Hartlepool NDC project appraisal by benbenzhou


									           Hartlepool NDC project appraisal

       1. Project information for the selected option

Project name:
Children‟s emotional well-being project

Ref. no:

Location / address of project: Lynnfield and Stranton Primary schools
(school term time) and various locations outside of school terms. Both
schools have sufficient accommodation for the additional staff proposed.

Length of project: The service will be delivered for 2 calendar years,
though spend will be over a slightly longer period because of staff
recruitment costs.

Organisations responsible for running the project: Lynnfield and
Stranton schools in partnership with the local voluntary organisation
Hartbeat (a Hartlepool branch of the national children‟s charity

Project officers/job titles: Joy Lowe & Judith Thomas (Head teachers);
Lisa Graham (manager of Hartbeat)

Other parties involved and their role in the project: The Local
Authority‟s Children‟s Services Dept. (various personnel supporting
emotional well being) have developed the project and the Dept.‟s Primary
Behaviour Officer (Barbara Towler) will deliver some group work. The NDC
Children‟s Activities project (Debby Bee) will be a close partner, working
with some of the children being helped by this project.

Brief description of project:
The project will work with children displaying signs of emotional
difficulties at school. It will take account of the needs of the child, the
family in which the child receives care and the community/neighbourhood
in which the family lives. Trying to make a difference in a child‟s life might
mean working with him/her individually, with their family/carers or with
other agencies and resources able to provide support, or all three.
This will take place through:
     Providing flexible mentoring within the school setting – as and when
       needed by the children;

      Providing access to counselling/therapeutic activities wherever
       available, including within school or from external agencies – in
       cases where mentoring is insufficient to address children‟s
      Supporting the families/carers of the children by offering practical
       help and ensuring that they are connected with other relevant
      Working with the parents/carers of the children to improve their
       confidence and skills in ways that will support their parenting role.

Each of the two primary schools will have:

      A full time Family Support worker, and
      30 hours Teaching Assistant time for mentoring distressed pupils.

                      Total NDC cost: £177,580

                    Total project cost: £177,580

                 2. Project purpose and benefits

The need for the project:
In 1999 the Office of National Statistics estimated that 10% of children
suffer from mental health problems severe enough to require professional
help, with certain vulnerable groups being particularly affected. The 1999
Department of Health report “Saving Lives: Our Healthier Nation”
asserted that children in the poorest households are three times more
likely to suffer mental ill health than children in the better off households.
Given what we know about the relative disadvantage of NDC households
the rate of mental ill health amongst children living in the NDC area is
likely to be somewhat higher than 10%.

The number of NDC children aged 5-11 years (2005 figures) is
somewhere between 825 (LEA data – number on school rolls) and 855
(PCT data – number registered with GPs). On the above estimates, this
suggests that at very least 80 or so children are sufficiently mentally ill as
to require professional help, and quite probably 120 or more. Many more
will be below the “mental illness” threshold – a relatively arbitrary
measurement anyway – yet be experiencing levels of distress that will be
impeding learning. About half of all NDC children attend Lynnfield and
Stranton schools (386 in 2003).

The need for developing “ emotional intelligence “ in young people was
identified in the original NDC delivery plan in recognition of its importance
to help raise confidence, expectations and aspirations and its role in
educational attainment. During the original development of the NDC

Health Strategy, the mapping/gap analysis exercise highlighted the need
for a project which promoted the mental health of children. Particular
areas of work included building capacity in existing services and
encouraging joint working between agencies and sectors.

Experience of local Child and Adolescent Mental Health (CAMHS) provision
indicates that many children and families accessing services would have
benefited from earlier intervention, thereby preventing the need for more
intensive support. Data from the Hartlepool area shows that access to
CAMHS is increasing year on year. A disproportionate amount of children
who access the service are from disadvantaged wards including the NDC

Certain groups of children, and those living in certain conditions, are at
greater risk of developing mental health problems – as referred to above.
Factors known to be associated with children‟s vulnerability to the
development of mental health problems include:
           Socio-economic disadvantage
           Living with one natural parent
           Parental Mental Illness
           Main breadwinner unemployed
           Homeless or Temporary accommodation
           Learning Disability
           School Difficulties
           Chronic Illness
           Looked After Child
           Criminality
Families living in certain geographical locations, such as the New Deal for
Communities Area, with higher than average concentrations of risk, such
as poor housing and family poverty, will be particularly at risk if there are
also poor parental relationships, family violence, or the child has
particular characteristics or special needs. If early intervention packages
were available within the community, children at risk of developing
mental health problems could be identified and offered services before the
problems become entrenched and significantly affect their well-being. It is
recommended that programmes should work in partnership with parents,
offering practical support and help, and engage in „active listening‟. Short-
term therapeutic interventions should be offered for those families
displaying early problems, to encourage parents to develop other social
supports and to be able to refer those parents or children who require it
onto more specialist provision.

