Educational Psychology and Schools Emotional Well- Being ...

Dear Colleagues,

We value the partnership we have with schools and settings so that we can do the best we can for our children, young people and their families. Thank you for your continuing support of our service.

Mental Health continues to be a focus for us all. The Whole School Wellbeing Chartermark is well underway in its first roll out – please read more on page 4. As a local area partnership we were invited to bid for the Mental Health Support Teams in Schools. Thank you to all schools and settings that expressed an interest to be part of this trailblazer – we had a fantastic response. We submitted our bid on time and will hear the outcome in July. We are also pleased to be involved in the Supporting Families Against Youth Crime Programme. This again is a whole system project and the educational psychology input will be particularly focussing on working with school staff in relation to supporting the emotional wellbeing of children.

This year, the Youth Offending Unit has commissioned the EPS to work with young people who are receiving input from the YOU and who may have SEND needs. We are looking forward to this new partnership which has been in planning for some time.

Hellos:

We have welcomed three new colleagues into our service. Dr Ben Hibberd (Educational Psychologist), Jose Negrin (Clinical Psychologist and Lead for SEWS) and Ebony Hutchinson (Team Assistant). They have provided an introduction on page 2.

Dr Sarif Alrai will be acting up as a Senior Educational Psychologist to provide some additional leadership and management capacity whilst Dr Neerose Ubha and Dr Rachel Friend

are on maternity leave with their beautiful baby girls. Sarif will be joining Senior

Educational Psychologists

Sara Bierer and Dr Lauren Taylor in managing the operational aspects of the service.

Farewells:

CAMHSFor many years, the EPS has been co-located with CAMHS. CAMHS will be moving out in June to new premises. However, we value our close partnership and we will continue to work together as key partners to support children, young people and families where there are mental health concerns.

Linda Davies and Viv Osrin (Educational Psychologists)

Linda and Viv are retiring after being with our service collectively for many years…. We thank them for their commitment to Enfield, for being such fabulous colleagues, and the support that they have given to our vulnerable children/young people, families and educational settings. We wish them all the best in their future adventures!

Daniel Borg

Congratulations to Daniel Borg (EP) who will be leaving Enfield EPS in June to be a Senior EP for Autism with Barking & Dagenham EPS. We thank him for all he has done for our youngsters during his time here in Enfield and wish him the very best in his new role.

We are always keen to receive feedback on our service (if there is something great to say or tell us things that we can do better). To support us to continue to improve our service we are setting up a Stakeholder Group. It will meet twice a year. We would be keen to have school representation. If you are interested e-mail me directly [email protected]

We hope you enjoy our Newsletter!

SuzyPrincipal Educational PsychologistHead of Service for Educational Psychology and Emotional Wellbeing

IN THIS ISSUE:Welcome to our new team members 2

Health and Emotional Well-Being Service 3

Sandwell Well-Being Charter Mark 4

A School’s Experience of the Consultation Model 5

Solution Circles 6-7

Mindfulness workshops at Worcester School 8

Educational Psychology Service working in collaboration with Children’s Centres 8

The 5P Approach 10-11

The Team 12

DATES FOR DIARY:Incredible Years Parenting Programme

This is a 12-14 week course for parents of children aged between 5-11 yrs who would like to improve their understanding and management of their children’s behaviour, learning and emotional development.

VENUE: TBC (Referrals can be made by Schools/CAMHS/EPS/BSS).

TIME & DATES: Thursday 17th October 2019 (coffee morning) and then every Thursday until 13th February 2020 (excluding the holiday breaks).8

www.enfield.gov.uk

Educational Psychology and Schools Emotional Well-Being Service Newsletter

SPRING 2019

2 EPS AND SEWS NEWSLETTER

Welcome to our new team members!Name: Jose Negrin

Job title: Clinical Lead for SEWS (Schools Emotional Wellbeing Service) – Clinical Psychologist

My role: Half of my time I work in 4 different schools providing therapy and support. The other half I manage the service. I’m also involved in other different projects where the EPS and SEWS link up with the Local Authority.

