Seminar 3: Evidence Based Approaches @HeadStartKent - - PowerPoint PPT Presentation

HeadStart Kent

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Seminar 3: Evidence Based Approaches

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Plan for the Seminar

• An opportunity for the various projects from HeadStart to

talk about their work and progress.

• An activity building on the previous 2 seminars around

mapping where the projects fit on the domains and letting people identify the gaps.

• Reading materials sent to participants prior to the seminar
• n ecological systemic approaches to understanding and

developing resilience to guide discussions

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 9.30 to 9.35 Introduction – Alex Hassett  9.35 to 10.50 Project Presentations  10.50 to 11.10 tea and coffee  11.10 to 12.10 Activity – Mapping the domains activity building on the previous 2 seminars around mapping where the current projects fit on the domains  12.10 to 12.30 Key messages for HeadStart Board

Plan for the Session

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Key Messages in Defining Resilience

• Resilience is not a trait but an interaction between risk and

protective factors

• We need to ensure we take an ecological and developmental

view of resilience

• It is useful to focus on resilience in terms of the areas or

‘domains’ of a person’s life that can be changed.

• Negotiation and navigation
• We need to consider what resources are available and how

accessible are they

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Key themes to consider when thinking about an

• utcomes framework for resilience work in Kent:

 There is a need for a county-wide holistic approach that takes a long term view on how resilience is measured  Need to ensure that we think about measurement at a county level (what does this tell us about Kent’s progress in terms of improving resilience in young people), a service level (how does the service know it’s contribution to the

• verall picture is effective) and an individual level (how do

we ensure that outcomes are meaningful for the work with individual young people).  Domains could be used as an assessment tool, for measuring

• utcomes and informing practice.

 An evidence matrix / outcomes framework is key to measuring resilience in its varying forms across services.

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Broader Strategic Issues for HeadStart Project

 The following are the long term issues that need to be addressed:  Developing an overarching framework of resilience that the range of agencies can sign up to  Encouraging a long term interdependency between individuals, services, agencies on providing an holistic approach to young people  Providing a coherent system for evidence based evaluation ensuring that each element of the system is clear on how they evidence outcomes and impact

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Activity

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Presentations

 Alex Holmes and Heather Skelton – Thanet Restorative Approaches HolmesA@hartsdown.kent.sch.uk , Heather.Skelton@projectsalus.co.uk  Lauraine Griffiths – North West Kent Lauraine.Griffiths@kent.gov.uk  Lucy Bailey – Canterbury Penn State Resilience Programme Lucy.Bailey@hertfordshire.gov.uk  Ellie Ransley – Digital world / social marketing / and co- production Elena.Ransley-Hoare@kent.gov.uk  Sally Williamson – Resilience Mentors sally.williamson@salusgroup.org.uk

HeadStart Thanet

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'Stress pushing teachers to leave profession,' figures show. The Telegraph Pupils do as teachers do, not as they say, research finds. TES Heads warn of 'exodus' as schools struggle to fill teaching posts. TES Youth mental health referrals double in four years BBC Character is the key to poorer children securing top jobs, says study. The Independent Resilient pupils perform better in GCSE examinations. British Psychological Society

Why?

Overview

Thanet is leading a restorative partnership, building resilience in the community with focus

• n primary and secondary schools, by implementing a common language and approach to

managing life's challenges through restorative practice and a curriculum for success. Project Success Curriculum Restorative Approaches Staff Resilience Training for Staff Restorative Approaches Peer to Peer

Aims

 Reduction in fixed term exclusions  Increased school attendance  Promotion of a self regulatory school community  Increased emotional resilience  Increased learning resilience  Improved ‘Secondary Ready’ transition  Promotion of positive relationships

Success Curriculum

• Delivered to whole year groups
• Primary and secondary settings

How effective is the curriculum in building resilience?  Measures to be used  Co-production  Curriculum re-design and update

Measuring Impact: Resilience Questionnaire

KCC Resilience questionnaire based on Sterling well-being tool Student uses the tool before lessons Student uses the tool again after each section Or Student uses the tool only at the end Has resilience increased? Mean? Accuracy?

Random selection of young people

• Attendance data
• Attitude to learning data
• Attainment data
• Behaviour and achievement
• Students own reflection of their resilience
• Teacher/s own reflection of the young

persons resilience

• parent/carer own reflection of their

son/daughters resilience

Measuring Impact: Case Studies

Term Comparison

Student Evaluation: Secondary only

Strengths

• User friendly
• Tasks are varied
• Language is understandable
• Format and presentation is engaging
• I'm learning about myself and aspirations

Areas to develop

• Reduction in work booklet size
• More pictures
• More physical activities and team learning
• More case study examples

Teacher Evaluation: Secondary only

Strengths

• User friendly
• Ease of delivery
• Format and presentation is engaging
• Students are generally engaged

Areas to develop

• Consistency in how to deliver
• On-line model
• Marking spaces and reflection boxes

What next?