A high level of mental ill health in children suggested by the statistical
data is confirmed by the head teachers of the two NDC Primary schools,
who report significant numbers of children regularly attending school in
significant states of emotional distress – including anger, anxiety, fear,
low mood and trauma. In such states of emotional arousal learning is

practically impossible, with the best efforts of teaching and ancillary staff
being directed at calming them down such that an emotional equilibrium
is restored and a measure of learning and equable interaction with peers
become possible. This distracts teaching staff from their primary purpose
and places additional pressure on time available to unaffected children.

The Social Inclusion Assistant at each school – originally employed to
increase school attendance – have increasingly become involved in
supporting and caring for families as it has become plain that attendance
issues are only the tip of an iceberg of family problems.

The work of the Belle Vue Centre, BEST and the ACORN therapeutic team
have or are doing related work in the field of emotional well being.

Case studies demonstrating the particular circumstances of emotional
distress amongst children include:

Child A, who lives with a younger sibling and their mother. The father of
the children lives at a different address. There are always pressures with
the relationship between the parents. There have been several changes of
address due to having to move because of threats, broken windows,
burglary, broken down doors and damage to their car. There was a time
when the family feared for their home and their safety if they left the

The family are not eligible for consideration for Local Authority housing
because of previous non payment of rent and an eviction order. Child A
has some significant special educational needs that have not been helped
by the extended periods of non-attendance at school.

The child presents as a young person who needs care, guidance and
support throughout the school day. The child is very guarded and always
thinks or expects other children to hurt or blame them for what appears
to be any incident that may occur. The school provides a support system
for the child to ensure they can access education and remain supported
emotionally and socially.

Child B – The second child of four boys living with mother and her
current partner. There are four young boys in the house, two of them
babies, and home life is quite disorganised and noisy.

He is a quiet child who enjoys doing his own thing and likes to be
organised. He is very withdrawn and will not engage in conversation.
When he does speak it is in abrupt tense bursts. He appears to be
embarrassed by attention from adults, either good or bad. However, he
finds managing his behaviour increasingly difficult and has outbursts of
extreme violence when he lashes out at anybody in his vicinity. He has

kicked, bitten and hit pupils but more often members of staff on
numerous occasions and has had to be physically restrained.
He finds it difficult when things do not run as he was expecting. Some of
the serious incidents at school appear to be the result of the child thinking
things are not fair. The child‟s outbursts are so violent it is frightening for
other children and adults. When he was younger he always needed to
sleep after an outburst. On one occasion an outburst occurred during an
educational visit. The teacher had to call school and home for assistance.

He has been referred to CAMHS (Child and Adolescent Mental Health
Serice), the Children‟s Fund and his mother has accessed the services of
ACORN Parents‟ Advice Service

Child C – This boy is the youngest of four children and lives in a single
parent family. He has extremes of behaviour in school. He is very
manipulative and has always managed to push his mother to the limit. He
is now six and even before starting school he has often refused to go
home with mum. He shouts kicks and swears at her. Other parents have
often intervened and tried to persuade him to go with mum.
He can work and play with others but he often isolates himself and growls
at other children if they try to go near to him. He has tantrums in school
and often refuses to cooperate. He will crawl away from adults to hide
under tables or chairs. He regularly disrupts other children‟s learning by
shouting out.

His mother has been seeking help from ACORN Parents‟ Advice Service
and MIND. She has told her son he will have to go and live with his dad as
she can‟t cope with him. School have suggested an Educational
Psychologists assessment which she has not yet agreed to. He has been
referred to the Children‟s Fund.

Shortly after Christmas mum was admitted to the adult mental health
ward at Hartlepool Hospital. He has not seen his mother since then. The
children are being cared for by an uncle and his girlfriend.

Child D lives with their mother and father and four other siblings. The
family have had several places to live, usually short term lets and are
waiting to qualify for Local Authority housing. The child lives in a home
surrounded by older and younger siblings all with an entitlement that
their needs are met. All the children face challenging circumstances to
come to terms with…no heating, no gas, no electricity, apparent lack of
soap and water, lack of clean or appropriate clothing.