Best thing about working in Enfield: In Enfield, previously in CAMHS and now for the Local

Authority (EPS and SEWS) I’ve felt very welcomed. There are great people around and it makes this difficult job easier to deal with. Also the schools I work with are very supportive and thankful for my work.

Favourite thing about my job: I really like to work with the children (especially the little ones). My work in Primary Schools can be very funny because of them. Apart from this, helping people (no matter what age) is always rewarding.

Name: Dr Ben Hibberd

Job title: Educational Psychologist

My role: Hello everyone! I’m Ben and I’ll be working Monday – Wednesday every week, providing EP support for 2 schools this term (Orchardside and Capel Manor Primary), an EY caseload and the Supporting Families Against Serious Youth Crime project in Eldon, Churchfields, Chesterfield and Prince of Wales primaries (supporting staff in areas of mental health and wellbeing associated with gang culture).

Best thing about working in Enfield: Well…I was born at Chase Farm, and I had a big car accident in 2001, after which Chase Farm A&E literally rebuilt me, so working in Enfield I feel like I’m giving back to the borough that both bought me into and saved my life!

Favourite thing about my job: Working with children, young people and their families directly, and helping use psychology ‘in the room’ to make a positive difference to a child or young person born into very challenging circumstances. Plus the team at Enfield is so welcoming and supportive!

Name: Ebony Hutchinson

Age: 23

Job title: Team Assistant

School: West Lea School

My role: I am on the Supported Internship Programme at West Lea School, which is helping me gain paid employment. Since December 2018 I have been working with the Educational Psychologist Department doing Administration work for Enfield Council. I am supported in my job by Karen, my Job Coach who has helped me settled in the workplace and learn the work I am doing in my role.

I am currently working on a Spreadsheet of the Library Resources, I also do the filing for the Educational Psychologist and I do the shredding. When I I’m not at work I am at West Lea School one day a week doing Lessons about Life Skills and Work Skills.

Best thing about working in Enfield: I like working in the Educational Psychologist Service because it’s helped me to learn new skills and be in a routine of coming to work. The team I work with they are friendly, helpful and kind. It is a nice working environment which I enjoy.

Favourite thing about my job: The best things about working for the Educational Psychologist is that I like providing a service and working in a team.

3EPS AND SEWS NEWSLETTER

Schools Emotional Well-Being Service (SEWS) Evaluation 2017-18The feedback we have received about the fourth year of SEWS has been overwhelmingly positive, as it has been in previous years. Staff consultations, therapeutic sessions, direct work with parents and the ongoing relationship with an expert professional as part of the school team were all highlighted as particularly valuable aspects of the service.

“On a scale of 0-10 (0 being not at all and 10 being very much so), how would you rate…?”

100% of schools asked would recommend the SEWS service to other schools.

Weekly meetings with SEWS workers were found to be helpful in getting the most out of the service. They were said to aid communication and understanding, clarify a plan for the emotional well-being of young people and their families, and help support staff development.

The service does not attempt to be standardised, but is tailored to the needs of the individual settings. The answer to the question of what SEWS can offer is best established in discussion between the school or Unit and the individual SEWS Therapist; together you can be as creative as you want in your response to the SEMH needs presented by the school system and your staff, families, children and young people.

If you are interested in more information about the Schools Emotional Well-Being Service, please contact: [email protected]


At the EPS we are always looking for supportive ways to promote the social, emotional, and mental health of children and young people across Enfield. We know that our schools are also working incredibly hard to do the same and that many are keen to develop this work further.

Wanting to make sure that schools who are doing an excellent job receive the credit they deserve and aiming to support schools on their journeys towards excellence in this area, the EPS has launched an exciting new charter mark with nine schools across Enfield.

The Sandwell Well-being Charter Mark is a research focused model which is underpinned by eight principles that have been identified by Public Health England as being key to emotional health and well-being. The charter mark’s unique process enables recognition of the work and dedication of Enfield’s schools in their existing SEMH provision and serves to highlight areas for growth and development.

