ISLE of WIGHT
EDUCATIONAL PSYCHOLOGY SERVICE

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IWEPS’ SERVICE GUIDE





  • FULL EDUCATIONAL PSYCHOLOGY SERVICE FOR SCHOOLS


  • SERVICES TO IW YOUTH TRUST, OAK HOUSE, RYDE SCHOOL, SOUTHERN HOUSING, LAS, PCTS, PARENTS, SCHOOLS, COLLEGES, UNIVERSITIES & INDIVIDUALS


“IWEPS made a huge difference – ‘X’ is happy, has friends and is doing well at
school now instead of hating it, messing about and stopping others learning”
(Parent, teacher & SENCO agreement)


  • EXPERT ADVICE      ASSESSMENT      INTERVENTION      LEARNING & BEHAVIOUR DIFFICULTIES, MEMORY, DYSLEXIA, AUTISM, ADHD, GIFTED


  • ADVOCACY FOR STATUTORY ASSESSMENT,STATEMENTS OF SEN, REVIEWS, PROVISION & TRIBUNALS


  • PROFESSIONAL DEVELOPMENT& TRAINING FOR STAFF, PUPILS & PARENTS, RESEARCH & WHOLE SCHOOL INITIATIVES TO RAISE ATTAINMENT



The Isle of Wight Educational Psychology Service Ltd., ‘IWEPS’ for short, is a leading research, assessment and training consultancy, with a private educational psychology consultancy to schools established in response to growing need for private EP services locally and nationally as these were devolved. The name ‘IWEPS’ was chosen when no longer required by council services, as it was representative of our aim to provide as good and comprehensive an EP service, if not better, to all schools on the Island on a commissioned basis as previously provided centrally.

IWEPS’ head office is on the Island, with subsidiaries in London, Brighton and Scotland. We undertake commissions throughout the country, useful to the Island for assessments and reviews for pupils in mainland placements and consideration/evaluation of potential future placements.

IWEPS draws on the expertise of a range of Consultant Psychologists with a wealth of qualifications, experience and specialist knowledge across a broad range of psychology, education, neuroscience and business. Our Consultants maintain involvement in their specialist areas through research, publication and presentations nationally and internationally, keeping IWEPS at the cutting edge of research, theory and practice.

IWEPS offers a wide range of Educational Psychology assessment, including cognitive and academic skills development, assessment of General and Specific Learning Difficulties, Dyslexia, Dyspraxia, Dyscalculia and Emotional and Behavioural Difficulties as well as Specialist Assessment of Neuro-developmental/Pervasive Developmental Disorders including Autistic Spectrum Disorder (ASD), Asperger Syndrome (AS) and Attention Deficit Hyperactivity Disorder (ADHD), with specialist paediatric involvement in medical diagnosis.

IWEPS’ Consultant Psychologists, Specialist Support Advisors and Assistant Psychologists can provide Consultation and attend Meetings and welcome contact to discuss and advise on how we can meet your needs. IWEPS can become involved within one or two days of request and for work involving written reports, these are provided within 7 days of involvement.



COGNITIVE AND EDUCATIONAL SKILLS ASSESSMENT

This is the assessment often referred to by schools as an ‘Educational Psychology Assessment’ and should be the first port of call for any child or young person experiencing difficulties or causing concern at school or home. The assessment provides information on understanding (“IQ”) and basic skills levels (e.g. reading, spelling, numeracy) and any disparity between these, advising school and home what to expect from the child in terms of understanding, appropriate behaviour and achievement. It identifies areas of strength, including ‘Gifted’ and ‘Talented’ as well as a wide range of issues which may be holding children, young people or adults back, such as General or Specific Learning Difficulties, Dyslexia, Dyspraxia, Dyscalculia or Working Memory difficulties.


This assessment answers most concerns, and through it, IWEPS’ Consultants can surmise if behavioural, social or academic difficulties may be linked to underlying issues of understanding or skill levels and advise how these might be addressed and supported at school and home.

Difficulties indicative of conditions such as Autistic Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) of the Primarily Inattentive or Primarily Hyperactive Type will be flagged up in this assessment and can then be followed up by Specialist Assessment in these areas.