It appears that Child D is the one child in the home who is struggling to
cope socially and emotionally and the child‟s needs are not being met.
The child presents as not appropriately dressed for the weather
conditions. This sometimes includes worn out shoes and what appears to

be soiled clothes. There have been many occasions when it is
uncomfortable for the class to work in an environment smelling of urine.
The child is provided with breakfast, reminded to wash, so that they
appear clean. It is at this time that the child is ready for their education

Usually the child needs to talk about what has happened at home and
why the could not find any clean clothes, why they did not have breakfast
and why they could not do their homework or find their book bag. The
emotional well being of this child must be the priority for the school to
meet their needs. The school ensures – usually daily – that a member of
staff is made available to ensure this priority is met.

The family have been offered support from Social Care but are unwilling
to engage with Social Workers. Despite the challenging circumstances
Child D does live with their siblings, and they at least have each other and
both of their parents.

Child D always looks tired, always appears worried and very rarely smiles.
The child has transferred between three schools within one year and has
missed four months education. Prior to starting at this school they had
refused to attend the previous school – refusal supported by the mother.

At present the family circumstances appear to be more optimistic – no
broken windows recently and apparently less fear of violence. Child D is
now attending school regularly and there has been positive contact with
the child‟s mum to focus on meeting the Special Educational Needs of the

As can be seen from the above, the home lives of children suffering
distress are often chaotic and disorganised. Hence the importance of
intervening in home as well as with children within school – see below.
Parents can be inconsistent, tired and depressed themselves. In all cases,
children‟s emotional – and sometimes physical – needs are not being
adequately met at home – though not to the extent that they warrant
being taken into care. The school is left to do the best they can to meet
such needs, to do their best to try to help them learn and to minimise the
impact their behaviour might have on other children.

Project description and purpose:
The project works from the starting point that interventions with children
displaying signs of emotional difficulties at school need to take account of
the child, the family in which the child receives care and the
community/neighbourhood in which the family lives. Trying to make a
difference in a child‟s life might mean working with him/her individually,
with their family/carers or with other agencies and resources able to
provide support; or all three.

The emotional needs of distressed children at the two NDC Primary
schools will – as referred to above – be addressed by:

      Providing flexible mentoring/befriending within the school setting
       – as and when needed by the children;
      Supporting the families/carers of the children by offering
       practical help and ensuring that they are connected with other
       relevant services;
      Providing access to counselling/therapeutic activities
       wherever available, including within school or from external
       agencies – in cases where mentoring is insufficient to address
       children‟s problems;
      Working in groups with the parents/carers of the children to
       improve their confidence and skills in ways that will support their
       parenting role.

1. Mentoring/befriending
This will be delivered by funding a full time classroom assistant in each
school, thereby permitting existing classroom assistants who have
received mentoring training to be released to work one to one with
relevant children. There will also be scope for volunteer mentors, through
the existing Hartbeat mentoring scheme. Additional training will be
provided to classroom assistants to develop their mental health

Mentoring will serve those children needing understanding, befriending,
attention and someone to listen to them. Mentors would need to be on
hand throughout the school day to work with children as and when
necessary. It is particularly common, for example, at the start of the
school day for certain children to need calming down before they are able
to settle down to school activities. Judgement will need to be exercised as
to the significance of what was being shared, and how to proceed given,
say, child protection disclosures.

See the document attached as an appendix for guidelines within the
school for use of mentors.

2. Therapeutic services
Referrals to services such as Child and Adolescent Mental Health Service
(CAMHS), ACORN Therapeutic Service, the Educational Psychology Team
or the Behaviour and Education Support Team (BEST) would still be made
as appropriate. Family Support Workers will be trained in the Family Links
“Nurturing Programme” which provides exercises for and with both
children and parents to enable the learning of such skills.

3. Family support
Through the employment (by the voluntary organisation Hartbeat) of a
dedicated Family Support Worker (FSW) at each school, children and
families experiencing emotional distress will have a dedicated person to
assist them address the problems with which they are struggling. The role
of the FSW is set out in the job description and person specification
attached as appendices – and include ensuring that families connect to
relevant services, for which purpose the local authority‟s directory will be
helpful. See the attached extract from the job description for a detailed
breakdown of the post‟s responsibilities.
Hartlepool Borough Council‟s forthcoming directory of services will assist
with family support.

