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					Children’s Overview and Scrutiny Committee:                         AGENDA ITEM 8
11 February 2010

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).

2.0     Recommendation(s)

2.1     To scrutinise the initiatives taking place making any recommendations as considered

3.0     Summary of key issues

3.1     Introduction

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
        this term.
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
                                                                    Not directly
                                                                    referring in but
                                                                    preventative work
                                                                    being undertaken
                                                                    that reduces
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
                                                                    Triple P
                                                                    ‘Why Try’

3.6     Staffing

3.6.1   In order to roll out Phase 2 it has been agreed that the following additional posts would
        be required;

           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

Relevant officer:
Delyth Curtis, Assistant Director for Commissioning Child Health and Maternity Services
Tel: (01253) 476558, e-mail

Appendices attached:

Background papers:

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

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