b'The EPS applies psychology in five different ways:Consultation: We bring our psychological skills to meetings with parents, carers and school staff, helping to makesense of concerns and find solutions together. This improves the assess-plan-do-review process for children. Assessment: We work directly with children and young people to understand more about their learning andwellbeing, and what the children themselves think and want. Intervention: As well as providing individual and group interventions ourselves, we offer guidance, training andimplementation support for staff, parents and carers for a wide range of interventions, drawing on evidence-basedpractice and practice-based evidence. Training: We support staff development through training, supervision and reflective practice. We support parents andcarers knowledge, understanding and confidence in SEND by facilitating workshops and coffee mornings, anddelivering parenting programmes. The EPS delivers this work at different levels: for individual children and young people; groups of children and youngpeople; family work; staff development work; whole school initiatives such as projects and policy development.How we work with you We work with you to identify your priorities for each term, and to agree the way we will work together. This planningtime will need to be factored into your purchasing. Our Service Level Agreement sets out our commitments to you,and our agreed working practices. We also have flyers about the role of the EP and what to expect of EP involvementfor individual children.Supervision & Reflective SpacesAims of supervisionWe recognise that meeting the special educational and emotional needs of children in schools is hard. Supervision isbecoming increasingly important in meeting the needs of staff, so that they can meet the needs of children and theirfamilies. At its heart, supervision provides a non-judgemental, confidential space to think, reflect, and process the emotionalimpact of the work. It is part of a trauma-informed working practice within schools which promotes psychologicalsafety and caregiver affect management. Although it is not a substitute for therapy, it does allow protected time forstaff to deepen their professional understanding and wellbeing in service of the children and families they work with.Sessions are not directive; rather, they are responsive to the needs of the supervisees role, priorities and culture. Theultimate aim is to help staff make informed decisions, feel emotionally supported, and maintain resilience in theirwork. Click here to return to the contents pageOur school partners say: The EP reports have been a vital resource for teachers, offering clear strategies and practical recommendations on how to effectively support students in the classroom. This has enhancedstaff confidence and consistency in applying appropriate interventions.Both EPs are highly efficient, approachable and have an excellent understanding of the schoolcontext and challenges faced by me as the SENCo; this has been brilliantly supportive in helpingme within my role.'