1. HeadStart Kent Programme Board 19 th November

2. 1 Introductions, Video and Approval of Minutes www.youtube.com/watch?v=zLYECIjmnQs www.youtube.com/watch?v=zLYECIjmnQs 5.30 2 Project Updates 5.40 3 Evaluation and Evidence update  London Workshop  Shadow Board Feedback 5.55 4 Knowledge Seminar  Key areas for learning  Future Seminars 6.20 5 Introducing  What is the theory of change  Developing the logic model 6.45 6 Self-Assessment  HeadStart Kent support requirements  Review Workshop 15 th December 9am -12 pm 7.10 HeadStart Kent

3. 1Partnership Agreements 2HeadStart and Emotional Wellbeing Strategy  Contributing to service redesign  Connecting to the system and enabling change  Wider stakeholders already mapping and exploring system redesign 4 Outcomes  Early Help: improved emotional resilience and receive early support  Access: Receive timely, assessing and effective support  Whole Family: Recognises and strengthens and wider family relationships.  Recovery and Transition: Prepared for and experience positive transitions 3Explore how we can inform and learn from the redesign of Early help system 4HeadStart Operational group Project Updates

4.  Local evaluation - KCC and UKC  Big Lottery national evaluators - Anna Freud Centre, UCL / Manchester  Evaluation workshop - start of process of describing HeadStart interventions  National evaluation plans and timeline  Evidence:  Our learning from the implementation of the HeadStart programme  Understand the evidence and establish if the interventions, in the long term, have impacted on resilience  We need to identify critical learning for the whole project. * from Hoffmann, Tammy C., et al. "Better reporting of interventions: Template for intervention description and replication (TIDieR) checklist and guide." BMJ: British Medical Journal 348 (2014) Our Evaluation Team

5.  Effective logic models make an explicit, often visual, statement of the activities that will bring about change and the results expected.  Logic models integrate planning, implementation, and evaluation  A logic model keeps participants in the effort moving in the same direction by providing a common language and point of reference What is a Logic Model

6.  A logic model is a story or picture of how an effort or initiative is supposed to work  Logic models integrate planning, implementation, and evaluation  Logic models prevent mismatches between activities and effects.  Logic models leverage the power of partnerships.  Logic models enhance accountability by keeping stakeholders focused on outcomes  Logic models help planners to set priorities for allocating resources.  Logic models reveal data needs and provide a framework for interpreting results.  Logic models enhance learning by integrating research findings and practice wisdom  Logic models define a shared language and shared vision for community change. Why A Logic Model

7. Brief nameWhy What (materials) What (procedures) Who providesWho receivesHowWhere When and how much Any tailoring Safe Spaces - schools It is a place for young people to relax, to be quiet and reflective. Where they can access help and information about how to cope with their problems. Rooms/areas in schools soft furnishings furniture toys and games tablets Named teacher or community youth tutor to set up and man the Safe Space. Coaching Training Mentoring and support The school, trained teachers or community youth tutors Pupils in HS Kent Secondary and Primary schools who access Safe Spaces - all of school or just 10-14 year olds? Will be used by individual or groups of YP and other interventions therein will be delivered face to face Physical space or room set aside in 10 HeadStart schools (primary and secondary) in NW Kent Determined by each school - could be periodic or continuous The Safe Space will be personalized by each school Logic Model and Theory of Change development for HeadStart Kent We’ve started to describe the interventions using TIDieR* checklists * from Hoffmann, Tammy C., et al. "Better reporting of interventions: Template for intervention description and replication (TIDieR) checklist and guide." BMJ: British Medical Journal 348 (2014)

8. INPUTSACTIVITIESOUTPUTSSHORT TERM OUTCOMES INTERMEDIATE/ LONGTERM OUTCOMES  Staff time  Training materials  Peer mentor time  Rooms/areas in schools  Soft furnishings  Furniture  Toys and games  IT  Coaching  Training,  Mentoring  and support YP turning up to use the Safe Space Number of peer mentors trained Trained peer mentors engaging with YP Referrals to and appointments made for resilience mentors Online counselling hours being used YP have increased knowledge of support available to cope with problems YP increased confidence in supporting each other Adults can effectively support young people through the training YP seek help earlier Schools identify children with issues earlier Increase in early interventions Decreased school absences Increased school attainment Decrease in specialist referrals Example of a logic model Safe spaces North West Kent

9. A good theory of change can reveal:  whether you are doing the right activities to meet your goals;  whether there are things you do that do not help you achieve your goals;  which activities and outcomes you can achieve alone and which you cannot achieve alone; and  how to measure your impact. Theory of Change

10. Proposition Number 2 If we understand the root causes of good resilience in the face of adversity, then we can replicate it across the ecosystem Proposition Number 3 If we develop an ecosystem of resilience that involves the interaction and integration of all aspects of a young persons life, which work together in a seamless way, then they will be able to cope better through times of adversity Proposition Number 1 If we support young people and families to develop coping strategies, then they will be able to sustain their mental health in times of adversity. From the Logic Models We must understand how to support young people and families in developing resilience and healthy coping strategies, including the skills to know when and how to get support they need so that they can sustain their mental health during times of adversity. If we understand the root causes of good resilience and support young people and families to develop coping strategies, including the skills to know how and when to get support they need; so to sustain their mental health during times of adversity. Possible Theory of Change :