• Evaluate the Primary use of the resource
• The curriculum to be available as a resource for all elective home

educated children

• Develop the curriculum in line with co-production

Resilience Training for Staff

 To develop an awareness of those factors that enhance and drain personal and

• rganisational energy

 To take responsibility for managing your personal energy and re-energising yourself  To learn how to lead others to energise themselves and develop their energy, building whole staff engagement and boosting and sustaining outstanding school performance for the long term  Engaging staff and students and building resilience during these challenging and changing times  Needing to deliver more with less and successfully managing the pressure this brings

Level 1 Introducing Resilient Leadership to senior school leaders, sharing the 7Ps and creating the platform to deliver a high performance and resilient culture across the whole school. Level 2 Developing an inclusive school strategy and plan to ensure middle leaders, teachers, support staff, students and parents are engaged in the process and that positive behaviours and actions are encouraged and supported. Level 3 Training for teachers and support staff to enable them to role model the required resilient behaviours and adopt practices within lessons that builds this within their students. Level 4 Supporting students to adopt the qualities, behaviours and skills they will need for work and

• life. This will include introducing our Successful Lives lessons and resources into the school

and training specific teachers to use them within your curriculum. Level 5 Engaging the wider school community, with a particular focus on parents. This will include resources you can share with them and training school staff to deliver seminars, talks and twilight and evenings sessions on the

A Model Approach

7 P’s

What next?

• Trial the resilience training for staff and review
• Develop a model that links all the resilience work together for

maximum effect

What is a Headstart Restorative Approach?

 Restorative Conferencing  Sanction and repair embedded in policy and practice  Restorative reintegration Meetings  Peer restorative mentoring  Success curriculum building resilience  Building resilience in KS3 Transition

Restorative Approach Peer Training (RAPT)

 Young people trained as Restorative Practitioners  Peer to peer conflict resolution (self-regulating community)  Student representation in formal restorative conferences  Activities, assemblies and lessons delivered on resilience focusing

• n building healthy strong relationships

Thanet Headstart provides an underpinning ethos and philosophy for making, maintaining and repairing relationships, building resilience and fostering a sense of social responsibility and shared accountability.

For restorative approaches please contact; For restorative ambassadors please contact; Heather.Skelton@projectsal us.co.uk For resilient mentors please contact; Emily.Upfield@projectsal us.co.uk For success curriculum please contact; mark@successfullives.co. uk Headtstart Thanet: Alex Holmes holmesa@hartsdown.co.uk Robert Watts wattsr@hartsdown.co.uk Andy Somers somersa@hartsdown.co.uk

HeadStart Restorative Ambassadors (Thanet)

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HeadStart North West Kent

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Reminder of where NWK came from

Safe Space . Positive role models . Parents . Family . Info leaflets . Volunteering . 1:1 . Time

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Building resilience

Equipping young people with the skills to navigate and negotiate, they can choose what they access

• Safe Spaces – posters, leaflets for further support
• Coping packs – can add to and personalise the box
• Staff trained in Youth Mental Health First Aid – confident staff
• Young people trained as Active Listening mentors (10-14)
• Young people trained as peer mentors (15-19)

Targeted support identified by schools

• Family Focus - referrals direct to Family Focus
• Resilience Mentors – referrals through the Early Help Kent

Family Support Framework (KFSF)

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Capturing and measuring impact

• Case studies
• Testimonials
• Questionnaires
• Focus groups
• Developing an evaluation framework and

working with providers to ensure we receive quality evaluations that can demonstrate impact.

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Feedback from Young People

“The benefits of being a peer mentor is that you can give advice and use your own experiences to help

• thers. The training helped to know what to do, say

and explain about resilience”. “It’s important to have safe spaces to help people like me to feel supported and safe as I struggle in big groups”.

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The story so far

• 3 primary Safe Spaces – 5 nearly there!
• 3 secondary Safe Spaces
• Five youth and community centres including Second

Chance Animal Rescue Centre

• 13 Peer mentors trained and received one supervision
• 30 Active Listening mentors trained
• Two waves of Family Focus groups
• Family Focus referrals for transition year 6 to 7
• Family Focus parents continue to support each other

through Facebook

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What works

Family Focus project

• 1. Non pathology – presented as ‘developing’ and

‘enhancing’ rather than ‘troubled’ or ‘bad’. Avoiding institutionalised labels.

• 2. Co relationships – the interaction is based on ‘working

together’ rather than ‘doing to’. Allowing them to grow for themselves.

