Table i.

Framework data synthesis

Composite
Level 1 Level 2 Level 3
Criterion
• Funding levels mean that the PPS is innovative and creative, with a • Funding allows the PPS to cover casework and some
• Limited funding so little long term
pro-active advice and guidance service strategic work but the latter is given less priority in busy
investment or strategic planning
Input • Experienced staff with transferable skills and knowledge are able to periods
• Caring staff support parents and carers but
1

Variables find new solutions to problems • Staff have been able to build good relationships with
in general can only address immediate
• Work is at a strategic level, with effective management and monitoring some agencies and schools but this tends to be reactive
problems and react to given situations
systems and action taken on feedback • Limited resources tend to restrict the work of the PPS
• Limited or no involvement in training,
• Provides needs-led training, designs and runs courses for parents, • Training courses offered to parents, IPSs, some front-
mainly training for IPSs
Training / schools, LA staff and other agencies, often by invitation line workers
• Some increase in knowledge, mainly for
2

IPSs • Transfer of policy and practice knowledge to parents and professionals
• Effective deployment of skills of IPSs, ongoing training programmes
• Pro-active, understand the importance of close relationships with other
agencies and work to foster and maintain these
Networking –
3a
• Increased knowledge about SEN for parents and others
IPSs
• Some use of IPSs
• Little or no use of IPSs
• Have built good relationships with some organisations
• Staff know where to signpost parents but
which enables the PPS to provide a wider service to
lack of resources makes it difficult to build
parents

• Play a key role, sitting on major boards and steering committees
other agencies
• Culture of collaboration and partnership with the PPS involved in
policy and decision-making
• Staff work in both a reactive and pro-active way with schools, building
effective and supportive relationships
Networking – • PPS facilitates a culture of co-operation which reduces the need for
3b
close relationships
• Relationships may still be being developed
• Some collaboration with certain
• Some involvement in policy and decision-making,
organisations
attending some steering group meetings
• Tend to be reactive but the PPS is able to work well with
with some schools to help them improve their • Relationships tend to be based on individual

relationships with parents cases, with limited referrals from some

schools tribunals
• The number of tribunals is likely to be reduced through schools
• Schools routinely invite PPS to SENCO and governor training,
co-operation in the early stages of a dispute
transition meetings, open days

• PPS work to support individual parents but also to empower parents as

Impact – • Mainly work with parents on an individual basis, but • Provide support for parents on an individual
4

a group, by helping them to sit on steering groups and influence policy

parents some involvement with parents groups basis
• Seek out and participate in parentsí groups

• Funding and staffing levels/experience permit good publicity including • Produce and issue informative leaflets and other forms • Produce and issue information leaflets and
Publicity and websites etc of publicity to schools and other locations other forms of publicity to schools and
5

accessibility • Needs-led up-to-date leaflets and flexible approach to publication and • Staff consider the most effective way to publicise the other locations but with limited attention to
information sharing service their effectiveness or distribution

• Gather some evaluation data, eg by issuing

• Actively seek feedback from parents, schools and professionals • Obtain parental feedback, perhaps on a sample basis,
6

Monitoring a limited number of satisfaction

• Feedback informs LA policy, decision making and PPS practice and use it to inform PPS practice
questionnaires

viii