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

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

TRAINING

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!

• …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!

Working effectively with CAMHS teams to ensure students receive the help and support they need…

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!

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.

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

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 …

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

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

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

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 …

… 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!)

Overcoming emotional and behavioural barriers to learning to equip students with the skills to go onto Education, Employment or Training

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

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!

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.

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

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

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!

Thanks for listening!Support and further information offered;

0151 488 7680headteacher@wirralhs.co.uk

Derek Kitchin at https://www.linkedin.com