4. Improve parents’ skills and confidence
Parents groups will reinforce effective parenting and teach new
understanding where necessary. The FSW and SIA will be particularly well
placed to recruit to and facilitate such groups. They will learn group-work
skills initially by working alongside the LA‟s Primary Behaviour Officer
(Barbara Towler).

A further goal will be to develop a pastoral-style team based approach
within each school, dedicated to care of children and their families, to
include the existing Social Inclusion Assistant (SIA), the proposed Family
Support Worker (FSW) and the school-based mentors, including any

The recently introduced SEAL material (see above) will act as a significant
underpinning of the project‟s work.

Who will benefit from the project?
It is anticipated that all children, parents and carers of children between
the ages of 5 and 11 attending Lynnfield and Stranton Primary Schools
will directly benefit from the project if they need.
Children from BME groups attend both schools – particularly Lynnfield –
and they and their families will have equal access to these services. As
part of the worker‟s induction they will be introduced to staff at the
Salaam Centre, ensuring a link with community language speakers is
established should it become necessary – though schools have extensive
experience of relating to BME families.
All Hartlepool schools are subject to access audits through the local
authority‟s Access Officer‟s programme of work.

List outputs in the section below if simple to describe and date.
Alternatively if more complex use table 2 at the end.

          Output                                Date
         Jobs created                          4 full time – by September
         Number of      children   receiving
         mentoring                             58

         Number of children        attending
         group-work sessions                   96

         Number of families supported          56

         Number of families supported of
         BME origin                      6

         Number       of   parents/carers
         attending group-work sessions    96

Long-term impact on the NDC neighbourhood

     Delivery Plan outcome            How project will help achieve it

     1   Improvement of residents Extra services to parents and
         perceptions of their health     children through school and
                                         community settings;
     2   Reduce the in number of The             project    will  provide
         those experiencing stress, intervention and support which
         anxiety and depression.         will aim to break the cycle of
                                         mental distress;
     3   Increase the proportion of The         services    will  support
         children achieving level 4 children to handle emotional
         key stage 2                     events more constructively –
                                         thereby      increasing     their
                                         chances of successful academic
     4   Reduce    the    number      of Work conducted with children
         incidents    of     anti-social should    contribute    to    the
         behaviour                       development        of    positive
                                         behaviour both inside and
                                         outside of school.

Learning from other projects
Amongst the work that has informed the project development process

Tees and North East Yorkshire NHS Trust and the Children‟s Fund are
currently running a scheme in Stockton on Tees called the “Inch Project”
as part of NRF programme. The aim of the project is to improve present
and future social inclusion of children aged 5-14 years (key stage 1-3) by
addressing risk and resilience factors for child mental health at the
different levels of child, family and community. The project consists of a
small multi-disciplinary team including health, education and social
services. The range of services and interventions offered include
accessible community based drop-ins; early identification of issues;
support, advice and information for parents and carers of children; by
supporting services in meeting the needs of children and help families and
referrers access specialised services; and training for a wide range of
service providers to encourage joint working. Early indications suggest
that this comprehensive, integrated approach is supportive of the project
outcomes and delivering effective services to children and families.

Here in Hartlepool, there has been some successful emotional literacy
work conducted by Belle Vue Community, Sports and Youth Centre Ltd
(now incorporated into the work of the BEST) and the Children‟s Fund
with children aged between 5-12 years of age. This approach was
originally developed in Newhaven Connecticut in the United States and
demonstrated that the curricular inclusion of emotional literacy in lower
schools improved educational attainment, lowered instances of anti-social
and criminal behaviour and improved health among young people. The
activities are child-centred and include artwork, drama, visualisation and
puppetry.     The main theme running through the project is early
intervention and prevention.        Emotional literacy group work offers
children a unique opportunity that values and works with their
experiences. The long-term functional composition is to provide children
with tools they need to relate to others, make informed choices, resolve
conflicts, cope with stress and adjust to change. Emotional literacy work
is not reserved for those who experience severe distress and this is
precisely why it fits into a preventative framework.

