MADI

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MADI

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MADI

  1. 1. Multi-Agency Drop-in Services in Bury Schools: An Evaluation for Bury Children’s Trust Brian Dobson
  2. 2. Purpose <ul><li>To identify the impact of the Multi-Agency Drop-in Service (MADI) on the wellbeing and personal development of students </li></ul><ul><li>To identify the impact of whole school ethos on the success of the MADI </li></ul><ul><li>To establish how the MADI complies with national guidance and local priorities </li></ul>
  3. 3. What is MADI? <ul><li>Focuses on prevention and early intervention </li></ul><ul><li>Provides signposting and routes to specialist services </li></ul><ul><li>Located in the school setting </li></ul><ul><li>Multi-agency steering group </li></ul><ul><li>Range of services </li></ul>
  4. 4. Methodology <ul><li>Literature review </li></ul><ul><li>Consultation: - students - school staff - local authority staff - participating agencies </li></ul>
  5. 5. Services involved <ul><li>Youth Services </li></ul><ul><li>Young People’s Advisory Services (YPAS) </li></ul><ul><li>School Nursing Service </li></ul><ul><li>Connexions </li></ul><ul><li>Young Carers </li></ul><ul><li>Education Welfare Service </li></ul><ul><li>Learning Mentor/ School Counsellor </li></ul><ul><li>Buddies </li></ul><ul><li>Early Break early intervention substance misuse service </li></ul>
  6. 6. Findings from the School <ul><li>Strategic, management and operational success </li></ul><ul><li>High level of adherence to national guidance </li></ul><ul><li>A compelling model </li></ul><ul><li>Significant contribution to personal development of young people </li></ul><ul><li>Benefits of joined up action and partnership working </li></ul><ul><li>Strong strategic leadership </li></ul><ul><li>Excellent proactive management, co-ordination and implementation </li></ul><ul><li>Improved access to services for young people </li></ul><ul><li>Key issue: sustainability </li></ul>
  7. 7. Issues and risks <ul><li>Resourcing </li></ul><ul><li>Sustainability </li></ul><ul><li>Inconsistency of agency commitment </li></ul><ul><li>Commissioning bodies’ awareness of actual and potential contribution of MADI </li></ul><ul><li>Importance of the relationship between schools and local authority </li></ul><ul><li>Impact evidence </li></ul><ul><li>Roll-out – commitment and full engagement of participating schools </li></ul><ul><li>Confidentiality and information-sharing protocols </li></ul><ul><li>Quality control </li></ul><ul><li>Strategic relationship between MADI at LA level and Extended Schools </li></ul>
  8. 8. Lessons learnt and recommendations <ul><li>Resourcing review and implications for commissioning </li></ul><ul><li>Commitment to partnership working </li></ul><ul><li>High level leadership and management </li></ul><ul><li>MADI profile should be needs led </li></ul><ul><li>Compliance with Information Advice and Guidance quality standards </li></ul><ul><li>Collaborative workforce development </li></ul><ul><li>School engagement in CAF </li></ul><ul><li>Strategic links between MADI and Extended Schools </li></ul>

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