1. Birmingham HeadStart Strategy influencing and shaping mental health provision for young people in Birmingham CONTACT US: anna.robinson@childrenssociety.org.uk louise.bauer@bep.education

2. CONTENTS Outcomes of the strategy HeadStart schools 2016-17 Stages of the strategy and rollout How we will work together Who will be in your school and when Identifying vulnerability in Year 7 Who’s who in a HeadStart school HeadStart launch: timeline and roles What will a HeadStart school be like? Some features of an emotionally supportive school Map of Birmingham partnerships

3. better outcomes for all pupils better attendance fewer exclusions better referrals fewer referrals better use of available resources emotionally supportive schools and classrooms more resilient children and families better connectivity: schools, families and community

4. Cardinal WisemanHamstead Hall Christina StewardsonJonathan Mortimer Holy TrinityBordesley Green Girls Tim OxleyJudith Woodfield John WilmottBishop Vesey Tracey PetersDominic Robson KingsburyFairfax Mark RhatighanChris Stevens InternationalQueensbridge Chris EtheridgeHelen Reeves Cockshut HillNinestiles Sian HartleGaetano Ferrante BaverstockSwanshurst Sylvia ThomasDebbie James MoseleyHall Green Roger McBrienDavid Adams Four DwellingsLordswood Girls Rebecca Elcocks Jane Gotschel Ark KingsColmers Roger PuntonBarry Doherty

5. 4. leading 3. coaching 2. consolidating 1. foundations Birmingham HeadStart Stages There are 3-4 stages for each of the 80 schools in Birmingham to complete during the Birmingham HeadStart Strategy. Each stage potentially takes place over the course of one academic year.

6. 20 1 20 2 40 3 40 3 20 2 20 1 20 1 20 1 20 2 40 3 20 2 20 1 16/17 17/18 18/19 19/20 20/21 5 SWBL 10 SWBL 5 SWBL 2 SWBL Birmingham HeadStart Rollout

7. training & supervision Wellbeing Partnership Lead Head Teacher relationship, insight coaching, training, support Strategic Wellbeing Lead Community Link Worker information and support HeadStart Birmingham How we will work together BEP District Engagement Coordinator Wellbeing Youth Champions Programme Lead Social Health in Learning Youth Worker information and support Training and coaching through “social health lens”

8. Wellbeing Partnership Lead Head Teacher Wellbeing Young WBLs (Y9) Strategic Wellbeing Lead BEP District Engagement Coordinator Programme Lead Social Health in Learning 1 day a week or equivalent per school according to need half a day per district Community Link Worker Youth Worker half a day per district 2hrs per week per school (after school) 1 hour a week HS board Training events Conference Training with YM Cascading knowledge/training 1 day a week with SWBL 4 training sessions Citywide conference DSG mtgs Strategy input SWBL in school cost Who will be in your school and when

9. Training & role of Form Tutors Head of Year 7 Training & role of Form Tutors Head of Year 7 Induction Day/Evening: Sharing key messages with pupils and families Induction Day/Evening: Sharing key messages with pupils and families A place for signposting & self-referral A place for signposting & self-referral Share key messages and whole school priority with all staff and all pupils Share key messages and whole school priority with all staff and all pupils Older pupils as “buddies” All HeadStart schools will focus on new Year 7 cohorts as their common starting point PSHE content for Y7 Last week of September: gathering of all vulnerability indicators including “Letter to myself” Last week of September: gathering of all vulnerability indicators including “Letter to myself” Y7 Lunchtime/ After- school clubs Whole Staff training as follow-on from annual Safeguarding Briefing Whole Staff training as follow-on from annual Safeguarding Briefing

10. WHO INPUT/TRAINING TIME IN SCHOOL WORKING WITHOVERVIEW OF ACTIVITYIMPACT MEASURES BEPStrategic Wellbeing Lead (SWBL) Young Minds1 day per week or equivalent HT/WBLAnalyzing need Developing/enhancing strategic approach at U and U+ Designing, implementing and overseeing interventions at U+ & Targeted Academic Resilience Framework Fewer/better referrals Positive outcomes for interventions Pupil voice Staff voice Persistent absence Exclusions Participation levels Common Measurement Framework Programme Lead (PL) BEP Centre of Excellence (Social Health in Learning) Young MindsAccording to need HT/SWBL/School Teaching & Learning Lead/Teaching Staff Interventions in classroom Looking at learning through social health lens Making resources available District Engagement Coordinator (DEC) DSG meetingsHalf day per district SWBLAdmin and communication support. Sharing updates & good practice TCSCommunity Link Worker (CLW) From local agencies Half day per district SWBL/WBLCreating and strengthening links with local community services Youth worker (YW)From local agencies 2 hrs per week (OOL) SWBL/CLWWorking with young people to strengthen emotional and mental wellbeing agenda & pupil voice IN SCHOOL Head Teacher (HT)DSG meetings: updates/sharing practice/ case studies SWBL/WBL/Maintain mental health and emotional wellbeing of pupils as a top priority Endorse and guide work of SWBL & WBL Well Being Lead (DSL) Young Minds SWBL 4 sessions per year 1 day per week or equivalent: strategy/ planning etc SWBL/HT/WBLWork closely with SWBL to implement HS strategy processes Cascade training and know how 2 Year 9 Youth champions (YCs) SWBL WBL YW 1 hr per weekYW WBLRaising awareness & destigmatising mental health issues Peer support Attending HS board meetings Creating and strengthening links with local community (COST TO SCHOOL)

