Scottish Government

Chapter Four Scotland's Colleges

4.1 'Scotland's Colleges' describes the sector previously known as Further Education colleges. At the time of the first evaluative exercise in April to June 2005 there were 46 colleges in Scotland. When the second evaluative exercise was conducted in February to March 2006 these had reduced to 43 through mergers. This chapter presents the findings in relation to all of these colleges. It is concluded that:

• the self-ratings of psychological services regarding their PSPS delivery were fully validated in the ratings assigned to them by Scotland's Colleges on the same questions
• colleges in Pathfinder areas were clearly differentiated from those in other areas in the extent and range of post-school psychological services received by them at the time of both surveys
• these differences were apparent across virtually every area of PSPS activity
• the services delivered in Pathfinders included a wide range of post-school initiatives directly relevant to the key objectives of the project
• colleges in Pathfinder areas anticipated greater development of PSPS in the coming year than other colleges
• services delivered to colleges in non-Pathfinder areas were very limited or non-existent and generally restricted to existing functions in relation to transition from school for young people with additional support needs
• colleges in Pathfinder areas rated the effectiveness of PSPS as being higher than other colleges
• there were no significant differences between the ratings given by the colleges for the surveys in April to June 2005 and in February to March 2006 (and for this reason the figures showing results have been combined for the two surveys)
• PSPS provided to Scotland's Colleges by local psychological services has been highly valued
• highly valued support, especially in relation to BRITE and SFEU training, has been received from the Strategic Officers (separately covered in Chapter 8).

Evidence considered

4.2 The assessment of the development of PSPS in Scotland's Colleges has comprised the following strands of evidence:

• questionnaires completed by college principals or other key staff in 38 of the 46 colleges in Scotland at the time of the first survey and in 35 of the 43 colleges at the time of the second survey (Annex 4)
• individual follow-up interviews conducted with key staff in 35 colleges (first survey) and again in 37 colleges (second survey)
• when account is taken of the fact that a small number of colleges made 2 returns from different staff, the total number of questionnaires returned for the evaluation was 82, and the total number of follow-up interviews was 72
• attendance at PSPS Network meetings where the links between Pathfinders and Scotland's Colleges have been illustrated
• documentation provided by colleges relevant to PSPS involvement.

4.3 The questionnaires were completed in relation to the position of colleges in the period from April to June 2005 when the first survey was carried out, and in relation to the period February to March 2006 for the second survey. They were designed to mirror as much as possible the questions in the questionnaire issued to psychological services, so that as many exact comparisons could be made as possible. They covered: basic particulars regarding provision made by them for students; whether services were received from psychological services; perceptions of the level of service received across a wide range of functions; current and anticipated development of PSPS received by them; barriers and gaps in receiving services; and views on ideal services and effectiveness. Further questions on the support of the Strategic Officers are covered separately in Chapter 8.

4.4 Although the colleges served a population that did not always come from the local authority area where they were situated, their geographical location was sufficient to allow them to be broadly differentiated as relating to Pathfinders or to other psychological services. They are therefore referred to as being Pathfinder or non-Pathfinder colleges.

4.5 In total, the colleges from which completed returns were received comprised: 23 Pathfinder colleges (20 on the second survey) and 15 non-Pathfinders. Because of college mergers and some variation in the returns between the two surveys the samples were not exactly the same on each occasion. On both surveys 7 of the Pathfinder colleges were located in one single local authority, the City of Glasgow. Analysis of the returns indicated that these 7 colleges represented a special case and had to be treated separately for the reasons noted below.

4.6 A decision was made to analyse the returns in 2 ways to take account of the special case of the City of Glasgow. Having almost one-third of the total sample of Pathfinder colleges in one single authority area meant that in terms of provision of local psychological services the data were likely to be skewed. If the Glasgow psychological service made colleges its focus for PSPS, then the report of involvement would probably be higher than would represent the overall position in relation to the other 11 Pathfinder services. On the other hand, if Glasgow had no focus on colleges the returns would be unrepresentative in showing lower involvement. By comparison, the contribution of the Strategic Officers was separate from the involvement of the local services, and the number of colleges in a single authority was not therefore a factor to be considered.

