HeadStart Kent

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HeadStart Kent

• Sharon Dodd
• Interim Head of KIASS

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HeadStart

• HS is about rethinking children emotional
  wellbeing and mental health
• Programme to explore how we build the resilience
  of young people in Kent.
• Kent one of 12 authorities asked to submit a
  proposal if successful
• 500K to pilot models of delivery between July
  2014- September 2015
• able to progress through to the next stage, bid
  for 10million in June 2015
• Ethos of HeadStart is based on
• Co-production
• Testing theories of change using models to build
  resilience
• Communities of practice continuous learning and
  improvement
• Identifying how you can rethink CYP emotional
  wellbeing and make that systemic change
• 10million proposal needs to demonstrate how we
  will enable systemic change with delivery between
  January 2016- December 2020 only 6 Las will
  receive investment

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How did we get to the pilot proposal

• Over 4 months we listened and worked with young
  people, families, voluntary sector and schools,
  members of the programme board, BL, REOS
• Researched and designed models to test that
  responded to young peoples views and BL criteria
• Included an innovation fund curriculum and
  emerging ideas
• Explored how we could maximise impact
  dovetailing programmes and initiative ensure
  coherence at a local level
• Designed a landscape for continuous improvement
• Ensured we were compliant with Kent Compact
• Established the foundations for co-production

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Reflected on

• Additive risk model more risks means you are
  more likely to experience persistent mental
  health problems
• We have increasing numbers of children young
  people being referred to CAMHs increased by 18
  since 2013 in month of January 2014, 864
  referrals were made
• To SCS over last year we have had 20,314
  consultations up by 33 on previous year
• Re-referral rates to SCS, YOS, hovers around 33
• NEET population 2291 out of 2789 been NEET for
  longer that 6 months
• 15 of YP aged 5-18 will need MH services at some
  point in their lives for us that equals approx.
  34,293 YP with approx. 19,000 experiencing
  persistent problems
• CIC 45 expected to have a MH problem
• 19 of those persistently absent from school are
  expected to have a MH problem.

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Theory of Change

• A Theory of Change is a specific and measurable
  description of a social change initiative that
  forms the basis for strategic planning, on-going
  decision-making and evaluation.
• It shows a causal pathway by linking specific
  interventions to be delivered to achieve the
  outcomes
• It requires you to detail the activity required
  to bring about change.

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Questions we asked to shape our Theory of Change

• During the 4 month consultation we asked these
  questions
• Within the criteria for HeadStart
• How are we building resilience for all young
  people and with those in need?
• What evidence do we have of good practice
  nationally and internationally?
• In targeted work do we
• Learned helplessness or learned optimism
• Control risk or build protective factors
• Identify the change you want to see what would
  make the difference?
• How can we measure impact

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What needs to change in order to achieve our
goals?

• A common understanding that healthy development
  is based on nurturing, participatory
  relationships, grounded in trust and respect
  infuses daily life and interventions
• Young people and families have said they want a
  timely personalised flexible response.
• Establishing and raising awareness of clear
  pathways of support - Young people and families
  want to seek solutions so that they can support
  themselves and each other and reach out when they
  need to
• For those who need additional support we need to
  see a move towards addressing root causes and
  strengthening protective factors or strengths of
  individuals and families rather than controlling
  risks or only addressing or symptoms
• Teach positive coping strategies in schools and
  other universal settings

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Long term goal resilient young people in Kent

• Resilience as defined by
• The opportunity for and capacity of young people
  in Kent in the context of adversity - to
  negotiate for and navigate their own way to
  resources that sustain their mental health (BL)
• The ability for young people in Kent to be
  mentally strong enough to bounce back (YP)

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The programme will enable.

• Resilient young people able to negotiate for and
  navigate their own way to resources that sustain
  their mental health..and who are mentally strong
  enough to bounce back
• Demonstrated by
• Reduced numbers of young people referred to CAMHS
  tier 2,3,4
• Reduced persistent disruptive behaviour
• Reduce the numbers of adolescents becoming known
  to social care
• Increased sense of wellbeing
• Test approaches to achieve this change within
  a district boundary

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Test these models of intervention to achieve our
goal

• Whole district approach using restorative methods
  of intervention and engagement
• Developing healthy teenagers using the Penn
  State Resilience model
• Safe Spaces- combination of techniques including
  CYT, Mindfull, family intervention group CBT
• Resilience mentors using the Rochester
  Mentoring concept
• Digital social marketing, self help, on line
  counselling industrial level change

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What did the BL think?