This whole school approach contains multiple elements including:

• Anemotionalhealthandwell-beingauditforschools, led by Assistant Psychologists and linked to the Charter Mark, which collects data from parent and pupil focus groups and pupil and staff surveys;

• Theco-constructionofan“actionplan”toaddressgaps in the eight principles, with the EPS and Enfield partners such as SWERRL;

• AccesstotheSandwellWell-beingPupilSurvey,a useful pre and post measure for interventions, and a summary report of pupil well-being;

• Theawardingofthechartermark,whichcanbe displayed on school publications in order to communicate good practice in the area of social, emotional, and mental health.

A small team of Educational Psychologists and Assistant Psychologists at the EPS have been working closely with our first cohort of schools to implement the charter mark since Autumn 2018.

Working so collaboratively with staff has been a rewarding and fruitful process, and as this first Phase gets well under way, we are looking forward to rolling out Phase Two in July 2019 for the next cohort of schools in Enfield.

If you are a school interested in taking part in Phase Two of the Sandwell Well-Being Charter Mark, please email [email protected] for more information.

A Whole School Approach to Well-being in EnfieldThe Educational Psychology Service and Public Health Enfield delivering the Sandwell Well-being Charter Mark

by Morwenna Johnson, Assistant Psychologist

“Theprocesshasbeenthorough,relevantandvery informative. It has helped our leaders to

focus on areas of real strength (and) identify the specific actions and approaches needed to lead

tochange”

Headteacher, Keys Meadow Primary School


A School’s Experience of the Consultation Model (Susan Paddon – Assistant Head Teacher: Inclusion at Prince of Wales School & Lauren Taylor – Educational Psychologist)

Consultation is a collaborative, joint problem-solving approach which aims to develop a shared understanding and ownership of presenting issues that lead to improved outcomes. Consultation draws upon psychological theories and principles.

EPS Consultation Model

At Prince of Wales Primary School we have been applying solution focused approaches in consultation. As a team we are always trying to see how we can maximise effectiveness, time efficiency and outcomes for children and families. We decided to use solution focused approaches in consultation and termly Multi Agency Planning meetings. This way we could get key stakeholders who can effect change in the school, and the multidisciplinary around them to think together in a structured and solution focused way about individual children and young people and year groups.

How it works:

A solution circle is a structured problem solving approach

Solution Circle is a tool to build capacity within communities such as schools. It is a short and powerful tool that is effective in gettingapersonorteam“unstuck”from a problem by cogenerating solutions and action plans. The use of graphics and visuals help bring the process alive and supports ownership.

continued overleaf...


Feedback from staff that have been involved in the process with their EP in the school…

“The solution based thinking was very useful to support children with additional educational needs. It aims are to think of ways to find ideas that could help children’s difficulties in accessing the learning provision that we provide. Going through the difficulties in detail enabled me to express all of my concerns for the child. This then led on to having the time and opportunity to discuss this with different professionals who can offer their guidance. We worked as a team to think through why things may happen and what we can do to help the children. The different targets we came up with were realistic but I could also see the reasoning behind it. I also started questioning why certain behaviours would happen with a child and think about it in more depth.”Pinder (Nursery Teacher)

“It was a very intimate but highly focused session where the child was at the centre of every comment. The fact that every part was timed, helped to keep focus and prevent adults over-sharing events or situations about the child (as historically that has happened). It was tough to hear such heightened emotional comments made about a child in my class and it really drove home the needs the child has and in turn, created a new sense of acceptance for them within me. I left with a new desire to bring calmness, understanding and focus to their school day – it stopped me in my tracks and forced me take a new path in my approach to the child in question.”Carla (Year 6 Teacher)

A solution circle is a tool that has been effectively usedinschoolstohelpget“unstuck”fromaproblem. It is based on the idea that people in any community have the capacity to help if asked and that“togetherwearebetter”.Theapproachwasdeveloped by M. Forest and J. Pearpoint.

Solution circles have the following benefits:

ü A quick intervention (lasting no more than 30 minutes).

