Kent & Medway Quality Assurance
Framework for the Delivery of
Domestic Abuse Prevention/Positive
Relationships Programmes
for Children and Young People
December 2013
Sharon Manship, Research Assistant, Centre for Health & Social Care Research,
Canterbury Christ Church University, Rowan Williams Court, 30 Pembroke Court, Chatham
Maritime, Kent, ME4 4UF. Telephone: 01634 894472
1
Acknowledgements
This framework was put together in collaboration with:
Alison Gilmour, Kent & Medway Domestic Violence Co-ordinator
Kirstie King, Medway Safeguarding Children Board
Niki Luscombe, K-dash
Using funding from Canterbury Christ Church University’s Research and Knowledge Exchange (RKE) grant and the Kent
Community Safety Partnership.
The use of the framework is endorsed by the Kent & Medway Domestic Abuse Strategy Group. It is expected that anyone
delivering domestic abuse prevention/positive relationships programmes are compliant with the Child Protection
competency frameworks.
2
Contents
Introduction
Guidance on Using the Framework
Background
4
5
6
Quality Assurance Framework
Objective 1
Objective 2
Objective 3
Objective 4
Sources of information and methods
7
8
9
10
11
References
12
Appendix I
13
Appendix II
14
Appendix III
15
3
Introduction
This framework is intended for the use of service providers who deliver domestic abuse prevention
and positive relationships programmes to help demonstrate outcomes and capture data on impact,
as well as the schools/organisations in receipt of such interventions.
The framework is split into four overarching objectives which contain examples of performance
information that could be used to demonstrate impact (quantity, quality and outcomes).
Suggestions follow the objectives as to sources of information and methods that can be used to
evidence these outputs.
The terms contained within each section can be defined as follows:
Quantity:
measures demonstrate ‘how many?’ and ‘how much?’
Quality:
measures highlight the quality of the activity (i.e. ‘how well did we do it?’)
Outcome:
what difference a programme has made to the experience of children and young
people, schools, etc. (i.e. ‘is anyone better off?’)
Each organisation will be unable to capture every aspect within the framework, so the lists should be
read as suggestions that will aid in the articulation of impact. Programme providers may be able to
answer quality/quantity aspects, whereas outcomes are longer term goals which may be evidenced
by schools, organisations or outside agencies in the future. Each party may come up with additional
relevant objectives of their own in order to help demonstrate outcomes, and it is suggested that
they work in partnership together in order to do so.
It is worth noting that Ofsted’s grade descriptors for PSHE education make a very clear connection
between PSHE development and spiritual, moral, social cultural (SMSC) development. According to
Oftsed good practice guidelines, one of the elements of an outstanding PSHE programmes is one
that is “…explicit, comprehensive and coherent. The statutory elements of sex and relationship
education (SRE) are fully met.” (Ofsted 2012).
There is further support available to help schools with development of their PSHE and Emotional
Health and Wellbeing across many aspects, including healthy relationships, anti-bullying and selfesteem. For more information please contact Kent's Children and Young People Wellbeing Team on
0300 7900304. For Medway, please contact the Child Health Programme Manager, Catherine
Wilson, on 01634 332645. Full contact details for the locality leads in Kent and Medway can be
found in Appendix I.
For further local resources, advice and information on services for victims, friends and family, and
perpetrators of domestic abuse please visit the Domestic Abuse Support in Kent website at
www.domesticabuseservices.org.uk.
4
GUIDANCE ON USING THE FRAMEWORK
If your school/organisations wishes to adhere to the Quality Assurance Framework, there are some
issues which need to be taken into consideration:





There is no dedicated resource to manage framework and therefore it is recommended that the
programme provider and recipient school/organisation liaise in order to establish responsibilities
and accountability;
Is there a ‘champion’ within the school/organisation who can lead and take ownership of the
programme?;
Ensure that there are the time and resources to ensure that the work is followed up, for
example, three/six/twelve months after the programme has finished;
Be aware that providers may not get outcomes back from the school/organisation unless
effective partnership working and collaboration is in place from the initiation of the programme;
Programmes are more like to get re-commissioned if they are able to demonstrate solid
outcomes.
