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HM Inspectorate of Education 2007
Self-evaluation toolkit
Quality Management inLocal Authority EducationalPsychology Services
© Crown copyright 2007
ISBN: 978 0 7053 1111 3
HM Inspectorate of EducationDenholm HouseAlmondvale Business ParkAlmondvale WayLivingstonEH54 6GA
Tel: 01506 600 200Fax: 01506 600 337E-mail: [email protected]
Produced for HMIE by RR Donnelley B50080 03/07
Published by HMIE, March 2007
This material may be copied without further permission by education authorities and educationinstitutions in Scotland for use in self-evaluation and planning.
The report may be produced in part, except for commercial purposes, or in connection with aprospectus or advertisement, provided that the source and date therefore are stated.
Acknowledgements iv
Introduction 1
Part A Support for self-evaluation 10
Part B Journey to Excellence for educationalpsychology services 128
Appendix I Bibliography 130
Appendix II Grid for cross-referencing sources of evidencewith quality indicators 132
ii_iii
Contents
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
Acknowledgements
This document has been developed in full partnership with the Scottish Division of Educational
Psychology, and the Association of Scottish Principal Educational Psychologists, the course
directors of the professional training courses for educational psychology at the Universities of
Dundee, and Strathclyde, a Strategic Officer for Post School Psychological Services and
through consultation with the profession at the annual national conference for educational
psychology.
Educational psychologists at all career stages created and developed the document in full
consultation with the profession and their services. Special thanks are due to members of the
professional development group:
Peta Barber, Area Principal Educational Psychologist
Dr Jennie Barr, Depute Principal Educational Psychologist
Dr James Boyle, Course Director, MSc Educational Psychologist
Carolyn Brown, Area Depute Educational Psychologist
Fergal Docherty, Acting Area Principal Educational Psychologist
Jim Duthie, Senior Educational Psychologist
Fiona Ferguson, Educational Psychologist
Michael Harker, Depute Principal Educational Psychologist
Dr Cyril Hellier, Post School Psychological Service Strategic Officer (Enterprise, Transport and
Lifelong Learning)
Jean Kerr, Depute Principal Educational Psychologist
Roslyn Redpath, Depute Principal Educational Psychologist
Julie Russo, Depute Principal Educational Psychologist
Elaine Smith, Programme Director, University of Dundee
Ian Wallace, Principal Educational Psychologist
Mark Wilson, Depute Principal Educational Psychologist
We are grateful to Angus Council, City of Edinburgh Council, Glasgow City Council, East Ayrshire Council,East Renfrewshire Council, Fife Council, The Highland Council, North Lanarkshire Co uncil, StirlingCouncil, South Lanarkshire Council and Renfrewshire Council who released staff to take forward thisdevelopment on behalf of the profession.
The compilation of material for this document involved the identification of good practice
within existing systems of monitoring and evaluation. In this context, the work of the European
Foundation for Quality Management (EFQM), Charter Mark, Investors in People (liP), the
Professional Development Programme document Developing a Self-Evaluation Framework for
Educational Psychological Services (2005-2006) and the Review of Provision of Educational
Psychology Services in Scotland,1 published in 2002, is acknowledged.
1 Review of Provision of Educational Psychology Services in Scotland, published by SEED 2002.
Introduction
1.1 The toolkit has been developed by the profession and the two training universities of
Dundee and Strathclyde to support self-evaluation. Educational psychologists from across
Scotland, representing all professional levels, have been directly involved in the
consultation and development of this document.
The toolkit has been designed to provide a more detailed look at self-evaluation. It
outlines a systematic approach for educational psychology services to use when
evaluating the effectiveness with which they deliver their services.
Evidence produced through the use of this or other evaluation models can contribute to
overall evaluations. For example, evidence produced through the use of models such as
Charter Mark can contribute to evaluations made using measures and indicators within
this framework and vice versa. Many services in the past have used the Psychological
Service Quality Assurance Performance Indicators. The new framework has built on
previous models and taken account of recent developments relating to quality assurance.
The process of self-evaluation
1.2 The process of self-evaluation helps services to:
• recognise the positive impact their work has on stakeholders for example, children and
young people, parents, families, educational staff and partner agencies;
• highlight levels of service which need to be maintained or where improvement is
needed and where they should be working to achieve excellence;
• identify what they can do to make things better for stakeholders; and
• inform stakeholders about the quality of services in the area.
The process of using self-evaluation for improvement is based around three key
questions:
How are we doing?
How do we know?
What are we going to do now?
The following provides more detailed information about how a service might go about
answering these three questions.
How are we doing?
1.3 Practitioners have always reflected on the quality of the services they provide. By working
together to gather information to evaluate the impact of services, educational
psychologists can come to a shared view of how well they are doing and how they can
make things better. To ensure the quality of provision is maintained and improved,
service staff also need to evaluate how effectively services are delivered and managed,
and how well they plan for improvement.
iv_1
Introduction
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
Making such evaluations is dependent on a shared understanding between service
providers and stakeholders of what constitutes high-quality outcomes and processes. The
quality and performance indicators in this document set out to support the development
of such an understanding by all those concerned with delivering or evaluating
educational psychology services. Answering the question How are we doing? requires
services to summarise their impact on external and internal stakeholders, and indeed the
community as a whole.
How do we know?
1.4 Self-evaluation involves:
• a broad view of performance across the six high-level questions
• a closer look at particular aspects of work.
Forming a broad view
1.5 Practitioners within a particular service can use the quality indicators to form a broad
view of quality across their service. Using evidence that has been gathered in the normal
course of their work, they can identify broad strengths and weaknesses. This will enable
them to make an immediate evaluation of areas of major strength, or areas where more
attention is required.
Taking a closer look
1.6 Often it may not be manageable or even helpful to try to evaluate every aspect of the
service in an in-depth way at the same time. In order to have a greater understanding of
the effectiveness of particular aspects of practice, managers and practitioners can take a
closer look at them. The stimulus to take a closer look could derive from a range of issues
that includes:
• the decision of a small group of practitioners to follow up a particular issue or area on
which they have been working in order to find ways to evaluate and improve what
they are doing;
• an area of priority identified during the broad view of self-evaluation;
• a national priority or a local improvement objective;
• a survey of the views of stakeholders in an area;
• the outcomes of an inspection or inquiry; and
• research findings which have implications for the quality of the service.
This means that specific groups of practitioners can also carry out self-evaluation by
asking themselves focused questions such as:
• How are educational psychologists contributing to improving outcomes for children
and young people looked after and accommodated by the local authority?
• How well is the service complying with legislation and responsiveness to guidance and
codes of practice?
It could also focus on specific themes by asking such questions as:
• How well does the service consult with children and young people, and take account
of their views in the delivery of the service?
• How effectively do educational psychologists work in teams?
By encouraging practitioners to structure their discussion of, and reflection on, their
work, the quality and performance indicator framework can support improvement by
individuals and teams as well as at operational and managerial levels.
How do we gather evidence?
1.7 There are a number of sources of evidence which can inform a service about how well
the needs of stakeholders are being met and what differences are being made. By using a
range of indicators and sources of evidence, an holistic view of quality can be
determined. There are four key sources of evidence from which evaluations can
ultimately be made. These are:
• performance data
• relevant documentation
• stakeholders views and feedback
• direct observations of practice.
1.8 These sources of evidence are complementary. A single source may not provide enough
evidence to enable a reliable or robust evaluation to be made. The principle has been
tried and tested over many years by independent external evaluators and entails the
scrutiny of one source of evidence, backed up by another and corroborated by other
lines of enquiry. An example would be an evaluation based on an analysis of the
educational psychology service development plan, the implementation of which was
then fleshed out in discussion with senior educational psychology staff and further
2_32_3
Evaluationof
quality
Relevantdocumentation
Performancedata
Stakeholders’views
Directobservation
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
corroborated in discussion with stakeholders such as parents, carers and families.
Through such a process of robust self-evaluation it would be possible to monitor the
outcomes of putting policy into practice, and, by doing so, evaluate the benefits of
policy in meeting the needs of stakeholders.
Performance data
1.9 Examples of performance data would be statistical information relating to local and
national objectives.
Relevant documentation
1.10 Examples of relevant documentation could be a statement of the service’s vision, values
and aims, service development plans, standards and quality reports.
Stakeholders’ views
1.11 Information can be collected systematically when stakeholders are accessing and using a
service, or at the end their involvement with a service. Services should also have
procedures for surveying stakeholders’ views using questionnaires or focus groups.
1.12 Whatever approach is used, gathering information from stakeholders is an essential part
of the self-evaluation process. Without it, services will find it very difficult to understand
the impact of their work on stakeholders. It is almost impossible to answer the
high-level questions with any degree of confidence without including the views of
stakeholders.
Direct observation
1.13 The educational psychology service is embedded and managed within local authority
systems and delivers its statutory functions within that local context. The service works
collaboratively to support and empower others to improve outcomes for stakeholders.
This approach is supported by evidence-based practice that recognises the effectiveness
of a process of collaborative, contextual assessment and intervention.
1.14 To measure the impacts and outcomes of the involvement of the service, it is necessary
to consider the relationships the service has and the context in which its services are
delivered. The impact of the service is concerned with the immediate and current
experiences of stakeholders: it has a focus on customer service. Outcomes are
longer-term and largely statistical measures relating to improvement programmes and
achievement data. Outcomes are concerned with the service’s success in achieving its
objectives and also its contributions to the education authority’s objectives.
1.15 The service operates at the different levels of delivery – on behalf of the individual,
school/provision, local authority or within a national context – at different times. For
example, with regards to individual case work, sometimes the service will be in direct
contact with a child or young person and, at other times, the service will work through a
parent or teacher to improve outcomes for children and young people. The impact of
the psychological service can be direct or indirect. The work of the service can be directly
observed in a range of contexts as illustrated opposite:
4_5
Individual Family EducationalProvision
Authority National
Consultationand Advice
Individualdiscussions,contributions toindividualisededucationalplans, orco-ordinatedsupport plans.
Home visits,parent andreviewmeetings.
Joint workingwith staff,provision ofadvice onprogrammes,contributions tostrategicplanning andpolicy advice.
Contributions tostrategicplanning onbehalf of seniormanagers.
Contributions tostrategicplanning at anational level.
Assessment Observation ofa range ofassessments indifferentcontexts.
Observation ofparent/childinteraction.
Contributions toschool’sassessmentpolicy andprocedures.
Contributions tothe authority’sassessmentpolicy andprocedures.
Contributions tonationalassessmentpolicy andprocedures.
Intervention Observation ofimplementationof behaviourmanagementprogrammesand therapysessions.
Observation of,and assistancewith, theimplementationof a joint actionplan developedfor use at homeand school.
Observation of,andcontributionsto, whole-establishmentinterventions(e.g. anti-bullyingstrategies,playgroundbehaviour,raisingattainment),assessmentarrangementsfor candidateswith disabilitiesand/oradditionalsupport needs,curricularinnovation/initiatives,supportingspecialisedcollegeplacements.
Observation of,andcontributionsto, authority-wideinterventions(e.g. raisingattainment,alternatives toexclusion,promotingsocial inclusion,promotingresilience,resourceallocation).
Observation of,andcontributionsto, nationalinterventions(e.g. anti-bullyingstrategiesenhancingachievement,citizenshipprogrammes,promotingsocial inclusion).
ProfessionalDevelopmentand Training
Observation oftraining for ayoung personwith additionalsupport needs.
Observation ofparticipation indesign,implementationand evaluationof staff training,dissemination ofevidence-basedpractice togroups ofparents orcarers.
Observation ofparticipation indesign,implementationand evaluationof staff training,dissemination ofevidence-basedpractice insingle or groupsof educationalprovision.
Observation ofparticipation indesign,implementationand evaluationof authoritywide stafftraininginitiatives, anddissemination ofevidence-basedpractice.
Observation ofparticipation indesign,implementationand evaluationof national stafftraininginitiatives anddissemination ofevidence-basedpractice.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
What are we going to do now?
1.16 It is important, when undertaking any form of self-evaluation, to keep focused on the
end purpose, which is improving outcomes for stakeholders. The answer to, What are we
going to do now? must therefore always be a plan for action, which will make a positive
difference to the stakeholders who use the service.
Planning for improvement
1.17 Effective and robust self-evaluation provides a strong basis for good planning. Such
planning for the service takes place within the framework of the authority’s strategic and
operational plans. The service will have its own improvement plan or equivalent.
Self-evaluation can support these planning processes and ensure that plans are built on
robust, evidence-based knowledge of the quality of impact and outcomes. The results of
the planning will then be made publicly available in the standards and quality report.
Action for improvement
1.18 Whether, and how, the outcomes of self-evaluation are reported depends on the purpose
and the level of the work done. The purpose of reporting should help decision-making
about how to make future improvements, and also inform stakeholders.
1.19 The following examples outline a range of reports which result from self-evaluation
activity.
• A service decides to find out the views of young people who have been directly
involved with its work. A group of young people are selected to be part of this project.
Parental permission is sought before the young people are approached by the service.
Permission and agreement are also sought directly from the young people. A series of
focus groups with young people in various establishments takes place. A list of ten key
questions are used in the focus groups. The results of the questions are analysed. The
findings are used to improve the guidelines for direct involvement with young people.
The service also feeds back the results of the evaluation to the stakeholders involved
and other interested parties.
Individual Family EducationalProvision
Authority National
Research andStrategicDevelopment
Evidence of,andparticipation in,design,implementationand evaluationof actionresearchprojectsinvolvingindividualchildren.
Evidence of,andparticipation in,design,implementationand evaluationof actionresearchprojectsinvolvingparents, carersand families(e.g. person-centredplanningapproaches).
Evidence of,andparticipation in,design,implementationand evaluationof actionresearchprojects insingle or groupsof educationalprovision (e.g.promotingpositive peerrelationships).
Evidence of,andparticipation in,design,implementationand evaluationof authoritywide actionresearchprojects (e.g.earlyintervention,strategiesraisingattainment).
Evidence of,andparticipation in,design,implementationand evaluationof nationalaction researchprojects (e.g.restorativepractices, videointeractiveguidance).
• A service decides to evaluate the contribution it makes to multi-agency meetings and
to explore the impact a pilot collaborative approach has on children and their families.
This is done using focus groups including education staff, parents and children.
Questionnaires are also sent out to all schools. As a result of a positive self-evaluation,
the service uses the approach across the whole service. The service also feeds back the
results of the evaluation to the stakeholders involved and other interested parties.
• A service evaluates its contribution to national and local authority priorities by building
these priorities into its development plan. It takes feedback from all stakeholders,
including education service management, on the tasks achieved and quality of the
input provided by the service to a range of local authority working groups and
initiatives. The service publishes impacts and outcomes in its yearly standards and
quality report.
1.20 As a service works across a wide range of stakeholders, meeting the needs of stakeholders
can involve a number of professional and user groups. It is important, therefore, that the
outcomes of self-evaluation and plans for improvement feed into the appropriate
planning structures. Depending on the work undertaken, the outcomes may result in
priorities being included in future plans. The following list gives some examples:
• individualised educational programme for a child or young person;
• support service or school development plan;
• plan at cluster or neighbourhood level;
• local health improvement plan;
• education authority improvement plan; and
• children’s services plan.
1.21 Whatever the planning structure(s) for taking forward improvement, it will help if a
manageable number of priorities is selected for which a service can identify specific,
achievable, measurable and time-bound targets. Even where a service can see how
improvements can be made across a number of aspects, the service may wish to focus
on those of greatest concern. It will make more impact on stakeholders if a manageable
number of priorities are taken forward effectively. In some cases, small changes in
practice identified by practitioners can have a significant positive impact for many
different stakeholders. It is not always necessary for self-evaluation to result in major
changes or reviews of practice. Often these changes are part of day-to-day professional
working which focuses on continuous improvement.
6_7
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
1.22 The process of self-evaluation as described above is summarised by the following
diagram.
The toolkit has been designed to support educational psychology services and practioners in
addressing these questions. In the first column headed How are we doing? questions have
been developed by the profession to explore this theme. In the second column headed Howdo we know? examples of four main sources of evidence, have been outlined:
• performance data;
• relevant documentation;
• stakeholders’ views and feedback; and
• direct observation.
Planning forimprovement
Reporting onstandards and
quality
Action forimprovement
How are we doing?
How do we know?
EVALUATION (six high-level questions)• What key outcomes have we achieved?• How well do we meet the needs of our
stakeholders?• How good is our delivery of key processes?• How good is our management?• How good is our leadership?• What is our capacity for improvement?
What are we going todo now?
In Appendix II, examples of relevant documentation for quality indicators have been listed for
consideration.
In the third column headed What are we going to do now? a series of statements are provided
for a service to review. By examing these statements, the service should be able to assess how
it can improve the overall quality of the educational psychology service.
It is essential that self-evaluation should not be viewed as a discrete summative task but one
that is formative and will allow the service to improve outcomes for stakeholders. To achieve
this end, there is a final sub-section in the third column headed We will? By completing this
sub-section in an open and robust fashion, the service should be assisted in formulating an
action plan for improvement (see figure 1).
8_9
HOW ARE WE DOING? HOW DO WE KNOW? WHAT ARE WE GOING TO DO NOW?
To ensure that:
We will:
APart A – Support for self-evaluation
Themes:
• Performance data and measures showing trends over time
• Performance against national, local authority and psychological service aims, objectives and
targets
Key Features
This indicator evaluates continuous and sustainable improvement against national and local
objectives such as those contained in the authority’s Children’s Services Plan. Examples of
performance data and measures might include measurable outcomes from the authority’s
strategic and operational plans.
Performance will also be measured against objectives within the services improvement plan. It
will include the contribution of the educational psychology service in meeting local targets for
education and care in the Children’s Services Plan and other plans. Examples of this could
include:
• achievement of targets for children and young people;
• improvements following service reviews relating to Best Value; and
• outcomes of research and development initiatives which have had an impact on the
learning and wellbeing of children and young people.
A10_11
What key outcomes have we achieved?
(KEY AREA 1: KEY PERFORMANCE OUTCOMES)
PI 1.1 Improvement in performance
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
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OIN
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Wha
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Wha
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A12_13
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esco
ntai
ned
with
inth
ese
rvic
e’s
pla
n,as
evid
ence
dth
roug
h:
–ob
serv
atio
nof
pra
ctiti
oner
sup
hold
ing
serv
ice
and
auth
ority
prio
ritie
s–
grea
ter
enga
gem
ent
inap
pro
pria
telo
cal
auth
ority
wor
king
par
ties.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
1.1.
2Pe
rfor
man
ceag
ains
tna
tiona
l,lo
cala
utho
rity
and
serv
ice
aim
s,ob
ject
ives
and
targ
ets
Tow
hat
exte
ntdo
esth
ese
rvic
eco
ntrib
ute
tom
eetin
gna
tiona
land
loca
ltar
gets
,fo
rex
amp
lein
soci
alju
stic
ean
din
clus
ion?
Inw
hat
way
sdo
esth
ese
rvic
eco
ntrib
ute
toan
dup
hold
the
stat
utor
yp
roce
dure
sfo
rch
ildre
nan
dyo
ung
peo
ple
,fo
rex
amp
le,
with
rega
rdto
addi
tiona
lsup
por
tne
eds
legi
slat
ion?
How
isth
ese
rvic
ein
volv
edin
givi
ngad
vice
toth
eau
thor
ity?
Tow
hat
exte
ntis
the
auth
ority
satis
fied
with
the
qua
lity
ofse
rvic
ede
liver
ed?
Inw
hat
way
sis
ther
eev
iden
ceof
par
tner
ship
wor
king
with
the
auth
ority
?
Exam
ples
ofpe
rfor
man
ceda
ta
•Ev
alua
tion
ofse
rvic
eco
ntrib
utio
nsto
loca
lau
thor
ityse
rvic
ep
lan
obje
ctiv
esan
dta
rget
s.
•Ev
alua
tion
ofse
rvic
ep
lan
targ
ets
inre
latio
nto
loca
laut
horit
yse
rvic
ep
lan
obje
ctiv
esan
dta
rget
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Ev
iden
ceof
feed
back
gath
ered
from
focu
sgr
oup
s,in
terv
iew
sw
ithin
divi
dual
stak
ehol
ders
,an
dso
fort
h.
Exam
ples
ofdi
rect
obse
rvat
ion
•St
aff
are
oper
atin
gw
ithin
the
obje
ctiv
esco
ntai
ned
with
inth
ese
rvic
e’s
pla
nas
witn
esse
dth
roug
h:–
obse
rvat
ion
ofp
ract
ition
ers
upho
ldin
gse
rvic
ean
dau
thor
ityp
riorit
ies
–gr
eate
ren
gage
men
tin
app
rop
riate
loca
lau
thor
ityw
orki
ngp
artie
s.
Toen
sure
that
:•
serv
ice
per
form
ance
info
rmat
ion
dem
onst
rate
ssu
cces
sag
ains
tbo
thlo
calo
bjec
tives
and,
whe
reap
pro
pria
te,
natio
nalo
bjec
tives
;
•th
ese
rvic
eco
ntrib
utes
tom
eetin
gth
eai
ms,
obje
ctiv
esan
dta
rget
sof
the
auth
ority
;an
d
•Th
ese
rvic
em
akes
aco
ntrib
utio
nto
the
stat
utor
yp
roce
dure
sfo
rch
ildre
nan
dyo
ung
peo
ple
with
addi
tiona
lsup
por
tne
eds.
We
will
:
A14_15
Themes:
• Financial performance
• Compliance with legislation, and responsiveness to guidance and codes of practice
Key Features
Evaluation of financial performance will be based on financial data and measures derived from
local Best Value reviews, and from the authority budget construction and management
systems.
Compliance with statutory requirements relates to legislation and codes of practice such as the
Education (Additional Support for Learning) (Scotland) Act 2004 and the Standards in
Scotland’s Schools etc. Act 2000.
What key outcomes have we achieved?
(KEY AREA 1: KEY PERFORMANCE OUTCOMES)
PI 1.2 Fulfilment of general statutory duties
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
1.2.
1Fi
nanc
ialp
erfo
rman
ce
How
robu
star
ep
roce
dure
sfo
rm
onito
ring
and
regu
latin
gse
rvic
ebu
dget
?
Tow
hat
exte
ntdo
finan
cial
pro
cedu
res
take
acco
unt
ofse
rvic
ean
dau
thor
ityp
riorit
ies?
Tow
hat
exte
ntdo
best
valu
ere
por
tsin
dica
teth
atth
ese
rvic
eis
oper
atin
gw
ithin
aso
und
Best
Valu
ere
gim
e?
1.2
2C
ompl
ianc
ew
ithle
gisl
atio
n,an
dre
spon
sive
ness
togu
idan
cean
dco
des
ofpr
actic
e
Tow
hat
exte
ntis
the
serv
ice
com
plia
ntw
ithits
stat
utor
ydu
ties?
Inw
hat
way
sar
est
atut
ory
dutie
sar
ticul
ated
with
inth
ese
rvic
e?
Wha
tin
tern
alp
roce
dure
sar
ein
pla
ceto
ensu
reef
fect
ive
imp
lem
enta
tion
ofst
atut
ory
dutie
s?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.Th
isev
iden
ceap
plie
sto
both
them
esof
the
PI.
Exam
ples
ofpe
rfor
man
ceda
ta
•Tr
ends
inse
rvic
ere
spon
ses
to:
–fin
anci
alre
por
ting
and
budg
etar
yre
view
–re
que
sts
for
stat
utor
yad
vice
–fo
rmal
req
uest
sfo
rst
atut
ory
asse
ssm
ents
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ep
olic
yan
dp
roce
dure
s
•Be
stVa
lue
rep
ort
oreq
uiva
lent
•In
tern
alfin
anci
alau
dit
•Se
rvic
ere
por
ts,
best
pra
ctic
egu
idel
ines
incl
udin
gch
ildp
rote
ctio
nan
dp
roto
cols
for
resp
ondi
ngto
req
uest
sfr
omth
eRe
por
ter
•Lo
cala
utho
rity
docu
men
tatio
n
•St
anda
rds
and
qua
lity
rep
ort.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Ev
iden
ceof
feed
back
gath
ered
rega
rdin
gfin
anci
alp
erfo
rman
cean
dco
mp
lianc
ew
ithle
gisl
atio
n.
Exam
ples
ofdi
rect
obse
rvat
ion
•St
aff
are
obse
rved
asop
erat
ing
with
inp
aram
eter
sp
resc
ribed
byBe
stVa
lue
and
upho
ldin
gth
eir
stat
utor
ydu
ties.
•Th
roug
hre
leva
ntse
rvic
em
eetin
gs,
feed
back
and
trai
ning
are
pro
vide
dto
staf
fre
gard
ing
finan
cial
man
agem
ent
and
upho
ldin
gth
eir
stat
utor
ydu
ties.
Toen
sure
that
:
•th
ese
rvic
eha
sro
bust
finan
cial
pro
cedu
res
whi
chta
keac
coun
tof
serv
ice
and
auth
ority
prio
ritie
s;
•th
ese
rvic
eop
erat
esw
ithin
anef
fect
ive
Best
Valu
efr
amew
ork;
•id
entif
ied
dutie
sar
eem
bedd
edin
:–
the
serv
ice’
svi
sion
,va
lues
and
aim
s–
serv
ice
pra
ctic
egu
idel
ines
–se
rvic
ede
velo
pm
ent
pla
ns–
stan
dard
san
dq
ualit
yre
por
ts;
•ke
yst
atut
ory
dutie
san
dre
spon
sibi
litie
sar
ede
velo
ped
asp
art
ofa
serv
ice
eval
uatio
np
olic
yfr
amew
ork;
and
•an
app
rop
riate
and
com
pre
hens
ive
rang
eof
docu
men
tatio
nis
kep
t.
We
will
:
Themes:
• Quantitative and qualitative data that demonstrate the extent to which children and young
people are:
– included and participating
– achieving and attaining
– progressing.
• The extent to which children and young people report that the support they had received
from the service contributed positively to their educational experiences and enabled them
to become:
– successful learners, confident individuals, responsible citizens and effective contributors
– safe, nurtured, healthy, achieving, active, respected and responsible and included.
Key Features
This indicator relates to the impact of the service on children and young people, focusing in
particular on their current and recent experiences. Some examples of appropriate sources of
evidence are given below, however they are not considered to be comprehensive or
prescriptive.
The first theme draws on quantitative and qualitative data and evidence gathered from direct
observation, documentation and discussions with stakeholders. Examples may include:
• levels of exclusion from school;
• the extent to which the needs of children and young people are met. These children and
young people include those from the lowest-performing 20%, those who are looked after
by the authority and those children and young people from minority ethnic and
gypsy/traveller families. Performance will be indicated by the achievement of individual
targets for learning and the acquisition of social skills particularly at the time of transition;
• achievement of customer service awards such as Charter Mark;
• correspondence and contact with the service, including complaints and compliments and
the way these have been managed;
• access to the service, including innovative approaches to encouraging involvement; and
• evidence from HMIE inspection reports relating to specific aspects such as the quality of
support for learning and achievement.
A16_17
How well do we meet the needs of our stakeholders?
(KEY AREA 2: IMPACT ON STAKEHOLDERS)
QI 2.1 Impact on children and young people
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
The second theme deals with the views as reported in responses to questionnaires, surveys,
focus groups and in unsolicited comments. These responses provide evidence of the extent of
stakeholder satisfaction with the service and may cover aspects such as:
• attitudes to involvement with the service;
• engagement in informal and formal contact with the service which enables children and
young people to achieve their full potential, keep themselves healthy and themselves and
others safe;
• the extent to which they feel valued and supported by service staff; and
• opportunities to express their views in terms of shaping services, setting personal objectives
and influencing planning for their future.
Evaluation should take both themes into account to produce a considered view of the overall
impact on children and young people.
A18_19
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
2.1.
1Th
eex
tent
tow
hich
child
ren
and
youn
gpe
ople
are
incl
uded
and
part
icip
atin
g
How
are
the
view
sof
child
ren
and
youn
gp
eop
lein
clud
edin
the
deliv
ery,
eval
uatio
nan
dp
lann
ing
ofth
ese
rvic
e?
How
are
the
view
sof
child
ren
and
youn
gp
eop
leta
ken
into
acco
unt
whe
nde
velo
pin
gse
rvic
ele
afle
tsan
dot
her
pub
licity
mat
eria
l?
How
are
child
ren
and
youn
gp
eop
lein
clud
edan
den
cour
aged
top
artic
ipat
ein
serv
ice
deliv
ery?
How
good
isth
eac
cess
for
child
ren
and
youn
gp
eop
leto
aw
ide
rang
eof
educ
atio
nalp
sych
olog
yse
rvic
es?
How
clea
r,in
form
ativ
ean
dac
cess
ible
isse
rvic
ein
form
atio
nan
dlit
erat
ure
pro
duce
dfo
rch
ildre
nan
dyo
ung
peo
ple
?
Tow
hat
exte
ntdo
child
ren
and
youn
gp
eop
leex
pre
sshi
ghle
vels
ofsa
tisfa
ctio
nw
ithth
ese
rvic
e?
Tow
hat
exte
ntdo
child
ren
and
youn
gp
eop
lere
por
tth
atth
eyfe
elva
lued
,in
clud
edan
dab
leto
influ
ence
pla
nnin
gfo
rth
eir
futu
re?
Isth
ese
rvic
eap
pro
pria
tely
resp
onsi
veto
feed
back
and
com
pla
ints
from
child
ren
and
youn
gp
eop
le?
Tow
hat
exte
ntdo
esth
ese
rvic
eac
hiev
esa
tisfa
ctor
yre
solu
tions
toco
mp
lain
tsfr
omch
ildre
nan
dyo
ung
peo
ple
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
erth
eyar
eno
tco
nsid
ered
tobe
com
preh
ensi
veor
pres
crip
tive.
Exam
ples
ofpe
rfor
man
ceda
ta:
•N
umbe
rof
writ
ten
orre
por
ted
com
pla
ints
and
com
plim
ents
rece
ived
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•Se
rvic
eev
alua
tion
docu
men
tatio
n,de
velo
pm
ent
pla
nnin
g,co
mp
lain
tsp
roce
dure
s,se
rvic
eha
ndbo
okan
din
form
atio
nle
afle
ts,
Best
Valu
ere
por
ts,
stan
dard
san
dq
ualit
yre
por
ts,
case
file
note
s,ou
tcom
efr
omse
rvic
efo
cus
grou
ps
and
gene
ralf
eedb
ack
onse
rvic
ede
liver
y.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•Ev
iden
ceob
tain
edfr
omch
ildre
nan
dyo
ung
peo
ple
thro
ugh
que
stio
nnai
res,
focu
sgr
oup
san
dco
nsul
tatio
nm
eetin
gs.
Exam
ples
ofdi
rect
obse
rvat
ion:
•O
bser
vatio
nof
focu
sgr
oup
s,co
nsul
tatio
nw
ithch
ildre
nan
dyo
ung
peo
ple
,an
ddi
rect
and
indi
rect
wor
kw
ithch
ildre
nan
dyo
ung
peo
ple
.
Toen
sure
that
:
•th
ese
rvic
eca
nev
iden
ceim
pac
ton
the
educ
atio
nan
dlif
eex
per
ienc
esof
child
ren
and
youn
gp
eop
le;
•ch
ildre
nan
dyo
ung
peo
ple
have
acce
ssto
aw
ide
rang
eof
serv
ices
;
•cl
ear
and
help
fuli
nfor
mat
ion
onth
ese
rvic
eis
pro
vide
d;
•ch
ildre
nan
dyo
ung
peo
ple
are
incl
uded
and
activ
ely
par
ticip
ate
inse
rvic
esto
mee
tth
eir
need
s;
•ch
ildre
nan
dyo
ung
peo
ple
exp
ress
high
leve
lsof
satis
fact
ion
with
the
serv
ice;
•ch
ildre
nan
dyo
ung
peo
ple
rep
ort
that
they
feel
valu
ed,
incl
uded
and
able
toin
fluen
cep
lann
ing
for
thei
rfu
ture
;
•th
ese
rvic
eis
resp
onsi
veto
feed
back
and
com
pla
ints
from
child
ren
and
youn
gp
eop
le;
and
•th
ese
rvic
eac
hiev
essa
tisfa
ctor
yre
solu
tions
toco
mp
lain
tsfr
omch
ildre
nan
dyo
ung
peo
ple
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
2.1.
2Th
eex
tent
tow
hich
child
ren
and
youn
gpe
ople
are
achi
evin
gan
dat
tain
ing
How
does
the
serv
ice
sup
por
ted
ucat
ion
pro
visi
onan
dca
rees
tabl
ishm
ents
tohe
lpra
ise
the
achi
evem
ent
and
atta
inm
ent
ofch
ildre
nan
dyo
ung
peo
ple
?
Tow
hat
exte
ntis
the
serv
ice
invo
lved
inlo
cal
auth
ority
initi
ativ
esw
hich
aim
tora
ise
the
achi
evem
ent
and
atta
inm
ent
ofch
ildre
nan
dyo
ung
peo
ple
?
Inw
hat
way
sdo
esth
ese
rvic
eco
ntrib
ute
toth
evi
sion
for
Scot
land
’sch
ildre
n?
Exam
ples
ofpe
rfor
man
ceda
ta:
•N
umbe
rof
child
ren
and
youn
gp
eop
lew
ithad
ditio
nals
upp
ort
need
s(A
SN)
inm
ains
trea
msc
hool
s,de
mog
rap
hic
shift
sfr
omsp
ecia
list
pla
cem
ents
tom
ains
trea
m,
not
ined
ucat
ion,
emp
loym
ent
ortr
aini
ng(N
EET)
stat
istic
s,an
dlo
oked
afte
ran
dac
com
mod
ated
(LA
AC
)st
atis
tics.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•Se
lf-ev
alua
tion
docu
men
tatio
n,se
rvic
ede
velo
pm
ent
pla
nnin
gdo
cum
enta
tion,
info
rmat
ion
leaf
lets
and
serv
ice
hand
book
,Be
stVa
lue
rep
orts
,q
ualit
yst
anda
rds
and
qua
lity
rep
orts
,m
inut
esof
stra
tegy
mee
tings
,re
latin
gto
achi
evem
ent
and
atta
inm
ent,
case
file
note
s,p
roje
ctw
rite-
ups
and
pub
lishe
dp
aper
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•Ev
iden
cefr
omch
ildre
nan
dyo
ung
peo
ple
obta
ined
from
que
stio
nnai
res,
focu
sgr
oup
san
dco
nsul
tatio
nm
eetin
gs.
