University of Edinburgh

Self-Evaluation by Peripatetic Sensory Services

Quality Assurance in Education Authority Peripatetic Sensory Services

KEY AREA 1: Requirement for Intervention/Support by Service

Aspect 1.1 Referral and identification

Ref: This aspect of service delivery is not covered by HGIOS. Services may wish to review advice given in the "Manual of Good Practice".

Some features you might look for:
Theme i Initial response

a) Suitably qualified Service staff respond promptly to an initial referral.
b) Cross-reference is made to any medical or educational or other agencies' reports which may have been received.

Theme ii Initial assessment

a) An appropriate range of assessment procedures is used in order to determine, if possible, the degree of visual impairment or hearing loss.
b) An up-to-date, relevant and specific checklist is used.
c) When carrying out the initial visit, full account is taken of the child's/young person's age, stage of development, level of social and emotional maturity, ethnicity, culture and general background.
d) Service procedures and relevant documentation are in place to facilitate staff visits to home or school environments. These include risk assessment procedures.

Theme iii Recording and reporting assessment outcomes

a) Suitably qualified Service staff establish a profile of needs and an action plan based on the results of the referral visit.
b) Information is disseminated using a designated multi-agency distribution list, including parents.
c) The profile is monitored and regularly updated. Subsequent amendments are recorded.
d) Allocation of Service time to support the child/young person/family is based on consistent and well-understood criteria.

KEY AREA1 Requirement for Intervention / Support by Service

Aspect 1.2 Intervention

Ref: This aspect of service delivery is not covered by a single performance indicator in HGIOS. PI 3.5 (Communication with parents), PI 4.7 (Placement of pupils with special educational needs) and PI 5.3 (Links with other schools, agencies, employers and the community) cover elements of this aspect. Services may also wish to review advice given in the "Manual of Good Practice".

Some features you might look for:
Theme i Planning for support

a) Service staff with appropriate specialist skills determine and plan the levels of support, resources and provision required.
b) Meaningful and supportive links are formed with parents/carers.
c) Joint working practices with educational establishments and other professionals are agreed and recorded.
d) If necessary, a multi-agency meeting is held to discuss tailoring provision to the needs identified. This includes the parents/carers and the young person (if appropriate).
e) The level of provision/intervention is regularly reviewed, both formally and informally.

Theme ii Placement

a) The Service provides informed and accurate reports and comprehensive descriptors of the nature and degree of the sensory impairment and the preferred mode of communication. These form part of the education service's planning process for placement and resourcing.
b) The placement is monitored regularly to ensure that it continues to be the most appropriate provision, taking into account the child's/young person's needs and strengths.
c) Service staff maintain a high level of awareness of the range of provision available, particularly at points of transition. This information is communicated to parents.

Theme iii Collaborative practice

a) The Service maintains close links/partnerships with parents/carers.
b) Procedures are in place which ensure that Service staff have well-developed and effective links with educational, health care and social services personnel. There are effective links with voluntary organisations
c) In particular, procedures are in place which ensure that Service staff have regular liaison and maintain working partnerships with staff directly involved with the child/young person.
d) Exchange of information about the child's/young person's sensory needs is relevant and appropriate.

KEY AREA1 Requirement for Intervention/Support by Service

Aspect 1.3 Implementation of SEN legislation

Ref: HGIOS performance indicator 4.6
SOEID Circular 4/96 Children and Young Persons with Special Educational Needs: Assessment and Recording

Some features you might look for:
Theme i Legislation

a) The roles and responsibilities of individual members of Service staff participating in the Record of Needs process are clearly specified and understood. SOEID Circular 4/96 is taken into account.
b) Service staff have access to Records of Needs and are involved in the annual review.
c) Service staff have a sound knowledge and understanding of relevant legislation and related procedures as summarised in Part 1 of the Manual of Good Practice. This knowledge informs their practice.
d) Statutory Child Protection procedures are adhered to at all times.