Brent TaMHS Mainstreaming Plan 10 th January 2011

1. Brent TaMHS Mainstreaming Plan10th January 2011 Sarah Cooper Brent School Improvement Services Primary PSHE/SEAL Consultant & TaMHS Project Manager T: 0208 937 3354 E: sarah.cooper@brent.gov.uk

2. 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

3. (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

4. 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

5. 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

6. 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

7. 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”

8. (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

9. 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

10. 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)