TaMHS Network meeting - London Health Programmes
TaMHS Network meeting - London Health Programmes
TaMHS Network meeting - London Health Programmes
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
<strong>TaMHS</strong> Regional Meeting<br />
Monday 19 October 2009<br />
MWB Victoria<br />
10 Greycoat Place, Victoria, <strong>London</strong> SW1P 1SB<br />
A G E N D A<br />
9.30am Arrival and refreshments<br />
10.00am Welcome and introductions Ragnhild Banton<br />
10.10am Feedback from Phase 1 pathfinders<br />
- Swindon<br />
- Hackney<br />
- Merton<br />
- Southwark<br />
Martin Elliott<br />
Michael Annan<br />
Hannah Hime<br />
Helen Naylor<br />
12.10pm National policy update Sarah Jane<br />
Williamson<br />
12.30pm LUNCH<br />
Surgery with National Evaluation Team Anna Freud Centre<br />
Implementation workshops for Phase 2 pathfinders<br />
1.30pm Workshop 1<br />
- Local evaluation<br />
- Recruitment issues<br />
- Financial slippage<br />
- Mainstreaming<br />
2.30pm Refreshments<br />
2.45pm Workshop 2<br />
- Local evaluation<br />
- Recruitment issues<br />
- Financial slippage<br />
- Mainstreaming<br />
3.45pm Feedback and issues for next <strong>meeting</strong><br />
4.00pm Close
Emotional <strong>Health</strong> and Wellbeing in Schools Team<br />
Sharon Shillingford - Specialist Community Mental <strong>Health</strong> Nurse (Baden Powell & Colvestone)<br />
Jennifer Cassidy - Specialist Community Mental <strong>Health</strong> Nurse (Benthal & Brook)<br />
Georgia Marks - Specialist Community Mental <strong>Health</strong> Nurse (St. Scholastica’s & Mossbourne)<br />
Nimisha Deakin - Clinical Nurse Specialist (Shacklewell & Petchey)<br />
Rachel Franklin – Behaviour Consultant<br />
Olivia Padgett – Admin/Research Assistant<br />
Michael Annan - Project Manager/Senior Educational Psychologist
Aims<br />
1. To support schools in developing their ability to promote the<br />
emotional well being of the whole school community such<br />
that mental health outcomes for children and young people<br />
are improved.<br />
2. To provide accessible mental health services to<br />
children, young people and their families informed by an ecosystemic<br />
approach to assessment and intervention.<br />
3. To deliver and test evidence-informed interventions in and<br />
close to schools, to support children and young people with<br />
and at risk of experiencing mental health problems.<br />
4.To connect the work undertaken into wider Local Authority and<br />
PCT systems of assessment, referral and intervention work<br />
(e.g. targeted support services and specialist CAMHS).
Implementation Group<br />
Michael Annan, Project<br />
Manager<br />
Wendy York, Nurse Manager<br />
Rachel Franklin, Primary<br />
Behaviour Consultant<br />
Serge Volpe, Consultant<br />
Social Worker, Cluster C<br />
Kay Scott, Behaviour in<br />
Education Support Team<br />
Lisa Murphy, Inclusion Team<br />
Samantha Warner, Extended<br />
Schools Co-ordinator<br />
Barri Disu, Learning Mentor<br />
Co-ordinator<br />
<strong>Health</strong>y Schools Rep<br />
Anastasia<br />
Georgiou, Education Welfare<br />
Management Supervision<br />
Clinical Supervision<br />
Liaison<br />
Olivia Padgett<br />
Admin/Research<br />
Assistant<br />
St Scholastica’s<br />
GM<br />
Emotional <strong>Health</strong> and Well Being (EHWB) Team<br />
Steering Group<br />
Wendy York<br />
Clinical Nurse<br />
Specialist<br />
Georgia Marks<br />
Specialist<br />
Community Mental<br />
<strong>Health</strong> Nurse<br />
Mossbourne<br />
GM<br />
Implementation<br />
Group<br />
Baden<br />
Powell<br />
SS<br />
Benthal<br />
JC<br />
Andrew Lee –<br />
Principal Educational<br />
Psychologist/Project<br />
Lead<br />
Michael Annan –<br />
Senior Educational<br />
Psychologist/ Project<br />
Manager<br />
Nimisha Deakin<br />
Clinical Nurse<br />
Specialist<br />
Sharon Shillingford<br />
Specialist<br />
Community Mental<br />
<strong>Health</strong> Nurse<br />
Shacklewell<br />
ND<br />
Jennifer Cassidy<br />
Specialist<br />
Community Mental<br />
<strong>Health</strong> Nurse<br />
Nightingale<br />
Rachel Franklin<br />
Behaviour<br />
Consultant 0.4<br />
Brook<br />
JC<br />
Petchey<br />
ND<br />
Steering Group<br />
Tricia Okoruwa , Deputy<br />
Director, TLT<br />
Dara McFadyen, Education<br />
Improvement Adviser<br />
Sarah Gibbs, CAMHS Manager<br />
Rachel Thompson, TLT, Primary<br />
Behaviour Manager<br />
Eric De Mello, <strong>London</strong> Borough<br />
of Hackney<br />
Andrew Lee, TLT Principal<br />
Educational Psychologist<br />
Gene Huie-Manneh, Head<br />
Teacher<br />
Pat Howley , PCT/Hackney<br />
Commissioner<br />
Voluntary Sector<br />
Representative, TBC<br />
Wendy York, CAMHS Nurse<br />
Manager<br />
Sherbanu Sacoor, First Steps<br />
Manager<br />
Liz Tonge, Lead Secondary<br />
Behaviour<br />
Michael Annan, Project Manager<br />
Colvestone<br />
SS
• Launch<br />
School Engagement<br />
• Building on existing relationships<br />
• Joining up with existing structures<br />
• Working agreements<br />
• MHN in school 2 days per week<br />
• Implementation Group
Key features of the Project<br />
• Development of an Interagency virtual team<br />
alongside schools – Implementation Group<br />
• Multi-agency planning <strong>meeting</strong>s<br />
• MH input delivered in universal setting of school<br />
• Evidence informed Service Delivery Model<br />
• Use of CAF 1 as a referral/initial assessment<br />
• Performance and Evaluation
Capacity building & trying to<br />
achieve consistency<br />
• SEAL<br />
• Training<br />
• Role, supervision and training of Learning<br />
Mentors<br />
• Transitory nature of some schools<br />
• Local and National priorities
Working across agencies<br />
• Learning about each other - theoretical<br />
frameworks, ways of working, professional<br />
identities<br />
• Coherent and common language<br />
• Teams Alongside the School and Family
EP<br />
Extended<br />
Schools CO<br />
EWO<br />
Interdisciplinary ‘team alongside the School’<br />
Tier 2<br />
SW<br />
SLT<br />
School<br />
Nurse<br />
First<br />
Steps<br />
BEST<br />
Voluntary<br />
sector<br />
MHN<br />
School<br />
EIA/SIP<br />
Behaviour<br />
Consultant<br />
Specialist<br />
Teacher<br />
8
Interdisciplinary Team<br />
• Represents all services working with school @<br />
waves 1 – 3<br />
• Attend MAP<br />
• Meet regularly to develop joined up practice and<br />
create shared understandings of each others role<br />
• Have terms and conditions and agreed structures<br />
that facilitate joined up working<br />
• Developing a more coherent network that<br />
benefits school and community
Evidence informed<br />
interventions<br />
• Ensuring schools’ commissioning is based on<br />
need<br />
• Developing menu of evidence informed<br />
interventions<br />
• Evidence informed practice/practice informed<br />
evidence
Model of Service Delivery<br />
Referrals<br />
/requests for<br />
support<br />
Monitoring &<br />
Review<br />
Evidence informed<br />
intervention<br />
Termly multi-agency<br />
planning <strong>meeting</strong><br />
Contracting/commissioning<br />
Adapted from Woolfson et al (2003)<br />
Information<br />
Gathering<br />
Joint Problem<br />
Analysis
Multi-agency Planning<br />
Meetings<br />
• Termly in each school<br />
• Attended by key school staff and the ‘team<br />
alongside the School’<br />
• Efficient resource allocation and coordination<br />
• Building working relationships between schools<br />
and outside professionals and within the network<br />
• Starting point for creating Teams Alongside the<br />
Family leading to coherent care packages based<br />
on identified need
CAF 1<br />
Following request for involvement, the<br />
professional involved will begin with an initial<br />
consultation with parents/carers and a key<br />
member of school staff to clarify the reason<br />
for the request, obtain consent for the work,<br />
agree outcomes and then begin to gather<br />
information from school/family to contribute<br />
to the assessment process.
Performance and Evaluation<br />
• CAMHS performance reporting<br />
• Evidence from evaluation measures<br />
• Evidence from data collection
Local Evaluation Measures<br />
• SEAL – SEF & staff questionnaire<br />
• My Class Inventory<br />
• Sociometric ratings<br />
• Strengths and Difficulties questionnaire<br />
• Ratings of interventions/services – project as a<br />
whole, training, drop ins, consultation,
Local Evaluation<br />
Activities Outcome Measure<br />
�Whole School training in emotional<br />
well-being and mental health<br />
�Termly SEAL input<br />
�Develop positive activities programme<br />
Training<br />
on/consolidation of Stay<br />
on Green and positive<br />
behaviour management<br />
Contracting within a multi –agency<br />
service delivery model/care pathway<br />
negotiated with and involving all relevant<br />
agencies.<br />
� Peer Mentoring<br />
� Peer tutoring<br />
� Social Problem Solving<br />
� Family SEAL<br />
� Small Group SEAL<br />
� Behavioural approaches<br />
� Cognitive behavioural approaches<br />
� Solution focused approaches.<br />
Improvements in emotional<br />
health and well being across the<br />
school<br />
Reduction in behaviour incidents<br />
in the school<br />
Schools use the CAF 1 to refer<br />
children and young people<br />
Improvement in mental health of<br />
targeted children and young<br />
people<br />
�<strong>Health</strong>y Schools audit tool<br />
�SEAL self-evaluation<br />
�My Class Inventory<br />
Referrals to SMT through behaviour policy<br />
Number of CAFs completed as a % of<br />
referrals per term<br />
� Strengths and Difficulties<br />
Questionnaire (SDQ)<br />
� Socio-metric Rating of pupil<br />
popularity within a class<br />
� Experience of Service Questionnaire<br />
(ESQ)<br />
� NFER Emotional Literacy Scale
School Performance data<br />
• Achievement<br />
• Attendance<br />
• Exclusions
Mainstreaming<br />
Specific approaches, structures and practices<br />
developed as part of the <strong>TaMHS</strong> Pathfinder will<br />
be integrated into the wider organisational<br />
structure:<br />
• Streamlined model will offer standard practice with<br />
respect to:<br />
– evidence informed practice<br />
– interagency working<br />
– service delivery<br />
– common frameworks of referral and assessment<br />
• Evaluation and impact assessment embedded into the<br />
model
Developing the commissioning<br />
role of <strong>TaMHS</strong> schools<br />
Helen Naylor: Children’s Services<br />
Commissioning Officer
Delivery Strands<br />
• Targeted Tier 2: CAMHS/Building Bridges<br />
team<br />
• Whole school framework:<br />
training, parenting, strengthened<br />
SEAL, enhanced healthy schools.<br />
• Strengthening schools commissioning<br />
capacity: themed universal mental health<br />
promotion services to improve EHWB<br />
2
Outcomes<br />
• Increased commissioning knowledge &<br />
skills in schools<br />
• Increased confidence in procuring services<br />
& measuring impact<br />
• Strengthened partnership working across<br />
schools & provider agencies<br />
• Commissioned organisations delivering<br />
appropriate & effective universal mental<br />
health promotion services<br />
3
Commissioning Toolkit<br />
• Provider applications<br />
• Provider market place<br />
• Templates to support the process:<br />
4<br />
specifications<br />
letters of agreement<br />
monitoring & evaluation tools -outcome star
Learning points<br />
• Golden Thread - building up relationships with<br />
schools & providers<br />
• 1 to 1 review of schools needs<br />
• Regular provider <strong>meeting</strong>s<br />
• Termly schools workshop bringing everyone<br />
together<br />
• Monthly TAMHS /Building Bridges Schools Forum<br />
• Termly Bulletin<br />
5
Change language