Educational Psychology Service
Our practice is underpinned by our service values and beliefs.
- Collaborative working
- Evidence based practice
- Person centred
- Open and honest communication
- Respectful engagement
- Strengths based
- Building Inclusive Environments
Who we are
We are professionally trained psychologists with experience of working with children and young people, schools and families in a wide range of contexts. As Educational Psychologists we have a duty to ensure our practice is compliant with the regulatory body Health & Care Professionals Council.
How we do it
As Educational Psychologists we are often ‘indirect agents of change’ working with and through the people who support children and young people every day. This means that the majority of our work is with the adults who know the child and young person best.
Our service model
Barnsley Educational Child and Community Psychology Service offer a needs-led service model to support the delivery of a fair and equitable service.
This meets the needs of our most vulnerable children and young people and supports settings to prioritise children and young people for Educational Psychologist involvement.
What our schools say
Go beyond merely communicating to 'connecting' with people
The support that we receive from the educational psychology service is efficient and effective. Their training, support, advice and information have helped us to unlock barriers to learning for the pupils and offer strategies for staff in managing certain behaviours. An invaluable service for us in this setting.
The educational psychology package we've bought in over recent years as part of the traded services on offer has, undoubtedly, allowed us to enhance the provision we have available for some of our most vulnerable learners. The consistent personnel this has provided, both in school and across feeder schools, has developed positive and productive relationships between the educational psychologist and school staff, learners and parents alike. A key feature of the offer has been the flexibility the service offers in tailoring the support provided to include individual work, group work, programme development, staff training and supervision for staff dealing with complex learners on a day to day basis.
We have received a wealth of services from the educational psychology team. At a systemic level, you've provided training around the identification of, and strategies to support, limited working memory capacity, and supported us with the development and implementation of new SEN support plans in order to improve provision and documentation of needs, thus supporting any potential EHCP applications. You've also had a direct impact on the provision of specific children, through consultation, observation and report, and design and delivery of targeted interventions.