12. UNIVERSAL MY SCHOOL CARES ABOUT ME I AM ENCOURAGED TO SHARE HOW I’M FEELING OLDER PUPILS LOOK OUT FOR ME THERE ARE PEOPLE I CAN ALWAYS TALK TO MY SCHOOL CARES ABOUT WHAT I THINK AT MY SCHOOL, THERE’S LOADS GOING ON THAT I CAN GET INVOLVED IN WE ALL STAND UP FOR EACH OTHER AND AGAINST BULLYING THERE IS SOMEWHERE I KNOW I CAN ALWAYS GET HELP IF I NEED IT UNIVERSAL + WHEN I’M FEELING DOWN OR ANXIOUS, THERE ARE PEOPLE WHO WILL NOTICE AND HELP ME I CAN ALWAYS GET HELP IF I NEED IT I KNOW ABOUT WHERE I CAN GET HELP OR SUPPORT IN MY LOCAL COMMUNITY I WILL BE SUPPORTED FOR AS LONG AS I NEED IT EVEN WHEN I’M FEELING BETTER, PEOPLE WILL CHECK ON ME TO MAKE SURE I’M OK TARGETED IF MY SITUATION IS SERIOUSLY AFFECTING ME AND MY LIFE IN SCHOOL, THERE ARE NEW AND DIFFERENT WAYS I MIGHT GET HELP EXPERTS IN MY SCHOOL WILL HELP ME AND PERHAPS MY FAMILY TO HELP THINGS GET BETTER THEY WILL BE ABLE TO GET ME HELP OUTSIDE SCHOOL TOO What will a Birmingham HeadStart School be like for pupils?

13. SCHOOLSTUDENTSFAMILIES & COMMUNITY Our school ethos is emotionally supportive and shared widely through website/prospectus/open days and with all students and families on their arrival We have a strategy to increase participation and engagement of our disadvantaged students both inside and outside the classroom Objectives and actions to improve the emotional and mental well being of students and staff are written in our current school development plan Relationships are at the heart of what we do as a school and our pastoral structures (form tutoring etc) are strong We are able to identify potentially vulnerable students every day We raise awareness of mental and emotional health issues regularly in assemblies and PSHE. We have a shared language to describe effective learning behaviours and students’ personal development. We value, reward and regularly celebrate students’ achievements We celebrate achievements that reflect pupils’ personal development, both in and out of school. Students are actively encouraged to talk about how they are feeling and about problems they may be experiencing, at key moments throughout the school year. We have a dynamic and robust out-of- lessons programme of activities. Students know what is on offer and how to access those activities. We are aware of what is on offer for young people in our local community and signpost opportunities to all students and families. We actively encourage and track participation of all students in our out- of- lesson activities and in out-of-school activities available in our local community. We are monitoring at-risk indicators on a regular basis. Absence, lateness, notes of concern, behaviour, other intelligence etc We have a range of in-school resources and interventions to draw on to address the needs of our most at-risk students We record, monitor and evaluate the interventions which address the needs of our most at-risk students Students engage well with PSHE content and there is generally constructive participation in discussions We provide a clearly differentiated Careers advice and information programme for our students from Year 7 We are confident about talking about all post- 16 options open to our students We actively encourage and track the participation of families in school-initiated parent meetings, whole school parents’ evenings, preparation meetings for residential activities, events and productions etc We train and coach our staff to create and develop emotionally supportive classrooms Each student has an adult they are able to confide in on a daily basis There is a place or person in school available for students to access information/signposting service Students feel well supported and safe in school Student leadership is embedded and effective and helps to endorse key messages regarding mental and emotional wellbeing There are organised opportunities for students to voice their opinions and school records them and acts on them and students feel that school listens to student voice We work in partnership with services in our local community. We reach out to our local community in a range of ways We are proactive in engaging parents, families and their communities with school by undertaking home visits and organising events both in school and in the community. SOME FEATURES OF AN EMOTIONALLY SUPPORTIVE SCHOOL