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ANNEX H A PSYCHOLOGICAL CONTRIBUTION TO TRANSITION / POST SCHOOL: GOOD PRACTICE EXEMPLARS AND QUALITY IMPROVEMENT INDICATORS

Version 2 April 2008

For use by existing Pathfinder and Phase 3 Services
Cyril Hellier and Ron Crichton
(Post School Psychological Services Strategic Officers)

These exemplars are the best of what is happening across several PSPS Services and do not sit within a single Service. They are put together as positive examples of formative work.

Overview and aims

In a context where all Services are funded to deliver Post-School Psychological Services ( PSPS), it is anticipated that the post school work undertaken by Psychological Services will increasingly present evidence of capacity for ongoing improvement in supporting key local and national agendas. Much PSPS work is characterised by a strategic orientation, innovation as well as effective use of transferable skills. The emphasis on strategic work is a key aspect.

Inspection of Psychological Services means that quality assurance will increasingly play a part in the process of managing and delivering services. The evidencing of key outcomes, impact on stakeholders and the delivery of key processes are now centre stage; quality of management and leadership are now to be scrutinised in establishing how well Psychological Services deliver on both local and national priorities. The launch in June 2006, of More Choices, More Chances: a strategy for reducing the proportion of young people not in education, employment and training in Scotland ( http://www.scotland.gov.uk/Publications/2006/06/13100205/0), has led to this becoming a national priority for all authorities; the challenge being to support the cohering of a range of initiatives, ultimately to make a discernable difference to the outcomes for young people. The Single Outcome Agreement (2008 - 2011) between COSLA and local authorities, includes a new indicator for sustained positive destinations, post school. Closing the opportunity gap for the bottom 20% of the school population, targeting the needs of vulnerable / at risk groups (eg looked after), delivering flexible and vocational curriculum, improving transition planning, and improving partnership working (at operational and strategic levels), all figure in a dynamic context. Recent evaluation of the first 18 months of implementation of the ASL Act by HMIe (November 2007) indicated how far there is to go in respect of the now statutory planning for adulthood, as well as in improving agency collaboration.

This document provides examples of some of the key targets for post-school psychological services and the potential processes and outcomes which would indicate that these targets are being achieved. It is based on the roles articulated in the Currie Report and has evolved through consultation with the profession and others, as well as reviewing the experience of Pathfinder Phase 1 / Phase 2 and non Pathfinder Services. It is assumed that services will already reflect and self evaluate in many areas of work. The good practice exemplars and referenced quality indicators below, offer an additional tool to support self evaluation and should be considered along with a range of strategies to plan, deliver, monitor and evaluate services. It is anticipated that the contents will help in the process of Service development planning.

This quality improvement tool aims to support a progressive impact of PSPS, mainstreamed across Services, that promotes a focus on raising achievement and attainment for vulnerable young people, at risk of negative destinations. A key aspiration is to support continuity and progression for them, through effective use of services delivered by PSPS, in collaboration with key stakeholders.

PSPS Good Practice Exemplars

Good practice exemplars, referenced to the attached quality indicators, are provided to illustrate practice from the work of PSPS and Strategic Officers, with key stakeholders. These are evidenced in external evaluation (McKay et al 2006) and in ongoing PSPS working. They are not exhaustive and it is anticipated that much remains to be developed and demonstrated as the practice base builds. They are fictionalised in that all elements of practice included are present to differing extents in some areas. Not all services will necessarily be involved in clustering, for example and individual Services will have evolved their services delivered with different emphasis, over time. The intention is to offer realistic scenarios that Psychological Services undertaking post school work, can reflect upon and consider in their local context. The narrative style serves to unpack and contextualise the quality indicators.

Further reading of the external evaluation report http://www.scotland.gov.uk/Publications/2006/07/25092248/0 and the PSPSSO paper, 'Impact on Young People' (2006) is recommended - available on the Post School Psychological Services website: The Virtual Staffroom ( http://caledonia.brite.ac.uk/vs/) - contact PSPSSOs for registration.

Good Practice Exemplar 1: Partnership with Training Providers

The Psychological Service has identified the Training Providers who deliver Get Ready for Work programmes to 16 to 19 year olds in the authority (1.1). Following attendance at the local provider forum (1.1) and ongoing consultation with individual providers, an audit of stakeholder needs in the post school sector, including training providers has been completed and disseminated by the Service (4.1).

A wider strategy group (1.3) has met to discuss the training needs of the Providers across the Local Enterprise Company and the PSPS cluster, which represents 3 local authority services (1.3). Agreement to set up common and ongoing training for providers across the cluster has been reached (3.3). Support for local training providers includes regular consultation on individual cases (1.2), facilitation of contact with secondary provision (both on and off site), as well as linking to local training opportunities offered by other stakeholders, including FE (2.1). Selective case work has included the continuation of PSPS involvement with vulnerable young people, previously known to the Service, along with some negotiated referral of specific clients, consequent to consultation (1.2, 2.1).

