(CAMHS) and Schools - London Health Programmes

‘everybody knowing what is happening with specific student, having the whole
picture, families not having to meet lots of different professionals with different
approaches to their problems, different assessments etc’. (SENCO)
6.4 More appropriate referrals to CAMHS
The implications of the greater accessibility of CAMH service is of increased
referrals, and indeed in some case study areas (and some responses from the
questionnaires) referral rates had increased, especially from schools. However, the
main finding from the case studies is that more appropriate referrals were coming to
CAMHS. For example it was stressed that multi-referrals (a child, for example, being
referred by their GP and by the school SENCO at the same time) were being avoided.
Working in joint teams with shared information means that it avoids different people
working with a child without knowing it.
‘I just closed one (case) today and it was a young man who came via the health route.
I’m not suggesting that his problems were only school problems but the immediate
things to do to relieve the situation were school based. That was done very quickly in
the first meeting and that was because the relevant education welfare officer was
sitting next door and I could say “can you see this child?”, and set various things in
motion which took care of three quarters of the problem.’ (CAMHS Co-ordinator)
One manager where there were joint teams described the rationale for the structure
was to prevent the whole concept of ‘referral’ where responsibility of the case is
passed on from person to person. Rather, there is a joint responsibility within the team
for the case.
Other workers identified that if a referral was inappropriate, they would find that out
straight away rather than having to wait.
‘If it is an inappropriate referral we know straight away rather than waiting to get to
top of waiting list and then finding out.’ (EWO)
6.5 Supportive network for school staff
It was identified that a supportive network was provided for primary care workers,
including teachers, which equipped school staff to deal with issues. Findings from the
Southwark and Portsmouth evaluations identified increased understanding and
confidence in health issues among Tier 1 staff (school staff in Portsmouth). Interview
findings supported this from both the health service staff and the education staff.
Teachers spoke of knowing who they could go to for support. This led to staff feeling
more supported and confident in their role. Other teachers mentioned the impact on
their staff when they knew that children with behavioural problems were being seen to
be addressed. Several teachers identified the space it gave them when certain children
with behavioural problems spent time out of the classroom with health staff for work
or therapy. It enabled teachers to concentrate on teaching. Also it allows teachers to
discuss problems and ‘off load’ onto health staff.