The Belle Vue pilot project involved nine groups of between six and eight
children of similar ages between five and twelve years of age has been
carried out in 2003 in three primary schools. Children, play workers,
teachers and parents have all reported improvements in behaviour, self-
confidence and communication and other skills. Teachers have also
reported another benefit: that participating children have become less
disruptive in class and consequently benefits have accrued to non-

The National DfES funded Behaviour Improvement Programme (BIP) has
been running in Hartlepool since September 2003. BIP was established to
improve pupil behaviour and attendance and to lower levels of exclusions.
The Behaviour and Education Support Team is one part of BIP and works
to ensure that children and young people are happy and can fulfil their

BEST offers whole class work, emotional literacy group work and
individual therapeutic work. We offer early intervention and prevention
work to children and young people demonstrating early signs of emotional
difficulty. Referrals are made by the Lead Behaviour Professionals in
secondary schools and Head Teachers in primary schools.

                   3. Community involvement

How have local residents been involved in developing the project?
The importance of developing initiatives, which promote emotional
intelligence in young people was detailed in the original NDC delivery
plan, which was subject to an intensive process of community scrutiny.
The need for work which addressed the mental health needs of children
was also raised during work that took place to develop the NDC Health
Strategy and action plan, to which community representatives
Project development groups have also included resident representation.

How will local people be involved in the running of the project?
NDC resident Steering Group members will be invited to join the project
steering group, which will be formed to oversee the project‟s evolution
and meet termly or so. Membership will include:
    Resident Steering Group member/s
    Head teachers
    Hartbeat manager
    NDC project officer
    NDC Children‟s activities Co-ordinator
School governors will be informed of the project‟s progress and impact
through the normal channel of the Head Teacher‟s report to meetings of
each school‟s Governing Body.

How will you ensure all groups know about the project and will be
able to benefit from it?
Through availability of the service within school and through collaborative
working relationships with all related projects – see linkages below.

                               4. Linkages
How does this project link in with other projects in the area?
Below is not an exhaustive list of project and agency linkage but reflects
the scope of the project partnership working.

Children’s Participation worker & Children’s Activities project
The children‟s participation worker – also employed by Hartbeat – could
contribute to developing activities in the community that would support
children‟s mental health.

Social Inclusion Project – Lynnfield and Stranton Primary Schools
This project will link closely with the aims of social inclusion and equipping
children to deal with events outside and inside of school life.

 Mental Health Support network – Hartlepool MIND
Evidence suggests that children of depressed parents are more likely to
become depressed themselves. Hartlepool MIND will work with the project
to support and identify parents with children and, with parental consent,
refer the child to the project.

Sure Start Central – Belle Vue Oxford Road area extension
The Sure Start Central team work closely with both primary schools. The
team will refer parents and children to the project‟s services.

Stranton and Lynnfield Community Learning Centres
The Centres will link with the projects activities through providing an
access point for various services, as well as a base for group-work.

Parent and Family Support – PATCH
The project will form useful links with PATCH through enhancing level of
support to families.

Salaam Resource Centre
Workers at the Salaam centre could refer parents who may benefit from
the project‟s activities.

Child and Adolescent Mental Health Service, particularly the
prevention of deliberate self-harm work and the early identification of
emotional difficulty task group.

ACORN Therapeutic team. Providing individual therapeutic work for
children in order to assist and support their emotional well-being. Also
offering consultation to professionals in relation to the emotional well-
being of children.

The Educational Psychology Team work directly with children and their
carers and /or in consultation with school staff and other involved
agencies to promote positive change for young people. They are
interested in all areas of child development including social and emotional
well-being and the impact this can have on learning. The two schools
already work with the psychology team and the team would be able to
provide consultation for staff working within the project and accept
„referrals‟ for individual work with particular children involved in the

BEST, as above.

National Healthy Schools Programme and Plan, incorporating a
whole section on children‟s emotional health and well-being.

National Social and Emotional Aspects of Learning (SEAL)
programme. Materials providing a whole school approach to emotional
literacy including assemblies, whole class work and group work materials.

Primary Care Trust Health Development Mental Health Action Plan
which feeds into the local public health strategy.

Are there links to other regional or local strategies or particular
market conditions which will affect the project? If so what are
The project will contribute to the delivery of universal community
provision and tier one service as detailed in the Tees-wide Multi-Agency
CAMHS Strategy, the prevention focus of the Green Paper “Every Child
Matters” and the Children‟s National Service Framework.

It will also contribute to the Public Service Agreement target, which aims
to “ improve the life outcomes of adults and children with mental health
problems through year on year improvement in access to CAMHS and
reduce the mortality rate from suicide and undetermined injury by at least
20% by 2010”.

