Tes article highlights the breadth of EPs’ work

On Wednesday, Tes ran a feature exploring the role of EPs in schools and the wide range of support they provide to children, families and communities. Drawing on interviews with members from Wandsworth EP service, including AEP London representative, Simon Ungar, the article showcases work of EPs in addition to roles in individual assessment or statutory processes.

The article explains EPs’ statutory role in contributing advice to education, health and care needs assessments and EHCPs - but also how EPs support individual pupils experiencing barriers to learning, including emotional wellbeing, anxiety, attention difficulties and school attendance concerns. It describes EPs’ use of consultation, observation and psychologically informed assessment approaches to develop shared understandings of a child’s experiences in school. This shows how EPs work collaboratively with schools and families to develop strategies that can be embedded into everyday practice.

In addition, the article highlights the increasing emphasis on capacity building and whole-school work. This includes EP-led training for teachers, teaching assistants and parents, such as ELSA training, trauma-informed and relational practice, and applied psychology topics like working memory. It also covers EPs’ involvement in supporting schools through critical incidents, bereavement and significant organisational change.

Donna Wiggett, AEP General Secretary said: “We are pleased to see that the reality of educational psychologists’ work; as a preventative, system-focused profession that can empower schools and communities is being shared. This sends a powerful message the value of early involvement and whole-school approaches in building sustainable, inclusive practice and reducing the need for statutory intervention.”