5
BACKGROUND
Schools and colleges have a key role to play in promoting good mental health for all children and
young people (DoH 2013). Addressing health inequality and building resilience in even the most
challenged young people can also be delivered in youth work settings (DoH 2012). Promoting
emotional resilience, good mental health and providing early and effective evidence based
intervention and prevention programmes in schools, colleges and other youth settings will assist in
achieving the ambition of improving children and young people’s mental health.
Children and young people acknowledge the importance of being healthy and having a healthy
lifestyle, but do not always feel they have access to the information and advice that would enable
them to make healthier choices (DoH 2012). Research suggests that schools are well placed to run
prevention programmes as they can address gender norms and attitudes before they become deeply
ingrained in children and youth. Community interventions can also empower women, engage with
men and address gender norms and attitudes (WHO 2009).
Domestic abuse prevention programmes address a range of transferable learning and development
opportunities for children and young people, such as raising self-esteem, improving relationships,
resilience and problem-solving. Evaluations of school-based interventions suggest they can increase
knowledge about dating violence, improve attitudes towards it and their effectiveness at reducing
levels of actual abuse towards females appears promising (WHO 2009).
In an evaluation of prevention programmes for adolescents in Kent and Medway (Manship and Perry
2012), the high cost of domestic abuse in both human and financial terms was highlighted.
LeHegarat’s (2010) report on services for children affected by domestic abuse identified that the
numbers of victims in the Kent and Medway area was 53,9531 at an estimated cost of over £1million.
These figures demonstrate a strong argument for investment in prevention and early intervention
services in the area.
One of the recommendations of Manship and Perry’s (2012) evaluation was to ensure that all
programmes carry out thorough and consistent evaluations and to consider the need to secure
funding to enable formal, external and longitudinal evaluation to take place across the county. The
Children & Young People Domestic Abuse Programmes Steering Group (list of members in Appendix
II) has therefore developed this Quality Assurance Framework which provides a model to help
providers and recipient organisations of prevention programmes to demonstrate their impact, and
help commissioners and funders to feel confident in investing in approaches that build social and
emotional capital.
In addition to the aforementioned evaluation, an external environment mapping exercise was
undertaken in the form of a survey of Kent and Medway professionals attending domestic abuse
prevention/positive relationships events in July 2013. Results further highlighted the necessity of a
framework such as this one. Relevant data from this exercise can be found in Appendix III.
1
Women and girls aged 16-59 who have been a victim of domestic abuse in the past year, using the Home
Office ready reckoner
6
Quality Assurance Framework for Delivery of Domestic Abuse Prevention
Programmes to Children & Young People
… OBJECTIVE 1 …
Increase awareness of children and young people
regarding the issues of domestic abuse and positive relationships
PERFORMANCE INFORMATION
QUANTITY
QUALITY
OUTCOMES
Number of children and young
people who have received
domestic abuse inputs
Feedback from children and
young people that they are able
to:
Number of children reporting
increased confidence, selfesteem, social skills
-
Children and young people are
confident to apply the
knowledge they have gained to
enable them to develop
positive relationships in the
future
Number of participant
disclosures regarding domestic
abuse
-
-
-
-
-
identify the characteristics
of a positive relationship
and those of an abusive
one
recognise warning signs
and indicators and safely
end abusive relationships
adopt healthy and
appropriate coping
strategies
recognise the influence of
peers, media and popular
culture
recognise and challenge
learned behaviours (their
own and those of others)
understand equality and
diversity
demonstrate awareness of
the historical and cultural
context of domestic abuse
Teachers and staff report that
they have more children and
young people coming forward
regarding domestic abuse
issues that they are able to
support/signpost
Children and young people
report an increased sense of
self-identity
Facilitators report anecdotal
evidence of knowledge being
increased
7
… OBJECTIVE 2 …
Increase awareness of the support services available for
