Early support parent workshops slide share
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This presentation describes the Early Support Parent Workshops and is the presentation I shared at the Regional Conference run in partnership with Achievement for All in Solihull.
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Early support parent workshops slide share
- 1. Early Support Parent Workshops Presenters Fiona Holmes and Nikki Reeves
- 2. The Parent Workshops The parents’ workshops are a key element of this approach. These workshops were written by parents, for parents and are delivered by parents.
- 3. Why have the workshops? Issues that parents have identified The solutions the workshops offer Isolation Depression Lack of information Confusion Constant battle No one listens Family not viewed in context Lack of social Life Marriage and relationships Work Future for their child Siblings Understanding the tools and resources Supporting parents to understand the complex world they have entered Building resilience Supporting parents to access information Building their confidence and their understanding Getting back to work, accessing a social life for the whole family, what’s on in your area
- 4. Who the workshops are for? The workshops have been developed for the parents or carers of children with additional needs and/or disabilities.
- 5. The Early Support core workshops There are four workshops that make up the core of the workshops.
- 6. Workshop 1 Understanding This Unknown World The importance of information, including the tools and resources that Early Support can offer I found out about the development al journals I found out about the family file I found out about the resources I found out about the principles I met people in my community What a good idea! Why didn’t I find out about this years ago?
- 7. Workshop 2 Changing Relationships Looking at working with practitioners, multi - agency assessments, meetings and planning I began to understand how I could make things work more effectively Following this workshop I asked our paediatrician if both of our children could see the same Dr. They said yes. They didn’t realise that this was a problem. We had more confidence I began to understand chairing meetings, agendas and who to invite I found out about the professionals World, what they do What they are called and The language about them and that they use
- 8. Workshop 3 The Child Beyond the Disability Looking at different levels of acceptance and the child beyond the disability This workshop helped me see my child again and not just the disability It was great to hear other parents experiences and then we discussed how things might be different using the ES approach I found out about the resources and how they could help me Everything in this workshop has a focus the Early Support approach and it’s use
- 9. Workshop 4 Ordinary Lives? Looking after yourself, reviewing the skills gained on the workshops and looking to the future After this workshop I took my son out to a meal in a café. It was the first time (Mum) I am so we came together. I understand things so much better (Dad I found out about the information, services and opportunities available locally (grandma) I am going to the adventure playground with another mum on the workshop (Mum)
- 10. Next steps Early Support workshops are additional These workshops can either be stand alone or additional to the core workshops
- 11. Workshop 5 Growing Up, Moving On Helping your child to grow up and get the most from life as they make the transition to adulthood. (For parent carers of young people 14+)
- 12. Standalone workshops Personalisation and Finance (in development) The new world Education Health and Care Plans. (in development) Safeguarding Developing the workshops so they reach a broader community of parents under the umbrella term ‘Early Help’.
- 13. Building resilience and supporting the development of parent carers’ skills and confidence
- 14. Video – too big for slide share
- 15. The Schools Project Making a difference. In partnership with Schools, settings, colleges. .
- 16. Engagement Is a whole school/community issue It must be multi dimensional Linked to schools development plan Linked in to teachers and not passed over so it becomes an add on to main school activities
- 18. Some of the messages so far Removed Photograph due to lack of permission.
- 19. Let parents speak for you
- 20. Wider Disability agenda What is schooling all about if it is not about learning so that I can have a great life?
- 21. The Children and Families Bill One of the key challenges identified by Pathfinders and being voiced at Action Learning Network events and the recent SEND Regional Events has been the need for parents to have opportunities to build their confidence, increase their skills whilst also building family resilience. This results in empowering them to make the most of the opportunities that new Bill will offer.
- 23. Beyond SEND
- 24. Funding Can we afford any of this?
