This presentation focuses on the work of Sheffield's “Healthy Minds Framework”, which we have developed as part of our participation in the CAMHS School Link Programme.

1. Sheffield: Young People involvement in
service transformation and the Sheffield
Healthy Minds Framework Workshop
Thursday 30th March 2017
Laura Abbott, Participation Coordinator, Chilypep
Matthew Peers, Commissioning Manager, Sheffield CCG and Sheffield
City Council.
Steve Rippin, Assistant Headteacher, Tapton School.
Zoe Brownlie, Clinical Psychologist, Sheffield Children’s NHS Foundation
Trust

2. • Covering two areas – young people involvement and the
Healthy Minds Framework, we will then have time for Q and
A.
• These two projects are part of our wider local transformation
plan for children and young people’s mental health.
• Our local transformation plan is based on the
recommendations of Future in Mind and our local needs.
• The core goal of our transformation programme is to
transform children’s mental health services by intervening
earlier, developing community provision, developing the
workforce, and embedding young people’s voice.
• We have a joint programme team delivering the programme,
with 4 workstreams leading different areas of work.
Overview of Workshop

3. Young People Involvement
• Presented by Laura Abbott
from Chilypep.
• Young people’s voice is central
to our plan, and we have a
longstanding relationship with
Chilypep.
• Range of campaigns and work
areas that young people have
been involved in including the
#nottheonlyone campaign and
the development of our Home
Intensive Treatment Service
(STAR).
Healthy Minds Framework
• Developed through our
participation in the national
CAMHS School Link Pilot
scheme, which involved 10
schools.
• Zoe Brownlie from CAMHS
and Steve Rippin from Tapton
school to present.
• The framework provides a
model for CAMHS and schools
to work together to intervene
early and support mental
health; we are in the process
of rolling out to an additional
40 schools in Sheffield.
Overview of Presentations

4. Young People
Transforming
Services30th
March 2017
Laura Abbott
Participation Coordinator
Laura.abbott@chilypep.org.uk

5.  15 years experience in participation and engagement work
 FIM Participation Partner for Sheffield and Barnsley
 Sheffield CAMHS CYP-IAPT Participation Partner
 Mental Health Participation and Influencing
 Having a voice & making change!!

6. Strands of work
1. Supporting strategic groups to
develop participation and
involvement plans
2. Making sure young people’s
views are fed into strategic
meetings and plans
3. Involving young people in
commissioning and service
design
4. Youth-led awareness raising
campaigns
5. Feedback and consultation
with wider voluntary sector

7. ParticipationandInvolvementofYoungPeople
Consultation – High number of
young people
Consultation – High number of
young people
Influencing- Smaller
representative groups
Influencing- Smaller
representative groups
Existing service providers consult with young people to identify
young people’s priorities that in turn inform the needs analysis.
Activity includes collating recent consultation findings and learning
from current work with Young People. On-going consultation and
feedback to young people through existing groups and structures,
web based fora (e.g. Facebook groups, survey monkey)
Existing service providers consult with young people to identify
young people’s priorities that in turn inform the needs analysis.
Activity includes collating recent consultation findings and learning
from current work with Young People. On-going consultation and
feedback to young people through existing groups and structures,
web based fora (e.g. Facebook groups, survey monkey)
Young people involved in co design events to plan services based
on needs analysis.
YP trained as Young Commissioners and involved in procurement
processes, including developing service specification, marking
tenders, shortlisting, interviews and awarding contracts. YP assess
commitment as part of involvement in procurement.
Young people involved in recruitment, selection of staff in delivery
organisations. Young People involved in service inspections and
evaluations, including mystery shopping, project advisory groups,
surveys and blogs. Young people assess involvement against
Involvement Standards frameworks. Case studies collected for
evaluation and learning.
Young people involved in co design events to plan services based
on needs analysis.
YP trained as Young Commissioners and involved in procurement
processes, including developing service specification, marking
tenders, shortlisting, interviews and awarding contracts. YP assess
commitment as part of involvement in procurement.
Young people involved in recruitment, selection of staff in delivery
organisations. Young People involved in service inspections and
evaluations, including mystery shopping, project advisory groups,
surveys and blogs. Young people assess involvement against
Involvement Standards frameworks. Case studies collected for
evaluation and learning.
Young people represented at strategic decision making level on
boards and planning groups, through participation groups and
representation structures (STAMP, Sheffield Youth Council, UKYP)
and feedback from Consultation and Involvement activity to
influence services and decisions.
Young people represented at strategic decision making level on
boards and planning groups, through participation groups and
representation structures (STAMP, Sheffield Youth Council, UKYP)
and feedback from Consultation and Involvement activity to
influence services and decisions.
Involvement – Recruited
young people for specific
activities
Involvement – Recruited
young people for specific
activities
Chilypep’s Model of Involvement