•Es
tabl
ishm
ent
resp
onse
sto
surv
eys
onth
eim
pac
tof
the
serv
ice
onth
eliv
esof
child
ren
and
youn
gp
eop
le.
•Ev
iden
cefr
omp
aren
tan
dca
rer
surv
eys,
que
stio
nnai
res
and
focu
sgr
oup
s.
•Fe
edba
ckfr
omlo
cala
utho
rity
man
ager
son
rele
vant
issu
es.
Exam
ples
ofdi
rect
obse
rvat
ion:
•C
onsu
ltatio
nm
eetin
gs,
colla
bora
tive
mee
tings
and
dire
ctw
ork
with
child
ren
and
youn
gp
eop
le.
Toen
sure
that
:
•th
ese
rvic
eco
ntrib
utes
toth
era
isin
gof
atta
inm
ent
and
achi
evem
ent
acro
ssth
eau
thor
ityfo
ral
lchi
ldre
nan
dyo
ung
peo
ple
.
We
will
:
A20_21
2.1.
3Th
eex
tent
tow
hich
child
ren
and
youn
gpe
ople
are
prog
ress
ing
Tow
hat
exte
ntis
the
serv
ice
invo
lved
ines
tabl
ishm
ent
and
auth
ority
initi
ativ
esw
hich
aim
toen
sure
app
rop
riate
pro
gres
sion
for
child
ren
and
youn
gp
eop
le?
How
effe
ctiv
ely
does
the
serv
ice
sup
por
tch
ildre
nan
dyo
ung
peo
ple
attim
esof
tran
sitio
n?
Wha
tim
pac
tdo
esth
ese
rvic
eha
veon
the
educ
atio
nala
ndlif
eex
per
ienc
esof
child
ren
and
youn
gp
eop
le?
Wha
tar
eth
ele
vels
ofsa
tisfa
ctio
nex
per
ienc
edby
the
child
ren
and
youn
gp
eop
lebe
ing
sup
por
ted
byth
ese
rvic
e?
Exam
ples
ofpe
rfor
man
ceda
ta:
•Lo
cala
utho
rity
cent
rally
-hel
dda
taon
achi
evem
ent
and
atta
inm
ent.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•Se
rvic
eev
alua
tion
docu
men
tatio
n,se
rvic
ede
velo
pm
ent
pla
nnin
gdo
cum
enta
tion,
com
pla
ints
pro
cedu
res,
serv
ice
hand
book
and
info
rmat
ion
leaf
lets
,Be
stVa
lue
rep
orts
,an
dst
anda
rds
and
qua
lity
rep
orts
.
•A
utho
rity
and
esta
blis
hmen
tde
velo
pm
ent
pla
ns,
stan
dard
san
dq
ualit
yre
por
ts,
spec
ific
pol
icy
rep
orts
,au
thor
itygu
idel
ines
,p
ublis
hed
pap
ers,
docu
men
tatio
nfr
omsp
ecifi
cin
itiat
ives
and
pro
ject
san
dca
sefil
eno
tes.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•Vi
ews
ofsc
hool
san
dot
her
child
ren’
sse
rvic
eses
tabl
ishm
ents
,lo
cala
utho
rity
man
ager
s,ag
enci
esan
dot
her
stak
ehol
ders
.
•Vi
ews
ofch
ildre
nan
dyo
ung
peo
ple
obta
ined
thro
ugh
que
stio
nnai
res,
focu
sgr
oup
mee
tings
,in
terv
iew
s,fo
rmat
ive/
dyna
mic
asse
ssm
ent
feed
back
and
self-
rep
ortin
gto
scho
ols
and
par
ents
.
Exam
ples
ofdi
rect
obse
rvat
ion:
•Se
rvic
e,lo
cala
utho
rity
and
mul
tidis
cip
linar
ym
eetin
gs,
visi
tsto
scho
ols
and
othe
rch
ildre
n’s
serv
ices
esta
blis
hmen
tsan
ddi
rect
wor
kw
ithch
ildre
nan
dyo
ung
peo
ple
.
Toen
sure
that
:
•th
ese
rvic
eis
invo
lved
inau
thor
ityan
des
tabl
ishm
ent
initi
ativ
esw
hich
aim
toen
sure
app
rop
riate
pro
gres
sion
for
child
ren
and
youn
gp
eop
le;
•th
ese
rvic
esu
pp
orts
child
ren
and
youn
gp
eop
leat
times
oftr
ansi
tion;
and
•th
ese
rvic
eha
san
app
rop
riate
imp
act
onth
eed
ucat
iona
land
life
exp
erie
nces
ofch
ildre
nan
dyo
ung
peo
ple
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
Themes
• Quantitative and qualitative data that demonstrate the extent to which parents/carers and
families are:
– treated equally and fairly
– satisfied with the quality of service
– included and engaged in planning and decision-making.
• Extent to which parents/carers and families report that they are:
– treated equally and fairly
– satisfied with the quality of the service
– included and engaged in planning and decision-making.
Key Features
This indicator relates to the impact of the service on parents and carers and seeks to obtain
their views of the quality of service received by their children, with a particular focus on their
current and recent experiences. Some examples of appropriate sources of evidence are given
below, however, they are not considered to be comprehensive or prescriptive.
The first theme draws on quantitative and qualitative data and evidence from direct
observation, documentation and discussions with other stakeholders. Examples may include:
• evidence of involvement in planning in relation to their children;
• evidence of involvement in decision-making in relation to their children;
• attendance at family-group conferences and joint assessment team meetings;
• the extent to which the needs of parents, carers and families are met;
• correspondence and contact with the service, including enquiries, complaints and
compliments and the way these are managed;
• access to services, including innovative approaches to encouraging involvement; and
• evidence from HMIE inspection reports which relate to parents and carers.
The second theme deals with the views of parents and carers as reported in responses to
questionnaires, surveys, focus groups and in unsolicited comments. These responses provide
evidence of the extent of their satisfaction with the service and may cover aspects such as:
How well do we meet the needs of our stakeholders?
(KEY AREA 2: IMPACT ON STAKEHOLDERS)
QI 2.2 Impact on parents/carers and families
• access to, and contact with, service staff;
• involvement in planning and decision making on behalf of their children in both informal
and formal contexts;
• the quality and range of services provided;
• the extent to which they feel valued and supported, and are treated fairly, equally and with
respect; and
• opportunities to express their views, shape services, and influence outcomes for their
children.
Evaluation should take into account both themes and result in a considered view of the overall
impact on children and young people.
A22_23
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
2.2.
1Th
eex
tent
tow
hich
pare
nts,
care
rsan
dfa
mili
esar
etr
eate
deq
ually
and
fairl
y
Tow
hat
exte
ntar
ep
aren
tsan
dca
rers
resp
ecte
dan
dtr
eate
deq
ually
and
fairl
y?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta:
•N
umbe
rof
com
pla
ints
rece
ived
and
satis
fact
ory
reso
lutio
ns.
•N
umbe
rof
com
plim
ents
and
pos
itive
com
men
tsre
ceiv
ed.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•Ev
alua
tion
docu
men
tatio
nin
clud
ing
serv
ice
deve
lop
men
tdo
cum
enta
tion,
com
pla
ints
pro
cedu
res
and
info
rmat
ion
leaf
lets
,se
rvic
eha
ndbo
ok,
best
valu
ere
por
ts,
stan
dard
san
dq
ualit
yre
por
ts,
case
reco
rdfil
esan
dre
cord
sof
mee
tings
with
par
ents
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•Ev
iden
ceob
tain
edfr
omp
aren
t,ca
rer
and
fam
ilysu
rvey
s,q
uest
ionn
aire
s,fo
cus
grou
ps
and
cons
ulta
tion
mee
tings
.
•Re
spon
seto
surv
eys
gaug
ing
the
imp
act
ofth
ese
rvic
eon
par
ents
,ca
rers
and
fam
ilies
.
•Ev
iden
cefr
omp
aren
tsu
rvey
s,q
uest
ionn
aire
san
dfo
cus
grou
ps.
•Fe
edba
ckfr
omlo
cala
utho
rity
man
ager
son
rele
vant
issu
es.
Exam
ples
ofdi
rect
obse
rvat
ion:
•O
bser
vatio
nof
par
ent,
care
ran
dfa
mily
focu
sgr
oup
s,co
nsul
tatio
nm
eetin
gs,
colla
bora
tive
mee
tings
and
dire
ctw
orki
ng.
Toen
sure
that
:
•p
aren
tsan
dca
rers
are
resp
ecte
dan
dtr
eate
deq
ually
and
fairl
y.
We
will
:
A24_25
2.2.
2Th
eex
tent
tow
hich
pare
nts,
care
rsan
dfa
mili
esar
esa
tisfie
dw
ithth
equ
ality
ofse
rvic
eth
eyre
ceiv
e
Tow
hat
exte
ntar
ep
aren
ts,
care
rsan
dfa
mili
essa
tisfie
dw
ithth
eq
ualit
yan
dra
nge
ofse
rvic
ep
rovi
ded?
How
clea
r,in
form
ativ
ean
dac
cess
ible
isse
rvic
ein
form
atio
nan
dlit
erat
ure
pro
duce
dfo
rp
aren
tsan
dca
rers
?
Inw
hat
way
sdo
esth
ese
rvic
ere
spon
dto
com
pla
ints
and
achi
eve
satis
fact
ory
reso
lutio
ns?
Exam
ples
ofpe
rfor
man
ceda
ta:
•N
umbe
rof
com
pla
ints
rece
ived
and
satis
fact
ory
reso
lutio
ns.
•N
umbe
rof
com
plim
ents
and
pos
itive
rece
ived
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•O
utco
mes
from
focu
sgr
oup
mee
tings
,st
ruct
ured
inte
rvie
ws,
que
stio
nnai
res,
case
file
reco
rds
and
feed
back
from
esta
blis
hmen
tq
uest
ionn
aire
san
dsu
rvey
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•Vi
ews
ofp
aren
tsan
dca
rers
,lo
cala
utho
rity
man
ager
san
dp
artn
erag
enci
es.
Exam
ples
ofdi
rect
obse
rvat
ion:
•O
bser
vatio
nof
staf
fp
erfo
rman
ceat
serv
ice,
loca
lau
thor
ityan
dm
ultid
isci
plin
ary
mee
tings
.
•Fe
edba
ckfr
omvi
sits
tosc
hool
san
dot
her
pro
visi
ons
offe
ring
child
ren’
sse
rvic
es.
Toen
sure
that
:
•p
aren
ts,
care
rsan
dfa
mili
esar
esa
tisfie
dw
ithth
eq
ualit
yan
dra
nge
ofse
rvic
ep
rovi
ded;
•cl
ear,
info
rmat
ive
and
acce
ssib
lese
rvic
ein
form
atio
nan
dlit
erat
ure
are
pro
duce
dfo
rp
aren
ts,
care
rsan
dfa
mili
es;
•th
ese
rvic
ere
spon
dsto
com
pla
ints
and
achi
eves
satis
fact
ory
reso
lutio
ns;
and
•m
echa
nism
sar
ein
pla
ceto
seek
the
view
sof
par
ents
,ca
rers
and
fam
ilies
inre
latio
nto
both
serv
ice
deliv
ery
and
thei
rex
per
ienc
eof
the
serv
ice
rece
ived
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
2.2.
3Th
eex
tent
tow
hich
pare
nts,
care
rsan
dfa
mili
esar
ein
clud
edan
den
gage
din
plan
ning
and
deci
sion
-mak
ing
inre
gard
toth
eir
child
ren.
Tow
hat
exte
ntar
ep
aren
ts,
care
rsan
dfa
mili
esin
clud
edan
den
gage
din
pla
nnin
gan
dde
cisi
on-m
akin
gw
ithre
gard
toth
eir
child
ren
and
youn
gp
eop
le?
Tow
hat
exte
ntdo
par
ents
,ca
rers
and
fam
ilies
par
ticip
ate
inap
pro
pria
tem
eetin
gsan
dfo
rum
sw
ithth
ese
rvic
e?
Tow
hat
exte
ntdo
par
ents
,ca
rers
and
fam
ilies
resp
ond
pos
itive
lyto
pla
nned
opp
ortu
nitie
sfo
rsu
pp
ort?
Tow
hat
exte
ntar
ep
aren
ts,
care
rsan
dfa
mili
eske
pt
info
rmed
with
up-t
o-da
tein
form
atio
nab
out
thei
rch
ildre
nan
dyo
ung
peo
ple
?
Exam
ples
ofpe
rfor
man
ceda
ta:
•N
umbe
rof
stak
ehol
ders
who
turn
upto
rele
vant
mee
tings
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•A
utho
rity
pol
icy
onp
aren
t,ca
rer
and
fam
ilyin
volv
emen
tin
pla
nnin
gfo
rth
eir
child
ren
and
youn
gp
eop
lele
arni
ng.
•Se
rvic
evi
sion
,va
lues
and
aim
s,se
rvic
ede
velo
pm
ent
pla
n,co
mp
lain
tsp
roce
dure
san
din
form
atio
nle
afle
ts,
serv
ice
hand
book
,be
stva
lue
rep
orts
and
stan
dard
san
dq
ualit
yre
por
ts.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•Ev
iden
cefr
omp
aren
t,ca
rer
and
fam
ilysu
rvey
s,q
uest
ionn
aire
s,fo
cus
grou
pm
eetin
gsan
dfe
edba
ckon
dire
ctse
rvic
ein
volv
emen
t.
•Pr
ovis
ion
resp
onse
sto
surv
eys
onth
eim
pac
tof
the
serv
ice
onp
aren
ts,
care
rsan
dfa
mili
es.
•Ev
iden
cefr
omp
aren
tsu
rvey
s,q
uest
ionn
aire
san
dfo
cus
grou
pm
eetin
gs.
•Fe
edba
ckfr
omlo
cala
utho
rity
man
ager
son
rele
vant
issu
es.
Exam
ples
ofdi
rect
obse
rvat
ion:
•O
bser
vatio
nof
par
ent,
care
ran
dfa
mily
focu
sgr
oup
mee
tings
,co
nsul
tatio
nan
dco
llabo
rativ
em
eetin
gs.
•D
irect
wor
kw
ithp
aren
ts,
care
rsan
dfa
mili
es.
Toen
sure
that
:
•p
aren
tsan
dca
rers
are
incl
uded
and
enga
ged
inp
lann
ing
and
deci
sion
mak
ing
with
rega
rdto
thei
rch
ildre
n;
•p
aren
tsan
dca
rers
par
ticip
ate
inap
pro
pria
tem
eetin
gsan
dfo
rum
sw
ithth
ese
rvic
e;
•p
aren
tsan
dca
rers
resp
ond
pos
itive
lyto
pla
nned
opp
ortu
nitie
sfo
rsu
pp
ort;
•p
aren
tsan
dca
rers
are
kep
tin
form
edw
ithup
-to-
date
info
rmat
ion
abou
tth
eir
child
ren
and
youn
gp
eop
le;
•p
aren
ts,
care
rsan
dfa
mili
esp
artic
ipat
ein
the
pla
nnin
gan
dre
view
ing
ofth
ese
rvic
esre
ceiv
edby
thei
rch
ildre
nan
dyo
ung
peo
ple
;an
d
•th
ere
isef
fect
ive
com
mun
icat
ion
with
par
ents
,ca
rers
and
fam
ilies
inre
latio
nto
thei
rch
ildre
nan
dyo
ung
peo
ple
We
will
:
Themes:
• Quantitative and qualitative data that demonstrate the extent to which staff:
– are motivated, confident and valued
– improve their practice through training, development activities
– have positive experiences of the quality of support from central services and partner
agencies
– work effectively in teams
• Extent to which staff report that they:
– are motivated, confident and valued
– improve their practice through training, development activities
– have positive experiences of the quality of support from central services and partner
agencies
– work effectively in teams
Key Features
This indicator relates to the impact of the service on those who are managed within the
service, as well as their views of the quality of service within the authority. It considers the level
of ownership by staff in the targets set by the service and their active involvement in service
development. It includes the extent to which the service supports staff to continue their
professional development which reflects both their personal and professional as well as service
goals. It looks for any opportunities that exist within the service for leadership and career
development for individual staff members. It also looks at team working and at any
opportunities that are available to develop as a service team. Finally, it examines the quality of
support which the service receives from central services.
Examples of appropriate sources of evidence are given below. They are considered to be
neither comprehensive nor prescriptive.
The first theme draws on quantitative and qualitative data and evidence from direct
observation, documentation and discussions with stakeholders. Examples may include:
• rates of attendance at meetings and forums;
• rates of participation in career review;
• rates of participation in training and development and qualifications gained;
• rates of response to consultation;
A26_27
How well do we meet the needs of our stakeholders?
(KEY AREA 3: IMPACT ON STAFF)
QI 3.1 Impact on staff
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
• evidence of involvement and empowerment;
• the extent to which the individual support needs of staff are met;
• achievement of awards such as Scotland’s Health at Work and Investors in People;
• access to services, including innovative approaches to encouraging involvement;
• levels of absence, turnover and recruitment;
• recognition schemes; and
• benchmarking data.
The second theme deals with the views of staff as reported in response to questionnaires,
surveys, focus groups and in any unsolicited comments received. These responses may provide
evidence of the level of staff satisfaction and may cover aspects such as:
• the quality and range of services provided by the authority;
• career review;
• career development;
• training and development, including leadership training, work shadowing and
secondments;
• peer and line management relationships, including team working;
• the extent to which staff feel valued and supported and are treated fairly, equally and with
respect;
• conditions of work, facilities and services; and
• communication and opportunities to express their views and to shape and improve
education services.
Evaluation should take into account both themes to produce a considered view of the overall
impact on staff.
A28_29
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
3.1.
1.Th
eex
tent
tow
hich
staf
far
em
otiv
ated
and
mea
ning
fully
invo
lved
inth
ede
velo
pmen
tof
the
serv
ice?
How
wel
ldo
staf
fun
ders
tand
the
visi
on,
aim
san
dva
lues
ofth
ese
rvic
e?
Tow
hat
exte
ntdo
staf
fre
spec
tan
dsh
are
thes
evi
sion
,ai
ms
and
valu
es?
Wha
tar
eth
ele
vels
ofst
aff
rete
ntio
nan
dab
senc
e?
How
isfle
xibl
ew
orki
ngfa
cilit
ated
?
Wha
tev
iden
ceis
ther
eth
atst
aff
are
mot
ivat
ed,
emp
ower
ed,
conf
iden
tan
dva
lued
byth
ese
rvic
e?
Wha
tm
echa
nism
sar
ein
pla
ceto
pro
mot
est
aff
invo
lvem
ent
and
toad
dres
sis
sues
that
pre
sent
barr
iers
toth
emfe
elin
gm
otiv
ated
,em
pow
ered
,co
nfid
ent
and
valu
ed?
How
effe
ctiv
eis
the
serv
ice’
sst
anda
rds
and
qua
lity
rep
ort
inte
rms
ofad
dres
sing
staf
fm
otiv
atio
nan
dco
nfid
ence
?
Wha
tev
iden
ceis
ther
eof
inno
vativ
ep
ract
ice
reco
rded
inse
rvic
e,au
thor
ityan
dag
ency
rep
orts
?
Tow
hat
exte
ntdo
esfe
edba
ckfr
omst
aff
indi
cate
satis
fact
ion
with
the
qua
lity
and
rang
eof
serv
ices
pro
vide
d?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta:
•Ev
iden
ceof
invo
lvem
ent
and
emp
ower
men
tof
staf
f,fr
omab
senc
e,tu
rnov
eran
dre
crui
tmen
tre
turn
s,at
tend
ance
pat
tern
sat
mee
tings
,p
artic
ipat
ion
inco
ntin
uing
pro
fess
iona
lde
velo
pm
ent
(CPD
)ac
tiviti
esan
dst
aff
app
rais
al,
achi
evem
ent
awar
dsan
dan
yad
ditio
nal
qua
lific
atio
nsga
ined
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•Th
isco
uld
befo
und
inin
divi
dual
staf
fre
view
reco
rds,
self-
eval
uatio
nda
ta,
serv
ice
deve
lop
emen
tp
lans
,Be
stVa
lue
rep
orts
,st
anda
rds
and
qua
lity
rep
orts
,th
ese
rvic
eha
ndbo
ok,
and
min
utes
ofst
aff
mee
tings
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•St
aff
view
sas
rep
orte
din
que
stio
nnai
res,
surv
eys,
inte
rvie
ws,
mee
tings
and
focu
sgr
oup
s.
•U
nsol
icite
dco
mm
ents
onth
eq
ualit
yan
dra
nge
ofse
rvic
esp
rovi
ded.
•C
aree
rde
velo
pm
ent,
care
erre
view
,p
eer
and
line
man
agem
ent
rela
tions
hip
s,in
clud
ing
team
wor
king
,in
volv
emen
tin
shap
ing
and
owni
ngth
ese
rvic
e’s
visi
on,
valu
ean
dai
ms.
•C
omm
unic
atio
n,in
par
ticul
arop
por
tuni
ties
for
staf
fto
exp
ress
thei
rvi
ews
and
toin
fluen
ceth
esh
ape
and
deliv
ery
ofth
ese
rvic
e.
Toen
sure
that
staf
f:
•ar
em
otiv
ated
,m
eani
ngfu
llyin
volv
edin
the
serv
ice
and
pro
fess
iona
llysa
tisfie
d;
•ar
eap
pro
pria
tely
dep
loye
d,en
gage
dan
dfe
elva
lued
acro
ssth
ese
rvic
e;
•ar
een
able
dto
deliv
erse
rvic
esof
high
qua
lity;
•ha
velo
w-a
bsen
cean
dhi
gh-r
eten
tion
leve
ls;
•ar
ew
illin
gto
wor
kfle
xibl
yto
mee
tag
reed
targ
ets;
•ha
vea
wel
l-dev
elop
edan
dsh
ared
sens
eof
the
serv
ice’
svi
sion
,va
lues
and
aim
s;an
d
•ar
ere
gula
rlyco
nsul
ted
byse
rvic
em
anag
ers
onal
lasp
ect
ofth
ese
rvic
e.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
•In
form
atio
np
rovi
ded
byse
rvic
eim
pac
tsu
rvey
s,q
uest
ionn
aire
san
dfo
cus
grou
ps.
Exam
ples
ofdi
rect
obse
rvat
ion:
•O
bser
vatio
nof
the
per
form
ance
ofst
aff
inse
rvic
e,au
thor
ityan
dm
ulti-
agen
cym
eetin
gs,
and
thro
ugh
focu
san
dw
orki
nggr
oup
sac
ross
abr
oad
rang
eof
sett
ings
.
3.1.
2Th
eex
tent
tow
hich
staf
fim
prov
eth
eir
prac
tice
and
lead
ersh
ipsk
ills
thro
ugh
trai
ning
,de
velo
pmen
tac
tiviti
esan
dop
port
uniti
esw
ithin
and
beyo
ndth
eau
thor
ity
Tow
hat
exte
ntar
est
aff
wel
lpre
par
edfo
rfu
ture
lead
ersh
ipre
spon
sibi
litie
s?
Wha
tar
eth
eop
por
tuni
ties
for
care
erde
velo
pm
ent
and
acce
ssto
CPD
?
Wha
tar
est
aff’s
view
son
the
rele
vanc
eof
CPD
top
rofe
ssio
nalp
ract
ice?
Tow
hat
exte
ntdo
staf
fre
por
tth
atth
eyar
esu
pp
orte
dto
imp
rove
thei
rp
ract
ice
thro
ugh
anes
tabl
ishe
dsy
stem
oftr
aini
ngan
dde
velo
pm
ent
activ
ities
?
Wha
tis
the
evid
ence
that
staf
far
eim
pro
ving
thei
rp
ract
ice
thro
ugh
anes
tabl
ishe
dsy
stem
oftr
aini
ngan
dde
velo
pm
ent
activ
ities
?
Do
staf
fre
por
tth
atth
eyar
ebe
ing
chal
leng
edto
imp
rove
?
Tow
hat
exte
ntdo
staf
fre
por
tth
atth
eir
own
pro
fess
iona
lgoa
lsar
esu
pp
orte
dby
the
serv
ice?
Exam
ples
ofpe
rfor
man
ceda
ta:
•St
aff
mee
tag
reed
targ
ets,
esta
blis
hed
thro
ugh
annu
alap
pra
isal
,fo
rC
PDac
tiviti
es.
•Ex
tent
ofop
por
tuni
ties
for
staf
fto
unde
rtak
ele
ader
ship
role
sw
ithth
ese
rvic
ean
dau
thor
ity,
and
top
artic
ipat
ein
wor
ksh
adow
ing
care
rrde
velo
pm
ent
and
app
rais
al.
•Th
eef
fect
iven
ess
ofst
aff
who
take
onle
ader
ship
role
s.
•Q
ualit
yof
cont
ribut
ion
tose
rvic
e,au
thor
ityan
dm
ultid
isci
plin
ary
wor
king
grou
ps.
•Se
cond
men
tsto
serv
ice,
auth
ority
orSc
ottis
hEx
ecut
ive
role
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•Th
isco
uld
incl
ude
CPD
reco
rds,
staf
fap
pra
isal
reco
rds,
self-
eval
uatio
ndo
cum
enta
tion,
serv
ice
hand
book
and
deve
lop
men
tp
lann
ing
docu
men
tatio
n,Be
stVa
lue
rep
ort,
min
utes
ofde
velo
pm
ent
and
staf
fgr
oup
mee
tings
.
Toen
sure
that
staf
f:
•ar
ew
ellp
rep
ared
for
futu
rele
ader
ship
role
s;
•ha
vego
odop
por
tuni
ties
tobe
com
ein
volv
edin
seco
ndm
ents
,p
roje
ctan
dw
ider
pro
gram
me
activ
ities
;
•ha
vego
odop
por
tuni
ties
for
care
erde
velo
pm
ent
and
are
able
top
artic
ipat
ein
acl
early
unde
rsto
odan
dac
cess
ible
CPD
activ
ityp
rogr
amm
e;an
d
•co
nsid
erth
atse
rvic
ede
velo
pm
ents
effe
ctiv
ely
sup
por
tth
eir
per
form
ance
and
cont
ribut
eto
deve
lop
ing
thei
rp
rofe
ssio
nalc
omp
eten
ce.
We
will
:
A30_31
Tow
hat
exte
ntdo
staf
fre
por
tth
atth
eyar
egi
ven
opp
ortu
nitie
sto
deve
lop
lead
ersh
ipsk
ills
and
top
artic
ipat
ein
natio
nalf
orum
s,as
app
rop
riate
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•St
aff
view
sas
rep
orte
din
que
stio
nnai
res,
surv
eys,
inte
rvie
ws,
mee
tings
and
focu
sgr
oup
s.
•U
nsol
icite
dco
mm
ents
ontr
aini
ngan
dde
velo
pm
ent
opp
ortu
nitie
sin
clud
ing
trai
ning
for
lead
ersh
ip.
Exam
ples
ofdi
rect
obse
rvat
ion:
•O
bser
vatio
nof
staf
fp
erfo
rman
ceat
auth
ority
and
mul
ti-ag
ency
mee
tings
and
wor
king
grou
ps,
qua
lity
ofC
PDac
tiviti
es,
annu
alap
pra
isal
and
sup
ervi
sion
.
3.1.
3Th
eex
tent
tow
hich
staf
fha
vepo
sitiv
eex
perie
nces
with
rega
rdto
the
qual
ityof
supp
ort
from
cent
rals
ervi
ces
and
part
ners
hip
agen
cies
Tow
hat
exte
ntdo
staf
fre
por
tp
ositi
vely
abou
tth
esu
pp
ort
pro
vide
dby
cent
rals
ervi
ces?
Tow
hat
exte
ntdo
staf
fha
vep
ositi
vew
orki
ngre
latio
nshi
ps
with
par
tner
ship
agen
cies
?
Exam
ples
ofpe
rfor
man
ceda
ta:
•Th
eq
ualit
yof
resp
onse
sto
staf
fan
dse
rvic
ere
que
sts.
•Th
eex
tent
ofhi
ghq
ualit
ysu
pp
ort
from
par
tner
ship
agen
cies
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•M
inut
esan
dco
rres
pon
denc
eon
rele
vant
mat
ters
betw
een
the
serv
ice,
cent
rals
ervi
ces,
and
par
tner
agen
cies
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•St
aff
view
sre
por
ted
inq
uest
ionn
aire
s,su
rvey
s,in
terv
iew
s,m
eetin
gsan
dfo
cus
grou
ps.
•U
nsol
icite
dco
mm
ents
onth
eq
ualit
yof
sup
por
tfr
omce
ntra
lser
vice
san
dp
artn
erag
enci
es,
exam
ple
sof
succ
ess
ordi
fficu
ltyan
dar
eas
for
cele
brat
ion
orim
pro
vem
ent.
Toen
sure
that
:
•st
aff
have
pos
itive
exp
erie
nces
rega
rdin
gth
eq
ualit
yof
sup
por
tfr
omce
ntra
lser
vice
san
dp
artn
erag
enci
es.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
3.1.
4Th
eex
tent
tow
hich
staf
fw
ork
effe
ctiv
ely
inte
ams
How
conf
iden
tar
est
aff
inth
eir
abili
tyto
carr
you
tth
eir
dutie
san
den
gage
inef
fect
ive
team
wor
kat
all
leve
ls?
Inw
hat
way
sha
sth
eap
plic
atio
nof
best
valu
ep
rinci
ple
sin
fluen
ced
par
tner
ship
wor
king
?
Tow
hat
exte
ntdo
staf
fre
por
tth
atth
eyfe
elin
volv
edan
da
par
tof
•th
ese
rvic
ete
am•
subg
roup
sw
ithin
the
serv
ice
•au
thor
ity,
mul
tidis
cip
linar
yan
des
tabl
ishm
ent
grou
ps?
Wha
tis
the
evid
ence
that
staf
fw
ork
effe
ctiv
ely
in
•th
ese
rvic
ete
am•
subg
roup
sw
ithin
the
serv
ice
•au
thor
ity,
mul
tidis
cip
linar
yan
des
tabl
ishm
ent
grou
ps?
Exam
ples
ofpe
rfor
man
ceda
ta:
•Ev
iden
ceof
per
form
ance
outc
omes
rega
rdin
gin
nova
tive
app
roac
hes
toen
cour
agin
gst
aff
invo
lvem
ent
and
deve
lop
ing
team
wor
k.
Exam
ples
ofre
leva
ntdo
cum
enta
tion:
•Th
ism
ight
incl
ude
the
follo
win
g:se
lf-ev
alua
tion
and
serv
ice
deve
lop
men
tp
lann
ing
docu
men
tatio
n,ev
alua
tion
ofth
eco
ntrib
utio
nof
team
wor
kto
imp
rovi
ngou
tcom
esfo
rch
ildre
nan
dyo
ung
peo
ple
,be
stp
ract
ice
guid
elin
eson
team
wor
king
,se
rvic
eha
ndbo
ok,
Best
Valu
ere
por
ts,
stan
dard
san
dq
ualit
yre
por
ts,
min
utes
ofse
rvic
ede
velo
pm
ent
and
staf
fm
eetin
gs,
auth
ority
and
esta
blis
hmen
tde
velo
pm
ent
pla
ns.
Exam
ples
ofst
akeh
olde
rs’v
iew
s:
•St
aff
view
sre
por
ted
inq
uest
ionn
aire
s,su
rvey
s,in
terv
iew
s,m
eetin
gsan
dfo
cus
grou
ps.
•U
nsol
icite
dco
mm
ents
from
staf
fon
how
invo
lved
they
feel
inth
ese
rvic
e.
•Th
eef
fect
iven
ess
ofte
amw
ork
with
inth
ese
rvic
ean
den
gage
men
tw
ithau
thor
ity,
mul
tidis
cip
linar
yan
des
tabl
ishm
ent
grou
ps.
•Es
tabl
ishm
ents
’res
pon
ses
tosu
rvey
son
imp
act
ofse
rvic
eon
child
ren,
youn
gp
eop
lean
dfa
mili
es.
Evid
ence
from
par
ent
surv
eys,
que
stio
nnai
res
and
focu
sgr
oup
s,fe
edba
ckfr
omch
ildre
nan
dyo
ung
peo
ple
and
feed
back
from
auth
ority
man
ager
son
rele
vant
issu
es.
Toen
sure
that
:
•th
ere
isef
fect
ive
team
wor
kat
alll
evel
s;
•st
aff
are
activ
ely
invo
lved
ina
rang
eof
serv
ice,
auth
ority
and
mul
tidis
cip
linar
yw
orki
nggr
oup
s;
•in
volv
emen
tad
dsto
ase
nse
ofco
rpor
ate
owne
rshi
pof
the
serv
ice’
svi
sion
,ai
ms
and
goal
s;an
d
•st
aff
are
conf
iden
tin
thei
rab
ility
toca
rry
out
thei
rdu
ties
and
enga
gein
effe
ctiv
ete
amw
ork
atal
llev
els.
We
will
:
A32_33
Exam
ples
ofdi
rect
obse
rvat
ion:
•O
bser
vatio
nof
auth
ority
,m
ultid
isci
plin
ary
and
esta
blis
hmen
tgr
oup
s.
•O
bser
vatio
nof
the
cont
ribut
ions
ofse
rvic
ep
erso
nnel
for
evid
ence
ofef
fect
ive
imp
act
and
outc
omes
.
Themes:
• Quantitative and qualitative data that demonstrate the extent to which support services,
educational provisions and the local community are:
– involved in joint planning regarding service priorities
– satisfied with the quality of the service provided
– included and engaged with the service in wider developments.
• Extent to which support services, educational provisions and the local community report
that they are:
– supported by the service
– satisfied with the quality of service provided
– included and engaged with the service in wider developments.
Key Features
This indicator relates to the impact of the service on support services, educational provisions
and the local community. It also relates to the views of staff regarding the quality of service
received by children and young people, focusing in particular on their recent and current
experiences. Some examples of appropriate sources of evidence are given below. However,
they are not considered to be comprehensive or prescriptive.
The first theme draws on quantitative and qualitative data, and evidence from direct
observation, documentation and discussions with other stakeholders. Examples may include:
• involvement in joint planning and quality assurance activities in relation to the priorities of
the service;
• involvement in joint decision-making in relation to children and young people;
• attendance at conferences and joint assessment team meetings;
• correspondence and contact with the service, including enquiries, complaints and
compliments and the way these are managed;
• access to a wide and comprehensive range of services, which is regularly monitored and
reviewed; and
• evidence from HMIE inspection reports which relate to educational provision, child
protection, and community learning and development.
How well do we meet the needs of our stakeholders?