• 3. Community and action – it works with doing things

differently and taking therapy out of the therapy room in to a Safe Space

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Challenges

• Young people knowing about HeadStart Safe

Spaces and mentors

• Shadow Board attendance by NWK young

people

• Schools being willing to commit due to other

demands on staff and timetables

• Keeping mentors engaged if they have no

mentees

• Demonstrating impact

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Schools involved in NWK

Northfleet School for Girls Orchard’s Academy Ebbsfleet Academy St Johns Secondary Horizons Primary

• St. Mary's Primary

St Bartholomew's Catholic Primary Downsview Community Primary High Firs Primary St John's Primary Holy Trinity Primary Chantry Primary

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Youth and Community Centres involved in NWK

The Bridge 4 young people Swanley Youth Centre Northfleet Youth Centre Discovery Youth Centre (Ebbsfleet) Second Chance Animal Rescue

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Lucy Bailey Head of How To Thrive

Penn Resilience Programme

 Briary Primary  Whitstable Junior  Joy Lane Junior

Setbacks Sorted

 Children services staff

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HeadStart

Healthy Minds

 St Augustine’s  Herne Bay High  John Wallis Academy  Barton Court  Community College Whitstable  Spires Academy  The Leigh Academy (Darwin

and Da Vinci College)

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How we define resilience

 Everyday muddling through  Relating and relying on significant

• thers

 Stillness  Realism  We have the capacity within us  Skills and strategies  Not the same as grit or tough-

mindedness

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Healthy Minds

@HeadStartKent #headstartmatters #bounceback Year 7 Managing The World Around Me Penn Resilience Programme 18 30 Lessons Media Navigator 6 .breathe 6 Year 8 Moving Towards The Future School to Life 9 31 Lessons Unplugged Part One 4 Media Influences 8 Sex Ed Sorted Part One 4 Relationship Smarts Part Two 4 Review and Connect 2 Year 9 Taking Control Of My Decisions Relationship Smarts Part Two 8 27 lessons School Health and Alcohol Harm Reduction Project 6 Sex Ed Sorted Part Two 6 Science of Mental Illness 5 Review and Connect 2 Year 10 Beginning Of Adulthood Mood Gym 2 28 Lessons Unplugged Part Two 10 Parents Under Construction 10 Resilience Revisited, Review and Forward Plan 6

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Evidencing the impact

 Randomised Controlled Trial

 Academic testing  Health and psychological measure  4 year study – tracking 11,000 students  Results in 2018  Building expertise that can be shared

 Focus groups in schools continuing to teach  Feedback being summarised  Examples

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PRP and Setbacks Sorted

 PRP – 18 lesson curriculum

 Being taught in 3 primary schools

 Setbacks Sorted – 5 module programme

 36 professionals trained

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Evidencing the impact

 Feedback collected – examples  Issues identified

 Right staff attended?  Changes to role  Building into work programme part way through the year

 Focus groups offered today/tomorrow/by phone

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Questions

Social Marketing & Digital World

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Self-awareness Encouraging young people to identify their existing coping strategies, recognise if these are positive or negative strategies, and understand the effect they have on

• thers.

Helping others Encouraging young people to identify how they support their peers and their family and therefore recognise a further skills base Building life skills This is about breaking things down into small parts and encouraging young people to try out something new by setting a challenge so that they try and develop that skill.

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• Emotional Wellbeing Film
• Social marketing short film
• WOW Conversation Starters
• WOW Top Trumps
• Information Boards for schools

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Young People at the Shadow Board meeting in March. The group was attended by young people representing North West Kent, Thanet and the Social Marketing project. We also welcomed KYCC as they link in their mental health campaign with HeadStart Kent.

HeadStart Resilience Mentors

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Model:

• FRIENDS
• Practice
• Parent Support

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School data Emotional Well- being Feedback

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Challenges

• Capacity
• Integration
• Disengagement

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Activity: Mapping the domains

• There will be five groups working on this task. Each group will be assigned a

domain based on Daniel and Wassell’s (2002) Resilience Domains. Each group will have one of the HeadStart pilot projects as part of their group. We would like the group to work on the particular domain they have in front of

• them. Using post-it notes the groups will map the projects onto that

particular domain.

• They can begin with the HeadStart Project pilot and map whether this fits

that domain and if so how i.e. what interventions they use to achieve an

• utcome in that domain.
• The rest of the group can then discuss their project/service/interventions
• etc. and map that onto the particular domain. Once this is done the group

moves to the next domain.

• Groups will need to work quickly as there will only be 10 minutes per

projectdomain.

Green Post-it HeadStart Project Yellow Post- it Other Projects / Interventions

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Search ‘Kelsi HeadStart’ Email HeadStart@kent.gov.uk

Contact HeadStart Kent