those children and young people affected by domestic abuse
PERFORMANCE INFORMATION
QUANTITY
QUALITY
Number of self-referrals to
support services
Children and young people
report they have the ability to:
Number of parents/carers
accessing support services for
children and young people
-
Number of referrals from
school for children and young
people
Domestic abuse information
available and accessible in
school/community premises
-
seek appropriate help and
intervention
understand the rights and
responsibilities of young
people, agencies and
communities
OUTCOMES
Support services are accessed
by children and young people,
who report that support was
helpful in addressing their
domestic abuse/positive
relationship issues
Children and families that have
experienced domestic abuse
are performing well in key
areas such as attendance and
attainment
Number of times support
services are advertised in
school/organisation newsletter
8
… OBJECTIVE 3 …
Increase awareness of staff regarding the issues of domestic abuse and positive
relationships
PERFORMANCE INFORMATION
QUANTITY
Number of staff trained in (at
least) basic awareness of
domestic abuse issues
Number of links/onward
referrals made by staff with
services
QUALITY
OUTCOMES
Staff report that they are
confident in responding
appropriately to issues of
domestic abuse
Arrangements and services are
designed to address domestic
abuse, e.g. designated DA lead
in school
Staff report that they know
where to go for help in relation
to domestic abuse issues,
including:
Staff report through
development
review/supervision that
training/awareness raising has
positive impact on practice




Use of local service
providers directory
Kent Domestic Abuse
website
Practitioner guides
Handouts/presentation
slides
Staff report anecdotal evidence
of how they have applied their
knowledge to support children
and young people
Percentage of professional
assessments or plans that
recognise the impact of
domestic abuse where the risk
of occurrence is
reduced/removed following
intervention
9
… OBJECTIVE 4 …
Change in culture of school to develop a whole-school approach
to the issues of domestic abuse and positive relationships
PERFORMANCE INFORMATION
QUANTITY
Number of children and young
people recruited on
mentoring/advocacy
programmes
QUALITY
Children and young people
reporting that they feel
empowered to advocate for
themselves and others
regarding positive
relationships/domestic abuse
prevention
Identified referral routes for all
identified cases (children and
young people and adults)
Domestic abuse policy
implemented and staff
awareness recorded in
supervision
OUTCOMES
Arrangements and services are
designed to address domestic
abuse, e.g. designated DA lead
in school
Domestic abuse features
regularly as part of the whole
curriculum, e.g. built into PSHE
or commissioned service
Mentoring and advocacy
programmes for children and
young people established and
service users report that it has
been beneficial
Increase in attainment of
SATS/examinations
Reduction in absence levels
10
Sources of Information and Methods
The below menu of choice should provide schools/organisations with ideas of the sources of
information that can be used as well as the methods for obtaining it.
Nature of information
Source/Methods
Quantity



Quality
Outcomes






Management information records (multi-agency: schools, providers,
etc.), including attendance, numbers, missed sessions, classes, etc.
Pre- and post-programme evaluation questionnaires
School monitoring checklists

Focus groups of children and young people, staff and facilitators
Pre- and post-programme evaluation questionnaires
Case studies
Case record audits
Implementation of ‘Teen Stars’
Direct feedback/anecdotal evidence from children and young people,
parents and professionals
Surveys (online, paper, use of social media)









Supervision
Staff meetings
School referrals to other services
Audit of case records/safeguarding files
OFSTED inspections
School monitoring checklists
Internal/external reviews and audits
School/exam league tables
Case studies
11
References
DoH (2012) Children and Young People’s Health Outcomes Forum – Report of the Public Health and
Prevention Sub-Group
DoH (2013) Improving Children and Young People’s Health Outcomes: A System Wide Response
LeHegarat, C. (2010) Services for children affected by domestic abuse. Kent County Council: Kent and
Medway Domestic Violence Strategy Group
Manship, S. and Perry, R. (2012) An evaluation of domestic abuse programmes for adolescents in
Kent and Medway. Canterbury Christ Church University: Kent
Ofsted (2012) Generic grade descriptors and supplementary subject-specific guidance for inspectors
on making judgements during subject survey visits to schools. [Online].