(KEY AREA 4: IMPACT ON THE COMMUNITY)
QI 4.1 Impact on the local community
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
A34_35
The second theme deals with the views of representatives from the local community, heads of
services and educational provision and their staff as reported in responses to questionnaires,
surveys, focus groups and in unsolicited comments. These responses provide evidence of the
extent of their satisfaction with the service and may cover aspects such as:
• the quality and range of services provided;
• examples of partnership working, planning and joint decision making on behalf of children
and young people in both informal and formal contexts;
• the extent to which service and provision staff feel valued and supported, and are treated
fairly, equally and with respect; and
• formal opportunities to express their views, shape services, and influence outcomes for
children and young people.
Evaluation should take into account both themes to produce a considered view of the overall
impact on children and young people.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
4.1.
1Th
eex
tent
tow
hich
supp
ort
serv
ices
,ed
ucat
iona
lpro
visi
ons
and
the
loca
lcom
mun
ityar
ein
volv
edin
join
tpl
anni
ngre
gard
ing
serv
ice
prio
ritie
san
dsu
ppor
ted
byth
ese
rvic
e
How
are
sup
por
tse
rvic
es,
educ
atio
nalp
rovi
sion
san
dth
elo
calc
omm
unity
invo
lved
injo
int
pla
nnin
gre
gard
ing
serv
ice
prio
ritie
s?
Inw
hat
way
sar
eth
ese
serv
ices
effe
ctiv
ein
mee
ting
the
need
sof
child
ren,
youn
gp
eop
le,
fam
ilies
and
educ
atio
nst
aff?
How
timel
y,cl
ear
and
info
rmat
ive
are
writ
ten
info
rmat
ion
and
com
mun
icat
ion?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Se
lf-ev
alua
tion
info
rmat
ion
colla
ted
rega
rdin
gth
esu
pp
ort
serv
ice,
educ
atio
nalp
rovi
sion
and
com
mun
ityst
aff
satis
fact
ion
with
the
qua
lity
ofse
rvic
ep
rovi
ded.
•A
naly
sis
ofse
rvic
ele
vela
gree
men
tsw
ithke
yst
akeh
olde
rgr
oup
sin
clud
ing,
for
exam
ple
,be
havi
our
sup
por
tst
aff,
yout
hw
orke
rs,
and
mul
ti-ag
ency
grou
ps.
•N
umbe
rsof
pup
ilsu
pp
ort
team
sat
tend
ed,
the
trai
ning
sess
ions
deliv
ered
,jo
int
pla
nnin
gse
ssio
nsfo
rch
ildre
n/yo
ung
peo
ple
,re
sear
chin
itiat
ives
and
pro
ject
/gro
upw
ork
unde
rtak
en.
•A
naly
sis
lead
ing
toev
alua
tion
ofw
heth
erp
artic
ular
sup
por
tse
rvic
esor
educ
atio
nal
pro
visi
onar
eef
fect
ive.
•Ta
rget
sse
tth
roug
hde
velo
pm
ent
pla
nnin
gan
dda
taco
llect
edin
rela
tion
tota
rget
sm
et.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•D
ocum
ents
whi
chev
alua
teth
ese
rvic
e’s
unde
rsta
ndin
gof
the
rang
eof
diffe
rent
com
mun
ities
itm
ayse
rve,
and
how
itsw
ork
inte
grat
esw
ithw
ork
ofco
lleag
ues
from
ara
nge
ofdi
scip
lines
.
•Re
leva
ntdo
cum
ents
may
incl
ude
Educ
atio
nPl
an,
Inte
grat
edC
hild
ren’
sSe
rvic
esPl
an,
docu
men
ts
Toen
sure
that
:
•th
ese
rvic
een
gage
sw
ithot
hers
inde
cisi
on-
mak
ing
activ
ities
toen
sure
that
prio
rity
need
sar
em
et,
par
ticul
arly
rega
rdin
gso
cial
lyex
clud
edgr
oup
s;
•co
llabo
rativ
ew
orki
ngid
entif
ies
and
mee
tsp
riorit
yne
eds;
•th
ere
isa
high
leve
lof
enga
gem
ent
inre
latio
nto
issu
esof
loca
lcon
cern
and
wid
erp
olic
y;
•re
leva
ntse
rvic
esan
dm
embe
rsof
com
mun
itygr
oup
sre
por
tth
atin
volv
emen
tof
serv
ice
has
mad
ea
pos
itive
imp
act;
•su
pp
ort
serv
ices
,ed
ucat
iona
lpro
visi
onan
dlo
cal
com
mun
ityst
aff
feel
sup
por
ted
byth
ese
rvic
e;
•th
ese
rvic
eis
effe
ctiv
ein
mee
ting
the
need
sof
child
ren,
youn
gp
eop
le,
fam
ilies
and
sup
por
t,ed
ucat
iona
lpro
visi
onan
dco
mm
unity
staf
f;
•sy
stem
sar
ein
pla
ceto
seek
the
view
sof
stak
ehol
ders
;
•a
com
pre
hens
ive
rang
eof
serv
ices
isof
fere
d;
•w
ritte
nin
form
atio
nis
timel
y,cl
ear
and
info
rmat
ive;
•su
pp
ort,
educ
atio
nalp
rovi
sion
and
com
mun
ityst
aff
are
invo
lved
inp
lann
ing
and
deci
sion
-mak
ing
for
child
ren,
youn
gp
eop
lean
dfa
mili
es;
A36_37
sup
por
ting
pla
nnin
g,no
tes
from
rese
arch
,tr
aini
ng,
orot
her
inte
rven
tions
.
•In
spec
tions
ofth
eed
ucat
iona
lfun
ctio
nsof
loca
lau
thor
ity(I
NEA
)ev
alua
tions
onth
ero
leof
the
serv
ice
insu
pp
ortin
gth
eau
thor
ityto
resp
ond
toth
era
nge
ofdi
ffere
ntco
mm
uniti
esit
may
serv
e(e
.g.
scho
ols,
yout
hw
ork
orga
nisa
tions
).
•D
evel
opm
ent
pla
n,se
rvic
ep
ract
ice
guid
elin
es,
com
ple
ted
pra
ctic
ele
vela
gree
men
ts,
men
uof
serv
ices
offe
red,
pra
ctic
ele
vela
gree
men
tre
view
sno
tes
from
disc
ussi
ons
with
indi
vidu
alsc
hool
s.
•D
ocum
enta
tion
onev
iden
ceof
form
alne
gotia
tion
with
esta
blis
hmen
tsan
don
effe
ctiv
enes
sof
serv
ice
deliv
ery.
Exam
ples
ofst
akeh
olde
rs’v
iew
s•
Feed
back
from
inte
rven
tions
with
rele
vant
serv
ices
incl
udin
gsc
hool
s,p
re-s
choo
lcen
tres
,co
mm
unity
cent
res.
•Se
rvic
ede
velo
pm
ent
pla
n,lo
cala
utho
rity
imp
rove
men
tp
lan,
pra
ctic
ele
vela
gree
men
ts,
scho
olde
velo
pm
ent
pla
ns,
pub
lishe
dre
por
tson
spec
ific
initi
ativ
es,
colla
tion
ofth
ein
form
atio
nfr
omth
eab
ove
acro
ssth
ese
rvic
e,co
llatio
nof
info
rmat
ion
from
que
stio
nnai
res/
focu
sgr
oup
s.
•D
ocum
enta
tion
rega
rdin
gth
ebr
eadt
hof
wor
kof
fere
d,th
ene
gotia
ted
upta
keby
sup
por
tse
rvic
es,
educ
atio
nalp
rovi
sion
and
the
pro
cess
ofev
alua
tion.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
serv
ice
wor
kw
ithke
yst
akeh
olde
rsin
clud
ing
sup
por
tst
aff,
educ
atio
nal
pro
visi
on,
and
loca
lcom
mun
ityst
aff.
•th
ere
isac
tive
par
ticip
atio
nbe
twee
nth
ese
rvic
ean
dsu
pp
ort,
educ
atio
nalp
rovi
sion
and
com
mun
ityst
aff;
and
•th
ese
rvic
eis
resp
onsi
veto
com
pla
ints
and
aim
sto
achi
eve
asa
tisfa
ctor
yco
nclu
sion
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
4.1.
2Th
eex
tent
tow
hich
supp
ort
serv
ices
,ed
ucat
iona
lpro
visi
ons
and
the
loca
lcom
mun
ityar
esa
tisfie
dw
ithth
equ
ality
ofse
rvic
epr
ovid
ed
How
satis
fied
are
sup
por
tst
aff,
educ
atio
nal
pro
visi
ons
and
the
loca
lcom
mun
ityw
ithth
eq
ualit
yan
dra
nge
ofse
rvic
esp
rovi
ded
byth
ese
rvic
e?
How
resp
onsi
veis
the
serv
ice
toco
mp
lain
ts?
Tow
hat
exte
ntar
esa
tisfa
ctor
yre
solu
tions
achi
eved
?
How
clea
ran
din
form
ativ
eis
serv
ice
info
rmat
ion
and
liter
atur
ep
rodu
ced
for
sup
por
tse
rvic
es,
educ
atio
nalp
rovi
sion
san
dth
elo
calc
omm
unity
?
Exam
ples
ofpe
rfor
man
ceda
ta
•In
crea
sed
par
ticip
atio
nby
(sp
ecifi
ed)
com
mun
itym
embe
rsin
spec
ific
initi
ativ
es.
•D
ata
onre
cogn
ised
achi
evem
ents
(e.g
.N
atio
nal
Qua
lific
atio
ns)
follo
win
gsp
ecifi
cin
terv
entio
ns(e
.g.
trai
ning
offo
ster
care
rsso
that
they
achi
eve
reco
gnis
edaw
ards
).
•D
ata
from
stak
ehol
ders
invo
lved
inq
uest
ionn
aire
s/st
ruct
ured
inte
rvie
ws.
•Pe
rcen
tage
sof
resp
onse
retu
rns
and
colla
tion
ofra
tings
acro
ssra
nge
ofsu
pp
ort
serv
ices
,ed
ucat
iona
lpro
visi
ons
and
the
loca
lcom
mun
ity.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ep
lan,
educ
atio
np
lan,
inte
grat
edch
ildre
n’s
serv
ice
pla
n,co
mm
unity
pla
n.
•D
ocum
ents
sup
por
ting
inte
r-ag
ency
pla
nnin
g.
•M
inut
esof
revi
ewm
eetin
gs,
indi
catin
gco
mm
unity
dim
ensi
ons
top
lann
ing
for
addi
tiona
lsu
pp
ort
need
s.
•In
put
sto
smal
lcom
mun
itygr
oup
s.
•N
otes
from
rese
arch
,tr
aini
ng,
orot
her
inte
rven
tions
.
•IN
EAin
spec
tion
rep
orts
,in
dica
ting
serv
ice
par
ticip
atio
nin
auth
ority
stra
tegi
esim
pin
ging
onsp
ecifi
cid
entif
ied
com
mun
ities
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Su
mm
ary
ofth
eev
alua
tions
ofst
akeh
olde
rsre
gard
ing
pol
icy
stat
emen
tsin
rela
tion
tojo
int
wor
king
and
pra
ctic
ele
vela
gree
men
ts.
Toen
sure
that
:
•th
ese
rvic
ese
eks
feed
back
from
sup
por
tse
rvic
e,ed
ucat
iona
lpro
visi
onst
aff
and
from
the
loca
lco
mm
unity
and
effe
ctiv
ely
resp
onds
tofe
edba
ck;
•th
ese
rvic
een
cour
ages
opp
ortu
nitie
sfo
rin
fluen
cean
dre
pre
sent
atio
nby
sup
por
t,ed
ucat
iona
lpro
visi
onst
aff
and
the
loca
lco
mm
unity
;
•th
ese
rvic
een
gage
sin
mul
ti-ag
ency
trai
ning
stra
tegi
esto
deve
lop
skill
s,ab
ilitie
san
dco
nfid
ence
amon
gus
ers
ofch
ildre
n’s
serv
ices
;
•th
ese
rvic
een
sure
son
goin
gp
artic
ipat
ion
inIn
tegr
ated
Chi
ldre
n’s
Serv
ice
Plan
deve
lop
men
tw
ork,
aim
edat
sup
por
ting
sup
por
tse
rvic
es,
educ
atio
nalp
rovi
sion
and
the
loca
lcom
mun
ity;
•th
ese
rvic
eco
llate
sdo
cum
enta
tion
onre
spon
ses
toen
qui
ries
and
com
pla
ints
;
•th
ese
rvic
eco
llate
sre
spon
ses
tofe
edba
ckfr
omtr
aini
ng;
•st
aff
from
sup
por
tse
rvic
es,
educ
atio
nalp
rovi
sion
and
the
com
mun
ityco
nsid
erth
atth
ese
rvic
esp
rovi
ded
have
mad
ea
pos
itive
imp
act
onth
em
otiv
atio
nof
and
enga
gem
ent
ofch
ildre
n,yo
ung
peo
ple
,fa
mili
es,
disa
dvan
tage
dgr
oup
san
dth
eco
mm
unity
gene
rally
;
•su
pp
ort
serv
ices
,ed
ucat
iona
lpro
visi
onan
dco
mm
unity
staf
far
ein
volv
edin
the
serv
ice
eval
uatio
n;
•su
pp
ort
serv
ices
,ed
ucat
iona
lpro
visi
onan
dco
mm
unity
staf
far
esa
tisfie
dw
ithth
eq
ualit
yan
dra
nge
ofse
rvic
esp
rovi
ded
byth
ese
rvic
e;an
d
A38_39
•St
ruct
ured
mec
hani
sms
for
rout
inel
ysu
rvey
ing
opin
ions
rega
rdin
gth
eim
pac
tof
educ
atio
nal
pro
visi
onin
pla
cefo
rst
akeh
olde
rs.
•Fe
edba
ckon
achi
evem
ents
from
exte
rnal
agen
cies
.•
View
sof
spec
ific
com
mun
itym
embe
rson
the
imp
act
ofth
eed
ucat
iona
lpsy
chol
ogy
serv
ice
inth
isar
ea.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
com
mun
ityp
artic
ipat
ion
inac
tiviti
es/p
lann
ing.
•Ev
alua
tions
ofin
tera
ctio
nsw
ithin
smal
lco
mm
unity
grou
ps.
•th
ese
rvic
eis
resp
onsi
veto
com
pla
ints
and
aim
sto
achi
eve
asa
tisfa
ctor
yco
nclu
sion
.
We
will
:
4.1.
3Th
eex
tent
tow
hich
supp
ort
serv
ices
,ed
ucat
iona
lpro
visi
ons
and
the
loca
lcom
mun
ityar
ein
clud
edan
den
gage
dw
ithth
ese
rvic
ein
wid
erde
velo
pmen
ts
Are
sup
por
tse
rvic
e,ed
ucat
iona
lpro
visi
onan
dco
mm
unity
staf
fin
clud
edan
den
gage
dw
ithth
ese
rvic
ein
wid
erde
velo
pm
ents
?
How
invo
lved
are
sup
por
t,ed
ucat
iona
lpro
visi
onan
dco
mm
unity
staf
fin
mul
ti-ag
ency
wor
king
with
the
serv
ice?
How
pos
itive
are
sup
por
tse
rvic
es,
educ
atio
nal
pro
visi
onan
dth
elo
calc
omm
unity
abou
tth
ep
roce
sses
and
pro
cedu
res
inp
lace
top
lan,
mon
itor
and
revi
ewse
rvic
eef
fect
iven
ess?
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
onou
tcom
esof
wor
kw
ithgr
oup
sat
high
risk
ofp
oor
educ
atio
nalo
utco
mes
(e.g
.lo
oked
afte
rch
ildre
n).
•D
ata
dem
onst
ratin
gin
tegr
ated
asse
ssm
ents
and
inte
rven
tions
targ
eted
atch
ildre
nat
high
risk
ofp
oor
educ
atio
nalo
utco
mes
.
•D
ata
onin
clus
ion
ofch
ildre
nw
ithad
ditio
nal
sup
por
tne
eds
inm
ains
trea
mco
mm
unity
child
ren’
sfa
cilit
ies.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ele
afle
ts,
aim
edat
build
ing
pub
licaw
aren
ess.
•M
inut
esof
revi
ewm
eetin
gs,
indi
catin
gco
mm
unity
dim
ensi
ons
top
lann
ing
ofp
rovi
sion
for
child
ren
and
youn
gp
eop
lew
ithad
ditio
nal
sup
por
tne
eds.
Toen
sure
that
:
•th
ese
rvic
ew
orks
colla
bora
tivel
yw
ithsu
pp
ort
serv
ices
,ed
ucat
iona
lpro
visi
ons
and
the
loca
lco
mm
unity
toen
sure
that
the
need
sof
stak
ehol
ders
are
app
rop
riate
lyp
riorit
ised
and
met
,p
artic
ular
lyth
ose
grou
ps
cons
ider
edto
beat
risk
ofso
cial
excl
usio
n;
•th
ese
rvic
ep
lans
,as
sess
esan
dm
onito
rsp
rogr
ess
with
othe
rsw
ithin
educ
atio
nau
thor
ity;
•su
pp
ort
serv
ices
,ed
ucat
iona
lpro
visi
ons
and
the
loca
lcom
mun
ityen
gage
with
the
psy
chol
ogy
serv
ice
inre
latio
nto
wid
erm
ulti-
agen
cyan
dw
hole
auth
ority
deve
lop
men
ts;
•th
ese
rvic
ep
lans
activ
ities
inre
spon
seto
data
onin
equa
lity
inou
tcom
es;
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
How
pos
itive
are
sup
por
tse
rvic
es,
educ
atio
nal
pro
visi
onan
dth
elo
calc
omm
unity
abou
tth
eir
incl
usio
nan
din
volv
emen
tin
the
pla
nnin
gan
dde
velo
pm
ent
ofth
ep
sych
olog
yse
rvic
e?
How
clea
ris
the
guid
ance
inp
lace
togu
ide
join
tw
orki
ngw
ithth
ese
rvic
e?
•Pu
blis
hed
artic
les
inlo
calp
ress
and
coun
cil
pub
licat
ions
.
•In
put
sto
smal
lcom
mun
itygr
oup
s.
•N
otes
from
rese
arch
,tr
aini
ng,
orot
her
inte
rven
tions
.
•IN
EAin
spec
tion
rep
orts
,in
dica
ting
educ
atio
nal
psy
chol
ogy
serv
ice
par
ticip
atio
nin
auth
ority
stra
tegi
es.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Re
sear
chda
taon
stak
ehol
ders
’vie
ws.
•Fe
edba
ckon
incl
usio
nan
den
gage
men
tfr
omsp
ecifi
edgr
oup
s.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nat
case
conf
eren
ces,
join
tsu
pp
ort
team
s,in
-ser
vice
trai
ning
and
pre
vent
ativ
eap
pro
ache
ssu
chas
join
tgr
oup
wor
k.
•O
bser
vatio
nof
serv
ice
par
ticip
atio
nin
com
mun
ityac
tiviti
es.
•Ev
alul
atio
nsof
incl
usio
nan
den
gage
men
tby
sup
por
tse
rvic
esin
par
tner
ship
wor
king
.
•th
ese
rvic
ep
rovi
des
ongo
ing
inp
utto
mul
ti-ag
ency
trai
ning
stra
tegi
es,
rele
vant
tohi
gh-r
isk
grou
ps;
•th
ese
rvic
ep
rep
ares
resp
onse
sto
feed
back
from
trai
ning
,w
ithre
gard
tofu
ture
need
s;
•th
ese
rvic
ep
lans
activ
ities
inre
spon
seto
rese
arch
and
asse
ssm
ents
;
•th
ese
rvic
eca
nde
mon
stra
teth
atsu
pp
ort
serv
ice,
educ
atio
nalp
rovi
sion
and
loca
lcom
mun
ityin
sigh
tsha
vele
dto
new
pla
nnin
gfo
ra
par
ticul
arin
divi
dual
,ne
wse
rvic
ep
artn
ersh
ips
orde
velo
pm
ents
;
•su
pp
ort
serv
ice,
educ
atio
nalp
rovi
sion
and
com
mun
ityst
aff
are
resp
onsi
veto
pla
nned
opp
ortu
nitie
sfo
rm
ulti-
agen
cysu
pp
ort
with
the
serv
ice;
and
•th
ese
rvic
ese
eks
opin
ions
from
ara
nge
ofse
rvic
est
akeh
olde
rsre
gard
ing
wor
kto
pro
mot
ein
clus
ion,
soci
alan
dcu
ltura
ldiv
ersi
ty.
We
will
:
A40_41
Themes:
• Evaluations of quantitative and qualitative data that demonstrate the extent to which the
service:
– encourages and supports creativity and innovation
– learns from and adopts leading-edge practice
– influences wider policy or practice
– anticipates and responds rapidly and flexibly to change.
Key Features
This indicator focuses on the impact the service has on the wider community. It deals with the
culture of the service in encouraging and supporting creativity and innovation, being proactive
and open to new ideas. It is about being a service that deals positively with change. It also
relates to the influence and impact of the service on wider developments.
The theme draws on quantitative and qualitative data from direct observation, documentation
and discussions with stakeholders. Some examples of appropriate sources of evidence are given
below. They are, however, not considered to be comprehensive or prescriptive. Examples may
include:
• a range of innovative strategies and programmes that impact beyond the services delivered
by the service;
• programmes that have their origins in national or international best practice;
• staff who have made major contributions to national developments; and
• anticipation of demographic or social changes with re-allocation of resources and services.
How well do we meet the needs of our stakeholders?
(KEY AREA 4: IMPACT ON THE COMMUNITY)
QI 4.2 Impact on the wider community
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
4.2
The
exte
ntto
whi
chth
ese
rvic
em
akes
apo
sitiv
eim
pact
onth
eco
mm
unity
•To
wha
tex
tent
does
the
serv
ice
enco
urag
ean
dsu
pp
ort
inno
vatio
nin
the
wid
erco
mm
unity
?
•To
wha
tex
tent
does
the
serv
ice
lear
nfr
oman
dad
opt
lead
ing-
edge
pra
ctic
e?
•To
wha
tex
tent
does
the
serv
ice
influ
ence
wid
erna
tiona
lpol
icy
and
pra
ctic
e?
•To
wha
tex
tent
does
the
serv
ice
antic
ipat
ean
dre
spon
dra
pid
lyan
dfle
xibi
lity
toch
ange
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
artic
les
writ
ten
and
pub
lishe
din
natio
nalj
ourn
als.
•N
umbe
rof
natio
nala
ndin
tern
atio
nal
conf
eren
ces
atte
nded
.
•N
umbe
rof
req
uest
sfo
rta
lks,
sem
inar
san
dat
tend
ance
onw
orki
nggr
oup
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Pu
blis
hed
artic
les
inac
adem
ican
dot
her
jour
nals
.
•Se
rvic
ene
wsl
ette
rssh
arin
gne
win
form
atio
nw
ithst
akeh
olde
rsan
dhe
lpin
gsh
are
new
pra
ctic
ew
ithin
the
serv
ice
team
.
•In
put
tona
tiona
lfor
ums
and
wor
king
grou
ps.
•In
volv
emen
tin
natio
nala
ndin
tern
atio
nal
initi
ativ
es,
for
exam
ple
,p
artic
ipat
ion
inna
tiona
lco
nfer
ence
san
dth
ePr
ofes
sion
alD
evel
opm
ent
Prog
ram
me
(PD
P).
•Re
spon
seto
legi
slat
ive
and
regu
lativ
ech
ange
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•O
pin
ions
colla
ted
from
focu
sgr
oup
sof
serv
ice
staf
f.
•D
ata
from
que
stio
nnai
res
toau
thor
ityst
aff,
par
tner
agen
cies
and
othe
red
ucat
iona
lp
sych
olog
yse
rvic
es.
Toen
sure
that
:
•de
velo
pm
ents
are
incl
uded
infu
ture
auth
ority
pla
nnin
g;
•le
adin
g-ed
gep
ract
ice
isdi
ssem
inat
edw
ithin
the
serv
ice
and
tost
akeh
olde
rs,
asap
pro
pria
te;
•du
eco
nsid
erat
ion
isgi
ven
totim
ean
dre
sour
cem
anag
emen
tso
that
req
uest
sca
nbe
prio
ritis
edas
nece
ssar
y;
•de
velo
pm
ents
whi
chw
illim
pac
ton
the
wid
erco
mm
unity
are
incl
uded
infu
ture
serv
ice
pla
nnin
g,an
dre
sour
ces
allo
cate
d;an
d
•ap
pro
pria
tere
spon
ses
are
mad
eto
issu
esra
ised
byth
eau
thor
ityan
dst
akeh
olde
rs.
We
will
:
A42_43
•Re
spon
ses
from
othe
rp
sych
olog
yse
rvic
esaf
ter
visi
tsto
the
serv
ice.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
imp
act
oftr
aini
ngp
rogr
amm
esde
velo
ped
byth
ese
rvic
e,in
clud
ing
cour
ses
for
the
pro
fess
iona
ltra
inin
gof
educ
atio
nal
psy
chol
ogis
ts.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our delivery of key processes?
(KEY AREA 5: DELIVERY OF KEY PROCESSES)
QI 5.1 Consultation and advice
Themes:
• Range and appropriateness of consultation and advisory services meet the needs of all
stakeholders
• Staff skill, knowledge and expertise in consulting with and providing advice to stakeholders
Key Features
This indicator draws on quantitative and qualitative data from direct observations, discussions
and documentation including individual case files. Some examples of appropriate sources of
evidence are given below. However, they are not considered to be comprehensive or
prescriptive. Examples may include:
• observing practice directly in the field;
• attendance at case reviews, and working groups;
• discussions with service staff and stakeholders;
• review of individual case files and other service documentation; and
• the use of case studies to determine service impact.
The second theme looks at the skills, knowledge base, and expertise of service staff in
consulting with and providing advice to stakeholders across the authority. It will consider the
range and frequency of guidance and training for staff in delivering highly effective
consultation and advisory services.
A44_45
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
5.1
The
exte
ntto
whi
chth
ese
rvic
epr
ovid
esco
nsul
tatio
nan
dad
vice
ofa
very
high
qual
ity
•D
oes
the
serv
ice
have
ap
olic
yst
atem
ent
onth
ena
ture
ofth
eco
nsul
tatio
nm
odel
(s)
bein
gus
ed?
•In
whi
chco
ntex
tsw
illco
nsul
tativ
eap
pro
ache
sbe
emp
loye
d?(e
.g.
inm
ulti-
agen
cym
eetin
gs,
advi
ceto
scho
olst
aff,
advi
ceto
par
ents
)
•D
oal
lsta
ffde
mon
stra
tew
ell-p
lann
edan
din
nova
tive
app
roac
hes
toco
nsul
tatio
nan
dad
vice
?
•H
owar
est
akeh
olde
rsin
form
edof
the
rang
eof
the
app
roac
hes
toco
nsul
tatio
nan
dad
vice
?
•H
owis
feed
back
onim
pac
tan
dou
tcom
eob
tain
edfr
omst
akeh
olde
rs?
•W
hat
evid
ence
isth
ere
that
regu
lar
and
app
rop
riate
trai
ning
take
sp
lace
rega
rdin
gth
ep
rovi
sion
ofco
nsul
tatio
nan
dad
viso
ryse
rvic
es?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
ensu
reco
mp
lianc
ew
ithth
ere
qui
rem
ents
ofth
eD
ata
Prot
ectio
nA
ct,
Free
dom
ofIn
form
atio
nA
ct,
Dis
abili
tyD
iscr
imin
atio
nA
ct,
Equa
lOp
por
tuni
ties
legi
slat
ion,
Briti
shPs
ycho
logi
calS
ocie
tyC
ode
ofEt
hics
and
Con
duct
,et
c?
•W
hat
are
the
arra
ngem
ents
for
revi
ew,
taki
ngac
coun
tof
stak
ehol
ders
’vie
ws,
best
pra
ctic
e,se
rvic
eim
pac
t,ou
tcom
em
easu
res
and
BPS
guid
ance
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Tr
ends
over
time
from
feed
back
from
stak
ehol
ders
,ill
ustr
atin
gim
pro
vem
ent.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
est
atem
ent
orgu
idel
ines
onm
odel
(s)
ofse
rvic
ede
liver
yin
volv
ing
cons
ulta
tion
and
advi
ce.
•St
anda
rdis
edp
aper
wor
kor
pro
form
aar
ero
utin
ely
used
byed
ucat
iona
lpsy
chol
ogis
tsto
reco
rdco
nsul
tatio
nan
dad
vice
pro
vide
d.
•Se
rvic
ele
vela
gree
men
tsou
tline
the
role
ofco
nsul
tatio
nan
dad
vice
.
•Se
rvic
est
atem
ent
onth
ero
leof
educ
atio
nal
psy
chol
ogis
tsre
gard
ing
syst
ems,
pro
toco
ls,
pol
icie
san
dad
vice
tosc
hool
son
child
ren
and
youn
gp
eop
leno
tcu
rren
tlyre
ferr
edto
the
serv
ice.
•M
inut
esof
mee
tings
whe
reco
nsul
tativ
ein
put
has
been
pro
vide
d(e
.g.
wor
king
grou
ps,
advi
ceto
staf
f,m
ulti-
agen
cym
eetin
gs,
etc.
).
•Ex
amin
atio
nof
reco
rds
ofvi
sits
tosc
hool
s.
•In
form
atio
nfo
rst
akeh
olde
rson
the
natu
reof
cons
ulta
tion
and
advi
ce.
•C
PDtim
etab
les
dem
onst
rate
evid
ence
oftr
aini
ngun
dert
aken
.
Toen
sure
that
:
•se
rvic
ep
olic
yon
cons
ulta
tion
and
advi
ceis
revi
ewed
and
amen
ded
asap
pro
pria
te;
•se
rvic
ele
vela
gree
men
tsar
eup
date
dan
nual
lyor
asag
reed
with
stak
ehol
ders
;
•st
akeh
olde
rfe
edba
ckis
colle
cted
,an
alys
ed,
diss
emin
ated
and
used
toin
form
futu
rep
ract
ice;
•C
PDop
por
tuni
ties
are
pro
vide
dfo
ral
led
ucat
iona
lpsy
chol
ogis
tson
the
serv
ice’
sap
pro
ache
sto
cons
ulta
tion
and
advi
ce;
and
•in
form
atio
non
app
roac
hes
toco
nsul
tatio
nan
dad
vice
isav
aila
ble
toal
lsta
keho
lder
s.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•C
olla
ted
feed
back
from
stak
ehol
ders
.
•In
form
atio
nfr
omfo
cus
grou
ps
ofke
yst
akeh
olde
rs(e
.g.
head
teac
hers
,ch
airs
ofm
ulti-
agen
cym
eetin
gs,
sup
por
tfo
rle
arni
ngco
ordi
nato
rs,
educ
atio
nals
upp
ort
serv
ices
).
•In
form
atio
nfr
omch
ildre
n/yo
ung
peo
ple
and
par
ents
/car
ers
onth
ep
erce
ived
role
and
cont
ribut
ion
ofth
eed
ucat
iona
lpsy
chol
ogis
tw
hoha
sp
rovi
ded
cons
ulta
tion
and/
orad
vice
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
pro
visi
on-b
ased
cons
ulta
tion
mee
tings
.•
Ap
pro
pria
teus
eof
obse
rvat
iona
lsch
edul
esat
mul
ti-ag
ency
mee
tings
.
A46_47
How good is our delivery of key processes?
(KEY AREA 5: DELIVERY OF KEY PROCESSES)
QI 5.2 Assessment
Themes:
• Arrangements and range of assessment services to meet the needs of all stakeholders
• Staff skill, knowledge and expertise in delivering appropriate psychological assessment
Key Features
This indicator draws on quantitative and qualitative data from direct observations, discussions
and documentation including individual case files. Some examples of appropriate sources of
evidence are given below. However, they are not considered to be comprehensive or
prescriptive. Examples may include:
• observing practice directly in the field;
• discussions with service staff and stakeholders including partner agencies;
• attendance at case reviews, multidisciplinary meetings, working groups and training events;
• review of individual case files and other service documentation; and
• the use of case studies to determine service impact.
The second theme looks at the skills, knowledge base and expertise of staff undertaking
assessment across the authority. It will consider the range and frequency of guidance and
training for staff in delivering a highly effective psychological assessment.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
5.2
The
exte
ntto
whi
chth
ese
rvic
epr
ovid
esas
sess
men
tof
ave
ryhi
ghqu
ality
•Is
ther
eev
iden
ceof
acl
ear
stra
tegy
ofas
sess
men
tba
sed
onth
evi
sion
and
valu
esof
the
serv
ice?
•Is
ther
ea
com
pre
hens
ive
rang
eof
asse
ssm
ent
tool
san
dde
liver
yis
wel
lpla
nned
?
•D
oes
asse
ssm
ent
take
full
acco
unt
ofth
era
nge
ofcu
ltura
land
situ
atio
nalc
onte
xts
ofth
ech
ildor
youn
gp
eop
le?
•Is
asse
ssm
ent
desi
gned
toim
pac
tat
the
leas
tin
trus
ive
leve
lof
inte
rven
tion?
•D
oes
the
serv
ice
wor
kan
dtr
ain
effe
ctiv
ely
inp
artn
ersh
ipw
ithot
hers
top
rovi
dean
inte
grat
edap
pro
ach
toas
sess
men
t?
•D
oes
the
serv
ice
mak
ea
sign
ifica
ntco
ntrib
utio
nto
the
deve
lop
men
tof
the
auth
ority
’sp
olic
ies
and
pra
ctic
eson
asse
ssm
ent?
•D
oes
the
serv
ice
ensu
reth
atst
aff
mai
ntai
nan
dde
velo
psk
ills,
know
ledg
ean
dex
per
tise
inre
latio
nto
asse
ssm
ent.
•Is
pra
ctic
ere
view
edus
ing
syst
emat
ican
alys
isof
stak
ehol
ders
’vie
ws,
best
pra
ctic
e,se
rvic
eim
pac
tan
dou
tcom
em
easu
res?
•W
hat
actio
ndo
esth
ese
rvic
eta
keto
com
mun
icat
eits
app
roac
hto
asse
ssm
ent
toal
lst
akeh
olde
rs?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
ensu
reco
mp
lianc
ew
ithth
ere
qui
rem
ents
ofth
eD
ata
Prot
ectio
nA
ct,
Free
dom
ofIn
form
atio
nA
ct,
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Li
sts
ofas
sess
men
tto
ols
avai
labl
ean
dth
eir
date
sfo
rre
view
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•N
atur
ean
dra
nge
ofas
sess
men
tap
pro
ache
sem
plo
yed
byth
ese
rvic
e
•Th
ena
ture
offe
edba
ckm
echa
nism
sto
stak
ehol
ders
onas
sess
men
tfin
ding
san
dre
com
men
ded
actio
ns.