Editor's Notes
- This presentation is for schools. The first part is about the workshops and the 2nd is about schools putting them on and why we should do it.Nikki and I are here today to talk to you about the Early Support Parent Workshops. I am going to start by introducing you to the amazing Nikki Reeves who is a constant inspiration to me. As a professional when I get tied up with politics and bureaucracy I can take a moment to talk to Nikki and she reminds of the good bits. Nikki will be sharing her story with you and I hope that by listening to her you will get all you need to become interested in the work she is leading across the midlands. My role is to make those school links so that we can speak a language that enables us to never compromise on being excellent, remarkable and extraordinary in the search for ‘outstanding’.Just a quick base line before we start – who knows about Early Support here?Who is 2ndry phase?Primary?Early Years?
- Early Support is the Government’s mechanism to improve the quality, consistency and co-ordination of services for disabled children (from birth through to adulthood) and their families. It is an approach based on 10 principles of best practice and is underpinned by the partnership approach.Early Support is being sponsored by the Government and is Championed by the Council for Disabled Children. It has tools, resources, training and a regional network. I have some leaflets that have our weblink and also the areas of work that are supported under this umbrella branding. Our aim is to enable as much as possible free and then support capacity building to enable communities to set up and run best practice training on their own. Today Early Support has a well established,highly evaluated series of peer led Workshops aimed at delivering these outcomes. The workshops are the mechanism that we use to support parents and carers to actively participate in their child’s life journey.They have also proven to be extremely effective as entry level Parent Carer Participation training, ensuring a steady flow of knowledgeable Parent Carers
- The workshops are aimed at parents/carers and the wider family of a disabled child. They can also be open to practitioners working directly with disabled children and their families but only if the practitioner has been invited to attend by a parent/carer. The structure of the workshopsThere are five workshops. These five workshops are informal, with plenty of opportunity to meet other families, chat and share experiencesWhat do the workshops do?Through the workshops parents meet other parents and discover what support is available for their family. They support parents to know who can help them.They help parents have a say in planning services for their child The workshops help with understanding confusing jargon.Parents are able to hear and share ideas about enjoying life with their whole family however challenging that may seem at times.The workshops are open to parents disabled children who are feeling isolated or who feel they do not have sufficient information.
- Please remember the workshops are one part of a broader set of initiatives to promote resilient aware parents who are able to work in partnership. Early Support is about culture change and we have found that our parents are our best levers to support the sustainability of this. Example –· The parents workshops are paid for by schools, health centres and third sector providers· They run in communities and the parents run them in partnership with professionals from local authorities and third sector providers· We started with one and we now run them in Birmingham, Dudley, Worcestershire and Solihull MBC· We have a training hub that brings together the training providers across the region· We also identify who the trainers are and offer training support for parents and professionals· Out training is called capacity building – we train with a view of leaving a legacy behind so others can then train· Trainers automatically link into the training hub· The training hub is free to join – it has been running for 6 years· We advise communities that they should consider setting up parent groups – we now reach 600 families in Solihull – two years ago we contacted 15· We are developing standalone workshops around key themes that they have said they would like· We do not have a problem with people coming to the workshops – we put them on during the day, in the evening and on the weekend.· People who want a briefing, a course or some other kind of professional input are directed to a more appropriate course. We also DO NOT OFFER COUNSELLING
- “We were lucky in a way that our son was so complex as he met everyone’s thresholds and criteria. We had good support, and lots of practitioners involved in his care but they were all experts in the various ‘bits’ of him, and I was the one who told everyone else what was going on. I still had to go and find out things for myself though, and much of the information came from other parents” Time table of the day30 minutes Welcome and introductions20 minutes Outline of all workshops and aims for today45 minutes What are the Early Support materials?15 minutes Break (at the appropriate time)45 minutes What is this all about?20 minutes What is in this for us?45 minutes Lunch (at appropriate time)20 minutes Where to go from here...15 minutes Summary of the day Thank you and goodbye OutcomesThe importance of informationRecognise why supporting parent carers is vitalBe aware of the role of Early SupportMake sense of the jargon around supporting additional needsRecognise how the experiences of other parent carers can support youRecognise the value of Early Support resourcesThe workshops are 2 – 3 hoursThey are run by parents for parentsThey can be run by a parent professional partnershipThey are run by churches, health centresChildren’s centresSchools Nurseries
- “Before Early Support we were left floundering around with a number of professionals that only spoke to us parents and not to each other, which meant as well as everything else we were responsible for sharing and remembering everything. When Early Support started with us the multiagency meetings were exactly what we had been crying out for. Feeling valued and central to all decisions made about our daughter meant that we could look forward and plan for our future. It has made a huge difference to our lives and we have a much more positive working relationship with those that are involved with us”Time table of the day15 minutes Welcome and introduction30 minutes Partnership relationships with practitioners30 minutes Beginning to work more effectively with service providers15 minutes Tea/coffee break75 minutes Improving confidence in dealing with multi- agency meetings and making the most of the Single PlanLunch60 minutes Appreciating different views and positions15 minutes Summary of workshop 2OutcomesConsider partnership relationships with practitionersDiscuss working more effectively with service providersImprove confidence in dealing with multiagency meetingsUnderstand how to make best use of specific resourcesAppreciate different views and different positions.