http://www.ofsted.gov.uk/resources/generic-grade-descriptors-and-supplementary-subject-specificguidance-for-inspectors-making-judgemen. Accessed: 27 November 2013
12
APPENDIX I
Locality Leads for Kent's Children and Young People Wellbeing Team
Name
Liz McAvan
District
Team Manager
Email
elizabeth.mcavan@nhs.net
Phone
0300 1231 969
Alison Lucas
alison.lucas@kentcht.nhs.uk
0300 7900 304
crystal.stean@kentcht.nhs.uk
0300 1231 969
Gilda Arabnia
Thanet All Schools and
Sandwich/Deal Primary
Schools
Ashford and Tunbridge
Wells
Shepway and Dover
gilda.arabnia@kentcht.nhs.uk
0300 7900 304
Ian MacDonald
Swale and Swanley
Jane Kennedy
Kirsty Heath
Maidstone and Tonbridge &
Malling
Canterbury and Dover
ian.macdonald6@nhs.net
0300 7900 304
ian.macdonald@kentcht.nhs.uk
jane.kennedy@kentcht.nhs.uk
0300 1231 969
Valerie Ruthven
Angela Shone
Crystal Stean
Kate Collins
Holly Till
kirstyheath@nhs.net
0300 7900 304
Team Administrator
val.ruthven@kentcht.nhs.uk
0300 7900 304
Children and Young People
Wellbeing Practitioner
Dartford, Gravesham and
Sevenoaks
Children and Young People
Wellbeing Practitioner
Angela.Shone@wkpct.nhs.uk
angela.shone@nhs.net
kate.collins4@nhs.net
0300 1231 969
holly.till@wkpct.nhs.uk
0300 1231 969
0300 1231 969
Medway contact:
Catherine Wilson
Child Health Programme Manager
Public Health Directorate
Medway Council, Gun Wharf, Dock Road, Chatham, ME4 4TR
Tel:
01634 332645
Email: catherine.wilson@medway.gov.uk
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APPENDIX II
Membership of Children & Young People Domestic Abuse Programmes Steering Group
Gilda Arabnia, Children & Young People Wellbeing Scheme
Steve Butler, KCA Young Persons’ Service
Kirstie Dray, Early Intervention Team, Tunbridge Wells District
Allison Esson, Kent County Council
Lucy Farnham, Rising Sun
Alison Gilmour, Kent & Medway Domestic Violence Co-ordinator
Kirsty Heath, Children & Young People Wellbeing Scheme
Sarah Holness, Project Salus
Deborah Jordan, North Kent Women’s Aid
Kirstie King, Medway Safeguarding Children Board
Niki Luscombe, K-dash
Sharon Manship, Canterbury Christ Church University
Sylvia Murray, North Kent Women’s Aid
Rebecca Perry, Swale Action to End Domestic Abuse
Peter Williams, DAVSS
14
APPENDIX III
Data from survey of Kent and Medway professionals attending domestic abuse
prevention/positive relationships events in July 2013
Does your organisation have a Domestic Abuse (DA) policy for staff?
37%
Yes
43%
No
Not Sure
20%
Does your organisation have a DA policy for clients/service users?
27%
Yes
No
54%
Not Sure
19%
15
Is there a need for a domestic abuse/healthy relationships programme in your organisation?
21%
Yes
No
10%
Not Sure
69%
What do you see as the training need(s) in your organisation with regards to domestic
abuse/healthy relationships?
For Staff
64%
For Clients
76%
General awareness of the services that
are available for people affected by
domestic abuse
80%
73%
How to do a Risk Assessment of
someone who is experiencing domestic
abuse
83%
29%
How to support children and young
people affected by DA in the family
home
90%
39%
Working with young people who are in
abusive relationships
78%
42%
General awareness of what domestic
abuse is
16
What are the barriers for embedding preventative programme in your organisation?
Financial (33%)
Lack of staffing/resources (17%)
Time restraints (14%)
Lack of
knowledge/understanding of
DA and where to signpost (17%)
Other (19%)
Other (19%) incorporates one mention of each of the following: lack of support services and processes;
lack of information from other agencies; management priorities; current opportunity; commissioning and
hierarchy of NHS; working with only targeted families
17