The aims of the project support Hartlepool‟s Community Strategy by
aiming to improve the health and emotional development of all children,
young people and their families.

In terms of the NDC Improving Health Strategy the project supports the
“families, mothers and children” objective of the Government‟s strategy
“Tackling Health Inequalities: A Programme for Action”.

The principles of the projects activities are in line with Hartlepool‟s “Vision
for Care” through prevention, joined up, holistic services and services
being provided as close to home as possible.

The project will also contribute to meeting certain of the Government‟s
inspection criteria for children‟s and young people‟s mental health. Key
judgements to be made by the Government inspectorate (Ofsted) on
services commissioned/provided by Hartlepool Children‟s Services
Department in relation to children‟s mental health are that:
    Children and young people have access to an appropriate range of
      support if they feel troubled;
    Staff working with children and young people are advised and
      supported in identifying possible mental health problems and in
      making appropriate referrals;
    Children and young people with mental health problems and their
      families have access to integrated assessment, treatment and
      support services;
    Mental health services provide non-stigmatising assessment and
      treatment for young people with mental health problems and
    Mental health services work closely with services for young
      offenders and for children and young people involved in substance

Partners involved, nature of their involvement and track record in
running similar projects successfully.

Project sponsors:
   Lynnfield and Stranton Primary Schools – extensive experience of
     delivering NDC projects
   Hartbeat (Barnardos) – deliver the NDC Children‟s Participation

   LA Children‟s Services Department - Behaviour Support Officer for
     Primary Schools
   NDC Children‟s Activities project – project co-ordinator

Project development:
   NDC Steering Group representative/s
   CAMHS representative
   LA Behaviour Education Support Team manager
   LA Children‟s Services Department - Behaviour Support Officer for
     Primary Schools
   LA Educational Psychology Service
   Hartbeat
   Lynnfield and Stranton Primary Schools

      Hartlepool Mind

Proposed project steering group – see community involvement section

                     5. Cost / value for money

Breakdown of cost by funder and timescale: See table attached.

Breakdown of cost by public agency N/A – however, the schools will
not be charging for accommodation as there will be no effective additional
costs associated with additional staff working from the school. So this is a
small “in kind” contribution.

Has this project received any earlier funding through the Flexible
Development Fund (FDF)? No

Breakdown of cost by use of funds: See funding table attached.
Why is NDC funding needed? To demonstrate, through the success of
the project, that this presents a model of good practice that can then be
used as evidence for further funding to continue this and develop other
How does this project represent good value for money?
By using resources in which NDC has already invested – the Learning
Centres; by building on existing staff resources – the trained classroom
assistants already working in school; and by working with a project with a
good track record of developing and managing an NDC project – Hartbeat
– which, by virtue of its status as a voluntary organisation, has the
potential to access external funding.

                                     6. Risk
Risks to project delivery and ways in which the project will
manage these risks

Nature of risk    Likelihood   Potential impact of   How the risk will be
                  of risk      risk                  managed/resolved
Difficulties in   Low          Delays in starting    Salary levels to be
recruiting and                 the project           comparable with similar
retaining key                                        projects in the region
staff                          Failure to achieve
                               outputs               Staff training budget

                                                     recruitment campaign.

Lower than        Very low   Failure to achieve   Regular monitoring to
expected                     identified outputs   identify problem early
involvement in
the project by                                    Increase awareness of
children                                          school staff

Fewer than        Medium     Reduction in         Possible ivolvement of
anticipated                  mentoring hours      Hartbeat‟s volunteer
volunteers to                                     mentors
assist with
Lower than        Medium/    Failure to achieve   Regular monitoring to
expected          High       identified outputs   identify problem early
involvement in
the project by                                    Reassess publicity and
parents                                           recruitment
Staff are sick,   Low        Failure to achieve   A degree of cover from
long term                    outputs              project sponsor

Risks of loss of benefit to the area
The model of delivery for this project follows that of the “Social Inclusion”
and “Key Stage 2/3 Transition” NDC projects – at which the schools with
the greatest proportion of NDC pupils attend. Inevitably there will,
therefore, be some project beneficiaries living outside the NDC area – but
the majority will be residents. Data on beneficiaries will be collected so
that any unexpected disparity of benefit can easily be tracked and
addressed if necessary.