11. Change mechanisms HeadStart Kent Interventions 1. Safe Spaces in schools 2. Safe Spaces in community hubs 3. Family Focus 4. Resilience mentors 5. Peer mentors 6. Active listening mentors 7. Youth MH First Aid 8. Online counselling 9. Penn State Resilience in secondary schools 10. Penn State Resilience in primary schools 11. Penn State Resilience in community and target workers 12. Restorative approaches in schools 13. Restorative approaches in the community 14. Targeted restorative approaches 15. Coping packs 16. Digital world 17. Time to change campaign 18. Skills roadshow Works as YP have said what they would respond well to, and would use YP have somewhere to go Families explore for themselves what enables resilience YP listen to their peers and provide mutual support YP get skills to support themselves and each other A whole school approach in developing skills to be able to self talk and explore issues. Community support workers develop skills to enable YP and families to support themselves differently Young people able to cope with lives problems, through increased knowledge and awareness Practitioners feel more confident and skilled at supporting young people Young people are able to achieve at school and in life The system is understood, and services can be easily navigated and negotiated.

12.  Young people are better able to cope in difficult circumstances and do well in school and in life.  Building resilience helps to prevent the onset of common mental health problems.  Learning from different approaches contributes to an evidence base for service re-design and for investment in prevention. Outcomes from Knowledge Seminar  Shared language on the domains and assessment of resilience.  Resilience mapping across the ecosystem  Shared understanding of Resilience matrix; an interaction of risk and protective factors.  Ability to understand, navigate and negotiate way to resources that sustain their mental health  Evidence based interventions which demonstrates that young people have been positively affected  Data feedback to indicate the interventions may enable change BIG Outcomes

13. Outcomes  YP seek help earlier  The systems identify children with issues earlier  Skills to cope with difficult circumstances  Positively participating  Decrease in specialist referrals 1 What else in the system needs to change for our outcomes to be achieved (blue) Why is that important ? 2 Which indicators will demonstrate these outcomes? (Green) Outcomes - the difference our interventions will make

14. HeadStart Advisors  Each local partnership has been appointed a HeadStart Advisor from the consortium which consists of Boingboing, Achievement for All and Young Minds:  coaching, direct support and broker access to the menu of support and development opportunities  Mary Hinton – Boingboing Project Support

15. The Self-Assessment and First Review workshop 15 th December  Opportunity to pause and on progress so far and areas for development  key lines of enquiry and based on the HeadStart programme objectives, requirements and of what good might look like  Opportunity to benchmark our programme Self Assessment

16. 1 Is the local programme adhering to the Big Lottery Fund’s ecological definition of resilience? 2 Will the local programme lead to a whole system, evidence based approach to promoting resilience? 3 Will positive impact be sustained through strong commissioning and robust leadership? 4 Is it clear which vulnerable young people, with which risk profiles, will be impacted by the programme? 5 Are young people* co-producing your local HeadStart programme? 6 To what extent are parents engaged in your programme design, delivery and measurement? 7 Are resilience building approaches for schools and services integrated rather than ‘bolt on’ programmes? 8 Will access to a broad range of high quality, evidence based, earlier intervention provision increase? 9 How realistic and integrated is the digital-enabled support for young people within the programme? 10 How developed is our thinking in relation to phase three?

17. Progressing 1Ecological Approach Understanding definitions; including differences between resilience and wellbeing Evidence based interventions Knowledge seminars Integrated approaches System wide approach (delivery) Emotional wellbeing an d early help support 3Will impact be sustained through strong leadership Programme board and governance arrangements Emotional well being strategy Mental health summit System wider exploration of developing resilience sits along side systemic change 4Identification of young people Early help notificationsSchool data and soft informationWellbeing scale outputs Self identification 5Co-production Shadow and programme board All procurement Emotional well being strategy Social marketing Mentoring Some of the local projects, some co-production links

18. 2Will the local programme lead to a whole system, evidence based approach to promoting resilience?  What works in resilience approaches  Clear theory of change 6To what extent are parents engaged in your programme design, delivery and measurement  Engagement in North West Kent, other areas need developing 9How realistic and integrated is the digital-enabled support for young people within the programme? 10How developed is our thinking in relation to phase three? Further Development

19. Suggestions for Workshop 15 th December Question 1: Understanding Resilience Social inequalities approach understood and applied through specific interventions and Culturally appropriate resilience approaches understood and applied Question 2: Whole system evidence based approach finalise theory of change behind the plan Integration of asset based approaches in core services Help plan the evaluation Question 10: How Developed thinking in relation to phase 3. Learning form the phase Emergence of future thinking Leadership commitment to theory of change across system

20. Boards Priority/AOB

21. We currently have pages on:  The KIASS e-forum (https://portal.skwo.org.uk/sites/kiass/headstart/SitePages/Home.aspx)https://portal.skwo.org.uk/sites/kiass/headstart/SitePages/Home.aspx  Kent.gov website (http://www.kent.gov.uk/education-and- children/headstart )http://www.kent.gov.uk/education-and- children/headstart  KELSI (http://kelsi.org.uk/pupil_support_and_wellbeing/targeted_support/incl usion/kiass/headstart.aspx)http://kelsi.org.uk/pupil_support_and_wellbeing/targeted_support/incl usion/kiass/headstart.aspx  We are working on a Blog which will be co-produced with young people and we have a Twitter account  We are working on a Communications plan and will be starting regular e- bulletins to staff HeadStart Communications

22.  Angela Ford, HeadStart Kent Manager, Angela.Ford@kent.gov.uk 07919 535633 Angela.Ford@kent.gov.uk Contact Us