Barnsley Education Inclusion Services
About us
We're professionally trained educational psychologists with experience of working with children, young people, schools and families. We've done so in a wide range of contexts. We work with others to build capacity and bring positive change for children and young people.
We have a duty to make sure our practice is compliant with the Health and Care Professionals Council regulatory body. Our practice is underpinned by our service values and beliefs.
Our values and beliefs
Our values
- Collaborative working
- Evidence-based practice
- Transparency
- Person-centred
- Open and honest communication
- Respectful engagement
Our beliefs
- Equality
- Empowerment
- Inclusion
- Strengths-based
- Building inclusive environments
Meet the team
We have a breadth of knowledge and specialist expertise to help you meet the needs of children and young people with emotional or behavioural issues.
Our team is made up of:
- Principal Educational Psychologists:
- Joanne Patterson
- Dr Naomi Robinson
- Educational Psychologists:
- Dr Sam Edwards
- Lesley Godson
- Dr Louise Hender
- Dr Debra Marriott
- Dr Beth Thompson
- Jo Wong
- Dr Emily Hattersley
- Judy Kelso
- Leanne Ghent-Clark
- Specialist Educational Psychologist:
- Dr Richard Gregory
How we work
We're often 'indirect agents of change' - working with and through the people who support children and young people every day. This means the majority of our work is with the adults who know the child best.
Our psychologists will:
- Identify strengths within the child or young person and the education setting in order to build on what is working.
- Actively apply psychological theory to understand needs.
- Apply research and evidence-based practice to identify strategies and approaches that best meet need.
- Co-construct and agree outcomes based on the aspirations of the child or young person and their family.
- Seek and engage the child or young person’s views. Enable their voice to be heard and inform decision making.
- View the situation differently and promote the possibility of change to allow the removal of barriers to inclusion.
- Promote problem solving through conversations where we listen, empathise and positively reframe challenges.
- Reflect on purpose of our involvement to ensure that decisions in relation to ‘assessment’ are child centred and based on information gathered.
Our service model
Our service model has been developed to support the delivery of a fair and equitable service that meets the needs of our most vulnerable children and young people. It supports settings to prioritise children and young people for educational psychologist involvement.
An allocation formula has been used based on data which includes:
- the number of pupils on role
- pupils at SEN support
- pupils with an EHCP
- pupils who are eligible for free school meals.
The formula is used to inform service planning.
The model prioritises different types of work within a three-tiered system. Work will be agreed through regular planning meetings with the SENCO and can be reviewed at any point. The tiered system enables schools to prioritise our involvement for those children and young people who've been identified through the graduated approach as having the highest level of need in their school.
To have optimal impact on supporting schools and settings to achieve positive outcomes for children and young people with SEND, our support is best targeted through the work delivered within tier 1 and 2 of our service model.
Tier 1 - Building capacity
- Regular planning meetings with SENCOs to agree priorities for educational psychology work.
- Centralised training offer. A range of free training packages developed and delivered by us.
- Emotional literacy support assistants (ELSA) training and ongoing supervision.
- Action research to inform practice and provision.
Tier 2 - SEN support
- Children and young people at SEN support who aren’t making progress within the graduated approach, and particularly for those children and young people for whom an EHC needs assessment request is being considered.
- Children and young people who SEN or unmet SEN is a barrier to attendance.
- Children and young people who are at risk of exclusion due to having SEN or a possible unmet SEN.
- Vulnerable children and young people identified by virtual school or youth justice service.
Tier 3 - Statutory SEND
Psychological advice for children and young people in your school/setting:
- for whom an EHCNA has been agreed.
- for those identified through annual review where a change in need is identified that requires updated assessment information to inform provision and placement.
- as needed for tribunal (SEND).
Early years offer
We offer Educational Psychologist (EP) consultation to support settings to build on their graduated approach to further understand and meet the needs of children with special educational needs.
Early year SENCOs should access consultations jointly with parents and carers. The consultations will be to discuss children whose needs are being supported at SEN support but who aren’t making progress within the graduated approach and for whom settings may be considering submitting an EHC needs assessment request.
See how to book to arrange a consultation.
Training offer
Barnsley Educational Psychology Service model includes a complete centralised training offer that Barnsley educational settings and services can access free of charge. The training packages will be planned and reviewed annually, informed by schools, settings and shared local authority agendas.
Details of the training can be found on our events page of the website and can be booked on via POD.
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For more information
What our schools say
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We've really valued the support and advice provided. The EP is a pleasure to work with and understands our complex setting and the diverse contextual needs of our pupils and families.
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The EP has been absolutely amazing. She explained everything I didn’t understand, listened to our thoughts, worries and opinions and was very insightful about our child. Thank you for all of your support.
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The EP had lots of time and patience to speak to myself and my child. She was very thorough in her work and we felt heard. Which is amazing!