Resilience Toolkit - KELSI

Headstart Resilience Toolkit October 2016

HeadStart

Resilience Toolkit

This Pack includes: Introduction and Getting Started Document

Workbook

Criteria document

Resources document

Action plan template

Daniel and Wassell Resilience Model

Headstart Resilience Toolkit October 2016

Documents within the Toolkit – at a glance

Introduction and getting started document – contains an overview of resilience

including information about the domains, framework and getting started with the

Toolkit.

Workbook - contains 3 chapters each with 3 assessments for you to work through

using your action plan.

Criteria document – contains criteria to test your evidence against the 3 chapters

and related assessments to ascertain progress and achievement against the three

levels. There are summary sheets for you to record your evidence as you

progress, this will be useful for meetings with your critical friend and members of

your leadership team.

Resources document – contains links and template documents to support you at

various points during the process.

Action plan template – will help you agree outcomes and actions identified as

you work through the workbook and will contribute to your evidence gathering to

help test the criteria.

3 HeadStart Resilience Toolkit - Workbook October 2016

HeadStart

Resilience Toolkit Introduction:

Getting Started



This page has been left blank intentionally.


Getting Started Contents

Introduction .................................................................................................... 4

The Resilience Toolkit ................................................................................... 4

Role of the Critical Friend ............................................................................. 5

In a HeadStart resilient school the expectation is .......................................... 5

What are the resilience domains? ................................................................ 6

Secure base .................................................................................................. 6

Education ...................................................................................................... 6

Friendship ..................................................................................................... 7

Talents & interests ........................................................................................ 7

Positive values .............................................................................................. 7

Social competencies ..................................................................................... 8

What is the Resilience Framework? ............................................................. 9

The summary table & how it works ............................................................... 9

Using the Resilience Toolkit, Setting the Scene Flowchart ..................... 10

Practical Guide to Getting Started .............................................................. 11


Introduction

HeadStart Kent aims to “by 2020 Kent young people and their families will have improved resilience, by developing their knowledge and lifelong skills to maximise their own and their peers’ emotional health and wellbeing; so navigate their way to support when needed in ways which work for them”. Young people have been clear on what they need to support their mental wellbeing, and HeadStart aims to focus on building a sustainable system where every young person in Kent will be able to say with confidence:

People around me understand wellbeing and how to promote it

My overall wellbeing is not impacted by the pressure to achieve and to be perfect

There is always someone for me to talk to. This HeadStart Resilience Toolkit aims to provide useful tools and models for schools to assess their approach to the building of resilience and wellbeing of children, young people, families, communities and their own school. The Resilience toolkit developed by HeadStart Kent as part of the BIG Lottery Investment during 2014-2016 and has been tested by schools on a practical level, as well as Greenwich University who was asked to explore the rationale for the toolkit and ensure the approach is set within evidence base, and to make recommendations. This version of the toolkit has been adapted from this learning, and will continue to be improved as a result of its use in schools and community settings. The Toolkit defines resilience as:

“…Overcoming adversity, whilst also potentially, subtly altering, or even dramatically transforming (aspects of) that adversity”

Resilience has been described as ‘ordinary magic’ and is something that can be undertaken by everyone for themselves and for others, but continual improvement within an organisation demands commitment and leadership which ensures that resilience building behaviour is integral to the culture, strategies, policies and processes of a school. Partners implementing HeadStart resilience should do so with a clear purpose. This will take shape and change over a period of time as the organisation grows, matures and boundaries and partnerships extend in this work. The first thing they need to be able to do is to understand and articulate the current situation by identifying elements of adversity amongst their children, young people, families and community and within their own school.

The Resilience Toolkit This flexible toolkit is intended to support an on-going cycle of self-appraisal which can bring important and tangible benefits. These include:

working together with the whole school community to clarify purpose and vision

ensuring provision is targeted at identified needs

ensuring that the whole school community are fully involved

providing clarity for working with a wide range of families and partners

developing an action plan to identify strengths and areas for further development which


will provide a benchmark to measure progress

reviewing progress to explore potential to advance through the levels and identify ways

to continually improve

Each chapter will facilitate:

discussion with colleagues, young people, communities and families

search for evidence

actions to meet identified outcomes

Descriptors and criteria are given at three levels (emerging, established and advanced)

within each chapter to help schools to determine their current level of development and

identify future actions to progress to succeeding levels.

The review process will be significantly enhanced if it is undertaken in collaboration with a community of practice including a Critical Friend who will provide an external perspective. This will help self-reflection and evaluation.

Role of the Critical Friend The Critical Friend role may be linked to a local network of schools which can support each other in undertaking the review. Local Critical Friends could include officers from within the Local Authority, external partners or colleagues from other schools. This validation ensures that the self-review is realistic, rigorous and self-critical, thereby supporting the overall process of self-evaluation and continuous improvement.

In a HeadStart resilient school the expectation is:

To change the school culture, behaviour and relationships within it, where people feel supported and resilient

The local community is measured by a sense of wellbeing, and by the ease and effectiveness of relationships

That it will be everybody’s business to understand what resilience is and what to do to help build resilience as well as when to seek additional support

There is recognition of the importance of working in a holistic way – that means understanding that a young person’s school experience does not exist in isolation from the rest of their lives and that factors in the pupil, their school, their families and their environment can all be a positive or negative influence in developing resilience

That there will be a commitment to co-production, inclusivity and equality and these factors are fundamental to the way in which a HeadStart resilient school will work

To ensure there is a commitment to gathering and using evidence to identify positive resilience building activities, which will inform the action plan for continuous improvement. These include:

o developing a systematic processes of identifying vulnerable students o ensuring every student has named pastoral lead o providing a safe space o a peer mentoring programme

To use the resilience domains and framework to support resilience building across the whole organisation and within its community in a systemic way

There is an ethos that promotes cultural and religious differences by creating an inclusive and supportive environment

A School Governor will be named as Lead for Health and Wellbeing to include HeadStart and a member of the school Leadership team will be named as a lead for HeadStart work in the school.