4.7 Accordingly, all of the analyses shown in this chapter, which focuses on PSPS received from local psychological services, exclude the colleges in the City of Glasgow, whereas all of the analyses shown in Chapter 8, which covers the contribution of the Strategic Officers, are for the whole sample including Glasgow. The overall trend of the results in every case is the same with or without the Glasgow colleges, but the precise figures may be viewed as more accurately representing the position across Scotland using the method described.

4.8 Comment may be made on the actual impact of carrying out the analysis in this way, since evidence on PSPS in Glasgow was available from the psychological service questionnaires, from the follow-up interviews and from the available documentation submitted by Pathfinder services. The Glasgow service made a conscious decision not to have a focus on colleges for delivery of their PSPS. This was in order to meet Council priorities, to target services towards the most vulnerable and to use the available resources in ways believed by the service to be most effective. The questionnaire return from Glasgow psychological service specifically stated:

'Our focus has been mainstream disengaged young people, which dovetails with the authority's priority to raise attainment and improve destination statistics. A direct service to training providers and colleges has not been tackled yet.'

By the time of the second survey the Glasgow service had reached the stage of carrying out an audit of need in relation to its colleges, but its focus for service delivery continued to be on the most vulnerable and disengaged young people. For this reason the returns from the 7 Glasgow colleges did in fact show low levels of PSPS, and while not altering the overall trend of the results for each question, would have weakened the comparisons in an unrepresentative way.

4.9 Throughout this section the analysis of results shows the figures for the two evaluative exercises combined. The reason for this is that any changes in ratings between the first and second surveys were not significant.

Service delivery for PSPS

4.10 Approximately three-quarters of the colleges in Pathfinder areas (excluding Glasgow) indicated that they received support from local psychological services, with 2 additional colleges reporting receipt of services at the second survey. For non-Pathfinders the proportion was 60%. However, it is not so much the trend of the figures as the qualitative commentary that is interesting. The Pathfinders generally provided a list with many examples of different types of services delivered at strategic and other levels. Reference was made to solution-focused training, support in development of college policies such as anti-bullying policy, action research, support for working with behavioural issues and various other examples, together with reference to established partnerships between the college and the local psychological service.

4.11 The non-Pathfinders also referred to examples of strategic and other support, but apart from one or two instances, this was at a much less involved level, and the examples were far fewer. Also, the focus was much more on individual students:

'Advice if telephoning. If they are involved at the Record of Needs stage, advice on transition.'

'Only involvement so far has been at future needs review meetings for school pupils' (similar response from 3 colleges)

One college looked for psychological services, but obtained them from outwith the local authority. It was clear from the response that the focus was on the kind of static model of individual dyslexia assessment that PSPS has worked hard with Scotland's Colleges to replace with more meaningful assessment frameworks:

'Help is received by private contract with an independent educational psychologist, not via the local authority.'

4.12 Figure 4.1 shows the overall level of PSPS delivery received by Scotland's Colleges, using the same 5-point rating scale as for psychological services (Chapter 3). The figures not only show a significant difference between Pathfinders and non-Pathfinders, but they also are remarkably similar to the self-estimates made by psychological services in Figure 3.1.

Figure 4.1 Overall level of PSPS received (Scotland's Colleges)

4.13 Structured arrangements for PSPS, such as service level agreements ( SLAs) with Scotland's Colleges again showed differences between Pathfinders and non-Pathfinders. The results are shown in Figure 4.2

Figure 4.2 Structured arrangements/ SLAs (Scotland's Colleges)

4.14 Findings on estimated levels of services received showed similar consistent differences between Pathfinders and others throughout all categories of question, covering consultation, facilitating transition, contribution to assessment procedures, strategic planning, assessment and intervention, training and development, and action research. Figure 4.3 shows the ratings for 'strategic involvement', by combining the responses for general consultation, transition planning, contribution to assessment procedures, strategic planning and research and project work. Again the differences are very prominent.

Figure 4.3 'Strategic involvement' (Scotland's Colleges)

4.15 Figure 4.4 shows the pattern of responses for training and development. Again, the differences between Pathfinders and others are apparent.

Figure 4.4 Training and development (Scotland's Colleges)

4.16 As with the psychological service questionnaires, the responses to the questions relating to work with individual young people demonstrated that although the model of PSPS was focusing on a systemic rather than an individual model of service delivery, the Pathfinders were actually assessed by Scotland's Colleges as having had significantly more input to individual work than the non-Pathfinders. Figure 4.5 shows the figures for individual consultation, assessment and support, and a combined figure for all 3 together.