- “I still worry about what the future will bring for us all, but I've learnt not to think too far ahead, just take a day at a time and accept that some things are just too far ahead to worry about now. I used to worry so much that I spent most of my time crying, but now I hardly shed a tear. It’s important to focus on the here and now and how much progress we have made as a family. I used to spend what little time I had left, after crying, apologising for my son’s behaviour and the way he affected other people’s lives, even strangers. I never feel a need to do that now, it’s not just that his behaviour has improved, it’s much more about how I feel, we have lots of fun now. We are a happy family with a few unknowns for our future but then I think that is true for all families.”Time table of the day30 minutes Welcome30 minutes Your child15 minutes Tea/coffee break45 minutes Emotional reactions – it is OK!45 minutes Who else feels like me?45 minutes Lunch40 minutes Family fun20 minutes How did we do today?OutcomesStart to understand the process towards adapting to the news of having a child with additional needs Explore different reactions and how common they are to parentsConsider how to focus on your child and not the additional needExplore further the Early Support approach to working with children and young people with additional needs and their families
- “The birth of a disabled child changes everything, it changes the things we think are important, it changes how we see our future, it changes the nature of our daily lives. The birth of a disabled child becomes the central focus of our every waking moment … and for a while that’s fine. But in the end we have to stop; we have to look around us at the people in our lives, at the ordinary things that are still important and we have to work out ways of reclaiming at least a little of the ordinary in this new world in which we find ourselves.” (Mark Brown)Time table of the day20 minutes Welcome and introduction40 minutes Concentrating on you15 minutes Tea/coffee break40 minutes Concentrating on support and short breaks40 minutes Building on our skills45 minutes Lunch30 minutes The Early Support principles and my family30 minutes Concluding the workshopOutcomesConsider your own needs as well when looking to the future (relationships, work).Building resilience - Confidence in using the Early Support tools, resources and approach in your everyday lifeReflect on what you have learnt over the course of the workshops so that you can have more confidence to deal with your family’s futureUse some of the ideas and strategies that have been shared here to help you to enjoy life as much as possible
- They are developed in response to parental requests aor developed to support a need to inform.
- “I’ve spent 18 years becoming an expert in the care of my son, an expert in his condition and I know him inside out. I never thought there was anywhere that could understand and care for him as I do, give him a sense of independence and above all support him to have fun and a social life away from his family. But we did find that place – they DO exist out there.”Parent carer 2012 This workshop is additional to the set of 4 workshopsTime table of the day30 minutes Welcome and introduction30 minutes Getting ready45 minutes Shifting the balance15 minutes Tea/coffee break45 minutes Getting to know the local system45 minutes Lunch40 minutes Choices and opportunities20 minutes How did we do today?OutcomesUsing the Early Support approachDevelop strategies and ideas to help you cope with having a teenager with additional needsUtilise shared strategies and ideas to help your child get the most out of life as they grow upShow how the processes, choices, opportunities and transition to adult services could work for youDeveloping your child so that they can be their own ambassador – Young peoples workshops
- Some of the work on-going which is supporting parents leading the culture change.
