University of Edinburgh

Self-Evaluation by Peripatetic Sensory Services

Quality Assurance in Education Authority Peripatetic Sensory Services

KEY AREA 3 Management, Planning and Service Delivery

Aspect 3.3 Provision of qualified staff

Ref: HGIOS performance indicators 6.4, 6.5, 6.6, 7.1

Some features you might look for:
Theme i Effective deployment of staff

a) All staff have a clear job description and remit which include details of specialist skills required.
b) Staff deployment reflects the aims, policies and objectives of the education authority and the Service, and includes recognition of the need to maximise contact time with the children/young persons whom staff support.
c) Practice is supported by well-designed written procedures and guidance.
d) Staff have the appropriate skills and qualifications to teach children/young persons with hearing or visual impairments, or are provided with the opportunity for specialist training.
e) Amongst staff overall, there is a good balance of skills and experience relevant to the needs of children/young persons with hearing/visual impairments.
f) Staff time is clearly allocated.
g) Provision of/access to suitably qualified staff (eg; mobility officer, educational audiologist) ensures that the specific needs of the children/young persons can be met.
h) There is good provision of suitably trained auxiliary, ancillary and administrative staff.

Theme ii Staff development and review

a) Staff have opportunities for continuing professional development which are well planned, and matched both to the needs of individual staff members and to the needs of the children/young persons.
b) The programme of professional development is closely linked to the Service development plan and to local and national initiatives.
c) There are opportunities for professional development specifically within the sector of hearing/visual impairment. Good links are maintained with training providers.
d) Service management maintains accurate and up-to-date records of professional development.
e) Staff development and review, if in place, is monitored regularly. It takes account the needs of the children/young persons they support and of mainstream initiatives.
f) Staff have access to ICT training.
g) Formal and informal procedures are in place to support staff.

Theme iii Staff effectiveness

a) Staff demonstrate good interpersonal and communication skills and a high level of professional competence.
b) All staff maintain well planned and organised workloads.
c) Staff are committed to maintaining and developing specialist skills and professional knowledge pertaining to hearing/visual impairment.
d) Staff work together effectively as a team.
e) Staff maintain regular contact with mainstream colleagues in order to promote good collaborative practices.
f) Staff regularly evaluate their own working practices and identify areas for development.
g) Staff are aware of the range and diversity of sources of support which are available to them both within the Service and outwith the Service.
h) In collaboration with mainstream colleagues, staff devise forward plans and/or IEPs which are tailored to the needs of the children/young persons they support.
i) Staff undertake ongoing assessment of progress and attainment and their record keeping is effective.
j) Staff provide advice and professional development to mainstream colleagues.
k) Staff meet with Service colleagues, both formally and informally, for liaison and for mutual support.

Theme iv Additional skills required

a) As part of their support for the learning process, Service staff have acquired specialist skills which enable them to provide for children's/young persons' additional audiological or low vision needs, and to support them in their management of specialist aids and equipment, including cochlear implants.
b) Specialist staff supporting children/young persons with sensory impairments are given opportunities to become competent in the use of new technologies for learning, teaching and communication. Instruction on how to use technological equipment is available to children/young persons who require it.
c) Specialist staff supporting children/young persons with hearing impairments who access learning and the curriculum through sign language or a sign-supported system are competent in that mode of delivery and have the additional skills required. Children/young persons who use braille have access to staff who are competent to teach braille.

KEY AREA 3 Management, Planning and Service Delivery

Aspect 3.4 Resources

Ref: HGIOS performance indicators 6.2, 6.3, 6.7

Some features you might look for:
Theme i Range and use of resources

a) A range of materials is available, accessible and up-to-date.
b) A range of appropriate training and reference materials is available to both mainstream and Service staff.
c) A range of specialist equipment (audiological equipment, low vision aids, etc.) is available and well maintained.
d) Up-to-date ICT resources and training are provided.
e) Suitable assessment and intervention materials are available to staff.
f) There are clear procedures for staff to request and access resources.
g) There are effective procedures for monitoring resource use.
h) There are procedures for identifying and obtaining new resources.
i) The Service uses its effective links with mainstream schools in order to provide advice on the adaptation of buildings/classrooms/school resources etc. in order to improve access for children/young persons with sensory impairments.

Theme ii Management of financial resources

a) Devolved budgets, if in place, are managed in accordance with education authority guidelines and effective systems for financial management are in place.
b) Financial resources are appropriately and effectively deployed.
c) Regular monitoring and audit of finances are carried out by the education authority.

KEY AREA 3 Management, Planning and Service Delivery

Aspect 3.5 Quality assurance

Ref: HGIOS performance indicator 7.1

Some features you might look for:
Theme i Self-evaluation

a) The Service undertakes systematic evaluation of its current practices, the effectiveness of support provision and the progress made by the children/young persons it supports.
b) All staff participate in the evaluation process.
c) Areas for development are clearly identified with the support of Service management.
d) All staff carry out self-evaluation.
e) There are opportunities for regular peer consultation, peer networking, mentoring and shadowing.

Theme ii Maintaining and enhancing quality

a) There is structured feedback from all categories of service users regarding the quality of service provided. Procedures are in place to ensure that such feedback plays a motivating role in Service development.
b) Education management carries out regular audits of provision and delivery.
c) All staff are committed to maintaining competence and to acquiring new skills and knowledge in order to ensure effective delivery of support.
d) All aspects of Service delivery are subject to ongoing monitoring and review.

KEY AREA 3 Management, Planning and Service Delivery

Aspect 3.6 Effectiveness of leadership

Ref: HGIOS performance indicator 7.4, 7.5

Some features you might look for:
Theme i Effective leadership The service manager has:

a) a high level of professional competence and commitment to best value for children/young persons with sensory impairments;
b) an ability to create confidence and inspire others;
c) an ability to promote and represent the service;
d) an awareness of, and participation in, local and national developments;
e) effective communication with parents/carers, fostering links and partnerships with them;
f) a central role in fostering teamwork throughout the Service and in promoting a positive ethos;
g) an ability to help identify and support staff in areas of professional development;
h) regular liaison and working partnerships with other staff delivering services within a support for learning framework;
i) regular liaison and working partnerships with outside agencies such as health care personnel, social work services, etc.
j) regular liaison and working partnerships with specialists from other disciplines.
k) links with non-statutory bodies such as NDCS and RNIB.

Theme ii Effective practicesThe service manager:

a) ensures that clear job descriptions and working practices are in place for all staff, including non-teaching staff members;
b) undertakes regular planning and review meetings with promoted staff;
c) holds regular team briefings with administrative staff;
d) reports regularly to senior management on Service delivery;
e) provides professional advice to the education authority, to senior management and to mainstream teaching staff on curriculum matters relating to children/young persons with sensory impairments;
f) prepares draft papers on policy matters as required by the head of education services;
g) implements evaluation procedures set up to monitor Service delivery and reports on the outcomes to the education authority and senior management;
h) devises, with staff, appropriate patterns and levels of support in order to implement the education authority's policies regarding inclusion and the provision of support to enable children/young persons with sensory impairments to achieve their full potential;
i) prepares and implements clear procedures for the management of for the service budget and resources;
j) delegates and monitors appropriate responsibilities to promoted staff;
k) Makes available appropriate programmes of professional development and carries out regular staff development and review in line with local authority policy.