•A
serv
ice
hand
book
for
alls
taff.
•In
form
atio
nle
afle
tsfo
rch
ildre
n,yo
ung
peo
ple
and
fam
ilies
and
othe
rst
akeh
olde
rson
the
serv
ice’
sas
sess
men
tfr
amew
ork.
•Re
cord
ofC
PDac
tiviti
esre
late
dto
asse
ssm
ent.
•St
atem
ent
ora
cert
ifica
teof
com
pet
ence
inas
sess
men
t.
•G
uide
lines
dem
onst
ratin
gco
mp
lianc
ew
ithth
eBP
Sco
deof
pra
ctic
efo
ras
sess
men
tan
dth
eA
ssoc
iatio
nof
Scot
tish
Prin
cip
alEd
ucat
iona
lPs
ycho
logi
sts
(ASP
EP)/
Scot
tish
Div
isio
nof
Educ
atio
nalP
sych
olog
ists
guid
elin
esfo
ras
sess
men
t.
•Re
cord
sw
ithin
case
files
.
•Re
cord
sof
wor
kan
das
sess
men
t.
•M
inut
esof
pla
nnin
gm
eetin
gs.
•St
aff
deve
lop
men
tan
dap
pra
isal
sum
mar
ies.
Toen
sure
that
:
•th
ere
isa
regu
lar
revi
ewof
pol
icie
san
dp
roce
dure
son
asse
ssm
ent;
•p
olic
ies
and
pro
cedu
res
onas
sess
men
tar
eco
mm
unic
ated
with
stak
ehol
ders
;
•th
ere
isa
com
pre
hens
ive
rang
eof
asse
ssm
ent
tool
s;
•th
ere
are
serv
ice
guid
elin
eson
asse
ssm
ent
whi
chad
dres
sis
sues
ofdi
sabi
lity,
equa
lity
and
ethn
icity
;
•C
PDop
por
tuni
ties
are
pro
vide
dfo
ral
lsta
ffon
the
serv
ice’
sap
pro
ache
sto
asse
ssm
ent,
taki
ngac
coun
tof
stak
ehol
ders
’vie
ws;
•op
por
tuni
ties
are
avai
labl
efo
rm
ulti-
disc
iplin
ary
trai
ning
onas
sess
men
t;an
d
•se
rvic
ein
put
and
cont
ribut
ions
are
offe
red
tode
velo
pth
eau
thor
ity’s
pol
icie
san
dp
ract
ice
onas
sess
men
t.
We
will
:
A48_49
Dis
abili
tyD
iscr
imin
atio
nA
ct,
Equa
lOp
por
tuni
ties
legi
slat
ion,
Briti
shPs
ycho
logi
calS
ocie
tyC
ode
ofEt
hics
and
Con
duct
,et
c?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•A
nnua
lly(o
rat
app
rop
riate
regu
lar
inte
rval
s)co
llate
dfe
edba
ckfr
omst
akeh
olde
rs.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
cons
ulta
tive/
cont
extu
alas
sess
men
tm
eetin
gs.
•Ex
amin
atio
nof
case
files
.
•In
form
atio
nfr
omfo
cus
grou
pof
serv
ice
staf
fto
disc
uss
asse
ssm
ent
pra
ctic
es.
•A
tten
danc
eat
mul
tidis
cip
linar
ym
eetin
gsw
here
asse
ssm
ent
info
rmat
ion
issh
ared
toin
form
and
sup
por
tp
lann
ing
for
ach
ildor
youn
gp
erso
n.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our delivery of key processes?
(KEY AREA 5: DELIVERY OF KEY PROCESSES)
QI 5.3 Intervention
Themes:
• Arrangements for advising, planning, delivering and evaluating intervention strategies to
meet the needs of all stakeholders
• Staff skill, knowledge and expertise in planning and delivering effective psychological
interventions
Key Features
This indicator draws on quantitative and qualitative data from direct observations, discussions
and documentation including individual case files. Some examples of appropriate sources of
evidence are given below. However, they are not considered to be comprehensive or
prescriptive. Examples may include:
• observing practice directly in the field where appropriate;
• discussions with service staff and stakeholders including partner agencies;
• attendance at case reviews, multidisciplinary meetings, working groups and training events;
• review of individual case files and service documentation; and
• the use of case studies to determine service impact.
The second theme looks at the skills, knowledge base and expertise of staff advising, planning
and delivering interventions across the authority. It will consider the range and frequency of
guidance and training for staff in delivering and supporting the delivery of highly effective
psychological interventions.
A50_51
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
5.3
The
exte
ntto
whi
chth
ese
rvic
epr
ovid
esin
terv
entio
nof
ave
ryhi
ghqu
ality
•D
oes
the
serv
ice
have
syst
ems
toen
sure
com
plia
nce
with
the
Briti
shPs
ycho
logi
calS
ocie
tyC
ode
ofEt
hics
and
Con
duct
inre
latio
nto
pra
ctic
ein
inte
rven
tion?
•D
oes
the
serv
ice
have
inte
rven
tions
whi
char
eap
pro
pria
te,
evid
ence
-bas
ed,
wel
l-res
ourc
edan
dle
ast
intr
usiv
e?
•D
oes
the
serv
ice
emp
loy
a‘P
lan-
Do-
Revi
ew’
mod
elin
rela
tion
toin
terv
entio
n,w
hich
reco
rds
pro
cess
and
outc
omes
?
•D
oes
the
serv
ice
oper
ate
anin
tegr
ated
app
roac
hto
inte
rven
tion
whi
chin
volv
esse
rvic
eus
ers
and
othe
rst
akeh
olde
rs?
•Is
the
serv
ice
invo
lved
inde
liver
ing
trai
ning
pro
gram
mes
toot
her
agen
cies
and
stak
ehol
ders
onef
fect
ive
app
roac
hes
toin
terv
entio
n?
•D
oth
ese
rvic
e’s
app
roac
hes
toin
terv
entio
nad
dres
sis
sues
ofdi
sabi
lity,
equa
lity
and
ethn
icity
?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
ensu
reco
mp
lianc
ew
ithth
ere
qui
rem
ents
ofth
eD
ata
Prot
ectio
nA
ct,
Free
dom
ofIn
form
atio
nA
ct,
Dis
abili
tyD
iscr
imin
atio
nA
ct,
Equa
lOp
por
tuni
ties
legi
slat
ion,
Briti
shPs
ycho
logi
calS
ocie
tyC
ode
ofEt
hics
and
Con
duct
,et
c?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Im
pro
ved
outc
omes
for
child
ren
and
youn
gp
eop
le.
•Av
aila
ble
stat
istic
son
refe
rral
sto
spec
ialis
tp
rovi
sion
.
•Re
duct
ion
inth
enu
mbe
rof
re-r
efer
rals
toth
ese
rvic
e.
•St
atis
tics
over
time
refle
ctin
gst
akeh
olde
rsa
tisfa
ctio
nm
easu
res.
•Ev
alua
tions
from
colla
ted
info
rmat
ion
aris
ing
from
the
‘Pla
n-D
o-Re
view
’mod
el.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Pu
blis
hed
rep
orts
ofou
tcom
esof
inte
rven
tions
(e.g
.PD
Pan
nual
pub
licat
ion,
jour
nala
rtic
les,
conf
eren
cep
rese
ntat
ions
).
•C
PDlo
gs.
•Se
rvic
ede
velo
pm
ent
pla
n.
•Re
cord
sw
ithin
case
files
.
•Re
cord
sof
wor
k/in
terv
entio
n.
•M
inut
esof
mee
tings
.
•St
aff
deve
lop
men
tan
dre
view
sum
mar
ies.
Toen
sure
that
:
•th
ere
isa
regu
lar
revi
ewof
pol
icie
san
dp
roce
dure
sin
rega
rdto
inte
rven
tion;
•th
ere
isa
syst
emin
pla
cefo
rre
gula
rlyup
datin
gan
ddi
ssem
inat
ing
effe
ctiv
ep
ract
ice
inre
gard
toin
terv
entio
n;
•th
ere
are
serv
ice
guid
elin
esth
atad
dres
sis
sues
ofdi
sabi
lity,
equa
lity
and
ethn
icity
inre
latio
nto
inte
rven
tion;
•C
PDop
por
tuni
ties
are
pro
vide
dfo
ral
led
ucat
iona
lpsy
chol
ogis
tson
the
serv
ice’
sap
pro
ache
sto
inte
rven
tion;
•ca
sefil
esre
flect
a‘P
lan-
Do-
Revi
ew’m
odel
;an
d
•tr
aini
ngis
deliv
ered
toot
her
agen
cies
and
stak
ehol
ders
onef
fect
ive
app
roac
hes
toin
terv
entio
n.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Ev
alua
tion
feed
back
from
pro
visi
ons,
par
ents
,ca
rers
,ch
ildre
n,yo
ung
peo
ple
,an
dot
her
rele
vant
stak
ehol
ders
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
pla
nnin
gm
eetin
gsin
rela
tion
toin
terv
entio
n(a
tca
sew
ork,
rese
arch
,de
velo
pm
ent
orp
olic
yle
vels
).
•Pr
esen
tatio
nson
effe
ctiv
ein
terv
entio
ns(e
.g.
atst
aff
mee
tings
,in
tere
stgr
oup
s,et
c.).
A52_53
How good is our delivery of key processes?
(KEY AREA 5: DELIVERY OF KEY PROCESSES)
QI 5.4 Professional development and training
Themes:
• Range and appropriateness of professional development and training to meet the needs of
all stakeholders
• Staff skill, knowledge and expertise in planning and delivering effective professional
development and training to stakeholders
Key Features
This indicator draws on quantitative and qualitative data from direct observations, discussions
and documentation including individual case files. Some examples of appropriate sources of
evidence are given below. However, they are not considered to be comprehensive or
prescriptive. Examples may include:
• observing, where appropriate, practice directly in the field;
• discussions with service staff and stakeholders including partner agencies;
• attendance at case reviews, multidisciplinary meetings, working groups and training events;
• review of individual case files and other service documentation; and
• the use of case studies to determine service impact.
The second theme looks at the skills, knowledge base and expertise of staff advising, planning
and delivering professional development and training across the service and the authority. It
will consider the range and frequency of guidance and training for staff in delivering and
supporting the delivery of highly effective professional development and training.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
5.4
The
exte
ntto
whi
chth
ese
rvic
epr
ovid
espr
ofes
sion
alde
velo
pmen
tan
dtr
aini
ngof
ave
ryhi
ghqu
ality
•D
oes
the
serv
ice
have
asy
stem
inp
lace
for
map
pin
gth
eid
entif
ied
need
sof
stak
ehol
ders
toth
etr
aini
ngan
dp
rofe
ssio
nald
evel
opm
ent
ofin
divi
dual
staf
fm
embe
rs?
•W
hat
opp
ortu
nitie
sdo
esth
ese
rvic
em
ake
avai
labl
efo
rin
divi
dual
mem
bers
ofst
aff
tode
velo
pth
eir
pre
sent
atio
nan
dtr
aini
ngsk
ills?
•W
hat
opp
ortu
nitie
sdo
esth
ese
rvic
em
ake
avai
labl
eto
indi
vidu
alm
embe
rsof
staf
ffo
rjo
int
deve
lop
men
tof
trai
ning
activ
ities
with
othe
rag
enci
es?
•D
oes
the
serv
ice
have
atr
aini
ngp
ortf
olio
?
•D
oes
the
serv
ice
have
ada
taba
seor
reso
urce
bank
oftr
aini
ngm
ater
ials
?
•W
hat
syst
ems
does
the
serv
ice
have
inp
lace
toen
sure
that
any
eval
uatio
nof
the
cont
ent,
deliv
ery
and
imp
act
oftr
aini
ngp
rovi
ded
ism
ade
avai
labl
eto
othe
rs?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
ensu
reco
mp
lianc
ew
ithth
ere
qui
rem
ents
ofth
eD
ata
Prot
ectio
nA
ct,
Free
dom
ofIn
form
atio
nA
ct,
Dis
abili
tyD
iscr
imin
atio
nA
ct,
Equa
lOp
por
tuni
ties
legi
slat
ion,
Briti
shPs
ycho
logi
calS
ocie
tyC
ode
ofEt
hics
and
Con
duct
,et
c?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•St
atis
tics
avai
labl
efr
omtr
aini
ngev
alua
tion
even
tsth
atre
flect
med
ium
and
long
-ter
nim
pac
ton
stak
ehol
ders
’pra
ctic
ean
dp
ositi
veou
tcom
esfo
rch
ildre
nan
dyo
ung
peo
ple
.
•Tr
ends
over
time
that
refle
ctth
ein
crea
sing
colle
ctiv
eex
per
tise
ofth
ese
rvic
e.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
nsth
atre
flect
com
plia
nce
with
BPS
req
uire
men
tsfo
rtr
aini
ng.
•St
aff
app
rais
alre
cord
s.
•C
PDlo
gs.
•Be
stVa
lue
rep
orts
.
•Be
stVa
lue
imp
rove
men
tp
lans
.
•Se
rvic
ep
ortf
olio
oftr
aini
ngde
taili
ngco
urse
sde
liver
ed/o
ffere
d/at
tend
edin
clud
ing
join
ttr
aini
ngw
ithot
her
agen
cies
.
•Ev
alua
tion
shee
tsfr
omtr
aini
ngco
urse
sat
tend
edby
serv
ice
staf
f.
•Su
mm
ary
eval
uatio
nsh
eets
whi
char
em
ade
wid
ely
avai
labl
eto
othe
rs.
Toen
sure
that
:
•th
eda
taba
seor
reso
urce
bank
oftr
aini
ngm
ater
ials
isre
gula
rlyup
date
d;
•th
ere
islia
ison
with
othe
rau
thor
ityst
aff
and
othe
rag
enci
eson
the
need
for
and
deliv
ery
ofjo
int
trai
ning
;
•th
ere
isef
fect
ive
shor
t-an
dm
ediu
m-t
erm
eval
uatio
nof
the
imp
act
ofse
rvic
etr
aini
ngon
stak
ehol
ders
’pra
ctic
e;
•se
rvic
e,na
tiona
land
loca
lprio
ritie
sar
em
app
edon
toth
etr
aini
ngp
ortf
olio
ofth
ese
rvic
e;
•th
ese
rvic
eta
rget
sits
por
tfol
ioof
trai
ning
tobe
stm
eet
the
need
sof
child
ren
and
youn
gp
eop
lew
ithin
the
auth
ority
;an
d
•th
ere
isa
pro
cess
for
diss
emin
atio
nof
info
rmat
ion
from
trai
ning
cour
ses
atte
nded
bym
embe
rsof
staf
f.
We
will
:
A54_55
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Ev
alua
tion
shee
tsfr
omtr
aini
ngco
urse
s.
•M
ediu
m-t
erm
eval
uatio
nof
imp
act
onp
ract
ice
from
stak
ehol
ders
.
•Re
cord
sof
req
uest
sfo
rtr
aini
ngfr
omst
akeh
olde
rs.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
pla
nnin
gan
dof
deliv
ery
oftr
aini
ngof
fere
d.
•Ex
amin
atio
nof
are
sour
ceba
nkof
trai
ning
mat
eria
ls.
•N
ewst
akeh
olde
rsk
ills
and
know
ledg
e,de
rived
from
trai
ning
,ob
serv
edin
pra
ctic
e.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our delivery of key processes?
(KEY AREA 5: DELIVERY OF KEY PROCESSES)
QI 5.5 Research and strategic development
Themes:
• Range and appropriateness of the research and development programme to meet service
and authority priorities
• Skill, knowledge and expertise of staff in the participation in and undertaking of research
and development activity
Key Features
This indicator draws on quantitative and qualitative data from direct observations, discussions
and documentation including individual case files. Some examples of appropriate sources of
evidence are given below. However, they are not considered to be comprehensive or
prescriptive. Examples may include:
• observing, where appropriate, practice directly in the field;
• discussions with service staff and stakeholders including partner agencies;
• attendance at case reviews, multidisciplinary meetings, working groups and training events;
• review of individual case files and service documentation; and
• the use of case studies to determine service impact.
The second theme looks at the skills, knowledge base and expertise of staff delivering the
research and development programme across the service and the authority. It will consider the
range and frequency of support, guidance and training for staff in delivering a high quality
research and development programme.
A56_57
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
5.5
The
exte
ntto
whi
chth
ese
rvic
epr
ovid
esre
sear
chan
dst
rate
gic
deve
lopm
ent
ofa
very
high
qual
ity
•W
hat
syst
emdo
esth
ese
rvic
eha
vein
pla
cefo
rm
app
ing
rese
arch
and
stra
tegi
cde
velo
pm
ent
activ
ities
onto
natio
nal,
loca
land
serv
ice
prio
ritie
s?
•W
hat
syst
emdo
esth
ese
rvic
eha
vein
pla
cefo
rm
app
ing
rese
arch
and
stra
tegi
cde
velo
pm
ent
activ
ities
onto
the
iden
tifie
dne
eds
ofst
akeh
olde
rs?
•W
hat
step
sdo
esth
ese
rvic
eta
keto
ensu
reth
atin
divi
dual
mem
bers
ofst
aff
have
opp
ortu
nitie
sto
deve
lop
thei
rsk
ills
inre
sear
chan
dst
rate
gic
deve
lop
men
t?
•D
oes
the
serv
ice
have
ade
taile
dp
ortf
olio
ofre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
es?
•W
hat
step
sha
sth
ese
rvic
eta
ken
tocr
eate
ada
taba
seor
reso
urce
bank
ofm
ater
ials
tosu
pp
ort
rese
arch
and
stra
tegi
cde
velo
pm
ent?
•W
hat
syst
ems
does
the
serv
ice
have
inp
lace
for
eval
uatin
gth
eim
pac
tof
rese
arch
and
stra
tegi
cde
velo
pm
ent
activ
ities
?
•W
hat
syst
ems
does
the
serv
ice
have
inp
lace
for
diss
emin
atin
gth
efin
ding
sfr
omre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
es?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
ensu
reco
mp
lianc
ew
ithth
ere
qui
rem
ents
ofth
eD
ata
Prot
ectio
nA
ct,
Free
dom
ofIn
form
atio
nA
ct,
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Im
pac
tof
rese
arch
and
stra
tegi
cde
velo
pm
ent
activ
ities
onth
elo
cala
utho
rity
imp
rove
men
tp
lan.
•Im
pac
tof
rese
arch
and
stra
tegi
cde
velo
pm
ent
activ
ityon
outc
omes
for
child
ren
and
youn
gp
eop
le.
•N
umbe
rof
conf
eren
cep
rese
ntat
ions
and
pub
licat
ions
.
•N
umbe
rof
feed
back
ordi
ssem
inat
ion
sess
ions
.
•St
atis
tics
and
tren
dsov
ertim
eth
atre
flect
chan
ges
and
imp
rove
men
tsdu
eto
rese
arch
and
stra
tegi
cde
velo
pm
ent.
•St
atis
tics
from
eval
uatio
nsh
eets
follo
win
gdi
ssem
inat
ion
ofre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
es
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
ns.
•St
aff
app
rais
alre
cord
s.
•C
PDlo
gs.
•M
inut
esof
mee
tings
.
•Pu
blis
hed
rep
orts
ofou
tcom
esof
rese
arch
and
stra
tegi
cde
velo
pm
ent
(e.g
.PD
Pan
nual
pub
licat
ion,
jour
nala
rtic
les,
conf
eren
cep
rese
ntat
ions
,re
por
tsfr
omw
orki
nggr
oup
s).
Toen
sure
that
:
•re
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
esar
eap
pro
pria
tely
com
mis
sion
edby
the
auth
ority
and
the
findi
ngs
diss
emin
ated
toim
pro
veou
tcom
esfo
rch
ildre
nan
dyo
ung
peo
ple
;
•th
ere
isa
regu
lar
revi
ewof
pol
icie
san
dp
roce
dure
sfo
rre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
esin
clud
ing
com
plia
nce
with
the
legi
slat
ive
req
uire
men
tsan
dth
eBr
itish
Psyc
holo
gica
lSoc
iety
Cod
eof
Ethi
csan
dC
ondu
ct;
•th
ere
isa
syst
emin
pla
ceto
regu
larly
upda
tean
ddi
ssem
inat
eou
tcom
esfr
omre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
esto
mem
bers
ofth
ese
rvic
ean
dap
pro
pria
test
akeh
olde
rs;
•da
taba
seor
reso
urce
bank
ofm
ater
ials
are
upda
ted
regu
larly
;
•p
ortf
olio
ofre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
esis
kep
tup
toda
te;
and
•fe
edba
ckis
obta
ined
from
stak
ehol
ders
onth
eim
pac
tan
dbe
nefit
sof
rese
arch
and
stra
tegi
cde
velo
pm
ent
info
rmat
ion
diss
emin
ated
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
•Be
stVa
lue
rep
orts
.
•Be
stVa
lue
imp
rove
men
tp
lans
.
•Se
rvic
ep
ortf
olio
ofre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
esun
dert
aken
.
Stak
ehol
ders
’Vie
ws
•Ed
ucat
ion
and
serv
ice
man
ager
s’vi
ews
ofth
eva
lue
and
utili
tyof
rese
arch
and
stra
tegi
cde
velo
pm
ent
activ
ities
.
•Re
cord
sof
req
uest
sfo
rre
sear
chan
dst
rate
gic
deve
lop
men
t.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
pla
nnin
gan
dof
deliv
ery
ofre
sear
chan
dst
rate
gic
deve
lop
men
tac
tiviti
es.
•Ex
amin
atio
nof
ada
taba
se/r
esou
rce
bank
ofm
ater
ials
that
sup
por
tre
sear
chan
dst
rate
gic
deve
lop
men
t.
A58_59
How good is our delivery of key processes?
(KEY AREA 5: DELIVERY OF KEY PROCESSES)
QI 5.6 Inclusion, equality and fairness
Themes:
• Promotion of inclusive practices
• Evidence of equal opportunities and fairness embedded in all aspects of practice
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
5.6
The
exte
ntto
whi
chth
ese
rvic
epr
omot
esan
den
sure
sin
clus
ion,
equa
lity
and
fairn
ess
•W
hat
syst
emdo
esth
ese
rvic
eha
vein
pla
ceto
ensu
reth
atre
crui
tmen
tan
dp
rofe
ssio
nalp
ract
ice
com
plie
sw
ithth
ere
qui
rem
ents
ofke
yle
gisl
atio
nin
clud
ing
the
Add
ition
alSu
pp
ort
for
Lear
ning
Act
2005
,an
dth
eSt
anda
rds
inSc
otla
nd’s
Scho
ols
Act
2000
?
•W
hat
pro
cedu
res
does
the
serv
ice
have
inp
lace
toen
sure
that
pra
ctic
ein
asse
ssm
ent
and
inte
rven
tion
take
sin
toac
coun
tth
ene
eds
ofth
ose
for
who
mEn
glis
his
anad
ditio
nal
lang
uage
,th
eef
fect
sof
ethn
icity
and
dive
rsity
,an
dth
ere
qui
rem
ents
for
reas
onab
lead
just
men
tsan
dac
com
mod
atio
nsfo
rth
ose
with
disa
bilit
ies
orsp
ecifi
cne
eds?
•D
oes
the
serv
ice
focu
son
pro
mot
ing
the
incl
usio
nof
vuln
erab
le(in
clud
ing
child
ren
and
youn
gp
eop
lew
ithad
ditio
nals
upp
ort
need
s)an
dm
inor
itygr
oup
sw
ithin
mai
nstr
eam
pro
visi
on?
•W
hat
pol
icie
san
dp
roce
dure
sdo
esth
ese
rvic
eha
vein
pla
ceto
mee
tth
ere
qui
rem
ents
ofth
eD
ata
Prot
ectio
nA
ct,
the
Dis
abili
tyD
iscr
imin
atio
nA
ctan
dEq
ualO
pp
ortu
nitie
sle
gisl
atio
nin
rega
rdto
mon
itorin
get
hnic
ityan
dso
cio-
econ
omic
stat
us?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
ensu
reco
mp
lianc
ew
ithth
ere
qui
rem
ents
ofth
eD
ata
Prot
ectio
nA
ct,
Free
dom
ofIn
form
atio
nA
ct,
Equa
lOp
por
tuni
ties
legi
slat
ion
and
the
Briti
sh
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•D
atab
ase
with
app
rop
riate
field
sto
mon
itor
over
-an
dun
der-
rep
rese
ntat
ion
ofm
inor
itygr
oup
sin
natio
nala
ndlo
cals
tatis
tics.
•Tr
ends
over
time
that
mon
itor
adm
issi
onto
segr
egat
edan
dsp
ecia
list
pro
visi
on.
•Tr
ends
that
evid
ence
redu
ctio
nof
excl
usio
nsfr
omp
rovi
sion
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Po
licie
son
incl
usio
n,eq
ualit
yan
dfa
irnes
s.
•Eq
ualo
pp
ortu
nity
mon
itorin
gfo
rre
crui
tmen
tan
dem
plo
ymen
t.
•Se
rvic
ede
velo
pm
ent
pla
ns.
•C
ase
files
.
•St
aff
revi
ewre
cord
s.
•D
ocum
ente
dsy
stem
sfo
rth
em
anag
emen
tof
staf
fab
senc
e.
•M
inut
esof
mee
tings
.
•Pu
blis
hed
rep
orts
ofou
tcom
esof
good
pra
ctic
ein
rela
tion
toin
clus
ion,
equa
lity
and
fairn
ess
(e.g
.PD
Pan
nual
pub
licat
ion,
jour
nala
rtic
les,
conf
eren
cep
rese
ntat
ions
,re
por
tsfr
omw
orki
nggr
oup
s).
•Be
stVa
lue
rep
orts
.
•Be
stVa
lue
imp
rove
men
tp
lans
.
Toen
sure
that
:
•da
taba
seis
kep
tup
toda
te;
•th
ere
isa
regu
lar
revi
ewof
pol
icie
san
dp
roce
dure
son
incl
usio
n,eq
ualit
yan
dfa
irnes
s;
•th
ere
are
serv
ice
guid
elin
esth
aten
sure
that
recr
uitm
ent
and
pro
fess
iona
lpra
ctic
eco
mp
lies
with
the
req
uire
men
tsof
Equa
lOp
por
tuni
ties,
Race
Rela
tions
,Se
xD
iscr
imin
atio
n,D
isab
ility
Dis
crim
inat
ion
and
Soci
alIn
clus
ion
legi
slat
ion;
and
•th
ere
are
syst
ems
for
mon
itorin
gp
erfo
rman
ceof
min
ority
grou
ps
(e.g
.lo
oked
afte
rch
ildre
nan
dyo
ung
peo
ple
,ch
ildre
nan
dyo
ung
peo
ple
with
addi
tiona
lsup
por
tne
eds,
thos
efo
rw
hom
Engl
ish
isan
addi
tiona
llan
guag
e)to
ensu
rein
clus
ion,
equa
lity
and
fairn
ess.
We
will
:
A60_61
Psyc
holo
gica
lSoc
iety
Cod
eof
Ethi
csan
dC
ondu
ct,
etc?
•D
oes
the
serv
ice
reco
rdin
form
atio
nab
out
clie
nts
ona
data
base
that
rela
tes
toet
hnic
back
grou
nd,
look
edaf
ter
and
acco
mm
odat
edst
atus
and
addi
tiona
lsup
por
tne
eds
inor
der
tosu
pp
ort
ast
rong
etho
san
dp
ract
ice
ofin
clus
ion?
•Se
rvic
ele
afle
tsin
Brai
llean
din
form
atio
non
CD
orD
VD,
and
inst
akeh
olde
rs’f
irst
lang
uage
sw
idel
yav
aila
ble
with
inth
elo
cala
utho
rity
and
com
mun
ity.
•Re
cord
sof
use
ofla
ngua
gein
terp
rete
rs.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•St
akeh
olde
rs’f
eedb
ack
thro
ugh
que
stio
nnai
res
and
focu
sgr
oup
s.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
acce
ssib
ility
req
uire
men
tsbe
ing
met
.
•O
bser
vatio
nof
mem
bers
ofst
aff
taki
ngac
coun
tof
cultu
rala
ndla
ngua
geco
nsid
erat
ions
inth
eir
pra
ctic
e.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our delivery of key processes?
(KEY AREA 5: DELIVERY OF EDUCATION PROCESSES)
QI 5.7 Improving the quality of services
Themes:
• Arrangements for quality assurance and improvement
• Support and challenge
• Evaluating outcomes and feedback from stakeholders
• Planning for improvement and monitoring progress
• Reporting progress to stakeholders
A62_63
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
5.7
The
exte
ntto
whi
chth
ese
rvic
eis
impr
ovin
gth
equ
ality
ofse
rvic
es
•W
hat
syst
emdo
esth
ese
rvic
eha
vein
pla
cefo
rse
lf-ev
alua
tion
and
pla
nnin
gfo
rim
pro
vem
ent
whi
chdr
aws
upon
qua
lity
indi
cato
rsan
dac
cred
itatio
nsc
hem
es?
•W
hat
syst
ems
does
the
serv
ice
have
inp
lace
toq
ualit
yas
sure
imp
rove
men
t/de
velo
pm
ent
pla
nnin
g,st
anda
rds
and
qua
lity
rep
ortin
g;st
aff
revi
ewan
dde
velo
pm
ent?
•C
anth
ese
rvic
ede
mon
stra
teco
mm
itmen
tto
deve
lop
ing
ast
rong
cultu
reof
sup
por
tan
dch
alle
nge?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
invo
lve
alls
taff
inim
pro
vem
ent/
deve
lop
men
tp
lann
ing?
•W
hat
pro
cedu
res
does
the
serv
ice
have
inp
lace
for
audi
ting
the
pla
nnin
g,de
sign
and
deliv
ery
ofac
tiviti
es?
•W
hat
mea
sure
sdo
esth
ese
rvic
eta
keto
anal
yse
the
findi
ngs
from
audi
tan
dev
alua
tion
inor
der
toim
pro
vese
rvic
ede
liver
y?
•W
hat
actio
ndo
esth
ese
rvic
eta
keto
reco
rdan
ddi
ssem
inat
ein
form
atio
non
per
form
ance
stan
dard
s?
•Is
ther
ea
syst
emto
map
serv
ice
natio
nala
ndlo
calp
riorit
ies
with
the
CPD
need
sof
indi
vidu
alm
embe
rsof
staf
f,w
hich
intu
rnid
entif
yp
riorit
ies
for
imp
rove
men
t/de
velo
pm
ent
pla
nnin
g?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•re
gula
rm
onito
ring
and
trac
king
ofa
varie
tyof
audi
ttr
ails
tode
term
ine
per
form
ance
,e.
g.ac
tivity
logs
.
•m
onito
ring
ofth
eco
rero
les
atin
divi
dual
,te
amau
thor
ityan
dna
tiona
llev
els
and
thei
rim
pac
ton
stak
ehol
ders
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
ns.
•C
ase
files
.
•St
aff
revi
ewre
cord
s.
•Le
tter
sof
app
reci
atio
n.
•C
PDlo
gs.
•M
inut
esof
mee
tings
.
•Se
rvic
ep
ortf
olio
sof
pro
fess
iona
ltra
inin
gan
dre
sear
ch.
•Se
rvic
ele
afle
ts.
•C
omp
lain
tsre
cord
san
dou
tcom
es.
•Pu
blis
hed
rep
orts
ofou
tcom
esof
good
pra
ctic
ein
rela
tion
toq
ualit
yas
sura
nce
(e.g
.PD
Pan
nual
pub
licat
ion,
jour
nala
rtic
les,
conf
eren
cep
rese
ntat
ions
,re
por
tsfr
omw
orki
nggr
oup
s).
•Be
stVa
lue
rep
orts
.
•Be
stVa
lue
imp
rove
men
tp
lans
.
Toen
sure
that
:
•th
ere
are
arra
ngem
ents
for
qua
lity
assu
ranc
ean
dim
pro
vem
ent;
•th
ere
isa
cultu
reof
sup
por
tan
dch
alle
nge
acro
ssal
lasp
ects
ofth
ese
rvic
e;
•th
ere
isa
syst
emto
eval
uate
outc
omes
and
feed
back
from
stak
ehol
ders
whi
chle
ads
tofu
rthe
rin
vest
igat
ion
and
actio
n;
•th
ere
are
pro
cedu
res
inp
lace
top
lan
for
imp
rove
men
tan
dm
onito
rp
rogr
ess;
and
•th
ere
isa
syst
emin
pla
ceto
rep
ort
pub
licly
tost
akeh
olde
rson
per
form
ance
stan
dard
s.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
•Is
ther
ea
regu
lar
revi
ewof
imp
rove
men
t/de
velo
pm
ent
pla
nsan
dot
her
pol
icie
san
dp
roce
dure
sin
rega
rdto
qua
lity
assu
ranc
e?
•Is
ther
eev
iden
ceof
acu
lture
ofsu
pp
ort
and
chal
leng
ew
ithin
the
serv
ice?
•A
reth
ere
syst
ems
for
mon
itorin
gp
erfo
rman
cean
dse
rvic
ede
liver
y?
•A
reth
ere
syst
ems
for
deal
ing
with
staf
fgr
ieva
nces
and
cust
omer
com
pla
ints
?
•A
reth
ere
syst
ems
tore
por
tba
ckto
app
rop
riate
stak
ehol
ders
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•St
akeh
olde
rfe
edba
ck,
incl
udin
gfe
edba
ckfr
omed
ucat
iona
lpsy
chol
ogy
serv
ice
staf
f.
•Fo
cus
grou
pm
eetin
gsw
ithm
embe
rsof
staf
fan
dot
her
stak
ehol
ders
.
Exam
ples
ofdi
rect
obse
rvat
ion
•Pr
esen
tatio
non
qua
lity
assu
ranc
ein
rela
tion
tose
rvic
ede
liver
y.
•Ed
ucat
iona
lpsy
chol
ogis
tsco
mp
letin
gac
tivity
logs
.
•O
bser
vatio
nsre
gard
ing
eval
uatio
nfo
rms
bein
gdi
strib
uted
and
colle
cted
from
stak
ehol
ders
atke
yst
ages
.
•O
bser
vatio
nof
serv
ice
revi
ewm
eetin
gs.
A64_65
Themes:
• Range and appropriateness of policies
• Coherence with council-wide policy
• Links to vision, values and aims
• Managing, evaluating and updating policies
Key Features
A successful, modern organisation will have a systematic and well-documented approach to
management. This will be supported by a range of effective policies and advice that inform
and impact on practice throughout the service, which in turn are linked to the wider policies of
the authority. These policies provide clear strategic direction and help to ensure consistency in
practice across the service and improved outcomes for children, young people and families.
