Sheffield Emotional Well Being & Mental Health
Strategy for Children & Young People
2011- 2014
1.
Introduction
This Strategy has been developed through the Emotional Wellbeing and Mental Health Strategic Partnership Group; which
supports the delivery of the Children and Young People’s Plan for Sheffield. The process for developing the strategy has
included: an evaluation of the previous 2007-2010 strategy; the development of a vision for services defined through a 0 –
19+ Partnership Board workshop; an assessment of need and service delivery; and consultation opportunities for children
and young people, parents and carers, partners across the public and third sector, and across children’s and adults services.
The strategy sets out our direction of travel until 2014. It is accompanied by detailed one year Implementation Plans which
will be reviewed and updated yearly to reflect progress on the plan, as well as offering the opportunity to consider new
emerging issues, the needs of local children and young people, and local and national policy.
2.
Context and Background
2.1
What do we know about children and young people in Sheffield?
There are approximately 125,000 children living in Sheffield and, based on national average prevalence rates, it is expected
that there are approximately 11,000 will have a recognisable mental health disorder 1. These mental health disorders are
typically associated with educational failure, family disruption, disability, offending and anti-social behaviour.
1
In summary:

Sheffield has the 4th largest population of any urban area in England, with a 0-19 population of 125,000 2

Within the 0-19 age bracket, there will be a predicted 11.5% rise between 2009 and 2031 2 and therefore, mental health
problems in this age group are likely to rise in similar proportions

Within Sheffield, there are 7,000 children between the age of 5 and 16 years and 2,500 16 and 17 year olds who may be
suffering from a clinically recognised mental health disorder3

6,300 pre-school children have a mental health difficulty of some kind

That around 7% of pre-school children have a severe mental health problem (2,205 in Sheffield) 3

An estimated 4,697 Children with Learning Difficulties/Disabilities may have a mental health problem of some kind in
Sheffield 3

The prevalence of mental disorder in 5-15 year olds from social housing is 17%, compared with only 6% for 5-15 year olds
from owner occupied housing reflecting the social gradient of mental health 4. In Sheffield, 17% of 5-15 year olds living in
social housing equates to 2,430 children and young people
3
(References to be included)
(The needs assessment is currently being updated with further intelligence gathered through the process of developing the Implementation
Plan, once completed this section above will include a summary of local needs assessment)
2.2
The Local Direction
2.2.1 The Sheffield CAMHS Strategy 2007-2009
The previous Sheffield’s CAMHS Strategy set out the direction of travel for the development and improvement of Child and
Adolescent Mental Health Services between 2007 and 2009. Following the evaluation of the strategy and feedback from key
stakeholders the focus for planners, commissioners and providers needed to change. The focus on the wider emotional health
2
and wellbeing needs of children and young people needed greater consideration as did making the mental health of children
and young people everybody’s business. In May 2010 the CAMHS Strategy group was disbanded and the new Emotional
Wellbeing and Mental Health Strategic Partnership Group was formed with a broader membership and tasked with the
development of a new Strategy.
2.3
The National Direction
2.3.1 The final report of the National CAMHS Review 2008 (Children and Young People in Mind) identified a number of areas, which
they recommend all future strategies should take into account. These included:
Leadership: that the Children and Young People’s Plan sets out how it will ensure the delivery of a full range of children’s
services for mental health and psychological well-being across the full spectrum of need in its area.
What children, young people and families want: feedback from children, young people and their families and carers
indicate the key areas for improvement are:







A need for greater awareness in schools, colleges, children’s centres and GP practices, along with the better promotion
of services and issues being dealt with more sensitively
Trust – being able to see the same person regularly and build a mutually trusting relationship
Accessibility: A single point of entry, with easily accessible locations, open at times to suit the children and young
people and with information available in a range of formats
Communication; being spoken to in a non-clinical, non-technical way and being listened to more closely
Involvement: Being given an opportunity to discuss what services are available and being valued for the experience
that children and young people bring
Support when it’s needed: Services available when the first need arises, not when it reaches crisis point and services
that stay in touch after treatment has ended
An holistic approach; where services that treat the whole person and treat people as individuals, and also take into
account physical and mental health
3
Promotion, prevention and early intervention: in particular:


Promote a positive understanding of mental health and psychological wellbeing to improve everyone’s understanding;
and ensure everyone knows where to go to get advice, help and support
Improve the access that children young people and families have to mental health and psychological wellbeing
support
Specialist help for children, young people and families: Children and young people who need more specialised help, and
their parents and carers, should have:



A high quality and purposeful assessment which informs a clear plan of action, and which includes, at the appropriate
time, arrangements for support when more specialised input is no longer needed
A lead person to be their main point of contact, making sure that other sources of help play their part in coordinating
that support
Clearly signposted routes to specialist help and timely access to this, and clear information about what to do if things
don’t go to plan
Services working together: Multi-agency working is seen as the ideal delivery model but there is an acceptance that much
more could be done including:



Introduce a ‘shared and common language’ so that each team feels a part of the same ‘family’ of care, to improve
consistency and to promote greater cooperation and coordination
Remove or reduce separate line management and administrative arrangements and arguments about posts being
‘outside of our remit’
Recognise and plan for the fact that multi-agency working takes time, particularly when many professions have different
working patterns
A needs-led system: Local areas need a comprehensive understanding of the mental health needs of ALL of their children
and young people in order to underpin a sense of common purpose across all children’s services. Particular consideration
should be given to: Awareness of funding streams to maximise funding for services; further development and use of the CAF;
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transitional services from children and young people to adult services and a local commissioning framework that provides
clarity about who is commissioning what, which identifies and addresses weaknesses and the effectiveness and impact of
commissioning can be evaluated.
Developing and supporting people who work with children: All bodies responsible for initial training should provide basic
training in child development and mental health and psychological wellbeing. The children’s workforce development strategy
should set out minimum standards in relation to key knowledge of mental health and psychological wellbeing to cover both
initial training and continuous professional development.
The Strategy is also informed by Promoting the Emotional Health of Children and Young People, Guidance for Children’s
Trust Partnerships, including how to deliver NI 50 – January 2010.
3.
Risk and Protective Factors
This document views emotional health as being synonymous with ‘psychological wellbeing’ which is the term used in the
CAMHS Review and previously in Standard 9 of the National Service Framework for Children, Young People and Maternity
Services. It also provided a useful Framework for understanding Risk and Protective factors (see Figure 1 below).
5
6
4.
What do we want for Children in Sheffield?
We want to improve emotional health and wellbeing for all children and young people in Sheffield.
Emotionally healthy children are able to grow and learn through their good or bad feelings and experiences, make friends,
enjoy their own company and play and have fun.
In Sheffield we believe we can improve the emotional wellbeing of children and Young people and maximise the use of
available resources to provide better outcomes.
We shall involve key stakeholders to ensure we deliver this strategy as part of the priority area within the Children’s Plan to
improve Emotional and physical well-being of Children and Young People within Sheffield.
5.
Our Priorities:
In February 2010 a workshop was facilitated with members of the Sheffield 0-19 Partnership Board to raise awareness of
some of the emerging issues facing Children and Young People’s Emotional Wellbeing and Mental Health; following this
workshop the Emotional Wellbeing and Mental Health Partnership Group gave further consideration to the feedback from
members of the 0-19 Partnership Board, alongside a more detailed needs assessment. Through this Seven Strategic
Priorities were identified .
We will:
i.
Involve children, young people, parents and carers, in the planning and commissioning of local services
ii.
Help Children and Young People learn the skills they’ll need to stay emotionally healthy by developing their
resilience. This should be promoted through development of positive emotional health within learning environments
setting such as schools, colleges and youth settings
7
6.
iii.
To develop information for children, young people, parents, carers, and practitioners to support an understanding of
local networks of support.
iv.
Raise the awareness and capability in local targeted and universal services to enable local professionals, and
subsequently parents, provide the best possible support, to reduce the need for referral to specialist services and
ensure improved step down care for children discharged from specialist services.
v.
Target prevention and early intervention through maternal mental health, positive parenting and ensuring emotional
wellbeing of infants through the first 5 years
vi.
Develop new innovative solutions, and packages of support and care, to enable children and young people with
complex needs, where mental health problems are a primary need, to remain in Sheffield or as close to home as
possible.
vii.
Develop transitional arrangements and ensure services for young people moving into adulthood are fit for purpose
and providers are working together
How will we achieve this?
A number of different organisations plan and buy services which can help improve the emotional health of children and young
people in Sheffield. These include NHS Sheffield, different parts of Sheffield City Council, schools, colleges and charities. This
process is known as planning and commissioning.
These different organisations have agreed which of the services above they will be responsible for commissioning, and will do this
as and when funding becomes available. The economic situation means that there is not going to be a lot of new money around to
fund new services, so we will try to improve the way we do things to use the money we do have more effectively.
Commissioners will ask the organisations they are buying services from to prove and report on what real difference they have made
to children’s lives, rather than just how many children they have seen. This will apply to services for children and young people that
8
are provided by the City Council and Health Service as well as to those provided by charities and voluntary organisations, with
reporting appropriate to the level of investment and size of service.
Commissioners will also work together more, by sharing intelligence on the local population relating to need, pooling resources,
planning together, and creating more joined up services.
People who work with children and young people are bringing together their local knowledge of needs, and we will be moving
towards commissioning relevant services to meet those needs at the local level, as well as commissioning city wide services.
We will work to ensure that the links and recurring themes across the seven priorities are drawn together and that the work does
not happen in isolation. We will also move to engage with the changing and emerging infrastructures across the city for both the
public and third sector and seek opportunities for influencing and progressing action to improve children and young people’s
emotional wellbeing and mental health.
7.
How will we know whether the strategy is working?
All the commissioners of services and key stakeholders will come together to monitor the implementation of the strategy through
the Emotional Well Being & Mental Health Strategic Partnership Group.
A group of children, young people and parents will tell the Partnership Board their issues with how things are working to inform
future planning.
We will measure the outcomes of the strategy on two levels:


Individual commissioners will review the outcomes for children reported by service providers – to monitor if they are
improving the emotional health of children and young people. Outcomes measures are currently being considered.
The Emotional Well Being & Mental Health Strategic Partnership Group will think about whether we are improving children’s
and young people’s emotional health and wellbeing overall, by looking at the relevant information about quality of life and
service measures that we already collect, e.g. those about emotional health and wellbeing, bullying, substance misuse,
educational attainment, numbers who have Behavioural, Emotional or Social Difficulties
9


A monitoring framework will be agreed which will set out the appropriate reporting and governance framework for the
actions within the Implementation Plan
Children, young people, parents and carers will also be engaged with the monitoring of specific elements of the plan
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Sheffield Emotional Well Being & Mental Health Strategy for
Children & Young People
2011- 2014
Implementation Plan 2012 - 13
11
Priority One: Involve children, young people, parents and carers, in the planning and commissioning of local services
Priority Lead: Naomi Saxton
Objective
1.1 To implement a
structured programme to
involve existing involvement
and engagement
infrastructures, including:
ECM survey; Parents
Assembly; MAP; ACE;
Youth Council; Children’s
Voices; Youth Forum;
Carers Group, Interchange
Participation Groups, and
Mental Health
Ambassadors, etc
Actions to deliver the objective
Outcomes / Change
To produce a diagrammatic guide
setting out the current multi-agency
involvement infrastructure (groups,
processes, activities, and priorities)
and highlighting where emotional
wellbeing and mental health issues
are already considered
The EW & MH Partnership
group, will understand the
current infrastructure
To develop a model and structured
process to enable children, young
people, parents and carers, to be
involved in the Implementation Plan,
and the Emotional Wellbeing and
Mental Health Partnership Group;
Children, young people,
parents and carers, will have
a direct liaison with the
EW&MHPG EW & MH
Partnership group
potentially including:




Involvement in monitoring the
plan
Identifying the priority areas for
this monitoring
Reporting to the EW&MHPG
Service users capturing their
stories
Lead
MAP Group
Increased use of
engagement by the
partnership in planning and
commissioning
Involvement can be
coordinated and cross
referenced improving
robustness
Table at the MAP group in
June 2012.
Map activities, framework and
structure by July 2012
Increased partnership
activities between the
partnership group members
and involvement
infrastructures
EW&MHPG will understand
the outcome of involvement
activities and what children,
young people, parents and
carers are saying
Milestones & Timescales
MAP group,
Sarah,
Cheryl, and
Claire
PI / Measure of
Success
Increased
understanding of
the EW&MHPG
of involvement
infrastructure
Produce document and submit
to MAP and EW&MHPG
September 2012
Increased
engagement with
involvement
activities
Table as an agenda item at the
MAP meeting – June 2012
A clear structure
is understood &
implemented
Develop model and structured
process by September 2012
Present to the Partnership
Group November 2012
Processes implemented by
January 2013
The actions
taken by the EW
&MH Partnership
Group in
response to
engagement
Evaluation with
children, young
people, parents
and carers on the
extent to which
they feel
engaged and
able to inform
and influence
12
Objective
Actions to deliver the objective
To map the ECM Survey against the
implementation plan and identify
specific links.
Outcomes / Change
Improved usage of existing
structures
Lead
R. Mason and
L. Hall
Annual analysis of proxy
indicators to inform strategic
planning
To implement an agreed process for
timely reporting to the EW&MH
Partnership Group and relevant
leads, on the issues arising from all
the involvement processes
1.2 To implement specific
involvement activities
required to support the
delivery of the 6 other
priorities within the
Emotional Well-being and
Mental Health Strategy
1.3 To implement the
You’re Welcome package
within CAMHs services
The EW&MH PG will identify priority
areas within the implementation plan
where involvement and engagement
will bring particular benefit.
Process for identifying
trends
The EW&MH PG receive
timely reports and consider
the implications and if
actions are required
N. Saxton and
EW&MH PG
To identify and train young people to
ECM survey and
implementation plan mapped
and links identified by June
2012
Process for receiving reports is
agreed at the EW&MH PG –
Sept 2012
Timely Reports presented
Priorities for involvement
negotiated and agreed in
partnership between
children and young people
and the EW&MH PG
N. Saxton and
EW&MH PG
Agreement by the EW & MH
PG of priority areas for
involvement – June 2012
Priority areas for involvement
identified by children and
young people – Sept.. 2012
This will link with the views of priority
issues for involvement identified by
children, young people and
parents/carers identify for
involvement.
To ensure the Community CAMHS
Teams and compliant with the You’re
Welcome audit and standards.
Milestones & Timescales
Workshop agenda item for the
EW & MH PG, re Involvement
and engagement Dec. 2012
Services reviewed and
acceptable to young people
L. Bridgemen /
Ann Murphy
SC NHS FT
D. Phuller
Audit completed by April 2012
Actions to achieve compliance
with You’re Welcome agreed
and implemented by Sep.
2012
PI / Measure of
Success
Annual report to
the EWb&MH PG
Trends identified
What action has
occurred as a
result of the
findings
Actions are
identified to
respond to the
issues
highlighted
Feedback re the
actions is given
to the
appropriate
people
Impact of
involvement
Children and
young people
report positive
experiences of
involvement and
impact
You’re Welcome
rating of ‘Getting
There’ achieved
Actions are
identified to
respond to gaps to
move from ‘Getting
13
Objective
Actions to deliver the objective
Outcomes / Change
be part of the validation process
To enable young people to
feedback to CAMHS Service'
1.4 To embed the
forthcoming Sheffield
Participation Standards for
the involvement of children
and young people, within
CAMHS and Services for
Vulnerable groups,
including specialist and non
specialist
To audit the compliance of the
EW&MH Strategy with the standards
and identify any action required to
meet compliance
The EW&MH strategy meets
the participation standards
Lead
Milestones & Timescales
(SCNHSFT)/
C. Smith /
(Right Here)
A. Buddery
(NHSS)
Young people engaged in and
trained to deliver the validation
C. Humberstone
Audit undertaken and actions
identified by May 2012
Validation event held by Sept.
2012
Report to EW&MH PG Nov .12
PI / Measure of
Success
There’ to ‘Achieves
You’re Welcome’
Actions are
completed with
input and guidance
from young people
Tabled at the EW&MH PG
August 2012
To present the Sheffield Standards to
the EW&MH PG and the outcome of
the audit
To develop and implement a plan to
embed the participation standards
within CAMHS services over the life
of the Plan.
To map the Sheffield Participation
Standards against the You’re
Welcome Standards and identify any
overlap
1.5 To include engagement
in the strategic
commissioning cycle and
contracting of services
L. Pollard
The voice of children, young people,
parents and carers, is heard by the
EW & MH PG and informs the
strategic planning and commissioning
of services
Children, young people,
parents and carers are
engage at appropriate points
in planning and
commissioning cycle
To work to including the standards in
contracts and service specifications
for CAMHS services
All services will work to meet
the participation standards
L. Hall/
K. Laurance
Delivered through 1.1, as
above
Move to include participation
standards in contracts for April
Contracts have
participation
14
Objective
Actions to deliver the objective
To engage parents, carers, and staff
in the development and delivery of
the integrated workforce development
model.
Outcomes / Change
Lead
Milestones & Timescales
2013 onwards
PI / Measure of
Success
standards in by
April 2013
15
Priority Two: Help Children and Young People learn the skills they’ll need to stay emotionally healthy by developing their resilience.
This should be promoted through development of positive emotional health within learning environments setting such as schools,
colleges and youth settings
Lead: Mary Collins
Objective
2.1 To develop new ways of
communicating as partners to
match the new relationship
between LA, CWLB,
schools/settings and families ,
using emotional literacy as a
framework to maintain a sharp
focus on good outcomes for
children, and mutual respect for
parents and professionals
responsible for children in
Sheffield.
Actions to deliver the
objective
To review models of Emotional
Literacy (including the
Southampton, the Nurturing
School models and Australian
resiliency support in schools).
To research the barriers to local
authority’s and schools
implementing Emotional Literacy
programmes
Outcomes / Change
There is a good understanding
of:

The different models, the
capacity for impact, and
their research evidence.