ü A structured intervention which focuses on generating positive ways forward

ü Can be used as a framework to structure conversations during a range of different

meetings and to address a variety of concerns (such as those around an individual child or whole school issues).

ü Promotes sharing of ideas, strategies and resources. Enables staff to feel supported and can reduce feelings of isolation.

ü Can be integrated within and provide evidence of the ‘plan, do, review’ process.

The solution circle process is summarised in the diagram on page 3.

Solution CirclesBy Dr Angie Dallimore,

Educational Psychologist


Case exampleIn discussion with the SENCO it was decided that it would be helpful to hold a solution circle to explore how the school could support a child who presented with social, emotional and mental health needs. One of the main concerns for school staff was how the child communicated these needs through physical aggression.

The solution circle consisted of members of staff who were involved with the student on a day to day basis. This included their Class Teacher, the SENCO, Assistant Head teacher and Head Teacher. The SENCO took the role of the focus person and the Educational Psychologist, the process facilitator.

As a result of the solution circle it was decided to create a small team of supportive adults around the child who then met together weekly to review the child’s progress and discuss next steps. The student’s attachment needs were considered in relation to finding ways to enable them to form key relationships with staff. Strategies were also suggested to enable them to begin to communicate their feelings.

The solution circle was part of an on-going process in supporting the child. It helped to create a team approach, a shared understanding of the child’s needs and a coordinated way forward.

More information about each stage of the process can be found at www.inclusive-solutions.com. The below is a summary.

Solution circles work best with around 5-9 people. Roles are assigned including: focus person (who brings the concern), process facilitator (facilitates the group and keeps time) and note taker (records the discussions at each stage, usually on a large sheet of paper in the above format). The other members of the group are the creative brainstorm team. The following steps are then followed:

Step one (6 minutes): the focus person has six uninterrupted minutes to outline their concerns. Everyone else listens. The process facilitator keeps time and makes sure no one interrupts.

Step two (6 minutes): everyone in the brainstorm team contributes ideas about creative solutions to what they have heard. This is not the time to clarify the problem, give advice or ask questions. The focus person listens without interrupting.

Step three (6 minutes): the group has a dialogue which is led by the focus person. Positive points only should be discussed and not what can’t be done.

Step four (6 minutes): everyone agrees on first steps that are doable in the next 3 days. At least one step should be initiated within 24 hours. A coach from the group volunteers to phone or see the person within 3 days and check they took their next step.

Lastly the group does a round of words to describe the experience.

Image from www.inclusive-solutions.com


Mindfulness workshops at Worcester School By Evette Bailey, CAMHS Practitioner

SEWS staff have been delivering classroom based mindfulness workshops for year 6 pupils at Worcesters school for the last three years. The workshop has been adapted from the MAP project, Mindfulness Attention Programme, created by Jeremy Morris, an Educational Psychologist from University College London.

We highlighted year 6 pupils because of their approaching SATS and transition to secondary school. We decided to deliver the programme as a whole class intervention rather than target individual children to normalise anxiety and its connection to lack of concentration and attention when we are stressed.

Mindfulness can be a very helpful strategy for managing stress in children and young people as with mindfulness they are trained to become more aware of their surroundings and their emotions in order to be able to manage them better.

The programme uses PowerPoint presentations, some activities and breathing exercises. The aim is to help children become more aware of what

is happening in the moment and what thoughts, feelings, sounds, and sensations they might be perceiving. If the emotions are uncomfortable in any way they are encouraged to focus on their breath to manage them.

Feedback from staff and past pupils has been positive. Children particularly like the mindfulness chocolate eating exercise! and although some found the breathing exercises difficult at first, they improved with practice.

We hope that eventually staff in the school are more familiar with some of the ideas and breathing exercises and incorporate them into the daily school timetable and curriculum.


A number of Enfield parents have recently completed a 12 week Early Years Parenting Programme (Incredible Years) at Chesterfield Primary School. The programme was facilitated by Liz Jones (Educational Psychologist) and Kerry Freshwater (Early Intervention Support Worker – Targeted). The parents valued meeting together weekly to think about how to improve their children’s behaviour through lively discussions, videos and humorous role play.

