1.1.1 Performance data and measures showing trends over time

What performance data are collected by the service?

In what way is continuous improvement measured by the service?

In what way are positive trends and standards of performance measured against appropriate benchmarks and comparative data?

What outcomes have been achieved and how are they evidenced?

To what extent does the service development plan link with the authority improvement plan?

How are service staff involved in authority steering and planning groups?

Is service documentation coherent with the authority documentation and does it demonstrate the service’s impact on authority priorities?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

This PI looks at statistics which are published in a number of different documents. Information can also be collected by looking at evidence used for other indicators.

Examples of performance data

• Performance targets from the service plan, Best Value improvement plan and local authority service plan indicate positive trends over time.
• Evaluation of service performance data in relation to national and local objectives including the number of entries in a local authority plan requiring action by the service.
• Improving trends for:
  • achievement/attainment levels
  • looked after¹ children and young people
  • children and young people with additional support needs
  • inclusion.
• Reduced trends for:
  • exclusions
  • outwith authority placements.
• Other service data which may demonstrate continuous improvement in service delivery include:
  • service uptake times (from request to first contact)
  • reduction in complaints/increase in compliments
  • year-on-year improvements in stakeholder satisfaction
  • benchmark data with comparative services.

Examples of relevant documentation

• The service advice to the authority reflected in education department documentation and demonstrating improved understanding of areas of good practice and identification of areas for development.
• Evidence that the authority personnel are involved in or consulted about key initiatives within the service as shown in minutes of staff meetings and joint development days and mail feedback from education management.
• Development plan; local authority improvement plan; integrated children’s services plan; minutes of joint meetings; education committee reports.

Examples of stakeholders’ views

• Evidence from feedback provided by local authority senior management.
• Statistical evidence from other agencies of stakeholders’ views.

Examples of direct observation

• Staff are operating within the objectives contained within the service’s plan, as evidenced through:
  • observation of practitioners upholding service and authority priorities
  • greater engagement in appropriate local authority working parties.

To ensure that:

• positive trends and standards of performance indicate a high level of continuous improvement;
• performance data are collected by the service; and
• continuous improvement is measured by the service.

We will:

1.1.2 Performance against national, local authority and service aims, objectives and targets

To what extent does the service contribute to meeting national and local targets, for example in social justice and inclusion?

In what ways does the service contribute to and uphold the statutory procedures for children and young people, for example, with regard to additional support needs legislation?

How is the service involved in giving advice to the authority?

To what extent is the authority satisfied with the quality of service delivered?

In what ways is there evidence of partnership working with the authority?

Examples of performance data

• Evaluation of service contributions to local authority service plan objectives and targets.
• Evaluation of service plan targets in relation to local authority service plan objectives and targets.

Examples of stakeholders’ views

• Evidence of feedback gathered from focus groups, interviews with individual stakeholders, and so forth.

Examples of direct observation

• Staff are operating within the objectives contained within the service’s plan as witnessed through:
• observation of practitioners upholding service and authority priorities
• greater engagement in appropriate local authority working parties.

To ensure that:

• service performance information demonstrates success against both local objectives and, where appropriate, national objectives;
• the service contributes to meeting the aims, objectives and targets of the authority; and
• The service makes a contribution to the statutory procedures for children and young people with additional support needs.

We will:

1.2.1 Financial performance

How robust are procedures for monitoring and regulating service budget?

To what extent do financial procedures take account of service and authority priorities?

To what extent do best value reports indicate that the service is operating within a sound Best Value regime?

1.2 2 Compliance with legislation, and responsiveness to guidance and codes of practice

To what extent is the service compliant with its statutory duties?

In what ways are statutory duties articulated within the service?

What internal procedures are in place to ensure effective implementation of statutory duties?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive. This evidence applies to both themes of the PI.

Examples of performance data

• Trends in service responses to:
  • financial reporting and budgetary review
  • requests for statutory advice
  • formal requests for statutory assessments.

Examples of relevant documentation

• Service policy and procedures
• Best Value report or equivalent
• Internal financial audit
• Service reports, best practice guidelines including child protection and protocols for responding to requests from the Reporter
• Local authority documentation
• Standards and quality report.

Examples of stakeholders’ views

• Evidence of feedback gathered regarding financial performance and compliance with legislation.

Examples of direct observation

• Staff are observed as operating within parameters prescribed by Best Value and upholding their statutory duties.
• Through relevant service meetings, feedback and training are provided to staff regarding financial management and upholding their statutory duties.

To ensure that:

• the service has robust financial procedures which take account of service and authority priorities;
• the service operates within an effective Best Value framework;
• identified duties are embedded in:
  • the service’s vision, values and aims
  • service practice guidelines
  • service development plans
  • standards and quality reports;
• key statutory duties and responsibilities are developed as part of a service evaluation policy framework; and
• an appropriate and comprehensive range of documentation is kept.

We will:

2.1.1 The extent to which children and young people are included and participating

How are the views of children and young people included in the delivery, evaluation and planning of the service?

How are the views of children and young people taken into account when developing service leaflets and other publicity material?

How are children and young people included and encouraged to participate in service delivery?

How good is the access for children and young people to a wide range of educational psychology services?

How clear, informative and accessible is service information and literature produced for children and young people?

To what extent do children and young people express high levels of satisfaction with the service?

To what extent do children and young people report that they feel valued, included and able to influence planning for their future?

Is the service appropriately responsive to feedback and complaints from children and young people?

To what extent does the service achieve satisfactory resolutions to complaints from children and young people?

Some examples of appropriate sources of evidence are given below. However they are not considered to be comprehensive or prescriptive.

Examples of performance data:

• Number of written or reported complaints and compliments received.

Examples of relevant documentation:

• Service evaluation documentation, development planning, complaints procedures, service handbook and information leaflets, Best Value reports, standards and quality reports, case file notes, outcome from service focus groups and general feedback on service delivery.

Examples of stakeholders’ views:

• Evidence obtained from children and young people through questionnaires, focus groups and consultation meetings.

Examples of direct observation:

• Observation of focus groups, consultation with children and young people, and direct and indirect work with children and young people.

To ensure that:

• the service can evidence impact on the education and life experiences of children and young people;
• children and young people have access to a wide range of services;
• clear and helpful information on the service is provided;
• children and young people are included and actively participate in services to meet their needs;
• children and young people express high levels of satisfaction with the service;
• children and young people report that they feel valued, included and able to influence planning for their future;
• the service is responsive to feedback and complaints from children and young people; and
• the service achieves satisfactory resolutions to complaints from children and young people.

We will:

2.1.2 The extent to which children and young people are achieving and attaining

How does the service support education provision and care establishments to help raise the achievement and attainment of children and young people?

To what extent is the service involved in local authority initiatives which aim to raise the achievement and attainment of children and young people?

In what ways does the service contribute to the vision for Scotland’s children?

Examples of performance data:

• Number of children and young people with additional support needs (ASN) in mainstream schools, demographic shifts from specialist placements to mainstream, not in education, employment or training (NEET) statistics, and looked after and accommodated (LAAC) statistics.

Examples of relevant documentation:

• Self-evaluation documentation, service development planning documentation, information leaflets and service handbook, Best Value reports, quality standards and quality reports, minutes of strategy meetings, relating to achievement and attainment, case file notes, project write-ups and published papers.

Examples of stakeholders’ views:

• Evidence from children and young people obtained from questionnaires, focus groups and consultation meetings.
• Establishment responses to surveys on the impact of the service on the lives of children and young people.
• Evidence from parent and carer surveys, questionnaires and focus groups.
• Feedback from local authority managers on relevant issues.

Examples of direct observation:

• Consultation meetings, collaborative meetings and direct work with children and young people.

To ensure that:

• the service contributes to the raising of attainment and achievement across the authority for all children and young people.

We will:

2.1.3 The extent to which children and young people are progressing

To what extent is the service involved in establishment and authority initiatives which aim to ensure appropriate progression for children and young people?

How effectively does the service support children and young people at times of transition?

What impact does the service have on the educational and life experiences of children and young people?

What are the levels of satisfaction experienced by the children and young people being supported by the service?

Examples of performance data:

• Local authority centrally-held data on achievement and attainment.

Examples of relevant documentation:

• Service evaluation documentation, service development planning documentation, complaints procedures, service handbook and information leaflets, Best Value reports, and standards and quality reports.
• Authority and establishment development plans, standards and quality reports, specific policy reports, authority guidelines, published papers, documentation from specific initiatives and projects and case file notes.

Examples of stakeholders’ views:

• Views of schools and other children’s services establishments, local authority managers, agencies and other stakeholders.
• Views of children and young people obtained through questionnaires, focus group meetings, interviews, formative/dynamic assessment feedback and self-reporting to schools and parents.

Examples of direct observation:

• Service, local authority and multidisciplinary meetings, visits to schools and other children’s services establishments and direct work with children and young people.

To ensure that:

• the service is involved in authority and establishment initiatives which aim to ensure appropriate progression for children and young people;
• the service supports children and young people at times of transition; and
• the service has an appropriate impact on the educational and life experiences of children and young people.

We will:

2.2.1 The extent to which parents, carers and families are treated equally and fairly

To what extent are parents and carers respected and treated equally and fairly?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data:

• Number of complaints received and satisfactory resolutions.
• Number of compliments and positive comments received.

Examples of relevant documentation:

• Evaluation documentation including service development documentation, complaints procedures and information leaflets, service handbook, best value reports, standards and quality reports, case record files and records of meetings with parents.

Examples of stakeholders’ views:

• Evidence obtained from parent, carer and family surveys, questionnaires, focus groups and consultation meetings.
• Response to surveys gauging the impact of the service on parents, carers and families.
• Evidence from parent surveys, questionnaires and focus groups.
• Feedback from local authority managers on relevant issues.

Examples of direct observation:

• Observation of parent, carer and family focus groups, consultation meetings, collaborative meetings and direct working.

To ensure that:

• parents and carers are respected and treated equally and fairly.

We will:

2.2.2 The extent to which parents, carers and families are satisfied with the quality of service they receive

To what extent are parents, carers and families satisfied with the quality and range of service provided?

How clear, informative and accessible is service information and literature produced for parents and carers?

In what ways does the service respond to complaints and achieve satisfactory resolutions?

Examples of performance data:

• Number of complaints received and satisfactory resolutions.
• Number of compliments and positive received.

Examples of relevant documentation:

• Outcomes from focus group meetings, structured interviews, questionnaires, case file records and feedback from establishment questionnaires and surveys.

Examples of stakeholders’ views:

• Views of parents and carers, local authority managers and partner agencies.

Examples of direct observation:

• Observation of staff performance at service, local authority and multidisciplinary meetings.
• Feedback from visits to schools and other provisions offering children’s services.

To ensure that:

• parents, carers and families are satisfied with the quality and range of service provided;
• clear, informative and accessible service information and literature are produced for parents, carers and families;
• the service responds to complaints and achieves satisfactory resolutions; and
• mechanisms are in place to seek the views of parents, carers and families in relation to both service delivery and their experience of the service received.

We will:

2.2.3 The extent to which parents, carers and families are included and engaged in planning and decision-making in regard to their children.

To what extent are parents, carers and families included and engaged in planning and decision-â making with regard to their children and young people?

To what extent do parents, carers and families participate in appropriate meetings and forums with the service?

To what extent do parents, carers and families respond positively to planned opportunities for support?

To what extent are parents, carers and families kept informed with up-to-date information about their children and young people?

Examples of performance data:

• Number of stakeholders who turn up to relevant meetings.

Examples of relevant documentation:

• Authority policy on parent, carer and family involvement in planning for their children and young people learning.
• Service vision, values and aims, service development plan, complaints procedures and information leaflets, service handbook, best value reports and standards and quality reports.

Examples of stakeholders’ views:

• Evidence from parent, carer and family surveys, questionnaires, focus group meetings and feedback on direct service involvement.
• Provision responses to surveys on the impact of the service on parents, carers and families.
• Evidence from parent surveys, questionnaires and focus group meetings.
• Feedback from local authority managers on relevant issues.