What are the resilience domains?

The diagram below highlights the six different domains that can be used for reflection,

discussion and action for young people, peer, families and communities. These are

evidence based resilience domains and are HeadStart Kent’s approach to developing

resilience.

Daniel and Wassell Resilience Model (2002)

Resilience Domains: http://content.iriss.org.uk/fosteringresilience/assessing.html Below are suggested questions for use with young person, parents and community. How

would they answer the questions, how would you use these questions? This exercise will

help you understand how the resilience model and domains underpin the Resilience Toolkit.

In your reflection, consider which would be the strong domains and which ones could be

improved.

Secure base

Individual: Does the child appear to feel secure?

Family: Do the child’s carers provide the child with a secure base?

Community: What are the wider resources that contribute to the child’s attachment network?

Some ideas for discussion using the domains with:

Young person: Who is important in your life now? Parent/carer: What do you think the relationship between you and the young person

is like? Community: Does the child attend any groups in the community?

Education

Individual: To what extent does the child show curiosity and interest in learning, school or college?

Family: To what extend do the child’s carers facilitate the child’s learning

Community: What opportunities are there in the wider environment to support the

child’s learning?

http://content.iriss.org.uk/fosteringresilience/assessing.html


Some ideas for discussion using the domains with: Young person: What would you like most to achieve this term? Parent/carer: Who can or is helping you with strategies for helping your child to

learn?

Community: Is there anyone in the community that could help with studies/be a

mentor?

Friendship Individual: What characteristics does the child have that help with making and

keeping friends? Family: To what extent do the child’s carers support the development of friendships?

Community: What are the child’s friendships like at the moment?

Some ideas for discussion using the domains with: Young person: Who are your friends/best friends? Parent/carer: Are you ever worries that the friends he or she has are a bad

influence?

Community: What opportunities are there for your child to have contact with other

young people outside of school?

Talents and interests Individual: What talents does this child have and do they have any particular

interests? Family: Do carers encourage the development and expression of talents and

interests?

Community: What opportunities are there in the wider community for the nurturing of

this child’s talents and interests?

Some ideas for discussion using the domains with: Young person: What hobbies, activities are you interested in? Parent/carer: Can you think of any activities that your child enjoys or is good at?

Community: Are there any activities or community centres you could go to as a

family?

Positive values Individual: What level or moral reasoning does this child show, what understanding of

his or her own feelings and what ability to empathise with those of others? Family: What level of helping behaviour does this child show?

Community: What level of comforting or sharing or more general pro-social behaviour

does this child show?

Some ideas for discussion using the domains with: Young person: Do you ever find it difficult to let others know how you are feeling? Parent/carer: Does your child show respect for rules and boundaries?

Community: Think about the things you are interested in, are there ways you could

help another young person who is interested in the same thing?


Social competencies

Individual: To what extent does this child’s personal characteristics contribute to his or her level of social competence?

Family: To what extent do families or carers encourage social competencies?

Community: What opportunities does this child have to develop competence in a wider social environment?

Some ideas for discussion using this social domains with:

Young person: Can you usually get through a day without being told off?

Parent/carer: What is your approach to disciple and boundaries?

Community: Are there any volunteering opportunities that you could take part in


What is the Resilience Framework?

The Resilience Framework summarises a set of ideas and practices that promote resilience.

It is based on a body of research and practice development called Resilient Therapy (RT).

This was originally developed by Angie Hart and Derek Blincow, with help from Helen

Thomas and a group of parents and practitioners.

The summary table and how it works The table above provides practical ideas to help build resilience.

For an interactive version of the framework with a further selection of evidenced based

ideas or remedies within each compartment, please see this link:

http://www.youngminds.org.uk/assets/0001/4872/Interactive_Resilience_Framework.pdf



Getting Started – Using the Resilience Toolkit, Setting the Scene

School committed to

building resilience

School undertakes research including

reading and understanding the Kent

Resilience Toolkit

Involve and engage

Senior Leadership

Team

Inform and engage

governing body

Assemble resilience team with

representation from staff, parents,

student body and wider community

Discuss with

HeadStart team

Train resilience team

Communication with

parents and wider

community

Raise awareness in

school via training,

assemblies and form/

tutor groups

Arrange planning meeting to initiate

use of toolkit and to agree timescales

Contact and liaise

with local resilience

critical friends


Practical Guide to Getting Started

1) At the point of considering becoming a resilience building school you should:

Discuss your plans with a critical friend and seek advice from them

Access all the toolkit documents and save local copies in a shared folder

You may also wish to print the documents and create a Toolkit pack

Raise awareness of the documents with the leadership team

2) In preparation for meeting with the wider leadership team the resilience lead

should:

Read all documentation, taking time to understand the content of the workbook, the

domains and the resilience framework

Review the resources document to understand what supporting information is available

and save links as favourites

Consider links with existing action plans within the school

Consider who should be a part of the resilience team and provide them with access to

materials

Arrange a meeting with leadership team to discuss the school’s involvement in more

detail

3) Once leadership agreement is secured and resilience team is in place:

Ensure leadership team has a good understanding of the resilience building toolkit,

domains document and resilience framework and that Governors are aware

Agree timescales with members of the resilience team to review documentation

Meet with resilience team to define goals and agree timeframes

Discuss goals and getting started with a critical friend

Begin work on chapter 1

As work progresses begin to complete action plan

4) As work progresses

Meet regularly with a critical friend to discuss and review progress against goals and

criteria

Refer back regularly to the resilience domains and framework documents


HeadStart Resilience Workbook



Resilience Workbook

Contents

Understanding the Chapters ......................................................................... 4

Chapter 1 – Setting the Scene Flowchart ..................................................... 5

Assessments for Chapter 1 ........................................................................... 7

Chapter 2 - Working Together and Involving Others Flowchart ................. 9

Assessments for Chapter 2 ......................................................................... 12

Chapter 3 - Review and Continuous Improvement Flowchart .................. 15

Assessments for Chapter 3 ......................................................................... 17

A practical and flexible toolkit supporting an on-going

cycle of self-assessment to bring the whole school community together to jointly build resilience

Chapter 1What is the context?What is the current

situation?What needs to happen?

Chapter 2How do people know

what to do?Who needs to be

involved?How do people get

together?

Chapter 3What difference does it

make?How can it be even

better?How do people work

together?


Understanding the Chapters

Each chapter is broken down into 3 assessments and contains 3 key prompts to help you understand your current situation; identify what needs to be done and how you plan to do it. Key Prompts:

1) What should we ask? This consists of a range of open-ended questions to examine relevant issues, principles and values. The breadth, depth and quality of the responses (supported by appropriate evidence as indicated below) will gradually build up a profile across the various themes. This profile will identify areas of good practice reached and areas for future development. 2) What do we know? This contains suggestions of the kind of evidence to use to justify the answers. Evidence can be: Quantitative: statistical (numbers of activities, numbers of places or regular participants, financial information, analyses of achievement) Qualitative: documentary (minutes, letters, agreements, policy documents, applications for funding, job descriptions, evaluation reports or may include oral or visual evidence feedback from visitors, pupils, parents/carers, staff or partners or photographs) 3) Testing what we know? Evidence has to be compared, examined and validated by asking questions of one or more appropriate stakeholders (leaders, managers, and governors, participants in HeadStart resilience activities, service users, staff, pupils, parents/carers, partners, and members of the wider community). This is vital in testing the evidence against the criteria for each level and coming to a judgement about the degree to which the goals translate into appropriate actions and provision.


Chapter 1 – Setting the Scene

Use these

questions

to assess

your

school and

establish

initial

action plan

Undertake

actions

identified

on plan

Test the

evidence

against

the criteria

Identify

gaps and

amend

action plan

Meet with

critical

friend to

determine

progress

and

decide

when to

move onto

chapter 2

Assessments:

1) What is the context?

2) What are we already

doing?

3) What needs to happen?

Remember!!Resource

List

Domains and

Framework

Voices of pupils,

families, staff

and the

community

1) What should we

ask?

2) What do we

know?

3) Testing what we

know


Chapter - 1 Setting the Scene

There are 3 key assessments to support development as a resilient organisation and to enable the collection evidence for testing against the criteria. As a team read through this chapter and begin to create an action plan, detailing the activity that needs to be undertaken, the questions that need to be asked and how to ask them. Refer back to the domains and the framework regularly to ensure the elements critical to effective resilience building are being covered. These connections will be important when considering progress against the assessment criteria.

Remember: Involve young people and their families at all stages of your progress through this Toolkit

Assessment 1: what is the context? Considering this question will help you to compare your school to others in your area for example local and national statistical neighbours. This should be done not just in terms of academic attainment but also regarding other evidence based risk factors for children, their families and the wider school community. It will also be helpful to consider risk factors affecting the resilience of your school. If staff and systems are not resilient they will be less able to support the young people in their care.

NOTE: Before collecting any data, it is vital to know what it is for, what will be done with it, who will analyse it and how much time it will take. Stakeholders and users need to be clear about purposes and potential benefits; evaluation should be carried out in a supportive climate with shared purposes selecting appropriate and valid assessment tools.

Assessment 2: what are we already doing? An audit of what already exists should be undertaken including consideration of what the wider

community needs and would like to see developed in line with evidence of what works in building resilience. If progress is to be measured it is

useful to have a baseline as a starting point and an audit may provide this in part. To evaluate the impact of HeadStart resilience on the school,

a whole baseline measure of pupil, parent, staff and community views and expectations are a useful addition to the data. Schools can become

more effective by finding out more about what their pupils and families think and value, and what’s going on in their locality. The first step is to

consult pupils, families, staff and the wider community about their current experiences. This information will help you evaluate your progress

when you start working on chapter 3.

Assessment 3: what needs to happen? Based knowledge gained from working through assessments 1 and 2 consider here not just the

environmental aspects of resilience building but the human side too. How are people treated, how do they talk to and interact with one another,

how do they spot and celebrate each other’s assets, help to develop new ones and demonstrate commitment. Involvement from the whole

school community is vital in creating and sustaining the human side of a resilience building culture. Think about what you now need to do to

further embed resilience within your school.

TIP: As you work your way through this chapter using your action plan record the activities you have undertaken, who has been

involved and your findings. This will be crucial when you come to test your assessments and subsequent evidence against the

criteria.

