The Allied Health Professions and Education Partnership Working Project

1. The Allied Health Professions and Education Partnership Working Project CYPHSG December 7th 2009 Nicola Robinson AHP Development Officernicola.robinson@scotland.gsi.gov.ukDouglas Hutchison HMIE, Development Officerdouglas.hutchison@scotland.gsi.gov.uk

2. The Allied Health Professions and Education Partnership Working Project • Joint Health (CNOD) and Education (Schools) Directorate Project • DO: SLT from AHP and EP/HMIE • 2008-2010 to develop national guidance • To find out • What is happening already? • What isn’t happening and needs to? • What difference does it make?

3. Purpose • to improve experiences and outcomes for children, young people and their families • promote sustainable, consistent partnership working between education (LAs and schools) services and AHPs (SLT/PT/OT) • support Scottish Government’s Purpose and National Outcomes e.g (4) four capacities, (5) best start in life, (8) improve life chances for CYP and families at risk

4. Process • through engagement with range of practitioners to identify good practice and barriers • listening to parents/CYP and voluntary organisations as key stakeholders • linking to wide policy agenda for CYP:CfE, ASL, GIRFEC, EYF, Eq. Well, Health Promotion • providing a self-evaluative tool in line with current inspection processes • by linking policy to practice, evidence base, the service user’s voice, practical examples

5. Engagement • 14 NHS Health Boards • 25 AHP groups & 6 individual AHPs • 4 networks of AHP managers (incl.PBs) • Local authorities - 29 groups • School staff - 15 groups • Grant aided special schools - 3 • Parents, children and young people -13 groups & individuals • Other stakeholders -17 organisations

6. What we’ve heard • Good practice - processes and structures planning and meeting arrangements interventions for individual CYP with ASN building capacity in education staff to support CYP training and CPD opportunities • Excellent relationship - based partnerships • Parents value being included, informed • Clear agreement on challenges and barriers: understanding of roles, inter-personal skills, attitudes, parent partnerships, resources/funding • Clear view of benefits to all – (little evaluation)

7. What are the benefits for CYP and emerging signs of collaborative advantage? • observable and measurable progress in CYP - development and learning • building and sharing skills, resources • tighter education/therapy targets • sustained reinforcement of intervention strategies and support • reduced conflict, building of trust • more efficient and effective use of scarce specialist resources

8. What our National Guidance will bring • A self-evaluation tool, a CPD resource – How Good is our Partnership Working? Issues to consider, signposts for improvement • Exemplars of best practice in delivering services • Joint training and CPD examples • Promoting leadership skills for all practitioners • Supporting partnerships with parents • Increasing understanding of roles of AHPs • Building in evaluation of impact and outcomes for CYP and families

9. Draft Guidance - hard copy • Leadership Communication, relationships and interpersonal skills • Process and Service Delivery Understanding Roles Planning – school/strategic level, CYP Interventions Parents • What difference are we making? Evaluation Outcomes and Impact • Self-evaluation How good is our partnership working?

10. EFQM model becoming common approach to self-evaluation What key outcomes have we achieved? What impact have we had in meeting the needs of our stakeholders? How good is our delivery of key processes? • How good is • our strategic • leadership? • How good is our • operational • management? • What is our • capacity for • improvement?

11. Hard copy signpost to web resource • Section heading e.g Planning, Leadership • Text: summarising key messages • Policy references and literature • Voices – service users, practitioners • Exemplars – national best practice • Links to web sites – across health and education • Questions for reflection / CPD • Signposts for improvement

12. Next steps • First draft of hard copy launched by Minister (Dec 8th) and circulated for consultation (Dec 2009-Feb 2010) • Web-resource development (Dec 2009-Apr 2010) • Amendments to hard copy • Final publication and launch by Minister with dissemination events (May–June 2010)

13. What are the implications for AHPs providing services to CYP? • to support wide range of ASNs in mainstream and special schools • shift towards fulfilling universal and targeted roles, retaining specialist role • to meet demand for early identification and intervention with a focus on vulnerable families and CYP • a significant training role to build capacity in workforce, parents • need to redesign services to match capacity to demand

14. Health Boards : Local Authorities • competing priorities – statutory (ASL) v. NHS standards – two-tiers • Education recognising value, increasing demands, but not prioritised in HEAT targets • Providing “routine” services and not “special” children’s services • NHS data collected - incomplete view • dual funding streams making efficiency savings at time of increasing opportunity to extend role and increase impact on national outcomes • challenge to contribute to single outcome agreements through CPPs, CHPs

15. AHP role in CYPHSG areas of focus • National delivery plan – specialist children’s services - AHP role in multi-disciplinary teams developing community services • CAMHS – school link, AHPs part of CAMHS team • HALL 4 implementation – impact on AHP referrals, role of AHPs in universal support services • Public health nurses - AHPs working in early years establishments – health improvement agenda • CCH21 - AHPs role in community child health team • EYF early intervention, AHPs support for vulnerable CYP with impact on long term outcomes • Equally Well - supporting local service re-design and interagency partnerships – AHPs doing this already • H and WB in Schools test sites - building capacity – SLT services feature in all as a health need for schools • Paediatric workforce recruitment – AHP problem

16. CYPHSG/QIS visits 2010-11 • Broaden focus to AHPs providing “routine” services - in partnership with education/schools - preventative care on early determiners of risk - early identification/intervention with speech, language and communication needs - accessibility of services (hard-to-reach) - sharing resources/using resources differently - up-skilling workforce, CPD and training - engagement of service users re. impact - focus on outcomes for CYP - redesigning services to manage demand • does funding for specialist services reach routine services in community/education or are these services in danger of falling apart?

17. Key AHP questions • Can we align resources to areas making the most significant contribution to outcomes? • How can we ensure SOAs reflect and have line-of-site to local practice through CPPs, CHPs? • How can we support services in re-designing their delivery given increasing demand on reducing, and vulnerable, capacity in AHP “routine” paediatric services? • Can we improve links and responsibilities across Health and Schools Directorates for AHPs in children’s services e.g CfE, GIRFEC, Early Years, ASL, Equally Well, Health Promotion?

18. AHP and Education Partnership Working Guidance • Check out the collaborative practices between AHP and education services to meet the policy agenda for children’s services • Appreciate the challenges to partnership working and hear the service user’s perspective • Recognise how the guidance will be a self-evaluative tool, a CPD resource, linking policy to practice • The consultation document and response form will be available from 4 December 2009 at http://www.scotland.gov.uk/Consultations/Current The consultation will run until February 2010. Final publication June 2010 • nicola.robinson@scotland.gsi.gov.uk