Examples of direct observation:

• Observation of parent, carer and family focus group meetings, consultation and collaborative meetings.
• Direct work with parents, carers and families.

To ensure that:

• parents and carers are included and engaged in planning and decision making with regard to their children;
• parents and carers participate in appropriate meetings and forums with the service;
• parents and carers respond positively to planned opportunities for support;
• parents and carers are kept informed withup-to-date information about their children and young people;
• parents, carers and families participate in the planning and reviewing of the services received by their children and young people; and
• there is effective communication with parents, carers and families in relation to their children and young people

We will:

3.1.1. The extent to which staff are motivated and meaningfully involved in the development of the service?

How well do staff understand the vision, aims and values of the service?

To what extent do staff respect and share these vision, aims and values?

What are the levels of staff retention and absence?

How is flexible working facilitated?

What evidence is there that staff are motivated, empowered, confident and valued by the service?

What mechanisms are in place to promote staff involvement and to address issues that present barriers to them feeling motivated, empowered, confident and valued?

How effective is the service’s standards and quality report in terms of addressing staff motivation and confidence?

What evidence is there of innovative practice recorded in service, authority and agency reports?

To what extent does feedback from staff indicate satisfaction with the quality and range of services provided?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data:

• Evidence of involvement and empowerment of staff, from absence, turnover and recruitment returns, attendance patterns at meetings, participation in continuing professional development (CPD) activities and staff appraisal, achievement awards and any additional qualifications gained.

Examples of relevant documentation:

• This could be found in individual staff review records, self-evaluation data, service developement plans, Best Value reports, standards and quality reports, the service handbook, and minutes of staff meetings.

Examples of stakeholders’ views:

• Staff views as reported in questionnaires, surveys, interviews, meetings and focus groups.
• Unsolicited comments on the quality and range of services provided.
• Career development, career review, peer and line management relationships, including team working, involvement in shaping and owning the service’s vision, value and aims.
• Communication, in particular opportunities for staff to express their views and to influence the shape and delivery of the service.
• Information provided by service impact surveys, questionnaires and focus groups.

Examples of direct observation:

• Observation of the performance of staff in service, authority and multi-agency meetings, and through focus and working groups across a broad range of settings.

To ensure that staff:

• are motivated, meaningfully involved in the service and professionally satisfied;
• are appropriately deployed, engaged and feel valued across the service;
• are enabled to deliver services of high quality;
• have low-absence and high-retention levels;
• are willing to work flexibly to meet agreed targets;
• have a well-developed and shared sense of the service’s vision, values and aims; and
• are regularly consulted by service managers on all aspect of the service.

We will:

3.1.2 The extent to which staff improve their practice and leadership skills through training, development activities and opportunities within and beyond the authority

To what extent are staff well prepared for future leadership responsibilities?

What are the opportunities for career development and access to CPD?

What are staff’s views on the relevance of CPD to professional practice?

To what extent do staff report that they are supported to improve their practice through an established system of training and development activities?

What is the evidence that staff are improving their practice through an established system of training and development activities?

Do staff report that they are being challenged to improve?

To what extent do staff report that their own professional goals are supported by the service?

To what extent do staff report that they are given opportunities to develop leadership skills and to participate in national forums, as appropriate?

Examples of performance data:

• Staff meet agreed targets, established through annual appraisal, for CPD activities.
• Extent of opportunities for staff to undertake leadership roles with the service and authority, and to participate in work shadowing carerr development and appraisal.
• The effectiveness of staff who take on leadership roles.
• Quality of contribution to service, authority and multidisciplinary working groups.
• Secondments to service, authority or Scottish Executive roles.

Examples of relevant documentation:

• This could include CPD records, staff appraisal records, self-evaluation documentation, service handbook and development planning documentation, Best Value report, minutes of development and staff group meetings.

Examples of stakeholders’ views:

• Staff views as reported in questionnaires, surveys, interviews, meetings and focus groups.
• Unsolicited comments on training and development opportunities including training for leadership.

Examples of direct observation:

• Observation of staff performance at authority and multi-agency meetings and working groups, quality of CPD activities, annual appraisal and supervision.

To ensure that staff:

• are well prepared for future leadership roles;
• have good opportunities to become involved in secondments, project and wider programme activities;
• have good opportunities for career development and are able to participate in a clearly understood and accessible CPD activity programme; and
• consider that service developments effectively support their performance and contribute to developing their professional competence.

We will:

3.1.3 The extent to which staff have positive experiences with regard to the quality of support from central services and partnership agencies

To what extent do staff report positively about the support provided by central services?

To what extent do staff have positive working relationships with partnership agencies?

Examples of performance data:

• The quality of responses to staff and service requests.
• The extent of high quality support from partnership agencies.

Examples of relevant documentation:

• Minutes and correspondence on relevant matters between the service, central services, and partner agencies.

Examples of stakeholders’ views:

• Staff views reported in questionnaires, surveys, interviews, meetings and focus groups.
• Unsolicited comments on the quality of support from central services and partner agencies, examples of success or difficulty and areas for celebration or improvement.

To ensure that:

• staff have positive experiences regarding the quality of support from central services and partner agencies.

We will:

3.1.4 The extent to which staff work effectively in teams

How confident are staff in their ability to carry out their duties and engage in effective teamwork at all levels?

In what ways has the application of best value principles influenced partnership working?

To what extent do staff report that they feel involved and a part of

• the service team
• subgroups within the service
• authority, multidisciplinary and establishment groups?

What is the evidence that staff work effectively in

• the service team
• subgroups within the service
• authority, multidisciplinary and establishment groups?

Examples of performance data:

• Evidence of performance outcomes regarding innovative approaches to encouraging staff involvement and developing teamwork.

Examples of relevant documentation:

• This might include the following: self-evaluation and service development planning documentation, evaluation of the contribution of team work to improving outcomes for children and young people, best practice guidelines on team working, service handbook, Best Value reports, standards and quality reports, minutes of service development and staff meetings, authority and establishment development plans.

Examples of stakeholders’ views:

• Staff views reported in questionnaires, surveys, interviews, meetings and focus groups.
• Unsolicited comments from staff on how involved they feel in the service.
• The effectiveness of teamwork within the service and engagement with authority, multidisciplinary and establishment groups.
• Establishments’ responses to surveys on impact of service on children, young people and families. Evidence from parent surveys, questionnaires and focus groups, feedback from children and young people and feedback from authority managers on relevant issues.

Examples of direct observation:

• Observation of authority, multidisciplinary and establishment groups.
• Observation of the contributions of service personnel for evidence of effective impact and outcomes.

To ensure that:

• there is effective teamwork at all levels;
• staff are actively involved in a range of service, authority and multidisciplinary working groups;
• involvement adds to a sense of corporate ownership of the service’s vision, aims and goals; and
• staff are confident in their ability to carry out their duties and engage in effective teamwork at all levels.

We will:

4.1.1 The extent to which support services, educational provisions and the local community are involved in joint planning regarding service priorities and supported by the service

How are support services, educational provisions and the local community involved in joint planning regarding service priorities?

In what ways are these services effective in meeting the needs of children, young people, families and education staff?

How timely, clear and informative are written information and communication?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Self-evaluation information collated regarding the support service, educational provision and community staff satisfaction with the quality of service provided.
• Analysis of service level agreements with key stakeholder groups including, for example, behaviour support staff, youth workers, and multi-agency groups.
• Numbers of pupil support teams attended, the training sessions delivered, joint planning sessions for children/young people, research initiatives and project/group work undertaken.
• Analysis leading to evaluation of whether particular support services or educational provision are effective.
• Targets set through development planning and data collected in relation to targets met.

Examples of relevant documentation

• Documents which evaluate the service’s understanding of the range of different communities it may serve, and how its work integrates with work of colleagues from a range of disciplines.
• Relevant documents may include Education Plan, Integrated Children’s Services Plan, documents supporting planning, notes from research, training, or other interventions.
• Inspections of the educational functions of local authority (INEA) evaluations on the role of the service in supporting the authority to respond to the range of different communities it may serve (e.g. schools, youth work organisations).
• Development plan, service practice guidelines, completed practice level agreements, menu of services offered, practice level agreement reviews notes from discussions with individual schools.
• Documentation on evidence of formal negotiation with establishments and on effectiveness of service delivery.

Examples of stakeholders’ views

• Feedback from interventions with relevant services including schools, pre-school centres, community centres.
• Service development plan, local authority improvement plan, practice level agreements, school development plans, published reports on specific initiatives, collation of the information from the above across the service, collation of information from questionnaires/focus groups.
• Documentation regarding the breadth of work offered, the negotiated uptake by support services, educational provision and the process of evaluation.

Examples of direct observation

• Observation of service work with key stakeholders including support staff, educational provision, and local community staff.

To ensure that:

• the service engages with others in decision-making activities to ensure that priority needs are met, particularly regarding socially excluded groups;
• collaborative working identifies and meets priority needs;
• there is a high level of engagement in relation to issues of local concern and wider policy;
• relevant services and members of community groups report that involvement of service has made a positive impact;
• support services, educational provision and local community staff feel supported by the service;
• the service is effective in meeting the needs of children, young people, families and support, educational provision and community staff;
• systems are in place to seek the views of stakeholders;
• a comprehensive range of services is offered;
• written information is timely, clear and informative;
• support, educational provision and community staff are involved in planning and decision-making for children, young people and families;
• there is active participation between the service and support, educational provision and community staff; and
• the service is responsive to complaints and aims to achieve a satisfactory conclusion.

We will:

4.1.2 The extent to which support services, educational provisions and the local community are satisfied with the quality of service provided

How satisfied are support staff, educational provisions and the local community with the quality and range of services provided by the service?

How responsive is the service to complaints?

To what extent are satisfactory resolutions achieved?

How clear and informative is service information and literature produced for support services, educational provisions and the local community?

Examples of performance data

• Increased participation by (specified) community members in specific initiatives.
• Data on recognised achievements (e.g. National Qualifications) following specific interventions (e.g. training of foster carers so that they achieve recognised awards).
• Data from stakeholders involved in questionnaires/structured interviews.
• Percentages of response returns and collation of ratings across range of support services, educational provisions and the local community.

Examples of relevant documentation

• Service plan, education plan, integrated children’s service plan, community plan.
• Documents supporting inter-agency planning.
• Minutes of review meetings, indicating community dimensions to planning for additional support needs.
• Inputs to small community groups.
• Notes from research, training, or other interventions.
• INEA inspection reports, indicating service participation in authority strategies impinging on specific identified communities.

Examples of stakeholders’ views

• Summary of the evaluations of stakeholders regarding policy statements in relation to joint working and practice level agreements.
• Structured mechanisms for routinely surveying opinions regarding the impact of educational provision in place for stakeholders.
• Feedback on achievements from external agencies.
• Views of specific community members on the impact of the educational psychology service in this area.

Examples of direct observation

• Observation of community participation in activities/planning.
• Evaluations of interactions within small community groups.

To ensure that:

• the service seeks feedback from support service, educational provision staff and from the local community and effectively responds to feedback;
• the service encourages opportunities for influence and representation by support, educational provision staff and the local community;
• the service engages in multi-agency training strategies to develop skills, abilities and confidence among users of children’s services;
• the service ensures ongoing participation in Integrated Children’s Service Plan development work, aimed at supporting support services, educational provision and the local community;
• the service collates documentation on responses to enquiries and complaints;
• the service collates responses to feedback from training;
• staff from support services, educational provision and the community consider that the services provided have made a positive impact on the motivation of and engagement of children, young people, families, disadvantaged groups and the community generally;
• support services, educational provision and community staff are involved in the service evaluation;
• support services, educational provision and community staff are satisfied with the quality and range of services provided by the service; and
• the service is responsive to complaints and aims to achieve a satisfactory conclusion.

We will:

4.1.3 The extent to which support services, educational provisions and the local community are included and engaged with the service in wider developments

Are support service, educational provision and community staff included and engaged with the service in wider developments?

How involved are support, educational provision and community staff in multi-agency working with the service?

How positive are support services, educational provision and the local community about the processes and procedures in place to plan, monitor and review service effectiveness?

How positive are support services, educational provision and the local community about their inclusion and involvement in the planning and development of the psychology service?

