Stakeholder Engagement @HeadStartKent #headstartmatters - - PowerPoint PPT Presentation

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HeadStart Kent Stakeholder Engagement

HeadStart – A Young Person’s View

 Working with partners, we are testing new approaches and evidence based programmes that builds the resilience of young people and families, supporting vulnerable groups to better cope with life’s challenges.  This includes: school, home, with parents/carers, community opportunities and relationships with community figures, the online environment and social media and peer support and relationships.  HeadStart is embedding itself with the Kent’s Children and Young People’s emotional wellbeing strategy.  Young people have been involved in every aspect of developing and delivering HeadStart Kent, and will continue to do so.  Identify the main problems their peer group face day-to-day and work with services to find solutions  Test solutions across three pilot projects in Kent  Present findings to Kent about the best ways to help 10-14 year olds be more resilient.

Kent’s Goals for Phase 2

Kent’s Programme Phase 2

Canterbury

Penn State Resilience curriculum in secondary schools Penn State Resilience curriculum in primary schools. Penn State Resilience in community and target workers (setbacks Sorted) FRIENDS Training open access and

• utdoor education

North West Kent

Safe Spaces in schools Safe Spaces in community hubs Coping packs Family Focus KS2 Peer mentors Active listening mentors Youth MH First Aid CBT training for school staff Developing mentoring toolkits

Thanet

Restorative approaches in schools Restorative approaches in the community Target Restorative approaches in schools Restorative Ambassadors Resilience Curriculum Restorative approaches families through systemic work

Resilience Mentors: evidence based model of intensive support. FRIENDS Digital World: full services directory , volunteering & mentoring opportunities, self -referral form and sign posting to social media Social Marketing: skills roadshows, coping packs, reflection days, Our Promise

Partnership Programme Board, Shadow Board, Knowledge Seminars academic resilience

Coproduction throughout with Young people and Families young evaluators

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What we have learned so far across Kent

 Three mechanisms for operationalising HeadStart in Kent involved following contexts

1. local coordinator to monitor interventions 2. no local coordinator with oversight from HS operational team 3. local coordinator with devolved budget and decision making

 Learning / developmental phase meant that a degree of flexibility was allowed in implementations

 A great deal of good will helped with the programme!  Acceptability of interventions better when YP/families are actively involved  Local context plays a big role in acceptability/success of interventions targeting community practitioners

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Key lessons from our learning to take forward for Phase 3 Programme

An outcome evaluation necessitates a different approach:  Clear Theory of Intervention / Theory of Change for evaluation of intervention fidelity and

• utcomes

 The programme needs to be measurable and manageable  Marketing of HS interventions with visible local link / coordinator increases success of implementation Greater acceptability / durability of Phase 3 programme:  Involvement of YP important and will continue  Acknowledgment of ‘goodwill’ - the efforts of practitioners /teachers etc. in helping to market/deliver interventions  Being prepared for local contexts affecting implementation plans

 Mentoring, both peers and through adults.  Family work which is facilitated (mentalisation and CBT tested so far)  Continue coproduction and Young evalutors to be enhanced  Safe spaces  Youth health mental first Aid  Cognitive Behavioural Approaches  Social marketing approaches to be enhanced.

Ideas of What to take Forward

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The Big Lottery Funded HeadStart programme aims to improve the mental well-being

• f at-risk* 10 to 16 year-olds by investing up to £75m in up to 12 local partnerships to

facilitate and support: 1.the implementation of a locally developed, cross-disciplinary, multi-layered and integrated prevention strategy, with the young person and their needs at its core 2.the development of the necessary local conditions to enable that strategy to become sustainable in time 3.the development of a more robust evidence-base around ‘what works’ in the area of mental well-being to be pro-actively shared beyond HeadStart with the aim of contributing to the national and local policy debate. THE HEADSTART MISSION

@HeadStartKent #headstartmatters #bounceback Particularly relevant in the context of HeadStart given that many children in our target population might face more adversity than the norm WELL-BEING Resilience

THE SPECIFIC ROLE OF RESILIENCE

“By 2020 Kent’s young people and their families will have improved resilience, by developing the knowledge and lifelong skills to maximise their own and their peers’ emotional health and wellbeing; so to navigate their way to support when needed in ways which work for them.”

Draft Mission for Phase 3

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Goals  Improved emotional wellbeing and resilience population through activities which promotes cultural change  Improved attendance and school academic achievement to ensure young people in Kent are equipped to maximise their potential  Improve the emotional wellbeing and resilience of targeted young people for those who have/are experiencing domestic abuse, parental substance misuse and parental mental ill-health.

