Early Intervention Transformation Programme (EITP) - CYPSP
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Early Intervention Transformation
Programme (EITP)
What is EITP? • The Early Intervention Transformation Programme (EITP) is a £30m Delivering Social Change (DSC)/Atlantic Philanthropies Signature Programme. • The Programme aims to improve outcomes for children and young people across Northern Ireland through embedding early intervention approaches. • The Programme is funded jointly by five government Departments (DoH, DE, DoJ, DfE and DfC), DSC and the Atlantic Philanthropies.
EITP’s Core Themes • Better use of evidence and data; • Focus on outcomes; • Sustainability; and • Transformational change.
EITP Governance Structures
DSC Programme Board
CYPSP
Prog.
Project EITP Programme Board
Mgt
Support
Workstream Workstream Workstream Workstream
1 2 3 4
EITP Workstream 1 • Workstream 1 aims to equip all parents with the skills needed to give their child the best start in life and focuses on key parenting stages. • Projects: – Getting Ready for Baby; – Getting Ready for Toddler; – Getting Ready to Learn; and – Play and Leisure.
EITP Workstream 2 • Workstream 2 aims to support families when problems arise before they need statutory involvement. • Project: – Early Intervention Support Service
EITP Workstream 3 • Workstream 3 aims to positively address the impact of adversity on children by intervening both earlier & more effectively to reduce the risk of poor outcomes later in life. • Projects: – Building Better Futures – Edges – Family Drug and Alcohol Court – Home on Time – Community Diversion – 6 in 10 – Children of Imprisoned Parents – LAC Education – Early Intervention Childcare
EITP Workstream 4 • Workstream 4 aims to strengthen the culture of inter-professional working practice, with a particular focus on ACEs, by supporting professionals to train together as well as embedding commonality in prevention and early intervention approaches. • Project: – Professional Development Project
Completed Projects • Belfast Intensive Family Support • LAC Social Enterprise • Community Family Support • Care Proceedings Pilot
Workstream 1
Siobhan Slavin – Implementation
ManagerThe Early Intervention
Transformation Programme (EITP)
Getting Ready for Baby
Getting Ready for ToddlerGetting Ready for Baby • Transforming universal antenatal care and parent education
Messages from parents
More preparation
Practical Home visiting is
parenting essential Emotional impact:
Antenatal & post-natal
depression
Use pregnancy
Consistent
to facilitate
Information
social networks
needs to be
provided in a
range of Trusted Relationships:
formats Smaller number of health
Include Dads professionals1: Improving parent’s readiness and confidence in their parenting role
2: Improving the social and emotional resilience of children
Universal
Solihull ante-
messages into
natal care and
maternity
education
pathway
Named Health
3+ Year
Visitor for each
Review pre-
DE-funded pre-
school settings
school settingSolihull Training for Midwives The Journey to Parenthood
New Approach- Antenatal Parenting
Programme
Highlight the
importance Group
of infant based
mental programme
health
Opportunities Solihull
for midwives Provide social
and others to Antenatal opportunities
work Parenting for expecting
together Group parents
Combine
Better healthcare
engage assessment
fathers and parent
education• Getting Ready for Toddler • Supporting social and emotional development in pre-school children
Teacher - Health Visitor Meeting Mother completing ASQ SE at home
3+ Health & Wellbeing Review
Mum and Health Visitor meet for 3+ Review in Pre-schoolOBA – Who is better off???
