Children’s Overview and Scrutiny Committee: AGENDA ITEM 8
11 February 2010
MENTAL HEALTH IN SCHOOLS UPDATE
1.0 Matter for consideration
1.1 The Committee to consider the current service developments of Mental Health in
Schools, known as Emotional Wellbeing in Schools (EWiS) in Blackpool but nationally
referred to as Targeted Mental Health in Schools (TaMHS).
2.1 To scrutinise the initiatives taking place making any recommendations as considered
3.0 Summary of key issues
3.1.1 Phase 1 roll out of the project has been quite successful and welcomed by the Cluster
of Schools included in the first wave.
3.1.2 The pathfinder has continued to fit neatly with current and ongoing developments
working closely with CAMHS, parenting team and the emerging Integrated Teams. The
team have continued to develop the processes and ways of working that best meet the
demands on our schools. This style of flexible management has required ongoing
evaluation and joint decision making to progress which has created new ways of
working and thinking.
3.2 Integrated Working
3.2.1 The Change for Children Team have been an integral part of the integrated teams
agenda in Blackpool and meetings with the head teachers have kept this agenda alive
and reflective. The ‘Think Family’ process locally has been recognised nationally and
TaMHS integrated approach has been embedded into conferences to share good
practice with other authorities. As the project is rolled out across Blackpool we have
been looking at opportunities to extend the school bases and begun to explore shared
bases in school with Health Mentors, Police Officers, Community Support Officers,
Pupil Welfare Officers and Blackpool Young Peoples’ Workers amongst others.
Regular meetings take place to link strategic and operational issues and some more
detailed work is being started around shared ICT.
3.2.2 A firmly embedded integrated process is now in place across the phase 1 schools,
regular meetings occur and vulnerable young people are highlighted. Electronic
information sharing with our schools is being explored further which could improve
efficiencies. Joint working and joined up decision making is ongoing in the approach,
with pre CAF, CAF and Budget Holding Lead practitioners creating the foundation to
all the work takes place. Increasingly the schools will be asking EWiS to contribute to
cases where they are the lead practitioner or another agency is the lead and they are
confident to recognise where there is an appropriate piece of work which is a
significant step forward.
3.2.3 In November a joint launch with the Healthy Schools Consultant, Learning Mentors
and Transition Workers resulted in schools being given questions and pointers to
consider when setting up Family SEAL and the schools have been tasked with
considering this in relation to their environment. Support has been made available
through the team to assist Phase 1 schools to roll out the programme in line with
school developments. Within the project plan this is something that the project aimed
to do in advance of September but in the light of a local roll out it made sense to join
up and coordinate the approach, working together to support schools.
3.2.4 There have been a number of Mental Health Awareness Training sessions offered
across the Phase 1 schools and further events are planned for 2010. Also group work
in a wide range of areas has taken place across the Phase 1 schools, predominantly
‘why try’ based but with some social skills programmes and other specific areas.
3.2.5 Parenting ‘drop ins’ continue and many are now occurring weekly in some of the
phase I schools. Another batch of ‘triple p’ training took place in November, hopefully
resulting in further capacity for the Blackpool parenting team strategy and their
commitment to embed parenting programmes across Blackpool. All the parenting team
workers are now fully trained to deliver courses and can provide evidence based
parenting. 1:1 work and group parenting programmes have also continued throughout
3.2.6 The Emotional Literacy Support Assistants (ELSA) programme led by Specialist Senior
Educational Psychologist is extending its reach into high schools via a 6.5 day course
planned for over the spring term. As well as training in emotional literacy, teachers and
pastoral staff will receive the primary file of 40 group work sessions, modified for use
with Y7. It is envisaged that course participants will be involved in the development of
materials for Y8 and Y9 after the training course. Additionally, following further interest
from primary schools, some places will be available for primary colleagues.
3.3 Project Development
3.3.1 The Phase 2 roll out of the project in Blackpool was officially launched on 23rd
November 2009 where the head teachers from the next 10 educational bases were
invited to attend to learn more about the good practice in place and the learning so far,
as well as to contribute to the debate about future resources and possible
opportunities. This was a really successful event where the existing team shared a
case study with multi media effects demonstrating the potential impact of EWiS
combined with a local integrated working approach.
