Visioning

WIRRAL HOSPITALS SCHOOL

PRESENTATION TO LJMU STUDENTS.

7th April, 2016.

Module: The impact of different contexts on children coping with challenges in terms of health or wellbeing. Speaker: Mr Derek Kitchin, Headteacher.B.Ed (Hons), NPQH.

Childrens Homes / Fostering / Adoption16-22- Royal Navy22-26- Merseyside Police26-28 - Social Worker 28-32 - B.Ed (Hons) Course (1st Class)28-32 - Residential Social Worker (part-time)32-54 - Education Sector:

Teaching; Mainstream Primary SchoolsTeaching; Special Schools Primary/ SecondaryTeaching/Leadership; Mainstream Secondary SchoolsTeaching/Leadership; Special Schools - Secondary

2009-10 Headteacher SEBD Special school

2010-16 Headteacher Wirral Hospitals School Headteacher Home Education Service2016 Ofsted Inspector and Headteacher WHS / HES Pathways - Todays Speaker

Mainstream Nursery / Primary / Secondary / FE Mainstream adjusted and/or supported

Unit in Mainstream (geographical inclusion?)

Special Education / Special Schools

Units / Alternative Providers, PRUs

Outreach packages from any of above

Hospital Education

Home Education

Private / Independent education

Education otherwise / Elective - Home Educated EDUCATION PROVISION (with / without Statements of DSEN / EHCPs)

Birth / Congenital / HereditaryLife Limiting / TerminalPhysical - Disease / Viral /BacterialPhysical Appearance / MobilityLearning Complex / Profound / DSENTrauma mental or physicalMental HealthMental Health and WellbeingDevelopment / Puberty Gender / Sexual Identity

?

ISSUES YOUNG PEOPLE FACE

COMORBIDITYAll of above can be heightened by comorbidity

And further intensified through Aspergers / ASC (Autistic Spectrum Condition)

Leading to social / communication and inter- peer relationship and friendship difficulties (perceived as bullying)

What SCHOOL / PEER / OTHER PRESSURES EXIST in Education settings?

Full-time and Part-time, small group provision at the Joseph Paxton Campus

Education for school-aged pupils in Arrowe Park Hospital (Age 4-16)

Adcote Assessment Unit - primary & secondary classrooms (with CAMHS)

Education for some pregnant school girls and young mums

Home Education Service for pupils too unwell to attend schoolWIRRAL HOSPITALS SCHOOL

Teacher on Childrens ward at APH, during term time, mornings only.

Classroom gone, Teachers take work to bed for children there longer than two days.

Longer term admissions Alder Hey

Those in APH over a week Hospital teacher contacts school.

Prioritise children taking exams (also reducing stress of child / parents)

Prioritise recurrent admissions: skin, abdo, CF and aim to liaise with schools for those with these issues.

HES, JPC and Hospital teaching closely linked, all led by same Headteacher, to provide seamless, prompt pathways back to education.

HOSPITAL TEACHING

Access to Education document: If unable to attend school for more than 15 consecutive days, they are entitled to education at home.

Requirement on LA = Home Education Service.

Medical Criteria: Referral must be from a Consultant e.g. Paed, CAMHS, Health

Changing client group, hospitals discharge earlier (weekends / holidays!!)

Longer term conditions CFS / Mental Health

Object of service to maintain Education whilst off school, remain the responsibility of the school

HOME EDUCATION SERVICE

HOME EDUCATION SERVICEWorks best when close liaison between school / HES. At Primary / Secondary entitled up to ??? hours, depending on medical needs / ability to access.

For continuity of education for those with complex, chronic and recurrent conditions, or those with pre-planned, elective surgery, the 15 day rule may be waived. (Pre-planning reduces anxiety for child / family)

HES, JPC and Hospital teaching closely linked, all led by same Headteacher, to provide seamless, prompt pathways back to education Referral Consultant.

What are the drawbacks of Home Education?

Assessment placement, 8 weeks ;

Testing and assessment of a childs psychological / emotional and cognitive development.

Report and recommendations of needs, strategies.

Health Service CAMHS (Child and Family) facility

WHS manage 2 x classroom: 1x primary 1x Secondary

Classroom allows some continuation of education, but primarily, to provide a classroom setting to allow observation and assessment to take place.