How clear is the guidance in place to guide joint working with the service?

Examples of performance data

• Data on outcomes of work with groups at high risk of poor educational outcomes (e.g. looked after children).
• Data demonstrating integrated assessments and interventions targeted at children at high risk of poor educational outcomes.
• Data on inclusion of children with additional support needs in mainstream community children’s facilities.

Examples of relevant documentation

• Service leaflets, aimed at building public awareness.
• Minutes of review meetings, indicating community dimensions to planning of provision for children and young people with additional support needs.
• Published articles in local press and council publications.
• Inputs to small community groups.
• Notes from research, training, or other interventions.
• INEA inspection reports, indicating educational psychology service participation in authority strategies.

Examples of stakeholders’ views

• Research data on stakeholders’ views.
• Feedback on inclusion and engagement from specified groups.

Examples of direct observation

• Observation at case conferences, joint support teams, in-service training and preventative approaches such as joint group work.
• Observation of service participation in community activities.
• Evalulations of inclusion and engagement by support services in partnership working.

To ensure that:

• the service works collaboratively with support services, educational provisions and the local community to ensure that the needs of stakeholders are appropriately prioritised and met, particularly those groups considered to be at risk of social exclusion;
• the service plans, assesses and monitors progress with others within education authority;
• support services, educational provisions and the local community engage with the psychology service in relation to wider multi-agency and whole authority developments;
• the service plans activities in response to data on inequality in outcomes;
• the service provides ongoing input tomulti-agency training strategies, relevant tohigh-risk groups;
• the service prepares responses to feedback from training, with regard to future needs;
• the service plans activities in response to research and assessments;
• the service can demonstrate that support service, educational provision and local community insights have led to new planning for a particular individual, new service partnerships or developments;
• support service, educational provision and community staff are responsive to planned opportunities for multi-agency support with the service; and
• the service seeks opinions from a range of service stakeholders regarding work to promote inclusion, social and cultural diversity.

We will:

4.2 The extent to which the service makes a positive impact on the community

• To what extent does the service encourage and support innovation in the wider community?
• To what extent does the service learn from and adopt leading-edge practice?
• To what extent does the service influence wider national policy and practice?
• To what extent does the service anticipate and respond rapidly and flexibility to change?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number of articles written and published in national journals.
• Number of national and international conferences attended.
• Number of requests for talks, seminars and attendance on working groups.

Examples of relevant documentation

• Published articles in academic and other journals.
• Service newsletters sharing new information with stakeholders and helping share new practice within the service team.
• Input to national forums and working groups.
• Involvement in national and international initiatives, for example, participation in national conferences and the Professional Development Programme (PDP).
• Response to legislative and regulative changes.

Examples of stakeholders’ views

• Opinions collated from focus groups of service staff.
• Data from questionnaires to authority staff, partner agencies and other educational psychology services.
• Responses from other psychology services after visits to the service.
• Examples of direct observation
• Observation of impact of training programmes developed by the service, including courses for the professional training of educational psychologists.

To ensure that:

• developments are included in future authority planning;
• leading-edge practice is disseminated within the service and to stakeholders, as appropriate;
• due consideration is given to time and resource management so that requests can be prioritised as necessary;
• developments which will impact on the wider community are included in future service planning, and resources allocated; and
• appropriate responses are made to issues raised by the authority and stakeholders.

We will:

5.1 The extent to which the service provides consultation and advice of a very high quality

• Does the service have a policy statement on the nature of the consultation model(s) being used?
• In which contexts will consultative approaches be employed? (e.g. in multi-agency meetings, advice to school staff, advice to parents)
• Do all staff demonstrate well-planned and innovative approaches to consultation and advice?
• How are stakeholders informed of the range of the approaches to consultation and advice?
• How is feedback on impact and outcome obtained from stakeholders?
• What evidence is there that regular and appropriate training takes place regarding the provision of consultation and advisory services?
• What measures does the service take to ensure compliance with the requirements of the Data Protection Act, Freedom of Information Act, Disability Discrimination Act, Equal Opportunities legislation, British Psychological Society Code of Ethics and Conduct, etc?
• What are the arrangements for review, taking account of stakeholders’ views, best practice, service impact, outcome measures and BPS guidance?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Trends over time from feedback from stakeholders, illustrating improvement.

Examples of relevant documentation

• Service statement or guidelines on model(s) of service delivery involving consultation and advice.
• Standardised paperwork or proforma are routinely used by educational psychologists to record consultation and advice provided.
• Service level agreements outline the role of consultation and advice.
• Service statement on the role of educational psychologists regarding systems, protocols, policies and advice to schools on children and young people not currently referred to the service.
• Minutes of meetings where consultative input has been provided (e.g. working groups, advice to staff, multi-agency meetings, etc.).
• Examination of records of visits to schools.
• Information for stakeholders on the nature of consultation and advice.
• CPD timetables demonstrate evidence of training undertaken.

Examples of stakeholders’ views

• Collated feedback from stakeholders.
• Information from focus groups of key stakeholders (e.g. head teachers, chairs of multi-agency meetings, support for learning coordinators, educational support services).
• Information from children/young people and parents/carers on the perceived role and contribution of the educational psychologist who has provided consultation and/or advice.

Examples of direct observation

• Observation of provision-based consultation meetings.
• Appropriate use of observational schedules at multi-agency meetings.

To ensure that:

• service policy on consultation and advice is reviewed and amended as appropriate;
• service level agreements are updated annually or as agreed with stakeholders;
• stakeholder feedback is collected, analysed, disseminated and used to inform future practice;
• CPD opportunities are provided for all educational psychologists on the service’s approaches to consultation and advice; and
• information on approaches to consultation and advice is available to all stakeholders.

We will:

5.2 The extent to which the service provides assessment of a very high quality

• Is there evidence of a clear strategy of assessment based on the vision and values of the service?
• Is there a comprehensive range of assessment tools and delivery is well planned?
• Does assessment take full account of the range of cultural and situational contexts of the child or young people?
• Is assessment designed to impact at the least intrusive level of intervention?
• Does the service work and train effectively in partnership with others to provide an integrated approach to assessment?
• Does the service make a significant contribution to the development of the authority’s policies and practices on assessment?
• Does the service ensure that staff maintain and develop skills, knowledge and expertise in relation to assessment.
• Is practice reviewed using systematic analysis of stakeholders’ views, best practice, service impact and outcome measures?
• What action does the service take to communicate its approach to assessment to all stakeholders?
• What measures does the service take to ensure compliance with the requirements of the Data Protection Act, Freedom of Information Act, Disability Discrimination Act, Equal Opportunities legislation, British Psychological Society Code of Ethics and Conduct, etc?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Lists of assessment tools available and their dates for review.

Examples of relevant documentation

• Nature and range of assessment approaches employed by the service
• The nature of feedback mechanisms to stakeholders on assessment findings and recommended actions.
• A service handbook for all staff.
• Information leaflets for children, young people and families and other stakeholders on the service’s assessment framework.
• Record of CPD activities related to assessment.
• Statement or a certificate of competence in assessment.
• Guidelines demonstrating compliance with the BPS code of practice for assessment and the Association of Scottish Principal Educational Psychologists (ASPEP)/Scottish Division of Educational Psychologists guidelines for assessment.
• Records within case files.
• Records of work and assessment.
• Minutes of planning meetings.
• Staff development and appraisal summaries.

Examples of stakeholders’ views

• Annually (or at appropriate regular intervals) collated feedback from stakeholders.

Examples of direct observation

• Observation of consultative/contextual assessment meetings.
• Examination of case files.
• Information from focus group of service staff to discuss assessment practices.
• Attendance at multidisciplinary meetings where assessment information is shared to inform and support planning for a child or young person.

To ensure that:

• there is a regular review of policies and procedures on assessment;
• policies and procedures on assessment are communicated with stakeholders;
• there is a comprehensive range of assessment tools;
• there are service guidelines on assessment which address issues of disability, equality and ethnicity;
• CPD opportunities are provided for all staff on the service’s approaches to assessment, taking account of stakeholders’ views;
• opportunities are available for multi-disciplinary training on assessment; and
• service input and contributions are offered to develop the authority’s policies and practice on assessment.

We will:

5.3 The extent to which the service provides intervention of a very high quality

• Does the service have systems to ensure compliance with the British Psychological Society Code of Ethics and Conduct in relation to practice in intervention?
• Does the service have interventions which are appropriate, evidence-based, well-resourced and least intrusive?
• Does the service employ a ‘Plan-Do-Review’ model in relation to intervention, which records process and outcomes?
• Does the service operate an integrated approach to intervention which involves service users and other stakeholders?
• Is the service involved in delivering training programmes to other agencies and stakeholders on effective approaches to intervention?
• Do the service’s approaches to intervention address issues of disability, equality and ethnicity?
• What measures does the service take to ensure compliance with the requirements of the Data Protection Act, Freedom of Information Act, Disability Discrimination Act, Equal Opportunities legislation, British Psychological Society Code of Ethics and Conduct, etc?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Improved outcomes for children and young people.
• Available statistics on referrals to specialist provision.
• Reduction in the number of re-referrals to the service.
• Statistics over time reflecting stakeholder satisfaction measures.
• Evaluations from collated information arising from the ‘Plan-Do-Review’ model.

Examples of relevant documentation

• Published reports of outcomes of interventions (e.g. PDP annual publication, journal articles, conference presentations).
• CPD logs.
• Service development plan.
• Records within case files.
• Records of work/intervention.
• Minutes of meetings.
• Staff development and review summaries.

Examples of stakeholders’ views

• Evaluation feedback from provisions, parents, carers, children, young people, and other relevant stakeholders.

Examples of direct observation

• Observation of planning meetings in relation to intervention (at casework, research, development or policy levels).
• Presentations on effective interventions (e.g. at staff meetings, interest groups, etc.).

To ensure that:

• there is a regular review of policies and procedures in regard to intervention;
• there is a system in place for regularly updating and disseminating effective practice in regard to intervention;
• there are service guidelines that address issues of disability, equality and ethnicity in relation to intervention;
• CPD opportunities are provided for all educational psychologists on the service’s approaches to intervention;
• case files reflect a ‘Plan-Do-Review’ model; and
• training is delivered to other agencies and stakeholders on effective approaches to intervention.

We will:

5.4 The extent to which the service provides professional development and training of a very high quality

• Does the service have a system in place for mapping the identified needs of stakeholders to the training and professional development of individual staff members?
• What opportunities does the service make available for individual members of staff to develop their presentation and training skills?
• What opportunities does the service make available to individual members of staff for joint development of training activities with other agencies?
• Does the service have a training portfolio?
• Does the service have a database or resource bank of training materials?
• What systems does the service have in place to ensure that any evaluation of the content, delivery and impact of training provided is made available to others?
• What measures does the service take to ensure compliance with the requirements of the Data Protection Act, Freedom of Information Act, Disability Discrimination Act, Equal Opportunities legislation, British Psychological Society Code of Ethics and Conduct, etc?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Statistics available from training evaluation events that reflect medium and long-tern impact on stakeholders’ practice and positive outcomes for children and young people.
• Trends over time that reflect the increasing collective expertise of the service.

Examples of relevant documentation

• Service development plans that reflect compliance with BPS requirements for training.
• Staff appraisal records.
• CPD logs.
• Best Value reports.
• Best Value improvement plans.
• Service portfolio of training detailing courses delivered/offered/attended including joint training with other agencies.
• Evaluation sheets from training courses attended by service staff.
• Summary evaluation sheets which are made widely available to others.

Examples of stakeholders’ views

• Evaluation sheets from training courses.
• Medium-term evaluation of impact on practice from stakeholders.
• Records of requests for training from stakeholders.

Examples of direct observation

• Observation of planning and of delivery of training offered.
• Examination of a resource bank of training materials.
• New stakeholder skills and knowledge, derived from training, observed in practice.