Further detail in regard to assessment instruments and process: Cognitive and Skills Assessment is undertaken using the Wechsler Intelligence and Achievement Scales appropriate to age. More than sixty years of research support the practical and clinical utility of the Wechsler scales across a wide range of settings and purposes. The clinical utility of the scales has been demonstrated repeatedly for such purposes as the identification of developmental delay, learning disabilities, suitability for placement in specialised programmes, clinical intervention, neuropsychological evaluation (Beres et al., 2000) and giftedness.

The Wechsler Intelligence Scales are individually administered comprehensive clinical instruments for assessing ability across a wide range of domains for children aged 3 years 0 months through to adults using a framework based on psychological and intelligence assessment theory and supported by clinical research and factor-analytic results. The appropriate version of the Wechsler Individual Achievement Test (WIAT), an individually administered clinical assessment instrument, is used to assess a broad range of academic skills or areas of need with children and adolescents aged 4 to 16 years 11 months.

The WIAT comprises the only individually administered achievement tests directly linked with the Wechsler Intelligence scales and experts in the field of individual psychological and educational assessment emphasise the importance of using co-normed or linked data from achievement and ability tests as a way to reduce measurement error when conducting a discrepancy analysis (Berk, 1984; Reynolds, 1990; Shepard, 1980).

A discrepancy analysis is then carried out on the data to indicate areas of skill development commensurate with the child/young person’s understanding levels together with any areas of significant delay. Assessment information from the individual clinical instruments is combined with detailed observation of in structured and unstructured situations and extensive background and developmental information collected from parents/carers and learning/work setting as appropriate in order to gain a comprehensive and valid view of the child/young person’s levels of ability and functioning within the relevant learning environment which is discussed with the parent, school, referrer and relevant others before being written up into a detailed report fully illustrated with explanatory and supportive graphs, charts, etc. and both comprehensive and specific recommendations. A draft copy of this report is issued for questions and agreement before the final report is issued to the school, parent, Local Authority or other referrer for distribution.

Cognitive and Skills Assessment generally takes the equivalent of one full day of a Consultant Psychologist’s time. Further time can be made available for follow up meetings, reviews etc., as required. Intervention and implementation of recommendations from the assessment can be undertaken either by the Consultant Psychologist or IWEPS’ SSA supported by liaison and supervision from the Consultant Psychologist; advice and training can be provided to staff involved, implementation overseen, reviews of progress undertaken etc.


BEHAVIOUR AND LEARNING DIFFICULTIES

The most economical first step in regard to learning and behaviour difficulties is consultation with one of IWEPS Consultant Psychologists and possibly an initial view on such difficulties for individual or groups of pupils, by IWEPS’ Specialist Support Advisor, whose work is supported and supervised by the Consultant Educational Psychologist. The SSA can be briefed on the issues, followed by class/playground /structured/free play observation as appropriate and follow up discussion of observations and recommendations with the teacher. A report can be compiled on request or verbal feedback provided. If indicated as required by the SSA observation, full educational psychology assessment may be the next step, or this decision may be reached by school personnel without initial involvement of the SSA. In cases of more complex behaviour, learning or social /emotional concerns, observation and recommendations from a Consultant Educational Psychologist may be deemed appropriate at the outset. Assessment of suspected Specific, e.g. Dyslexia, or General Learning Difficulties, may take a Consultant Psychologist as little as one day, whereas more complex behavioural difficulties may require considerably longer, with a team approach to assessment, followed by reporting, advice and training.


SPECIAL EXAMINATION ARRANGEMENTS

Application to all examining boards for special examination arrangements including additional time, reader, scribe, amanuensis and lap top use, requires comprehensive general cognitive and skills assessment detailed above, usually undertaken for the first time at primary school level. At Academy and College level, if relevant recent assessment results are made available and a tight time schedule arranged and orchestrated, it may be possible for as many as 4 to 5 pupils to be assessed for Special Examination Arrangement applications in one day. Where academies and colleges have assessment mechanisms approved by exam boards in place, the required oversight of these by an HPC registered or Chartered Psychologist with the British Psychological Society, is available.