Referral: Through Health / CAMHS. ADCOTE HOUSE

Pupils with medical conditions that make full-time, mainstream education impossible; physical / mental health.

Pupils for whom there are serious concerns about their psychological, emotional and/or social well-being

Pupils who are unable to attend school but are not considered truants

Pupils suffering from SLCN, anxiety, depression, suicidal ideation, self-harm, eating disorders, CFS, OCDs, Personality disorders, trauma, abuse

JOSEPH PAXTON CAMPUS

Physical health issues, leading to difficulties accessing school (Equalities Act - DDA!) or maintaining attendance due to treatment / hospitalisation

Physical? issues such as ME / CFS

Physical health issues, leading to difficulties accessing school because of psychological and anxiety issues created by their management / reception

Teenage pregnancy WHY? ISSUES OUR YOUNG PEOPLE FACE

Mental health / well being issues leading to heightened anxiety, depression, self-harm, eating disorders, suicidal tendency, OCD, agoraphobia, social phobia,

Self-image / identity issues leading to attention being drawn to themselves, inability to cope with uniform / PE / communal eating etc.

Self image and issues of acceptance around gender / sexuality / transgenderISSUES OUR YOUNG PEOPLE FACE

CAMHS

Mainstream schools

Community paediatricians

ESWs

YPC Pine Lodge (Chester)

CYPD

Alder Hey (Dewi Jones Unit)WHO REFERS PUPILS TO JPC?

Young person identified with physical/ mental/emotional health issues that affect access to full time education

Support put in place by mainstream school does not resolve problems

Referral form completed and admissions panel considers each referral at half termly meetings

Appropriate cases are offered a trial placementWHS - THE REFERRAL PROCESS?

WHAT HAPPENS WHEN PUPILS ARRIVE AT JPC?Young person is inducted into a calm, safe and quiet environment

The education offer to the young person is tailor made to meet his/her individual and specific needs

Staff are understanding and have vast experience of a wide range of medical conditions

Outside support is engaged at every opportunity

WORKING WITH PARENTSWe develop and maintain effective partnership working with parents

We support parents and respond to their needs, engaging them positively with their childs attendance, learning and development

We support parents and respond to their needs in sustaining and developing their parenting skills

We provide accessible information, explanation, guidance and signposting

Ofsted Inspection - 2014School was inspected in mid November 2014 and OfSTED made these judgements:Wirral Hospital School is an Outstanding School.

Students achievement is Outstanding

The wide range of abilities are well supported, enabling everyone to make exceptional progress from their starting points.

Ofsted - 2014Parents and carers believe the school is well led and managed, their children are well looked after and are taught well. All would recommend the school to other parents.

Students say school provides a safe welcoming place for them to gain confidence, self esteem, and the necessary academic qualifications to support them in the next stage of their education.

One student expressing the views of others said;

We feel safe at school and receive an educational hug when we are here.

Ofsted - 2014The highly motivated and inspirational Headteacher, ably supported by his deputy head, senior and middle leaders, are uncompromising in their drive to raise the quality of teaching and achievement for all students.

Support staff are well trained and highly skilled and, under the direction of the class teacher, provide exceptionally high-quality teaching and care for individual students.

OfSTEDChallenging behaviour is sensitively and very well managed so that it does not have a negative impact on learning (SEMH)

Adults are exceptionally well trained in catering for the needs of all students highly skilled in communicating with students and this has a significant impact on helping to reduce their anxieties enabling less formal situations and lessons to remain calm and purposeful.

The curriculum has been revised, adapted and successfully meets the needs of all the students (Hidden Curriculum CSE / Prevent / FGM)

OUTCOMESAttendance has improved massively for almost all our students

Students now report enjoying the idea of going to school

Parents/carers are comfortable engaging with school to talk about their childs problems

The school works with families to engage/re-engage students in their education

Physical and mental health improvement through:

Reduction of anxiety / depression

Improved sleep and eating patterns

Reduction in severity of skin problems / epileptic attacks etc exacerbated by stress.

Learning takes place leading to prep for working life, to / transition to Further Ed, GCSEs or other.

Huge increase in self confidence / self esteem and RESILIENCEOUTCOMES

PRESENTATION CHECKPOINT 1Any thoughts / questions / confusion

Please ask now ...