To ensure that:

• the data base or resource bank of training materials is regularly updated;
• there is liaison with other authority staff and other agencies on the need for and delivery of joint training;
• there is effective short- and medium-term evaluation of the impact of service training on stakeholders’ practice;
• service, national and local priorities are mapped on to the training portfolio of the service;
• the service targets its portfolio of training to best meet the needs of children and young people within the authority; and
• there is a process for dissemination of information from training courses attended by members of staff.

We will:

5.5 The extent to which the service provides research and strategic development of a very high quality

• What system does the service have in place for mapping research and strategic development activities on to national, local and service priorities?
• What system does the service have in place for mapping research and strategic development activities on to the identified needs of stakeholders?
• What steps does the service take to ensure that individual members of staff have opportunities to develop their skills in research and strategic development?
• Does the service have a detailed portfolio of research and strategic development activities?
• What steps has the service taken to create a database or resource bank of materials to support research and strategic development?
• What systems does the service have in place for evaluating the impact of research and strategic development activities?
• What systems does the service have in place for disseminating the findings from research and strategic development activities?
• What measures does the service take to ensure compliance with the requirements of the Data Protection Act, Freedom of Information Act,

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Impact of research and strategic development activities on the local authority improvement plan.
• Impact of research and strategic development activity on outcomes for children and young people.
• Number of conference presentations and publications.
• Number of feedback or dissemination sessions.
• Statistics and trends over time that reflect changes and improvements due to research and strategic development.
• Statistics from evaluation sheets following dissemination of research and strategic development activities

Examples of relevant documentation

• Service development plans.
• Staff appraisal records.
• CPD logs.
• Minutes of meetings.
• Published reports of outcomes of research and strategic development (e.g. PDP annual publication, journal articles, conference presentations, reports from working groups).
• Best Value reports.
• Best Value improvement plans.
• Service portfolio of research and strategic development activities undertaken.

Stakeholders’ Views

• Education and service managers’ views of the value and utility of research and strategic development activities.
• Records of requests for research and strategic development.

Examples of direct observation

• Observation of planning and of delivery of research and strategic development activities.
• Examination of a database/resource bank of materials that support research and strategic development.

To ensure that:

• research and strategic development activities are appropriately commissioned by the authority and the findings disseminated to improve outcomes for children and young people;
• there is a regular review of policies and procedures for research and strategic development activities including compliance with the legislative requirements and the British Psychological Society Code of Ethics and Conduct;
• there is a system in place to regularly update and disseminate outcomes from research and strategic development activities to members of the service and appropriate stakeholders;
• data base or resource bank of materials are updated regularly;
• portfolio of research and strategic development activities is kept up to date; and
• feedback is obtained from stakeholders on the impact and benefits of research and strategic development information disseminated.

We will:

5.6 The extent to which the service promotes and ensures inclusion, equality and fairness

• What system does the service have in place to ensure that recruitment and professional practice complies with the requirements of key legislation including the Additional Support for Learning Act 2005, and the Standards in Scotland’s Schools Act 2000?
• What procedures does the service have in place to ensure that practice in assessment and intervention takes into account the needs of those for whom English is an additional language, the effects of ethnicity and diversity, and the requirements for reasonable adjustments and accommodations for those with disabilities or specific needs?
• Does the service focus on promoting the inclusion of vulnerable (including children and young people with additional support needs) and minority groups within mainstream provision?
• What policies and procedures does the service have in place to meet the requirements of the Data Protection Act, the Disability Discrimination Act and Equal Opportunities legislation in regard to monitoring ethnicity and socio-economic status?
• What measures does the service take to ensure compliance with the requirements of the Data Protection Act, Freedom of Information Act, Equal Opportunities legislation and the British Psychological Society Code of Ethics and Conduct, etc?
• Does the service record information about clients on a database that relates to ethnic background, looked after and accommodated status and additional support needs in order to support a strong ethos and practice of inclusion?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Database with appropriate fields to monitor over- and under-representation of minority groups in national and local statistics.
• Trends over time that monitor admission to segregated and specialist provision.
• Trends that evidence reduction of exclusions from provisions.

Examples of relevant documentation

• Policies on inclusion, equality and fairness.
• Equal opportunity monitoring for recruitment and employment.
• Service development plans.
• Case files.
• Staff review records.
• Documented systems for the management of staff absence.
• Minutes of meetings.
• Published reports of outcomes of good practice in relation to inclusion, equality and fairness (e.g. PDP annual publication, journal articles, conference presentations, reports from working groups).
• Best Value reports.
• Best Value improvement plans.
• Service leaflets in Braille and information on CD or DVD, and in stakeholders’ first languages widely available within the local authority and community.
• Records of use of language interpreters.

Examples of stakeholders’ views

• Stakeholders’ feedback through questionnaires and focus groups.

Examples of direct observation

• Observation of accessibility requirements being met.
• Observation of members of staff taking account of cultural and language considerations in their practice.

To ensure that:

• database is kept up to date;
• there is a regular review of policies and procedures on inclusion, equality and fairness;
• there are service guidelines that ensure that recruitment and professional practice complies with the requirements of Equal Opportunities, Race Relations, Sex Discrimination, Disability Discrimination and Social Inclusion legislation; and
• there are systems for monitoring performance of minority groups (e.g. looked after children and young people, children and young people with additional support needs, those for whom English is an additional language) to ensure inclusion, equality and fairness.

We will:

5.7 The extent to which the service is improving the quality of services

• What system does the service have in place for self-evaluation and planning for improvement which draws upon quality indicators and accreditation schemes?
• What systems does the service have in place to quality assure improvement/development planning, standards and quality reporting; staff review and development?
• Can the service demonstrate commitment to developing a strong culture of support and challenge?
• What measures does the service take to involve all staff in improvement/development planning?
• What procedures does the service have in place for auditing the planning, design and delivery of activities?
• What measures does the service take to analyse the findings from audit and evaluation in order to improve service delivery?
• What action does the service take to record and disseminate information on performance standards?
• Is there a system to map service national and local priorities with the CPD needs of individual members of staff, which in turn identify priorities for improvement/development planning?
• Is there a regular review of improvement/ development plans and other policies and procedures in regard to quality assurance?
• Is there evidence of a culture of support and challenge within the service?
• Are there systems for monitoring performance and service delivery?
• Are there systems for dealing with staff grievances and customer complaints?
• Are there systems to report back to appropriate stakeholders?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• regular monitoring and tracking of a variety of audit trails to determine performance, e.g. activity logs.
• monitoring of the core roles at individual, team authority and national levels and their impact on stakeholders.

Examples of relevant documentation

• Service development plans.
• Case files.
• Staff review records.
• Letters of appreciation.
• CPD logs.
• Minutes of meetings.
• Service portfolios of professional training and research.
• Service leaflets.
• Complaints records and outcomes.
• Published reports of outcomes of good practice in relation to quality assurance (e.g. PDP annual publication, journal articles, conference presentations, reports from working groups).
• Best Value reports.
• Best Value improvement plans.

Examples of stakeholders’ views

• Stakeholder feedback, including feedback from educational psychology service staff.
• Focus group meetings with members of staff and other stakeholders.

Examples of direct observation

• Presentation on quality assurance in relation to service delivery.
• Educational psychologists completing activity logs.
• Observations regarding evaluation forms being distributed and collected from stakeholders at key stages.
• Observation of service review meetings.

To ensure that:

• there are arrangements for quality assurance and improvement;
• there is a culture of support and challenge across all aspects of the service;
• there is a system to evaluate outcomes and feedback from stakeholders which leads to further investigation and action;
• there are procedures in place to plan for improvement and monitor progress; and
• there is a system in place to report publicly to stakeholders on performance standards.

We will:

6.1.1 Range and appropriateness of policies

How comprehensive is the policy framework within service?

To what extent are clear expectations set for effective service delivery?

To what extent do policies reflect national and local priorities, and related improvement objectives?

To what extent is there a balance in the coverage of strategic and operational matters within policy advice?

To what extent are individual policies supported by specific information about roles, responsibilities, and procedures?

To what extent are individual policies supported by specific information regarding expectations of quality, outcomes, and evaluation processes?

To what extent does the policy framework provide clear guidance to staff?

To what extent does the policy framework assist in the delivery of consistent practice across the service?

To what extent does the policy framework assist in the achievement of continuous improvement?

To what extent do policies adhere to the British Psychology Society Code of Ethics and Conduct?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Range of policies.
• Impact of policies on practice and outcomes for children and young people.

Examples of relevant documentation

• Statement of vision, values and aims of both service and education service.
• Policy documents, procedures and practice guidelines.
• Service development plan.
• Evidence in documentation of references to council-wide policy, legislation and BPS documents, (e.g. standards and quality report, Best Value report, annual report, service handbook, HMIE reports, British Psychology Society Code of Ethics and Conduct, education service improvement proposals, council improvement proposals).

Examples of stakeholders’ views

• Views of service staff.
• Views of education management.
• Information gained from focus groups (e.g. headteachers, parents).

Examples of direct observation

• Observations of individual practice and extent to which it is guided by and complies with policy.
• Observations of practice across the team in particular areas (e.g. assessment, and extent to which it is consistent with policy).

To ensure that the range and appropriateness of policies :

• is comprehensive;
• sets clear expectations for effective service delivery;
• reflects national and local priorities and related improvement objectives;
• achieves a balance between strategic and operational matters;
• contains specific information about roles, responsibilities and procedures;
• contains information regarding quality outcomes and evaluation processes;
• provides clear guidance to staff;
• assists in the delivery of consistent practice;
• assists in the achievement of continuous improvement; and
• adheres to BPS standards.

We will:

6.1.2 Coherence with council-wide policy

How well does the service’s policy framework articulate with the aspirations and outcomes of relevant council-wide planning?

To what extent are service contributions to cross-cutting policy initiatives clearly reflected throughout service policies and practice?

Examples of performance data

• Number of targets in service plan that specifically relate to council-wide planning.

Examples of relevant documentation

• Policy framework.
• Service development plan.
• Education service and council plans.
• HMIE reports.

Examples of stakeholders’ views

• Views of education service and council managers on coherence between service policy framework and council-wide planning.

Examples of direct observation

• Observation of development planning processes.

To ensure that:

• the service’s policy framework articulates with the aspirations and outcomes of relevantcouncil-wide planning; and
• the service’s contributions to cross-cutting policy initiatives are clearly reflected throughout service policies and practice.

We will:

6.1.3 Links to vision, values, and aims

How explicit are the connections between service vision, values and aims, and service policy development?

To what extent do service vision, values and aims provide a sound basis for policy making and service delivery?

How well does the service vision, values and aims articulate with the national priorities?

To what extent does the service vision, values and aims impact on the development of integrated services for children across the authority?

To what extent does the service vision, values and aims provide useful criteria against which to review and evaluate service structures, policies, and practices?

Examples of performance data

• Number of policies which explicitly refer to vision, values and aims.

Examples of relevant documentation

• Service statement on vision, values and aims.
• Service policies and procedures.
• Minutes of internal service meetings.
• HMIE reports.
• Current relevant national documents.
• Integrated service plans.

Examples of stakeholders’ views

• Views of education service and council managers.
• Views of service staff.
• Views of schools and partner agencies.

Examples of direct observation

• observation of development planning processes

To ensure that:

• there are explicit connections between service vision, values, and aims, and service policy development;
• service vision, values, and aims provide a sound basis for policymaking and service delivery;
• service vision values, and aims articulate with national priorities;
• service vision, values and aims impact on the development of integrated services for children across the authority; and
• service vision, values and aims provide useful criteria against which to review and evaluate service structures, policies, and practices.

We will:

6.1.4 Managing, evaluating, and updating policies

To what extent are clear procedures in place for the coherent development and review of individual policies?

To what extent are policy reviews and updates undertaken regularly, taking into account the views of stakeholders?

To what extent do policy reviews and updates take account of relevant legislative changes, e.g. the Education (Additional Support for Learning) (Scotland) Act 2004?

Examples of performance data

• Frequency of times that reviews have been completed with explicit review dates for policies.
• Number of policies that make explicit reference to legislative changes and its effect on practice.

Examples of relevant documentation

• Policy statements on procedures for policy review.
• Service development plan.
• Minutes of internal service meetings.
• Relevant evaluation reports.
• Relevant legislation.