Figure 4.5 Work with individuals (Scotland's Colleges)

Current and anticipated PSPS developments

4.17 The striking differences between Pathfinders and others in psychological service self-estimates of current and anticipated PSPS developments were equally apparent in the responses from Scotland's Colleges. When colleges were asked to name up to 3 significant developments in PSPS received under each of the headings of consultation, assessment and intervention, training and development and action research, a count was again taken of the number of items they generated in total for this question. Many more examples were provided by Pathfinders. The results are shown in Figure 4.6 for the 4 headings combined.

Figure 4.6 Current developments in PSPS (Scotland's Colleges)

4.18 When colleges were asked to name up to 3 anticipated developments in PSPS received under each of these headings by the same time in the following year, the trend was similar, but the difference was not significant. Few examples of anticipated services were provided for either Pathfinders or others, perhaps indicating that it is easier for recipients of services to state what they are receiving than to forecast what they might be receiving at a future date. Specific examples included consultation and assessment for Co-ordinated Support Plans, the delivery of staff training and the development of an alternative curriculum. The results are shown in Figure 4.7.

Figure 4.7 Anticipated developments in PSPS (Scotland's Colleges)

Barriers to and gaps in service delivery

4.19 Colleges were asked, 'What barriers do you face in negotiating and/or receiving provision of PSPS?' Pathfinders and others were very different in their responses. The most frequent response from Pathfinders was lack of time to provide all the services that colleges required. However, several Pathfinders indicated that because of the PSPS initiative they had no barriers to service provision:

'None since the initiation of the Pathfinders project - times for college visits by PSPS staff are clear and additional time is given if required. Meetings are held regularly and are well attended.'

'Previously it was a lack of information on who would be the appropriate person to contact. This has improved with the formation of the Pathfinders team.'

4.20 Non-Pathfinders focused more on a total lack of any provision of PSPS. In most cases this section was left blank in a context of there being little or no contact with psychological services. This may have reflected a lack of knowledge of how services operate and what they can offer. One college summarised the main barrier as being 'knowledge of what is or might be available'. In some cases there was a view that the services available were not required, such as in colleges with small numbers in the PSPS age group. One return stated:

'No barriers are experienced because provision of PSPS is not currently required in the college.'

Another viewed the main barrier as being the costs involved in obtaining dyslexia assessments.

As PSPS work developed in the Pathfinders it was clear that a valuable service could be rendered to a very wide range of agencies serving vulnerable young adults, and that the available service was touching only 'the tip of the iceberg'.

4.21 A similar division between Pathfinders and others was apparent in answer to the question, 'What do you consider are the main gaps in the psychological service you receive?' Again, the quality of responses differentiated the 2 groups markedly. Gaps mentioned by Pathfinders reflected the informed responses of those who had established links with PSPS and were already receiving a service, as seen in the following examples:

'At the moment there are no real gaps emerging. It was difficult to try to find a joint action research project to focus on…However, we have one planned to start in August which will be very beneficial to the college and something we have wanted to do for some time, but at first it didn't occur to us they could help with this. It is all a learning process, which is why it is important that the work continues if the project ends.'

'There is a need for PSPS to shift to adult circumstances [including] the 25+ age range.'

In one of the newly-merged colleges served by a PSPS cluster where services were well established it was felt that there were no gaps in service delivery:

'None - we work very closely with PSPS to the benefit of students and staff.'

4.22 In very sharp contrast, the non-Pathfinders noted gaps that reflected the fact that they were receiving little or no service - 'we receive really very little service at all' - or else referred to services that were not in keeping with a progressive model of service delivery. This is exemplified by the fact that the most frequent gap identified was the lack of individual dyslexia assessments. These were not mentioned at all by Pathfinders.

Ideal services and effectiveness

4.23 As with psychological services, colleges were asked to state what they felt were the 3 most important contributions for PSPS to make and then to rate how effectively they felt they were receiving each of these contributions. The scale used was 0-10 where 0 = contribution not currently being made at all, and 10 = the current contribution represents an 'ideal' service. Again, the main purpose of this question was to allow colleges to assess the contribution in relation to their own agenda, rather than to ask them to assess services they might not have chosen to receive.