The parents showed great commitment and willingness to make changes in how they managed their children at home. Throughout the course, parents learnt strategies for managing challenging behaviour, including: special play time, encouragement, praise, rewards and consequences.

Parents with two or more children wanted help with finding ways to encourage their children to play nicely together and to reduce arguments and conflicts. Throughout the course, parents learnt how to develop their children’s play and language skills using: child-directed play, academic and persistence coaching and social and emotional coaching.

Parents wanted to develop strategies for encouraging their children to listen to and follow house rules and routines. They were frustrated that their children were ignoring them and not listening to their commands. They learnt how to set clear rules and routines at home and how to use praise and incentives to encourage and motivate their children to follow what was in place.

100% reported that the bonding/attachment that they feel with their child since taking the course was improved or greatly improved

80% reported that the behaviour problems which they had tried to change using the methods presenting on the programme improved or greatly improved

100% of parents now feel confident or very confident in their parenting

100% of parents are now confident or very confident that they can manage future behaviour problems in the home

For more information about Incredible Years Parenting Programmes running in your area, please talk to your local children’s centre or the Special Needs Co-ordinator at your child’s primary school.

Early Years Incredible Years Parenting Programme

Educational Psychology Service working in collaboration with Children’s Centresby Liz Jones (Interim Senior Educational Psychologist)


Are you…

• Fedupwithusing“reactive”behaviourplans(waiting for the difficult behaviour (RED) to happen before you think about what to do about it)?

• Looking for a behaviour intervention approach which focuses on stopping issues before they start (preventative)?

• Looking for an approach which focuses on maintaining well-being and learning new skills (GREEN) rather than managing or containing behaviour?

• Looking for an approach which pulls together all the strategies, resources and programmes into one structured framework?

• Looking for an approach which creates personalised, positive intervention plans (Working with Me Plans) – these plans set out what the individual needs to maintain well-being and learn new skills (a GREEN ZONE) and also how to address any problems that arise and prevent them in the future? (an INTERVENTION HIERARCHY)

• Looking for an approach which is distinctive, clear and simple to use?

USE THE 5P APPROACH!

The 5P Approach…

• asks you to THINK DIFFERENTLY about behaviour• focuses on prevention rather than reaction• focuses on meeting needs, ensuring well-being

and empowering the individual• focuses on teamwork, consistency and continuity• focuses on problem-solving and finding solutions• focuses on HOW rather than WHAT (encompasses

all strategies and approaches which follow the same positive philosophy)

• focuses on learning from experience and moving forward

What is the 5P Approach through Enfield Educational Psychology Service (EPS)

Enfield EPS offer training in the innovative 5P Approach for staff, educational settings, parents and carers. The 5P Approach provides a clear, structured and practical framework used by professionals, parents and organisations to meet an individual’s needs and to understand prevent and manage behaviour change. The 5P Approach adopts a preventative and positive approach to intervention, its flexible and personalised framework can be used within any organisation and with any individual whatever their needs. The 5P Approach was developed by Linda Miller, an Educational Psychologist with a specialism in autism and behaviour. Linda is the successful author of two 5P Approach books on behavioural management and developing flexibility (www.5papproach.co.uk).

This training is recommended for…

1. SENCo/Inclusion Manager, Teaching Assistants, Teachers, & Learning Mentors

This introductory one day certified course, or a half day taster course (with or without a half day follow up session) which outlines the 5P Approach for children and young people with social communication and social, emotional and behavioural needs. It starts by exploring the nature of behavioural issues for children and young people and how these arise by introducing the 5P Approach. This practical workshop describes the 5P material and provides opportunities for attendees to practice each stage of the 5P Approach through this informative and interactive training.

2. Parents and carers The parent/carer sessions are presented as a mix

of information and practical activity. By the end of the session parents and carers will have a better understanding of why behaviour issues occur and will have acquired some practical strategies to use within the home setting. Parent/carer courses can be delivered over a half day taster session, or full day (with or without a half day follow up session).