                   7. Milestones and monitoring

Milestone                             Date
Advertise posts                       July 2006
Recruitment process                   July/August 2006
Staff take up posts                   September 2006
First parents group                   January 2007

How will the project be monitored and managed?
The project monitored through the submission of Quarterly Monitoring
Returns to the NDC programme. A multi-agency project management
group that is reflective of the partnerships involved will be formed to steer
the development of implementation of the project. An NDC resident
Steering Group member will be part of any recruitment processes,
including short listing and interview, and the project management group
once operational. The Governing Body at both Stranton and Lynnfield
schools will receive regular reports on the project‟s activities.

                              8. Evaluation

How and when will you evaluate the success of the project and
how will this link into the wider evaluation of the NDC programme
in the area? The NDC evaluation team will commence project evaluation
after about 12 months.

How will residents be involved in the evaluation? Some beneficiaries
will be interviewed.

Have the evaluation costs been included in the overall project
costs? N/A

How will lessons learnt from the evaluation be passed on? Through
dissemination of the evaluation report.

                            9.    The future

What will happen when the NDC funding finishes? How will the
benefits of the project be continued? The aim of this project is to
demonstrate the impact – personally, socially and educationally – of
working with emotionally distressed children at an early stage.
Throughout the life of the project the LA and the schools will be seeking
to ensure that best practice is preserved wherever possible. If the project
works as well as is anticipated the school will be doing whatever they can
to continue this work – just as the impact of the Social Inclusion
Assistants has been noted and similar posts at non-NDC schools funded
through the LA, it is hoped that there may be a similar outcome with this
Four factors give cause for optimism that this may be achieved:
First, with services for children up to 11 being reorganised into “Children‟s
Centres” there will be greater opportunity than has been the case hitherto
to demonstrate locally the successes of this project, and to seek
continuation      funding     through    local,   Children‟s   Centre-based
Secondly, there is considerable support for this model of working –
addressing the most needy and difficult to teach children – at a senior
level within the LA‟s Children‟s Services department.
Thirdly, the project assists the schools meet several Government “quality
standard” frameworks, including:
           National Healthy Schools Status (emotional well being
           Children‟s National Service Framework (mental health
           Every Child Matters (emotional health outcome)

Fourthly, the fact that the project sponsor of the Family Support Worker is
a voluntary organisation opens up possibilities of securing external
funding to continue the work.

How will any assets provided through the project be used when
the NDC funding finishes? Who will be responsible for their
safekeeping and maintenance or disposal? There will not be assets.

                               10. Options

Why is the preferred option better than doing nothing? The
outreach work of the NDC Social Inclusion Assistant project has revealed
the extent of the need now being addressed by this project. Without the
work described here children‟s and families‟ levels of distress will remain
at levels at which learning and other normal social and emotional
functioning continues to be impaired.

    Alternative option: Original children’s mental health project
   considered in 2004/5 – “Promoting children’s mental health”

Brief description of option
Delivery by two CAMHS mental health nurses of:
    a programme of emotional resilience-building group-work sessions
       to each year 3 or year 4 child at Stranton and Lynnfield over a three
       year period;
    parent drop-in sessions at each school;
    group-work sessions for parents;
    fast track assessment by the CAMHS service
Plus, interested staff from local voluntary organisations spending periods
of time working with the CAMHS nurses on the project and receiving
experience of CAMHS as an organisation together with related training.

Benefits of this option compared with the preferred one: Very close
tie in to a specialist mental health agency. Specialist management
support and supervision

Total estimated cost of option: The last estimated cost of the project
before this option was abandoned was £265K – more than the amount
available in the Action Plan and even this amount not enabling more than
a small degree of voluntary sector involvement.

Total estimated NDC cost of option: £265K

Value for money compared with preferred option: The preferred
option offers much better value for money.

Risks of option compared with preferred option: Recruitment of
qualified mental health nurses. Retention of these nurses towards the end
of the funding period, as it was felt to be unlikely that continuation
funding at the same level would be available.

Why   rejected? On the following grounds:
     value for money
     low likelihood of continuation funding at the same level
     lack of focus on community based family support work

Alternative option: Management of the Family Support Workers by
                     the LA within the schools.

The following were given consideration as pros and cons regarding
voluntary organisation personnel working in school as part of school staff
Brief description of option
Identical to the preferred option except the Family Support Workers
(FSW‟s) employed by the council (Children‟s Services)

Benefits of this option compared with the preferred one: Simple
management structure within the school, accountable to the Head

Total estimated cost of option: Slightly more expensive owing to
higher overhads.