How children’s social,
emotional and academic
success is enhanced
when schools are
relationship-driven, and
families, school staff,
support services and other
agencies work together to
deliver the best outcomes
for children .
To identify current and
developing activities and
strengths in Sheffield around the
practice of Nurturing Schools and
Emotional Literacy
In partnership with school(s)
develop proposals for an
appropriate and feasible
application within Sheffield
informed by evidence base and
research
To consult with families of
schools, the CWLB and Parents
Assembly, on the proposals
To present findings to 0 – 19+
Partnership Board; Health and

What makes for family
and children friendly
schools where all partners
are respected and
constructive challenged is
positively regarded and
welcomed as helpful
feedback in improving
inclusive practice in line
with the city’s Inclusive
Learning Strategy.
How families of schools,
Lead
Milestones &
Timescales
M. Collins
Options for
engagement with
school(s) and
parents explored
and agreed July
2012
Models and
research/evidence
base is reviewed,
learning identified
by September 2012
Wider consultation
with the CWLB
head teachers
reference group
October / Nov
2012
Interim paper
presented to the
H&W Board, 0-19
Partnership, and
the Healthy
Settings Board
December 30th
December 2012
PI / Measure of
Success
A paper setting out
evidence based and
practice based
evidence, and Sheffield
current and developing
practice to inform a
local debate. Dec. 2012
Option(s) for new
proposals or enhancing
current practice are
considered and agreed
Short, medium and long
term actions are agreed
and implemented
Non academic
measures for children
and young people’s
success developed in
partnership with the
Parents Assembly and
the CWLB
Plan for
16
Objective
Actions to deliver the
objective
Wellbeing Board; CWLB and
Parents Assembly.
2.2 To develop children and
young peoples resilience
through school settings
To develop intelligence on the
current position and the strength
in schools activity in this area
through:

Draw from the Strategic
needs assessment

Analysis ECM survey

Identifying proxy measures
through Analytical Services,
Services to Schools and
Inclusion and Learning

Drawing together
intelligence from MASTs,
TAMHs, School to School
Support, Schools, etc
Develop a process for promoting,
influencing and supporting
schools through the new
infrastructures, including the
School to School Support
Programme (S2SSP), the
Sheffield Learning Community
(SLC), and the Leadership and
Innovation Hub (L&IH)
Outcomes / Change
Lead
the LA, CWLB and
parents can be engaged
as equal partners with the
process and inform the
proposals
A 3 year plan is agreed and
implemented
The EW&MHPG have an
agreed list of local measures,
proxy measures and
intelligence with respect to
emotional wellbeing
C. Anderson
Establish a project
group May 2012
Identify real / proxy
measures, and
local intelligence Aug. 2012
2 year plan for
analysing
measures /
intelligence -Oct.
2012
Training and activities can be
targeted based upon local
intelligence
The SLC users are able to use
the medium as an effective
source of support, information
and shared learning
PI / Measure of
Success
implementing
proposals January
2013 onwards
Local intelligence in relation to
individual schools and families
of schools is developed and
informs strategic actions,
workforce development, etc
The strategic leads involved
with the developing structures
consider emotional wellbeing
and mental health
Milestones &
Timescales
H. Mitton &
L. Hall
Ongoing data and
intelligence
analysis 2012 –
2014
Links are
developed with the
SLC
Actions agreed to
promote and share
experience
Development of a
Virtual Interest
Group May 2012
Interest tabled at
the Steering group
Measures and proxy
measures agreed by
EW&MH PG, HSB and
the CWLB - Nov. 2012
Ongoing data and
intelligence analysis
implemented
Extent to which it
informs other actions
Area based and school
specific intelligence
used for strategic and
operational planning
Measures reflecting the
actions to be agreed.
i.e.

Virtual Interest
group(s)

Sharing good
practice groups
established o

The number of
members/ level of
usage

A School to School
17
Objective
Actions to deliver the
objective
Outcomes / Change
Lead
Milestones &
Timescales
PI / Measure of
Success
meeting, July 2012
support
programmes is
implemented by
March 2013
Paper presented to
EW&MHPG and
HSB October 2012

Plan produced by
November 2012
To coordinate the workforce
development activities provided
or commissioned by SCC/NHS
Sheffield and develop links with
the Leadership Hubs and
Teaching School Alliances (link
to priority 4 training)
To coordinate the training
currently
provided/commissioned
through TAMHs, Educational
Psychology, Brockwood, SC
NHS FT, and other agencies
Kit Thorne and
Public Health
Sheffield
2.3 To develop a Healthy
Settings Toolkit on Emotional
Wellbeing (including bullying) for
use across the settings of
Schools, Colleges and Youth

To identify an appropriate
framework and tools /
techniques to enable
schools to effectively provide
an emotionally healthy
Training programme
produced / training
included in other
programmes
A process for
developing links
with the Leadership
Hubs implemented
in line with 2.2
above
Using local intelligence (see
2.2) coordinate the offers and
develop links with the
Leadership Hubs and
Teaching School Alliances
To look at the feasibility of
supporting the resilience element
of the Master Cutlers initiative
(targeting year 10) and Sheaf
Training initiative.
Current training
mapped out and
coordinated
approach agreed
August 2012
Training offer and
workforce
development
developed through
links with the
Leadership Hubs
Integrated and complementary
approaches to supporting and
building resilience
D. Desgranges
/ B. Plant
Identify links and
underpinning
approaches – Sept
2012
Activities which support
the Master Cutlers and
Sheaf training initiative
Clarity and consistency for
settings to support them to
become an emotionally healthy
environment.
Chris
Anderson
/Bethan Plant
Model and
Framework
identified &
approved
December 2012
Number of settings
using techniques and
tools to develop their
emotionally healthy
setting.
18
Objective
Actions to deliver the
objective
Settings
Lead
Milestones &
Timescales
PI / Measure of
Success
1st completed self
assessment audit
completed by
December 2012
Number of completed
self assessments by
setting.
settings

2.4 To develop approaches to
support resilience and promote
emotional wellbeing among
young people through College
settings
Outcomes / Change
Identify or develop
appropriate self
assessments / criteria for
specific settings (early
years. primary, secondary &
post 16) (i.e. Emotional
Health and Well Being
Audit/Checklist – including
addressing bullying) to
enable
schools/colleges/youth
settings to benchmark
themselves against in order
to monitor progress
Schools/colleges/youth
settings can assess
themselves and their progress
Areas of good and outstanding
practice can be identified and
linked with objectives 2.1 and
2.2
Chris
Anderson
Completed
outstanding
practice in schools
- October 2012
Settings better able to
handle and manage
bullying incidences as
reported by schools and
pupils through the ECM
survey.