KEY STAGE 2A number of young people disappear from the education system during years 5 and 6

For many of these pupils the next contact with education is their transfer to secondary school

Often the time they have had away from school compounds their problems and makes a successful transition to KS3 almost impossible

ARE children pressurised at primary age? How by whom ... ?

KEY STAGE 2 at JPCYoung people in Years 3 to 6 who struggle to attend school regularly

Young people who benefit from extremely small groups (max 5)

Young people who need 1:1 support in the classroom situation

Young people who respond positively to a quiet, secure and pressure-free learning environment

Young people who require a flexible, individually-focused curriculum

PRESENTATION CHECKPOINT 2Any thoughts / questions / confusion

Please ask now ...

UNDERSTANDING THE IMPACT OF ANXIETY ON PUPILS BEHAVIOUR

Case Studies

Tracking three pupils through their education prior to and during their attendance at JPCPupil A Year 11 boyPupil B Year 9 girlPupil C Year 10 boy

Pupil A

Attendance in Year 7 at Mainstream School deteriorated from OctoberMainstream School offered internal support

Reason for non-attendance unclear

Offered Managed transfer to another mainstream school Spring Year 7 (Declined)

By Early Year 8 had become a non-attender

Referred to Home TeachingCAMHS involved by mid Year 7

Home Teaching put in placeEarly Year 8: Initially reluctant to engage due to anxiety

Home teacher slowly built up working relationship until pupil was fully engaged by end of Year 8By start of Year 9 pupil expressed a wish to integrate back into mainstream schoolRe-integration did not work due to continued anxiety around larger settings Home Teaching continues Spring Year 9Pupil offered JPC Early Summer Year 9Pupil reluctant to engageAgrees to a gradual integration timetablewith Headteacher - Summer Year 9

Pupil started fully with JPC Year 10 Anxieties reduced almost immediatelyPupil taking full range of GCSEs Year 11 Confidence high and will move onto post 16 provision (College)

Pupil B

Transfer to Mainstream School not without issues Able to sustain Yr 7 & 8 Supported by CAMHS whilst in PrimaryTriggers: Early onset of Puberty (Year 3)Parental Separation, Rejection

Student perceives difficulties with peer relationships. Mainstream School perceive her as Coping

Return to Year 9 hampered by bad experiences thoughts of self harm

Referred to Adcote HouseAdditional triggers:Bad experience on holiday (intimidated by older man) - felt vulnerable. Difficult start to Year 9

Started Adcote House Settled quickly engaged well in small settingAutumn Year 9

Low self esteem & anxiety around others still evidentStudent not able to go backto mainstream (too large) Early Spring Year 9Referral to JPC (with support of CAMHS)Mid Spring Year 9 Pupil offered JPCLate Spring Year 9Accepts place Summer Year 9

Initial 6 week review goes well Attendance 100% Summer year 9Pupil still needs support for Anxiety & Social, Emotional Aspects of Learning (SEAL)

Pupil C

Attendance in Year 7 deteriorated from OctoberParents thought support for transition to Secondary was not enough Year 6

Early Involvement of CAMHS in Year 7

Diagnosis of ASCTriggers: Coping with change Early Year 7

Ceased attendingFragile HealthEarly Year 7

Parents decide to educate Depression sets in:Prescribed medication Early Year 7

Educated at HomeInvolvement with Adolescent Psychiatrist Year 8

Referral suggested to JPC Early Spring Year 9Gradual transition to JPC negotiated with Headteacher Mid Spring Year 9Involvement of Complex Social & Communication Support Team to assist transition late Spring Year 9Student & family agree with Headteacher to a trial at JPC Summer Year 9Begins integration into JPC at start of Year 10

Settles remarkably well & quickly, forming friendships - anxieties greatly reduced late Autumn Year 10Pupil working towards GCSEs excellent student Summer Year 10

PRESENTATION CHECKPOINT Final.

Any thoughts / questions / confusion

Please ask now ...

Mr Derek KitchinB.Ed (Hons) NPQH

HeadteacherWirral Hospitals SchoolJoseph Paxton Campus,157, Park Road North,Claughton,Birkenhead,CH41 0EZ

Tel: 0151 488 7680

schooloffice@wirralhs.co.uk