University of Edinburgh
 

Self-Evaluation by Peripatetic Sensory Services

Quality Assurance in Education Authority Peripatetic Sensory Services

KEY AREA 2: Ethos

Aspect 2.1 General ethos

Ref: HGIOS performance indicators 5.1, 7.1

Some features you might look for:
Theme i Service ethos

a) The aims of the Service are clearly formulated, are regularly reviewed and are shared by all staff.
b) There is an induction package for new members of the Service.
c) Peer support and mentoring is provided for new members of the Service.
d) There is high staff morale and team-working relationships are good.
e) Mutual respect and trust are engendered and underpin all working relationships.
f) Peripatetic staff are seen as efficient and effective representatives of their Service and their council.

Theme ii Corporate identity and responsibility

a) Information about the Service is available and disseminated widely.
b) Common working practices have been established for visits to home, pre-school, primary school and secondary school.
c) There are proformas for letters to parents/carers, schools and other professionals.
d) The whole team is involved in devising and reviewing the service development plan.
e) Service staff are committed to the highest professional standards and to working as part of a team.
f) A safe working environment is maintained.

Theme iii Staff morale

a) Regular team meetings and briefings include all staff, both teaching and non-teaching.
b) Staff have opportunities for personal and professional development, both formal and informal.
c) Staff are given opportunities to develop their own areas of interest and to undertake activities of benefit to the Service and to their personal career development. 
d) Support is provided and good practice is recognised.
e) Mechanisms are in place to identify success and to celebrate Service achievements.

Theme iv Inclusion

a) All Service procedures reflect the education authority's policy on inclusion

KEY AREA 2 Ethos

Aspect 2.2 Partnership with child/young person

Ref: HGIOS performance indicators 3.2, 4.1, 4.2, 4.3

Some features you might look for:
Theme i Communicating with the child/young person

a) Service staff establish tutorial time to address the needs of the child/young person, including their personal and social development as appropriate.
b) Children/young people are treated with respect as active partners in their own support.
c) Staff listen to children/young people, take full account of their views and opinions, and act accordingly.
d) Staff are aware of the cultural, religious, ethnic and linguistic background of the child/young person and family, and take these factors into account.

Theme ii Quality of work with child/young person

a) Intervention by Service staff helps to establish a learning environment which encourages children/young persons to produce work of high quality.
b) The child/young person is encouraged and enabled to participate in the process of their review.
c) The child/young person is empowered to express and manage their own communication needs and support requirements.
d) The social and emotional development needs of the child/young person are taken into account and inform practice. Particular attention is paid to issues arising from the sensory impairment and its implications for present and future life.

Theme iii Participation of child/young person in the process of learning

a) Children/young persons are able to participate meaningfully in the process of making decisions about the type and level of support to be provided for them.
b) Children/young persons are encouraged to play an active part in managing their own learning. Their observations and comments are taken into account and inform the teaching process.
c) Information about the special arrangements available to candidates with sensory impairments in national examinations is discussed with potential candidates. Candidates are fully prepared for the implementation of the appropriate special arrangements.

KEY AREA 2 Ethos

Aspect 2.3 Partnership with parents/carers

Ref: HGIOS performance indicators 3.5, 5.2

Some features you might look for:
Theme i Communicating with parents/carers

a) The Service has an 'open door' policy for parents.
b) From an early stage, the Service establishes a meaningful and supportive dialogue with parents. Professional interpreters are employed as required.
c) Service staff listen to parents/carers and take cognisance of their views in all matters concerning their child's/young person's development and education.
d) Parents/carers are supported in their role as partners in the process of enabling their child/young personto achieve his/her full potential. Their key role in the decision-making process is acknowledged and respected. To help them to fulfil this role, parents/carers are encouraged to join local parent/family groups (e.g. NDCS, RNIB).
e) Parents are kept well informed about the range of resources and provision available.
f) Parents are kept well-informed about their rights.
g) Parents/carers are kept fully informed of their child's/young person's progress and levels of support.
h) Questionnaires are used for parental feedback on the quality of Service delivery and levels of provision.
i) Parent/carers are regularly informed about the work of the Service and of issues pertaining to the child's/young person's impairment.
j) All contacts with parents/carers are characterised by sensitivity and professionalism.

KEY AREA 2 Ethos

Aspect 2.4 Links with schools, the authority and other agencies

Ref. HGIOS performance indicator 5.3

Some features you might look for:
Theme i Partnership with educational establishments

a) Prior to placement, the key person within the establishment is identified and an initial meeting is carefully arranged to discuss the patterns/levels of support available.
b) In-service training and awareness-raising is offered to the mainstream staff who will have responsibility for the education and welfare of the child/young person with sensory impairment.
c) Service staff and staff of the educational establishment exchange detailed information regarding the aims, nature, extent and anticipated outcomes of any work to be undertaken by each party.
d) The allocation of Service time to educational establishments is based on consistent and well-understood criteria.
e) All parties keep accurate records and written feedback is provided.
f) Well presented, written information about what the Service can provide is available to educational establishments, including pre-schools/nurseries.

Theme ii Partnership with other agencies

a) The Service ensures that all associated agencies are well informed about the Service's role.
b) There are good links with other specialist agencies in relation to all relevant aspects of joint working.
c) Joint practice guidelines clarify roles and responsibilities and enhance co-operation.
d) Service staff have a working knowledge of the structure, policies and procedures of other agencies.
e) All service agreements and associated funding are regularly reviewed and updated as required.

Theme iii Effective communication with education management

a) The service manager meets regularly with education management and reports back to all Service staff.
b) The service manager ensures that education management is well informed about the operational aspects and achievements of the Service.
c) The Service provides information and statistics to the education authority as required/requested.
d) The Service submits an annual progress report on the implementation of the Service's development plan and this is discussed with education management.
e) The service manager is a member of the education authority's SEN strategy and policy working groups.
f) Education management provides support and advice to the service manager. This includes any changes to policy or practice required by the education authority.