- This is a paradigm shift away from a service led model
- The workshops underpin a cultural changeThey are not about better parentingThey are not about counselingThey are about creating parents who are more informed, engaged, empowered and resilient.Outcomes from these workshopsParents and their families have a better social lifeThey get on better togetherThey engage with professionals as partners They are more likely to access employmentUnderstand their world betterNot bad for a series of workshops!We train professionals for 2 – 4 years but expect parents to manage with little or no training. When schools, health centers, and children’s centers understand the impact of the workshops they realize they can not afford not to put them on. We have had councilors, pediatricians, head teachers, heath visitors and parents asking for these workshops at a strategic level – they are very very powerful.
- So we started the schools projectRather than doing something to schools we decided to co produce something togetherSchools said “ Basically this is good school development and we should be able to do it for ourselves if you point us in the right direction!Schools said before they start doing anything they want to know that it is worth itHow can we show it makes a difference?Does it impact on children and families?Will it make great learners?How can we effect the cultural change necessary?How can we do this alongside all the other stuff??
- Basic research in the field offers a clear framework for intervention. In it there is little or no place for programmes of ad-hoc activities, for training which merely makes children biddable or for any intervention which lacks follow- through. Nor is there any place for bolt-on roles (mentor, home- school link workers) which threaten to distribute the responsibility for parental involvement and support and weaken its connection to the school’s teaching and learning plan. (Desforges,C 2003)Epstein’s National Programme of Parent/School Partnerships (Kreider, 2000) showed that best effects were obtained when parental involvement planning was integrated fully into the schools development plan, and when an ‘action team’ comprising teachers and members of the community had responsibility for delivery of the plan. (Desforges,C 2003)Promoting parental involvement is a whole school/community issue and is not disability specific. It must be worked for in a multi-dimensional programme It will bring an achievement bonus only if the intervention is followed through in the school’s development plan for enhanced achievement goals. Linked in to teachers and not passed over so it becomes an add on to main school activities. It does not belong to the SENCo but is clearly part of an inclusion issue. If engagement does not occur the negative impact is felt much more acutely in a family where there are unmet needs
- “Don’t lose sight of the extraordinary in search of ‘outstanding’”Overall effectivenessAchievement of pupils at schoolQuality of teachingBehavior and safetyQuality of leadership in, and management of, the schooloutstanding’ ‘good’ ‘requires improvement’ ‘inadequate’ ‘Special measures’documented evidence of the work of governors and their impactreports of any external evaluation of the school.Web site that reflects what is going onActive interaction with web site of parents showing real storiesIn order to make a judgement about the quality of education provided in the school, inspectors mustfirst make four key judgements. These are: the achievement of pupils at the school the quality of teaching in the school the behaviour and safety of pupils at the school.the quality of leadership in, and management of, the schoolIn addition, inspectors must also consider:the spiritual, moral, social and cultural development of pupils at the school the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of: pupils who have a disability for the purposes of the Equality Act 2010 pupils who have special educational needs.
- Their storiesImpact on the individual families let them tell their storiesHow do they communicate with each otherCan they find the information and does it meet their needsLocal offer
- Short BreaksAiming High for Disabled ChildrenHealthSocial care Education Health and Care Plans
- Early Support is a core delivery partner for the implementation of the proposals set out in the Governments Green Paper, which identified Early Support as a key approach to meeting the needs of disabled children, young people and their families. The approach has been extended across the full age range from birth to adulthood.Local offerEducation Health and Care plansPersonalizationFormula fundingPartnership with parents and young people
- What does inclusion mean to youWhere does it sitTaking lessons learnt from exceptional extended schools initiatives.Early HelpTroubled Families
- Access to additional funds Looking beyond the box