4.24 Figure 4.8 shows the average responses for each of the 3 contributions, together with a combined figure for all 3. These ratings not only showed significant differences between Pathfinders and others, but they also were very comparable to the self-estimates made by psychological services (Figures 3.12 and 3.13). They confirmed that Pathfinders were seen to have taken significant steps towards providing the services valued by Scotland's Colleges.

Figure 4.8 'Ideal services' (Scotland's Colleges)

4.25 Finally, colleges were asked which of 5 statements best described the overall effectiveness of PSPS in relation to their work. These extended from 'no real effectiveness as yet', through 'little effectiveness', 'in between', 'moderately effective' and 'highly effective'. Figure 4.9 shows the results, which were significantly higher for Pathfinders, placing them in the 'in between' category.

Figure 4.9 Overall PSPS effectiveness (Scotland's Colleges)

Further notes on college interviews

4.26 The questionnaire data from colleges were supported by a total of 72 individual interviews with key staff across the two surveys. There were 35 interviews for the first survey and 37 for the second. In a large proportion of cases the same staff were interviewed on both occasions, thus providing the opportunity to discuss changes in service delivery. In a number of cases the context at the time of the second survey was sufficiently similar to the first survey that there was a limited amount of new information to provide.

4.27 A wide range of key college personnel were interviewed. These included:

• Principal
• Deputy Principal
• Director of Teaching and Learning
• Curriculum Manager ASN
• Head of Faculty of Care
• Sector Manager - Sector of integrated curriculum services
• Head/Director of College Services
• Unpromoted staff.

4.28 These interviews were of considerable value in informing the evaluation of PSPS in the context of Scotland's Colleges. They served to clarify and to amplify the information provided in the questionnaires and to offer specific examples of the ways in which PSPS was assisting staff to support students. They provided a wider qualitative context in which to interpret other strands of evidence. The following is a summary of the general findings arising from the interviews:

• where PSPS has been provided it has been highly valued by Scotland's Colleges
• time has been required for these new services to become embedded
• some colleges have noted the benefits of the second year of PSPS funding, enabling psychologists to build on the groundwork established in the first year and to develop more extensive services
• PSPS input is viewed as essential, particularly because of the increasingly diverse student profile, with a more inclusive intake
• training has been valued, and its benefits can be extended by staff not just to the younger age range but to adult students over 24
• changes in retention figures are anticipated to reflect the outcomes of changed practice through PSPS training
• students previously at risk of dropping out have been supported by PSPS involvement
• transitions have been enhanced
• inter-agency co-operation has been promoted
• benefits have been experienced from action research in which PSPS has participated
• the need for PSPS is seen to be increasing in the college sector.

4.29 The following quotations from interviews in Pathfinder colleges illustrate some of the above points:

On the time required for embedding new services:

'We do not want to see this new partnership stop…we want to see it increase…Things moved slowly at the beginning of the project, and in the last few months there has been a big jump in the work that is being done.'

On the more inclusive intake of Scotland's Colleges:

'Pathfinders is a timely initiative due to the changing nature of FE. We are taking in students who previously had no access to college and therefore have increasing numbers of students with additional support needs.'

On support for difficulties and for vulnerable students:

'It facilitates early intervention in individual student crises to have Pathfinder support and advice at the end of the phone. It gives college staff confidence to deal with student crises to have access to specialised second opinion form educational psychologists.'

'Invaluable to have educational psychology help with assessment of [vulnerable] students and with coping strategies.'

On enhanced transition and inter-agency co-operation:

' PSPS does valuable work in promoting the needs of the learner and facilitating inter-agency cooperation. Now schools, the local authority, colleges, social workers and educational psychologists are working together as colleagues on transition as a direct result of Pathfinder work.'

On retention:

'Student retention is better at college not just because of PSPS presence at college, but because of the effect on thinking about support issues, and the extra support received with transition planning.'

On the overall contribution as assessed by one college:

' It is impossible to over-emphasise the contribution of Pathfinder service to developing appropriate and inclusive provision for young people both on a case by case basis and at a strategic level.'

4.30 Box 4.1 illustrates the benefits reported by a college in a Pathfinder area which was receiving no services from PSPS at the time of the first interview but was receiving them when the second interview took place.

Box 4.1 The benefits of a new service from PSPS

Experience of a College in a Pathfinder area

'Since last year's questionnaire we are now in receipt of service. This was initiated by the local PSPS who contacted us, came to a meeting and formed a working group with staff from the Student Services Department of the College.'