Examples of stakeholders’ views

• Views of service staff.
• Views of education managers.
• Views of stakeholders about the extent to which they have been asked for their views on policy review and development.

Examples of direct observation

• Observation of internal meetings.
• Observation of processes involving the gathering of views from stakeholders.

To ensure that:

• clear procedures are in place for the coherent development and review of individual policies;
• policy reviews and updates are undertaken regularly, and take into account the views of stakeholders; and
• policy reviews and updates take account of relevant legislative changes.

We will:

6.2.1 Involvement in policy development

To what extent does the service systematically seek the views of a wide representation of stakeholders?

To what extent is there a broad range of consultation processes in place to ensure effective development of policy and practice within the service?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number and frequency of stakeholder consultation exercises.
• Number of stakeholders consulted.
• Outcomes of the consultation concerning improvement in service delivery and individual practice.

Examples of relevant documentation

• Reports of stakeholder evaluations and consultation exercises.
• Information about education authority consultation processes.

Examples of stakeholders’ views

• Views of stakeholders on policies.
• Views of stakeholders about the range of consultation processes in place.

Examples of direct observation

• Observations on consultation processes, e.g. through the use of focus groups.

To ensure that:

• the service systematically seeks the views of a wide representation of stakeholders;
• the service acts on the information gained through consultation and makes appropriate changes to service delivery and individual practice; and
• a broad range of consultation processes are in place to ensure effective development of policy and practice within service.

We will:

6.2.2 Communication and consultation

To what extent does the service have a clear framework for communication and consultation with all stakeholder groups?

To what extent does the framework for communication and consultation provide clear strategic and operational advice to identified stakeholder groups?

To what extent does the service provide accurate and comprehensive views and reports on the services it offers?

To what extent are the communication and consultation mechanisms appropriate to the needs of the stakeholders?

To what extent does the feedback gained from consultation with stakeholders influence policy development?

Examples of performance data

• Number of documents making explicit reference to advice from the service to stakeholder groups.
• Number of reports, evaluations, leaflets giving information on the services offered.
• Range of alternative communication and consultation methodologies applied tailored to stakeholder needs, e.g. with regard to location, timing and accessibility.
• Number of action points derived from consultation exercises and incorporated in service planning.

Examples of relevant documentation

• Consultation framework, policy and procedures.
• Examples of forms of information to stakeholders and learners, e.g. leaflets, website information.
• Minutes of consultative groups.
• Team meeting agendas and minutes.
• Service level agreements.
• Policy and procedures for inter-agency working.
• Reports of evaluation exercises.
• HMIE reports.
• Service development plan.
• Evidence of the link between consultation with stakeholders and subsequent impact on policy.

Examples of stakeholders’ views

• Views of education management.
• Views of service users, e.g. parents, carers, children and young people.
• Views of partner agencies.
• Views of service staff.

Examples of direct observation

• Observations of consultation processes, e.g. through the use of focus groups.
• Observation of planning processes.

To ensure that:

• the service has a clear framework for communication and consultation with all stakeholder groups;
• the framework for communication and consultation provides clear strategic and operational advice to identified key stakeholder groups;
• the service provides accurate and comprehensive views and reports on the services it offers; and
• stakeholders’ views are accurately represented in policy review and development.

We will:

6.2.3 Active participation in the work of the service

To what extent are effective structures and systems in place to support and encourage active participation of stakeholders in the work of service?

To what extent are effective procedures and processes in place to enable the sharing of information within and across inter-agency teams?

Examples of performance data

• Number of opportunities provided for stakeholders to participate in the work of service
• Range of stakeholders actively participating in the work of the service.
• Outcomes of stakeholder participation

Examples of relevant documentation

• Consultation framework, policy and procedures.
• Examples of forms of information to stakeholders and learners, e.g. leaflets, website information.
• Minutes of consultative groups.
• Team meeting agendas and minutes.
• Service level agreements.
• Policy and procedures for interagency working.
• Reports of evaluation exercises.
• HMIE reports.
• Service development plan.
• Minutes of inter-agency meetings.

Examples of stakeholders’ views

• Views of education management.
• Views of service users, e.g. parents, carers children and young people.
• Views of partner agencies.
• Views of service staff.

Examples of direct observation

• Observation of relevant meetings.

To ensure that:

• effective structures and systems are in place to support and encourage active participation of stakeholders in the work of service; and
• effective procedures and processes are in place to enable the sharing of information within and across inter-agency teams.

We will:

HOW ARE WE DOING?

HOW DO WE KNOW?

WHAT ARE WE GOING TO DO NOW?

6.3.1 Developing, implementing, and evaluating plans

What planning cycles are in place within the service?

How effective are the mechanisms for developing, implementing and evaluating plans?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number of targets achieved within plans.

Examples of relevant documentation

• Service development plan, including progress reports.
• Standing and working group development plans and minutes.
• Individual personal action plans.
• Evaluation reports.
• Standards and quality reports.
• Employee review and development reports.
• BPS CPD logs.

Examples of stakeholders’ views

• Views of staff.
• Views of education management.

Examples of direct observation

• Observations of whole service and other planning meetings.

To ensure that:

• planning cycles are in place within service; and
• mechanisms for developing, implementing, and evaluating plans are effective.

We will:

6.3.2 Structure and content of plans

How clear, precise, and relevant are the presentation and structure of service planning?

To what extent does service planning cover the wide range of work undertaken?

To what extent does service planning reflect and influence national and local priorities?

Examples of performance data

• Number and variety of roles reflected in targets.
• Number of targets explicitly linked to national and local priorities.

Examples of relevant documentation

• Service development plan.
• Standing and working group development plans and minutes.
• Individual personal action plans.
• Evaluation reports.
• Standards and quality reports.
• Employee review and development reports.
• BPS CPD logs.
• HMIE reports.
• Education service plan, Children’s Services Plan.
• Relevant national documents.

Examples of stakeholders’ views

• Views of education management.
• Views of service staff.

To ensure that:

• presentation and structure of service planning are clear, precise, and relevant;
• service planning covers the wide range of work undertaken; and
• service planning reflects and influences national and local priorities.

We will:

6.3.3 Use of management information

How explicit and connected are the links between action plans and budget-setting procedures?

Examples of performance data

• Number of targets explicitly budgeted for in development plans.

Examples of relevant documentation

• Service development plan.
• Action plans of working groups.

Examples of stakeholders’ views

• Views of education management.
• Views of service staff.

Examples of direct observation

• Observations regarding principles of Best Value being reflected in all aspects of service practice.

To ensure that:

• links between action plans and budget-setting are explicit and connected.

We will:

6.3.4 Joint planning with partner organisations and services

To what extent are partner organisations and services actively involved in joint planning?

Examples of performance data

• Number and frequency of joint planning meetings.
• Evidence of partner organisations influencing service planning and improvement.
• Number of targets shared between the educational psychology service and other organisation/service plans.

Examples of relevant documentation

• Service development plans.
• Other organisation/service plans.
• Minutes of joint planning meetings.
• Joint planning documents.

Examples of stakeholders’ views

• Views of partner organisations.
• Views of service staff.

Examples of direct observation

• Observation of joint planning activities and joint working.

To ensure that:

• partner organisations and services are actively involved in joint planning.

We will:

6.3.5 Planning for sustainability

How explicit are sustainability considerations within service planning for improvement?

Examples of performance data

• Number of targets making explicit reference to sustainability.

Examples of relevant documentation

• Service development plan.

Examples of stakeholders’ views

• Views of education management.
• Views of service staff.

Examples of direct observation

• Observation of planning meetings taking consideration of matters relating to sustainability.

To ensure that:

• sustainability considerations are explicit within service planning for improvement.

We will:

7.1.1 Identifying and meeting human resource needs

To what extent does the service have an overall human resource management framework, supported by a comprehensive range of policies?

To what extent does the service have clear staffing standards, including staff in other services under its management?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number and nature of policies pertaining to human resource needs within the council.
• Year-on-year trends in staffing relative to overall demand, e.g. deployment to schools, specific initiatives such as post school psychological service and involvement in research and strategic development.
• Comparative trends from national perspectives.
• Deployment to support ring-fenced initiatives.

Examples of relevant documentation

• Council, education service and personnel policies and procedures.
• Service development plans.
• Standards and quality reports.
• Best Value reports.

Examples of stakeholders’ views

• Views of service staff.
• Views of education management.
• Views of personnel services.

Examples of direct observation

Observation of the human resource management framework in action.

To ensure that:

• the service has an overall human resource management framework supported by a comprehensive range of policies; and
• there are clear staffing standards.

We will:

7.1.2 Recruitment, appointment, and induction procedures

How effective are the service recruitment procedures in ensuring appointment of suitably qualified and skilled staff?

How transparent are the service appointment procedures?

How effective are the service induction policies and procedures?

How well does the service comply with BPS induction and accreditation quality standards?

Examples of performance data

• Information concerning staff turnover.
• Number of compliments/complaints from service users.
• Number of re-advertisements.

Examination of relevant documentation

• Policy documents outlining recruitment and appointment procedures.
• Local authority recruitment procedures.
• Job outlines.
• Selection criteria.
• Job adverts.
• Post-interview feedback.
• Service induction procedures.
• Local authority induction procedures.
• Feedback from inductees.
• BPS quality standards.
• Accreditation certificate.

Examples of stakeholders’ views

• Views of service staff.
• Views of education managers.
• Views of applicants for posts.
• Views of trade unions.
• Views of professional associations, e.g. BPS.

Examples of direct observation

• Observation of interview procedures.
• Observation of induction procedures.

To ensure that:

• service recruitment procedures are effective in ensuring appointment of suitably qualified and skilled staff;
• service appointment procedures are transparent;
• service induction policies and procedures are effective; and
• the service complies with BPS induction and accreditation quality standards.

We will:

7.1.3 Care and welfare

To what extent does the service demonstrate an appreciation of the duty of care towards members of staff?

How aware are staff about their rights and responsibilities?

How clear are the expected standards of conduct, care, and welfare which staff can expect and which are expected of them?

Examples of performance data

• Staff turnover.
• Absence rates.
• Number of times that grievance procedures are used.
• Number of compliments/complaints.

Examples of relevant documentation

• Local authority and service policy statements covering care and welfare issues.
• Supervision policy.
• Staff review and development policy.

Examples of stakeholders’ views

• Views of service staff through appraisal/supervision procedures.
• Views of education management.

Examples of direct observation

• Observation of interaction between team members, and of support and supervision provided.

To ensure that:

• the service demonstrates an appreciation of the duty of care towards members of staff;
• staff are aware of their rights and responsibilities; and
• the expected standards of conduct, care, and welfare are clear and upheld by all staff.

We will:

7.1.4 Equality and fairness in recruitment and promotion

To what extent is there a well established equal opportunities policy relevant to the needs of those who work in and use the service?

To what extent are equal opportunities issues addressed in relation to recruitment and promotion?

To what extent are qualitative and quantitative measures in place to monitor equality and fairness issues?

Examples of performance data

• Data on representation of minority groups within the educational psychology service.
• Recruitment information.
• Number of compliments/complaints from staff.

Examples of relevant documentation

• Equal opportunities policy of servies.
• Local authority equal opportunities policy.
• Other relevant service policies.
• HMIE reports.
• Evaluation reports.
• Job specifications.
• Job adverts.

Examples of stakeholders’ views

• Views of service staff.
• Views of service users.
• Views of applicants for jobs.
• Views of personnel service.

Examples of direct observation

• Observation of everyday practice among service staff.
• Observation of recruitment/promotion practice.
• Observation of service management practices.

To ensure that:

• there is a relevant equal opportunities policy;
• equal opportunities issues are addressed in relation to recruitment and promotion of all staff; and
• qualitative and quantitative measures are in place to monitor equality and fairness issues.

We will:

7.1.5 Recognition

To what extent is there an ethos of positive recognition and celebration of achievement?

To what extent do service managers communicate regularly with staff to identify successes and examples of best practice and innovative practice?

Examples of performance data

• Number of positive recognitions and celebrations of achievements recorded.