IWEPS’ SPECIALIST SUPPORT ADVISOR

As well as providing the most economical ‘entry’ point to IWEPS through observation and advice as described above, IWEPS’ Specialist Support Advisor is able to provide excellent follow up to Educational Psychology assessment, being able to support staff in putting recommendations into action within the classroom and across the curriculum. Trained and experienced in advising, devising programmes, assessing and advising on provision to meet assessed needs within learning, social and home environments, training others, providing direct support for children and young people in school and home, including challenges associated with ASD, ADHD, Behaviour and Learning Difficulties both moderate and severe, IWEPS’ Specialist Support Advisor is available to schools, parents and other agencies at weekly, daily and hourly rates. IWEPS works within a Positive Psychology paradigm, with focus of all observations on what works well for the pupil, his or her classmates and teachers and ways of extending and building on these. Negativity is avoided, with a strong focus on the positive through solution focused thinking and working.

IWEPS’ SSA can also be extremely valuable in providing locum cover in schools when Specialist Teaching Assistants are absent, when at the same time she would be able, if requested, to advise on support requirements, undertake evaluation and review or advise on/assist with selection and training of new or current support staff.

Reports from IWEPS’ Specialist Support Advisor are invaluable in supporting applications for:

  • Specialist Assessment and Diagnosis of Autistic Spectrum Disorder

  • Statutory Assessment

  • Statementing

  • Support, Equipment, Funding

  • Placement and Provision



RESTORATIVE, SOCIAL, REMEDIAL, ACCELERATIVE AND JUST PLAIN FUN
GROUPS FOR PUPILS

IWEPS’ SSA is available to set up and run small groups (4-6 being ideal; but up to 8 by arrangement) for pupils who need just that little extra input which can make huge differences at very little cost. IWEPS’ most popular groups include: Social Skills, Friendship Groups, Playground Games, Playground Buddies, Indoor Games, Literacy Boost, Numeracy Boost, Thinking Skills, Emotional Development and Self Esteem, Circle of Friends, Autism Support, ADHD Support, We Don’t Bully, After School Club, Holiday Club, Get-along Gang, Accelerated Learning, Gifted and Talented, Drama, Friendship Club, “Memory Whizz” and we are happy to develop clubs to meet specific needs. Groups can be set up in school time or as an ‘After School Club’; usually running for 30-45 minutes each day for a week or once weekly over 4-6 weeks. “Memory Whizz, designed to build Working Memory Skills is considered to provide greater benefits on a daily rather than weekly basis, however a weekly session ‘club’ type approach can be provided to include regular daily practise sessions to beat ‘personal bests’ encouraged for in between sessions. Pre and post measures of the focus behaviour/skill can be taken for comparison. School staff are welcome to join any group in order to gain skills and confidence in running future groups independently.


PARENTING AND BEHAVIOUR MANAGEMENT SUPPORT GROUPS

“Positive Parenting” and “Make My Child Behave: Stressed Parents’ Support Group” can be set up and run by IWEPS SSA or a combination of SSA and Consultant Psychologist. This type of group is beneficial for every parent who always feels they would like to be a better parent, including parents of some of the most difficult to manage (at the outset) children and young people. Groups are appropriate for parents of children both with and without special educational needs or specific behavioural problems. Family Caring Trust ‘not for profit’ excellently designed materials and ethos form the basis of these groups which are research backed and vouched for by thousands of happy parents. These groups can often form the foundations for ongoing excellent parent relationship and support networks around schools and provide much needed inclusion and support for vulnerable families.


TRAINING, PROFESSIONAL DEVELOPMENT, TEAM BUILDING, CONFERENCES

IWEPS’ staff, support staff, parent, governor, management and corporate training, team building and problem solving is prepared and delivered using the latest research in education, psychology and neuroscience by experts in these specialist fields around client’s needs. From an hour to two days, on or off site, non-residential and residential training and conferences are available in the most stimulating, relaxing and desirable of settings. Professional development can be combined with team building, celebratory events and Island explorations.

Delivered by IWEPS Consultant Psychologists, Specialist Support Advisors, Guest Speakers/Trainers from the Institute of Cognitive Neuroscience, University College London and other academic institutions as appropriate; Business; Corporate; Entertainment; Education; Psychology and Neuropsychology, IWEPS provides bespoke training to match client requirements and budget. Bespoke training, professional development, team building and conferences can be designed around specific issues including promoting change, raising enthusiasm and engagement, team working, leadership, promoting success, positive psychology, the latest neuroscientific research on thinking / learning / child/adolescent brain development /psychology of teaching and learning / Autism / ADHD, etc.

