DfEE Green Paper (22/10/1997) - Educational psychologists

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6 Developing skills

Educational psychologists

20. Educational psychologists (EPs) employed by LEAs have wide responsibilities. But a large part of their time is tied up in the process of statutory assessment. While this may be necessary in some cases, it diverts key resources from early intervention and from providing help and support to pupils when it is most needed. We will explore ways of changing the balance of work of EPs, so that they can use their expertise as productively as possible.

21. More effective support at the school-based stages of the Code, with EPs and LEA learning support staff spending more time working in schools, should mean that, over time, there will be less demand for statutory assessments. Furthermore, it may be that as the skills of SENCOs and other SEN staff develop, they could, with suitable training, perform some aspects of statutory assessment, so releasing EPs for other tasks.

22. Changes in the balance of work of EPs will have implications for their training. New patterns of training will be needed to reflect their developing role in areas such as strategic management, working with schools, curriculum issues and family therapy.

QUESTION: What changes are needed in the role and training of educational psychologists?

31/08/2000