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Appendix 1: BPS Competencies
Appendix 1.1: Log of Evidence
Trainees will complete this log of evidence across their placement, using it to evidence areas of developing competence and to reflect on how each competence is enabling them to work toward the HCPC standards of proficiency as a practitioner psychologist (highlighted in the second column, with EP specific competencies in blue). Supervision co-ordinators/supervisors will sign the log as part of their continuing overview of trainee development.
The key to evidence is quality, not quantity. For all years, one piece of evidence for each competency is sufficient; the key is the reflection you make on the extent to which you feel this competency is one that is achieved, needs developing, or is one that you are at the very early stages of acquiring (Haring’s Learning Hierarchy can help here). By the time you reach Year 3, the three work files should be testimony to proving evidence of, and reflecting on, all the competencies as listed with at least three pieces of evidence (a different example and reflection each year).
There will be some competencies (according to your individual experiences this year, these might include 7.6, 7.8, 8.1, 9.7, 9.9) that you cannot reasonably be expected to achieve in year 1. For these, simply record this in your reflection notes and make a note to look out for this in future years
Year 3 trainees should include in their work file their Year 1, Year 2 and Year 3 logs in order for their acquisition of competencies across the three years to be evidenced.
BPS Competencies Table 2023-2024
Appendix 1.2: Map of HCPC SOPs to BPS competencies
The mapping seeks to demonstrate how the threshold standards set by the HCPC relate to the postgraduate professional training standards outlined by the Society. This piece of work was conducted on behalf of the Membership Standards Board of the British Psychological Society.
Full mapping of HCPC Standards of Proficiency to BPS Competencies 2021-2022
Map of HCPC SOPs to BPS Competencies
Appendix 2: BPS Core Competencies Evidence Recording Sheet [ERS]
Evidence for competencies can be provided by one or more of the following:
- Trainee observed this skill being demonstrated by field tutor, supervisor or another educational psychology colleague
- Trainee demonstrated this skill while being observed by field tutor, supervisor or another educational psychology colleague
- Trainee demonstrated this skill while being observed by another trainee
- Trainee carried out this skill independently and discussed this in supervision
- Video evidence was provided
- Written evidence was provided
- Feedback was provided by a client or colleague
- Evidence Recording Sheet
The following Evidence Recording Sheet can be used as a way of recording observations of trainees by supervisors and others. Trainees should aim to build up evidence of having achieved all relevant competencies (with reference to the BPS competencies- log of evidence) over the course of their placements.
Trainees will be responsible for requesting that Evidence Recording Sheets are completed over the course of the placement. Completed evidence recording sheets should be submitted to the University as part of the practical work file at the end of the placement.
It is the responsibility of the trainee to ensure that evidence is provided for all competencies.
Evidence Recording Sheet 2023-2024
Appendix 3: Placement Learning: Individual Evaluation Form [IEF]
The following form can be given out by the trainee to anyone they have worked with on placement (teachers, SENCOs etc.) to obtain feedback on the service they have provided.
Completed forms should be handed in as part of the practical work file at the end of the year
Individual-Evaluation-Form 2023-2024
Appendix 4: Placement Learning: Weekly Log Years 2 and 3
The following Placement Learning Weekly Log should be used to record each day of placement learning (130 days across each of Years 2 and 3).
All completed logs, signed by the appropriate supervisor/supervision co-ordinator should be submitted, as part of the practical work file, at the end of the year.
Trainees may choose to record their learning and reflections either daily or weekly, whichever suits best their style of reflection.
Appendix 5: Placement Learning: Weekly Log Year 1
Trainees should complete a weekly log at the end of each week to record their activity and learning. Weekly logs have three main purposes:
- To allow the trainee to demonstrate that they have achieved 55 days on placement
- To provide a record that will assist the trainee in writing up their account of placement
- To provide a stimulus and resource to help the trainee develop reflective practice
Weekly logs should be submitted to the field tutor for signing each week. This acts as a validation of placement time and helps keep track of learning and development issues. Logs should be kept up to date as personal tutors and field tutors may ask to see them at any stage.