To implement the ‘Five ways
to well-being framework’ as
part of a healthy settings
model
Recognised model
implemented locally to support
a consistent approach to
address emotional well being,
mental health and bullying in
settings.
Chris
Anderson
Dissemination of
the framework
commence
September 2012
Qualitative feedback
from settings describing
impact of 5 ways model.

Sheffield Healthy Settings
Board review progress, set
milestones and targets to
ensure emotional well being,
mental health and bullying
is prioritised as part of a
healthy settings approach.
Through the Sheffield Healthy
Settings Board ensure Priority
2 is led and settings supported
to offer an emotional and
resilient environment for
children and young people.
Bethan Plant/
Chris
Anderson
April 2012, followed
by termly meetings.
Representation from
key settings and
agreement that
emotional well being,
mental health and
bullying is a priority
addressed within all
settings.
To review current activities and
issues through the Healthy
Settings Board
B. Plant
To consider the work of the Right
R. Iantorno /
Work reviewed and
19
Objective
Actions to deliver the
objective
Outcomes / Change
Here project within the context
of, and how it links with the work
of the Healthy Settings Board.
2.4 Explore the concept of
spirituality and its relation with
resilience
To explore the current work in
adult services
To explore the REsilience
programme
Link appropriate actions into the
workforce development, training,
etc
Spirituality integrated into
resilience
Lead
Milestones &
Timescales
A. Buddery
linked in by August
2012
B. Plant /
Explore work in
Adult services and
the REsilience
Programme – Sept
2012
PI / Measure of
Success
Agree appropriate
actions
Include actions in
the implementation
plan refresh
20
Priority Three: To develop information for children, young people, parents, carers, and practitioners to support an
understanding of local networks of support
Lead: Steve Jones
Objective
3.1 To develop agreed pathways
into the different services, and
criteria to guide appropriate and
timely referral to each step of
provision
Actions to deliver the objective
Outcomes / Change
Lead
Milestones &
Timescales
To develop agreed access pathways
Clear pathways articulated
S. Jones /
K.
Laurance
Pathways to
PMHW’s, Community
CAMHS, MASTs,
CYT’s, agreed Aug.
2012
To agree criteria and thresholds at
which referral to the next step is
appropriate
Practitioners know when
and how to access
services
Appropriate and timely
referrals
J. Tasker
and S.
Jones
Draft thresholds
agreed July 2012
Checklist for
thresholds produced
and linked to Pathway
Flow Chart Sept
3.2 To develop an electronic
‘Pathway Flow Chart’, which
covers the range from initial
enquires through to accessing
local Mental Health Services with
links to:

e-training sites & workforce
development

service descriptors

access routes

documentation (i.e. referral
forms)

tools
Produce a diagrammatic ‘Pathway
Flow Chart’ to be created
electronically
Agree the additional links required
Produce/gather relevant
documentation, tools and forms (i.e.
referral forms), to be utilised via
hyperlinks
Identify and implement host site,
e-management and version control
All practitioners are able
to easily view the pathway
process, and access
information on services
available,
appropriateness,
thresholds, etc.
A.
Buddery
PI / Measure of
Success
Pathways are visually
articulated
Practitioners report
understanding of routes
to access services
Training is consistent
with threshold agreed
Appropriate referrals
Draft Pathway Flow
Chart and links
agreed by EW & MH
SPG July 2012
Host site created
January 2013
Tested out with
practitioners – Aug
2012
Positive feedback from
practitioners
No. of hits
Any risk/hindrance
issues identified
August 2012
Relevant links,
documents, forms,
collated Oct. 2012
21
Objective
3.3 To produce a Pathway Flow
Chart and service information for
parents/carers, children and young
people
Actions to deliver the objective
Produce a diagrammatic ‘Pathway
Flow Chart’ to be created
electronically, for parents, carers,
children and young people
Engage children, young people,
parents, carers and staff groups in
identifying the appropriate information
required, appropriate mediums and in
developing appropriate information
(link with Priority 1)
Outcomes / Change
Lead
Parents/carers and
children and young people
are able to access
appropriate and trusted
information and are able
to find out about local
provision
S Jones /
L. Pollard
Milestones &
Timescales
Draft flow chart
produced and tested
Oct. 2012
PI / Measure of
Success
Site established March
2013
Level of usage
Local service
information produced
December 2012
Level of parent, carer,
child and young
persons satisfaction
Site established
March 2013
Develop a list of preferred national
and local information sources
Produce a checklist and guidance for
a) children and young people
b)parents and carers c) practitioners:
to support them navigate and make
judgement when seeking information
on the www
22
Priority Four: Raise the awareness and capability in local targeted and universal services to enable local professionals,
and subsequently parents, provide the best possible support, to reduce the need for referral to specialist services and
ensure improved step down care for children discharged from specialist services.
Lead: Julie Tasker
Objective
4.1 To implement a programme of
workforce development for staff
within targeted services,
appropriate to the staff group, the
nature of the issue and the
business of the
organisation/service/person.
Targeted staff groups to include:
MASTs
Community Youth Teams
Social Care
Residential staff
Foster Carers
Those working with very
Vulnerable Children
Actions to deliver the
objective
Outcomes / Change
To develop a draft
Competency Framework’ for
staff within
a) Universal Services and
b) Targeted Services
Commissioners, Managers
and staff can find out and
understand the skills
expected of the different
staff groups and roles
To quality assure the
Competency Framework for:
Universal staff
Targeted staff including: CYT,
Social Care and MAST staff
A Framework is available to
inform strategic and
operational planning
Lead
J. Tasker /
J. Banwell
/ Public
Health
Sheffield
Milestones &
Timescales
Draft Competency
Framework produced by
April 2012
Competency framework
produced
Competency Framework
quality assured by July
2012
Framework agreed by
EW & MH SPG July
2012
Presented to
EW&MHSPG July 2012
To achieve endorsement of the
framework for inclusion in
strategic workforce planning
Framework endorsed by
SCC SLT for inclusion in
WD plans for CYPF July
2012
To identify WD requirements to
achieve the competencies
framework for staff groups and
inform commissioning of
workforce development
activities
Understanding of WD
requirements
To identify the workforce
development activities to
deliver the competencies for
Workforce development
initiative targeted to achieve
maximum effect
J. Tasker,
& J.
Banwell
PI / Measure of
Success
Competency framework
available to all services
and informs WD
CYT, Social Care and
Mast complete self
assessment by June 2012
Paper on workforce
development
requirements produced
Pilot WD programme
agreed - July 2012
X No. of agreed
Specialist staff receive
WD by March 2013
23
Objective
Actions to deliver the
objective
staff i.e:

Training

Reflective practice

Shadowing

Mentoring

Supervision
Identify appropriate providers
and mechanisms and
commission the appropriate
activities
4.2 To influence and support WD
for school based staff groups
based upon agreed competencies
Outcomes / Change
Lead
Increased skills and
confidence for staff and
carers
Milestones &
Timescales
Competencies and WD
activities included in WD
plans – Aug. 2012
Targeted staff Workforce
Development plans include
EH&WB
Commissioners, Managers
and staff full knowledge of
the workforce opportunities
A commissioning
framework for the WD
activities agreed July 2012
WD programme of
activities delivered by
August onwards
Evaluated March 2013
PI / Measure of
Success
No of targeted staff
have received practice
development - March
2013
Reduced number of
referrals to specialist
CAMHS
Appropriate referrals to
specialist CAMHS
Improved support after
discharge from
specialist CAMHS
reducing re-referrals
into the service
Produce a framework to gather
intelligence from referrals into
services, to inform ongoing
workforce development
requirements
Ongoing understanding of
workforce development
requirements
J. Banwell
Framework in place and
referrals reviewed Sept
2012
Commissioning of WD
informed by reefrrals
Undertake a feasibility review
of Specialist Staff and
Managers, providing practice
development for non-specialist
staff within targeted services
Appropriate model for staff
development for wider staff
group agreed
J. Tasker/
D.
WilliamsJones
Feasibility review
completed - Dec. 2012
Models of cascade
support reviewed - March
2013
Model implemented - July
2013
X% of targeted staff
receive practice
development through
supervision
TAMHS training to school:
Schools understand and are
able to access workforce
development appropriate to
Public
Health
Sheffield /
Current offer to schools is
mapped out – June 2012
A clear model for a
Core Offer and Traded
Services is agreed and

Informed by the
24
Objective
framework
(See also priority 2 re Resilience)
Actions to deliver the
objective



competencies
Reviewed to support
promoting Resilience (see
priority 2)
Includes a Core Offer
agreed
A Traded Offer to Schools
developed
Outcomes / Change
the staff group and the
nature of the
Lead
M. Collins
Schools and staff are able
and confident to make good
decisions about emotional
health and wellbeing within
their school
The strategic leads involved
with the developing
structures consider
emotional wellbeing and
mental health
The SLC is used effectively
as a medium to promote the
issue of emotional wellbeing
and mental health and its
users are able to use the
medium as an effective
source of support,
information and shared
learning
Competencies agreed
(see 4.1)
The package of practice
development is amended
to reflect competencies July 2012
PI / Measure of
Success
accessible to schools
Increase in schools
uptake of training
The Offer is presented
and negotiated with
CWLB September 2012
Explore the need for a menu of
additional types of support
which could be purchased (i.e.
supervision offer, advisory
functions, etc)
Develop a process for
promoting, influencing and
supporting schools through the
new infrastructures, including:

The School to School
Support Programme
(S2SSP)

The Sheffield Learning
Community (SLC)

The Leadership and
Innovation Hub (L&IH)
Milestones &
Timescales
K. Thorne
/ H.
Mitton/ L.
Hall
Links are developed with
the Sheffield Learning
Community (SLC) and
actions agreed to promote
and share experience and
good practice, i.e. the
development of a Virtual
Interest Group May 2012
Interest tabled at the
Steering group meeting,
May 2012
Paper presented to
EW&MHPG and HSB
October 2012
Plan produced by
November 2012
Measures reflecting the
actions to be agreed.
For example, these
could include:

Virtual Interest
group(s) / Sharing
good practice
groups established on the
SLC website / the
number of
members/ level of
usage