• Increased knowledge of brain development in the womb – 3 years
• Confidence to help parents, identify who needs additional support
Solihull training • Confidence to deliver programme
• Confident using Solihull approach in daily work
• Parent Child Relationship
Group based
• Confidence
antenatal care &
• Social Networks
education
• Partnership
HV alignment to • Support for settings with health information and advice
Pre-schools • Benefits to children’s learning / development
• Parents respected and empowered
3+ Year Health & • Parent’s have a better understanding of their child’s social and emotional needs
Wellbeing • Early interventions disaggregated by intervention service
review • Improved ASQ scores following early interventionMessages from parents
I really enjoyed the
Feel supported whole class experience
and confident More Confidence
– I have made new
friends – we are in
touch daily - the
babies are now 6
I feel we really months old
know our baby
Understand
needs of my
baby Midwives were fantastic –
It really brought my great to get the same
husband and I closer midwife each time
togetherGetting Ready for Baby Getting Ready
for Toddler
• Thanks for listening
• siobhan.slavin@hscni.netWorkstream 2
Amanda McLean – Implementation
ManagerOverview • Set context of Early Intervention Support Service (EISS) within PHA • Outcomes & performance of EISS • Outline the features of the EISS • QUB process evaluation & research • Sustainability & mainstreaming of EISS • Stakeholder engagement
Early Intervention Support Service Model
Supporting families when problems arise
before they need statutory involvement
Early
Family Group Parenting
Intervention
Conferencing Programmes
Support ServiceHow much did Regional EISS do? 1
Number of referrals through Referring Agencies Apr 16–
Main Reason for referral Top 10 Apr 16–Mar 17 (#1750)
Mar 17 (#981)
Youth Justice 1
Self-care support 48
Behaviour Support (EA) 2
Community organisation 3
Family breakdown 61
PSNI 4
Re-Referral 5
Adult Mental health Issues 75
Education Psychologist 5
School Nurse 5
Counselling services for children/young
Single Point of Entry (Referral… 8 100
people
Voluntary organisation 10
SureStart 10 EBD support pre-school children 142
Other 14
Paediatrician/Community Paediatrician 24 EBD support parents 144
CAMHS 28
Education Welfare Service 35 Practical support 176
Gateway 38
GPs 46 EBD support post primary school children 200
Family Support… 54
School 70 Parenting programmes/parenting
379
support
Health Visitor 99
Self referral 121
EBD support primary school children 425
Family Support Hub 399How well did Regional EISS do it?
Outcome of Intervention Apr 16 – Mar 17 based on families supported #707
4%
Total families successfully
completing intervention (#592)
12%
Families disengaged from
service/moved out of area (#83)
Families escalated to Gateway
(#32)
84%How well did Regional EISS do it?
• 532 parent/carer user satisfaction forms were issued; 471 (88%) were completed 91% of families rated the service as
excellent & 6% rated the service as very good.
• 301 child/young person user satisfaction forms were issued; 253 (85%) were completed 83% of children/young
people rated the service as excellent & 18% rated the service as very good.
“An invaluable service that is an essential part of our Hub
network. Our most commonly requested service is for Home
Visitation packages and EISS provides this with empathy and
professionalism whilst keeping the family at the centre of
their work. ”
Lower North Belfast Family Support Hub
Changed our lives! Couldn’t rate
(worker) highly enough! (Mum) Brilliant service we will
miss our project worker
coming to help us.
"The service has been invaluable for pupils (9 year old child)
and families, I don't know where I would
have turned to if EISS was not here. There
have been great changes in pupils who have
been directly supported by EISS staff".
(School Principal)Regional EISS - Is anyone better off?
Cumulative based on Family Star Plus #626 families
.
___ First Score
___ Last Score
Star shows the average first and last scores for families included in this report;report downloaded 25th September 2017.Regional EISS - Is anyone better off?
Cumulative based on Family Star Plus closed cases #613 Outcomes for Families
How many service users improved
(cumulative from 1 Apr 16 #613 families)
120
100
Percentage
80
60
40
20
0
Total completing Family Improving in at least 1 Improving in at least 2 Improving in at least 3 Improving in at least 4+
Star Plus area areas areas areas
Percentage 100 93 86 75 57Regional EISS - Is anyone better off? Cumulative based on My Star #179 children & young people ___ First Score ___ Last Score This star shows the average first and last scores for families included in this report;report downloaded 25th September 2017.
Regional EISS - Is anyone better off?
Cumulative based on closed cases #141 Outcomes for Children and Young People
How many Service Users Improved
My Star - Northern Cumulative from Apr 1 2016 #141 Children and Young People
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Total completing My Star Improving in at least 1 area Improving in at least 2 Improving in at least 3 areas Improving in at least 4+ areas
(#141) (#125) areas(#97) (#63) (#25)
Series1 100% 89% 69% 45% 18%Key Features of Early Intervention Support Service • Multi professional skill mix team 3.5 WTE • Key worker assigned to family • Short term intervention up to approximately 12 weeks • Provides therapeutic & practical support • Family Group Conferencing for 5% of families • Access to Incredible Years & Strengthening Family Parenting Programmes • Refers to FSH for multiagency input if additional support required • Outcomes Based Accountability Framework to measure impact • Research evaluation led by QUB
Early Intervention Support Service Delivery Model
Child or young person with additional needs requiring multiagency intervention
Referrals will be accepted from all sources including self-referrals
N.B. If the referrer knows what service a family needs they should contact the service directly .