3.3.2 Moving on from the Phase I model based on cluster teams (1 secondary to 4 primary
schools) the cluster model idea has been built on for Phase 2. Proposals were taken to
the Phase 2 launch that use the same model with a central resource for additional
CAMHS, parenting and social work input, that naturally fits with the pre existing multi
disciplinary team. This model has been agreed and resources committed from central
teams based on the effectiveness so far. Recruitment to Phase 2 has commenced with
the expectation that the new team will be in place by March 2010.
Consideration is currently being given to Phase 3 and what this model may look like
and discussions have commenced regarding the re aligning of existing resources.
3.4 Current Activity (1st September 2009 – 31st December 2009)
3.4.1 Ongoing feedback and reports are collected termly and there has been a revision of
and significant improvements made to the way the project collects and counts the data
giving a further level of detail that will be helpful in analysing productivity and
Details on Impact of EWiS (TAMHS)
Number of Primary Number of Number of special Number of PRUs Other educational
schools involved in secondary schools schools involved in involved in the settings
the project-12 involved in the the project-0 project
referring in but
12 3 0 exclusion.
1 - number of individual children having an assessment for
TaMHS support/intervention 85
2 - number of individual children then seen for a first TaMHS
intervention/support session following assessment 31
3 – number of individuals having follow-up TaMHS
intervention/support sessions (for the same issue/problem. i.e.
each individual child having TaMHS support,
initial assessment for a ‘new issue/problem’ is counted, 342 Consultations
1:1 work with the family- 232 sessions
first 1:1 support session is counted, 1:1 work with the young person 116
Group sessions 62 young people
on-going 1:1 sessions for the same issue/problem are counted seen
as ‘follow-up’ Young person seen 1 time 31
Family seen for the first time 35
until the child is stepped down from TaMHS or referred onto Tier
3 or 4 Specialist CAMHS)
4 - number of children attending TaMHS group sessions and
numbers of group sessions held in the reporting period. 62
5 - numbers of staff attending TaMHS-delivered training
sessions and from what professional groups and numbers of
training sessions delivered in the reporting period. 28
6 - number of children referred to specialist CAMHS 4
7 - list of types of individual and group therapeutic TaMHS CBT
interventions being delivered by the pathfinder in this reporting Social Skills based model of development
period (i.e. CBT, Circle of Friends, etc) NLP
3.6.1 In order to roll out Phase 2 it has been agreed that the following additional posts would
2 wte CAMHS workers
1 wte Social worker
1 wte Family Support Worker
3.7 Clinical Child Psychology
3.7.1 The Phase 2 roll out will also incorporate the following;
2 Clinical Psychology sessions per week for the EWIS team to provide;
Clinical Supervision to EWIS team
Assessment of more complex cases, included within the 2 sessions, to assist in
establishing if there was a need for Specialist CAMHS, Clinical Child Psychology
or signposting to another service. There would be an upper limit on numbers but it
is difficult to say what this would be at this moment. This would become more
apparent once post established.
Supervision time from Senior Clinical Child Psychologist to the Clinical Child
Psychologist providing the 2 sessions per week.
Input to the EWIS Steering Group from Head of Clinical Child Psychology
Back up support from Assistant Psychologist provided to the Clinical Child
Psychologist in respect of assessments and analysis of the SDQ’s.
3.7.2 Once the post is established the service will be willing to reconsider priorities of the
post should different needs arise, as long as it is appropriate to do so within the
constraints of the post.
3.8 Exit Strategy
3.8.1 It is hoped that there will be a further Phase three roll out of the project in 2010/11 and
it is envisaged that the project will be embedded into mainstream services after March
2011. Discussions around the options for this are currently underway through the
Steering Group and The Children’s Emotional Health & Well Being Board.
4.0 Witnesses / representatives
4.1 As requested by the Committee members, the following persons have been invited to
attend the meeting to speak on the matter:
Mrs D Curtis, Assistant Director, Children’s Health
Delyth Curtis, Assistant Director for Commissioning Child Health and Maternity Services
Tel: (01253) 476558, e-mail Delyth.firstname.lastname@example.org
Websites and e-mail links for further information:
CAMHS – Child Adolescent Mental Health Services
CLA – Children Looked After
SDQ’s – Strength & Difficulties Questionnaires
EWiS – Emotional Well being in Schools
TaMHS – Targeted Mental Health in Schools