Courses and conferences can include activities, themes, entertainment, team building, research focus and evaluation, relaxation and celebration. Duration can be from discrete sessions of an hour or two; a number of sessions spread across terms or the school year; half days; after school; evenings; full day/two day conferences; on or off site and daily or residential for management teams or small and medium groups of up to 30 with all the facilities of the Rocklands Estate.


IWEPS AUTISM ASSESMENT CENTRE

IWEPS offers the highest level of expertise in Specialist Psychological Assessment of Autism Spectrum Disorders (ASD) and was contracted by the NHS Primary Care Trust to undertake assessment of a large backlog of cases referred for assessment through Oak House between April and August 2011.

The Autism Assessment Team can visit, observe and undertake assessment at home, within familiar educational or care environments, or at IWEPS’ Autism Assessment Centre.

IWEPS Specialist Assessment for suspected Autism Spectrum Disorders meets all requirements of NICE CLINICAL GUIDELINE 128 which states that the following should be included in every autism diagnostic assessment:

  • Details about concerns

  • Experiences of home life, education and social care

  • A developmental history

  • Assessment of social and communication skills

  • A medical history

  • A physical examination (requested from GP/Paediatrician as necessary)

  • Assessment for conditions which may coexist

  • Consideration of differential diagnoses

  • Developing a profile

  • Communicating assessment findings



IWEPS also offers a pre-assessment referral screen for pupils suspected of having an Autism Spectrum Disorder by school or parents, through which they can be advised on the suitability of referring the pupil for full specialist ASD assessment with IWEPS or the NHS and which can also provide strong support for such a referral.


IWEPS SPECIALIST ASD ASSESSMENTS MEET ALL REQUIREMENTS OF NICE CLINICAL GUIDELINE 128



SPECIALIST ASSESSMENT ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
Specialist Assessment of Attention Deficit Hyperactivity Disorder (ADHD) requires a similar Specialist Assessment Team approach to that outlined above for ASD.


IWEPS’ SERVICE DELIVERY
IWEPS’ appointments are made at the school and parents’ convenience, usually within 7 working days of request or same or next working day in emergencies. Reports are provided within 7 working days. On request, drafts can be provided and any proposed amendments agreed before a final report is issued. Emails are responded to promptly and can be to/from school or private email accounts. Telephone calls are usually answered in person; with a 24/7 answer phone service for messages. Messages are responded to promptly, either same day, next working day if the message is received out of school hours, and to home/mobile numbers in or out of school hours if requested.


IWEPS’ PROFESSIONALISM
IWEPS Consultants draw on a wealth of qualifications, experience and specialist knowledge in psychology, education, neuroscience and business, maintaining involvement in specialist areas through research, publications and presentations nationally and internationally, keeping IWEPS at the cutting edge of theory and practice.


IWEPS CONSULTANTS ARE FULLY QUALIFIED AND EXPERIENCED FOR ALL WORK UNDERTAKEN, HAVE ALL REQUIRED REGISTRATION WITH PROFESSIONAL BODIES AND HAVE ENHANCED CRB CERTIFICATION TO WORK WITH CHILDREN IN SCHOOLS, AT HOME AND AT
IWEPS’ OFFICES
Each IWEPS’ Consultant Psychologist, Dr. Warren, Dr. Rebecca, Dr. Stephanie and Dr. Stephen Thompson, is a ‘pure’ psychologist i.e. took the training route with the most in-depth study and understanding of child development and psychology which includes a three year ‘Honours’ undergraduate degree in psychology in which all the most essential areas of psychology are studied in depth to provide an excellent basis upon which to build specialist skills through subsequent Master’s degrees, Doctorates and professional experience. Additionally, Dr. Stephanie and Dr. Stephen Thompson studied psychology at ‘A’ level prior to three year undergraduate degrees at University, providing them with 5 years of pure psychology background before postgraduate studies in specialist areas of psychology.


DR. REBECCA THOMPSON B.Sc. Hons. Psych., B.Ed., M.Ed., P.Res.Ed., Ph.D.
IWEPS Director and Principal Educational Psychologist
Dr. Rebecca Thompson qualified as an Educational Psychologist in 1981, is HPC registered and has supported IW schools with the IW Council’s Educational Psychology Service for many years as Educational Psychologist, Senior Educational Psychologist, Acting Principal Educational Psychologist and finally Principal Educational Psychologist before setting up IWEPS.