Completed logs should be submitted as part of the practical work file at the end of the year.
Appendix 6: Placement Learning Supervision Record
The following Placement Learning Supervision Record should be completed to record each session of formal supervision between the trainee and supervisor, supervision co-ordinator or fieldwork facilitator. The equivalent of ½ hour of formal supervision should be provided by the local authority for each day spent on placement in Year 2 and 3. In Year 1, this form should be completed in the monitored casework phase to record supervision between the trainee and the field tutor.
Completed supervision records should be submitted to the University as part of the practical work file at the end of the year.
Appendix 7: Placement Interim Review Pro-formas
The following documents should form the basis for discussion at the Placement Interim Reviews in November and March/April between the trainee, supervisor/supervision co-ordinator and personal tutor. See sections 2.7.1 and 3.7.1 for more information about these meetings.
The final record of both interim review meetings should be emailed to the course administrator (edpsych-fels@soton.ac.uk) by Friday 17 December 2021 for the November meeting and Friday 29 April 2022 for the March/April meeting, with copies to the trainee’s personal tutor, supervision co-ordinator and placement PEP.
Signed copies of each should be submitted to the University as part of the practical work file at the end of the year.
PLEASE NOTE: The course is currently considering an online replacement system for the interim review forms. Trainees will be notified of this change when it is implemented and should use the new system from that point onwards.
Placement-Interim-Review-Pro-forma – 2023-2024
Appendix 8: End of year Summative Report forms
Appendix 8.1: Year 2/3 Supervisor/Supervision Co-ordinator Summative Report
The supervisor/supervision co-ordinator summative report – which is now standardised across all five courses in the SEEL consortium – is completed for Southampton trainees at the end of the academic year, for consideration in their end-of-year appraisal. It should include any relevant information or feedback from other local authority staff e.g. fieldwork facilitators.
Supervisors/supervision co-ordinators should start working on this report from January 2024. During the Spring term and the first half of the Summer term, it should be regarded as a working document informed by observations of the trainee and discussion in weekly supervision. A copy of the document in its current state should be provided at the March/April interim review for discussion.
Following the Summer half term break, the document should be finalised as a summative report. The report should be discussed with the trainee concerned before final submission. The trainee should then complete their section and send the finished report by email to the course administrator, Angela Goodall, by 24 June 2024. A copy signed by both the trainee and supervisor/supervision co-ordinator should be added to the trainee’s work file.
It is expected that trainees will share their Year 2 summative report with their Year 3 host authority at the start of placement.
Placement-Supervision-Co-ordinator-Summative-Report 2022-2023
Appendix 8.2: Year 1 Field Tutor Summative Report
The report should be discussed with the trainee concerned before submission. The trainee should then complete their section and send the finished report in advance of the end of year appraisal by email to the Year 1 APT (Tim Cooke) and their personal tutor. A copy signed by both the trainee and Field Tutor should be added to the trainee’s work file.
Placement Field Tutor Summative Report 2023-2024
Appendix 9: Process for dealing with TEP’s or Supervisor’s concerns about placement
Appendix 10: Low Incidence Experience Record
Please find below the low incidence grid plus two examples of its completion showing how trainees might record and monitor their exploration of low incidence needs in local authorities in year two of the training programme.
Reflections column Trainees should use this column to record reflections relevant to BPS competencies 1.3 and 1.6:
- demonstrate knowledge and application of pedagogic practices and their conceptual and evidential bases, taking account of normal progression and development, and the modifications necessary to support effective learning and development for children, young people and young adults with special educational needs and disabilities (SEND). (BPS 1.3)
- demonstrate knowledge of school and systems structure, organisation and theory; general and special education; technology resources; and evidence-informed educational practices that promote academic outcomes, learning, social development, and mental health. (BPS 1.6)
For example trainees might record what they have learned about a specialist provision that makes it different from a mainstream provision and which enables it to meet the needs of its pupils/students.