Referring to the Resilience Framework work your way through the assessments outlined in the table below. You will see the table

contains columns with questions and example evidence to help guide you through the chapter, please note however you are not

limited to this content you might find there are other things you need to examine as you progress through the chapter.


Assessments for Chapter 1

Asking Questions, Deciding on Actions and Gathering Evidence

What should we ask? What do we know? Testing what we know

1) What’s the context?

What is it about the context of the school that means you have started to explore the need for resilience building?

Who has been involved in understanding the context and discussing the purposes?

Tell me what you see as the main purpose of HeadStart resilience for your students, staff, families and the community.

What would your pupils say if they were asked about how their mental health is and what affects it?

Who should we talk to, to get different views of what it’s like to live around here?

What has your analysis of data told you about what it’s like for families to live round here in terms of how they feel, the risk factors they experience and the activity and services they can access?

What do you know about the resilience of the school as an organisation?

What would staff say about what it’s like to work here?

Examples of documentary evidence might be:

School level data such as RAis online, Ofsted reports, School Improvement Plan.

Individual pupil data such as a vulnerability register, attendance data, exclusion data, FSM, Pupil Premium,

Regional/National data such as IDACI, ethnicity, YOT referrals, CAMHs referrals, social care data re CiN, CP and LAC.

SDQ questionnaires, Leuven Scale results, Boxall results.

Records of consultations with pupils, staff, families and the wider school community.

Evidence of leaders and decision makers beginning to understand more about the importance of mental health and the theory of resilience.

Evidence of discussions about purpose at leadership level and whole school level.

2) What are we already doing?

What resilience building activities already exist in the school? How effective are they?

What resilience building activities already exist in the area?

These questions could be asked to pupils, staff and families:

What happens around here that’s fun and that you enjoy?

Where/who would you go if you wanted to feel safe or had a problem?


Use of existing audits, Information gathered via survey/ questionnaire/focus group from students, parents and the wider


How much do pupils, families, staff and the wider school community know about resilience?

How have we consulted students, parents and the wider community about their own needs, interests and experiences?

Who are the groups and individuals most in need and who would benefit most? How do we find this out?

Which agencies and individuals can inform the planning process?

What helps you cope with stuff?

What kind of stuff do you have to cope with?

Do you get a say in what goes on at school or in your local community?

What do you understand by resilience?

What opportunities do you have to try new things or help out with other people?

What are you hoping for in your future?

community Resources Ref: 2.6

Audit of current provision showing types of provision matching to Academic Resilience Framework Resources Ref: 2.4

Notes/summaries of meetings held with community groups, families, staff, governors, and student

Evidence of mapping current provision

3) What needs to happen?

Primarily for pupils but also relevant for staff and families:

How do we ensure that people have a trusted adult in their lives over time?

How do we make sure that there are safe spaces, both physically and emotionally for people?

How do we make sure that people’s talents are recognised, celebrated and fostered?

How do we make sure that people actually access activities outside the curriculum?

What opportunities do we give people to hold responsibilities, develop coping mechanisms,

What would make me want to come to this school?

Why would I encourage my child to come?

Why would I encourage my neighbour to come?

Give me five indicators that a visitor like me could use to measure the culture of the school.

Explain to me how you have considered and adjusted what happens in your school community through a resilience lens.

Show me some changes you have made and tell me what difference they have made.

Tell me how you have involved the whole school community in this work –give me some examples of things that have happened that have come from


Whole school resilience audits, action plans and on-going assessment.

Evidence of resilience building activity within the curriculum (PSHE/ Tutor time/Circle time/ assemblies)

Evidence of resilience building considerations in individual pupil planning (Progress meetings/ Early Help ECHP planning, PEPs etc.)

Evidence of celebration of achievements beyond the academic – class awards, start of the week, items in newsletters etc.

Evidence of the use of resilience language in displays, policies etc.

Evidence of a welcoming and inclusive culture in things like website,


support others, be involved in decision making and be heard?

How do we do all these things with people who have greater barriers?

How would someone coming into our school know that we do these things?

How do we ensure that people get the right support if we cannot offer it?

How can pupils help each other, consideration of peer mentoring schemes?

pupils/staff/ families.

Explain who decides when the school isn’t the right place for someone to get help and how that help is then provided.

newsletters, out of school activities, parent engagement activities etc.

Evidence of responding to feedback from whole school community e.g. school council led activity, PTA led activity, year group or curriculum area led activity etc.


Chapter 2 – Working Together and Involving Others

Use

questions

above to

assess

your

school and

establish

initial

action plan

Undertake

actions

identified

on plan

Test the

evidence

against

the criteria

Identify

gaps and

amend

action plan

Meet with

critical

friend to

determine

progress

and

decide

when to

move onto

chapter 3

Assessments:

1) How do people know what

to do?

2) Who needs to be involved?

3) How do people work

together?

Remember!!Resource

List

Domains and

Framework

Voices of pupils,

families, staff

and the

community

1) What should we

ask?

2) What do we

know?

3) Testing what we

know


Chapter 2 - Working Together and Involving Others

There are 3 key assessments to support development as a resilient organisation and to enable the collection evidence for testing against the criteria. As a team read through this chapter and build an action plan, detailing the activity that needs to be undertaken, the questions that need to be asked and how to ask them. Refer back to the domains and the framework regularly to ensure elements critical to effective resilience building are being covered. These connections will be important when considering progress against the evaluation criteria.