The national Needs Led assessment framework is increasingly being adopted to support the growth of local partnership working. An authority wide Transition Forum is in place, chaired by the manager of the ASL Act implementation; this represents all key stakeholders in school and post school; it includes representatives of local providers, as well as the local enterprise company manager (1.3). One outcome supported by the Psychological Service, has been to ensure that training providers are fully represented in all transition / post school development days (3.3); another has been explicit awareness raising events in secondary schools to improve mutual understanding and working arrangements. All Providers have signed up to the use of an agreed Transition Protocol (1.2) as part of explicit local policy. There is growing connection between all providers and the development of flexible curriculum, across schools (1.4). Training Providers are increasingly involved in the assessment process / early intervention prior to placement on programmes.

Psychological Service audit data / action research and consultation supports increasing partnership with Careers Scotland ¹¹ in tracking local young people at risk of negative post school destinations (4.3). A developing process of information exchange and review, involving Training Providers is currently being monitored and evaluated by the Psychological Service, including the trainee EP on placement (4.2). This includes learning from targeted casework across secondary schools, gathering views of young people in transition and at point of leaving the training provider (1.3), and monitoring outcomes.

Action research by PSPS, on outcomes of local authority training provision for 15/16 to 19 year olds, has led to Authority commitment to securing long term funding.

Good Practice Exemplar 2: Partnership with Careers Scotland

The Psychological Service has a negotiated agreement with the area Careers Service which sets out expectations of each partner. The 4 key roles of educational psychologists are specified, including access to the service for consultation on casework and regular meetings as part of an area strategy team focusing on transition to post school (1.1). Priority groups within an integrated authority wide strategy across key agencies, include vulnerable pupils at risk of negative post school destinations, allied to local targets for raising the achievement of the bottom 20%; looked after and accommodated young people and those in through care, are also a high priority (1.3, 2.1).

Careers Scotland is developing local data gathering on post school outcomes and has completed a pilot study in collaboration with PSPS on early identification / intervention for at risk young people, including the use of the transition passport across all schools (1.2). The Psychological Service has supported the process of data gathering and assisted in developing early indicators (4.1, 1.3). They have also supported Careers Scotland in a local evaluation of early intervention strategies including Worknet and other secondary school group work; the NEET¹² research assistant has gathered data on all such projects and an evaluation report is currently being considered by the authority Transition Strategy Group (4.1, 4.2, 4.3).

Ongoing casework includes clear criteria for agency support of individual clients (2.1), established referral routes, attendance at transition and post school review meetings with an emphasis on supporting transition to achieve sustainable outcomes. Professional strategy meetings at school, cluster or area level include a focus on school leaving, tracking and subsequent follow up (1.2, 4.1). Agencies work to a common assessment framework, subject to monitoring and review.

The Psychological Service is involved in delivering training to key workers across agencies including Careers Scotland (3.2, 3.3); this is an extension of services supporting the implementation of the ASL (Scotland) Act by the Authority. A shared approach to client engagement and planning characterises practice, which is solution focused. Positive evaluation of training is evident (3.1). Recent EPIT work including dissertations have focused on both systemic aspects of service delivery around transition as well as on engaging young people to seek their views (1.3); of particular note is the action research on post school clients in hostel accommodation, including looked after and accommodated young people, as co-researchers. Overall there is clear evidence of close working between the Psychological Service, schools, Social Work and Careers Scotland (2.1) within an integrated NEET strategy.

Good Practice Exemplar 3: Further Education- A Common Transition Process

The Psychological Service has actively sought to engage Further Education provision in an urban authority; it has offered regular consultation with local colleges (1.1) and negotiated a strategic focus to address systemic issues (1.2) in the first instance. Individual colleges have prioritised a different focus.

In one locality, PSPS has been instrumental in forming and attending an effective Transition Strategy Forum - this involves key partners focused on the additional support needs of school leavers within a particular geographic patch (1.3); core membership being Senior Management Team representation of both secondary school and College, Careers Scotland and PSPS.

In one college, an agreed joint priority to set up an enhanced support and guidance system for students previously looked after and accommodated, led to the conclusion that the successful model of practice achieved in the first year, should be offered to other local colleges. This proposal was in the process of being taken to a local wider access forum.

The Psychological Services had reported on a wider audit of current transition arrangements across secondary schools and of the range of client needs (4.1, 4.3); its aims included identifying current best practice as well as achieving a focus for improvement within the context of implementation of the ASL (Scotland) Act 2004 (1.3). Specific examples of good practice included effective transition planning between schools and college.

