programme agenda - egfl
TRANSCRIPT
9:00am The Neuroscience of emotion, troubled behaviour and the
child's ability to learn
Dr Margot Sunderland, Director The Centre for Child Mental
Health
10:00am Lady Margaret Primary School
10.20am Gifford Primary School
10.40am Clifton Primary School
11:00am Break & market stalls
11.15am Ravenor Primary School
11:35am West Twyford Primary School
11.55am Oldfield Primary School
12.15pm Q&A
12.30pm Close and market stalls
Programme Agenda
Welcome from the chair Karen Gibson, Health Improvement
Manager
Opening remarks Serena Foo, Ealing CCG Clinical Lead
1. Whole Needs Assessment – a detailed analysis of need and provision 2. Supporting Co-production - focus on services shaped by young people 3. Workforce & Training – a detailed training & development needs analysis of
the whole workforce 4. Community Eating Disorder Service – an enhanced service 5. Transforming Pathways – a commitment to supporting schools to implement
a whole schools approach to emotional wellbeing & mental health 6. Enhanced Support for Learning Disabilities & Neuro Development Disorders
– enhancing service provision and improved care pathways 7. Crisis & Urgent Care Pathways – a new model of service delivery 8. Embedding FiM locally – infant mental health and preventative care for
young offenders including better links with schools
Future in Mind A new national plan to improve child and adolescent mental health
8 Local Priorities for Ealing
Increased Confidence In determining need and understanding where the gaps are
Increased knowledge Existing pathways and the training needs of staff groups
So far…. • 6 innovative pilots run in schools to meet local need • Mental Health Improvement Officer post to support Schools • New Youth Justice Assessment & Treatment service • An enhanced Community Eating Disorder service launched April 2016 • A 12 month pilot Out-of-Hours service launched in Feb 2016 • An 18 month pilot Infant Mental Health Service launched in Feb 2016
Future in Mind – So far! A new national plan to improve child and adolescent mental health
The Neuroscience of
emotion, troubled
behaviour and the
child's ability to learn
Dr Margot Sunderland, Director The
Centre for Child Mental Health
Q&A
www.pshe-association.org.uk
Identification and
Analysis of Need Lady Margaret Primary School
Identification and Analysis of Need
RISK?
Already on a journey………….
SEN graduated response
No whole school picture
In school counsellor
EP
CAMHS SEMH at Lady
Margaret
Spence
SDQ
CASE
GLS E-L screen
PSHE Sleuth
Circle time
SMSC
Reactive rather than proactive
Issue specific interventions
PASS EXISTING SEMH SCREENING METHODS
OTHER VULNERABILITIES/ FACTORS
Many children with
low scores were already
identified and being supported
Positive picture overall: but group level analysis
was particularly revealing and useful
Gave additional insight about concerns we already had
Classes piloting Relax ED mindfulness techniques Small groups working on Relax ED mindfulness intervention program ( 1 KS1 and 1 KS2) Circle time focus for some of the issues raised by PASS Targeting pupils who have poor attitude to attendance Development of a robust mental health policy
Evaluation: using PASS and other measures for short term impact Further projects to address needs identified Full school PASS screen next year to look at longer term improvements
And now…….
Creating a whole-school approach to mental health and wellbeing Gifford Primary School
Gifford Primary School Project Leads:
Veronica Romain – Assistant Head & SENCo
and
Toni George – Deputy Head(Achievement)
Our School
4 form entry primary school with 900 pupils
Placed in ‘Notice to improve’ in November 2008 due to attainment and progress
Inspected October 2009 ‘Satisfactory’ with many good features (incl. ‘good capacity for improvement’)
7 years of improved SATs results and outstanding progress
Closed the gap by removing significant barriers, e.g. Place 2 Be
Inspected May 2013 – ‘Outstanding’
National Support School Status – April 2014
“Care shown for vulnerable
pupils is outstanding”.
Background
To create a whole-school approach.
Improving staff understanding of Attachment
Our Aim
Pupils to engage and achieve
To support teachers
Our Project - What we did
Key staff training by Place2Be
Follow up small group sessions
Education Psychologist from P2B gave targeted support
Small group sessions led by P2B project manager and SENCo
Measured outcomes via Strength and Difficulties Questionnaires and questionnaires
Our Project - What we learned
11
20
22
16
14
6
0
5
10
15
20
25
Yes- minor
difficulties
Yes- minor
difficulties May '16
Yes- definite
difficulties
Yes- definite
difficulties May '16
Yes- severe
difficulties
Yes- severe
difficulties May '16
Overall, do you think that this child has emotional difficulties?
Our Project – outcomes... peer relations
14
26
15
6
0
5
10
15
20
25
30
Only a little May ‘16 A great deal
May ‘16
Our Project – What we learned ...in the classroom
7
23
17
8
0
5
10
15
20
25
Only a little May ‘16 A great deal May ‘16
Our Staff...
Final words...
“It really helped me
to focus in order to have a better
understanding of the child and how to
better support their individual needs.”
TA
“I have learnt how to better build safe relationships
with pupils by actively listening to pupils, being observant of
pupil's behaviour” FS1 Teacher
“We spoke about building up a positive relationship with a child in my class, who often defies or ignores members of staff. The child's behaviour is far more
settled in class.” Y4 Teacher
Our Children
Final words...
The mind explorers Clifton Primary School
The Mind Explorers @ Clifton Primary School
A mindfulness intervention to
support the development of
children’s attention and emotion regulation
Lynne Copeland Educational Psychologist
Sheila Armstrong Occupational Therapist
Laura Corrigan Assistant Head Teacher for Inclusion
Sensory-based
Strategies Psychology
Educational Psychologist
Occupational Therapist
Mindfulness
Trained Mindfulness
Teachers
Mindfulness involves learning to direct our attention to our
experience as it is unfolding, moment by moment, with open
minded curiosity and acceptance.
Jon Kabat-Zinn (1996)
Mindfulness All
Party Parliamentary Group (APPG)
SMSC
Spiritual
Moral
Social
Cultural
Character Education
What is mindfulness?
We can train our brains
Sensory input
Processing Response
Participants
Improved Attention Regulation
Improved Emotion Regulation
ATTENTION What is attention?
Where is your attention?
Being in charge of your attention
SENSORY MODULATION
How is your car engine running?
Fast/ Slow/ Just Right?
EMOTION REGULATION Noticing how your
body feels What’s going on in our
brains? Reacting versus
Responding
Mindfulness
YES NO
Enjoy Classes 4 0
Has helped in general 4 0
Better in tests 2 2
Focus better in class 4 0
Happier at home 4 0
Happier at school 4 0
Calm down when upset 4 0
Avoids fights/arguments 3 1
Do better at sports/music 1 3
Fall asleep at nights 2 2
Make decisions 3 1
Use in the future? 3 1
Taught anyone else? 1 3
Should all children learn these skills?
4 0
Break
&
Market Stalls
www.pshe-association.org.uk