Assessment 1: How do people know what to do? The systems in the school will maximise the potential and capacity for the right people to have time to support the more vulnerable children and families either directly or by helping them to access what they need. Partners in the wider school community will know what resilience is and how to help build it and there will be close, effective relationships between them and schools to be able to engage with and work with vulnerable children and their families, involving them in the process wherever possible. Children and their families will understand what they can do to build their own resilience and this will be communicated through whole school approaches, through digital media and through co-production. They will also know where to go for help if they need it.

Assessment 2: Who needs to be involved? The simple answer is everyone! Children and young people having a trusted adult in their lives (e.g. a teacher, form tutor or mentor) is the greatest resilience building factor, a holistic approach to resilience building will ensure that this happens and that all the other significant adults around the pupil know who this is and involves them whenever possible. Pupils themselves will be actively involved in knowing how to build their own resilience through having coping strategies, feeling involved in working out how well the school is doing at building resilience and also working collaboratively with the wider school community to improve things even more.

Assessment 3: How do people work together? A commitment to co-production, inclusivity and equality are fundamental to the way in which a HeadStart resilient school will work. Disempowerment, isolation and inequality are contexts of adversity that can be extremely harmful. HeadStart resilient schools will know what the evidence shows are positive ‘resilient moves’ and focus on accepting where people are, conserving those things that are going well and being committed to improving others. They will do this through working respectfully and collaboratively with children, families and other partners, being mindful of putting the resilience of the pupil at the centre of the decision-making wherever possible either directly or indirectly. Communication, information sharing and relationships across the whole school community will be timely, accurate and appropriate, following safeguarding guidelines.

TIP: As you work your way through this chapter using your action plan record the activities you have undertaken, who has been involved and your findings. This will be crucial when you come to test your assessments and subsequent evidence against the criteria.

Referring to the Resilience Framework work your way through the assessments outlined in the table below. You will see the table contains columns with questions and example evidence to help guide you through the chapter, please note however you are not limited to this content you might find there are other things you need to examine as you progress through the chapter.





1) How do people know what to do

These questions could apply to

pupils, staff and families:

What training have people had?

Who has had it and how has it

changed the way they

work/behave?

What information is available for

pupils, staff, families and the

wider school community about

resilience?

How is this information shared?

How does the organisation of the

school maximise the opportunity

for resilience building activity?

How do people know what they

can do themselves and what

they should refer to others?

How are new people told about

resilience?

How are people helped to

develop a deeper understanding

of resilience?

How are people involved in helping others to know what to do?

How do pupils support each other

For pupils:

What’s resilience?

Tell me about how school has

helped you learn about how to cope

when things are tough.

Who would you talk to about a

situation if you didn’t think you

could sort it out yourself?

For staff:

Tell me about three things you have

done following your resilience

training.

If I was new to the school how

would I find out about resilience?

How can you get more

training/information about

resilience?

Who knows about resilience in the

school? How do you know?

For families:

What’s resilience?

How does the school help your

child and you to be more resilient?

Who would you talk to if you had a

problem or wanted to know more

about resilience?

Examples of documentary evidence

might be:

Training records to show who has

received what training e.g. Resilience

Training.

Evidence of induction and continued

professional development in PDPs for

staff

Evidence of resilience messages being

shared by displays, newsletters, web

pages, social media etc.

Evidence of resilience building activity

being proactively planned for in lesson

plans/ PSHE plans/Assemblies and

individual plans for more vulnerable

children

Evidence of peer mentoring schemes for

pupils and parents in the wider school

community

Evidence of co-produced activity in

school

Evidence of clear referral pathways for

people to know when to seek additional

help

Evidence of resilience being in the school

development plan/behaviour

policy/teaching and learning policy


For the wider school community:

How does your work link in with the

school’s work on resilience?

2) Who needs

to be involved?

Do pupils play a part in informing

others about the resilience work

in the school?

Do pupils and families have the

opportunity to influence the

school environment?

Who is asked about how well the

resilience building work is going?

Are pupils involved in planning

resilience building activities?

Are all members of the school

community seen as having an

important role to play in building

resilience?

Does the school actively

welcome people from the wider

school community and include

them in the resilience building

work?

Is there a community of practice

which is non- hierarchical and

inclusive?

For pupils:

Tell me how you have been able to

tell other people about resilience.

Show me an example of something

in the school that is a result of your

ideas,

Does anyone in the school take an

interest in what you do outside

school?

For families:

How welcoming is the school?

How easy is it for you to

communicate with the school and

can you get involved in things if you

want to? What might these be?

For the wider community:

How much do you know about the

school?

How welcoming is it?

Is there any opportunity for you to be involved with the school? What might this be? Is there anything else you’d like to be able to do? Who could you talk to about this?


Posters designed by pupils displayed in the local community

Evidence that areas of the school have been designed by pupils or parents.

Evidence of the development of a community of practice in line with best practice. Resource Ref: 1.2

Evidence of pupil, staff and family input into newsletters, decision making about out of school activities, visits etc. Evidence of effective links with the wider community – e.g. hosting an adult learning class, a playgroup, health drop in clinic, inviting faith leaders in to visit classes, have business lunches where local employers come in and eat with the children etc.

User, pupil and family feedback in evaluation and in school development plans.

Who are obvious partners to

involve in our work? Who are

the not-so-obvious partners?

For pupils:

Who helps you build your resilience?


Posters, art work in schools and other community settings produced by pupils


3) How do people work together?

How do we approach and

engage pupils, families and the

wider community?

What do pupils, families and the

wider community need or want

from us? How do we know?

How will we plan and make

decisions about our resilience

building activities? How will this

be managed? Who will lead this?

How can pupils, families and the

wider community raise issues

and share concerns? How do we

celebrate our activities?

