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Drug Education and Early Intervention in Nottingham City Schools

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Presentation by Anna Power about Drug Aware programme in Nottingham City.

Presentation by Anna Power about Drug Aware programme in Nottingham City.

Published in: Education, Health & Medicine
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  • 5 outcomes
  • CLARE
  • CLARE 25 is in LAA
  • Manchester Metropolitan Report, JAR, HFA, Treatment Needs Assessment 2008 TP/parenting/CAF links
  • Of course the effects are far reaching… Some links
  • receive effective drug and alcohol education throughout their development to keep them safer in situations where they may encounter substances, ensuring they understand the risks and consequences of drug and alcohol misuse and are confident to resist and prevent the harms that drugs and alcohol can cause.
  • have access to a package of support and resources to upgrade and update their practice for early intervention. have in place a well planned, relevant and modern drug education curriculum to support young people, including those who are most at risk. intervene early before problems escalate - proactively assessing the needs of vulnerable pupils and ensuring they are referred to specialist services and targeted interventions. Option to use ‘DrugAware’ award towards extending their existing Healthy Schools Status to become an ‘Enhanced Healthy School’.
  • Proforma, participation activities and guidance to ensure that the process of developing a policy, as well as the content, reflect the true nature and demands of the school community and the area it serves. Reviewed and recommended resources to deliver effective programmes in each year and at all key stages (with a minimum time allocation per year to spread the programme and to keep it age-appropriate and needs-driven). Planning and evaluation/assessment tools
  • Transcript

    • 1. Drug Education and Early Intervention in Nottingham City Schools Anna Power Drug and Alcohol Education Consultant Nottingham City Council Working Together to Build Sustainable Good Practice
    • 2.
      • To be safe
      • To have the skills and knowledge to make healthy choices
      • To respect themselves and others
      • To enjoy and achieve
      • To be emotionally healthy and resilient
      • To contribute as a valuable part of society
      • To do this they need:
      • Support
      • Engagement
      • Boundaries, expectations and awareness of consequences
      • Intervention
      • Aspiration
      • Education
      • Assessment / Early identification
      Why tackle drugs?
    • 3. National Context (previously…)
      • Drug Strategy 2008
      • Safe Social Sensible 2007
      • Drugs: Guidance for schools DfES 2004
      • Hidden Harm 2004
      • Bottling it Up Report
      • Every Child Matters: Change for Children
      • National Healthy School Status
      • Parenting Support Guidance 2007 DCFS
      • Joining Forces - drugs guidance for police working with schools – ACPO 2006
      • Blueprint Research Findings
      • Local Children and Young People’s Plan
      • Local and Joint Area Review
    • 4. Key Drivers under review
      • PSA 25 Reduce the harm caused by alcohol and drugs
      • PSA 14 Increase the number of children on the path to success
      • Reduce the proportion of young people using illicit drugs, alcohol or volatile substances
    • 5. Cost of a dependant drug user £833,000
    • 6. Local Needs Assessment Where we started
      • Strengths
      • Universal education provision - High Uptake National Healthy School Status
      • Assessment toolkit- Ngage
      • Range of services
      • Hidden Harm provision
      • Training
      • Integrated in Children’s Services
      • Weaknesses
      • Most referrals through criminal justice routes
      • Referrals from health youth service, education
      • Level of assessments
      • Identification of persistent absentees
      • Transition
      • Lack of early identification strategies / responses
    • 7. Vulnerable Young People
      • Young offenders
      • Children in Care
      • Persistent absentees / excludees
      • Children affected by parental use
      • Homeless Young People
      • Young people with mental health Issues
      • Young people experiencing sexual exploitation
      • Young parents
    • 8. Drugs &
    • 9. The DrugAware Model DrugAware Award Curriculum Policy Parents & Community Social Marketing Intervention Partnerships
    • 10. The DrugAware Model Intelligence links to: Police Trading Standards Youth and community provision
    • 11. Young people
      • receive effective drug and alcohol education
      • have access to support, advice and early intervention before issues escalate.
      • are involved in high-profile campaigns, carrying positive messages about drug free lives to the community.
      • celebrate their achievements in becoming ‘DrugAware’.
    • 12. Schools
      • support and resources to upgrade and update their policy and practice for early intervention.
      • have in place a well planned, relevant and modern drug education curriculum to support young people, including those who are most at risk.
      • intervene early before problems escalate –
      • proactively assess the needs of vulnerable pupils
      • link to other initiatives
    • 13. Parents and community
      • receive training and information on drug and alcohol issues to support and encourage them to talk to their children with confidence.
      • are involved in policy development.
    • 14. Resources to support:
      • Policy development
      • Drug Education Development
      Resources
    • 15. Drug Education Development
      • Reviewed and recommended resources to deliver effective programmes in each year and at all key stages (with a minimum time allocation per year to spread the programme and to keep it age-appropriate and needs-driven).
      • Planning and evaluation/assessment tools
      Resources
    • 16. Participation and Data-Driven Planning www.d-vibe.com Resources
    • 17. Workforce Development
      • Training programme for
      • teaching and learning
      • basic drugs awareness
      • responding to incidents and vulnerable young people
      • target education
      • Ngage assessment training
    • 18. Looking Back
      • 32 schools became DrugAware schools
      • 13,966 children and young people now receiving enhanced drug and alcohol education year on year, utilising local data and up to date resources
      • Average improvement in their ‘resilience’ (based on improvements against the outcomes for drug education pre and post test) ave 11% increase in knowledge skills and attitudes in any single year.
      • 650 parents received information sessions or training online
      • Referrals of young people for early intervention to specialist Drug and Alcohol Service (incorporating FT exclusion rather than perm ex) increased by 400%
      • Permanent exclusions for drug and alcohol incidents in participating schools reduced by 50% over 2 years
      • 281 Staff trained in relation to drug and alcohol issues
    • 19.  
    • 20.  
    • 21.  
    • 22.  
    • 23.  
    • 24. Case study
      • D-Vibe identified high daily caffeine use (41%) in 11 year olds
      • Low awareness of effects of caffeine
      • Lessons planned and delivered
      • Awareness of effects increased 51%
      • Caffeine use daily fell to 14%
    • 25. Case study
      • D-Vibe identified low awareness of role of school nurse and drug and alcohol support services
      • Intervention re services in lessons
      • Awareness of services increased 49%
      • Self-referrals trebled
    • 26. Looking Forward
      • Remaining 6 secondary schools to be recruited (3 already confirmed)
      • Further 21 primaries in negotiation (9 onboard)
      • Ongoing support for existing schools
      • New website enhancements
      • New primary resources development from data
    • 27. The Future ? Early intervention ISA? Market driven Delivery? Social care Grants? Commissioning? Guidance? Performance management? Quality assurance?
    • 28. Providing DrugAware as a complete package of infrastructure consultancy, training and resources to others.

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