Final Project Report
Emotional Health and Wellbeing (EHWB) of Children and Young People
Project D2: Staying Healthy
This was a 2 year funded project for 2008/2009 and 2009/2010 financial years, to
encourage the development of a whole school approach to emotional health and
wellbeing. The main aims of the project were to:
• Introduce and embed the NICE guidance in schools;
• Begin work in schools that would be self sustaining;
• Promote EHWB as a way to improve long term health and social outcomes;
• Have a long term positive impact on health indicators such as teenage
pregnancy, mental health, substance misuse.
2.0 Milestone and Deliverables
Project Manager recruited and managed project throughout.
Financial incentives to remaining schools (27) working towards Advanced
Healthy School Status on attainment of status.
Awareness-raising conference on the link between EHWB and school
attainment held in May 2009.
Family learning classes focusing on parenting skills delivered in 12 schools.
Circle time training delivered to Year 6 and 7 teachers to assist with
transition from primary to secondary school.
Emotional health of teachers projects initiated in 13 schools.
Personal, Social, Health, Economic (PSHE) education developed through
funding of supply teachers to allow non-teaching development time in 11
Peer mediation services developed in 5 secondary schools.
Grants awarded to 25 schools to develop EHWB projects.
SHEU (school health education unit) survey repeated in 22 schools.
Emotional First Aid Training delivered to youth offending service staff.
Grants awarded to 10 youth clubs to develop EHWB projects.
Milestones/Deliverables Only Partially Achieved or Not Achieved
Delivery of CAMHS Tier 1 training to all school staff.
Training sessions were delivered as requested by CAMHS but uptake from
schools was low. Schools continue to request this training, but are reluctant to
release staff for a full day because of cost/cover implications.
Development of a hub for The Place2Be in Lambeth
The 6 schools required for a hub have agreed to engage and training has
commenced. Uptake for training is again low for the reasons noted above. This
process will be ongoing.
Development of the DCSF EHWB continuing professional development
As funding for existing posts within CYPS is uncertain, it was decided that it
was not realistic to plan for delivery of this programme commencing in
September 2010 as the posts required to deliver the training may not continue
to be funded.
Development of an intervention to improve EHWB in looked after children
After researching the current situation and interventions available, and within
the timeframe, it was considered unrealistic to provide the support needed (a
post to provide small group work on social and emotional skills). Providers are
encouraged to review the recently published NICE Guidance on promoting the
quality of life of looked-after children and young people (2010).
Outreach learning mentor programme.
Initial work was done on developing a plan for the programme, ascertaining
interest from schools, and developing a job description and person specification
for the posts. Unfortunately, due to a recruitment freeze in Lambeth’s CYPS, it
was not possible to recruit learning mentors to staff the project and therefore it
could not go ahead. Funding was returned to NHS Lambeth.
Given the evidence base behind this programme and the interest from Lambeth
schools, it is recommended that this work take place in the future when the
recruitment freeze is lifted and an alternative funding source can be found.
3.0 Key Successes and Areas of Learning
1. A “whole school approach” to EHWB is difficult to quantify and schools
needs tangible examples of what to do across which areas; e.g. involving
parents through information evenings, celebration events, consultations,
family learning classes, extended schools.
2. Research into intervention packages that work is limited. Programmes like
Seattle Social Development Project (US), Penn Resilience Project (US),
Gatehouse Project (AU) exist, but haven’t been tried in UK and are not
available to use. The learning from this was to try things and develop the
evidence base by evaluating and sharing findings.
3. Joint working across the LA/PCT/Schools is vital to the success of
interventions. Support from the healthy schools team and CYPS consultants
helped to break into schools and develop relationships quickly, and gives
4. We need to think holistically about children and young people. As a health
provider, we tend to work in silo areas (smoking, healthy weight, EHWB),
whereas schools see health (or young people) more holistically: what are
the needs of this young person, rather than what interventions can we
deliver in this school. PCTs need to respond to this by providing a more
holistic and internally joined-up approach to health.
5. EHWB impacts on EVERYTHING (school attainment, weight, smoking,
sexual activity, aspirations) and should form the foundation of all
interventions with children and young people.
4.0 Exit Strategy
• Extension of Project Manager post until November 2010 using funds carried
over from 2009/2010 financial year.
• Completion of remaining projects throughout the school year and evaluation
of the project under the management of the existing Project Manager.
• Evaluation via project reports and review of SHEU/TellUs data.
• Development of commitment within schools to the EHWB agenda and
encouragement of allocation of resources within schools. Encouragement of
allocation of resources will be further encouraged by the enhanced healthy
• Eventual handover of strategic lead role to Lucy Smith – Public Health
Manager, Mental Health Promotion as part of Wellbeing and Happiness in
• Some operational early intervention work in schools will be picked up by Liz
Cooke, TaMHS project manager, utilising TaMHS funding for 10/11 financial
5.0 Summary and Recommendations
Summary of what was achieved:
1. Increased knowledge in schools of why EHWB is important.
2. Improved school staff’s knowledge of EHWB including local and national
initiatives and support services.
3. Made tangible changes in schools through grants, PSHE development, staff
EHWB, peer mediation.
4. Developed links between health and education.
5. Began work towards Enhanced Healthy Schools.
1. See areas of learning above.
2. Develop a more strategic overview of health in education: linking health
services, health information (public health), and commissioning with schools
and LA Healthy Schools team to provide a more joined-up approach to
delivering health services in schools and reduce costs associated with
commissioning several different services.
3. Develop an operational group (as a subgroup of the strategic group above)
to oversee provision of health services in schools. This is needed to provide
a more co-ordinated and consistent approach using approved providers.
The project would not have been a success without the support of:
- Lynda Jessopp (AD for Staying Healthy, NHS Lambeth)
- Dr. Sarah Corlett (Consultant in Public Health Medicine, NHS Lambeth)
- Lucy Smith (Public Health Manager, Mental Wellbeing, NHS Lambeth)
- Dr. Abdu Mohiddin (Consultant in Public Health, NHS Lambeth)
- Dr. Chantal Ferguson (Consultant in Public Health, NHS Lambeth)
- Judith Hare (School Improvement Advisor Team Leader, CYPS, Lambeth LA)
- Katie Tilley (Healthy Schools Co-ordinator, CYPS, Lambeth LA)
- Arabella Yapp (Advanced Healthy Schools Co-ordinator, CYPS, Lambeth LA)
- Abi Kendall (Primary SEAL Teaching and Learning Consultant, CYPS,
- Mick Martell (Secondary Behaviour and Attendance Consultant, CYPS,
- Sonia Townsend (Learning Mentor Co-ordinator, CYPS, Lambeth LA)
- Jane Padmore (Lead Clinician, Lambeth CAMHS)
- Lambeth schools