final december 2015 capita
TRANSCRIPT
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Capita – Alternative Provision in Education
Tailoring Alternative Provision to the needs of Children with Complex Mental Health Conditions
Derek Kitchin Headteacher of Wirral Hospitals’ School
Headteacher of Wirral LA Home Education Service
Wednesday 9th December 2015 -Manchester
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Advertised Brief (in 30 mins!)
a) Effective training for staff … which supports students with mental health issues
b) Working effectively with CAMHS … ensuring students get help and treatment they need
c) Overcoming emotional and behavioural barriers to learning = skills for EET
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TRAINING
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Training …• From the highly qualified practitioners but
also from the highly experienced educators• Provided by CAMHS / Universities / Schools• Structured through school accreditation
processes (ASC / Healthy Minds / Safe Place)• Identified through SIP / SEF – giving legitimacy
/ funding!
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• …focused on AND appropriate to role!• … that gives teachers understanding / empathy
to the situational context• … what is anxiety – what is ASC – how are they
intertwined, the different ways they can present• … knowledge … Refusal v Phobia / Oppositional
v anxious / Task refusal v Task failure anxieties• …Training – Outbursts v Imploders – RISKS!
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Working effectively with CAMHS teams to ensure students receive the help and support they need…
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Strong Partnerships Why now more than ever?
• It has always been best practice, but patchy • The time is right – best use of limited and reducing
resources £• In the best interests of children, young people and
their families• The law and statutory guidance demands so…• Very recent legislation provides an opportunity and
the ‘impetus’ (KUTB) like never before!
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Supporting Parents at School with Medical Conditions
Statutory Guidance - Schools - April 2014• School leaders must consult with Health & Social Care• Children and young people with medical conditions (physical
and mental health) are entitled to a full education and have the same rights as other children
• Support must be provided for pupils’ education, social and emotional needs including managing absence, additional; time for exams, rest periods, resources and staff training.
• Must provide for needs related to easing access to education; medication, treatment, equipment, environment and travel time between lessons etc.
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SEN Code of Practice Statutory Guidance - All - September 2014
• Commission Services jointly for children and young persons with SEN
• Promotion and integration of services, LA and CCG• NHS, CCG and Health Trust boards must ‘promote’ integration
of services, and provide medical advice and information • Collaboration/ close co-operation between education, health
and social care • Health commissioners must have arrangements in place to
secure health elements of the Education Health and Care Plan
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Successful Co-working Requires ….
Multi-agency working, with shared attitudes and commonly held beliefs … that are ‘child centred’ – rather than organisation, target or outcome needs led …
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Wirral Hospitals’ School
Joseph Paxton Campus
Wirral Hospitals’
School
Arrowe Park Hospital
Ward 53
Wirral Hospitals’ School
Adcote House Health and Education
Wirral Hospitals’ School
Seedlings based at
Joseph Paxton Campus
Home Education Service Primary Project based at Joseph Paxton
Campus
CAMHS/NHSPine LodgeMaple Ward
Adcote House Health and
Education Unit
Arrowe Park Hospital
Special Schools
AndAlternative Providers
(AP’S)
MainstreamPrimary and Secondary
Schools
Wirral Hospitals’
SchoolGoverning
Body
Local AuthorityBehaviourSupportSection
(Primary)
Local AuthorityHard to
Reach/PlaceYoung people
Home Education Service
Wirral Local Authority
WIRRAL HOSPITALS’ SCHOOL AND WIRRAL LA HOME EDUCATION SERVICE
HeadteacherMr D Kitchin
HeadteacherMr D Kitchin
Wirral Hospitals’ School Home Education Service Referring Agencies/Schools
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Forging Partnerships 1• Understand health's role and remit and
understand the barriers and restrictions they may face – which may well be different to ours
• Facilitate their understanding of schools role and remit with the barriers and restrictions we may face; Ofsted, league tables, attendance triggers and reducing LA support and resources
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Forging Partnerships 2 • Offer health trainee placements at your
schools• Invite health professionals to contribute to
educational conferences and strategic groups • Proactively seek advice re individuals and
cohorts of students• Offer premises and resources to health, cost
free, to allow them to deliver their services to the wider community
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It’s essential to …
• Encourage solution focused approaches and help others to a ‘can do’ approach.
• Remove mystery, debunk myths, be prepared to listen and learn, show an empathetic understanding; A ‘We are all in this together for the good of the young people’ culture.
• Emphasise the benefits to ALL of transition to fuller and further education because …
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… education can be a highly therapeutic tool, complimenting the work of health professionals by sustaining a student’s activities of daily living, minimising and normalising health conditions, creating diversion and distraction from pain, trauma, anxiety and depression thereby, building stamina and resilience and providing opportunities for success, reward and a feel good factor. (It’s good for the wider family community too!)
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Overcoming emotional and behavioural barriers to learning to equip students with the skills to go onto Education, Employment or Training
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Some Health Needs• Poor Mental Health with ASC / OCD’S / Phobias, eating
disorders, self-harm, suicidal, depression = ANXIETY• CFS (ME) with co-morbid anxiety / depression• Trauma – physical and resultant mental ill health, from
accidents / assaults / abuse / loss / LTC’s / LLC’s …• Diabetes – Type 1 and 2 increasingly common in C and YP• Multiple admissions / corrective surgeries – Cerebral
palsy, scoliosis, growth disorders, skin conditions, obesity• Co-morbid frequently with SC and Inter-Peer Difficulties
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Interventions on a pathway to overcoming barriers to learning (1)
• Home Education – in the home• Home Education – in public buildings / libraries• Independent e-learning (e.g. VLE / NISAI) – but
not without one of the above• Travel training and other resilience building• Education in the receiving provision – using small
rooms after school day and slowly extending time … introducing peers to them for play … then work!
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Interventions on a pathway to overcoming barriers (2)
• Supported in classes using YP’s least stressful subjects or groups of children or TEACHERS! Exit allowed!
• Reduced subjects and timetables -TA support, exit pass, ‘escape plans’, designated staff to go to / Mum on call or in ‘parents room’!
• Phased, reviewed, re-adjusted pathways to partial, part-time and then full integration, with all staff aware of and committed to plan.
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Managing the issues of…
• Access (Full and inclusive)• Emergency evacuation• Personal hygiene / changing and showering• Toileting / personal care / diabetes care• Emotional fragility of ‘being different’• Anxieties – missed work, deadlines, HEALTH!• Sensitivities re personal care / odours / ‘baggage’• Staying ‘safe’ – how to ask for help / intervention
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Other barriers to overcome…
• Lost / absent peer friendships - isolation• Environmental tolerance – return to big, loud, fast-
moving, de-personalising environment• ‘Distances’ to travel – physical and time!• Skill gaps in Maths, Sciences and curriculum.• ‘Expectations’ and ‘culture’ of pace, targets• Geographical inclusion can still feel like ‘exclusion’• Attachment issues – Parents, C and YP / both!• LAC responsibilities – Corporate parenting
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Summary: Our aim is …
To train staff, work effectively with CAMHS, overcome barriers to student learning (and Access!) …… in order to build, confidence, self-esteem, safer and healthier lifestyles, more acceptable behaviours and most importantly …
… build RESILIENCE!
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Thanks for listening!Support and further information offered;
0151 488 [email protected]
Derek Kitchin at https://www.linkedin.com