Value for money compared with preferred option: The preferred
option offers better value for money because of lower overheads and
more working hours from the FSW‟s.

Risks of option compared with preferred option: Lower likelihood of
continuation funding at the same level.

Why rejected? Because the preferred option:
   Potentially brings the other resources of the voluntary organisation
    to the school – these might be personnel, expertise, information,
    training – depending on the quality of the partnership between the
    voluntary organisation and the school;
   Provides opportunities for external funding – there may be interest
    from funders for such an imaginative collaboration;
   Is cheaper & provides better value for money;
   Provides greater flexibility in work pattern of voluntary organisation
    employee (i.e. outside of school hours and school terms);
   Could provide parents with opportunities with the voluntary
    organisation – either as volunteers or beneficiaries of additional

     Clearly differentiates role of FSW from Social Inclusion Assistant
      (though they will work very closely together);

The arguments for FSW‟s being employed within the voluntary sector are
felt to outweigh those against. However, in order to ensure that
management accountability is clear, a protocol is being prepared to make
clear how the relationship between the schools and Hartbeat will work –
similar to that used between parties to the FAST team to address the
same issue .

                11. Recommendations

Recommendation of appraiser:

Reasons(s) for recommendation:

Name of appraiser(s):



                   12.   Decision

NDC Partnership decision:





 13. Project sponsor acceptance of grant offer

I confirm I accept the offer of grant, to deliver the project in
accordance with the details set out in this appraisal

Project Sponsor Name :



    Appendix: Extract from Family Support Worker job


For the purposes of this post you will be employed and managed by
Barnardos Hartbeat but during term time will be primarily based within
Stranton / Lynnfield Schools. You will support the work of the social
inclusion assistant, the Headteacher and other colleagues both inside and
outside of school to specifically work with children who are suffering
emotional distress and their families. You will undertake group work and
one-to-one work with children to improve emotional resilience and support
the development of social and other skills. You will ensure children‟s needs
are met through close liaison with families. You will also meet the needs of
parents and families by offering a listening ear and advice and guidance on
parenting, for example assisting parents with developing routines and
maintaining boundaries. You will work with parents in groups to assist the
development of parenting skills. You will undertake baseline assessments
with families which will also plan to work on the issues parents and school
are identifying as challenges. You will also act as an advocate for parents
at times and will provide some support of a pragmatic nature. You will be
required to build close positive relationships with a range of statutory and
voluntary organisations and may be working to support children in a range
of settings other than school, particularly outside of term time.

Stranton and Lynnfield schools want to ensure the needs of all pupils are
met, to enable children to enjoy and achieve, stay safe and make a
positive contribution. This project aims to support those children and their
families who are experiencing disadvantage or difficulty. This will involve
undertaking work with children in school to increase their emotional
resilience and coping strategies, and supporting them inside and outside
the school environment. This will also involve providing support to parents
through a range of interventions, including group work. You will work to
ensure they are able to access and influence services, to ensure their
needs are met, and that they make positive use of their leisure time.

This is a new post of an innovative nature and other role requirements will
grow according to needs identified, so you will need to be prepared to be
creative and to develop the role.       You will be managed directly by
Barnardos Hartbeat but through the working protocol developed between
Barnardos Hartbeat, Lynnfield and Stranton schools and New Deal for
Communities you need to be willing to work towards the objectives of all of
these organisations.    The protocol outlines supervision and appraisal
processes, specific line management responsibilities and various
organisational procedures, including child protection and health and safety.

You will work individually and in groups with children to ensure their needs
are met. You will also work with families and will co-facilitate parent
groups in conjunction with other colleagues. You will work cooperatively
with a range of other organisations to ensure to ensure the needs of
children are met. You will contribute to the wider work of the school and
the wider work of Hartbeat. You will be able to developmentally contribute
to the shaping of this project as it is a new project. You will be able to
work to the procedures of the school and Hartbeat as outlined in the
protocol. You will need to be able to rapidly build a rapport with, listen to,
engage and communicate well with children, families and other
professionals. You will become fully conversant with the aims, objectives,
philosophy and expected outputs of this project. You will need to be willing
to contribute to develop further the skills and knowledge you have in
relation to working in groups, creating change, emotional resilience,
parenting interventions and positive mental health. You will be required to
ensure health and safety procedures are followed at all times. You need to
be prepared to work flexible hours including some evenings and weekends.
You will undertake any other appropriate duties as specified by the
Children‟s Services Manager.”


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