• One of the strongest applications
• Innovative, good use of models, connectedness a
  coherent framework of action strong digital
  solution
• Match funding
• Iterative learning through communities of
  practice
• Co-production incredibly innovative
• Clearly understood the task was to enable
  systemic change and rethinking the way YP are
  supported
• As with other bids we will need to demonstrate
  how our theory of change will enable systemic
  change for the full 10million proposal
• Can change our models during the pilot if not
  having the impact evidence

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Co-production
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Co-Production To develop a learning culture
which enables innovation, creativity and change.
every opportunity to be involved in the design,
delivery and review. Our programme needs to be
accessible, relevant and effective. This will
be a central part of the lotteries evaluation of
us What have we Learnt Accessibility
Responsibilities Decision making Reward and
Recognition
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Shadow Board YP see emotionally resilient 10-14
year olds are Confident, have positive
relationships. outgoing, bubbly, ambitious,
actively engaged in school, optimistic about
future, pride in themselves shine bold and
energetic Success is Somewhere to go and
someone to see, just pop in Tailor support to
individual Knowing who to go to just one
person Being treated normally Involvement needs
to be practical and Active. What will Success
look like in our models Safe Mentors Safe
Spaces Thanet Restorative Canterbury Digital Resil
ience Mentors Other ideas not in bid which young
think need considering.
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How will the partnership bring about Systemic
Change
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Board as a community of learning

• Our focus is to not only monitor the progress of
  the projects.
• Shape direction of travel and what will make us
  special one of the 6 to get the long term
  investment
• Enablers change champions
• Facilitate systemic change
• Model co-production - ensure the voice of young
  people is at the centre
• Model communities of practice - become actively
  involved n the projects and learning seminars
• Not be afraid of changing the programme if it is
  not working experimentation model

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Table discussion

• What would success look like what do we need to
  do to enable long term change using the HS pilot
  as the springboard.
• What are the interdependencies and
  inter-relationship that can act as an enabler or
  barrier to enable change?
• How can the Board lead or affect this?

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Measuring Success
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Going forward

• Programme Board will receive evidence of progress
  and determine what will enable systemic change
• County programme team oversee and coordinate
• The local project teams and testing of the models
  
• Commissioning the delivery programme, financial
  compliance and monitoring
• Establish communities of practice with
  Universities
• Deliver the digital model
• Ensure co-production at county and local levels
• Local project teams establish logic model per
  district to test the models

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Approach - Agile

• Each area will outline how the model being tested
  will enable Kent to meet the programme aims
• Establish a theory of change logic model in each
  locality and use outcomes chain establish
  causal links
• Report against a logic model by using an agile
  approach
• Discussion and debate about impact with wider
  stakeholders in knowledge seminars feed into
  the review process
• Board members to become actively involved in the
  projects immersion in the projects
• Quarterly report presented at the next meeting of
  the adult and the young peoples board by the
  local leads for reflection and recommendation

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Programme evaluation
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Evaluation of HeadStart Kent

• Introduction to the Evaluation Team
• Aims of the Evaluation
• Why we are evaluating?
• What questions do you want answered by this
  programme? What is the Theory of Change for this
  programme?

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• Evaluation of Head Start
• Introduction to the Evaluation Team
• Young People
• Ugochi Nwulu, Public Health Researcher
• Eileen McKibbin, Research and Evaluation Manager,
  
• Rob Comber, Monitoring and Quality Assurance
  Manager
• Jo Tonkin, Public Health Specialist

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Aims of the evaluation
A. Identify/describe Head start interventions so
it is clear what intervention is being
evaluated - and establish a theory of
change/logic model B. Learn from the
implementation of the Head start
programme C. Understand and evidence whether or
not the interventions are improving emotional
health and resilience , (compared to
statistically similar cohort and
context) D. Identify critical learning for
subsequent bid and scaling up
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Stages of the evaluation
Time scale Phase
September November Development and Implementation focus on setting up systems and ensuring data compliance developing the culture of the programme learning
December February   Delivery high quality and high compliant delivery of the programme and learning
  March June   Additional data capture learning, programme analysis and validation
  June December   Report and embed learning, transform and extend the programme
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What are your indicators of success? What are the
key questions that you want answering?
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Commissioning Intentions