Examples of relevant documentation

• Team meeting minutes.
• Standards and quality reports.
• Appraisal reports.
• Minutes of meetings outwith the service, e.g. education management minutes, headteachers’ meetings.
• Education service newsletters.
• HMIE reports.
• Staff ethos surveys.

Examples of stakeholders’ views

• Views of service staff.
• Feedback from education managers.

Examples of direct observation

• Observations at team meetings and at appraisal and supervision sessions.

To ensure that:

• there is an ethos of positive recognition and achievement; and
• service managers communicate regularly with all staff to identify examples of best practice and innovative practice.

We will:

7.2.1 Appropriateness and clarity of remits

To what extent do staff have clearly stated job descriptions and remits?

How clear are lines of communication and accountability within the service?

To what extent are staff appropriately empowered, challenged, and supported?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number of service staff with clearly stated job descriptions and remits.
• Effective completion of designated tasks and projects.

Examples of relevant documentation

• Evaluation reports, e.g. staff surveys.
• Job descriptions.
• Papers outlining remits of different members of the service.
• Records of supervision, annual review and development and CPD.
• Minutes of meetings.
• Papers illustrating service structure, e.g. relevant policy papers.
• Service development plans.

Examples of stakeholders’ views

• Views of service staff.
• Views of education management.

Examples of direct observation

• Observations of team meetings, management team meetings, etc.
• Observations of direct service delivery.

To ensure that:

• there are clearly stated job descriptions and remits;
• lines of communication and accountability within the service are clear; and
• staff are appropriately empowered, challenged, and supported.

We will:

7.2.2 Deployment to achieve planned priorities

To what extent is there articulation between staff remits and activities and the authority’s improvement objectives?

How well do staff understand their contributions to the service plan and the role they play in the wider local authority?

Examples of performance data

• Analysis of deployment of service staff across the delivery of key processes
• Evidence of positive contributions towards meeting the authority’s improvement objectives.

Examples of relevant documentation

• Standards and quality reports.
• Evaluation reports.
• Service development plans.
• Local authority plans and reports.
• Information given on intranet, web pages, etc.
• Authority-wide procedures and guidelines.
• Papers outlining staff remits.
• Allocation of workload and responsibilities, e.g. schools, local authority projects and priorities, etc.
• Papers describing allocation of time to service delivery, CPD, team meetings, admin, etc.

Examples of stakeholders’ views

• Views of education management.
• Views of agencies.
• Views of service staff.

Examples of direct observation

• Observations of staff participation in meetings and in local authority and national working groups.

To ensure that:

• there is a clear articulation between staff remits and activities and the authority’s improvement objectives; and
• staff understand the role they play in the wider local authority.

We will:

7.2.3 Teamworking

To what extent is there an ethos of teamworking within the service?

To what extent do service managers regularly monitor team and individual deployment and performance against achievements of agreed priorities, outcomes and targets?

Examples of performance data

• Number of service teamworking groups.
• Number of training events/projects delivered collaboratively by educational psychologists.

Examples of relevant documentation

• Service development plan.
• Minutes of working groups.
• Evaluation reports.
• Papers describing service structure and processes.
• HMIE reports.
• Appraisal reports.

Examples of stakeholders’ views

• Views of service staff.
• Views of education management.
• Views of partner agencies.

Examples of direct observation

• Observations of collaborative working.
• Observation of working groups, team meetings.

To ensure that:

• there is an ethos of teamworking within the service; and
• service managers regularly monitor team and individual deployment and performance against achievement of agreed priorities, outcomes or targets.

We will:

7.2.4 Communication and involvement in decision-making

To what extent do staff feel consulted on major issues which affect their working practices?

To what extent do staff consider they have genuine opportunities to raise concerns with or make constructive suggestions to service managers?

To what extent do staff consider service managers to be visible and accessible?

Example of performance data

• Statisticial information concerning effective involvement by all service members indecision-making.
• Number of service staff who use information and communications technology to liaise with stakeholders.

Example of Relevant Documentation

• Minutes of meetings.
• Appraisal reports.
• Evaluation reports.
• HMIE reports.

Examples of stakeholders’ views

• Views of service staff.
• Views of service managers.

Examples of direct observation

• Observations of team meetings, working groups, etc.

To ensure that:

• staff feel consulted on major issues which affect their working practices;
• staff feel they have genuine opportunities to raise concerns with, or make constructive suggestions to, service managers; and
• staff consider service managers to be visible and accessible.

We will:

7.3.1 Processes for staff review and support

To what extent has the service developed a formal PRD/CPD framework for all staff and, where appropriate, in accordance with BPS guidance?

To what extent are PRD/CPD-related processes and procedures clear, and user-friendly and relevant to the job?

How well are related processes and procedures supported by initial training and relevant documentation?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number of educational psychologists who are recording using BPS on-line CPD framework.
• Dates of appraisal meetings.

Examples of relevant documentation

• Council and education service personnel policies and procedures.
• PRD/CPD policy.
• Staff handbook.
• Standards and quality reports.
• Best Value reports.
• Self-evaluation framework.
• Individual educational psychologists on-line CPD records.
• Appraisal records.

Examples of stakeholders’ views

• Views of service staff.
• Views of BPS, and other relevant professional associations.

Examples of direct observation

• Observations of appraisal meetings.
• Observations of training events.

To ensure that:

• the educational psychology service has developed a formal PRD/CPD framework for all staff and, where appropriate, in accordance with BPS guidance;
• the framework and procedures are clear and user-friendly and related to the job; and
• this framework is supported by documentation and training for staff.

We will:

7.3.2 Training and development

What extent is the service committed to developing its entire staff?

To what extent is there a link between the service development priorities, the staff review process and staff development opportunities?

To what extent is there a link between the CPD programme and authority-driven developments aimed at achieving stakeholder needs, and national or local priorities?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number of PRD/CPD sessions over the year.
• Number of sessions linked to identified service staff training needs.
• Resource allocation to staff development activities, including budget allocating.
• number of PRD/CPD sessions linked to national and local authority priorities.

Examples of relevant documentation

• PRD/CPD policy.
• PRD/CPD training programme.
• Staff handbook.
• Standards and quality reports.
• Best Value reports.
• Self-evaluation framework.
• Staff review and development policy.
• Individual practitioners on-line BPS PRD/CPD records.
• Annual report on service PRD/CPD undertaken.
• Service development plans.
• Calendar of service organised PRD/CPD days
• Education service and council improvement objectives.

Examples of stakeholders’ views

• Views of service staff.
• Views of education management.

Examples of direct observation

• Observations of PRD/CPD events.
• Observations of service staff making effective use of training in their professional practice.

To ensure that:

• the service is committed to developing all staff.
• training and development programmes arise from stakeholder needs, staff development needs and from authority-driven developments aimed at achieving national or local priorities; and
• the service has produced a comprehensive catalogue of staff development opportunities.

We will:

7.3.3 Joint training with staff from partner agencies

To what extent are there opportunities for joint training with staff from partner agencies?

To what extent is evidence available to demonstrate the impact on services for children and young people?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Number of joint PRD/CPD sessions over the year.
• Number of joint planning meetings.
• Dates of joint staff meetings and training events.
• Information showing improved outcomes for children and young people in targeted areas.

Examples of relevant documentation

• PRD/CPD policy.
• PRD/CPD training programme.
• Staff handbook.
• Standards and quality reports.
• Best Value reports.
• Minutes of joint planning meetings.
• Evaluations of joint training events.
• Service development plans.
• Evaluation reports.

Examples of stakeholders’ views

• Views of service staff.
• Views of partner agency colleagues.
• Views of education management.
• Views of children, young people and families.

Examples of direct observation

• Observation of joint training initiatives.
• Observation of joint planning meetings.
• Observation of improved service delivery in targeted areas.

To ensure that:

• there are opportunities for joint training with staff from partner agencies; and

• joint training and development for the service and partner agency staff leads to quantifiable improvements in identified, stated and measurable aspects of children’s services.

We will:

8.1.1 Engages with, and supports, partner agencies and community organisations

How effectively does the service engage with, and support, partners and community organisations so joint working can be established and flourish?

How clearly are the purposes and aims of partnerships reported and articulated?

Is partnership working built into the strategic planning of the service at the highest level?

How clearly are the purposes and aims of partnerships communicated?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Service handbook.
• Service self-evaluation.
• Standards and quality reports.
• Service leaflets.
• Number of service Level Agreements.
• Number of active partnership arrangements.
• Percentage of satisfied partnership staff.
• Collated data and follow-up activities.

Examples of relevant documentation

• Self-evaluation reports which describe the views of stakeholders regarding partnership working.
• Minutes and notes of meetings involving partners.
• Records of development days and ofmulti-agency working groups.
• Service level agreements at operational and strategic levels with partner agencies.
• Records with stated aims and objectives.
• Agreements which have been renegotiated and reworded.

Examples of stakeholders’ views

• Views of partners through interviews and questionnaires
• Views of clients regarding impact and outcomes of partnership working.

Examples of direct observation

• Observations of staff working in a range of settings with regard to partnership agreements.
• Observations of working in line with purposes and aims of the partnership agreement.

To ensure that:

• a strategic framework is established with partner agencies and community organisations;
• a culture which promotes the strategic involvement of all partners and community organisations;
• service level agreements are well established with partners and community organisations and have an impact at strategic and operational levels;
• the service works very effectively in a range of multi-disciplinary partnerships;
• multi-disciplinary working contributes to the achievement of the vision, values and aims of the service; and
• staff are very clear about their roles and remits within partnership working agreements.

We will:

8.1.2 Engages partner agencies and community organisations in, and contributes to, wider developments

How effectively does our management team work with other agencies and organisations?

How well do our staff work with others in partnerships?

How effectively does the service engage partner agencies and community organisations in the planning, delivery, monitoring and evaluation of joint projects and multi-disciplinary working?

Examples of performance data

• Evidence of effective partnership working with other agencies to achieve agreed aims.
• Number of targets successfully achieved.

Examples of relevant documentation

• Service development plans.
• Minutes of joint working group meetings.
• Evaluation reports.
• Training materials.

Examples of stakeholders’ views

• Opinions of relevant staff on the usefulness of partnership documents.
• Views of external agencies about the contributions of educational psychologists working in joint projects.

Examples of direct observation

• Observations of staff operating in settings where there are service level agreements or other partnership agreements in operation.
• Observations of staff applying their agreed roles and remits across a range of settings.

To ensure that:

• communication and consultation between the service management team and its partners are regular, structured, supportive and efficient;
• there is an effective reporting framework to communicate with the full range of stakeholders and partners;
• staff from the educational psychology service and partner agencies are very effective in a wide range of partnerships; and
• staff consistently seek opportunities for improvement and development in all partnerships.

We will:

8.2.1 Budget management and enterprise in securing funding

How effective is our budget management?

How enterprising is the service in securing additional funding?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Evidence relating to Best Value reviews.
• Effectiveness of projects bids.
• Statistical data regarding project action plans and evaluations.

Examples of relevant documentation

• Service self-evaluation documentation.
• Council documentation on financial procedures and controls.
• Service development plan and consequent budget deployment and review documentation.
• Service financial procedures and controls.
• Records of additional funding being secured to undertake planned initiatives.

Examples of stakeholders’ views

• Views from the Council finance department about service effectiveness regarding budget management.
• Stakeholders’ opinions about procedures for securing additional funds.

Examples of direct observation

• Observations of meetings concerning budget management.
• Observation of planning to secure additional funding for projects.

To ensure that:

• the service’s budgeting process is clearly related to that of the authority and demonstrates clear links to the service planning process;
• budgets and financial matters are discussed regularly and rigorously at all management levels; and
• service managers have established fully effective working practices with their colleagues in the finance department.

We will:

8.2.2 Range and implementation of financial procedures and controls

How well equipped are budget holders to implement financial procedures and controls?

Examples of performance data

• Evidence relating to Best Value reviews.
• Statistical data on effectiveness of financial procedures and controls.

Examples of relevant documentation

• Financial and administrative guidelines.
• Council training materials and processes.
• Documentation on the effectiveness of training events on improving financial procedures and controls.

Examples of stakeholders’ views

• Views of the Council finance department about effectiveness of service financial procedures and controls
• Views of service staff.