DR. W.W. THOMPSON M.A., M.Ed., Ph.D., A.F.B.Ps.S., C.Sci., C.Psychol
IWEPS Director, Consultant Educational, Adult and Child Psychologist
Dr. Warren Thompson has over 30 years experience in leading positions in the practice of Educational and Clinical Child psychology; is HPC registered as well as being a Chartered Psychologist, Chartered Scientist, and Associate Fellow of the British Psychological Society. Warren was headhunted to set up the first Educational Psychology Services in Canada, then again by the Child Mental Health Services, followed by a position as Professor of Psychology. Warren has extensive research and applied experience in Educational and Child psychology, including many years supporting schools on the Island for the IW Council’s Educational Psychology Service.


DR. STEPHANIE THOMPSON B.Sc. Hons. Psych., M.Sc., Ph.D., C.Psychol.
IWEPS Director and Consultant Neuropsychologist
Dr. Stephanie Thompson achieved a Ph.D. at the prestigious Institute of Cognitive Neuroscience, University College London, where her cutting edge research investigating child and adolescent socio-cognitive development involved her in assessment of hundreds of children. Stephanie has specialist interests in cognitive neuroscience and the assessment of autism, trained in administration of the Autism Diagnostic Observation Schedule (ADOS) at Trinity College Dublin, is a Chartered Psychologist with the British Psychological Society and has published research with the renowned researcher and author in the field of autism, Professor Uta Frith.


DR. STEPHEN THOMPSON B.A. Hons. Psych., Ph.D., C. Psychol.
IWEPS Director and Consultant Psychologist
Dr. Stephen Thompson’s doctoral research ‘implications of inhibitory control, reinforcement and personality for compulsive behaviour’ took him to the U.S. and his work was presented at the 13th European Conference on Personality in Athens, Greece. Steve presented his latest research paper at the International Society for the Study of Individual Differences (ISSID) in London, 2011, is a Chartered Psychologist and Associate Fellow of the British Psychological Society and is currently engaged in preparing three further research papers for publication in addition to his work in schools with IWEPS.


CAROLINE MARTIN Cert. Ed. (Autism)
Specialist Support Advisor (SSA)
In addition to her Cert. Ed. in Autism from the University of Birmingham, Caroline has significant specialist skills in providing support and training for a wide range of difficulties and diagnoses developed over 20 years experience working with children with Special Educational Needs (SEN). Caroline supports pupils with and without formal diagnoses and schools and families challenged by neuro-developmental difficulties, for which she is well known and respected in Island schools. Caroline is currently engaged in direct pupil support, support groups and staff training. Caroline brings personal experience and empathy to her work, having supported and guided her own delightful daughter through the complexities of special education to her current, happy, independent life. Caroline provides direct pupil support and staff training for difficulties associated with Autism Spectrum Disorder; Attention Deficit Hyperactivity Disorder; Severe, Moderate and Specific Learning Difficulties - Dyslexia, Dyspraxia, Memory, Attention; Co-morbidity - with and without diagnosis. Caroline is available to be commissioned by schools, local authorities and parents, from single days to longer periods to provide individual and group support in schools. Caroline can provide locum cover for specialist support staff during absence, while posts are advertised and in emergencies; reviews for Statements of SEN; evidence for applications for statutory assessment, additional support and changes in provision. Caroline also sets up and runs (also trains staff to run) Support Groups for pupils with identified needs such as Working Memory difficulties, Social Skills, Dyscalculia and a host of both bespoke and ‘off the shelf’ groups such as Circles of Friends, Playground Games, Thinking Skills, Parenting Groups etc. – please ask if you would like a description of any specific support group provision or would like a group designed for a specific issue.


SARAH BISHOP Assistant Psychologist
Sarah achieved a First Class degree in psychology while raising a family and working as a committed volunteer with the Samaritans. Having reached the level of Deputy Director in charge of Schools’ Outreach with the Samaritans, Sarah now volunteers as a qualified bereavement Counsellor, a no-fee service, alongside her work with IWEPS and has applied for Clinical Psychology Doctoral Training.


IWEPS CONSULTANTS ARE FULLY QUALIFIED AND EXPERIENCED FOR ALL WORK UNDERTAKEN, HAVE ALL REQUIRED REGISTRATION WITH PROFESSIONAL BODIES AND HAVE ENHANCED CRB CERTIFICATION TO WORK WITH CHILDREN IN SCHOOLS, AT HOME AND AT
IWEPS’ OFFICES