Useful definition
What is the difference between policies, procedures, and practice guidelines?
A policy describes what you do and why you do it in that way. A procedure is an articulation of
the policy at an operational level, i.e. how we deliver the policy in practice. A practice
guideline can be one type of procedure, e.g. a practice guideline on assessment outlines how
to apply the service assessment policy in context.
How good is our management?
(KEY AREA 6: POLICY DEVELOPMENT AND PLANNING)
QI 6.1 Policy review and development
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
6.1.
1Ra
nge
and
appr
opria
tene
ssof
polic
ies
How
com
pre
hens
ive
isth
ep
olic
yfr
amew
ork
with
inse
rvic
e?
Tow
hat
exte
ntar
ecl
ear
exp
ecta
tions
set
for
effe
ctiv
ese
rvic
ede
liver
y?
Tow
hat
exte
ntdo
pol
icie
sre
flect
natio
nala
ndlo
cal
prio
ritie
s,an
dre
late
dim
pro
vem
ent
obje
ctiv
es?
Tow
hat
exte
ntis
ther
ea
bala
nce
inth
eco
vera
geof
stra
tegi
can
dop
erat
iona
lmat
ters
with
inp
olic
yad
vice
?
Tow
hat
exte
ntar
ein
divi
dual
pol
icie
ssu
pp
orte
dby
spec
ific
info
rmat
ion
abou
tro
les,
resp
onsi
bilit
ies,
and
pro
cedu
res?
Tow
hat
exte
ntar
ein
divi
dual
pol
icie
ssu
pp
orte
dby
spec
ific
info
rmat
ion
rega
rdin
gex
pec
tatio
nsof
qua
lity,
outc
omes
,an
dev
alua
tion
pro
cess
es?
Tow
hat
exte
ntdo
esth
ep
olic
yfr
amew
ork
pro
vide
clea
rgu
idan
ceto
staf
f?
Tow
hat
exte
ntdo
esth
ep
olic
yfr
amew
ork
assi
stin
the
deliv
ery
ofco
nsis
tent
pra
ctic
eac
ross
the
serv
ice?
Tow
hat
exte
ntdo
esth
ep
olic
yfr
amew
ork
assi
stin
the
achi
evem
ent
ofco
ntin
uous
imp
rove
men
t?
Tow
hat
exte
ntdo
pol
icie
sad
here
toth
eBr
itish
Psyc
holo
gySo
ciet
yC
ode
ofEt
hics
and
Con
duct
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Ra
nge
ofp
olic
ies.
•Im
pac
tof
pol
icie
son
pra
ctic
ean
dou
tcom
esfo
rch
ildre
nan
dyo
ung
peo
ple
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•St
atem
ent
ofvi
sion
,va
lues
and
aim
sof
both
serv
ice
and
educ
atio
nse
rvic
e.
•Po
licy
docu
men
ts,
pro
cedu
res
and
pra
ctic
egu
idel
ines
.
•Se
rvic
ede
velo
pm
ent
pla
n.
•Ev
iden
cein
docu
men
tatio
nof
refe
renc
esto
coun
cil-w
ide
pol
icy,
legi
slat
ion
and
BPS
docu
men
ts,
(e.g
.st
anda
rds
and
qua
lity
rep
ort,
Best
Valu
ere
por
t,an
nual
rep
ort,
serv
ice
hand
book
,H
MIE
rep
orts
,Br
itish
Psyc
holo
gySo
ciet
yC
ode
ofEt
hics
and
Con
duct
,ed
ucat
ion
serv
ice
imp
rove
men
tp
rop
osal
s,co
unci
lim
pro
vem
ent
pro
pos
als)
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•In
form
atio
nga
ined
from
focu
sgr
oup
s(e
.g.
head
teac
hers
,p
aren
ts).
Toen
sure
that
the
rang
ean
dap
pro
pria
tene
ssof
pol
icie
s:
•is
com
pre
hens
ive;
•se
tscl
ear
exp
ecta
tions
for
effe
ctiv
ese
rvic
ede
liver
y;
•re
flect
sna
tiona
land
loca
lprio
ritie
san
dre
late
dim
pro
vem
ent
obje
ctiv
es;
•ac
hiev
esa
bala
nce
betw
een
stra
tegi
can
dop
erat
iona
lmat
ters
;
•co
ntai
nssp
ecifi
cin
form
atio
nab
out
role
s,re
spon
sibi
litie
san
dp
roce
dure
s;
•co
ntai
nsin
form
atio
nre
gard
ing
qua
lity
outc
omes
and
eval
uatio
np
roce
sses
;
•p
rovi
des
clea
rgu
idan
ceto
staf
f;
•as
sist
sin
the
deliv
ery
ofco
nsis
tent
pra
ctic
e;
•as
sist
sin
the
achi
evem
ent
ofco
ntin
uous
imp
rove
men
t;an
d
•ad
here
sto
BPS
stan
dard
s.
We
will
:
A66_67
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
indi
vidu
alp
ract
ice
and
exte
ntto
whi
chit
isgu
ided
byan
dco
mp
lies
with
pol
icy.
•O
bser
vatio
nsof
pra
ctic
eac
ross
the
team
inp
artic
ular
area
s(e
.g.
asse
ssm
ent,
and
exte
ntto
whi
chit
isco
nsis
tent
with
pol
icy)
.
6.1.
2C
oher
ence
with
coun
cil-w
ide
polic
y
How
wel
ldoe
sth
ese
rvic
e’s
pol
icy
fram
ewor
kar
ticul
ate
with
the
asp
iratio
nsan
dou
tcom
esof
rele
vant
coun
cil-w
ide
pla
nnin
g?
Tow
hat
exte
ntar
ese
rvic
eco
ntrib
utio
nsto
cros
s-cu
ttin
gp
olic
yin
itiat
ives
clea
rlyre
flect
edth
roug
hout
serv
ice
pol
icie
san
dp
ract
ice?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
targ
ets
inse
rvic
ep
lan
that
spec
ifica
llyre
late
toco
unci
l-wid
ep
lann
ing.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Po
licy
fram
ewor
k.
•Se
rvic
ede
velo
pm
ent
pla
n.
•Ed
ucat
ion
serv
ice
and
coun
cilp
lans
.
•H
MIE
rep
orts
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
serv
ice
and
coun
cilm
anag
ers
onco
here
nce
betw
een
serv
ice
pol
icy
fram
ewor
kan
dco
unci
l-wid
ep
lann
ing.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
deve
lop
men
tp
lann
ing
pro
cess
es.
Toen
sure
that
:
•th
ese
rvic
e’s
pol
icy
fram
ewor
kar
ticul
ates
with
the
asp
iratio
nsan
dou
tcom
esof
rele
vant
coun
cil-w
ide
pla
nnin
g;an
d
•th
ese
rvic
e’s
cont
ribut
ions
tocr
oss-
cutt
ing
pol
icy
initi
ativ
esar
ecl
early
refle
cted
thro
ugho
utse
rvic
ep
olic
ies
and
pra
ctic
e.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
6.1.
3Li
nks
tovi
sion
,va
lues
,an
dai
ms
How
exp
licit
are
the
conn
ectio
nsbe
twee
nse
rvic
evi
sion
,va
lues
and
aim
s,an
dse
rvic
ep
olic
yde
velo
pm
ent?
Tow
hat
exte
ntdo
serv
ice
visi
on,
valu
esan
dai
ms
pro
vide
aso
und
basi
sfo
rp
olic
ym
akin
gan
dse
rvic
ede
liver
y?
How
wel
ldoe
sth
ese
rvic
evi
sion
,va
lues
and
aim
sar
ticul
ate
with
the
natio
nalp
riorit
ies?
Tow
hat
exte
ntdo
esth
ese
rvic
evi
sion
,va
lues
and
aim
sim
pac
ton
the
deve
lop
men
tof
inte
grat
edse
rvic
esfo
rch
ildre
nac
ross
the
auth
ority
?
Tow
hat
exte
ntdo
esth
ese
rvic
evi
sion
,va
lues
and
aim
sp
rovi
deus
eful
crite
riaag
ains
tw
hich
tore
view
and
eval
uate
serv
ice
stru
ctur
es,
pol
icie
s,an
dp
ract
ices
?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
pol
icie
sw
hich
exp
licitl
yre
fer
tovi
sion
,va
lues
and
aim
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
est
atem
ent
onvi
sion
,va
lues
and
aim
s.
•Se
rvic
ep
olic
ies
and
pro
cedu
res.
•M
inut
esof
inte
rnal
serv
ice
mee
tings
.
•H
MIE
rep
orts
.
•C
urre
ntre
leva
ntna
tiona
ldoc
umen
ts.
•In
tegr
ated
serv
ice
pla
ns.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
serv
ice
and
coun
cilm
anag
ers.
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofsc
hool
san
dp
artn
erag
enci
es.
Exam
ples
ofdi
rect
obse
rvat
ion
•ob
serv
atio
nof
deve
lop
men
tp
lann
ing
pro
cess
es
Toen
sure
that
:
•th
ere
are
exp
licit
conn
ectio
nsbe
twee
nse
rvic
evi
sion
,va
lues
,an
dai
ms,
and
serv
ice
pol
icy
deve
lop
men
t;
•se
rvic
evi
sion
,va
lues
,an
dai
ms
pro
vide
aso
und
basi
sfo
rp
olic
ymak
ing
and
serv
ice
deliv
ery;
•se
rvic
evi
sion
valu
es,
and
aim
sar
ticul
ate
with
natio
nalp
riorit
ies;
•se
rvic
evi
sion
,va
lues
and
aim
sim
pac
ton
the
deve
lop
men
tof
inte
grat
edse
rvic
esfo
rch
ildre
nac
ross
the
auth
ority
;an
d
•se
rvic
evi
sion
,va
lues
and
aim
sp
rovi
deus
eful
crite
riaag
ains
tw
hich
tore
view
and
eval
uate
serv
ice
stru
ctur
es,
pol
icie
s,an
dp
ract
ices
.
We
will
:
A68_69
6.1.
4M
anag
ing,
eval
uatin
g,an
dup
datin
gpo
licie
s
Tow
hat
exte
ntar
ecl
ear
pro
cedu
res
inp
lace
for
the
cohe
rent
deve
lop
men
tan
dre
view
ofin
divi
dual
pol
icie
s?
Tow
hat
exte
ntar
ep
olic
yre
view
san
dup
date
sun
dert
aken
regu
larly
,ta
king
into
acco
unt
the
view
sof
stak
ehol
ders
?
Tow
hat
exte
ntdo
pol
icy
revi
ews
and
upda
tes
take
acco
unt
ofre
leva
ntle
gisl
ativ
ech
ange
s,e.
g.th
eEd
ucat
ion
(Add
ition
alSu
pp
ort
for
Lear
ning
)(S
cotla
nd)
Act
2004
?
Exam
ples
ofpe
rfor
man
ceda
ta
•Fr
eque
ncy
oftim
esth
atre
view
sha
vebe
enco
mp
lete
dw
ithex
plic
itre
view
date
sfo
rp
olic
ies.
•N
umbe
rof
pol
icie
sth
atm
ake
exp
licit
refe
renc
eto
legi
slat
ive
chan
ges
and
itsef
fect
onp
ract
ice.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Po
licy
stat
emen
tson
pro
cedu
res
for
pol
icy
revi
ew.
•Se
rvic
ede
velo
pm
ent
pla
n.
•M
inut
esof
inte
rnal
serv
ice
mee
tings
.
•Re
leva
ntev
alua
tion
rep
orts
.
•Re
leva
ntle
gisl
atio
n.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofed
ucat
ion
man
ager
s.
•Vi
ews
ofst
akeh
olde
rsab
out
the
exte
ntto
whi
chth
eyha
vebe
enas
ked
for
thei
rvi
ews
onp
olic
yre
view
and
deve
lop
men
t.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
inte
rnal
mee
tings
.
•O
bser
vatio
nof
pro
cess
esin
volv
ing
the
gath
erin
gof
view
sfr
omst
akeh
olde
rs.
Toen
sure
that
:
•cl
ear
pro
cedu
res
are
inp
lace
for
the
cohe
rent
deve
lop
men
tan
dre
view
ofin
divi
dual
pol
icie
s;
•p
olic
yre
view
san
dup
date
sar
eun
dert
aken
regu
larly
,an
dta
kein
toac
coun
tth
evi
ews
ofst
akeh
olde
rs;
and
•p
olic
yre
view
san
dup
date
sta
keac
coun
tof
rele
vant
legi
slat
ive
chan
ges.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our management?
(KEY AREA 6: POLICY DEVELOPMENT AND PLANNING)
QI 6.2 Participation of stakeholders
Themes:
• Involvement in policy development
• Communication and consultation
• Active participation in the work of the service
Key Features
To fulfil the requirements of Best Value, and to conform to accepted good practice in local
government, mechanisms need to be in place to link service management decisions to the
needs of the community. There is an expectation that key stakeholders are actively involved in
the development of the service and this will require a range of approaches and mechanisms to
be applied across the service’s areas of activity. To complement consultative mechanisms there
needs to be an effective approach to communication. This will recognise that there are a
number of different audiences which need to be kept informed about service activities. There
should be a framework which facilitates effective communication with stakeholders. This will
require a variety of approaches suited to the audiences concerned and will therefore involve a
range of communication media.
A70_71
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
6.2.
1In
volv
emen
tin
polic
yde
velo
pmen
t
Tow
hat
exte
ntdo
esth
ese
rvic
esy
stem
atic
ally
seek
the
view
sof
aw
ide
rep
rese
ntat
ion
ofst
akeh
olde
rs?
Tow
hat
exte
ntis
ther
ea
broa
dra
nge
ofco
nsul
tatio
np
roce
sses
inp
lace
toen
sure
effe
ctiv
ede
velo
pm
ent
ofp
olic
yan
dp
ract
ice
with
inth
ese
rvic
e?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta•
Num
ber
and
freq
uenc
yof
stak
ehol
der
cons
ulta
tion
exer
cise
s.•
Num
ber
ofst
akeh
olde
rsco
nsul
ted.
•O
utco
mes
ofth
eco
nsul
tatio
nco
ncer
ning
imp
rove
men
tin
serv
ice
deliv
ery
and
indi
vidu
alp
ract
ice.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Re
por
tsof
stak
ehol
der
eval
uatio
nsan
dco
nsul
tatio
nex
erci
ses.
•In
form
atio
nab
out
educ
atio
nau
thor
ityco
nsul
tatio
np
roce
sses
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s•
View
sof
stak
ehol
ders
onp
olic
ies.
•Vi
ews
ofst
akeh
olde
rsab
out
the
rang
eof
cons
ulta
tion
pro
cess
esin
pla
ce.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nson
cons
ulta
tion
pro
cess
es,
e.g.
thro
ugh
the
use
offo
cus
grou
ps.
Toen
sure
that
:
•th
ese
rvic
esy
stem
atic
ally
seek
sth
evi
ews
ofa
wid
ere
pre
sent
atio
nof
stak
ehol
ders
;
•th
ese
rvic
eac
tson
the
info
rmat
ion
gain
edth
roug
hco
nsul
tatio
nan
dm
akes
app
rop
riate
chan
ges
tose
rvic
ede
liver
yan
din
divi
dual
pra
ctic
e;an
d
•a
broa
dra
nge
ofco
nsul
tatio
np
roce
sses
are
inp
lace
toen
sure
effe
ctiv
ede
velo
pm
ent
ofp
olic
yan
dp
ract
ice
with
inse
rvic
e.
We
will
:
6.2.
2C
omm
unic
atio
nan
dco
nsul
tatio
n
Tow
hat
exte
ntdo
esth
ese
rvic
eha
vea
clea
rfr
amew
ork
for
com
mun
icat
ion
and
cons
ulta
tion
with
alls
take
hold
ergr
oup
s?
Tow
hat
exte
ntdo
esth
efr
amew
ork
for
com
mun
icat
ion
and
cons
ulta
tion
pro
vide
clea
r
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
docu
men
tsm
akin
gex
plic
itre
fere
nce
toad
vice
from
the
serv
ice
tost
akeh
olde
rgr
oup
s.
•N
umbe
rof
rep
orts
,ev
alua
tions
,le
afle
tsgi
ving
info
rmat
ion
onth
ese
rvic
esof
fere
d.
Toen
sure
that
:
•th
ese
rvic
eha
sa
clea
rfr
amew
ork
for
com
mun
icat
ion
and
cons
ulta
tion
with
all
stak
ehol
der
grou
ps;
•th
efr
amew
ork
for
com
mun
icat
ion
and
cons
ulta
tion
pro
vide
scl
ear
stra
tegi
can
dop
erat
iona
ladv
ice
toid
entif
ied
key
stak
ehol
der
grou
ps;
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
stra
tegi
can
dop
erat
iona
ladv
ice
toid
entif
ied
stak
ehol
der
grou
ps?
Tow
hat
exte
ntdo
esth
ese
rvic
ep
rovi
deac
cura
tean
dco
mp
rehe
nsiv
evi
ews
and
rep
orts
onth
ese
rvic
esit
offe
rs?
Tow
hat
exte
ntar
eth
eco
mm
unic
atio
nan
dco
nsul
tatio
nm
echa
nism
sap
pro
pria
teto
the
need
sof
the
stak
ehol
ders
?
Tow
hat
exte
ntdo
esth
efe
edba
ckga
ined
from
cons
ulta
tion
with
stak
ehol
ders
influ
ence
pol
icy
deve
lop
men
t?
•Ra
nge
ofal
tern
ativ
eco
mm
unic
atio
nan
dco
nsul
tatio
nm
etho
dolo
gies
app
lied
tailo
red
tost
akeh
olde
rne
eds,
e.g.
with
rega
rdto
loca
tion,
timin
gan
dac
cess
ibili
ty.
•N
umbe
rof
actio
np
oint
sde
rived
from
cons
ulta
tion
exer
cise
san
din
corp
orat
edin
serv
ice
pla
nnin
g.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•C
onsu
ltatio
nfr
amew
ork,
pol
icy
and
pro
cedu
res.
•Ex
amp
les
offo
rms
ofin
form
atio
nto
stak
ehol
ders
and
lear
ners
,e.
g.le
afle
ts,
web
site
info
rmat
ion.
•M
inut
esof
cons
ulta
tive
grou
ps.
•Te
amm
eetin
gag
enda
san
dm
inut
es.
•Se
rvic
ele
vela
gree
men
ts.
•Po
licy
and
pro
cedu
res
for
inte
r-ag
ency
wor
king
.•
Rep
orts
ofev
alua
tion
exer
cise
s.•
HM
IEre
por
ts.
•Se
rvic
ede
velo
pm
ent
pla
n.•
Evid
ence
ofth
elin
kbe
twee
nco
nsul
tatio
nw
ithst
akeh
olde
rsan
dsu
bseq
uent
imp
act
onp
olic
y.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofse
rvic
eus
ers,
e.g.
par
ents
,ca
rers
,ch
ildre
nan
dyo
ung
peo
ple
.•
View
sof
par
tner
agen
cies
.•
View
sof
serv
ice
staf
f.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
cons
ulta
tion
pro
cess
es,
e.g.
thro
ugh
the
use
offo
cus
grou
ps.
•O
bser
vatio
nof
pla
nnin
gp
roce
sses
.
•th
ese
rvic
ep
rovi
des
accu
rate
and
com
pre
hens
ive
view
san
dre
por
tson
the
serv
ices
itof
fers
;an
d
•st
akeh
olde
rs’v
iew
sar
eac
cura
tely
rep
rese
nted
inp
olic
yre
view
and
deve
lop
men
t.
We
will
:
A72_73
6.2.
3A
ctiv
epa
rtic
ipat
ion
inth
ew
ork
ofth
ese
rvic
e
Tow
hat
exte
ntar
eef
fect
ive
stru
ctur
esan
dsy
stem
sin
pla
ceto
sup
por
tan
den
cour
age
activ
ep
artic
ipat
ion
ofst
akeh
olde
rsin
the
wor
kof
serv
ice?
Tow
hat
exte
ntar
eef
fect
ive
pro
cedu
res
and
pro
cess
esin
pla
ceto
enab
leth
esh
arin
gof
info
rmat
ion
with
inan
dac
ross
inte
r-ag
ency
team
s?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
opp
ortu
nitie
sp
rovi
ded
for
stak
ehol
ders
top
artic
ipat
ein
the
wor
kof
serv
ice
•Ra
nge
ofst
akeh
olde
rsac
tivel
yp
artic
ipat
ing
inth
ew
ork
ofth
ese
rvic
e.
•O
utco
mes
ofst
akeh
olde
rp
artic
ipat
ion
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•C
onsu
ltatio
nfr
amew
ork,
pol
icy
and
pro
cedu
res.
•Ex
amp
les
offo
rms
ofin
form
atio
nto
stak
ehol
ders
and
lear
ners
,e.
g.le
afle
ts,
web
site
info
rmat
ion.
•M
inut
esof
cons
ulta
tive
grou
ps.
•Te
amm
eetin
gag
enda
san
dm
inut
es.
•Se
rvic
ele
vela
gree
men
ts.
•Po
licy
and
pro
cedu
res
for
inte
rage
ncy
wor
king
.
•Re
por
tsof
eval
uatio
nex
erci
ses.
•H
MIE
rep
orts
.
•Se
rvic
ede
velo
pm
ent
pla
n.
•M
inut
esof
inte
r-ag
ency
mee
tings
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofse
rvic
eus
ers,
e.g.
par
ents
,ca
rers
child
ren
and
youn
gp
eop
le.
•Vi
ews
ofp
artn
erag
enci
es.
•Vi
ews
ofse
rvic
est
aff.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
rele
vant
mee
tings
.
Toen
sure
that
:
•ef
fect
ive
stru
ctur
esan
dsy
stem
sar
ein
pla
ceto
sup
por
tan
den
cour
age
activ
ep
artic
ipat
ion
ofst
akeh
olde
rsin
the
wor
kof
serv
ice;
and
•ef
fect
ive
pro
cedu
res
and
pro
cess
esar
ein
pla
ceto
enab
leth
esh
arin
gof
info
rmat
ion
with
inan
dac
ross
inte
r-ag
ency
team
s.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our management?
(KEY AREA 6: POLICY DEVELOPMENT AND PLANNING)
QI 6.3 Operational planning
Themes:
• Developing, implementing and evaluating plans
• Structure and content of plans
• Use of management information
• Joint planning with partner organisations and services
• Planning for sustainability
Key Features
The service plan, or its equivalent, will be central to performance management and planning.
Documents in themselves can only be a partial reflection of effective management and
planning, since the processes that surround both the development of the plan and its
implementation are of critical importance. Operational planning should lead to service
improvement and guide its focus, methodologies and mechanisms for reporting and future
action. Service planning will be embedded within the service’s approach to planning and clear
links should exist between the Children’s Services and other authority plans.
A74_75
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
6.3.
1D
evel
opin
g,im
plem
entin
g,an
dev
alua
ting
plan
s
Wha
tp
lann
ing
cycl
esar
ein
pla
cew
ithin
the
serv
ice?
How
effe
ctiv
ear
eth
em
echa
nism
sfo
rde
velo
pin
g,im
ple
men
ting
and
eval
uatin
gp
lans
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
targ
ets
achi
eved
with
inp
lans
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
n,in
clud
ing
pro
gres
sre
por
ts.
•St
andi
ngan
dw
orki
nggr
oup
deve
lop
men
tp
lans
and
min
utes
.•
Indi
vidu
alp
erso
nala
ctio
np
lans
.•
Eval
uatio
nre
por
ts.
•St
anda
rds
and
qua
lity
rep
orts
.•
Emp
loye
ere
view
and
deve
lop
men
tre
por
ts.
•BP
SC
PDlo
gs.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofst
aff.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
who
lese
rvic
ean
dot
her
pla
nnin
gm
eetin
gs.
Toen
sure
that
:
•p
lann
ing
cycl
esar
ein
pla
cew
ithin
serv
ice;
and
•m
echa
nism
sfo
rde
velo
pin
g,im
ple
men
ting,
and
eval
uatin
gp
lans
are
effe
ctiv
e.
We
will
:
6.3.
2St
ruct
ure
and
cont
ent
ofpl
ans
How
clea
r,p
reci
se,
and
rele
vant
are
the
pre
sent
atio
nan
dst
ruct
ure
ofse
rvic
ep
lann
ing?
Tow
hat
exte
ntdo
esse
rvic
ep
lann
ing
cove
rth
ew
ide
rang
eof
wor
kun
dert
aken
?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
ran
dva
riety
ofro
les
refle
cted
inta
rget
s.
•N
umbe
rof
targ
ets
exp
licitl
ylin
ked
tona
tiona
lan
dlo
calp
riorit
ies.
Toen
sure
that
:
•p
rese
ntat
ion
and
stru
ctur
eof
serv
ice
pla
nnin
gar
ecl
ear,
pre
cise
,an
dre
leva
nt;
•se
rvic
ep
lann
ing
cove
rsth
ew
ide
rang
eof
wor
kun
dert
aken
;an
d•
serv
ice
pla
nnin
gre
flect
san
din
fluen
ces
natio
nal
and
loca
lprio
ritie
s.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Tow
hat
exte
ntdo
esse
rvic
ep
lann
ing
refle
ctan
din
fluen
cena
tiona
land
loca
lprio
ritie
s?Ex
ampl
esof
rele
vant
docu
men
tatio
n
•Se
rvic
ede
velo
pm
ent
pla
n.
•St
andi
ngan
dw
orki
nggr
oup
deve
lop
men
tp
lans
and
min
utes
.
•In
divi
dual
per
sona
lact
ion
pla
ns.
•Ev
alua
tion
rep
orts
.
•St
anda
rds
and
qua
lity
rep
orts
.
•Em
plo
yee
revi
ewan
dde
velo
pm
ent
rep
orts
.
•BP
SC
PDlo
gs.
•H
MIE
rep
orts
.
•Ed
ucat
ion
serv
ice
pla
n,C
hild
ren’
sSe
rvic
esPl
an.
•Re
leva
ntna
tiona
ldoc
umen
ts.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofse
rvic
est
aff.
We
will
:
6.3.
3U
seof
man
agem
ent
info
rmat
ion
How
exp
licit
and
conn
ecte
dar
eth
elin
ksbe
twee
nac
tion
pla
nsan
dbu
dget
-set
ting
pro
cedu
res?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
targ
ets
exp
licitl
ybu
dget
edfo
rin
deve
lop
men
tp
lans
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
n.•
Act
ion
pla
nsof
wor
king
grou
ps.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofse
rvic
est
aff.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsre
gard
ing
prin
cip
les
ofBe
stVa
lue
bein
gre
flect
edin
alla
spec
tsof
serv
ice
pra
ctic
e.
Toen
sure
that
:
•lin
ksbe
twee
nac
tion
pla
nsan
dbu
dget
-set
ting
are
exp
licit
and
conn
ecte
d.
We
will
:
A76_77
6.3.
4Jo
int
plan
ning
with
part
ner
orga
nisa
tions
and
serv
ices
Tow
hat
exte
ntar
ep
artn
eror
gani
satio
nsan
dse
rvic
esac
tivel
yin
volv
edin
join
tp
lann
ing?
Exam
ples
ofpe
rfor
man
ceda
ta•
Num
ber
and
freq
uenc
yof
join
tp
lann
ing
mee
tings
.•
Evid
ence
ofp
artn
eror
gani
satio
nsin
fluen
cing
serv
ice
pla
nnin
gan
dim
pro
vem
ent.
•N
umbe
rof
targ
ets
shar
edbe
twee
nth
eed
ucat
iona
lpsy
chol
ogy
serv
ice
and
othe
ror
gani
satio
n/se
rvic
ep
lans
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
ns.
•O
ther
orga
nisa
tion/
serv
ice
pla
ns.
•M
inut
esof
join
tp
lann
ing
mee
tings
.•
Join
tp
lann
ing
docu
men
ts.
Exam
ples
ofst
akeh
olde
rs’v
iew
s•
View
sof
par
tner
orga
nisa
tions
.•
View
sof
serv
ice
staf
f.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
join
tp
lann
ing
activ
ities
and
join
tw
orki
ng.
Toen
sure
that
:
•p
artn
eror
gani
satio
nsan
dse
rvic
esar
eac
tivel
yin
volv
edin
join
tp
lann
ing.
We
will
:
6.3.
5Pl
anni
ngfo
rsu
stai
nabi
lity
How
exp
licit
are
sust
aina
bilit
yco
nsid
erat
ions
with
inse
rvic
ep
lann
ing
for
imp
rove
men
t?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
targ
ets
mak
ing
exp
licit
refe
renc
eto
sust
aina
bilit
y.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
n.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofse
rvic
est
aff.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
pla
nnin
gm
eetin
gsta
king
cons
ider
atio
nof
mat
ters
rela
ting
tosu
stai
nabi
lity.
Toen
sure
that
:
•su
stai
nabi
lity
cons
ider
atio
nsar
eex
plic
itw
ithin
serv
ice
pla
nnin
gfo
rim
pro
vem
ent.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our management?
(KEY AREA 7: MANAGEMENT AND SUPPORT OF STAFF)
QI 7.1 Sufficiency, recruitment and retention
Themes:
• Identifying and meeting human resource needs
• Recruitment, appointment and induction procedures
• Care and welfare
• Equality and fairness in recruitment and promotion
• Recognition
Key Features
This indicator relates to the service’s effectiveness in managing the recruitment, appointment,
induction and care and welfare of its staff. To provide a high quality service to its stakeholders,
the service needs a clear understanding of its human resource requirements and effective
procedures in place to recruit, retain, support and develop its staff to a high level. This will
require proactive and imaginative recruitment procedures. The principles of equality and
fairness, together with a commitment to recognise and celebrate achievement, will underpin
the service’s philosophy and practice in its management and support of staff.
A78_79
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
7.1.
1Id
entif
ying
and
mee
ting
hum
anre
sour
cene
eds
Tow
hat
exte
ntdo
esth
ese
rvic
eha
vean
over
all
hum
anre
sour
cem
anag
emen
tfr
amew
ork,
sup
por
ted
bya
com
pre
hens
ive
rang
eof
pol
icie
s?
Tow
hat
exte
ntdo
esth
ese
rvic
eha
vecl
ear
staf
fing
stan
dard
s,in
clud
ing
staf
fin
othe
rse
rvic
esun
der
itsm
anag
emen
t?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
ran
dna
ture
ofp
olic
ies
per
tain
ing
tohu
man
reso
urce
need
sw
ithin
the
coun
cil.
•Ye
ar-o
n-ye
artr
ends
inst
affin
gre
lativ
eto
over
all
dem
and,
e.g.
dep
loym
ent
tosc
hool
s,sp
ecifi
cin
itiat
ives
such
asp
ost
scho
olp
sych
olog
ical
serv
ice
and
invo
lvem
ent
inre
sear
chan
dst
rate
gic
deve
lop
men
t.
•C
omp
arat
ive
tren
dsfr
omna
tiona
lper
spec
tives
.
•D
eplo
ymen
tto
sup
por
trin
g-fe
nced
initi
ativ
es.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•C
ounc
il,ed
ucat
ion
serv
ice
and
per
sonn
elp
olic
ies
and
pro
cedu
res.
•Se
rvic
ede
velo
pm
ent
pla
ns.
•St
anda
rds
and
qua
lity
rep
orts
.
•Be
stVa
lue
rep
orts
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofp
erso
nnel
serv
ices
.
Exam
ples
ofdi
rect
obse
rvat
ion
Obs
erva
tion
ofth
ehu
man
reso
urce
man
agem
ent
fram
ewor
kin
actio
n.
Toen
sure
that
:
•th
ese
rvic
eha
san
over
allh
uman
reso
urce
man
agem
ent
fram
ewor
ksu
pp
orte
dby
aco
mp
rehe
nsiv
era
nge
ofp
olic
ies;
and
•th
ere
are
clea
rst
affin
gst
anda
rds.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
7.1.
2Re
crui
tmen
t,ap
poin
tmen
t,an
din
duct
ion
proc
edur
es
How
effe
ctiv
ear
eth
ese
rvic
ere
crui
tmen
tp
roce
dure
sin
ensu
ring
app
oint
men
tof
suita
bly
qua
lifie
dan
dsk
illed
staf
f?
How
tran
spar
ent
are
the
serv
ice
app
oint
men
tp
roce
dure
s?
How
effe
ctiv
ear
eth
ese
rvic
ein
duct
ion
pol
icie
san
dp
roce
dure
s?
How
wel
ldoe
sth
ese
rvic
eco
mp
lyw
ithBP
Sin
duct
ion
and
accr
edita
tion
qua
lity
stan
dard
s?
Exam
ples
ofpe
rfor
man
ceda
ta
•In
form
atio
nco
ncer
ning
staf
ftu
rnov
er.
•N
umbe
rof
com
plim
ents
/com
pla
ints
from
serv
ice
user
s.
•N
umbe
rof
re-a
dver
tisem
ents
.
Exam
inat
ion
ofre
leva
ntdo
cum
enta
tion
•Po
licy
docu
men
tsou
tlini
ngre
crui
tmen
tan
dap
poi
ntm
ent
pro
cedu
res.
•Lo
cala
utho
rity
recr
uitm
ent
pro
cedu
res.
•Jo
bou
tline
s.
•Se
lect
ion
crite
ria.
•Jo
bad
vert
s.
•Po
st-in
terv
iew
feed
back
.
•Se
rvic
ein
duct
ion
pro
cedu
res.
•Lo
cala
utho
rity
indu
ctio
np
roce
dure
s.
•Fe
edba
ckfr
omin
duct
ees.
•BP
Sq
ualit
yst
anda
rds.
•A
ccre
dita
tion
cert
ifica
te.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofed
ucat
ion
man
ager
s.
•Vi
ews
ofap
plic
ants
for
pos
ts.
•Vi
ews
oftr
ade
unio
ns.
•Vi
ews
ofp
rofe
ssio
nala
ssoc
iatio
ns,
e.g.
BPS.
Toen
sure
that
:
•se
rvic
ere
crui
tmen
tp
roce
dure
sar
eef
fect
ive
inen
surin
gap
poi
ntm
ent
ofsu
itabl
yq
ualif
ied
and
skill
edst
aff;
•se
rvic
eap
poi
ntm
ent
pro
cedu
res
are
tran
spar
ent;
•se
rvic
ein
duct
ion
pol
icie
san
dp
roce
dure
sar
eef
fect
ive;
and
•th
ese
rvic
eco
mp
lies
with
BPS
indu
ctio
nan
dac
cred
itatio
nq
ualit
yst
anda
rds.