A School to School
support
programmes is
implemented by
March 2013

Training offer and
workforce
development
developed through
25
Objective
Actions to deliver the
objective
Outcomes / Change
Lead
Milestones &
Timescales
PI / Measure of
Success
links with the
Leadership Hubs
S. Greig
4.3 To achieve strategic
commitment by partner agencies
to the agreed workforce
development framework and
priorities
To include the Competencies
Framework into all the
agencies Workforce
development plans
Children’s Health and
Wellbeing Board endorse
competency framework
Framework agreed by EW
& MH SPG July 2012
Endorsed by the Health
and Wellbeing Board
To incorporate the Offer into
Sheffield Inclusive Leaning
Strategy
Sets of competencies are
agreed and articulated,
across Sheffield as a
foundation for workforce
development for universal
and targeted staff
To engage with the CWLB
To develop agreed and
deliverable supervision
processes to ensure the
application of the learning
gained
4.4 To ensure appropriate
resources are available to support
training initiatives
To improve understanding of
and co-ordinate training
provided by Sheffield
providers, and review and
target against strategic
priorities
Co-ordinated and
strategically targeted training
To endorse, implement and
promote e-based learning
resources
Free e-learning is available
to all practitioners and
carers
Develop tools and checklists
as identified for the WD
programme
Toolkits to support training
identified
L. Hall
Paper setting out current
training and gap analysis
against to strategic
priorities – Sept 2012
E-learning cites reviewed,
agreed and endorsed Dec
2012
Workforce development
opportunities
understood and
promoted through
information pathway
Level of staff awareness
of and uptake of elearning resources
J. Tasker
Implemented into the
healthy settings toolkits
Toolkits available
(Links to Priority 3, re
information)
26
Objective
4.5 To explore the concept of and
if appropriate implement the
development of a Youth Mental
Health First Aiders Programme
across children and young
people’s universal and targeted
services
Actions to deliver the
objective
To explore the
appropriateness of the
YMHFA’s programme
To identify cost effective
delivery model and match
against existing Sheffield
training delivery
Outcomes / Change
Youth Mental Health First
Aiders training available
regularly across the city
Lead
B. Plant /
L.Hall
To respond to the IAPT
training developments
PI / Measure of
Success
Explore and cost the
programme by June 2012
No of Instructors trained
Front line staff receiving
training by March 2013
No of courses run
locally each year by
local Instructors, no. of
staff attending form
Universal and Targeted
services
Information on the
Sheffield Learning
Community by x 2012
Local evaluation of the
whole programme and
impact
Development of model
begun by August 2012
YMHFA’s created across a
range of statutory and third
sector partners
To explore YMHFA for
vulnerable families
To develop a Children’s IAPT
Model
Milestones &
Timescales
S. Jones
IAPT training
27
Priority Five: Target prevention and early intervention through maternal mental health, positive parenting and ensuring
emotional wellbeing of infants through the first 5 years
Lead: Sue Greig
Objective
Developing skills &
understanding of Solihull
approach within early years
workforce
Actions to deliver the objective
 Review existing training plans re
Solihull approach
 Design Programme of work- force
development
 Agree first phase implementation
across city
Outcomes / Change
 A programme of
workforce development
to build and sustain
capacity and ensure
universal services
consistently provide
parenting support in line
with the Solihull
approach.
Lead
Sue Greig/
Design
Authority
 Design how identified tools are
utilised by workforce
 Service spec. redesign for early
identification of need
 Pilot utilisation of standardised
tools/services spec.
 Re-design according to pilot
 Implementation of tools and redesigned service specification
Numbers trained
across all early
years services
October 12
December 12
 City wide adoption &
implementation of programme
 Identification of standardised tools
June 12
PI / Measure of
Success
August 12
 Review and re-design as appropriate
Tools for assessing parenting
skills & family emotional
wellbeing
Milestones &
Timescales
April 13
 Identification of
standardised tools to
assess parenting skills
and family emotional
wellbeing
 Embedded standardised
tools within the early
years workforce (0-3)
Zoe
Brownlie
June 12
July 12
Standardised tools
in use across all
early years
services
August 12
October 12
 Early identification of
need for additional
parenting and mental
health support part of
service specification
December 12
April 13
28
Objective
Actions to deliver the objective
Outcomes / Change
Lead
Milestones &
Timescales
PI / Measure of
Success
September 12
Number families
with 0-3s accessing
evidence based
parenting support
pathways
Appropriate parenting
interventions for families with
0-3s at risk of insecure
attachment
 Identification & development of
differentiated packages of support
 Pilot of differentiated packages of
support
 Differentiated evidence
based packages of
parenting support for
15% of children at risk of
developing insecure
attachments
Tracey
Watson
November 12
 Re-design according to pilot
December 12
 Implementation of differentiated
packages of support
Pathway design & process for
identification of need &
referral for additional support
 Finalisation of shared understanding
of thresholds for parental support
 Finalisation of criteria for children at
risk of insecure attachment
 Referral pathways and protocols
designed to embed within service
specifications and service plans
 Pilot re-designed thresholds,
pathways & protocols
April 13
 Shared understanding of
policy in regard to
different levels of, and
thresholds for parenting
support
Helen
Baston/
Cheryl Few
August 12
 Referral pathways and
protocols designed to
embed within service
specifications and service
plans
November 12
December 12
April 13
 Implementation of differentiated
packages of support
 Completion of Parenting Review
Number
appropriate
referrals for
additional parenting
support
October 12
 Re-design according to pilot
Capacity Planning & Business
Case
July 12
 Recommendations inform
future commissioning
plan
Sue Greig/
Design
Authority
April 12
Agreement on joint
commissioning &
investment plans
29
Objective
Actions to deliver the objective
 Assessment of value for money of
current model
 Design joint commissioning business
case
 Joint delivery of family & parenting
support
Outcomes / Change
Lead
Milestones &
Timescales
June 12
 Value for money
assessment of current
model of parenting
support
October 12
 Business case for joint
commissioning of
parenting and family
emotional wellbeing
support focusing upon
the most vulnerable in
the early years
April 13
PI / Measure of
Success
for parenting
support in early
years (0-3s)
 Joint delivery of parenting
and family emotional
wellbeing support
foc`ussing upon the most
vulnerable in the early
years
30
Priority Six: Develop new innovative solutions, and packages of support and care, to enable children and young
people with complex needs, where mental health problems are a primary need, to remain in Sheffield or as close to
home as possible.
Lead: Kate Laurance & Jon Banwell
Objective
Actions to deliver the objective
6.1 To develop a thorough and
agreed understanding of the
children and young people placed
Out of City where mental health is
a primary need, including:
numbers, need, efficacy of
placements, finance, etc, by
March 2012.
Scope health tier 4 placements,
6.2 To create integrated
partnership approaches which will
provide improved local support
and models of care for children
and young people, by December
2012.
Identify referral pathways and
admissions criteria and cohorts within
each group
6.3 To implement an agreed