If there are any safeguarding concerns at this or any other point a referral must be made to Gateway
Early Intervention/family
Early Intervention Service Family Support Hub
support Provider
Early Intervention Service Team Leader liaises with Family support Hub Coordination
Decision for support
Inappropriate
Safeguarding Multi agency
Early Intervention Service referral return to
concerns response required
Assessment referrer
Escalate to Gateway
Keyworker support
Short term response
Problem resolved?
Problem resolved
Safeguarding concerns Additional support required Hub
Stand down/ revert
Escalate to Gateway refer to Hub for discussion Meeting
to universalEvaluation of EISS Aim & Objectives • To address whether EISS is effective in improving parenting skills and outcomes for children and families. • The overall evaluation will address this aim while also looking at the outcomes star as an assessment tool, assessing how well EISS fits to the local geographical and stakeholder context and determining the experience of parents taking part in EISS. Methodology • Pre and post-test outcomes data is being collected with parents using a wait-list control group design. • A process evaluation is being conducted to further explore the experience and implementation of EISS through interviews with parents & key stakeholders.
EISS Evaluation
Activity to Date
• 191 parents were passed to QUB by mid-September 2017, of which 76
were not able to be contacted.
• Response rate is approximately 60%.
• Data collection is at two time points either via phone call, paper copy or a
home visit.
• Interviews have been conducted with all EISS managers, project workers
and relevant personnel.
• Interviews with parents and additional stakeholders are on-going.
Key Dates
• Extension to data collection to March 2018 has been agreed by OREC
• A draft report of main outcomes due at end of January 2018.
• A final technical report due at end of March 2018.Sustainability of EISS • Business case developed to continue EISS to end March 2019 – going to PHA, AMT November 2017. • QUB evaluation report due March 2018. • Funding streams to sustain EISS post March 2019 will be explored.
Workstream 3
Helen Dunn – Implementation
ManagerThe Early Intervention
Transformation Programme (EITP)
Workstream 3
1. Building Better Futures
2. Home on Time
3. Care Proceedings Pilot
4. Edges
5. Family Drug and Alcohol Court
6. Social Enterprise for Care LeaversBuilding Better Futures
Building Better Futures • Aim of this practitioner-oriented manual is to introduce a framework for assessing and enhancing parenting • Need for structured assessment intervention and critical judgement by social workers 3 core components: • Dimensions of parenting • Set of analytical categories for studying facts and feelings • Tools for gathering information
Building Better Futures
Principles
• Child-centred
• Ecological
• Strengths based
• Relationship based
• Partnership with parents and children
• Children`s safety ,identity ,security, stability and lived experience
• Multi-disciplinary and inter agency
• Family support provided
• Research and evidence of what works
• Solution-focusedBuilding Better Futures • Early stage of engagement • Use of genograms and ecomaps • Social history • This information can then compared to the list of indicators in the Adverse Childhood Experiences Tool providing information around future threats to social and emotional well-being • Impact on the child + individual children`s needs • Strengths based – taking account of capacity to change • Risk and decision making
Building Better Futures
Feedback from evaluation
Social workers:
• “ this model has enabled me to do the type of work I came into social work to
do “; “I have a greater empathy for my families as I now better understand how
they have come to this place in their lives”; “my assessments and analysis are
so much better as I have a much clearer understanding of a family’s situation as
I have spent so much face to face time with them”. “I understand better the
impact on the child of what`s going on in a family.” “I feel more confident in the
recommendations I make as I feel I have a much clearer picture”.
Service users comments:
• “I feel like I can speak to her, you know, I can talk to her, you know, I don’t have
the boundaries up that I would’ve had, you know, and I think that’s with the
work she’s done with me”.
• “ I don’t feel……she’s never made me feel like she looks down at me – I’ve had
that before, where you know, she’s judged me or anything like that. I just feel
that she gets the situation, she gets me.”
• “She made me feel that I was a person and that she was a person rather than
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