We
will
:
A80_81
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
inte
rvie
wp
roce
dure
s.
•O
bser
vatio
nof
indu
ctio
np
roce
dure
s.
7.1.
3C
are
and
wel
fare
Tow
hat
exte
ntdo
esth
ese
rvic
ede
mon
stra
tean
app
reci
atio
nof
the
duty
ofca
reto
war
dsm
embe
rsof
staf
f?
How
awar
ear
est
aff
abou
tth
eir
right
san
dre
spon
sibi
litie
s?
How
clea
rar
eth
eex
pec
ted
stan
dard
sof
cond
uct,
care
,an
dw
elfa
rew
hich
staf
fca
nex
pec
tan
dw
hich
are
exp
ecte
dof
them
?
Exam
ples
ofpe
rfor
man
ceda
ta
•St
aff
turn
over
.
•A
bsen
cera
tes.
•N
umbe
rof
times
that
grie
vanc
ep
roce
dure
sar
eus
ed.
•N
umbe
rof
com
plim
ents
/com
pla
ints
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Lo
cala
utho
rity
and
serv
ice
pol
icy
stat
emen
tsco
verin
gca
rean
dw
elfa
reis
sues
.
•Su
per
visi
onp
olic
y.
•St
aff
revi
ewan
dde
velo
pm
ent
pol
icy.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff
thro
ugh
app
rais
al/s
uper
visi
onp
roce
dure
s.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
inte
ract
ion
betw
een
team
mem
bers
,an
dof
sup
por
tan
dsu
per
visi
onp
rovi
ded.
Toen
sure
that
:
•th
ese
rvic
ede
mon
stra
tes
anap
pre
ciat
ion
ofth
edu
tyof
care
tow
ards
mem
bers
ofst
aff;
•st
aff
are
awar
eof
thei
rrig
hts
and
resp
onsi
bilit
ies;
and
•th
eex
pec
ted
stan
dard
sof
cond
uct,
care
,an
dw
elfa
rear
ecl
ear
and
uphe
ldby
alls
taff.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
7.1.
4Eq
ualit
yan
dfa
irnes
sin
recr
uitm
ent
and
prom
otio
n
Tow
hat
exte
ntis
ther
ea
wel
lest
ablis
hed
equa
lop
por
tuni
ties
pol
icy
rele
vant
toth
ene
eds
ofth
ose
who
wor
kin
and
use
the
serv
ice?
Tow
hat
exte
ntar
eeq
ualo
pp
ortu
nitie
sis
sues
addr
esse
din
rela
tion
tore
crui
tmen
tan
dp
rom
otio
n?
Tow
hat
exte
ntar
eq
ualit
ativ
ean
dq
uant
itativ
em
easu
res
inp
lace
tom
onito
req
ualit
yan
dfa
irnes
sis
sues
?
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
onre
pre
sent
atio
nof
min
ority
grou
ps
with
inth
eed
ucat
iona
lpsy
chol
ogy
serv
ice.
•Re
crui
tmen
tin
form
atio
n.
•N
umbe
rof
com
plim
ents
/com
pla
ints
from
staf
f.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Eq
ualo
pp
ortu
nitie
sp
olic
yof
serv
ies.
•Lo
cala
utho
rity
equa
lop
por
tuni
ties
pol
icy.
•O
ther
rele
vant
serv
ice
pol
icie
s.
•H
MIE
rep
orts
.
•Ev
alua
tion
rep
orts
.
•Jo
bsp
ecifi
catio
ns.
•Jo
bad
vert
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofse
rvic
eus
ers.
•Vi
ews
ofap
plic
ants
for
jobs
.
•Vi
ews
ofp
erso
nnel
serv
ice.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
ever
yday
pra
ctic
eam
ong
serv
ice
staf
f.
•O
bser
vatio
nof
recr
uitm
ent/
pro
mot
ion
pra
ctic
e.
•O
bser
vatio
nof
serv
ice
man
agem
ent
pra
ctic
es.
Toen
sure
that
:
•th
ere
isa
rele
vant
equa
lop
por
tuni
ties
pol
icy;
•eq
ualo
pp
ortu
nitie
sis
sues
are
addr
esse
din
rela
tion
tore
crui
tmen
tan
dp
rom
otio
nof
alls
taff;
and
•q
ualit
ativ
ean
dq
uant
itativ
em
easu
res
are
inp
lace
tom
onito
req
ualit
yan
dfa
irnes
sis
sues
.
We
will
:
A82_83
7.1.
5Re
cogn
ition
Tow
hat
exte
ntis
ther
ean
etho
sof
pos
itive
reco
gniti
onan
dce
lebr
atio
nof
achi
evem
ent?
Tow
hat
exte
ntdo
serv
ice
man
ager
sco
mm
unic
ate
regu
larly
with
staf
fto
iden
tify
succ
esse
san
dex
amp
les
ofbe
stp
ract
ice
and
inno
vativ
ep
ract
ice?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
pos
itive
reco
gniti
ons
and
cele
brat
ions
ofac
hiev
emen
tsre
cord
ed.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Te
amm
eetin
gm
inut
es.
•St
anda
rds
and
qua
lity
rep
orts
.
•A
pp
rais
alre
por
ts.
•M
inut
esof
mee
tings
outw
ithth
ese
rvic
e,e.
g.ed
ucat
ion
man
agem
ent
min
utes
,he
adte
ache
rs’
mee
tings
.
•Ed
ucat
ion
serv
ice
new
slet
ters
.
•H
MIE
rep
orts
.
•St
aff
etho
ssu
rvey
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Fe
edba
ckfr
omed
ucat
ion
man
ager
s.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsat
team
mee
tings
and
atap
pra
isal
and
sup
ervi
sion
sess
ions
.
Toen
sure
that
:
•th
ere
isan
etho
sof
pos
itive
reco
gniti
onan
dac
hiev
emen
t;an
d
•se
rvic
em
anag
ers
com
mun
icat
ere
gula
rlyw
ithal
lst
aff
toid
entif
yex
amp
les
ofbe
stp
ract
ice
and
inno
vativ
ep
ract
ice.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our management?
(KEY AREA 7: MANAGEMENT AND SUPPORT OF STAFF)
QI 7.2 Deployment and teamwork
Themes:
• Appropriateness and clarity of remits
• Deployment to achieve planned priorities
• Teamworking
• Communication and involvement in decision-making
Key Features
This indicator is concerned with the effectiveness of individual and team contributions. The
main asset of any service is its people. In order to achieve its objectives and to implement the
service plan, staff need to be deployed effectively to respond to the needs of stakeholders and
to develop effective teamwork and communication. Their work should focus on the
achievement of the service’s planned priorities and improvement objectives whilst also
responding to key stakeholders’ needs.
A84_85
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
7.2.
1A
ppro
pria
tene
ssan
dcl
arity
ofre
mits
Tow
hat
exte
ntdo
staf
fha
vecl
early
stat
edjo
bde
scrip
tions
and
rem
its?
How
clea
rar
elin
esof
com
mun
icat
ion
and
acco
unta
bilit
yw
ithin
the
serv
ice?
Tow
hat
exte
ntar
est
aff
app
rop
riate
lyem
pow
ered
,ch
alle
nged
,an
dsu
pp
orte
d?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
serv
ice
staf
fw
ithcl
early
stat
edjo
bde
scrip
tions
and
rem
its.
•Ef
fect
ive
com
ple
tion
ofde
sign
ated
task
san
dp
roje
cts.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Ev
alua
tion
rep
orts
,e.
g.st
aff
surv
eys.
•Jo
bde
scrip
tions
.
•Pa
per
sou
tlini
ngre
mits
ofdi
ffere
ntm
embe
rsof
the
serv
ice.
•Re
cord
sof
sup
ervi
sion
,an
nual
revi
ewan
dde
velo
pm
ent
and
CPD
.
•M
inut
esof
mee
tings
.
•Pa
per
sill
ustr
atin
gse
rvic
est
ruct
ure,
e.g.
rele
vant
pol
icy
pap
ers.
•Se
rvic
ede
velo
pm
ent
pla
ns.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
team
mee
tings
,m
anag
emen
tte
amm
eetin
gs,
etc.
•O
bser
vatio
nsof
dire
ctse
rvic
ede
liver
y.
Toen
sure
that
:
•th
ere
are
clea
rlyst
ated
job
desc
riptio
nsan
dre
mits
;
•lin
esof
com
mun
icat
ion
and
acco
unta
bilit
yw
ithin
the
serv
ice
are
clea
r;an
d
•st
aff
are
app
rop
riate
lyem
pow
ered
,ch
alle
nged
,an
dsu
pp
orte
d.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
7.2.
2D
eplo
ymen
tto
achi
eve
plan
ned
prio
ritie
s
Tow
hat
exte
ntis
ther
ear
ticul
atio
nbe
twee
nst
aff
rem
itsan
dac
tiviti
esan
dth
eau
thor
ity’s
imp
rove
men
tob
ject
ives
?
How
wel
ldo
staf
fun
ders
tand
thei
rco
ntrib
utio
nsto
the
serv
ice
pla
nan
dth
ero
leth
eyp
lay
inth
ew
ider
loca
laut
horit
y?
Exam
ples
ofpe
rfor
man
ceda
ta
•A
naly
sis
ofde
plo
ymen
tof
serv
ice
staf
fac
ross
the
deliv
ery
ofke
yp
roce
sses
•Ev
iden
ceof
pos
itive
cont
ribut
ions
tow
ards
mee
ting
the
auth
ority
’sim
pro
vem
ent
obje
ctiv
es.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•St
anda
rds
and
qua
lity
rep
orts
.
•Ev
alua
tion
rep
orts
.
•Se
rvic
ede
velo
pm
ent
pla
ns.
•Lo
cala
utho
rity
pla
nsan
dre
por
ts.
•In
form
atio
ngi
ven
onin
tran
et,
web
pag
es,
etc.
•A
utho
rity-
wid
ep
roce
dure
san
dgu
idel
ines
.
•Pa
per
sou
tlini
ngst
aff
rem
its.
•A
lloca
tion
ofw
orkl
oad
and
resp
onsi
bilit
ies,
e.g.
scho
ols,
loca
laut
horit
yp
roje
cts
and
prio
ritie
s,et
c.
•Pa
per
sde
scrib
ing
allo
catio
nof
time
tose
rvic
ede
liver
y,C
PD,
team
mee
tings
,ad
min
,et
c.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofag
enci
es.
•Vi
ews
ofse
rvic
est
aff.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
staf
fp
artic
ipat
ion
inm
eetin
gsan
din
loca
laut
horit
yan
dna
tiona
lwor
king
grou
ps.
Toen
sure
that
:
•th
ere
isa
clea
rar
ticul
atio
nbe
twee
nst
aff
rem
itsan
dac
tiviti
esan
dth
eau
thor
ity’s
imp
rove
men
tob
ject
ives
;an
d
•st
aff
unde
rsta
ndth
ero
leth
eyp
lay
inth
ew
ider
loca
laut
horit
y.
We
will
:
A86_87
7.2.
3Te
amw
orki
ng
Tow
hat
exte
ntis
ther
ean
etho
sof
team
wor
king
with
inth
ese
rvic
e?
Tow
hat
exte
ntdo
serv
ice
man
ager
sre
gula
rlym
onito
rte
aman
din
divi
dual
dep
loym
ent
and
per
form
ance
agai
nst
achi
evem
ents
ofag
reed
prio
ritie
s,ou
tcom
esan
dta
rget
s?
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
serv
ice
team
wor
king
grou
ps.
•N
umbe
rof
trai
ning
even
ts/p
roje
cts
deliv
ered
colla
bora
tivel
yby
educ
atio
nalp
sych
olog
ists
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
n.
•M
inut
esof
wor
king
grou
ps.
•Ev
alua
tion
rep
orts
.
•Pa
per
sde
scrib
ing
serv
ice
stru
ctur
ean
dp
roce
sses
.
•H
MIE
rep
orts
.
•A
pp
rais
alre
por
ts.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofp
artn
erag
enci
es.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
colla
bora
tive
wor
king
.
•O
bser
vatio
nof
wor
king
grou
ps,
team
mee
tings
.
Toen
sure
that
:
•th
ere
isan
etho
sof
team
wor
king
with
inth
ese
rvic
e;an
d
•se
rvic
em
anag
ers
regu
larly
mon
itor
team
and
indi
vidu
alde
plo
ymen
tan
dp
erfo
rman
ceag
ains
tac
hiev
emen
tof
agre
edp
riorit
ies,
outc
omes
orta
rget
s.
We
will
:
7.2.
4C
omm
unic
atio
nan
din
volv
emen
tin
deci
sion
-mak
ing
Tow
hat
exte
ntdo
staf
ffe
elco
nsul
ted
onm
ajor
issu
esw
hich
affe
ctth
eir
wor
king
pra
ctic
es?
Tow
hat
exte
ntdo
staf
fco
nsid
erth
eyha
vege
nuin
eop
por
tuni
ties
tora
ise
conc
erns
with
orm
ake
cons
truc
tive
sugg
estio
nsto
serv
ice
man
ager
s?
Tow
hat
exte
ntdo
staf
fco
nsid
erse
rvic
em
anag
ers
tobe
visi
ble
and
acce
ssib
le?
Exam
ple
ofpe
rfor
man
ceda
ta
•St
atis
ticia
linf
orm
atio
nco
ncer
ning
effe
ctiv
ein
volv
emen
tby
alls
ervi
cem
embe
rsin
deci
sion
-mak
ing.
•N
umbe
rof
serv
ice
staf
fw
hous
ein
form
atio
nan
dco
mm
unic
atio
nste
chno
logy
tolia
ise
with
stak
ehol
ders
.
Toen
sure
that
:
•st
aff
feel
cons
ulte
don
maj
oris
sues
whi
chaf
fect
thei
rw
orki
ngp
ract
ices
;
•st
aff
feel
they
have
genu
ine
opp
ortu
nitie
sto
rais
eco
ncer
nsw
ith,
orm
ake
cons
truc
tive
sugg
estio
nsto
,se
rvic
em
anag
ers;
and
•st
aff
cons
ider
serv
ice
man
ager
sto
bevi
sibl
ean
dac
cess
ible
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ple
ofRe
leva
ntD
ocum
enta
tion
•M
inut
esof
mee
tings
.
•A
pp
rais
alre
por
ts.
•Ev
alua
tion
rep
orts
.
•H
MIE
rep
orts
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofse
rvic
em
anag
ers.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
team
mee
tings
,w
orki
nggr
oup
s,et
c.
A88_89
Themes:
• Processes for staff review and support
• Training and development
• Joint training with staff from partner agencies
Key Features
This indicator relates to the service’s management of its review processes and to the provision
of training and development opportunities for its staff. It evaluates the service’s effectiveness in
monitoring and reviewing the performance of its staff against agreed criteria, and facilitating
their personal and professional development. All staff must be able to develop their skills to
maximum effect in order to achieve continuous improvement in their professional skills. Staff
have an entitlement to receive a formal programme and record of professional review and
development (PRD) or CPD.
How good is our management?
(KEY AREA 7: MANAGEMENT AND SUPPORT OF STAFF)
QI 7.3 Development and support
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
7.3.
1Pr
oces
ses
for
staf
fre
view
and
supp
ort
Tow
hat
exte
ntha
sth
ese
rvic
ede
velo
ped
afo
rmal
PRD
/CPD
fram
ewor
kfo
ral
lsta
ffan
d,w
here
app
rop
riate
,in
acco
rdan
cew
ithBP
Sgu
idan
ce?
Tow
hat
exte
ntar
ePR
D/C
PD-r
elat
edp
roce
sses
and
pro
cedu
res
clea
r,an
dus
er-f
riend
lyan
dre
leva
ntto
the
job?
How
wel
lare
rela
ted
pro
cess
esan
dp
roce
dure
ssu
pp
orte
dby
initi
altr
aini
ngan
dre
leva
ntdo
cum
enta
tion?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
educ
atio
nalp
sych
olog
ists
who
are
reco
rdin
gus
ing
BPS
on-li
neC
PDfr
amew
ork.
•D
ates
ofap
pra
isal
mee
tings
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•C
ounc
ilan
ded
ucat
ion
serv
ice
per
sonn
elp
olic
ies
and
pro
cedu
res.
•PR
D/C
PDp
olic
y.
•St
aff
hand
book
.
•St
anda
rds
and
qua
lity
rep
orts
.
•Be
stVa
lue
rep
orts
.
•Se
lf-ev
alua
tion
fram
ewor
k.
•In
divi
dual
educ
atio
nalp
sych
olog
ists
on-li
neC
PDre
cord
s.
•A
pp
rais
alre
cord
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofBP
S,an
dot
her
rele
vant
pro
fess
iona
las
soci
atio
ns.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
app
rais
alm
eetin
gs.
•O
bser
vatio
nsof
trai
ning
even
ts.
Toen
sure
that
:
•th
eed
ucat
iona
lpsy
chol
ogy
serv
ice
has
deve
lop
eda
form
alPR
D/C
PDfr
amew
ork
for
all
staf
fan
d,w
here
app
rop
riate
,in
acco
rdan
cew
ithBP
Sgu
idan
ce;
•th
efr
amew
ork
and
pro
cedu
res
are
clea
ran
dus
er-f
riend
lyan
dre
late
dto
the
job;
and
•th
isfr
amew
ork
issu
pp
orte
dby
docu
men
tatio
nan
dtr
aini
ngfo
rst
aff.
We
will
:
A90_91
7.3.
2Tr
aini
ngan
dde
velo
pmen
t
Wha
tex
tent
isth
ese
rvic
eco
mm
itted
tode
velo
pin
gits
entir
est
aff?
Tow
hat
exte
ntis
ther
ea
link
betw
een
the
serv
ice
deve
lop
men
tp
riorit
ies,
the
staf
fre
view
pro
cess
and
staf
fde
velo
pm
ent
opp
ortu
nitie
s?
Tow
hat
exte
ntis
ther
ea
link
betw
een
the
CPD
pro
gram
me
and
auth
ority
-driv
ende
velo
pm
ents
aim
edat
achi
evin
gst
akeh
olde
rne
eds,
and
natio
nal
orlo
calp
riorit
ies?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
PRD
/CPD
sess
ions
over
the
year
.•
Num
ber
ofse
ssio
nslin
ked
toid
entif
ied
serv
ice
staf
ftr
aini
ngne
eds.
•Re
sour
ceal
loca
tion
tost
aff
deve
lop
men
tac
tiviti
es,
incl
udin
gbu
dget
allo
catin
g.•
num
ber
ofPR
D/C
PDse
ssio
nslin
ked
tona
tiona
lan
dlo
cala
utho
rity
prio
ritie
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•PR
D/C
PDp
olic
y.•
PRD
/CPD
trai
ning
pro
gram
me.
•St
aff
hand
book
.•
Stan
dard
san
dq
ualit
yre
por
ts.
•Be
stVa
lue
rep
orts
.•
Self-
eval
uatio
nfr
amew
ork.
•St
aff
revi
ewan
dde
velo
pm
ent
pol
icy.
•In
divi
dual
pra
ctiti
oner
son
-line
BPS
PRD
/CPD
reco
rds.
•A
nnua
lrep
ort
onse
rvic
ePR
D/C
PDun
dert
aken
.•
Serv
ice
deve
lop
men
tp
lans
.•
Cal
enda
rof
serv
ice
orga
nise
dPR
D/C
PDda
ys•
Educ
atio
nse
rvic
ean
dco
unci
lim
pro
vem
ent
obje
ctiv
es.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
Toen
sure
that
:
•th
ese
rvic
eis
com
mitt
edto
deve
lop
ing
alls
taff.
•tr
aini
ngan
dde
velo
pm
ent
pro
gram
mes
aris
efr
omst
akeh
olde
rne
eds,
staf
fde
velo
pm
ent
need
san
dfr
omau
thor
ity-d
riven
deve
lop
men
tsai
med
atac
hiev
ing
natio
nalo
rlo
calp
riorit
ies;
and
•th
ese
rvic
eha
sp
rodu
ced
aco
mp
rehe
nsiv
eca
talo
gue
ofst
aff
deve
lop
men
top
por
tuni
ties.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
PRD
/CPD
even
ts.
•O
bser
vatio
nsof
serv
ice
staf
fm
akin
gef
fect
ive
use
oftr
aini
ngin
thei
rp
rofe
ssio
nalp
ract
ice.
7.3.
3Jo
int
trai
ning
with
staf
ffr
ompa
rtne
rag
enci
es
Tow
hat
exte
ntar
eth
ere
opp
ortu
nitie
sfo
rjo
int
trai
ning
with
staf
ffr
omp
artn
erag
enci
es?
Tow
hat
exte
ntis
evid
ence
avai
labl
eto
dem
onst
rate
the
imp
act
onse
rvic
esfo
rch
ildre
nan
dyo
ung
peo
ple
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•N
umbe
rof
join
tPR
D/C
PDse
ssio
nsov
erth
eye
ar.
•N
umbe
rof
join
tp
lann
ing
mee
tings
.
•D
ates
ofjo
int
staf
fm
eetin
gsan
dtr
aini
ngev
ents
.
•In
form
atio
nsh
owin
gim
pro
ved
outc
omes
for
child
ren
and
youn
gp
eop
lein
targ
eted
area
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•PR
D/C
PDp
olic
y.
•PR
D/C
PDtr
aini
ngp
rogr
amm
e.
•St
aff
hand
book
.
•St
anda
rds
and
qua
lity
rep
orts
.
•Be
stVa
lue
rep
orts
.
•M
inut
esof
join
tp
lann
ing
mee
tings
.
•Ev
alua
tions
ofjo
int
trai
ning
even
ts.
•Se
rvic
ede
velo
pm
ent
pla
ns.
•Ev
alua
tion
rep
orts
.
Toen
sure
that
:
•th
ere
are
opp
ortu
nitie
sfo
rjo
int
trai
ning
with
staf
ffr
omp
artn
erag
enci
es;
and
•jo
int
trai
ning
and
deve
lop
men
tfo
rth
ese
rvic
ean
dp
artn
erag
ency
staf
fle
ads
toq
uant
ifiab
leim
pro
vem
ents
inid
entif
ied,
stat
edan
dm
easu
rabl
eas
pec
tsof
child
ren’
sse
rvic
es.
We
will
:
A92_93
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff.
•Vi
ews
ofp
artn
erag
ency
colle
ague
s.
•Vi
ews
ofed
ucat
ion
man
agem
ent.
•Vi
ews
ofch
ildre
n,yo
ung
peo
ple
and
fam
ilies
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
join
ttr
aini
ngin
itiat
ives
.
•O
bser
vatio
nof
join
tp
lann
ing
mee
tings
.
•O
bser
vatio
nof
imp
rove
dse
rvic
ede
liver
yin
targ
eted
area
s.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our management?
(KEY AREA 8: PARTNERSHIPS AND RESOURCES)
QI 8.1 Partnership working
Themes:
• Evaluations of quantative and qualitative data that demonstrate the extent to which the
service:
– engages with, and supports, partner agencies and community organisations
– engages partner agencies and community organisations in, and contributes to, wider
developments
• Extent to which partner agencies and community organisations report that service:
– engages with, and supports, them in projects and developments
– engages partner agencies and community organisations in, and contributes to, wider
developments
Key Features
This indicator refers to the role of the service in promoting and encouraging effective
partnership working with stakeholders, partner agencies and the local community. A central
role of the service is to secure and sustain cohesive and meaningful partnerships. To encourage
and support these processes the service will participate in bringing key partners together at the
strategic decision-making level. To fulfil the requirements of Best Value and to conform to
accepted good practice, there must be mechanisms in place to link leadership and
management decisions to the needs of all stakeholders. This will require a range of approaches
to consultation and communication that can be applied across the service’s areas of activity.
There should also be in place a public performance reporting (PPR) framework to
communicate clearly with the full range of stakeholders and partner agencies and community
organisations.
The second theme deals with the views of partnership agencies and community organisations
as reported in responses to questionnaires, surveys, focus groups and its unsolicited comments.
These responses provide evidence of the extent of their satisfaction with the services and may
cover aspects such as:
• clarity of purpose and aims;
• service level agreements, roles and remits;
• access to services and facilities;
• working across agencies and disciplines;
• staff roles in partnerships; and
• responsibilities to enquiries and complaints.
A94_95
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
8.1.
1En
gage
sw
ith,
and
supp
orts
,pa
rtne
rag
enci
esan
dco
mm
unity
orga
nisa
tions
How
effe
ctiv
ely
does
the
serv
ice
enga
gew
ith,
and
sup
por
t,p
artn
ers
and
com
mun
ityor
gani
satio
nsso
join
tw
orki
ngca
nbe
esta
blis
hed
and
flour
ish?
How
clea
rlyar
eth
ep
urp
oses
and
aim
sof
par
tner
ship
sre
por
ted
and
artic
ulat
ed?
Isp
artn
ersh
ipw
orki
ngbu
iltin
toth
est
rate
gic
pla
nnin
gof
the
serv
ice
atth
ehi
ghes
tle
vel?
How
clea
rlyar
eth
ep
urp
oses
and
aim
sof
par
tner
ship
sco
mm
unic
ated
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Se
rvic
eha
ndbo
ok.
•Se
rvic
ese
lf-ev
alua
tion.
•St
anda
rds
and
qua
lity
rep
orts
.
•Se
rvic
ele
afle
ts.
•N
umbe
rof
serv
ice
Leve
lAgr
eem
ents
.
•N
umbe
rof
activ
ep
artn
ersh
ipar
rang
emen
ts.
•Pe
rcen
tage
ofsa
tisfie
dp
artn
ersh
ipst
aff.
•C
olla
ted
data
and
follo
w-u
pac
tiviti
es.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
lf-ev
alua
tion
rep
orts
whi
chde
scrib
eth
evi
ews
ofst
akeh
olde
rsre
gard
ing
par
tner
ship
wor
king
.
•M
inut
esan
dno
tes
ofm
eetin
gsin
volv
ing
par
tner
s.
•Re
cord
sof
deve
lop
men
tda
ysan
dof
mul
ti-ag
ency
wor
king
grou
ps.
•Se
rvic
ele
vela
gree
men
tsat
oper
atio
nala
ndst
rate
gic
leve
lsw
ithp
artn
erag
enci
es.
•Re
cord
sw
ithst
ated
aim
san
dob
ject
ives
.
•A
gree
men
tsw
hich
have
been
rene
gotia
ted
and
rew
orde
d.
Toen
sure
that
:
•a
stra
tegi
cfr
amew
ork
ises
tabl
ishe
dw
ithp
artn
erag
enci
esan
dco
mm
unity
orga
nisa
tions
;
•a
cultu
rew
hich
pro
mot
esth
est
rate
gic
invo
lvem
ent
ofal
lpar
tner
san
dco
mm
unity
orga
nisa
tions
;
•se
rvic
ele
vela
gree
men
tsar
ew
elle
stab
lishe
dw
ithp
artn
ers
and
com
mun
ityor
gani
satio
nsan
dha
vean
imp
act
atst
rate
gic
and
oper
atio
nall
evel
s;
•th
ese
rvic
ew
orks
very
effe
ctiv
ely
ina
rang
eof
mul
ti-di
scip
linar
yp
artn
ersh
ips;
•m
ulti-
disc
iplin
ary
wor
king
cont
ribut
esto
the
achi
evem
ent
ofth
evi
sion
,va
lues
and
aim
sof
the
serv
ice;
and
•st
aff
are
very
clea
rab
out
thei
rro
les
and
rem
itsw
ithin
par
tner
ship
wor
king
agre
emen
ts.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofp
artn
ers
thro
ugh
inte
rvie
ws
and
que
stio
nnai
res
•Vi
ews
ofcl
ient
sre
gard
ing
imp
act
and
outc
omes
ofp
artn
ersh
ipw
orki
ng.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
staf
fw
orki
ngin
ara
nge
ofse
ttin
gsw
ithre
gard
top
artn
ersh
ipag
reem
ents
.
•O
bser
vatio
nsof
wor
king
inlin
ew
ithp
urp
oses
and
aim
sof
the
par
tner
ship
agre
emen
t.
8.1.
2En
gage
spa
rtne
rag
enci
esan
dco
mm
unity
orga
nisa
tions
in,
and
cont
ribut
esto
,w
ider
deve
lopm
ents
How
effe
ctiv
ely
does
our
man
agem
ent
team
wor
kw
ithot
her
agen
cies
and
orga
nisa
tions
?
How
wel
ldo
our
staf
fw
ork
with
othe
rsin
par
tner
ship
s?
How
effe
ctiv
ely
does
the
serv
ice
enga
gep
artn
erag
enci
esan
dco
mm
unity
orga
nisa
tions
inth
ep
lann
ing,
deliv
ery,
mon
itorin
gan
dev
alua
tion
ofjo
int
pro
ject
san
dm
ulti-
disc
iplin
ary
wor
king
?
Exam
ples
ofpe
rfor
man
ceda
ta
•Ev
iden
ceof
effe
ctiv
ep
artn
ersh
ipw
orki
ngw
ithot
her
agen
cies
toac
hiev
eag
reed
aim
s.
•N
umbe
rof
targ
ets
succ
essf
ully
achi
eved
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ede
velo
pm
ent
pla
ns.
•M
inut
esof
join
tw
orki
nggr
oup
mee
tings
.
•Ev
alua
tion
rep
orts
.
•Tr
aini
ngm
ater
ials
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•O
pin
ions
ofre
leva
ntst
aff
onth
eus
eful
ness
ofp
artn
ersh
ipdo
cum
ents
.
•Vi
ews
ofex
tern
alag
enci
esab
out
the
cont
ribut
ions
ofed
ucat
iona
lpsy
chol
ogis
tsw
orki
ngin
join
tp
roje
cts.
Toen
sure
that
:
•co
mm
unic
atio
nan
dco
nsul
tatio
nbe
twee
nth
ese
rvic
em
anag
emen
tte
aman
dits
par
tner
sar
ere
gula
r,st
ruct
ured
,su
pp
ortiv
ean
def
ficie
nt;
•th
ere
isan
effe
ctiv
ere
por
ting
fram
ewor
kto
com
mun
icat
ew
ithth
efu
llra
nge
ofst
akeh
olde
rsan
dp
artn
ers;
•st
aff
from
the
educ
atio
nalp
sych
olog
yse
rvic
ean
dp
artn
erag
enci
esar
eve
ryef
fect
ive
ina
wid
era
nge
ofp
artn
ersh
ips;
and
•st
aff
cons
iste
ntly
seek
opp
ortu
nitie
sfo
rim
pro
vem
ent
and
deve
lop
men
tin
all
par
tner
ship
s.
We
will
:
A96_97
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
staf
fop
erat
ing
inse
ttin
gsw
here
ther
ear
ese
rvic
ele
vela
gree
men
tsor
othe
rp
artn
ersh
ipag
reem
ents
inop
erat
ion.
•O
bser
vatio
nsof
staf
fap
ply
ing
thei
rag
reed
role
san
dre
mits
acro
ssa
rang
eof
sett
ings
.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our management?
(KEY AREA 8: PARTNERSHIPS AND RESOURCES)
QI 8.2 Financial management
Themes:
• Budget management and enterprise in securing funding
• Range and implementation of financial procedures and controls
• Processes for collecting, analysing and evaluating financial information
• Providing Best Value
Key Features
This indicator relates to the capacity of the service to help to deliver planned national and local
priorities. This will require the service to have developed a rigorous, thorough and imaginative
approach to financial management. Such an approach will require high level managerial
planning and control coupled with rigorous operational management, monitoring and review
of a wide range of financial systems and procedures. The working relationship between the
service and the authority’s finance department will be critically important. The indicator also
relates to the service’s capacity to deliver Best Value through its approach to financial
management.
A98_99
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
8.2.
1Bu
dget
man
agem
ent
and
ente
rpris
ein
secu
ring
fund
ing
How
effe
ctiv
eis
our
budg
etm
anag
emen
t?
How
ente
rpris
ing
isth
ese
rvic
ein
secu
ring
addi
tiona
lfun
ding
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•Ev
iden
cere
latin
gto
Best
Valu
ere
view
s.•
Effe
ctiv
enes
sof
pro
ject
sbi
ds.
•St
atis
tical
data
rega
rdin
gp
roje
ctac
tion
pla
nsan
dev
alua
tions
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
ese
lf-ev
alua
tion
docu
men
tatio
n.•
Cou
ncil
docu
men
tatio
non
finan
cial
pro
cedu
res
and
cont
rols
.•
Serv
ice
deve
lop
men
tp
lan
and
cons
eque
ntbu
dget
dep
loym
ent
and
revi
ewdo
cum
enta
tion.
•Se
rvic
efin
anci
alp
roce
dure
san
dco
ntro
ls.
•Re
cord
sof
addi
tiona
lfun
ding
bein
gse
cure
dto
unde
rtak
ep
lann
edin
itiat
ives
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
from
the
Cou
ncil
finan
cede
par
tmen
tab
out
serv
ice
effe
ctiv
enes
sre
gard
ing
budg
etm
anag
emen
t.•
Stak
ehol
ders
’op
inio
nsab
out
pro
cedu
res
for
secu
ring
addi
tiona
lfun
ds.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
mee
tings
conc
erni
ngbu
dget
man
agem
ent.
•O
bser
vatio
nof
pla
nnin
gto
secu
read
ditio
nal
fund
ing
for
pro
ject
s.
Toen
sure
that
:
•th
ese
rvic
e’s
budg
etin
gp
roce
ssis
clea
rlyre
late
dto
that
ofth
eau
thor
ityan
dde
mon
stra
tes
clea
rlin
ksto
the
serv
ice
pla
nnin
gp
roce
ss;
•bu
dget
san
dfin
anci
alm
atte
rsar
edi
scus
sed
regu
larly
and
rigor
ousl
yat
allm
anag
emen
tle
vels
;an
d
•se
rvic
em
anag
ers
have
esta
blis
hed
fully
effe
ctiv
ew
orki
ngp
ract
ices
with
thei
rco
lleag
ues
inth
efin
ance
dep
artm
ent.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
8.2.
2Ra
nge
and
impl
emen
tatio
nof
finan
cial
proc
edur
esan
dco
ntro
ls
How
wel
leq
uip
ped
are
budg
etho
lder
sto
imp
lem
ent
finan
cial
pro
cedu
res
and
cont
rols
?
Exam
ples
ofpe
rfor
man
ceda
ta
•Ev
iden
cere
latin
gto
Best
Valu
ere
view
s.