Draft Goals for Phase 3

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Academic Resilience Evidence on self harm Adverse Childhood Experiences Knowledge Seminars Toxic Trio Health Needs Assessment Domestic Abuse JSNA Chapter Referrals to Tier 2 mental health services Referrals to early help and prevention Young people who are being exposed to domestic abuse

To be both manageable and measureable –  Domestic abuse Notifications  Secondary schools  Feeder Primary schools  nearest PRU, girls grammar, special schools  Areas/neighbourhoods

Identifying populations & areas

HeadStart’s mission is to prevent the mental ill-health for 10-16 year olds Problem 1 – thinking approach, not everyone understands emotional wellbeing or resilience. We should support young people through staff training and whole school wellbeing. Families, youth workers and community people also trained which should include listening and YMHFA. Where: Everywhere Young people should be involved in the design and delivery of training Problem 2- pressure to “achieve” feels like being judged. Developing coping skills and having small failures which enable recovery, with small successes that are the building blocks. Problem 3 – some young people have no-one when things happen Find the young people sooner and everyone has someone, those need longer time get it.

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Young People’s Focus

 “Linking resilience to achievement, and how as a school we can be holistic in our approach with the young people” in a systematic way Ashford Oaks  Young Minds approach has been developed by schools, specifically for them to use and aims to support the development of in school activities which pupils who experience multiple disadvantages face greater challenges can benefit from.  Kent will build upon the approach of Young Minds making it relevant to Kent, It will enable schools; with the senior leadership team, teachers, parents, students and communities to develop plans to continuously improve.  The aim is that schools will explore what assets are and identify the areas they would like to develop so that that everyone owns the climate where young people can thrive, which is context specific.  Outcomes  Schools have a systematic way of identifying vulnerable young people, and using the resilience domains to support them.  Enable schools to plan is own activities and purchase services around identified need.  It will be based on a quality development framework which is peer assessed leading to a Kent Quality Mark  It can be used to evidence the impact and added value of taking an academic resilient approach  Its goes beyond educational outcomes but contributes to them.

Academic Resilience Approach (working title)

The Approach

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Risk and Ecological Approach

Child Family Environment

Ten things school based resilience approaches should put in place

1. At least one trusted adult with regular access over time, who ‘holds the young person in mind’ and lets them know they care 2. Preparedness and capacity to help with basics: food, clothing, transport and even housing 3. Making sure vulnerable young people access activities, hobbies and sports 4. Helping pupils to be better at problem solving at every opportunity

• 5. Creating safe spaces
• 6. Helping to map out a sense of future (hope and aspirations) and developing life skills
• 7. Helping pupils cope, e.g. teaching self soothing or management of feelings
• 8. Support to help others e.g. volunteering, peer mentoring
• 9. High intensity interventions based on individuals needs and with joined up approach

between home, school and other organisations for those that need it

• 10. Supporting children, young people, staff and parents to understand what resilience is and

how they might achieve it for individual students and the whole school community

PROGRAMME DESIGN DIFFERENT PROGRAMME ‘LAYERS’

Interventions aimed at improving the ability of schools / other services to support the mental well-being of children/ young people Universal and targeted interventions aimed at improving parent’s ability to support the mental well-being of their children Universal as well as targeted interventions specifically aimed at improving the mental well- being of young people (in school, in alternative provision, in the community) Awareness raising Professionals (including teachers) / practitioners / volunteers Parents / carers Young people Activity that does as it says

• n the tin

Integration into a cohesive journey with the young people at its core Again, each of the partnerships will need to decide how to balance activity across those different ‘layers’ of activity

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Mission Statement Goals Givens Approach to delivery What

So What?

?

Kent wide work to support culture of resilience Universal – around defined geography (school focus) maximising potential T Targeted - young people impacted by DV

“People around me understand wellbeing and how to promote it….”

• Virtual Resilience Hub
• Workforce Development
• Evaluation Framework
• User-led design

approaches

• Every Contact Counts
• Academic Resilience

(working title) developed

• Awareness raising
• Systems to identify yp
• Arts and culture
• Resources for staff to

support yp

“My wellbeing is not be impacted by pressure to achieve and “be perfect””

• Awareness raising and

signposting

• Resilience ‘everybody’s

business’

• Campaigns
• Promote opportunities to

shape/influence services

• Menu of Support
• Evidence based

activities

• Youth led awareness raising
• Healthy relationships work
• Utilising resources for

talents and interests

• Develop problem solving

(CBA)

“There is always someone for me to talk to”

• Empowerment to support
• wn resilience
• ‘You’re Welcome’
• Structured distraction
• Safe Spaces
• Evidence based

approaches

• Existing activities and
• pportunities
• Facilitated family

activities

• Family opportunities

develop relationships

• Unmet needs 14-16 yr old

boys

• Training for staff to ‘notice’

yp

• One to one support
• Mentors
• Family activities around

talents and interests

Approach to Delivery Outcomes

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

Contact HeadStart Kent