offer support including consultation and advice, assessment and direct interventions with individual and groups of children. They can offer a range of interventions including parent workshops, staff training and ‘surgeries’ to discuss individual learning needs.
The critical incident service is part of EPSS and is a multi-disciplinary team trained in trauma management and psychological support who assist education settings following critical incidents. The CIS receive some core funding from the local authority, and an annual subscription service is offered to academies and independent schools. The service offer consultations in relation to bereaved children in education settings, providing research based support and advice, as well as referrals to outside agencies. The CIS also provides training in relation to managing critical incidents and supporting bereaved children. Please contact Dr Bianca Finger-Berry for further information.
EPSS is a research driven, evidence-based team who strive to be at the cutting-edge of good practice in psychology and education. Many members of the team have published widely including in peer-reviewed journals, professional periodicals and books.
All of the team undertake a range of continuing professional development activities. For the EPs and the clinical psychologist this fulfils requirements outlined by the Health Care Professions Council. These endeavours also heavily inform the team's practice, research and training offered to others.
Current projects include:
The core service is free at the point of delivery and is funded by the local authority. This work includes assessments under the Children and Families Act 2014 (ie education, health and care plans) and, in some cases, annual reviews, at the discretion and direction of the local authority. It also includes support for the development of clusters of schools, and some work with particularly vulnerable children.
EPSS is a fully traded service and can be commissioned by individual and clusters of schools, early years providers, further education providers, trainers, employers and others who work with and support children and young people from birth to 25 years old. Services can be purchased as either packages of support (larger packages for clusters or groups of schools, smaller packages for individual schools),or on an ad hoc basis (subject to availability).
Traded services are predicated on the notion of responsiveness to customer needs, and offer customers an extended offer of graduated responses. This might include, but is not limited to:
Chargeable in line with package purchased or ad hoc
We understand that different settings will need different services to meet the needs of the children and young people. As such all of our services are bespoke - so whether you are an early years provider, a school, college or employer, we will work with you to understand your needs and how we might be able to help. Here is an overview of the types of activities we might undertake:
Do you have something in mind that is not listed? Contact us to discuss your requirements.
EPSS works with children and young people using a graduated response which fits with the local authority's Local Offer and other early help agendas. This approach aims to provide early, preventative support which empowers children, young people and those who live and work with them to find sustainable solutions. Effective graduated responses and early help approaches promote equality of service and resource access within and between communities.
Graduated responses are not necessarily linear and are used with flexibility to meet presenting need at any given time. For example, it may be appropriate to move back and forth along the graduated response. Here is the EPSS team’s graduated response and the kind of activities you could expect from each:
Whether you work for an early years setting, school, college, training provider, or you are a parent or employer, a member of the EPSS team will be happy to talk to you about how they can support you or an individual child or young person.
All queries relating to traded work should be directed to Dr James Thatcher in the first instance (firstname.lastname@example.org). Queries relating to core work should be directed to Mr. Steve Higgins (email@example.com).
If you have general queries you can contact the team via their website.
Fields, K. (2009). Advocacy for Children with Learning Difficulties and Communication Support Needs – The use of peer advocates and the effects of the role of the advocate. DEdCPsy thesis, University of East London, UK.
Finger-Berry, B. (2015). Death of a School Friend – How Young People Cope and What Helps. EdD thesis, University of East Anglia, Norwich, UK.
Hammond, N (2011). A Case Study on Implementing Forum Theatre: Eliciting views and explaining processes. DEdCPsy thesis, University of Sheffield, UK.
Kimber, L. (2014). Exploring Young People’s Experiences of a Placement in Specialist Educational Provision for Behaviour, Emotional and Social Difficulties. DEdCPsy thesis, University of East London, UK.
Thatcher, J. (2011). An Exploration of the Views and Experiences of Children with Specific Learning Difficulties/Dyslexia as Consumers of Special Educational Provision and of their Parents and Professionals.