•St
atis
tical
data
onef
fect
iven
ess
offin
anci
alp
roce
dure
san
dco
ntro
ls.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Fi
nanc
iala
ndad
min
istr
ativ
egu
idel
ines
.
•C
ounc
iltr
aini
ngm
ater
ials
and
pro
cess
es.
•D
ocum
enta
tion
onth
eef
fect
iven
ess
oftr
aini
ngev
ents
onim
pro
ving
finan
cial
pro
cedu
res
and
cont
rols
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofth
eC
ounc
ilfin
ance
dep
artm
ent
abou
tef
fect
iven
ess
ofse
rvic
efin
anci
alp
roce
dure
san
dco
ntro
ls
•Vi
ews
ofse
rvic
est
aff.
Toen
sure
that
:
•fu
llyef
fect
ive
finan
cial
and
adm
inis
trat
ive
pro
cedu
res
have
been
deve
lop
edto
pla
nan
dm
anag
ebu
dget
s,in
clud
ing
budg
etar
yva
rianc
es;
•th
ere
isa
syst
emat
ican
dw
ell-o
rgan
ised
app
roac
hto
budg
etar
yad
min
istr
atio
nw
hich
pro
vide
sse
rvic
em
anag
ers
with
easi
lyin
terp
rete
d,ac
cura
tean
dre
liabl
eda
tato
allo
ww
ell-i
nfor
med
deci
sion
sto
beta
ken;
and
•fin
anci
alp
roce
dure
sar
ew
ellk
now
nto
budg
etho
lder
san
dal
loth
erst
aff
with
finan
cial
resp
onsi
bilit
ies.
We
will
:
8.2.
3Pr
oces
ses
for
colle
ctin
g,an
alys
ing
and
eval
uatin
gfin
anci
alin
form
atio
n
How
effe
ctiv
ear
ese
rvic
ep
roce
sses
for
colle
ctin
g,an
alys
ing
and
eval
uatin
gfin
anci
alin
form
atio
n?
Exam
ples
for
perf
orm
ance
data
•D
ata
onth
eef
fect
iven
ess
ofp
roce
sses
tom
anag
ean
dev
alua
tefin
ance
s.
•Ev
iden
ceof
effic
ient
and
effe
ctiv
efin
anci
alau
ditin
gan
alys
isan
dev
alua
tion.
•Ev
iden
cein
finan
cial
rep
orts
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•D
ocum
enta
tion
per
tain
ing
tose
rvic
eau
ditin
gp
roce
dure
san
dp
roce
sses
.
•Se
rvic
ese
lf-ev
alua
tion
docu
men
tatio
n.
Toen
sure
that
:
•th
eau
thor
ityis
kep
tw
elli
nfor
med
ofbu
dget
ary
mat
ters
inlin
ew
ithth
esc
hem
eof
dele
gatio
n;
•th
eau
thor
ityre
gula
rlyre
ceiv
eshi
ghq
ualit
yfin
anci
alre
por
tsco
ncer
ning
the
psy
chol
ogy
serv
ice
finan
cean
dac
tivel
ym
onito
rsbu
dget
ary
per
form
ance
;an
d
•ar
rang
emen
tsfo
rfin
anci
alp
lann
ing
and
exp
endi
ture
are
tran
spar
ent,
dyna
mic
inna
ture
and
fully
utili
sea
wid
era
nge
ofm
anag
emen
tan
dp
erfo
rman
cein
form
atio
n.
We
will
:
A100_101
•Se
rvic
ede
velo
pm
ent
pla
nsal
ong
with
acco
unts
ofbu
dget
allo
catio
n.
•Re
cord
sof
finan
cial
deci
sion
san
dco
nseq
uent
spen
ding
.
8.2.
4Pr
ovid
ing
Best
Valu
e
How
effe
ctiv
ear
eou
rp
roce
dure
sto
ensu
reBe
stVa
lue?
Exam
ples
ofpe
rfor
man
ceda
ta
•St
atis
tical
data
app
rove
dfo
rBe
stVa
lue
revi
ews.
•Ev
iden
cein
Best
Valu
ere
view
rep
orts
and
asso
ciat
eddo
cum
enta
tion.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Re
cord
san
dw
ritte
nfe
edba
ckfr
omst
aff
revi
ews.
•C
ounc
ilan
dw
ider
stak
ehol
der
feed
back
rega
rdin
gre
por
ts.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•St
akeh
olde
rs’o
pin
ions
abou
tin
volv
emen
tin
Best
Valu
ere
view
pro
cess
es.
•St
akeh
olde
rs’r
epor
tin
volv
emen
tin
Best
Valu
ere
view
pro
cess
esan
dth
eir
rep
orte
dle
vels
ofsa
tisfa
ctio
nw
ithse
rvic
ede
liver
y.
Toen
sure
that
:
•th
ese
rvic
e’s
finan
cial
pla
nnin
gan
dm
anag
emen
tre
gim
eis
char
acte
rised
byef
ficie
ncy,
effe
ctiv
enes
s,el
imin
atio
nof
dup
licat
ion
and
the
pro
visi
onof
high
qua
lity
serv
ices
and
valu
efo
rm
oney
;an
d
•A
llas
pec
tsof
finan
cial
pla
nnin
gan
dm
anag
emen
tar
ego
vern
edby
the
prin
cip
les
ofBe
stVa
lue.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
Themes:
• Accommodation
• Resources and equipment
• Efficiency and effectiveness in use of resources
• Health and safety
Key Features
The management of finances is closely linked to the wider management of resources. This
indicator sets out to evaluate the effectiveness of the service’s approach to the management of
its resources in the widest sense. The service will need to demonstrate that it is fully aware of
the range of resources at its disposal, from both internal and external sources, and that it has
developed a planned, proactive approach to resource management. This provides a firm base
from which to promote service development and continuous improvement.
How good is our management?
(KEY AREA 8: PARTNERSHIPS AND RESOURCES)
QI 8.3 Resource management
A102_103
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
8.3.
1A
ccom
mod
atio
n
How
wel
ldoe
sac
com
mod
atio
nin
the
serv
ice
mee
tth
ene
eds
ofth
ese
rvic
e,st
aff
and
user
s?
Isth
eac
com
mod
atio
nfu
llyac
cess
ible
,m
eetin
gle
gisl
ativ
ere
qui
rem
ents
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•A
cces
sibi
lity
audi
t.
•H
ealth
and
safe
tyau
dit.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•H
ealth
and
safe
tylo
gs,
for
exam
ple
mai
nten
ance
offir
eex
tingu
ishe
rs,
etc.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofa
rang
eof
serv
ice
user
sth
roug
hin
terv
iew
san
dq
uest
ionn
aire
son
suita
bilit
yof
acco
mm
odat
ion.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
whe
ther
the
acco
mm
odat
ion
fully
serv
esth
era
nge
ofp
urp
oses
for
whi
chit
isus
ed.
•O
bser
vatio
nsof
ara
nge
ofw
ork
situ
atio
ns,
e.g.
one-
to-o
nein
terv
iew
s,co
nfid
entia
lmee
tings
,la
rge
grou
pm
eetin
gs,
staf
fde
velo
pm
ent
days
.
Toen
sure
that
:
•th
ese
rvic
em
onito
rsan
dco
ntin
uous
lyad
dres
ses
issu
esre
latin
gto
acco
mm
odat
ion
need
sof
staf
fan
dus
ers.
We
will
:
8.3.
2Re
sour
ces
and
equi
pmen
t
Tow
hat
exte
ntdo
we
know
that
the
reso
urce
san
dfa
cilit
ies
mee
tth
ene
eds
ofal
lsta
ffan
dst
akeh
olde
rs?
How
app
rop
riate
are
our
pla
nsto
man
age
and
deve
lop
reso
urce
san
deq
uip
men
t?
Exam
ples
ofpe
rfor
man
ceda
ta
•Re
sour
cean
deq
uip
men
tau
dit
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•C
ounc
ilan
dse
rvic
eco
mm
ittee
rep
orts
.
•M
inut
esof
staf
fan
dC
PDm
eetin
gs.
Toen
sure
that
:
•th
ese
rvic
em
onito
rsre
sour
ces
and
equi
pm
ent
onan
ongo
ing
basi
san
dta
kes
app
rop
riate
step
sto
upda
tere
fere
nce
and
pro
fess
iona
lmat
eria
lsto
deliv
erbe
tter
outc
omes
tost
akeh
olde
rs;
and
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
•Re
por
tson
how
reso
urce
san
deq
uip
men
tar
em
anag
edan
dde
velo
ped
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofa
rang
eof
serv
ice
staf
fan
dst
akeh
olde
rsth
roug
hin
terv
iew
san
dq
uest
ionn
aire
son
exte
ntto
whi
chre
sour
ces
and
faci
litie
sfu
llym
eet
thei
rne
eds.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
staf
fin
ara
nge
ofdi
ffere
ntac
tiviti
esto
asse
ssw
heth
erth
ere
sour
ces
and
faci
litie
sav
aila
ble
fully
mee
tth
eir
need
san
dth
ene
eds
ofst
akeh
olde
rs,
e.g.
whe
ther
the
libra
ryha
san
app
rop
riate
rang
eof
refe
renc
ean
dp
rofe
ssio
nalm
ater
ials
.
•th
ese
rvic
eha
sa
com
pre
hens
ive
man
agem
ent
pla
nw
hich
mak
esp
rovi
sion
for
anef
fect
ive
use
and
deve
lop
men
tof
itsre
sour
ces.
We
will
:
8.3.
3Ef
ficie
ncy
and
effe
ctiv
enes
sin
use
ofre
sour
ces
How
dow
een
sure
that
reso
urce
sar
eal
loca
ted
tom
eet
natio
nala
ndlo
caln
eeds
?
Exam
ples
ofpe
rfor
man
ceda
ta•
Evid
ence
onse
rvic
eim
pro
vem
ents
resu
lting
from
the
effe
ctiv
ean
def
ficie
ntus
eof
reso
urce
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•C
ounc
ilan
dse
rvic
ere
por
ts.
•Se
rvic
ede
velo
pm
ent
pla
n.
•G
uida
nce
onth
eus
eof
reso
urce
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofa
rang
eof
stak
ehol
ders
with
rega
rdto
effic
ienc
yan
def
fect
iven
ess
ofth
eus
eof
the
serv
ice’
sre
sour
ces.
Toen
sure
that
:
•th
ese
rvic
e’s
app
roac
hto
reso
urce
man
agem
ent
and
reso
urce
allo
catio
nm
eets
natio
nala
ndlo
cal
imp
rove
men
tob
ject
ives
and
prio
ritie
s;an
d
•th
ese
rvic
e’s
per
form
ance
isro
utin
ely
rep
orte
dto
the
auth
ority
.
We
will
:
A104_105
8.3.
4H
ealth
and
safe
ty
Are
serv
ice
man
ager
sap
ply
ing
heal
than
dsa
fety
and
risk
man
agem
ent
pro
cedu
res
effe
ctiv
ely?
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
cont
aine
din
the
serv
ice’
she
alth
and
safe
tyau
dit.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•H
ealth
and
safe
typ
olic
y.
•H
ealth
and
safe
tym
anua
l.
•C
PDlo
gson
trai
ning
tom
eet
serv
ice
heal
than
dsa
fety
req
uire
men
ts.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff
and
othe
rus
ers
rega
rdin
ghe
alth
and
safe
tyis
sues
.
Exam
ples
ofdi
rect
obse
rvat
ion
•Se
rvic
est
aff
upho
ldse
rvic
ep
olic
yin
all
circ
umst
ance
s.
Toen
sure
that
:
•th
ese
rvic
e’s
app
roac
hto
heal
than
dsa
fety
isco
nsis
tent
with
serv
ice
pol
icy,
coun
cilp
olic
yan
dad
dres
ses
the
need
sof
staf
fan
dus
ers.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our management?
(KEY AREA 8: PARTNERSHIPS AND RESOURCES)
QI 8.4 Information systems
Themes:
• Data collection, storage and retrieval
• Linkages between, and sharing of, information
• Processes for analysing, evaluating and using information
Key Features
A management information system (MIS) is a system used to enter, store, manipulate and
retrieve information. A well-run, computerised management and administration system
supports the key business processes of a modern service and provides the means of monitoring
provision and improving effectiveness. An MIS should be seen in the context of helping a
service to deliver its core functions and achieve its improvement objectives. Analyses of the
data can give managers, staff and stakeholders a more informed view of current practice in the
service. Because data sharing is a central aspect of the MIS, security is clearly important.
Different levels of security are appropriate for different user groups.
A106_107
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
8.4.
1D
ata
colle
ctio
n,st
orag
ean
dre
trie
val
Isth
ere
aro
bust
MIS
for
the
coor
dina
ted
colle
ctio
n,an
alys
isan
dev
alua
tion
ofda
ta?
Are
allr
ecor
dke
epin
gp
roce
dure
sw
ello
rgan
ised
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•M
ISco
ntrib
utio
nsto
the
achi
evem
ent
ofim
pro
vem
ent
obje
ctiv
es.
•C
omp
lianc
eof
data
writ
ten
info
rmat
ion
abou
tin
divi
dual
child
ren,
youn
gp
eop
lean
dfa
mili
esin
rela
tion
toD
ata
Prot
ectio
nan
dFr
eedo
mof
Info
rmat
ion
Act
s,an
dth
eBr
itish
Psyc
holo
gica
lSo
ciet
y’s
Cod
eof
Ethi
csan
dC
ondu
ct.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Pr
actic
egu
idel
ines
onho
wth
eM
ISis
used
byth
ese
rvic
ean
dw
hat
data
sets
are
kep
t.
•In
duct
ion
guid
elin
esan
dtr
aini
ngm
ater
ials
for
new
staf
fon
the
serv
ice’
sM
IS.
•In
divi
dual
pro
fess
iona
ldev
elop
men
tp
lans
onth
eus
eof
the
MIS
.
•St
akeh
olde
rev
alua
tions
,w
hich
are
auto
mat
ical
lyse
ntou
tw
hen
ane
wre
ferr
alis
mad
e,a
case
disc
harg
edor
are
por
tp
rovi
ded.
•Pr
actic
egu
idel
ines
desc
ribin
gth
ese
rvic
e’s
pro
cedu
res
inre
latio
nto
the
mai
nten
ance
ofre
cord
s.
•Pr
oced
ures
for
acce
ssto
files
.
•A
utho
rity
guid
ance
onar
chiv
ing
disc
harg
edfil
es.
Toen
sure
that
:
•th
ese
rvic
eha
sa
robu
stm
anag
emen
tin
form
atio
nsy
stem
whi
chis
used
toen
ter,
stor
e,m
anip
ulat
ean
dre
trie
vein
form
atio
n;an
d
•th
ese
rvic
eco
ntin
ually
mon
itors
itsp
roce
dure
san
dse
curit
yin
rela
tion
tore
cord
keep
ing.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s•
View
sof
ara
nge
ofst
akeh
olde
rson
the
valu
eof
the
info
rmat
ion
pro
vide
dto
them
from
the
MIS
.Fo
rex
amp
le,
scho
ols
may
bep
rovi
ded
with
data
rela
ting
toth
eac
tiviti
esun
dert
aken
byse
rvic
est
aff
durin
gth
eac
adem
icye
aran
dco
uld
com
men
ton
the
usef
ulne
ssof
such
info
rmat
ion.
•In
form
atio
non
stak
ehol
ders
’vie
ws
onth
ese
rvic
e’s
MIS
and
how
wel
lit
isus
ed.
•Vi
ews
from
stak
ehol
ders
who
have
had
exp
erie
nce
ofac
cess
ing
info
rmat
ion
from
serv
ice
files
,e.
g.ed
ucat
ion
auth
ority
man
ager
s,Re
por
ter
toth
eC
hild
ren’
sPa
nel,
soci
alw
orke
rs,
par
ents
,an
dyo
ung
peo
ple
.•
View
sfr
omsc
hool
sab
out
info
rmat
ion
held
insc
hool
wor
kfil
esan
dth
ese
curit
yof
such
data
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nson
staf
f’sab
ility
toin
put
,st
ore,
man
ipul
ate
and
retr
ieve
info
rmat
ion
from
the
vario
usel
ectr
onic
syst
ems
used
toho
ldda
ta.
•O
bser
vatio
nsof
man
agem
ent
staf
fus
ing
the
info
rmat
ion
stor
edin
the
serv
ice’
sM
ISto
faci
litat
ebu
sine
ssm
eetin
gs,
pla
nnin
g,re
sour
ceal
loca
tion,
and
app
rais
alof
indi
vidu
alst
aff
mem
bers
.•
Exam
inat
ion
ofth
eor
gani
satio
n,cl
arity
and
user
-frie
ndlin
ess
ofca
sefil
es.
•A
chec
kon
whe
ther
allr
ecor
dsof
indi
vidu
alch
ildre
n,yo
ung
peo
ple
and
fam
ilies
are
kep
tin
ase
cure
pla
ce.
•A
chec
kon
whe
ther
the
disp
osal
and
disc
harg
ing
offil
esfo
llow
agre
edp
roce
dure
s.
A108_109
8.4.
2Li
nkag
esbe
twee
n,an
dsh
arin
gof
,in
form
atio
n
How
effe
ctiv
eis
the
info
rmat
ion
and
com
mun
icat
ions
tech
nolo
gyst
rate
gy?
Exam
ples
ofpe
rfor
man
ceda
ta
•Ev
iden
ceof
MIS
bein
gus
edto
iden
tify
tren
dsan
dp
rovi
debe
nchm
ark
and
com
par
ativ
ein
form
atio
nin
pla
nnin
gfo
rim
pro
vem
ent.
•Ev
iden
ceof
info
rmat
ion
from
the
MIS
bein
gus
ed,
for
inst
ance
,in
scho
olw
ork
files
,re
por
ts,
mee
tings
,w
orki
nggr
oup
s.Fo
rex
amp
le,
each
scho
olha
sa
prin
tou
tin
thei
rsc
hool
file
rega
rdin
gth
enu
mbe
rof
scho
olvi
sits
and
the
activ
ities
unde
rtak
endu
ring
the
year
byits
psy
chol
ogis
t.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Pr
oced
ural
guid
elin
esou
tline
the
data
sour
ces
and
how
thes
ear
eus
ed.
•Po
licy
onau
thor
ity-s
hare
din
form
atio
nda
taba
seso
urce
s.
•St
aff
trai
ning
mat
eria
lsav
aila
ble
on-li
neor
onha
rdco
py.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofa
rang
eof
stak
ehol
ders
abou
tth
eva
lue
ofth
ein
form
atio
np
rovi
ded
byth
eM
IS.
For
exam
ple
,sc
hool
sm
aybe
pro
vide
dw
ithda
tare
latin
gto
the
activ
ities
unde
rtak
enby
serv
ice
staf
fdu
ring
the
acad
emic
year
and
coul
dco
mm
ent
onth
eus
eful
ness
ofsu
chin
form
atio
n.M
uch
ofth
ein
form
atio
nso
ught
from
stak
ehol
ders
shou
ldbe
inco
rpor
ated
into
othe
rst
akeh
olde
rev
alua
tion
pro
cess
es(e
.g.
focu
sgr
oup
s,q
uest
ionn
aire
s,in
divi
dual
inte
rvie
ws,
scho
olp
ract
ice
agre
emen
tev
alua
tions
).
Toen
sure
that
:
•th
esy
stem
enab
les
high
per
form
ance
tobe
reco
gnis
edan
dun
der-
per
form
ance
tobe
qui
ckly
iden
tifie
dan
dad
dres
sed.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
staf
f’sus
eof
the
data
stor
edby
the
serv
ice’
sM
ISto
com
mun
icat
ew
ithin
and
outw
ithth
ese
rvic
e.
•O
bser
vatio
nsof
man
ager
s’us
eof
the
MIS
inth
eir
day-
to-d
aybu
sine
ss.
•D
atab
ases
are
obse
rved
tobe
upda
ted
and
man
aged
bya
rang
eof
serv
ice
staf
f,fo
rex
amp
le,
byof
fice
adm
inis
trat
ors,
rese
arch
assi
stan
ts,
mai
ngr
ade,
seni
oran
dp
rinci
pal
psy
chol
ogis
ts.
•A
llst
aff
are
obse
rved
asha
ving
dire
ctac
cess
toap
pro
pria
teda
taso
urce
s.
•St
aff
are
awar
eof
shar
edin
form
atio
nda
taba
ses
used
with
inth
eau
thor
ityan
dar
eob
serv
edus
ing
them
(e.g
.fo
rch
ildp
rote
ctio
nca
ses)
.
8.4.
3Pr
oces
ses
for
anal
ysin
g,ev
alua
ting
and
usin
gin
form
atio
n
How
wel
ldoe
sth
ese
rvic
ep
rovi
deef
fect
ive
cent
ral
coor
dina
tion
and
inte
rpre
tatio
nof
data
pro
vide
dby
itsM
IS?
Exam
ples
ofpe
rfor
man
ceda
ta•
Use
mad
eof
the
data
held
inth
eM
IS,
inst
anda
rds
and
qua
lity
rep
ort.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Im
pro
vem
ent
pla
nsus
ein
form
atio
nfr
omth
eM
ISto
info
rmfu
ture
area
sfo
rim
pro
vem
ent.
•A
udit
ofse
rvic
ede
liver
yth
roug
hth
eus
eof
the
MIS
.Fo
rex
amp
le,
data
base
mon
itorin
gan
dre
cord
ing
ofsc
hool
visi
tson
ace
ntra
ldat
abas
ew
hich
resu
ltin
ach
ange
oftim
eal
loca
tion
tosc
hool
sfr
omdi
sadv
anta
ged
area
s.•
Wor
kp
lans
mak
ing
use
data
stor
edin
the
MIS
toim
pro
vese
rvic
ede
liver
yat
indi
vidu
alp
sych
olog
ist
leve
l.
Toen
sure
that
:
•th
ese
rvic
eha
san
app
rop
riate
info
rmat
ion
com
mun
icat
ions
tech
nolo
gy(I
CT)
stra
tegy
whi
chco
mp
lies
with
rele
vant
legi
slat
ion,
and
allo
ws
for
shar
edin
form
atio
nac
ross
serv
ice
area
s.
We
will
:
A110_111
•St
akeh
olde
rev
alua
tions
man
aged
thro
ugh
the
use
ofth
eM
IS.
For
exam
ple
,q
uest
ionn
aire
sbe
ing
auto
mat
ical
lyse
ntou
tw
hen
ane
wre
ferr
alis
mad
e,a
case
disc
harg
edor
are
por
tp
rovi
ded.
•Re
sear
chre
por
tsw
hich
have
mad
eus
eof
data
from
MIS
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s•
Resu
ltsfr
omst
akeh
olde
rev
alua
tions
onw
heth
erth
ere
isa
pos
itive
imp
act
ofda
tare
ceiv
edfr
omth
ese
rvic
e.Fo
rex
amp
le,
the
bala
nce
ofin
divi
dual
tow
hole
-sch
ooli
nter
vent
ions
chan
ges
asa
resu
ltof
the
data
pro
vide
dfr
omth
esc
hool
data
base
.•
The
view
sse
rvic
est
aff
onth
eir
use
ofda
tahe
ldin
the
MIS
.Fo
rex
amp
le,
thei
rop
inio
non
the
use
ofin
form
atio
nhe
ldin
ash
ared
driv
e,or
the
data
held
ina
cent
rald
ata
base
reco
rdin
gsc
hool
visi
tsan
dac
tiviti
esun
dert
aken
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
staf
fus
ing
the
info
rmat
ion
syst
ems
toac
cess
info
rmat
ion.
•O
bser
vatio
nsof
staf
fdu
ring
thei
rw
ork,
for
exam
ple
,in
scho
olm
eetin
gs,
wor
king
grou
ps,
tose
eif
they
are
usin
gin
form
atio
nfr
omth
eM
IS.
•O
bser
vatio
nsof
man
agem
ent
staf
fto
show
how
they
use
the
MIS
,fo
rex
amp
le,
tofa
cilit
ate
pla
nnin
g,re
sour
ceal
loca
tion
and
app
rais
alof
indi
vidu
alst
aff
mem
bers
.Pr
into
uts
ofda
tam
aybe
obse
rved
asbe
ing
used
toin
form
man
agem
ent
mee
tings
and
othe
rac
tiviti
esw
ithin
the
Cou
ncil.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our leadership?
(KEY AREA 9: LEADERSHIP)
QI 9.1 Vision, values and aims
Themes:
• Appropriateness and coherence with corporate and community vision, values and aims
• Sharing and sustaining the vision
• Promotion of positive attitudes to social and cultural diversity
Key Features
This indicator relates to the collegiate leadership of the service and to the way in which it
exercises its functions through unity of purpose. This will be expressed through the service’s
effectiveness in establishing direction through its vision. To demonstrate good practice, the
service will have to ensure that this vision actively influences practice at the point of delivery.
This indicator focuses on the extent to which vision, values and aims guide planning for, and
impact on, maintaining and improving the quality of services for children, young people,
families and other stakeholders.
A112_113
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
9.1.
1A
ppro
pria
tene
ssan
dco
here
nce
with
corp
orat
ean
dco
mm
unity
visi
on,
valu
esan
dai
ms
Tow
hat
exte
ntdo
the
aim
sof
the
serv
ice
rela
teto
asp
iratio
nsan
dex
pec
tatio
ns?
How
clea
rlyth
ear
ese
rvic
e’s
visi
onva
lues
and
aim
sar
ticul
ated
and
imp
lem
ente
din
rela
tion
tona
tiona
lan
dlo
cala
utho
rity
prio
ritie
s?
Tow
hat
exte
ntar
eth
ese
rvic
e’s
visi
on,
valu
esan
dai
ms
clea
rlyar
ticul
ated
?
Tow
hat
exte
ntar
eth
ese
rvic
e’s
visi
on,
valu
esan
dai
ms
app
rop
riate
?
How
clea
rar
eth
elin
ksbe
twee
nst
rate
gic,
imp
rove
men
tan
dop
erat
iona
lpla
nnin
g?
Tow
hat
exte
ntar
eth
ese
cohe
rent
with
corp
orat
ean
dco
mm
unity
stat
emen
tsof
visi
on,
valu
esan
dai
ms?
Wha
tev
iden
ceis
ther
eth
atth
ese
rvic
e’s
visi
ondi
rect
sth
ew
ork
ofth
ese
rvic
e?
Tow
hat
exte
ntdo
the
visi
on,
valu
esan
dai
ms
ofth
ese
rvic
ere
late
tona
tiona
lprio
ritie
san
dex
pec
tatio
nsfo
rch
ildre
n,yo
ung
peo
ple
and
thei
rfa
mili
es?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
used
inp
rep
arin
gBe
stVa
lue
rep
ort.
•Be
nchm
arki
ngda
tafo
rse
rvic
ede
velo
pm
ent
pla
n.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
eha
ndbo
ok.
•St
atem
ent
ofvi
sion
,va
lues
and
aim
s.
•Se
rvic
ede
velo
pm
ent
pla
n.
•Be
stVa
lue
imp
rove
men
tob
ject
ives
.
•M
inut
esof
team
and
wor
king
grou
ps.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofst
aff
and
othe
rst
akeh
olde
rsco
ntai
ned
inse
lf-ev
alua
tion
rep
orts
.
Exam
ples
ofdi
rect
obse
rvat
ion
•Pu
blic
disp
lay
ofth
est
atem
ent
ofvi
sion
,va
lues
and
aim
sin
serv
ice
offic
es.
•M
anag
ers
are
obse
rved
toop
erat
ein
way
sco
ngru
ent
toth
ese
rvic
e’s
visi
on,
valu
esan
dai
ms
and
top
rom
ote
thes
eam
ong
alls
ervi
cest
aff.
•O
bser
vatio
nsof
serv
ice
staf
fac
ross
abr
oad
rang
eof
sett
ings
.
Toen
sure
that
:
•ai
ms
ofth
ese
rvic
ere
late
toas
pira
tions
and
exp
ecta
tions
;
•se
rvic
evi
sion
,va
lues
and
aim
sar
ecl
early
artic
ulat
ed;
•th
ere
are
clea
rlin
ksbe
twee
nst
rate
gic,
imp
rove
men
tan
dop
erat
iona
lpla
nnin
g;
•th
ere
isco
here
nce
with
corp
orat
ean
dco
mm
unity
stat
emen
tsof
visi
on,
valu
esan
dai
ms;
•th
ese
rvic
e’s
visi
ondi
rect
sits
wor
k;an
d
•th
evi
sion
,va
lues
and
aim
sof
the
serv
ice
rela
teto
natio
nalp
riorit
ies
and
exp
ecta
tions
for
child
ren,
youn
gp
eop
lean
dth
eir
fam
ilies
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
9.1.
2Sh
arin
gan
dsu
stai
ning
the
visi
on
Wha
tev
iden
ceis
ther
eof
ash
ared
visi
onfo
rth
ese
rvic
e?
Tow
hat
exte
ntdo
the
visi
on,
valu
esan
dai
ms
ofth
ese
rvic
ele
adto
shar
edex
pec
tatio
nsan
das
pira
tions
for
alls
take
hold
ers?
How
isth
est
atem
ent
ofvi
sion
,va
lues
and
aim
ssh
ared
with
serv
ice
staf
f,se
rvic
eus
ers
and
stak
ehol
ders
?
How
has
the
serv
ice
invo
lved
and
take
nin
toac
coun
tth
evi
ews
ofst
akeh
olde
rsin
deve
lop
ing
and
revi
ewin
gits
visi
on,
valu
esan
dai
ms?
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
used
inp
rep
arin
gBe
stVa
lue
rep
ort.
•Be
nchm
arki
ngda
tafo
rse
rvic
ede
velo
pm
ent
pla
n.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Th
ese
rvic
e’s
stat
emen
tof
itsvi
sion
,va
lues
and
aim
s.
•Se
rvic
eha
ndbo
ok.
•In
form
atio
nle
afle
ts.
•Se
rvic
ede
velo
pm
ent
pla
n.
•Se
lf-ev
auat
ion
rep
orts
.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofst
aff
and
othe
rst
akeh
olde
rsan
dth
eex
tent
tow
hich
the
visi
onof
the
serv
ice
issh
ared
.
Exam
ples
ofdi
rect
obse
rvat
ion
•Pu
blic
disp
lay
ofth
est
atem
ent
ofvi
sion
valu
esan
dai
ms
inse
rvic
eof
fices
.
•O
bser
vatio
nsof
how
wel
lser
vice
staf
fsh
are
and
sust
ain
the
serv
ice’
svi
sion
inev
eryd
ayp
ract
ice.
•Se
nior
man
ager
sar
eob
serv
edp
rom
otin
gth
evi
sion
ofth
ese
rvic
eam
ong
stak
ehol
ders
.
Toen
sure
that
:
•th
ere
isev
iden
ceof
ash
ared
visi
onfo
rth
ese
rvic
e;
•vi
sion
,va
lues
and
aim
sof
the
serv
ice
lead
tosh
ared
exp
ecta
tions
and
asp
iratio
nsfo
ral
lst
akeh
olde
rs;
•th
est
atem
ent
ofvi
sion
,va
lues
and
aim
sis
shar
edw
ithse
rvic
est
aff,
serv
ice
user
san
dst
akeh
olde
rs;
and
•th
ese
rvic
eha
sin
volv
edan
dta
ken
acco
unt
ofth
evi
ews
ofst
akeh
olde
rsin
deve
lop
ing
and
revi
ewin
gits
visi
on,
valu
esan
dai
ms.
We
will
:
A114_115
9.1.
3Pr
omot
ion
ofpo
sitiv
eat
titud
esto
soci
alan
dcu
ltura
ldiv
ersi
ty
Tow
hat
exte
ntdo
the
visi
on,
valu
esan
dai
ms
set
out
clea
rex
pec
tatio
nsfo
req
ualit
yan
dso
cial
just
ice?
Inw
hat
way
sdo
seni
orm
anag
ers
dem
onst
rate
and
take
acl
ear
lead
ineq
ualit
yis
sues
?
Tow
hat
exte
ntar
esy
stem
sin
pla
ceto
pro
mot
ep
ositi
veat
titud
esto
soci
alan
dcu
ltura
ldiv
ersi
ty?
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
rela
ting
toth
ep
rom
otio
nof
pos
itive
attit
udes
toso
cial
and
cultu
rald
iver
sity
for
self-
eval
uatio
nre
por
ts.
•D
ata
oneq
ualit
yan
dso
cial
just
ice
issu
esin
benc
hmar
king
exer
cise
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
esha
ndbo
ok.
•Se
rvic
ede
velo
pm
ent
pla
n.
•St
anda
rds
and
qua
lity
rep
orts
.
•In
form
atio
nle
afle
ts.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofal
lsta
ffan
dot
her
stak
ehol
ders
onho
ww
ellt
hese
rvic
ep
rom
otes
pos
itive
attit
udes
toso
cial
and
cultu
rald
iver
sity
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
serv
ice
staf
fac
ross
abr
oad
rang
eof
sett
ings
.
Toen
sure
that
:
•th
evi
sion
,va
lues
and
aim
sof
the
serv
ice
set
out
clea
rex
pec
tatio
nsfo
req
ualit
yan
dso
cial
just
ice;
•se
nior
man
ager
sde
mon
stra
tean
dta
kea
clea
rle
adin
equa
lity
issu
es;
and
•th
ere
are
syst
ems
inp
lace
top
rom
ote
pos
itive
attit
udes
toso
cial
and
cultu
rald
iver
sity
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
How good is our leadership?
(KEY AREA 9: LEADERSHIP)
QI 9.2 Leadership and direction
Themes:
• Strategic planning and communication
• Strategic deployment of resources
• Evaluation of risk
Key Features
This indicator is fundamentally about strategic planning for future sustainable development. It
focuses on the mapping out of future developments which are challenging, realisable and
sustainable. This indicator also relates to the success of senior managers in linking the
authority’s vision to strategic deployment of resources to deliver services, secure Best Value and
manage sustainable development. Significant current and planned service activities will take
place within a culture which supports and enables effective risk management.
A116_117
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
9.2.
1St
rate
gic
plan
ning
and
com
mun
icat
ion
Inw
hat
way
sdo
man
ager
sco
mm
unic
ate
and
dem
onst
rate
acl
ear
view
ofse
rvic
eai
ms?
Inw
hat
way
sdo
seni
orm
anag
ers
dem
onst
rate
aco
mm
itmen
tto
cont
inuo
usim
pro
vem
ent?
Tow
hat
exte
ntar
eef
fect
ive
stra
tegi
cp
lans
deve
lop
ed?