Describe something that you have been part of that helps build resilience – yours or someone else’s

How does the school let your family know about this resilience stuff?

For families/community:

How easy is it for you to

communicate with school?

What do you know about the work

the school is doing on building

resilience and how did you find out?

How have you been involved in

helping build the resilience of your

child?

For staff:

How do you make sure that all

children and families know about,

and can be involved in, resilience

building?

How do you identify and make extra

effort for those in a context of

adversity?

Fliers, newsletters to parents and the wider community – produced by them

Inclusion in good practice guides or publications by, for example, the Local Authority.

Records of communities of practice involving pupils, staff, families and the wider community.

Reports of co-produced activity.

Evidence of effective information sharing internally and with families.

Evidence of clear, accessible and inclusive procedures for communication between school and families.


Chapter 3 - Review and Continuous Improvement Flowchart

Use

questions

above to

assess

your

school and

establish

initial

action plan

Undertake

actions

identified

on plan

Test the

evidence

against

the criteria

Identify

gaps and

amend

action plan

Meet with

critical

friend and

wider

community

of practice

to look at

evidence

against

the criteria

Assessments:

1) What difference does it

make?

2) How can it be even better?

3) How can we keep it going?

Remember!!Resource

List

Domains and

Framework

Voices of pupils,

families, staff

and the

community

1) What should we

ask?

2) What do we

know?

3) Testing what we

know


Chapter 3 - Review and Continuous Improvement

This chapter contains 3 key assessments to support your development as a resilient organisation and to enable you to collect evidence for testing against the criteria. As a team reads through this chapter and builds on their action plan, detailing the activity that needs to be undertaken, the questions that need asking and how to ask them. Ensure frequent referencing to the domains and the framework to check elements critical to effective resilience building are being covered. These connections will be important when considering progress against the assessment criteria and when reviewing progress to ensure continuous improvement.


Assessment 1: What difference does it make? Using the baseline data collected through chapter 1 begin to review your progress using the questions below to redo audit activity to measure distance travelled. Gather new evidence and case studies to assist with review of current position and identification of methods through with you can continuously improve as a school. Stakeholders and users need to be clear about purposes and potential benefits; evaluation should be carried out in a supportive climate with shared purposes selecting appropriate and valid evaluation tools.

Assessment 2: How can it be even better? Growth will depend in some measure on whether managers develop whole school engagement and ensure goals are explicit, public and shared. Agreeing, sharing and refining goals should encourage as wide a dialogue as possible between teachers, students, parents, the community and other key stakeholders. The true test of commitment to those goals will be gauged through the language that people use to talk about them and how goals are used to guide, monitor and evaluate practice. Resilience is an asset-based model designed to prevent the onset of mental health difficulties and help people cope with adversity so sometimes the difference that it will make will not be visible as it is about what has NOT happened. For this reason qualitative evaluation is just as important as quantitative.

Assessment 3: How can we keep it going? Resilience has been described as ‘ordinary magic’ and is something that can be undertaken by everyone for themselves and for others, but continual improvement within an organisation demands commitment and leadership which ensures that resilience building behaviour is integral to the culture, strategies, policies and processes of a school. It will be important to have regular, inclusive opportunities for feedback from the whole school community and carefully designed co-produced development activities. HeadStart resilient schools will be able to be open and honest about how they are doing – for the pupils, the staff, the families and the wider school community. They will identify and celebrate the positives individually and collectively and will proactively seek ways to remove barriers and seek collaborative ways forward.

TIP: As you work your way through this chapter using your action plan to record the activities you have undertaken, who has been involved and your findings. This will be crucial when you come to test your assessments and subsequent evidence against the criteria.


Referring to the Resilience Framework work your way through the assessments outlined in the table below. You will see the table contains columns with questions and example evidence to help guide you through the chapter, please note however you are not limited to this content you might find there are other things you need to examine as you progress through the chapter.




1) What

difference

does it

make?

What data is already collected?

What new systems may need to be

established to complete the picture?

How do we go about getting that

evidence? Who is involved? Who can

help?

Are the purposes of baseline

assessment discussed, shared and

agreed?

How reliable, valid and useful is the

evidence we have?

How do we use evidence in a

systematic way to improve the range

and quality of our provision in the

future'?

How might we develop the skills of staff, pupils, families and the wider community in contributing to the evaluation process?

Show me the ways you have used

to gather data.

Explain to me how data was

gathered, who was involved, how

was the data analysed?

What alternative types of evidence

have you gathered or might you

gather in the future?

How has the data been used in

self-review as a diagnostic and

developmental tool?

How useful is your baseline data

and how can it be improved upon in

the future?

How have you measured your

performance over time?

How do you know that what you are

doing is making a difference?

Young Minds audit materials Resources Ref: 2.6

Analysis of data e.g. children’s

attainment, family involvement with

school, vulnerability register, pyramid

of need. Resources Ref: 2.7

Development plans informed by

audits and strategic data with

progress against goals reported over

time.

Qualitative case studies developed in

line with the Resilience Domains or

Resilience Framework.

Evidence of change over time in line

with baseline data from tools such as

the Leuven scale, Boxall or SDQs.

What mechanisms do we have for the

development and renewal of the

approach over time?

What do we do to ensure that key and

basic skills, attitudes and behaviours

Who I should talk to in order to find

out how resilience is built in this

school?

What do pupils and families think

about the resilience building work in


might be:

Analysis of uptake of activities,

resources, communities of practice

Evaluation and monitoring records –


2) How can it

be even

better?

that build resilience are being monitored

and reinforced continuously?

