Secondary SENCo, December 2017
"The service you provide is invaluable and we could not do our job without it."
SENCO December 2015
"The EPs provide an exceptional service and are always available to give help and advice."
Secondary SENCo Dec 2017 (2)
"Having the services of our own Trust EPs is extremely valuable to our students as well as staff. The EPs take the time to build a rapport with the students and their parents."
Primary SENCO May 2018
"The Educational Psychologists are approachable and professional, delivering sound advice and support for the schools and for parents."
Primary SENCO May 2018
"As a SENCO the process of applying for an EHCP is arduous but it is made easier by the fact that the Educational Psychology reports from South East Psychology provide detailed, comprehensive evidence towards the Appendix Two that schools have to complete."
Secondary SENCO, July 2018
"Lucy has provided an outstanding service including support for staff, students and their families resulting in positive outcomes. The training that has been provided has been professional and relevant and included ongoing supervision and support, I am looking forward to working with Lucy and her team in the future."
Working with us at a strategic level enables schools and academies to use our services most effectively and efficiently so that the greatest number of people in the school community benefit from the involvement of an educational psychologist. When working with academies trusts or federations of schools we are able to work at a strategic level across the whole trust to support with the development and implementation of policy and practice.
It became apparent that the SENCOs across a large academies trust lacked capacity to respond to the increasing demands of their role. South East Psychology EPs therefore worked with the SENCOs to devise and deliver a five-day course to train Assistant SENCOs in each academy to build capacity to meet the needs of students with SEND.
Whole School Work
This includes staff training, policy development, action research and consultancy.
A primary school requested support to develop their provision and support for students with dyslexia. The EP involvement included observing the delivery of current interventions, advice and consultancy on alternative interventions and training for all staff on creating a dyslexia-friendly learning environment.
Group work includes consultation, training and interventions with groups of students, parents or staff.
A South East Psychology EP worked alongside a Family Liaison Office in a primary school to deliver the Solihull Parenting course to a group of parents.
In response to a high level of self-harming amongst students in a secondary school, South East Psychology EPs worked alongside the school counsellor and PSHE coordinator to develop a whole class session on understanding and responding to self-harm which is delivered to all year 9 students each year.
Individual work includes supervision and support for members of staff, and consultations, assessment and intervention for individual students who are experiencing barriers to learning or failing to make adequate progress. This includes students with learning difficulties, social and emotional difficulties, language and communication difficulties.
A consultation was requested regarding a looked after child who was constantly telling her class teacher that she loved her and asking whether she could live with her. This left the teacher feeling distressed and vulnerable. An initial consultation was offered in which the teacher was helped to explore and understand her own powerful feelings about the situation, as well as the student’s. Ideas about how to reflect back to the student the strength and depth of her feelings, whilst also reinforcing appropriate professional boundaries were discussed, as well as ideas for ensuring that the student felt “listened to” and understood. At the follow up consultation the teacher reported a dramatic improvement in the relationship. The student had become less clingy and insecure and more able to work independently. The teacher felt more confident in how to respond to the student and had independently undertaken further research on understanding attachment theory.