The time spent on joint consultation was crucial. It was clear at the start that the psychologists were not au fait with college environments, while the College staff were not familiar with the language and approach of the psychologists. Through consultation each began to understand the other and this enabled an effective working relationship to be developed. 'Once the partnership agreement was established this was taken to College management and other staff so that there would be College-wide awareness of the new service. The time allocation from PSPS is fully utilised, and the action plan enables time to be used in the most productive manner.'

Services are provided across all areas of PSPS - consultation, assessment and intervention, training and development and action research.

• consultation: advice on child protection policies has been invaluable and has helped the College to develop appropriate templates to ensure best practice
• assessment and intervention: while individual interventions by staff are not possible, valuable intervention advice has been given on specific cases
• training and development: anger management training has been highly successful and has been extended to all staff, so the training will be given to over 500 College personnel; dyslexia training empowered staff, who came to realise it was not necessary to refer students to a psychologist for 'diagnosis' but to support their students through appropriate strategies
• action research: this has been undertaken in relation to dyslexia assessment and has offered College staff new ways of working.

4.31 While the picture in non-Pathfinder areas was very different on the whole from the positive accounts given above, it should be noted that there were exceptions where valued psychological services were being offered. In one college in a non-Pathfinder area the member of staff who was interviewed spoke of regular monthly meetings with psychologists and a range of services including training:

'If you had asked any member of staff in my previous post who the psychologist was they would not have known. Here all 33 of the staff in the support for learning division could name the psychologists, and would feel able to consult them about students for whom they have concerns.'

4.32 However, even where local psychological services had a willingness to develop PSPS, a more typical picture of non-Pathfinder areas is portrayed in Box 4.2. Here there was a lack not only of co-ordination between school and post-school but also of the specialist psychological contribution relating to the needs and assessment profiles of the young people in question. It was this missing contribution that could have provided an essential component in supporting continuity and progression at the post-school transition stage.

Box 4.2 Experience of PSPS in a College spanning both Pathfinder and other areas

Interview with Head of Faculty

The interviewee in this College was well placed to comment on PSPS developments as the catchment area and campus locations span 3 local authority areas, 2 of which are Pathfinders. There are clearly discernible differences in service delivery. In the Pathfinder areas making contact with PSPS is now relatively straightforward for college staff. In the adjoining non-Pathfinder area, despite willingness to develop PSPS, this is not the case, and under-funding is restricting new post-school working. This is directly affecting students as illustrated by the following case.

Nine pupils in the non-Pathfinder area were recently referred for the same link course at the College in spite of the fact that they came from separate departments within the same school and had widely differing needs and abilities. Some were being referred from a supported learning unit and had mild learning difficulties or were on the autistic spectrum, while others were being referred by the 'challenging behaviour' unit and were described as 'highly intelligent'. No member of staff was overseeing the referrals or co-ordinating them, and no attempt was made to ensure that courses appropriate to their different needs were being applied for.

'Such gaps in the knowledge about available and appropriate provision would not happen in the Pathfinder areas where PSPS staff are highly involved in the transition process, and spent considerable time shadowing in the local colleges to become aware of the work being done in this field. They would know what would be an appropriate referral for each individual, and would be able to assist in co-ordinating and supporting the overall transition process.'

4.33 Finally, the need for PSPS in the college sector was seen to be increasing. As one interviewee noted:

'The profile of the college population is changing. There are now more young, disaffected students including those with difficult behaviour. There is also an increase in those who have significant additional support needs. There is therefore now more of a need than ever for PSPS.'

Summary

4.34 This chapter has summarised the evaluation of PSPS in relation to Scotland's Colleges under the headings of service delivery, current and anticipated PSPS developments, barriers to and gaps in service and ideal services and effectiveness. It has provided an overview of the results obtained both from questionnaires and from interviews in most of the colleges in Scotland at the time of the survey. The conclusions are that the extensive differences reported by psychological services between Pathfinders and non-Pathfinders have been fully confirmed in relation to Scotland's Colleges.

4.35 Considerable strides have been taken by Pathfinders in establishing effective services to colleges, and in embedding these services as part of a planned programme of overall service delivery. There is evidence that the services provided are contributing to key objectives of the initiative in improving outcomes for young people through supporting transition by: enhancing continuity and progression; complementing the assessment and advice of colleges; improving the understanding, skills and effectiveness of staff through consultation, training and action research; and contributing to strategic developments.