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Assistant Educational Psychologist

This is a full-time role, but part time applications can be considered if the candidate is able to work on a Wednesday.

You will work as part of a team of Assistant EPs who will be supporting one of our four quadrants (West, South, North-East, Mid) EP teams and/or fulfilling county-wide responsibilities. We are therefore able to consider applicants whose base could be in any one of the four quadrants (Harlow, Basildon, Braintree, Colchester) however due to current vacancies if applicants do not wish to be based in the West or South team they must be able to work at least part of their time in these quadrants supporting countywide work.

Job Purpose

Essex County Council has embarked upon a programme of change for provision and services with the ambition to profoundly improve the outcomes and life experience of children and young people with Special Educational Needs and Disabilities (SEND). Our vision is for a SEND system which identifies and assesses need at an earlier stage and which provides appropriate and impactful support without such high dependence on Essex County Council’s statutory services. We have a responsibility to deliver effective services and support in the most cost effective and impactful way.

The Assistant Educational Psychologist role is developmental and will enable development of a range of experience and skills, in preparation for training as an Educational Psychologist and progressing to a doctoral training programme. The role will contribute to delivering early intervention work in schools and other settings, undertaking a range of psychology assessment and intervention services.

Applicants must have Graduate Basis for Chartered Membership of the British Psychological Society. We would consider applicants who are close to obtaining this.

Applicants must demonstrate their intention to apply to train to become an educational psychologist.

Key Accountabilities

  • Work collaboratively with a team of Educational Psychologists, contributing to assessments, developing plans to address identified needs and co-ordinating support packages for children and young people with SEN, ensuring compliance with statutory requirements, with the supervision of a qualified EP.
  • Contribute to the delivery of training to school staff to support developmental activities, the implementation of effective monitoring and review procedures.
  • Work collaboratively with educational psychologists in the design, collection, and analysis of outcome measures, contributing to project, development, and research work.
  • Responsible for maintaining currency of knowledge with regulations, legislation, and developments in the fields of Educational Psychology and Education, particularly for children and young people with SEN.
  • Contribute to the active participation of children, young people, and their families, to understand and participate in the process of assessing and reviewing a child’s mental health or emotional needs and how these are responsive to client needs.
  • Responsible for complying with the Essex SET child protection procedures, to safeguard and promote the welfare of children and young people.

Skills, Knowledge and Experience

  • Educated to British Psychological Society (BPS) recognised first degree in psychology or another degree with a relevant conversion course to BPS recognised status, completed or planned. Also possesses Qualified Teacher Status (QTS).
  • Evidence of the ability to develop within role and enhance skills, knowledge, and experience to enable progression to an EP doctoral training programme.
  • Experience that demonstrates a desire to apply psychology working with children and young people with Special Educational Needs (SEN)/Disability.
  • Knowledge and understanding of SEN and other legislation which impacts upon children and young people.
  • Excellent interpersonal and communication skills, maintaining high ethical standards both personally and professionally; shows integrity and is reliable and trustworthy.
  • Ability to build strong working relationships which are collaborative in nature and engender delivery.
  • Experience of working in schools and/or other educational settings.