For any vulnerable pupil what evidence

do we have of resilience building over

time?

How is our commitment to this

demonstrated?

How do we pro-actively involve pupils,

families and the wider community in

continual improvement activity?

How well do we communicate and share

successes and invite involvement in

removing barriers.

Who leads the resilience development

work in the school and what is their

capacity/accountability to do this?

How does the school respond to

criticism, threat, change and

opportunity?

the school? How do you know?

How does anyone in the school

know how to build their own or

others resilience?

What would pupils/staff/leadership

say the benefits of building

resilience are for them?

How is resilience celebrated in the

school?

How do you know that the

resilience building work will

continue to grow in the school?

quantitative and qualitative from

pupils and families

Evidence of consideration of

resilience building across the school

planning and procedure

documentation, e.g.

- School Improvement Plan

- Policies

- Induction processes

- CPD processes

- Communications to parents/the

wider community

Evidence of the ways in which

resilience building is proactively

identified and celebrated across the

school community. – Newsletters,

website, assemblies, individual

certificates, displays etc.

Job descriptions, meeting minutes,

staff resilience survey.

3) How can

we keep it

going?

How are the HeadStart resilient school

activities funded?

What are the real costs?

What return is expected from that

investment?

How successful are we in attracting and

bidding for funding?

How successful are we in attracting

resources, sponsorship and partners

from other service agencies?

How well do we attract volunteers?

Show me your business plan and

explain to me how you fund

resilience building.

Explain why you give it such a

priority in your planning and

financing.

Explain to me how you use data to

demonstrate value for money.

Describe for me how you go about

the process of fundraising or

sponsorship.


might be: Business plans, costings,

budgets and bids

Financial records, minutes, notes or

summaries of planning meetings

Evaluation reports showing targets

achieved for resources invested

Successful funding bids made

Photographs or video in and around

the school taken at different stages

of development.


How well do we plan for successive

funding, exit strategies and

sustainability?

How do we use that evidence with

policy makers, funders or other

stakeholders?

How do we build capacity for the future?

Show me how costs are shared

with other partners and how you

reinvest for the future.

Explain how capacity building and

sustainability are built into your

improvement and financial planning

cycles.

SLAs with partner agencies

Joint commissioning with other

schools.

Evidence of effective use of parent

volunteers – PTA activity, governors

meeting minutes.

1 HeadStart Resilience Toolkit - Criteria Document October 2016

HeadStart

Criteria



Criteria

Contents

Assessing the evidence .......................................................... 4

Chapter 1 – Setting the Scene ................................................ 5

Criteria for Chapter 1 .............................................................. 5

Key Indicators and Summary Sheets for Chapter 1 ................ 7

Chapter 2 - Working Together and Involving Others ........... 8

Criteria for Chapter 2 .............................................................. 8

Key Indicators and Summary Sheets for Chapter 2 .............. 10

Chapter 3 - Review and Continuous Improvement ............ 11

Criteria Chapter 3 .................................................................. 11

Key Indicators and Summary Sheets for Chapter 3 .............. 13


Assessing the evidence

The assessment criteria have been broken into 3 chapters each with 3 assessments. There are three levels: Emerging, Established and

Advanced.

These levels are described below:

Emerging

Established Advanced

In this category we describe those aspects of a

well-run HeadStart resilient school community in

which a visitor would expect to find clarity of

purpose, coherent planning and provision.

The school will meet local needs and demonstrate

a clear link with the goals and anticipated

outcomes of becoming a HeadStart resilience

school.

School communities in this category will

demonstrate a commitment to continuing

improvement, going beyond the merely good.

They will be self-critical, able to address

weaknesses and build on strengths, with an

understanding of self-evaluation and the ability to

use it effectively in realising their goals.

Provision in this category will represent the leading

edge of practice, involving learners, staff, families

and the wider community in goal setting, planning

and developing the provision.

Schools will have the conviction, confidence and

expertise to train and to lead others and to become

national centres of excellence, in line with other

areas of resilience building practice.


Chapter 1 – Setting the Scene

Criteria for Chapter 1

Testing the Evidence – Chapter 1: Setting the Scene

In an Emerging school: In an Established school: In an Advanced school:

1) What’s

the

context?

The resilience agenda may still be relatively new but has, nonetheless, a clear sense of direction and purpose.

Resilience development may have started up without any analysis or auditing, perhaps beginning their work in response to an immediate and important need, for example, responding to increasing anxiety in KS4 students by providing a safe quiet place for homework.

They will have recognised and clarified some systemic issues and started to understand risk factors and wellbeing and to articulate the need to build resilience that arises from the context of the school.

There will be a demonstration of awareness of understanding and involving the whole school community.

The contextual analysis of risk factors in an Established school has been completed and clearly informs the main purpose of the resilience approach describing who will benefit in what ways.

Resilience language is accessible to a wide range of possible users, including students, parents, the wider community and other services and stakeholder.

The purpose of resilience provision has developed as a result of discussions with their school community and an understanding of their school community’s need.

There will be an awareness of the context of the school as an organisation and be able to articulate the purpose for this as well.

They will make contextual analysis of risk factors and wellbeing an integral part of the school annual self-review process.

The purposes of the resilience provision are discussed not only by staff in school but by students, parents, the wider community and other stakeholders.

Development time is set aside to re-examine purposes and priorities, widening the scope of the school and considering how new directions might best be decided with students, parents and the wider community.

There is an on-going dialogue with their communities and with other schools.