To ensure that:

• fully effective financial and administrative procedures have been developed to plan and manage budgets, including budgetary variances;
• there is a systematic and well-organised approach to budgetary administration which provides service managers with easily interpreted, accurate and reliable data to allow well-informed decisions to be taken; and
• financial procedures are well known to budget holders and all other staff with financial responsibilities.

We will:

8.2.3 Processes for collecting, analysing and evaluating financial information

How effective are service processes for collecting, analysing and evaluating financial information?

Examples for performance data

• Data on the effectiveness of processes to manage and evaluate finances.
• Evidence of efficient and effective financial auditing analysis and evaluation.
• Evidence in financial reports.

Examples of relevant documentation

• Documentation pertaining to service auditing procedures and processes.
• Service self-evaluation documentation.
• Service development plans along with accounts of budget allocation.
• Records of financial decisions and consequent spending.

To ensure that:

• the authority is kept well informed of budgetary matters in line with the scheme of delegation;
• the authority regularly receives high quality financial reports concerning the psychology service finance and actively monitors budgetary performance; and
• arrangements for financial planning and expenditure are transparent, dynamic in nature and fully utilise a wide range of management and performance information.

We will:

8.2.4 Providing Best Value

How effective are our procedures to ensure Best Value?

Examples of performance data

• Statistical data approved for Best Value reviews.
• Evidence in Best Value review reports and associated documentation.

Examples of relevant documentation

• Records and written feedback from staff reviews.
• Council and wider stakeholder feedback regarding reports.

Examples of stakeholders’ views

• Stakeholders’ opinions about involvement in Best Value review processes.
• Stakeholders’ report involvement in Best Value review processes and their reported levels of satisfaction with service delivery.

To ensure that:

• the service’s financial planning and management regime is characterised by efficiency, effectiveness, elimination of duplication and the provision of high quality services and value for money; and
• All aspects of financial planning and management are governed by the principles of Best Value.

We will:

8.3.1 Accommodation

How well does accommodation in the service meet the needs of the service, staff and users?

Is the accommodation fully accessible, meeting legislative requirements?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Accessibility audit.
• Health and safety audit.

Examples of relevant documentation

• Health and safety logs, for example maintenance of fire extinguishers, etc.

Examples of stakeholders’ views

• Views of a range of service users through interviews and questionnaires on suitability of accommodation.

Examples of direct observation

• Observations of whether the accommodation fully serves the range of purposes for which it is used.
• Observations of a range of work situations, e.g. one-to-one interviews, confidential meetings, large group meetings, staff development days.

To ensure that:

• the service monitors and continuously addresses issues relating to accommodation needs of staff and users.

We will:

8.3.2 Resources and equipment

To what extent do we know that the resources and facilities meet the needs of all staff and stakeholders?

How appropriate are our plans to manage and develop resources and equipment?

Examples of performance data

• Resource and equipment audit

Examples of relevant documentation

• Council and service committee reports.
• Minutes of staff and CPD meetings.
• Reports on how resources and equipment are managed and developed.

Examples of stakeholders’ views

• Views of a range of service staff and stakeholders through interviews and questionnaires on extent to which resources and facilities fully meet their needs.

Examples of direct observation

• Observations of staff in a range of different activities to assess whether the resources and facilities available fully meet their needs and the needs of stakeholders, e.g. whether the library has an appropriate range of reference and professional materials.

To ensure that:

• the service monitors resources and equipment on an ongoing basis and takes appropriate steps to update reference and professional materials to deliver better outcomes to stakeholders; and
• the service has a comprehensive management plan which makes provision for an effective use and development of its resources.

We will:

8.3.3 Efficiency and effectiveness in use of resources

How do we ensure that resources are allocated to meet national and local needs?

Examples of performance data

• Evidence on service improvements resulting from the effective and efficient use of resources.

Examples of relevant documentation

• Council and service reports.
• Service development plan.
• Guidance on the use of resources.

Examples of stakeholders’ views

• Views of a range of stakeholders with regard to efficiency and effectiveness of the use of the service’s resources.

To ensure that:

• the service’s approach to resource management and resource allocation meets national and local improvement objectives and priorities; and
• the service’s performance is routinely reported to the authority.

We will:

8.3.4 Health and safety

Are service managers applying health and safety and risk management procedures effectively?

Examples of performance data

• Data contained in the service’s health and safety audit.

Examples of relevant documentation

• Health and safety policy.
• Health and safety manual.
• CPD logs on training to meet service health and safety requirements.

Examples of stakeholders’ views

• Views of service staff and other users regarding health and safety issues.

Examples of direct observation

• Service staff uphold service policy in all circumstances.

To ensure that:

• the service’s approach to health and safety is consistent with service policy, council policy and addresses the needs of staff and users.

We will:

8.4.1 Data collection, storage and retrieval

Is there a robust MIS for the coordinated collection, analysis and evaluation of data?

Are all record keeping procedures well organised?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• MIS contributions to the achievement of improvement objectives.
• Compliance of data written information about individual children, young people and families in relation to Data Protection and Freedom of Information Acts, and the British Psychological Society’s Code of Ethics and Conduct.

Examples of relevant documentation

• Practice guidelines on how the MIS is used by the service and what data sets are kept.
• Induction guidelines and training materials for new staff on the service’s MIS.
• Individual professional development plans on the use of the MIS.
• Stakeholder evaluations, which are automatically sent out when a new referral is made, a case discharged or a report provided.
• Practice guidelines describing the service’s procedures in relation to the maintenance of records.
• Procedures for access to files.
• Authority guidance on archiving discharged files.

Examples of stakeholders’ views

• Views of a range of stakeholders on the value of the information provided to them from the MIS. For example, schools may be provided with data relating to the activities undertaken by service staff during the academic year and could comment on the usefulness of such information.
• Information on stakeholders’ views on the service’s MIS and how well it is used.
• Views from stakeholders who have had experience of accessing information from service files, e.g. education authority managers, Reporter to the Children’s Panel, social workers, parents, and young people.
• Views from schools about information held in school work files and the security of such data

Examples of direct observation

• Observations on staff’s ability to input, store, manipulate and retrieve information from the various electronic systems used to hold data.
• Observations of management staff using the information stored in the service’s MIS to facilitate business meetings, planning, resource allocation, and appraisal of individual staff members.
• Examination of the organisation, clarity anduser-friendliness of case files.
• A check on whether all records of individual children, young people and families are kept in a secure place.
• A check on whether the disposal and discharging of files follow agreed procedures.

To ensure that:

• the service has a robust management information system which is used to enter, store, manipulate and retrieve information; and
• the service continually monitors its procedures and security in relation to record keeping.

We will:

8.4.2 Linkages between, and sharing of,information

How effective is the information and communications technology strategy?

Examples of performance data

• Evidence of MIS being used to identify trends and provide benchmark and comparative information in planning for improvement.
• Evidence of information from the MIS being used, for instance, in school work files, reports, meetings, working groups. For example, each school has a print out in their school file regarding the number of school visits and the activities undertaken during the year by its psychologist.

Examples of relevant documentation

• Procedural guidelines outline the data sources and how these are used.
• Policy on authority-shared information database sources.
• Staff training materials available on-line or on hard copy.

Examples of stakeholders’ views

• Views of a range of stakeholders about the value of the information provided by the MIS. For example, schools may be provided with data relating to the activities undertaken by service staff during the academic year and could comment on the usefulness of such information. Much of the information sought from stakeholders should be incorporated into other stakeholder evaluation processes (e.g. focus groups, questionnaires, individual interviews, school practice agreement evaluations).

Examples of direct observation

• Observation of staff’s use of the data stored by the service’s MIS to communicate within and outwith the service.
• Observations of managers’ use of the MIS in their day-to-day business.
• Databases are observed to be updated and managed by a range of service staff, for example, by office administrators, research assistants, main grade, senior and principal psychologists.
• All staff are observed as having direct access to appropriate data sources.
• Staff are aware of shared information databases used within the authority and are observed using them (e.g. for child protection cases).

To ensure that:

• the system enables high performance to be recognised and under-performance to be quickly identified and addressed.

We will:

8.4.3 Processes for analysing, evaluating and using information

How well does the service provide effective central coordination and interpretation of data provided by its MIS?

Examples of performance data

• Use made of the data held in the MIS, in standards and quality report.

Examples of relevant documentation

• Improvement plans use information from the MIS to inform future areas for improvement.
• Audit of service delivery through the use of the MIS. For example, data base monitoring and recording of school visits on a central database which result in a change of time allocation to schools from disadvantaged areas.
• Work plans making use data stored in the MIS to improve service delivery at individual psychologist level.
• Stakeholder evaluations managed through the use of the MIS. For example, questionnaires being automatically sent out when a new referral is made, a case discharged or a report provided.
• Research reports which have made use of data from MIS.

Examples of stakeholders’ views

• Results from stakeholder evaluations on whether there is a positive impact of data received from the service. For example, the balance of individual to whole-school interventions changes as a result of the data provided from the school data base.
• The views service staff on their use of data held in the MIS. For example, their opinion on the use of information held in a shared drive, or the data held in a central data base recording school visits and activities undertaken.

Examples of direct observation

• Observations of staff using the information systems to access information.
• Observations of staff during their work, for example, in school meetings, working groups, to see if they are using information from the MIS.
• Observations of management staff to show how they use the MIS, for example, to facilitate planning, resource allocation and appraisal of individual staff members. Printouts of data may be observed as being used to inform management meetings and other activities within the Council.

To ensure that:

• the service has an appropriate information communications technology (ICT) strategy which complies with relevant legislation, and allows for shared information across service areas.

We will:

9.1.1 Appropriateness and coherence with corporate and community vision, values and aims

To what extent do the aims of the service relate to aspirations and expectations?

How clearly the are service’s vision values and aims articulated and implemented in relation to national and local authority priorities?

To what extent are the service’s vision, values and aims clearly articulated?

To what extent are the service’s vision, values and aims appropriate?

How clear are the links between strategic, improvement and operational planning?

To what extent are these coherent with corporate and community statements of vision, values and aims?

What evidence is there that the service’s vision directs the work of the service?

To what extent do the vision, values and aims of the service relate to national priorities and expectations for children, young people and their families?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Data used in preparing Best Value report.
• Benchmarking data for service development plan.

Examples of relevant documentation

• Service handbook.
• Statement of vision, values and aims.
• Service development plan.
• Best Value improvement objectives.
• Minutes of team and working groups.

Examples of stakeholders’ views

• Views of staff and other stakeholders contained in self-evaluation reports.

Examples of direct observation

• Public display of the statement of vision, values and aims in service offices.
• Managers are observed to operate in ways congruent to the service’s vision, values and aims and to promote these among all service staff.
• Observations of service staff across a broad range of settings.

To ensure that:

• aims of the service relate to aspirations and expectations;
• service vision, values and aims are clearly articulated;
• there are clear links between strategic, improvement and operational planning;
• there is coherence with corporate and community statements of vision, values and aims;
• the service’s vision directs its work; and
• the vision, values and aims of the service relate to national priorities and expectations for children, young people and their families.

We will:

9.1.2 Sharing and sustaining the vision

What evidence is there of a shared vision for the service?

To what extent do the vision, values and aims of the service lead to shared expectations and aspirations for all stakeholders?

How is the statement of vision, values and aims shared with service staff, service users and stakeholders?

How has the service involved and taken into account the views of stakeholders in developing and reviewing its vision, values and aims?

Examples of performance data

• Data used in preparing Best Value report.
• Benchmarking data for service development plan.

Examples of relevant documentation

• The service’s statement of its vision, values and aims.
• Service handbook.
• Information leaflets.
• Service development plan.
• Self-evauation reports.

Examples of stakeholders’ views

• Views of staff and other stakeholders and the extent to which the vision of the service is shared.

Examples of direct observation

• Public display of the statement of vision values and aims in service offices.
• Observations of how well service staff share and sustain the service’s vision in everyday practice.
• Senior managers are observed promoting the vision of the service among stakeholders.

