HeadStart Kent
Sharon Dodd
Interim Head of KIASS
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:
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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
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 people’s 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
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.
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.
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
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
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)
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:
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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
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
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
CO-PRODUCTION
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
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
Resilience Mentors
Other ideas not in bid which young think need considering.
HOW WILL THE PARTNERSHIP
BRING ABOUT SYSTEMIC CHANGE
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
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 interrelationship that can act as an enabler or barrier to
enable change?
• How can the Board lead or affect this?
MEASURING SUCCESS
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
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 people’s board by the local leads for reflection
and recommendation
PROGRAMME EVALUATION
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?
00/00/2013
Your Name
Evaluation of Head Start:
Introduction to the Evaluation Team:
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Young People
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Ugochi Nwulu, Public Health Researcher
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Eileen McKibbin, Research and Evaluation Manager,
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Rob Comber, Monitoring and Quality Assurance
Manager
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Jo Tonkin, Public Health Specialist
00/00/2013
Your Name
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
00/00/2013
Your Name
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
00/00/2013
Your Name
What are your indicators of
success? What are the key
questions that you want answering?
00/00/2013
Your Name
COMMISSIONING INTENTIONS