Improving Pupils' Health & Wellbeing: Team around the School Pilot and Evaluation. (30th September 2020)

• Record Type: Journal Article
• Authors: Brown, M; Goulding, A
• Is Part Of: European journal of public health. Volume 30:Number 5(2020)
• Publication Date: 2020-09-30
• Subjects: Epidemiology -- Europe -- Periodicals; Public health -- Europe -- Periodicals; 362.109405
• DOI: 10.1093/eurpub/ckaa166.263
• Languages: English
• ISSNs: 1101-1262

Abstract

Abstract: Background: Permanent school exclusion in Gateshead doubled from 2014 - 2017. A Behaviour Conference was held in July 2017 to formulate an action plan to curb this trend, including piloting 'Team around the School' (TAS). TAS is a local network of services, meeting on a regular basis to have shared conversations about pupils where early help may prevent escalation. Resources from several agencies are pooled to provide support for families, focusing on solutions and encouraging resilience. Aim: To prevent future complex crisis interventions, reduce a 'refer on' culture, and align Early Help with school improvement. Methods: The pilot ran at one Gateshead secondary school from January 2018 to July 2018. There were 17 TAS meetings during the pilot period. Four families, three referrers, six pupils and two managers were interviewed from 16th July - 3rd August 2018. Structured surveys, interviews and administrative data were used to determine effectiveness. Results: Professionals viewed the programme as 'successful', however, there were some logistical issues, including gaining consent, capacity (physical rooms, funding and staffing) and integrating wider services into the programme. Pupils found the experience helpful and improved their overall health and wellbeing, at home and in school. Some saw dramatic improvements in attendance, presentation, attitude and behaviour, along with a more stable home life. Referrers were happy with the process and outcomes, finding TAS to be helpful in early intervention, with quick turnarounds. Families felt empowered, with improved communication and positive outcomes. Three plans were made, and three cases stepped up to Early Help. Four cases closed after reduction in risk. Two children moved schools. Conclusions: TAS appears to successfully provide early support and intervention, reducing the risk of escalation, while also providing families with increased autonomy. Key messages: A pupil's health and wellbeing is closely linked with their home life and life in school. Close agency working can improve a pupil's outcome in school and overall health and wellbeing.