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Guidance on partnership working between allied health professions and education

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APPENDIX 3: TOOLS FOR SELF-EVALUATION AND IMPROVEMENT PLANNING

Issues to consider

Signposts for improvement

Strengths

Areas for development

Actions

Impact and outcomes for young people

Evidence

1. How do partners identify outcomes used to identify progress and therefore the outcome of partnership working?

AHPs and education can improve outcomes for young people by:

2. Are allied health professionals sufficiently informed about Curriculum for Excellence to be able to contribute meaningfully to planning for young people to achieve the outcomes?

1. Jointly agreeing the outcomes of partnership working, including indicators of progress.

3. How can allied health professions record information on improved outcomes for young people and use the information in planning and resourcing services?

2. Jointly identifying the steps a young person will make as he or she works towards a particular outcome.

4. How can services use the evidence for collaborative advantage to inform school and service improvement plans?

3. Agreeing what evidence will be used to demonstrate progress towards an outcome, whether this is qualitative or quantitative.

4. Ensuring that AHPs and education staff are aware of and adhere to the relevant legislation, guidance and codes of practice within which each operates.

5. Ensuring that parents and young people are central to the collaborative process.


Issues to consider

Signposts for improvement

Strengths

Areas for development

Actions

Different ways of supporting young people

Evidence

1. What is your experience of the various roles of allied health professionals in addition to direct work with children and young people?

Education and allied health professions can improve the quality and effectiveness of their partnership working by:

2. In what circumstances might indirect work be more effective than direct therapy?

1. Ensuring that parents, allied health professionals and education staff are clear about each other's roles.

3. What is the role of the class teacher in partnership working with allied health professionals?

2. Ensuring there is a shared rationale for indirect work so that this is not seen as a second best option for the young person.

4. How confident are you that roles are clear to parents, children and young people and how do you know?

3. Developing skills and knowledge within the education and health systems through training, awareness raising, modelling and shadowing opportunities.

4. Developing a shared language and common understanding of terms used locally to describe ways of working together.


Issues to consider

Signposts for improvement

Strengths

Areas for development

Actions

Parents as partners

Evidence

1. How do you know how effective your relationships are with parents and how do you gather information on their views?

Education and allied health professions can improve the quality and effectiveness of parental involvement by:

2. How could your communication skills with parents be improved?

1. Ensuring parental involvement is integral from the beginning.

3. What steps can be taken to ensure real and effective parental involvement in assessment, planning, delivery and evaluation of interventions for children?

2. Ensuring that all information is in a form that is easily accessible to parents and that you have consulted parents on how best to share information, e.g. in writing, by e-mail, phone call or face-to-face.

4. What do you do to support and encourage all parents to be informed and involved in their child's education?

3. Recognising parents as equal partners with unique insights in meeting their child's additional support needs.

5. What efforts do you make to remove the barriers to parents taking a more active part in supporting their child?

4. Check you are asking parents and taking account of their perspective when making decisions where everyone's position and contribution is respected.

5. Ensuring all staff are given and are providing good role models in working with parents as partners.


Issues to consider

Signposts for improvement

Strengths

Areas for development

Actions

Planning for better partnership working

Evidence

1. How does planning at a strategic level support activities at an operational level.

Education and AHPs can improve the quality and effectiveness of planning for partnership working by:

2. Are financial arrangements efficient and do they represent best value so that partners can deliver the best service possible to children and young people?

1. Developing good communication at strategic level across organisations.

3. What is the value of a written record of agreement between the school and the allied health professional?

2. Ensuring clear, two-way communication between practitioner level and strategic planning level.

4. What are the issues that need to be addressed during the meeting at the start of the session in your context?

3. Agreeing the broad structure of service delivery between the allied health professionals and the school at the start of a school session.

5. Is sufficient information made available to parents so they understand how decisions about services are taken?

4. Addressing practical issues at the start of the school session.


Issues to consider

Signposts for improvement

Strengths

Areas for development

Actions

Planning and working together to support young people

Evidence

1. How confident are we that we have created consultative structures, systems and practices which encourages all partners to be involved in planning, including parents and young people?

Education and AHPs can improve the quality and effectiveness of their joint planning and interventions by:

2. How close are we to producing a single plan in line with the principles of Getting it right for every child which may incorporate a co-ordinated support plan?

1. Ensuring time is available for effective joint planning with all relevant professionals, reviewing and evaluating as a key part of support for the young person.

3. How are parents involved in delivering interventions?

2. Ensuring parents are centrally involved from the start in planning discussions and meetings.

4. How can we use Curriculum for Excellence to ensure the work of allied health professionals links closely to the outcomes and experiences?

3. Ensuring the young person's view is sought at each decision-making stage.

5. Are partners clear about gaining consent to share relevant information and of their statutory duty to share information?

4. Having a streamlined process leading to a single shared plan with the child at the centre.

5. Being clear about which interventions are more effectively delivered together and which are more effectively delivered by a single service.


Issues to consider

Signposts for improvement

Strengths

Areas for development

Actions

Joint continuing professional development and self-evaluation

Evidence

1. Do we have an effective system in place for identifying joint CPD needs and for planning to deliver training jointly?

Education and allied health professions can improve the quality and effectiveness of their CPD and self-evaluation by:

2. How do we evaluate the impact of joint CPD on staff and on children, young people and their families?

1. Ensuring that both health and education routinely plan for joint training opportunities for staff, as providers and recipients, and consider the involvement of parents.

3. Do allied health professions and education staff have a shared understanding of what self-evaluation is and the purpose of self-evaluation?

2. Encouraging the use of a broader range of CPD opportunities for staff to include work shadowing, special interest groups, joint working groups, and resource sharing initiatives.

4. Is there an effective process in place for carrying out joint self-evaluation of partnership working?

3. Agreeing to evaluate jointly the quality of their joint services to children on an annual basis.

4. Involving all stakeholders, including parents and young people, in their self-evaluation process to plan for service improvement.


Issues to consider

Signposts for improvement

Strengths

Areas for development

Actions

Leadership

Evidence

1. Where are the greatest challenges to effective partnership working?

Education and allied health professions can improve the quality and effectiveness of their leadership by:

2. How can the challenges to partnership working be addressed by effective leadership and shared vision?

1. Taking account of the importance of good relationships and interpersonal skills.

3. What are the interpersonal skills which lead to effective partnership working?

2. Understanding and respecting the roles of parents and of each professional and the demands of that role.

4. What is effective communication in the context of partnership working?

3. Ensuring there is a consistent and shared vision about what partners want children and young people to achieve.

4. Developing good communication across agencies at every level.