8. ParticipationandInvolvementofYoungPeople
Understanding:
Assessing needs, identifying resource
and setting priorities
Understanding:
Assessing needs, identifying resource
and setting priorities
ReviewingReviewing
Planning and ProcuringPlanning and Procuring
Existing service providers consult with young people to identify
young people’s priorities that in turn inform the needs analysis.
Activity includes collating recent consultation findings and
learning from current work with Young People. On-going
consultation and feedback to young people through existing
groups and structures, web based fora (e.g. Facebook groups,
survey monkey
Existing service providers consult with young people to identify
young people’s priorities that in turn inform the needs analysis.
Activity includes collating recent consultation findings and
learning from current work with Young People. On-going
consultation and feedback to young people through existing
groups and structures, web based fora (e.g. Facebook groups,
survey monkey
Young people involved in co design events to plan services based,
on needs analysis.
YP trained as Young Commissioners and involved in procurement
processes, including developing service specification, marking
tenders, shortlisting, interviews and awarding contracts.
Young people involved in co design events to plan services based,
on needs analysis.
YP trained as Young Commissioners and involved in procurement
processes, including developing service specification, marking
tenders, shortlisting, interviews and awarding contracts.
Young People involved in service inspections and evaluations,
including mystery shopping, project advisory groups, surveys
and blogs. Young people assess involvement against
Involvement Standards frameworks. Case studies collected for
evaluation and learning.
Young People involved in service inspections and evaluations,
including mystery shopping, project advisory groups, surveys
and blogs. Young people assess involvement against
Involvement Standards frameworks. Case studies collected for
evaluation and learning.
DoingDoing
Commitment to involvement is part of contract for providers
including adoption of Involvement Standards Frameworks.
YP assess commitment as part of involvement in procurement.
Young people involved in recruitment, selection of staff in
delivery organisations.
Commitment to involvement is part of contract for providers
including adoption of Involvement Standards Frameworks.
YP assess commitment as part of involvement in procurement.
Young people involved in recruitment, selection of staff in
delivery organisations.
Young Commissioners

9. Young people designing services
for young people

10. #Nottheonlyone

11. Let’s Move Forward with Mental
Health

12. Laura Abbott
Participation Coordinator
Laura.abbott@chilypep.org.uk

13. Healthy Minds Framework: The
CAMHS Whole School Offer
Zoe Brownlie, Clinical
Psychologist, Sheffield Children’s
NHS Foundation Trust

15. • Supporting emotional regulation
• Building positive relationships
• Executive Function skills
Bronze Level Whole Staff Training
Fundamentals of mental health
Impact on practice:
•Communication:
– Give child time to talk, don’t rush in with
advice
– Say ‘and’ not ‘but’
•Support emotional regulation:
– Check in with pupil to see how they are
feeling
– Wait for child to calm down – don’t try to
resolve issues when they are in a crisis
– Increase touch, give ‘high fives’
– Look at transitions
– Staff to be aware of their own regulation
needs
Build positive relationships
•Make sure each child feels noticed
•Spend time with child when not in crisis
•Give good eye contact
•Have fun
•Support peer relationships

16. • Further training and embedding skills with
key staff
• Communication framework
• Assessing risk and resilience
• Reflective practice
• Protocol for whole school evidence based
interventions
Silver Level

17. Healthy Minds Survey
FS / Y1 = 308, Y2 – Y6 = 886, Secondary = 1,379, Parents = 575, Staff = 468

18. Secondary students
recommendations

19. Healthy Minds Gold
• Reflective practice
• Robust assessment of risk and
resilience
• Communication protocol for
school
• SAFE training

20. Supporting students to access their ‘thinking’ brain

21. • Building positive relationships
– Welcome all children – make sure they feel noticed
– Have fun
– Build relationship when not in crisis
– Support peer relationships
• Supporting emotional regulation
– Build in touch
– Plan activities that enable children to experience positive
emotional regulation
– Plan for transitions
• Developing executive function skills
– Turn taking activities
– Understand a child’s strengths and weaknesses
– Use Reflective dialogue
SAFE Training