The 5P Approach: More than just Behaviour ManagementBy Dr Lauren Taylor – Senior Educational Psychologist


How to book and find out more…

• Schools/settings can request EPS support for training as part of their traded EPS package or as an additional purchase. The usual T&Cs apply.

• If you are interested in finding out more about

how we might support you in the 5P Approach please get in contact with Dr Lauren Taylor – Senior Educational Psychologist – [email protected] Tel 020 8379 2000

We are grateful for the valuable feedback you give us. Over the last two years we have changed how we deliver our service and you are telling us it is working well.

We gather feedback through the EPS School online survey and gained valuable additional insight in to our service at the SENCO conference in February.

The combined feedback gives us a good picture

of the progress we have made and how we can continue to improve.

Our joint problem-solving, collaborative and consultation approach has wide spread support from you. Schools have noticed the focussed approach with clear actions, responsibilities and ownership has had a positive effect, makes better use of EP time and involves more children and families being supported.

You Said - We listen

You said – schools are concerned about future funding and the ability to pay for EPS services. You want us to be efficient and effective as possible.

We act – The new approach is making better use of EP time. You tell us we give good clarity on what is statutory and non-statutory (charged) work. We have introduced banded levels of service to give you access to reduced charges and schools can band together to benefit from the reductions.

You have told us we are professional, responsive and flexible to your needs. You see us as positive and building good relationships with the school and its staff. You identified there has been an increase in understanding and support on both sides. Also, that schools have seen improvements in relationships with the school and class teachers

You said – schools want to have an identified EP as this helps build relationships and provides consistency in approach making better use of time for all. That you benefit from getting good advanced notice of visits with plans for the day.

We act – we strive to maintain the allocation of an identified EP to a school and recognise the mutual benefits in such consistency. We will continue to keep disruption to a minimum when we have staff changes. You tell us that we communicate well and this should include giving adequate notification and plans for visits. We will raise this with our staff.

The solution focussed approach is leading to improved outcomes and you tell us that through the reports and action plans we are helping to facilitate positive change.

You said – you would like the reports at least before the target time of six weeks and would like them earlier if possible.

We act – We will review our time frames for producing reports and let you know the result. We will communicate with staff the importance of producing reports in a timely manner.

The feedback has provided us with a useful insight in to your customer experience and how we might improve our service.


THE TEAMSuzy Francis – Principal Educational Psychologist/Head of Service for Educational Psychology and Emotional Well-BeingJose Negrin - Clinical Lead for Schools Emotional Well-Being ServiceLauren Taylor – Senior EP – Autism Rachel Friend – Senior EP – Preparing for Adulthood (maternity leave)Neerose Ubha – Senior EP – Social, Emotional and Mental Health (maternity leave)Sara Bierer – Senior EP – Early Years

Linda DaviesSarah Lewis-HayesGlynis FranzmanSarif AlraiCrystal ElkabbasShelina LadhaLiz JonesKarl BrooksSally MaidensDaniel BorgStephanie BarclayViv OsrinClaire Collins Harriet Courtney Sara BiererElena Kombou (Trainee EP, University of East London)Sue Bennett

Ulla PatniRicardo Almeida (Associate EP)Crystal ElkabbasNancy Barnes (Assistant Psychologist)Paula Bertagno (Associate EP)Roisin Byrne (Trainee EP, UCL)Sanchita Chowdhury (Associate EP)Maureen Davidow (Associate EP)Charmaine Davies (Trainee EP, IOE)Emma Gore-LangtonDennis Guiney (Associate EP)Ben HibberdMorwenna Johnson (Assistant Psychologist)Fionna Shaw (Associate EP)Lauren SladeEmma Stacey (Trainee EP, UCL)Lauren Taylor

Evette BaileyDaniel BorgMiriam ChachamuCrystal ElkabbasRosa HewittLauren SladeSarif Alrai Jose Negrin

School Emotional Well-Being Service (SEWS)

EP Team

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