b'EDUCATIONAL PSYCHOLOGYSERVICEEnfield Educational Psychology Service (EPS) is the main provider of psychological services to Enfield schools.Wehavedirectlinkswithservicesineducation,healthandsocialcare,whichpromotesacoordinatedapproach.The EPS works at different levels with schools to support children and young peoples learning and wellbeing. Thisincludes applying psychology with:Whole-school work such as training, projects and policy development. Some whole-school initiatives with EPSinvolvement are delivered at no cost to schools, such as My Young Mind Enfield, E-TIPSS, ECASS and EASA.Staff development e.g. training and supervision/reflective practice support. Individual children and young people and their families, where there are concerns about their learning,development, emotional wellbeing or behaviour.Groups of children and young people, e.g. facilitating workshops or delivering interventions such as managinganxiety.Groups of parents and carers, e.g. facilitating workshops or delivering parenting programmes. Some parentingprogrammes delivered with EPS involvement are accessible at no cost to schools through EASA, ECASS andSWERRL. We work with you to identify your priorities for each term, and to agree the way we will work together. Thisplanning time will need to be factored into your purchasing. When we work with individual children and young people (at SEN Support or with an EHCP), your school andfamilies can expect:A first meeting (consultation) bringing together parents and school staff to explore what is going well, what thechilds needs might be, and to identify what we might need to find out more about.Further assessment as agreed together. We might observe the child in their classroom or playground, havemore conversations with school staff or parents, or do some individual work or assessment with the child. Wewill usually meet with the child to understand their views.A feedback and action planning meeting (where needed), bringing together parents and school to come to ashared understanding about the childs needs, and to agree together the next steps to support the child.Review meetings (where needed). It may be that further thinking or information is needed to ensure that thesupport in place is making a difference for the child.A written record following direct work. This sets out the work we have done, the shared understanding of thechilds strengths and needs, and the agreed support plan/recommendations. This will usually have beendiscussed with schools and parents/carers along the way, so it typically does not contain new information. If weare joining a school review meeting, schools will usually provide the written record or updated IEP/LSP.For children and young people with more complex SEND, where the school is planning to make a request for anEHC Needs Assessment within the next four terms, we are continuing to pilot an approach where the EP writesa full Record of Involvement with a comprehensive outcomes and provision table. If the childs EHCNA is agreedat SEN Panel and the EP report can be used as statutory advice, the school will be reimbursed 3 hours of tradedtime to acknowledge the additional EP time that the school has used upstream.Our school partners say: Our EP is fantastic to work with, she is supportive, helpful, approachable, organised and shares great knowledge. With the advice and support from her we have managed to putplans together for individual students and offer support to the parents. Our EP has been goodwith signposting to other services. This has left parents and school feeling confident withnext steps and moving forward.'