Trainees should ideally seek opportunities to learn from service users by talking to parents, carers and young people about their lived experience.
Low-Incidence-Experience-Record 2023-2024
Appendix 11: Casework Table
Appendix 12: Induction Guidance
- Guidance for placement providers.
- Induction checklists for trainees.
Induction guidelines
The following is offered as guidance to placement providers. It is expected that trainees will be offered induction in line with Service policy for newly appointed educational psychologists, taking account of their stage of development.
For trainees in Year 2 whilst they have been working in Local Authority schools during Year 1 this will be their first experience as a member of a psychological team and beginning to see how psychological services are offered in the context of a local authority. For trainees entering year three they will bring with them knowledge from their previous local authority which will provide a basis for comparison during their year.
Trainees whilst on placement are expected to follow the policies and procedures of the host authority. A key requirement of induction is to make sure that trainees understand their responsibilities regarding:
- Child protection procedures
- Data protection policy
- Freedom of Information Requests
- Subject Access Requests
- Health and Safety Policies e.g. lone working policy
- policy for raising concerns about the safety and wellbeing of service users
Past trainees have reported that they found the following helpful:
- An induction period covering the first 1-2 weeks of the placement.
- Opportunities to shadow a range of psychologists involved in a variety of different pieces of work e.g. in early years, primary and secondary schools.
- Being introduced to office protocols, including:
- Office procedures
- Forms ( and where to find them)
- Written communication/reports and file notes – which ones to use and when and how.
- Knowing where everything is.
- Being introduced to key people in the service and local authority.
- Being given a list of schools with phone numbers and details of key members of staff.
- Being given a list of other key contacts e.g. teacher advisers (and phone numbers) plus other agency phone numbers e.g. Behaviour support services.
- Being given opportunities to shadow other key meetings/events e.g. panel meetings, team meetings etc.
Induction guidelines and process – Year 1 2023-2024
Induction guidelines and process – Year 2 and Year 3 2023-2024
Appendix 13: Sample letters to schools hosting Year 1 trainees
Appendix 14: Field tutor roles and responsibilities
To organise an introduction to the Service in which Year One trainee educational psychologists (TEPs) are placed, including
- attendance at a team meeting if possible
- introduction to key staff
- shadowing opportunities with other members of the Service
- other relevant experiences
To spend half a day per week (term time only) working with Year One TEPs, in an identified primary school, secondary school or elsewhere in a supervisory capacity:
- Ensuring trainees are aware of health and safety procedures that apply to the settings in which they are placed
- Taking responsibility for gaining informed parental consent for both practice children and casework
- Modelling assessment and other methods of gathering information (following, where possible, the timetable for trainees’ introduction to these techniques at university)
- Modelling casework over time, including role negotiation, consultation with teachers and parents, and assessment and review activities
- Observing and giving feedback on trainees’ use of consultation and assessment skills
- Identifying with trainees appropriate casework for them to work on
- Giving casework supervision to trainees in their managed and monitored phases
- Taking opportunities to show the range of EP work beyond casework
To take responsibility for any service reports produced by Year One TEPs arising from managed and monitored casework, by:
- Checking reports and providing feedback
- Ensuring reports adhere to service forma
- Countersigning and distributing reports
To mark and provide feedback on written casework reports:
- Formative feedback for Year 1 “formative ROC” (managed casework, one per TEP).
- Feedback for Year 1 end of year ROCs (monitored casework, two per TEP).
To contribute to TEP appraisals at the end of each of the two phases of placement for Year 1 TEPs
To attend the half-termly FT meetings at the university and contribute to a standing annual item on the FT agenda as a final review of placement activities
To raise any concerns:
About a trainee’s development and performance, initially with the Year 1 APT either as part of a Field Tutor Meeting or outside this forum as appropriate (see 1.11 Managing Difficulties)
- About general placement issues with the programme director
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