Medway TAMHS Project
1 / 23

Medway TAMHS Project - PowerPoint PPT Presentation

  • Uploaded on

Medway TAMHS Project. Final Evaluation. Sarah Evans - Educational Psychologist. The Targeted Mental Health in Schools programme (TAMHS) was set up by the DfES in 2008, with funding for three cohorts of 2 year projects.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Medway TAMHS Project ' - hasana

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Medway TAMHS Project

Final Evaluation

Sarah Evans - Educational Psychologist

  • The Targeted Mental Health in Schools programme (TAMHS) was set up by the DfES in 2008, with funding for three cohorts of 2 year projects.

  • Medway’s bid was successful for Phase 2, with funding running from April 2009 to April 2011

  • The project bid identified the Strood and Hoo area. All 23 infant, junior and primary schools in the area were invited to express an interest, with 10 schools selected according to application of a range of criteria

The schools involved were: Silverbank Park, the TAMHS Project bid proposed following a similar model of offering a range of therapeutic approaches to pupils.

Elaine Primary School, including Chalklands Opportunities Unit, All Faiths Community School, Gordon Junior School, Sherwin Knight Junior School, St Nicholas CE Infant School, Stoke Community School, St James CE School, Temple Mill Primary School, Allhallows Primary School and High Halstow Primary School

  • Targets set by the project bid – also offered training opportunities to all schools involved.

  • A 10% reduction in exclusions in TAMHS Schools

  • A 50% drop in statutory assessment requests in TAMHS Schools

  • 95% of pupils supported by the project, who transfer from KS 2 to KS3, to be maintained in Medway Schools

  • Target of 10% reduction in exclusions met also offered training opportunities to all schools involved.

  • In TAMHS Schools, exclusions reduced by 71% in the time period examined

  • In the ‘comparison schools’, exclusions reduced by 84%, and by 78% for Medway primary schools as a whole

  • Target of 50% drop in statutory assessments not met also offered training opportunities to all schools involved.

  • There was negligible change in statutory assessment requests in TAMHS schools or ‘comparison schools’

  • In TAMHS Schools, in the time period examined, there was a 45% drop in statutory assessments for social, emotional and behavioural difficulties, and autistic spectrum difficulties

  • Target of 95% pupils involved maintained in Medway Schools after transfer to KS3 almost met –

  • 89% of pupils involved in the project who transferred from KS 2 to KS3 were successfully maintained in Medway Schools (there were 2 pupils who were involved, who attended Chalklands Unit, and who moved on to a specialist EBD, out of authority placement

  • After a variety of ‘hiccups’, it was decided to ask parents, children and school staff to complete the Goodman Strengths and Difficulties Questionnaire before therapy and at the end of therapy – and school staff also completed this 3 months after the end of therapy

  • The SDQ yields a ‘total difficulties’ score, and a ‘prosocial’ score.

  • Therapists felt well received in schools all the therapists involved, and by 8 out of 10 of the Headteachers involved.

  • Therapists expressed sadness that the project was ending

  • Therapists would have liked more qualitative information to have been captured

Lessons for the future
Lessons for the Future…. change

  • There were over 6 months of funding before work began in schools – there were difficulties with set up, recruitment and selection, CRB checks etc. This issue would need to be resolved to make best use of funding available

Roll Out…. what was appropriate to share/methods of communication/codes of conduct – between therapists and school staff – as perceived by school staff. Early shared understanding would resolve some of these issues

  • Emotional First Aid

  • Primary Onside?