How
acce
ssib
lean
dsu
ccin
ctar
ep
lann
ing
docu
men
ts?
How
effe
ctiv
ear
ech
anne
lsof
com
mun
icat
ion?
Wha
tev
iden
ceis
ther
eth
atp
lann
ing
lead
sto
sust
aina
ble
chan
ge?
Tow
hat
exte
ntis
ther
est
rong
lead
ersh
ipan
ddi
rect
ion
onco
rpor
ate
pol
icie
s?
Inw
hat
way
sdo
man
ager
sle
adin
divi
dual
san
dte
ams
succ
essf
ully
thro
ugh
the
stra
tegi
cp
lann
ing
cycl
e?
Tow
hat
exte
ntis
succ
essi
onp
lann
ing
evid
ent?
How
dom
anag
ers
lead
inac
hiev
ing
key
obje
ctiv
es?
Doe
sst
rate
gic
pla
nnin
gre
flect
app
rop
riate
natio
nal
and
loca
lprio
ritie
s?
Isst
rate
gic
pla
nnin
gde
velo
ped
and
revi
ewed
with
the
invo
lvem
ent
ofse
rvic
est
aff
and
stak
ehol
ders
?
Isst
rate
gic
pla
nnin
gco
mm
unic
ated
effe
ctiv
ely
tost
aff
and
stak
ehol
ders
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
colla
ted
for
Best
Valu
ere
por
ts.
•Be
nchm
arki
ngda
tafo
rse
rvic
ede
velo
pm
ent
pla
n.
•A
udit
cont
aine
din
sour
ceim
pro
vem
ent
pla
n.
•D
ata
colla
ted
inth
ep
rep
arat
ion
ofth
ese
rvic
ede
velo
pm
ent
pla
n.
•Q
uant
itativ
eda
tain
Best
Valu
ere
por
ts.
•Ev
alua
tions
with
inH
MIE
rep
orts
.
•D
ata
onco
mm
unic
atio
nfo
rse
lf-ev
alua
tion
rep
orts
.
•N
umbe
rof
stak
ehol
ders
and
agen
cies
whi
chha
veco
mm
ente
don
the
serv
ice
deve
lop
men
tp
lan.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Pl
anni
ngdo
cum
ents
.
•Se
lf-ev
alua
tion
rep
orts
.
•St
anda
rds
and
qua
lity
rep
orts
.
•Pl
anni
ngcy
cle
for
revi
ewin
gp
olic
ies,
pro
cedu
res
and
guid
elin
es.
•M
inut
esof
team
and
wor
king
grou
ps.
•D
ocum
enta
tion
pro
duce
dby
wor
king
grou
ps.
•M
inut
esof
stak
ehol
der
refe
renc
egr
oup
s.
•M
inut
esof
team
and
wor
king
grou
ps.
Toen
sure
that
:
•m
anag
ers
com
mun
icat
ean
dde
mon
stra
tea
clea
rvi
ewof
serv
ice
aim
s;
•m
anag
ers
dem
onst
rate
aco
mm
itmen
tto
cont
inuo
usim
pro
vem
ent;
•ef
fect
ive,
acce
ssib
lean
dsu
ccin
ctst
rate
gic
pla
nsar
ede
velo
ped
;
•ch
anne
lsof
com
mun
icat
ion
are
effe
ctiv
e;
•p
lann
ing
lead
sto
sust
aina
ble
chan
ge;
•th
ere
isst
rong
lead
ersh
ipan
ddi
rect
ion
onco
rpor
ate
pol
icie
s;
•m
anag
ers
lead
indi
vidu
als
and
team
ssu
cces
sful
lyth
roug
hth
est
rate
gic
pla
nnin
gcy
cle
and
key
obje
ctiv
es;
•su
cces
sion
pla
nnin
gis
evid
ent;
•re
gula
rre
view
ofth
est
rate
gic
pla
nco
nsid
ers
deve
lop
men
tsin
othe
rre
leva
ntse
ctor
s;
•p
erio
dic
revi
sion
ofth
est
rate
gic
pla
nis
unde
rtak
en;
•do
cum
ents
show
that
the
serv
ice
activ
ely
refle
cts
onits
stra
tegi
cp
lan;
•th
ese
rvic
eha
sa
deve
lop
men
tp
lan
whi
chre
flect
sna
tiona
land
loca
lprio
ritie
s;
•th
ep
roce
ssof
revi
ewan
dre
visi
onin
clud
esa
pre
sent
atio
nat
ast
aff
mee
ting;
•th
ep
ublis
hed
pla
nis
sent
toap
pro
pria
test
akeh
olde
rs;
•do
cum
ents
show
staf
fp
artic
ipat
ion
and
owne
rshi
p;
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff
onst
rate
gic
pla
nnin
gan
dco
mm
unic
atio
nby
man
agem
ent.
•Vi
ews
ofst
akeh
olde
rsas
colla
ted
inev
alua
tion
rep
orts
.
•In
form
atio
nob
tain
edth
roug
hfo
cus
grou
ps.
•A
naly
sis
ofst
akeh
olde
rs’v
iew
s.
•In
form
atio
nob
tain
edfr
omin
dep
ende
ntau
dits
ofst
akeh
olde
rs’i
nvol
vem
ent.
•Vi
ews
ofst
akeh
olde
rson
the
serv
ice’
sst
anda
rds
and
qua
lity
rep
ort.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nat
staf
fm
eetin
gs.
•O
bser
vatio
nof
the
wor
kof
stra
tegi
cp
lann
ing
grou
ps.
•O
bser
vatio
nof
seni
orm
anag
ers
outli
ning
stra
tegi
cp
lans
tost
akeh
olde
rs.
•re
gula
rre
view
ofst
rate
gic
pla
nnin
gis
ap
artic
ipat
ive
pro
cess
invo
lvin
gse
rvic
est
aff
and
seek
ing
the
view
sof
stak
ehol
ders
;
•ev
alua
tion
rep
orts
dem
onst
rate
stak
ehol
der
satis
fact
ion
with
the
serv
ice’
sst
rate
gic
pla
nnin
g;
•th
ep
lans
are
deve
lop
edan
dre
view
edw
ithth
ein
volv
emen
tof
serv
ice
staf
fan
dst
akeh
olde
rs;
•ev
alua
tion
rep
orts
dem
onst
rate
stak
ehol
der
satis
fact
ion
with
stra
tegi
cp
lann
ing;
and
•th
ese
rvic
ep
lan
isco
mm
unic
ated
tost
aff
and
stak
ehol
ders
.
We
will
:
9.2.
2St
rate
gic
depl
oym
ent
ofre
sour
ces
How
dom
anag
ers
lead
inac
hiev
ing
Best
Valu
e?
Tow
hat
exte
ntis
aBe
stVa
lue
app
roac
hto
cont
inuo
usim
pro
vem
ent
take
n?
Tow
hat
exte
ntis
wid
erau
thor
ityre
sour
cem
anag
emen
tta
ken
into
acco
unt
inse
rvic
ep
lann
ing?
Isth
ere
ast
rate
gic
reso
urce
dep
loym
ent
pla
nlin
ked
with
stra
tegi
cp
lann
ing?
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
colla
ted
for
serv
ice
deve
lop
men
tp
lan.
•D
ata
colla
ted
for
Best
Valu
ere
por
ts.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
est
anda
rds
and
qua
lity
rep
orts
,se
rvic
eha
ndbo
ok,
self-
eval
uatio
nre
por
ts,
Best
Valu
ere
por
ts.
•M
inut
esof
team
and
wor
king
grou
ps
and
rep
orts
from
wor
king
grou
ps.
Toen
sure
that
:
•m
anag
ers
take
ale
adin
achi
evin
gBe
stVa
lue;
•a
Best
Valu
eap
pro
ach
ista
ken
toco
ntin
uous
imp
rove
men
tw
ithre
gard
toth
est
rate
gic
dep
loym
ent
ofre
sour
ces;
•w
ider
auth
ority
reso
urce
man
agem
ent
ista
ken
into
acco
unt
inse
rvic
ep
lann
ing;
•th
ere
gula
rre
view
ofst
rate
gic
pla
nnin
gis
ap
artic
ipat
ive
pro
cess
invo
lvin
gse
rvic
est
aff
and
seek
ing
the
view
sof
stak
ehol
ders
;
A118_119
Isth
est
rate
gic
reso
urce
dep
loym
ent
pla
nde
velo
ped
and
revi
ewed
with
the
invo
lvem
ent
ofse
rvic
est
aff
and
stak
ehol
ders
?
Isth
isp
lan
com
mun
icat
edto
staf
fan
dst
akeh
olde
rs?
Isth
isp
lan
com
mun
icat
edto
staf
fan
dst
akeh
olde
rs?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff
onst
rate
gic
pla
nnin
gan
dco
mm
unic
atio
nby
man
agem
ent.
•Vi
ews
obta
ined
from
exte
rnal
agen
cies
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nat
staf
fm
eetin
gs,
pla
nnin
gm
eetin
gsan
dm
eetin
gsw
ithed
ucat
ion
auth
ority
man
ager
s.
•ev
alua
tion
rep
orts
dem
onst
rate
stak
ehol
der
satis
fact
ion
with
the
way
inw
hich
the
serv
ice
dep
loys
itsre
sour
ces;
•th
est
rate
gic
reso
urce
dep
loym
ent
pla
nis
deve
lop
edan
dre
view
edw
ithth
ein
volv
emen
tof
serv
ice
staf
fan
dst
akeh
olde
rs;
•th
ep
roce
ssof
revi
ewan
dre
visi
onin
clud
esa
pre
sent
atio
nat
ast
aff
mee
ting;
•th
ese
rvic
ep
lan
isse
ntto
app
rop
riate
stak
ehol
ders
;
•do
cum
ents
show
ast
aff
par
ticip
atio
nan
dow
ners
hip
;an
d
•ev
alua
tion
rep
orts
show
stak
ehol
der
satis
fact
ion
with
the
stra
tegi
cp
lann
ing
pro
cess
.
We
will
:
9.2.
3Ev
alua
tion
ofris
k
•W
hat
evid
ence
isth
ere
that
the
serv
ice
isris
k-aw
are?
•To
wha
tex
tent
are
cost
s-be
nefit
san
alys
esca
rrie
dou
tw
hen
cons
ider
ing
new
serv
ice
deve
lop
men
ts?
•In
wha
tw
ays
are
rele
vant
par
tner
san
dst
akeh
olde
rsco
nsul
ted
inre
latio
nto
risk
man
agem
ent?
Exam
ples
ofpe
rfor
man
ceda
ta
•St
atis
tical
evid
ence
for
Best
Valu
ere
por
t.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Se
rvic
edo
cum
enta
tion,
e.g.
serv
ice
hand
book
,st
atem
ent
ofvi
sion
,va
lues
and
aim
s,se
rvic
ede
velo
pm
ent
pla
n,lo
cala
utho
rity
serv
ice
pla
n,Be
stVa
lue
rep
ort,
Best
Valu
eim
pro
vem
ent
obje
ctiv
es.
•M
inut
esof
team
and
wor
king
grou
ps
and
rep
orts
from
wor
king
grou
ps.
Toen
sure
that
:
•th
ese
rvic
eis
risk-
awar
e;
•ris
ksar
eba
lanc
edag
ains
tbe
nefit
sin
any
new
serv
ice
deve
lop
men
t;an
d
•re
leva
ntp
artn
ers
and
stak
ehol
ders
are
cons
ulte
din
rela
tion
toris
km
anag
emen
t.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ewof
serv
ice
staf
f,p
artn
ers
and
othe
rst
akeh
olde
rsab
out
the
serv
ice’
sap
pro
ach
toev
alua
tion
orris
k.
Dire
ctO
bser
vatio
n
•O
bser
vatio
nof
cost
/ben
efits
disc
ussi
ons
and
anal
ysis
.
•O
bser
vatio
nof
deve
lop
men
tp
lann
ing
disc
ussi
ons.
A120_121
Themes:
• Development of leadership capacity
• Building and sustaining relationships
• Teamwork and partnerships
Key Features
This indicator relates to the effectiveness of the service in building capacity for leadership at all
levels and securing positive working relationships and successful outcomes with stakeholders
and partner agencies. The indicator relates to the ethos and culture of the service and beyond,
through its operations corporately within the authority and in joint working with its partner
agencies. The effectiveness of the service management team, their deployment, responsibilities
and co-working in relation to organisational requirements and key strengths are relevant.
Delegation to and empowerment of staff and partners are important features, alongside the
development and support of effective teamwork.
How good is our leadership?
(KEY AREA 9: LEADERSHIP)
QI 9.3 Developing people and partnerships
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
9.3.
1D
evel
opm
ent
ofle
ader
ship
capa
city
Tow
hat
exte
ntdo
the
serv
ice
man
ager
sm
odel
aw
ide
rang
eof
effe
ctiv
ele
ader
ship
skill
san
dm
otiv
ate
othe
rsto
give
ofth
eir
best
?
Tow
hat
exte
ntis
ther
ea
bala
nced
rang
eof
skill
san
dp
erso
nalq
ualit
ies
evid
ent
inth
ese
rvic
ele
ader
ship
?
How
effe
ctiv
ely
does
the
serv
ice
iden
tify
and
pro
mot
eta
lent
?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
conc
erni
ngle
ader
ship
cap
acity
inBe
stVa
lue
and
HM
IEre
por
ts.
•N
umbe
rof
times
that
tale
nts
and
achi
evem
ents
are
reco
gnis
ed.
•D
ata
rela
ting
toth
eid
entif
icat
ion
and
pro
mot
ion
ofta
lent
sin
eval
uatio
nre
por
ts.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•M
inut
esof
team
and
wor
king
grou
ps,
rep
orts
from
wor
king
grou
ps,
revi
ewan
dde
velo
pm
ent
pro
form
as.
•Se
rvic
eim
pro
vem
ent
pla
nsan
dst
anda
rds
and
qua
lity
rep
orts
.
•C
PDre
cord
s.
•Ev
alua
tion
rep
orts
from
wor
king
grou
ps.
•Se
rvic
ede
velo
pm
ent
pla
n.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofst
akeh
olde
rsas
show
nin
eval
uatio
nre
por
ts.
•Vi
ews
onle
ader
ship
cap
acity
from
seni
orm
anag
ers
inth
eau
thor
ity.
•Re
sults
from
staf
fsu
rvey
s.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
how
man
ager
sid
entif
yan
dp
rom
ote
tale
ntac
ross
abr
oad
rang
eof
sett
ings
.
Toen
sure
that
:
•se
nior
man
ager
sar
eef
fect
ive
team
build
ers
and
mot
ivat
ors
who
are
awar
eof
thei
rle
ader
ship
qua
litie
san
dof
thos
eas
pec
tsre
qui
ring
deve
lop
men
t;
•se
nior
man
ager
sha
vea
pro
gram
me
ofC
PDw
hich
addr
esse
sbo
thth
eir
app
lied
psy
chol
ogy
and
man
ager
ials
kills
;an
d
•th
ere
are
stru
ctur
esin
pla
ceto
draw
upon
colle
ctiv
ekn
owle
dge,
exp
erie
nce,
skill
san
dp
erso
nali
nter
ests
,to
iden
tify
and
dire
ctta
lent
,an
dto
pro
mot
esk
ills
incl
udin
gle
ader
ship
.
We
will
:
A122_123
9.3.
2Bu
ildin
gan
dsu
stai
ning
rela
tions
hips
How
effe
ctiv
ely
has
the
serv
ice
deve
lop
eda
sup
por
tive
wor
ken
viro
nmen
tin
whi
chst
aff
shar
ea
sens
eof
resp
onsi
bilit
yto
imp
rove
the
qua
lity
ofse
rvic
es?
How
effe
ctiv
ely
does
the
serv
ice
deve
lop
wor
king
rela
tions
hip
sth
atar
ebu
ilton
trus
tan
dre
flect
age
nuin
eco
ncer
nfo
rst
aff
and
rele
vant
par
tner
s?
Exam
ples
ofpe
rfor
man
ceda
ta•
Dat
aon
build
ing
and
sust
aina
bilit
yef
fect
ive
rela
tions
hip
sin
Best
Valu
ean
dH
MIE
rep
orts
.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•St
anda
rds
and
qua
lity
rep
orts
.
•Ev
alua
tion
rep
orts
onte
amw
ork
and
onjo
int
rese
arch
pro
ject
s.
•M
inut
esof
team
and
wor
king
grou
ps
and
rep
orts
from
wor
king
grou
ps.
Exam
ples
ofst
akeh
olde
rs’v
iew
s•
View
sex
pre
ssed
inst
akeh
olde
rs’e
valu
atio
nre
por
ts.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
how
man
ager
sbu
ildan
dsu
stai
nre
latio
nshi
ps
acro
ssa
broa
dra
nge
ofse
ttin
gs.
Toen
sure
that
:
•th
ere
are
stru
ctur
esin
pla
cefo
rst
aff
todi
scus
san
dsh
ape
coun
cil,
educ
atio
nan
dse
rvic
ep
riorit
ies
and
pro
mot
ea
sens
eof
com
mon
owne
rshi
p;
•se
rvic
est
aff
can
open
lydi
scus
sch
alle
nges
and
diffi
culti
esth
atar
ise
and
pro
mot
eag
reed
solu
tions
;an
d
•st
aff
have
good
opp
ortu
nitie
sbo
thas
indi
vidu
als
and
asa
colle
ctiv
ete
am,
tofo
rmef
fect
ive
wor
king
rela
tions
hip
sw
ithea
chot
her
and
with
par
tner
agen
cies
.
We
will
:
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
9.3.
3Te
amw
ork
and
part
ners
hips
Tow
hat
exte
ntar
esy
stem
sin
pla
ceto
help
peo
ple
tack
lech
alle
ngin
gp
robl
ems,
shar
ein
form
atio
nan
dde
alw
ithdi
fficu
lties
?
Tow
hat
exte
ntdo
esth
ese
rvic
ep
roac
tivel
yes
tabl
ish
stro
nglin
ksw
ithes
tabl
ishm
ents
,st
akeh
olde
rs,
par
tner
agen
cies
and
othe
rco
unci
lser
vice
san
dle
adjo
int
imp
rove
men
tac
tiviti
es?
Exam
ples
ofpe
rfor
man
ceda
ta
•Ev
alua
teda
taco
ncer
ning
the
effe
ctiv
enes
san
dsu
cces
ses
ofte
ams.
•A
udit
data
for
serv
ice
deve
lop
men
tp
lan.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•M
inut
esof
team
and
wor
king
grou
ps
and
qua
lity
assu
ranc
ere
por
tson
team
wor
k.
•Jo
int
rep
orts
onth
eou
tcom
esof
par
tner
ship
s.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofse
rvic
est
aff
onte
amw
ork.
•Vi
ews
onef
fect
iven
ess
ofp
artn
ersh
ips
from
othe
rag
enci
es.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
how
serv
ice
man
ager
sp
rom
ote
par
tner
ship
sw
ithot
her
agen
cies
acro
ssa
broa
dra
nge
ofse
ttin
gs.
Toen
sure
that
:
•th
ere
are
stru
ctur
esin
pla
cefo
rst
aff
todi
scus
san
dsh
ape
coun
cil,
educ
atio
nan
dse
rvic
ep
riorit
ies
and
pro
mot
ea
sens
eof
com
mon
owne
rshi
p;
•st
aff
have
good
opp
ortu
nitie
sto
exam
ine
chal
leng
esan
ddi
fficu
lties
and
pro
mot
eag
reed
solu
tions
;an
d
•se
nior
man
ager
sp
rom
ote
with
inth
eir
team
s,ot
her
coun
cils
ervi
ces
and
par
tner
agen
cies
the
need
tobu
ildop
por
tuni
ties
and
stru
ctur
esfo
ref
fect
ive
join
tw
orki
ng.
We
will
:
A124_125
How good is our leadership?
(KEY AREA 9: LEADERSHIP)
QI 9.4 Leadership of change and improvement
Themes:
• Support and challenge
• Creativity, innovation and step change
• Continuous improvement
Key Features
This indicator is concerned with the effectiveness of the leadership of the service to maintain
high levels of quality, deliver continuous improvement, and work towards achieving excellence
in the quality of applied psychological services for children, young people, families and other
stakeholders. A critically important component of the leadership function is the need for
service managers and stakeholders to challenge staff continuously to improve the quality of
service, by setting demanding but realistic performance targets and by providing high-level
support to assist them to achieve these. The indicator also relates to the ability and success of
the service management team systematically to encourage and support innovative and
effective practices which bring about positive step changes in learners’ experiences.
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
HO
WA
REW
ED
OIN
G?
HO
WD
OW
EKN
OW
?W
HAT
ARE
WE
GO
ING
TOD
ON
OW
?
9.4.
1Su
ppor
tan
dch
alle
nge
Tow
hat
exte
ntha
veSe
rvic
em
anag
ers’
embe
dded
chal
leng
ean
dsu
pp
ort
ofst
aff
asa
mea
nsof
secu
ring
cont
inuo
usim
pro
vem
ent?
Som
eex
ampl
esof
appr
opria
teso
urce
sof
evid
ence
are
give
nbe
low
.H
owev
er,
they
are
not
cons
ider
edto
beco
mpr
ehen
sive
orpr
escr
iptiv
e.
Exam
ples
ofpe
rfor
man
ceda
ta
•D
ata
ofm
eetin
gim
pro
vem
ent
targ
ets.
•St
atis
tical
info
rmat
ion
for
Best
Valu
ere
por
ts.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•M
inut
esof
team
and
wor
king
grou
ps.
•Ev
alua
tion
rep
orts
outli
ning
outc
omes
and
imp
act
onth
ew
ork
ofth
ese
rvic
e.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•St
akeh
olde
rs’e
valu
atio
nsof
serv
ice’
sou
tcom
esan
dim
pac
t.
•C
olla
ted
info
rmat
ion
from
staf
fsu
rvey
s.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
man
ager
sp
rom
otin
gch
alle
nge
and
sup
por
tac
ross
abr
oad
rang
eof
sett
ings
.
Toen
sure
that
:
•se
nior
man
ager
sta
kea
lead
ing
role
inen
surin
gth
atst
ruct
ures
exis
tto
chal
leng
ean
dsu
pp
ort
colle
ague
sin
the
que
stfo
rim
pro
vem
ent;
and
•se
nior
man
ager
san
dst
aff
pro
mot
ebe
stp
ract
ice
from
both
with
inth
ese
rvic
ean
dfr
omot
her
serv
ices
.
We
will
:
9.4.
2C
reat
ivity
,in
nova
tion
and
step
chan
ge
Tow
hat
exte
ntha
vese
rvic
em
anag
ers
enco
urag
edan
dsu
pp
orte
din
nova
tive
and
effe
ctiv
ep
ract
ices
whi
chre
sult
inq
ualit
ativ
est
epch
ange
inst
aff
exp
erie
nces
and
serv
ice
deliv
ery?
Exam
ples
ofpe
rfor
man
ceda
ta
•Q
ualit
ativ
eda
taon
mee
ting
targ
ets.
•N
umbe
rof
inno
vativ
ep
ract
ices
succ
essf
ully
intr
oduc
edby
serv
ice.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Ev
alua
tion
rep
orts
onin
nova
tive
pra
ctic
es.
•St
anda
rds
and
qua
lity
rep
orts
.•
Rese
arch
rep
orts
onp
roje
cts
insc
hool
san
dac
ross
the
auth
ority
.
Toen
sure
that
:
•se
nior
man
ager
sta
kea
lead
ing
role
inen
surin
gth
atst
ruct
ures
exis
tto
pro
mot
ecr
eativ
ity,
inno
vatio
nan
dst
epch
ange
;an
d
•se
nior
man
ager
san
dst
aff
pro
mot
ein
nova
tive
pra
ctic
esfr
ombo
thw
ithin
the
serv
ice
and
from
othe
rse
rvic
es.
We
will
:
A126_127
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofst
akeh
olde
rsin
eval
uatio
nre
por
ts.
•Ev
alua
tions
ofse
nior
man
ager
sin
the
auth
ority
abou
tth
eou
tcom
esan
dim
pac
tof
new
way
sof
wor
king
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nsof
staf
fp
lann
ing
and
imp
lem
entin
gin
nova
tive
pra
ctic
es.
9.4.
3C
ontin
uous
impr
ovem
ent
How
have
serv
ice
man
ager
san
dst
aff
succ
eede
din
build
ing
ast
rong
cap
acity
for
imp
rove
men
tw
ithin
the
orga
nisa
tion?
Exam
ples
ofpe
rfor
man
ceda
ta
•Q
ualit
ativ
ean
dq
uant
itive
data
onth
esu
cces
sof
inno
vativ
ep
ract
ices
.
•St
atis
tical
info
rmat
ion
rega
rdin
gth
eat
tain
men
tof
imp
rove
men
tta
rget
s.
Exam
ples
ofre
leva
ntdo
cum
enta
tion
•Re
sear
chre
por
tson
the
imp
act
ofin
nova
tive
pra
ctic
es.
•St
anda
rds
and
qua
lity
rep
orts
.
•Pu
blic
atio
nsby
serv
ice
staf
fin
jour
nals
and
onth
ein
tern
et.
Exam
ples
ofst
akeh
olde
rs’v
iew
s
•Vi
ews
ofst
akeh
olde
rsin
eval
uatio
nre
por
tsab
out
inno
vatio
nan
dst
epch
ange
.
Exam
ples
ofdi
rect
obse
rvat
ion
•O
bser
vatio
nof
man
ager
sp
rom
otin
gco
ntin
uous
imp
rove
men
tac
ross
abr
oad
rang
eof
sett
ings
.
Toen
sure
that
:
•se
nior
man
ager
sta
kea
lead
ing
role
inen
surin
gth
atst
ruct
ures
exis
tto
pla
nan
dim
ple
men
tin
nova
tion
and
step
chan
ge;
and
•se
nior
man
ager
san
dst
aff
pro
mot
ebe
stp
ract
ices
with
rega
rdto
crea
tivity
,in
nova
tion
and
step
chan
ge.
We
will
:
B128_129
Part B – Journey to Excellence for theeducational psychology services
PROMOTESWELL-BEING AND
RESPECT
VALUES ANDEMPOWERS ITS
STAFF AND YOUNGPEOPLE
REFLECTS ON ITSOWN WORKAND THRIVESON CHALLENGE
WORKS TOGETHERWITH PARENTS TOIMPROVE LEARNING
DEVELOPS ACULTURE OF
AMBITION ANDACHIEVEMENT
DEVELOPS ACOMMON VISIONAMONG CHILDRENAND YOUNG PEOPLE,PARENTS AND STAFF
FOSTERS HIGHQUALITY LEADERSHIP
AT ALL LEVELS
WORKS INPARTNERSHIPS WITHOTHER AGENCIES
AND ITS COMMUNITY
ENGAGES YOUNGPEOPLE IN THE HIGHEST
QUALITY LEARNING ACTIVITIES
FOCUSES ONOUTCOMES ANDMAXIMISES SUCCESS FOR
ALL LEARNERS
LE
ARNIN
G AND TEACHING
LEARNING AND TEACHING
SUCCESSFULLEARNERS
EFFECTIVECONTRIBUTORS
CONFIDENTINDIVIDUALS
RESPONSIBLECITIZENS
Introduction
The self-evaluation framework is about improving educational psychology services to deliver
better outcomes for all service users. Schools have received a copy of How good is our school?
The Journey to Excellence, which outlines ten dimensions of excellence. These do not cover
everything which goes on in a school but rather focus on those aspects which have a directimpact on learning and outcomes for all young people. The ten dimensions and their related
features provide an indication of some of the things which make a school excellent. The ten
dimensions and the related features are also relevant to educational psychology services and
their journey to excellence. Educational psychology services can support services and schools
on their journeys to excellence and also examine where the service is on its own journey to
excellence. For example, schools may ask the educational psychology service for help in
working on the partnership dimension.
The ten dimensions of excellence
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
Appendix I Bibliography
SOED (1980) Education (Scotland) Act 1980
London: HMSO.
SEED (1999) Quality Assurance in Education Authority Psychological Services
Self-evaluation using performance indicators.
Edinburgh: Scottish Executive Education Department.
SEED (2002) Review of Provision of Educational Psychology Services in Scotland
(Currie Report). Edinburgh: Scottish Executive Education Department.
SEED (2004) Education (Additional Support for Learning) (Scotland) Act 2004
Edinburgh: The Stationery Office Limited.
SEED (2005) Supporting Children’s Learning: Code of Practice
Edinburgh: Scottish Executive Education Department.
HMIE (2006) Quality Management in Education 2: Self-evaluation for quality improvement
Livingston: HMIE.
PDP Developing a Self-Evaluation Framework for Educational Psychological Services
(2005-2006)
QUALITY MANAGEMENT IN LOCAL AUTHORITY EDUCATIONAL PSYCHOLOGY SERVICES – SELF-EVALUATION FOR QUALITY IMPROVEMENT
GRI
DFO
RC
ROSS
REFE
REN
CIN
G
SOU
RCES
OF
EVID
ENC
EW
ITH
QIs
1.1
1.2
2.1
2.2
3.1
4.1
4.2
5.1
5.2
5.3
5.4
5.5
5.6
5.7
6.1
6.2
6.3
7.1
7.2
7.3
8.1
8.2
8.3
8.4
9.1
9.2
9.3
9.4
SOU
RCE
OF
INFO
RMAT
ION
-D
OC
UM
ENTA
TIO
N
SERV
ICE
DO
CU
MEN
TS
Serv
ice
deve
lop
men
tp
lan
Stat
emen
tof
visi
on,
valu
es,
aim
s
Serv
ice
hand
book
Stan
dard
ised
pap
erw
ork
syst
ems/
pro
form
asfo
rus
eby
educ
atio
nalp
sych
olog
ists
Serv
ice
pol
icy
and
pro
cedu
res
Serv
ice
guid
elin
eson
pol
icie
san
dp
roce
dure
s
Serv
ice
recr
uitm
ent
pro
cedu
res,
incl
udin
gp
aper
wor
k
Serv
ice
indu
ctio
np
roce
dure
s
Writ
ten
cons
ulta
tion
fram
ewor
kfo
rp
olic
ies
and
pro
cedu
res
Port
folio
ofac
tiviti
esof
fere
dby
the
serv
ice
Serv
ice
Best
Valu
ere
por
t
Rese
arch
rep
orts
Serv
ice
stan
dard
san
dq
ualit
yre
por
t
Col
latio
nof
info
rmat
ion
from
serv
ice
feed
back
Sum
mar
yof
serv
ice
achi
evem
ents
Sum
mar
yof
serv
ice
eval
uatio
non
deliv
ery
ofke
yse
rvic
es
Sum
mar
yof
per
form
ance
data
with
built
-inev
alua
tion
Self-
eval
uatio
nda
ta/s
tatis
tics
Info
rmat
ion
for
stak
ehol
ders
,e.
g.le
afle
ts,
web
site
,p
ublic
atio
ns
Info
rmat
ion
leaf
lets
avai
labl
ein
Brai
lle,
othe
rla
ngua
ges
and
onC
D/D
VD
Reco
rds
kep
tof
wor
kca
rrie
dou
tdu
ring
scho
olvi
sits
Reco
rds
with
inca
sefil
es
Form
alre
por
tson
spec
ific
initi
ativ
es
Col
late
dfe
edba
ckfr
omtr
aini
ngp
rovi
ded
Lett
ers
ofre
cogn
ition
ofq
ualit
yof
serv
ice
pro
vide
d
Reco
rds
ofco
mp
lain
tsan
dou
tcom
es
Reco
rds
kep
ton
use
ofin
terp
rete
rse
rvic
es
Stat
emen
ts/c
ertif
icat
esof
com
pet
ence
ined
ucat
iona
ltes
ting
Appendix II Grid for cross-referencing sources of evidence with quality indicators
B132_133
Dat
abas
eof
trai
ning
mat
eria
ls
Serv
ice
pub
licat
ions
Min
utes
ofse
rvic
ebu
sine
ssm
eetin
gs
Min
utes
ofse
rvic
ede
velo
pm
ent
mee
tings
Min
utes
ofm
eetin
gsfo
rin
divi
dual
child
ren/
youn
gp
eop
le
Reco
rds
ofis
sues
rega
rdin
gst
aff
sup
por
t
Serv
ice
log
ofde
liver
yof
trai
ning
atlo
cala
ndna
tiona
llev
el
Min
utes
from
stee
ring/
pla
nnin
ggr
oup
s
Min
utes
ofm
eetin
gsw
ithau
thor
ityre
ps
top
lan
serv
ice
prio
ritie
s
Poin
tsfo
rac
tion
from
focu
sgr
oup
sof
serv
ice
user
s
Que
stio
nnai
res
for
feed
back
onse
rvic
ede
liver
y
Stru
ctur
edin
terv
iew
sche
dule
for
feed
back
onse
rvic
ede
liver
y
Self-
eval
uatio
ndo
cum
enta
tion
Indi
vidu
alC
PDlo
gske
pt
byea
ched
ucat
iona
lpsy
chol
ogis
t
Staf
fre
view
and
deve
lop
men
tsu
mm
arie
s
Evid
ence
ofeq
ualo
ppor
tuni
ties
mon
itore
din
recr
uitm
ent
and
empl
oym
ent
Publ
ishe
dar
ticle
sin
pre
ss/j
ourn
als/
new
slet
ters
Prac
tice
leve
lagr
eem
ents
with
esta
blis
hmen
ts
Prac
tice
leve
lagr
eem
ents
with
othe
rag
enci
es
AU
THO
RITY
DO
CU
MEN
TS
Aut
horit
yde
velo
pm
ent
pla
n
Aut
horit
yev
alua
tion
rep
orts
Oth
erau
thor
itydo
cum
enta
tion
(nam
e)
Indi
vidu
ales
tabl
ishm
ent
deve
lop
men
tp
lans
Pap
erw
ork
outli
ning
pur
pos
esof
stee
ring/
pla
nnin
ggr
oup
s
Aut
horit
yp
olic
yth
atis
base
don
Cou
ncil
and
BPS
pol
icy
Inte
grat
edch
ildre
n's
serv
ices
pla
n
OTH
ERD
OC
UM
ENTS
Nat
iona
lprio
ritie
sfo
red
ucat
ion
HM
IEre
por
ts
ISBN 978-0-7053-1111-3
RR Donnelley B50080 03/07
Further information is available from:
HM Inspectorate of EducationDenholm HouseAlmondvale Business ParkAlmondvale WayLivingstonEH54 6GA
Tel: 01506 600 200Fax: 01506 600 337E-mail: [email protected]
Part two of Quality Management inLocal Authority Educational Psychology Services
Not to be sold separately