Brent TaMHS Mainstreaming Plan 10

th

January 2011

Sarah Cooper Brent School Improvement Services Primary PSHE/SEAL Consultant & TaMHS Project Manager T: 0208 937 3354 E: [email protected]

Brent TaMHS (Phase 2)

  Marlborough Project – multi-family therapy groups been running since Oct 2009. Move towards costing formula to sustain project.

2010-11 introduction of 2 training programmes to extend knowledge and learning from pilot and publicise MP: (1) mental health awareness training for school-based staff (2) mental health awareness training for parenting practitioners in the wider community

(1) MH training for school based staff

    6 half day sessions – 3 for primary and 3 for secondary Audience – SENCOs, Inclusion Managers, teachers and teaching support staff Facilitated by EIWs and voluntary sector (Gill Allen) Focus of individual sessions:  Classroom behaviour, engagement and learning  Depression and developing resilience  Attachment – risk and protective factors

Objectives

   To raise awareness among school staff about identification and assessment of mental health issues in children and signposting to appropriate agencies Promoted to schools as a school improvement tool ie. removing barriers to learning Seen as a way of widening work beyond initial pilot, publicising MP, further developing partnership working

Setting up the programme

   Steering Group reps and Marlborough staff met to devise programme Integrated into SIS’s ongoing CPD programme for schools, courses booked through CPD Online and delivered at Centre for Staff Development Publicity included initial letter to Heads and Inclusion Managers, course flyers for each session, email reminders

Feedback

   Evaluations completed at end of each session and through CPD Online at later date Attendance high –   25 out of 30 places filled for session 1 & 30 out of 30 filled for session 2 23 schools represented (inc. 3 from MP pilot schools), 6 SIS staff also attended sessions Feedback – v. positive  90% of participants rated sessions as 1 (1 is highest, 4 is lowest) and 10% rated sessions as 2

Some comments

“ some excellent strategies which I can use with staff in a whole school training session” “ good thinking space and refreshing to look at different ways of remaining curious” “ I have a better understanding of CAMHS services and the different tiers of provision” “ session has helped me to think about non-stigmatising language - start using the term ‘mental ill-health’ to mean difficulties rather than ‘mental health’ ” “ some nice practical ideas eg. Happy Box” “ as SENCO found the session excellent for early intervention” “ this should be compulsory training in all primary schools” “ increase the time to a full day” “ take this training into schools”

(2) MH training for parenting practitioners

   Same process as for training for school staff Different audience – parenting practitioners in schools and the local community ie. staff working directly with parents Different focus eg.

  parental involvement in children’s learning positive parenting         nurture groups domestic violence ADHD autism and challenging behaviour children with physical health problems the importance of play trauma and bereavement depression, self-harm & suicidality

Next steps

   End product – booklet of materials for all schools that attended – share resources with all schools through SIS’s MLE Planning next year’s session in light of sessions evaluations and overall evaluation with schools at end of year Consider different levels of training – NQTs, introductory days, ongoing CPD, accredited course

Key contacts

  Who organises central professional development for teachers in your LA?

Links within School Improvement – Adviser for Inclusion/SEN/EHWB/PSHE (Healthy Schools/SEAL)