To ensure that:

• there is evidence of a shared vision for the service;
• vision, values and aims of the service lead to shared expectations and aspirations for all stakeholders;
• the statement of vision, values and aims is shared with service staff, service users and stakeholders; and
• the service has involved and taken account of the views of stakeholders in developing and reviewing its vision, values and aims.

We will:

9.1.3 Promotion of positive attitudes to social and cultural diversity

To what extent do the vision, values and aims set out clear expectations for equality and social justice?

In what ways do senior managers demonstrate and take a clear lead in equality issues?

To what extent are systems in place to promote positive attitudes to social and cultural diversity?

Examples of performance data

• Data relating to the promotion of positive attitudes to social and cultural diversity forself-evaluation reports.
• Data on equality and social justice issues in benchmarking exercises.

Examples of relevant documentation

• Services handbook.
• Service development plan.
• Standards and quality reports.
• Information leaflets.

Examples of stakeholders’ views

• Views of all staff and other stakeholders on how well the service promotes positive attitudes to social and cultural diversity.

Examples of direct observation

• Observations of service staff across a broad range of settings.

To ensure that:

• the vision, values and aims of the service set out clear expectations for equality and social justice;
• senior managers demonstrate and take a clear lead in equality issues; and
• there are systems in place to promote positive attitudes to social and cultural diversity.

We will:

9.2.1 Strategic planning and communication

In what ways do managers communicate and demonstrate a clear view of service aims?

In what ways do senior managers demonstrate a commitment to continuous improvement?

To what extent are effective strategic plans developed?

How accessible and succinct are planning documents?

How effective are channels of communication?

What evidence is there that planning leads to sustainable change?

To what extent is there strong leadership and direction on corporate policies?

In what ways do managers lead individuals and teams successfully through the strategic planning cycle?

To what extent is succession planning evident?

How do managers lead in achieving key objectives?

Does strategic planning reflect appropriate national and local priorities?

Is strategic planning developed and reviewed with the involvement of service staff and stakeholders?

Is strategic planning communicated effectively to staff and stakeholders?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Data collated for Best Value reports.
• Benchmarking data for service development plan.
• Audit contained in source improvement plan.
• Data collated in the preparation of the service development plan.
• Quantitative data in Best Value reports.
• Evaluations within HMIE reports.
• Data on communication for self-evaluation reports.
• Number of stakeholders and agencies which have commented on the service development plan.

Examples of relevant documentation

• Planning documents.
• Self-evaluation reports.
• Standards and quality reports.
• Planning cycle for reviewing policies, procedures and guidelines.
• Minutes of team and working groups.
• Documentation produced by working groups.
• Minutes of stakeholder reference groups.
• Minutes of team and working groups.

Examples of stakeholders’ views

• Views of service staff on strategic planning and communication by management.
• Views of stakeholders as collated in evaluation reports.
• Information obtained through focus groups.
• Analysis of stakeholders’ views.
• Information obtained from independent audits of stakeholders’ involvement.
• Views of stakeholders on the service’s standards and quality report.

Examples of direct observation

• Observation at staff meetings.
• Observation of the work of strategic planning groups.
• Observation of senior managers outlining strategic plans to stakeholders.

To ensure that:

• managers communicate and demonstrate a clear view of service aims;
• managers demonstrate a commitment to continuous improvement;
• effective, accessible and succinct strategic plans are developed;
• channels of communication are effective;
• planning leads to sustainable change;
• there is strong leadership and direction on corporate policies;
• managers lead individuals and teams successfully through the strategic planning cycle and key objectives;
• succession planning is evident;
• regular review of the strategic plan considers developments in other relevant sectors;
• periodic revision of the strategic plan is undertaken;
• documents show that the service actively reflects on its strategic plan;
• the service has a development plan which reflects national and local priorities;
• the process of review and revision includes a presentation at a staff meeting;
• the published plan is sent to appropriate stakeholders;
• documents show staff participation and ownership;
• regular review of strategic planning is a participative process involving service staff and seeking the views of stakeholders;
• evaluation reports demonstrate stakeholder satisfaction with the service’s strategic planning;
• the plans are developed and reviewed with the involvement of service staff and stakeholders;
• evaluation reports demonstrate stakeholder satisfaction with strategic planning; and
• the service plan is communicated to staff and stakeholders.

We will:

9.2.2 Strategic deployment of resources

How do managers lead in achieving Best Value?

To what extent is a Best Value approach to continuous improvement taken?

To what extent is wider authority resource management taken into account in service planning?

Is there a strategic resource deployment plan linked with strategic planning?

Is the strategic resource deployment plan developed and reviewed with the involvement of service staff and stakeholders?

Is this plan communicated to staff and stakeholders?

Is this plan communicated to staff and stakeholders?

Examples of performance data

• Data collated for service development plan.
• Data collated for Best Value reports.

Examples of relevant documentation

• Service standards and quality reports, service handbook, self-evaluation reports, Best Value reports.
• Minutes of team and working groups and reports from working groups.

Examples of stakeholders’ views

• Views of service staff on strategic planning and communication by management.
• Views obtained from external agencies.

Examples of direct observation

• Observation at staff meetings, planning meetings and meetings with education authority managers.

To ensure that:

• managers take a lead in achieving Best Value;
• a Best Value approach is taken to continuous improvement with regard to the strategic deployment of resources;
• wider authority resource management is taken into account in service planning;
• the regular review of strategic planning is a participative process involving service staff and seeking the views of stakeholders;
• evaluation reports demonstrate stakeholder satisfaction with the way in which the service deploys its resources;
• the strategic resource deployment plan is developed and reviewed with the involvement of service staff and stakeholders;
• the process of review and revision includes a presentation at a staff meeting;
• the service plan is sent to appropriate stakeholders;
• documents show a staff participation and ownership; and
• evaluation reports show stakeholder satisfaction with the strategic planning process.

We will:

9.2.3 Evaluation of risk

• What evidence is there that the service is risk-aware?
• To what extent are costs-benefits analyses carried out when considering new service developments?
• In what ways are relevant partners and stakeholders consulted in relation to risk management?

Examples of performance data

• Statistical evidence for Best Value report.

Examples of relevant documentation

• Service documentation, e.g. service handbook, statement of vision, values and aims, service development plan, local authority service plan, Best Value report, Best Value improvement objectives.
• Minutes of team and working groups and reports from working groups.

Examples of stakeholders’ views

• View of service staff, partners and other stakeholders about the service’s approach to evaluation or risk.

Direct Observation

• Observation of cost/benefits discussions and analysis.
• Observation of development planning discussions.

To ensure that:

• the service is risk-aware;
• risks are balanced against benefits in any new service development; and
• relevant partners and stakeholders are consulted in relation to risk management.

We will:

9.3.1 Development of leadership capacity

To what extent do the service managers model a wide range of effective leadership skills and motivate others to give of their best?

To what extent is there a balanced range of skills and personal qualities evident in the service leadership?

How effectively does the service identify and promote talent?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Data concerning leadership capacity in Best Value and HMIE reports.
• Number of times that talents and achievements are recognised.
• Data relating to the identification and promotion of talents in evaluation reports.

Examples of relevant documentation

• Minutes of team and working groups, reports from working groups, review and development proformas.
• Service improvement plans and standards and quality reports.
• CPD records.
• Evaluation reports from working groups.
• Service development plan.

Examples of stakeholders’ views

• Views of stakeholders as shown in evaluation reports.
• Views on leadership capacity from senior managers in the authority.
• Results from staff surveys.

Examples of direct observation

• Observations of how managers identify and promote talent across a broad range of settings.

To ensure that:

• senior managers are effective team builders and motivators who are aware of their leadership qualities and of those aspects requiring development;
• senior managers have a programme of CPD which addresses both their applied psychology and managerial skills; and
• there are structures in place to draw upon collective knowledge, experience, skills and personal interests, to identify and direct talent, and to promote skills including leadership.

We will:

9.3.2 Building and sustaining relationships

How effectively has the service developed a supportive work environment in which staff share a sense of responsibility to improve the quality of services?

How effectively does the service develop working relationships that are built on trust and reflect a genuine concern for staff and relevant partners?

Examples of performance data

• Data on building and sustainability effective relationships in Best Value and HMIE reports.

Examples of relevant documentation

• Standards and quality reports.
• Evaluation reports on teamwork and on joint research projects.
• Minutes of team and working groups and reports from working groups.

Examples of stakeholders’ views

• Views expressed in stakeholders’ evaluation reports.

Examples of direct observation

• Observations of how managers build and sustain relationships across a broad range of settings.

To ensure that:

• there are structures in place for staff to discuss and shape council, education and service priorities and promote a sense of common ownership;
• service staff can openly discuss challenges and difficulties that arise and promote agreed solutions; and
• staff have good opportunities both as individuals and as a collective team, to form effective working relationships with each other and with partner agencies.

We will:

9.3.3 Teamwork and partnerships

To what extent are systems in place to help people tackle challenging problems, share information and deal with difficulties?

To what extent does the service proactively establish strong links with establishments, stakeholders, partner agencies and other council services and lead joint improvement activities?

Examples of performance data

• Evaluate data concerning the effectiveness and successes of teams.
• Audit data for service development plan.

Examples of relevant documentation

• Minutes of team and working groups and quality assurance reports on teamwork.
• Joint reports on the outcomes of partnerships.

Examples of stakeholders’ views

• Views of service staff on teamwork.
• Views on effectiveness of partnerships from other agencies.

Examples of direct observation

• Observations of how service managers promote partnerships with other agencies across a broad range of settings.

To ensure that:

• there are structures in place for staff to discuss and shape council, education and service priorities and promote a sense of common ownership;
• staff have good opportunities to examine challenges and difficulties and promote agreed solutions; and
• senior managers promote within their teams, other council services and partner agencies the need to build opportunities and structures for effective joint working.

We will:

9.4.1 Support and challenge

To what extent have Service managers’ embedded challenge and support of staff as a means of securing continuous improvement?

Some examples of appropriate sources of evidence are given below. However, they are not considered to be comprehensive or prescriptive.

Examples of performance data

• Data of meeting improvement targets.
• Statistical information for Best Value reports.

Examples of relevant documentation

• Minutes of team and working groups.
• Evaluation reports outlining outcomes and impact on the work of the service.

Examples of stakeholders’ views

• Stakeholders’ evaluations of service’s outcomes and impact.
• Collated information from staff surveys.

Examples of direct observation

• Observations of managers promoting challenge and support across a broad range of settings.

To ensure that:

• senior managers take a leading role in ensuring that structures exist to challenge and support colleagues in the quest for improvement; and
• senior managers and staff promote best practice from both within the service and from other services.

We will:

9.4.2 Creativity, innovation and step change

To what extent have service managers encouraged and supported innovative and effective practices which result in qualitative step change in staff experiences and service delivery?

Examples of performance data

• Qualitative data on meeting targets.
• Number of innovative practices successfully introduced by service.

Examples of relevant documentation

• Evaluation reports on innovative practices.
• Standards and quality reports.
• Research reports on projects in schools and across the authority.

Examples of stakeholders’ views

• Views of stakeholders in evaluation reports.
• Evaluations of senior managers in the authority about the outcomes and impact of new ways of working.

Examples of direct observation

• Observations of staff planning and implementing innovative practices.

To ensure that:

• senior managers take a leading role in ensuring that structures exist to promote creativity, innovation and step change; and
• senior managers and staff promote innovative practices from both within the service and from other services.

We will:

9.4.3 Continuous improvement

How have service managers and staff succeeded in building a strong capacity for improvement within the organisation?

Examples of performance data

• Qualitative and quantitive data on the success of innovative practices.
• Statistical information regarding the attainment of improvement targets.

Examples of relevant documentation

• Research reports on the impact of innovative practices.
• Standards and quality reports.
• Publications by service staff in journals and on the internet.

Examples of stakeholders’ views

• Views of stakeholders in evaluation reports about innovation and step change.

Examples of direct observation

• Observation of managers promoting continuous improvement across a broad range of settings.

To ensure that:

• senior managers take a leading role in ensuring that structures exist to plan and implement innovation and step change; and
• senior managers and staff promote best practices with regard to creativity, innovation and step change.

We will: