HeadStart KentProgramme Board

19th November

1 Introductions, Video and Approval of Minutes

www.youtube.com/watch?v=zLYECIjmnQs

5.30

2 Project Updates 5.403 Evaluation and Evidence update

London Workshop Shadow Board Feedback

5.55

4Knowledge Seminar Key areas for learning Future Seminars

6.20

5Introducing What is the theory of change Developing the logic model

6.45

6Self-Assessment HeadStart Kent support requirements Review Workshop 15th December 9am -12 pm

7.10

HeadStart Kent

Document

Report Headstart Knowledge Seminar 1.pdf

1 Partnership Agreements2 HeadStart and Emotional Wellbeing Strategy

Contributing to service redesign Connecting to the system and enabling change Wider stakeholders already mapping and exploring system redesign

4 Outcomes Early Help: improved emotional resilience and receive early support Access: Receive timely, assessing and effective support Whole Family: Recognises and strengthens and wider family relationships. Recovery and Transition: Prepared for and experience positive transitions

3 Explore how we can inform and learn from the redesign of Early help system4 HeadStart Operational group

Project Updates

Local evaluation - KCC and UKC Big Lottery national evaluators - Anna Freud Centre, UCL / Manchester Evaluation workshop - start of process of describing HeadStart

interventions National evaluation plans and timeline

Evidence: Our learning from the implementation of the HeadStart programme Understand the evidence and establish if the interventions, in the long term,

have impacted on resilience We need to identify critical learning for the whole project.

* from Hoffmann, Tammy C., et al. "Better reporting of interventions: Template for intervention description and replication (TIDieR) checklist and guide." BMJ: British Medical Journal 348 (2014)

Our Evaluation Team

Effective logic models make an explicit, often visual, statement of the activities that will bring about change and the results expected.

Logic models integrate planning, implementation, and evaluation

A logic model keeps participants in the effort moving in the same direction by providing a common language and point of reference

What is a Logic Model

Brief name Why What (materials)

What (procedures)

Who provides Who receives How Where When and how much

Any tailoring

Safe Spaces - schools

It is a place for young people to relax, to be quiet and reflective. Where they can access help and information about how to cope with their problems.

Rooms/areas in schoolssoft furnishingsfurnituretoys and gamestablets

Named teacher or community youth tutor to set up and man the Safe Space.CoachingTrainingMentoring and support

The school, trained teachers or community youth tutors

Pupils in HS Kent Secondary and Primary schools who access Safe Spaces - all of school or just 10-14 year olds?

Will be used by individual or groups of YP and other interventions therein will be delivered face to face

Physical space or room set aside in 10 HeadStart schools (primary and secondary) in NW Kent

Determined by each school - could be periodic or continuous

The Safe Space will be personalized by each school

Logic Model and Theory of Change development for HeadStart Kent

We’ve started to describe the interventions using TIDieR* checklists

* from Hoffmann, Tammy C., et al. "Better reporting of interventions: Template for intervention description and replication (TIDieR) checklist and guide." BMJ: British Medical Journal 348 (2014)

INPUTS ACTIVITIES OUTPUTS SHORT TERM OUTCOMES INTERMEDIATE/ LONGTERM OUTCOMES

Staff time Training materials Peer mentor time Rooms/areas in

schools Soft furnishings Furniture Toys and games IT

Coaching Training, Mentoring and support

YP turning up to use the Safe Space

Number of peer mentors trained

Trained peer mentors engaging with YP

Referrals to and appointments made for resilience mentors

Online counselling hours being used

YP have increased knowledge of support available to cope with problems

YP increased confidence in supporting each other

Adults can effectively support young people through the training

YP seek help earlier

Schools identify children with issues earlier

Increase in early interventions

Decreased school absences

Increased school attainment

Decrease in specialist referrals

Example of a logic model

Safe spaces North West Kent

Proposition Number 2 If we understand the root causes of good resilience in the face of adversity, then we can replicate it across the ecosystem

Proposition Number 3 If we develop an ecosystem of resilience that involves the interaction and integration of all aspects of a young persons life, which work together in a seamless way, then they will be able to cope better through times of adversity

Proposition Number 1If we support young people and families to develop coping strategies , then they will be able to sustain their mental health in times of adversity.

From the Logic Models

We must understand how to support young people and families in developing resilience and healthy coping strategies, including the skills to know when and how to get support they need so that they can sustain their mental health during times of adversity.

If we understand the root causes of good resilience and support young people and families to develop coping strategies, including the skills to know how and when to get support they need; so to sustain their mental health during times of adversity.

Possible Theory of Change:

Change mechanisms

HeadStart Kent Interventions1. Safe Spaces in schools2. Safe Spaces in community hubs3. Family Focus4. Resilience mentors5. Peer mentors6. Active listening mentors7. Youth MH First Aid8. Online counselling9. Penn State Resilience in secondary schools10. Penn State Resilience in primary schools11. Penn State Resilience in community and target workers12. Restorative approaches in schools13. Restorative approaches in the community14. Targeted restorative approaches15. Coping packs16. Digital world17. Time to change campaign18. Skills roadshow

Works as YP have said what they would respond well to, and would use

YP have somewhere to go

Families explore for themselves what enables resilience

YP listen to their peers and provide mutual support

YP get skills to support themselves and each other

A whole school approach in developing skills to be able to self talk and explore issues.

Community support workers develop skills to enable YP and families to support themselves differently

Young people able to cope with lives problems, through increased knowledge and awareness

Practitioners feel more confident and skilled at supporting young people

Young people are able to achieve at school and in life

The system is understood, and services can be easily navigated and negotiated.

Outcomes YP seek help earlier The systems identify children with issues earlier Skills to cope with difficult circumstances Positively participating Decrease in specialist referrals

1 What else in the system needs to change for our outcomes to be achieved (blue)Why is that important ?

2 Which indicators will demonstrate these outcomes? (Green)

Outcomes - the difference our interventions will make

HeadStart Advisors Each local partnership has been appointed a HeadStart Advisor

from the consortium which consists of Boingboing, Achievement for All and Young Minds:

coaching, direct support and broker access to the menu of support and development opportunities Mary Hinton – Boingboing

Project Support

The Self-Assessment and First Review workshop 15th December Opportunity to pause and on progress so far and areas

for development key lines of enquiry and based on the HeadStart

programme objectives, requirements and of what good might look like

Opportunity to benchmark our programme

Self Assessment

Self Assessment

1 Is the local programme adhering to the Big Lottery Fund’s ecological definition of resilience?

2 Will the local programme lead to a whole system, evidence based approach to promoting resilience?

3 Will positive impact be sustained through strong commissioning and robust leadership?4 Is it clear which vulnerable young people, with which risk profiles, will be impacted by

the programme?5 Are young people* co-producing your local HeadStart programme?6 To what extent are parents engaged in your programme design, delivery and

measurement?7 Are resilience building approaches for schools and services integrated rather than ‘bolt on’

programmes?8 Will access to a broad range of high quality, evidence based, earlier intervention provision increase?9 How realistic and integrated is the digital-enabled support for young people within the programme?10 How developed is our thinking in relation to phase three?

Progressing

1 Ecological Approach Understanding definitions; including differences between resilience and wellbeing

Evidence based interventionsKnowledge seminarsIntegrated approaches

System wide approach (delivery)Emotional wellbeing an d early help support

3 Will impact be sustained through strong leadershipProgramme board and governance arrangements

Emotional well being strategyMental health summit

System wider exploration of developing resilience sits along side systemic change

4 Identification of young peopleEarly help notifications School data and soft information Wellbeing scale outputs

Self identification

5 Co-productionShadow and programme boardAll procurement

Emotional well being strategySocial marketingMentoring

Some of the local projects, some co-production links

2 Will the local programme lead to a whole system, evidence based approach to promoting resilience?

What works in resilience approaches Clear theory of change

6 To what extent are parents engaged in your programme design, delivery and measurement

Engagement in North West Kent, other areas need developing

9 How realistic and integrated is the digital-enabled support for young people within the programme?

10 How developed is our thinking in relation to phase three?

Further Development

Suggestions for Workshop 15th December

Question 1: Understanding Resilience• Social inequalities approach understood and applied through specific

interventions and • Culturally appropriate resilience approaches understood and applied

Question 2: Whole system evidence based approach• finalise theory of change behind the plan• Integration of asset based approaches in core services• Help plan the evaluation

Question 10: How Developed thinking in relation to phase 3.• Learning form the phase • Emergence of future thinking• Leadership commitment to theory of change across system

Boards Priority/AOB

We currently have pages on: The KIASS e-forum (https://

portal.skwo.org.uk/sites/kiass/headstart/SitePages/Home.aspx) Kent.gov website (http://www.kent.gov.uk/education-and-children/headstart ) KELSI (http://

kelsi.org.uk/pupil_support_and_wellbeing/targeted_support/inclusion/kiass/headstart.aspx)

We are working on a Blog which will be co-produced with young people and we have a Twitter account

We are working on a Communications plan and will be starting regular e-bulletins to staff

HeadStart Communications