The Transition Strategy Forum has jointly produced a common transition form (passport) signed up to by all key stakeholders (1.2) and taken to student groups for consultation (1.3). In production, the transition form had been trialled with 180 young people leaving school. The wider Learning Community was considering use of the same protocol for all transitions from pre school to Post. The pilot undertaken is to be evaluated by the Psychological Service research assistant and best practice identified in a summary report (4.2, 4.3).

A further development is anticipated, to promote wider use of the transition passport across the college sector and expand its use by including it in the process of transition to other training providers (2.3).

Assessment of students experiencing severe and persistent literacy difficulties (dyslexia) has been identified as a priority group for attention. The local service has coordinated local activity with national PSPS training and development initiatives through BRITE and the Disabled Student Services Group (1.3). A local process to validate past assessments and build a contextual assessment picture around students with continuing support needs has been developed (2.2). This involves joint assessment and full account of past assessment and intervention for individual young people.

Good Practice Exemplar 4: Psychological Service - A Strategic Emphasis on PSPS

The Psychological Service Development Plan has explicit references to national and local policy priorities, including ASL Act implementation and More Choices More Chances Strategy; focus on preparation for adulthood, supporting transition and partnership working (1.3). These cross refer to the Authority Improvement Plan which emphases preparation for adulthood and the drive to promote positive and sustained post school destinations, as part of a 16+ strategy. Psychological Service input across the Currie roles is acknowledged in relevant areas of the Improvement Plan. Self evaluation includes specific references to young people in transition and in the 16+ age group, as well as partners / agencies working in post school (eg Through Care, Adult Services, Training Providers, Careers Scotland). Reflection on impact is evident in all activity, Psychological Services having assisted the process of Authority data gathering and analysis (4.2). A Depute Principal Psychologist maintains a strategic overview of all PSPS work, and ensures that it remains a mainstreamed (1.2), active and dynamic part of service delivery, with updated and integrated strands of activity within the Development Plan (1.3). Principles of Best Value apply equally to this interconnected sector.

The Psychological Service has developed PSPS over several years, initially auditing the presence and views of all local key stakeholders (1.1). This led to delivery of specific negotiated services, some subject to service level agreement (2.1). Active participation in the strategic implementation of the ASL Act as well as the NEET Strategy led to more recent work, PSPS being commissioned to conduct action research across secondary schools (4.2). This focused upon current practices of 'early identification' of school leavers with ASL, at risk of negative destinations, as well as preparing for transition to post school with partners. The findings form part of a report with recommendations currently being considered by Committee. There is a strong emphasis on continuing the staged assessment model that operates successfully for school age pupils into the post school sector (see Transition Toolkit). The initial trialling and subsequent roll out of the transition passport for all S4 and S5 pupils, led to evaluation of the take up of this Authority priority - as a result, lessons learned about facilitating factors in schools were used to steer school improvement strategy / quality assurance (4.3). Active use of an Assistant Psychologist as well as trainee EPS on placement, has ensured a high profile for such work, resulting in relevant and accessible documentation (4.2). A NEET practitioners group, facilitated by Psychological Services meets regularly to discuss ongoing developments within schools and across partners.

The Service has followed a conscious policy to embed PSPS into the work of all EPs in secondary schools, including specialist provision. As a result all EPs understand who key stakeholders are, their roles, remits and procedures; also the delivery of training to these agencies often involves several EPs (1.2; 3.2). A PSPS 'cluster' group representing Psychological Services in neighbouring Authorities, has resulted in useful collaboration including a shared pool of psychological training resources and some shared delivery to partners, who work across authority boundaries (eg FE, Careers, Training Providers) (1.3). The latter has helped to maximise a limited PSPS resource.

The Authority has invested in considerable development of a Transition Toolkit that promotes continuity and progression for all learners in a life long learning context. This covers all stages of transition from nursery to post school, including reference to the employability strategy, Workforce Plus (1.2; 1.3). The Psychological Service has been centrally involved in producing and jointly delivering a training strategy to support implementation of the toolkit (3.1; 3.2; 3.3). Work in the post school sector is enhanced by the deployment of a Transition Coordinator, who ensures that this aspect is emphasised in practice - this includes agreed protocols and procedures that are quality assured and monitored. Significant developments in partnership with Careers Scotland have focused upon tracking of outcomes for 16 to 19 year olds, including schools as a locus for data gathering and reflection (1.4).

A themed focus on identified groups with additional support needs includes a major emphasis on looked after and accommodated children and young people across the Service. This includes targeted / enhanced casework (2.4), monitoring and reporting on children and young people's views, experiences and outcomes (4.2), as well as support for transition at all stages, including to post-school. Strategic work with Social Work Through Care has resulted in developments across local FE colleges, targeting support and guidance for this vulnerable group. Ongoing evaluation indicates positive levels of retention and achievement for students as a result.

Further information can be provided by contacting the PSPS Strategic Officers:

cyril.hellier@scotland.gsi.gov.uk
07795 222361

ron.crichton@scotland.gsi.gov.uk
07795 222360

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