22. Experience of Tapton School
Steve Rippin, Assistant
Headteacher, Tapton School.

23. • Greater understanding of mental health and the impact poor mental
health was having on students.
• Promote positive EHWB whole-school (students, staff and
parents/carers).
• To increase the awareness and understanding and reduce stigma
amongst students, staff and parents/carers of issues involving
EHWB.
• Help young people to understand and express their feelings, build
their confidence and emotional resilience and therefore their
capacity to learn.
• Provide support for EHWB at an early stage.
• A whole school ethos to mental health and wellbeing which
would have a positive impact across the school in all areas,
such as attainment, achievement, progress, attitude to learning
and behaviour. Good mental health for all is the foundation to
student and school success.
What did we want to achieve?

24. • Staff training by CAMHS to further develop knowledge and
confidence (key point offering attunement to students and
responding to their emotional regulation needs) – response to staff
survey.
• EHWB statement and committed staff sets a culture of positive
EHWB, support and value.
• Raising awareness, signposting information, developing the PSHE
curriculum – so that EHWB forefront in our mind.
• Whole school approach to building individual resilience and
tenacity through the use of learner levels in all areas of the
curriculum – CHARACTER. Life long skills.
• Role of the form tutor - extended form discussion Y7-13.
• Whole school positive EHWB for all members of Tapton School
(including staff, students and parents/carers) is fundamental to our
philosophy and ethos ‘valuing everyone, caring for each other,
achieving excellence.’
A whole school ethos

25. Communication Framework

26. Staff EHWB is as important as students. In 2016-2017 we took
four deliberate actions to support staff EHWB, reducing workload
and building professional trust:
•Shutting down the e-mail server between 7pm and 6am and
changing email protocol (EOM in subject line/ For Info and For
Action, etc.).
•Changes to the use of meetings.
•Removing WWWEBIs from the Y11, Y12 and Y13 Tracking in
March to reflect the DFE Workload Report on data.
•Revising marking policies to reflect the DFE Workload Report
on marking.
Supporting staff EHWB
Clarity, Simplicity, Impact

27. • Clear support structure and communication framework, based
around Year Managers who have a good overall knowledge of the
young person, their school history and the family.
• Key school staff, who can make decisions, attend inclusion meetings
to discuss identified students.
• Focus is always on how to best support the student in terms of
accessing learning, supporting their EHWB and making the next steps
in their life.
• Discuss vulnerable students with CAMHS and take advice - engage
outside agencies as required and build and foster positive links.
• Monitor engagement and progress closely and tweak as necessary.
• Always involve and listen to the young person.
Supporting the EHWB of vulnerable
students at Tapton

28. • Whole school, holistic approach supported from the very top with
buy in from all – cultural change.
• How do we measure of impact? (evidence based) – getting the
balance right between a light touch which isn’t too resource
intensive but is robust.
• Tapton’s attendance, attainment and progress have remained very
good when we appear more and more to be surrounded by chaos –
Is this success? Is this evidence?
• Continue to promote EHWB culture and ethos whole school and
further promote and develop Healthy Minds Champions and Epic
Friends.
• EHWB parent information evening.
• Gather student, staff and parent voice on progress so far.
• Further guidance, support materials and CPD for staff (will develop
in conjunction with pastoral team, PSHE, Healthy Minds Champions
and CAMHS).
Reflections and next steps for Tapton School

29. Summary
• We’ve covered two key areas of our transformation programme, both will be
integral as continue to work to transform children and young people’s mental
health services.
• Young People’s voice will continue to help shape and drive our priorities and
we’re looking for new areas to involve young people in. Our work in school’s
will also increase young people voice through the Healthy Minds
Champions.
• In school’s, we are now rolling out the Healthy Minds Framework to an
additional 40 schools.
• As you’ve seen from the presentation, the engagement and support of a
school’s senior leadership team will be crucial in securing the successful
roll-out of our whole school approach.
• We also have demand from school’s beyond the 40 we are rolling out to; we
are currently exploring co-commissioning options with these schools, and
further expansion of the offer in the next phase.
• We’re happy to take any questions.

30. Question and Answer
SHECCG.ChildrensCommissioning@nhs.net