Agenda item

Report from the Executive Director of Children and Young People's Services.

Recommendations

That Cabinet:

1. Note the revised Educational Psychology Service delivery model.
   
   
2. Note the approach to implementation, governance and assurance arrangements.

Consideration was given to the report which provided an overview of the revised Educational Psychology Service (EPS) delivery model, setting out how the service would operate in practice following approval of the associated recurrent investment through the 2026/27 budget.

The Educational Psychology Service would focus on three main areas of work:

1.    Statutory work (legal duties): This was the biggest part of the service and included assessments and advice for Education, Health and Care (EHC) plans.

2.    Targeted early help: Extra support for schools and areas where needs were highest, to prevent problems getting worse.

3.    Universal and traded support; Ongoing advice, training and support that schools could access.

In the past, when demand increased, nearly all capacity was pulled into statutory work. This meant early help and support for schools reduced which often led to more children needing formal assessments later. The new model was different because it would plan further ahead for statutory demand, protect more time for early help and set clear limits on what could be delivered, so the service was more consistent in its delivery.

Around 1,800 days per year of educational psychologist time would be set aside for statutory work (EHC assessments). This was to make sure that legal deadlines were met, advice was provided on time, and the Council avoided legal and reputational risks. To support this, the Council would recruit two additional permanent Educational Psychologists that would reduce reliance on agency staff, give families and schools more consistent support and improve oversight and quality.

Around 120 days per year would be set aside specifically for early intervention. This would focus on schools with the highest levels of need, children at risk of needing more intensive support and key transition points (for example, starting or moving school). Support would include working directly with schools to understand and manage needs, short-term, practical help to stabilise situations and helping schools put the right support in place early.

The service would continue to provide support to all schools, including advice and consultation, training for staff, help with planning support for children, critical incident support and wider work to improve inclusion. This would be delivered through a mix of Council-funded work, grant funding and traded services schools could buy into. Overall, around 1,200 days per year would be available for this work.

The new model would be implemented from September 2026. This would introduce a clearer balance between statutory work, early help, and support for schools, with protected time for early intervention and reduced reliance on agency staff.

Resolved:

That Cabinet: 

1.    Note the revised Educational Psychology Service delivery model.

2.    Note the approach to implementation, governance and assurance arrangements.