model of local service provision
which will meet the needs of
children and young people with
complex needs, where mental
health is a primary need, by March
2013.
Visit examples of other models of
service delivery to inform the
development of a local model
Scope Aldine placements, who &
needs
Using LA intelligence analyse SEN
and social care led placements
Informed by scoping of placements,
analysis of need and review of
models of delivery; undertake review
of Sheffield provision and services,
and operational integrated processes
From the review process develop a
service model and implementation
timescale for consultation
Assess workforce development to
Outcomes /
Change
Lead
Intelligence to inform
service development
and delivery to meet
the mental health
needs of young
people
K. Laurance
/ J. Banwell
Access pathways and
criteria clearly
articulated to, and
understood by,
practitioners
K. Laurance/
J. Banwell /
New model for local
service delivery
developed informed
by best practice
K. Laurance/
J. Banwell /
New model
implemented through
Project management
processes
Milestones &
Timescales
Scoped - Jan 2012
PI / Measure of
Success
Document setting out
placements and mental
health need produced
by June 2012
SEN and SC led
placements analysed by
Dec 2012
Access pathways and
criteria set out and
agreed - Sept. 2012
Roles and
responsibilities of
services understood
and articulated - Sept.
2012
2 services visited and
Best Practice paper
produced – July 2012
Fully worked up profile
of service and
workforce development
requirements - Aug
2012
Access pathways,
criteria, what is
expected of service
staff, incorporated into
information provision
(see priority 4)
Report setting out
model and
implementation plan
presented to Joint
Commissioning Group /
Children’s Trust
Resource Panel – Oct.
2012
31
Objective
Actions to deliver the objective
Outcomes /
Change
Lead
Milestones &
Timescales
PI / Measure of
Success
Project Implementation
Plan with project
management processes
produced – Sept. 2012
Delivery against Project
Implementation Plan
Commissioning Group /
Children’s Trust
Resource Panel
deliver agreed service model
Report / presentation to Joint
Commissioning group / Children’s
Trust resource Panel
Analysis of benefits
realised
6.4 To implement joint
commissioning processes and
procedures between SCC and
health commissioners
Scope out the merging of SEN and
SCART commissioning to create one
unified team and process
Scope and draw up a stepped
approach to implementing joint LA
and health commission
Assess efficiencies and reinvestment
potential
Unified contracting
and commissioning
process within CYPF
directorate, and
across LA and Health
J. Banwell /
L. Roe
Re SEN & SCART,
scope process and
workforce capacity
issues - July 2012
Actions implementation
by Dec. 2012
Joint LA and Health
Commissioning, options
and processes scoped
and actions identified
Clear processes and
information exchange in
place between SCART
and SEN in relation to
commissioning and
contract management
Report presented to
Joint Commissioning
Group / Children’s Trust
Resource Panel – Jan.
2013
Any actions agreed
applied - March 2013
32
Priority Seven: Develop transitional arrangements and ensure services for young people moving into adulthood are fit for
purpose and providers are working together
Lead: to be agreed
Objective
Actions to deliver the objective
Outcomes /
Change
7.1 To take the learning and key
messages from the Right Here
project to inform all our strategic
planning for service models and
delivery for young people up to 25
year olds.
The learning from the Right Here
project is presented to the EW & MH
SPG and any relevant sub groups
7.2 To develop proposals for an
improved integrated care pathway
for mental health treatment with
community services between
CAMHS and Adult Mental Health
Services
Workshops are held involving the
providers
Clear pathway agreed
and articulated
Model of service and care pathways
are developed and agreed
Improved partnership
working
To agree the re-design service model
and pathway between providers and
commissioners
Improved transition
between services
Present the Implementation Plan to
the LDD Operational Group and
agree links and potential areas for
development
Learning from local
pilot delivery /
practice based
evidence
7.3 To link with and learn from the
pilot 14 – 25 year old LDD
Service, and explore options for
re-design of Community Mental
Health Services
Strategic planning
reflects and is
informed by local
research and pilots
Lead
R. Iantorno
Steps are agreed to ensure the
learning informs strategic planning
Review and learn from the evaluation
Assess implications for Emotional
Wellbeing and Mental Health Service
Milestones &
Timescales
Presentation to the EW
& MH SPG (timescale
tbc)
Actions are agreed for
embedding effective
initiatives
T. Furness
Workshops held by
March 2012
PI / Measure of
Success
2013 – 14 actions are
informed by a robust
consideration of the
learning from:
Right Here project
Pilot LDD project
You’re welcome
initiative
Integrated care pathway
in place and articulated
to practitioners
Pathways agreed
Pathway included in the
e-based pathway
information source (see
priority 4)
K. Laurance
/ J. Banwell
Table at LDD group by
June 2012
Lessons identified re
the process in Dec.
2012
Lessons identified
following evaluation
Sept 2013
2013 – 14 actions are
informed by a robust
consideration of the
learning from:
Right Here project
Pilot LDD project
You’re welcome
initiative
33
Objective
7.4 To develop approaches to
support resilience and promote
emotional wellbeing among young
people through College settings
Actions to deliver the objective
To review current activities and
issues through the Healthy Settings
Board
Identify appropriate actions
Links to Priority 2 re Resilience
To consider the work of the Right
Here project within the context of, and
how it links with the work of the
Healthy Settings Board.
7.5 To ensure the needs of young
people are considered throughout
the whole of this implementation
plan
To meet with each of the priority
leads and agree how the needs of
young people will be met within that
priority
Outcomes /
Change
College settings are
better able to support
and promote
resilience among
young people
Lead
B. Plant
Milestones &
Timescales
Considered at the HS
Board by October 2012
PI / Measure of
Success
tbc
R. Iantorno /
Amy
Buddery
Work reviewed and
linked in by August
2012
Young people’s
needs are reflected
across the
Implementation Plan
A. Buddery
Consultation with each
lead by July 2012
Engagement involves
young people
The information portal
includes links to
provision for young
people and transition to
adult services
Workforce development
considers the needs of
young people
7.6 To implement the You’re
Welcome package within CAMHs
services
(Also included in Priority 1)
To ensure the Community CAMHS
Teams and compliant with the You’re
Welcome audit and standards.
Services reviewed
and acceptable to
young people
L.
Bridgemen
Ann Murphy
SC NHS FT
To identify and train young people to
be part of the validation process
To enable young people to
feedback to CAMHS Service'
C. Smith /
(Right Here)
A. Buddery
(NHSS)
Audit completed by April
2012
Actions to achieve
compliance with You’re
Welcome agreed and
implemented by Sep.
2012
You’re Welcome rating of
‘Getting There’ achieved
Actions are identified to
respond to gaps to move
from ‘Getting There’ to
‘Achieves You’re Welcome’
Actions are completed with
input and guidance from
young people
Young people engaged
in and trained to deliver
the validation
34
Objective
Actions to deliver the objective
Outcomes /
Change
Lead
Milestones &
Timescales
PI / Measure of
Success
Validation event held by
Sept. 2012
Report to EW&MH PG
Nov .12
35
Abbreviations – to be completed
SLC: Sheffield Learning Community
EW & MH PG:
HSB:
0-19+ PB:
SEN:
SCART:
SCC:
NHS S:
CAMHS:
MASTs:
LA:
IAPT:
CWLB: City Wide Learning Body
36