They actively demonstrate an understanding of their school community and have processes for feedback.

2) What are

we already

doing?

There has been an inclusive and systematic audit of current provision against an evidence based framework of ‘what works’

There has been an inclusive and systematic audit of current provision alongside continuous consultation and review and the school responds

There is a culture of continuous improvement.

Auditing is a way of seeing things and a


to build resilience. This has included pupils, families, staff and the wider school community and will be used to inform future development

to priorities as they emerge and change over time.

Pupils, families and staff understand what the evidence shows builds resilience and the school is able to assess activity through a ‘resilience lens’ to predict its effectiveness. This is then tested with pupils and families.

Auditing may also have included the staff as individuals and the school as an organisation.

way of doing things. It is part of a culture which welcomes questions and informed criticism, seeking evidence both formally and informally.

A premium is placed on listening to students, staff, parents and the wider community.

Intelligence networks are developed which keep in touch with the needs and views of the wider community and respond to the particular needs of the most vulnerable and ‘at risk’ groups.

3) What

needs to

happen?

Thought has been given to how to make the school welcoming and accessible.

The school environment and curriculum includes evidence of resilience building activity and this is communicated to families.

Consideration is being given to ways in which provision could be more differentiated to take account of different needs and pupils and families are being involved in this.

There is an immediate feeling of welcome and well-being.

People are able to speak about resilience knowledgeably because it is not accidental but something that has been thoughtfully created and maintained.

There is a language to discuss resilience, and criteria (or indicators) of resilience building activity that are used either informally or formally.

The needs of different user groups are actively considered.

There is a willingness to explore and respond to new ideas in collaboration with pupils, families and the wider school community.

There is a well-developed understanding of resilience in theoretical and practical terms.

Activity takes account of the perceptions of different groups and their needs at different times. The school is able to adjust accordingly. It has developed differentiated provision.

There is a will to experiment with and pioneer new ideas and encourages people to evaluate their own contexts and to be imaginative in putting forward new ideas for building resilience.

The work extends beyond the school into the wider school community.


Key Indicators and Summary Sheets for Chapter 1: Setting the Scene

Emerging Established Advanced

Responding to needs and clarifying purposes Analysing needs and developing purpose Keeping purposes and practice under critical

review in line with continuing contextual analysis

Initial understanding and auditing Continuous auditing and review Auditing built into the culture

Embedding resilience building activity into the

culture, environment and activity of the school

Responsiveness, flexibility and openness to new

ideas

Continually striving to collaboratively create

innovative ways of building resilience

Summary Sheet: Please record your findings here to help with the assessment of your evidence against the criteria. Remember to include references to evidence to help locate it when meeting with your critical friend and leadership team. Evidence cited here can also support the sharing of good practice with members of your wider community of practice. All actions identified through this process should be transferred onto your action plan.


Chapter 2 - Working Together and Involving Others

Criteria for Chapter 2

Testing the Evidence - Chapter 2: Working Together and Involving Others


1) How do

people

know what

to do?

Basic training will have been received and will have implemented some resilience building activity in the curriculum.

They will know what risk and protective factors are and will be beginning to proactively identify vulnerable children and building resilient moves around them and their families.

There will be a shared understanding that this is ‘everybody’s business’ and it will be clear in communication between the school and families that resilience is important.

There will be planned induction and CPD procedures to ensure that all staff are trained and kept updated on resilience and other mental health issues in line with their role in the school.

Resilience ‘language’ will be evident in displays, policies and procedures. Children and families will know what resilience is and why it is important and they will also know how to build it themselves and for others.

Children staff and families will all know when and how to seek additional help if needed.

The wider school community will understand what resilience is and how their work links in with the work being done by the school.

All of the previous elements will be in place but there will be a strong emphasis on continuing improvement led by suitably trained and empowered members of the school community e.g. pupils, families, staff and community leaders.

There will be an established Community of Practice with other schools or relevant services, community groups and the school will be involved at a regional or national level in resilience development.

The school may be involved in delivering training and supporting other schools who are earlier in their development.

2) Who

needs to be

involved?

There is a growing recognition of the importance of community outreach.

There is some evidence of pupils and families being consulted and involved in the development of resilience

Pupil, family and community involvement has become part of the routine.

Pupils are more prone to take initiative than be given it, moving beyond involvement to ownership.

There is strong sense of community.

All groups clearly derive energy through their roles and responsibilities.

Structures are in place to enable everyone to


building activity but this is not yet systematic.

The school will be looking to monitor the success of this and consider what greater responsibility might be given in the future.

There are structures in place to encourage engagement of pupils and families.

Well-established procedures are in place for decision making.

Pupils are willing to be part of this process because they understand it as an aspect of their personal development.

Families and the wider community are proactively encouraged to get involved in resilience building activity for the pupils and for themselves.

shape and drive the HeadStart resilient school agenda forward. This will be evident through the effective use of communities of practice and may include involvement in regional or national communities.

3) How do

people

work

together?

Recognise the importance of working collaboratively with pupils, family and the wider community to build resilience.

Some auditing of current practice has happened including pupils and families and some co-produced activities are being undertaken.

The school has communicated it commitment to building resilience to families and the wider community and its policies and procedures are inclusive.

Have experienced the benefits of working collaboratively with pupils, families and the wider community.

Parents and the wider community feel welcome in the school and feel that they are consulted and can be included in resilience building activity.

Joint activities take place and the training of staff, pupils and families is provided.

The development of strong relationships is seen as vital to long-term success, not just of the school itself, but of the wider school community.

Management structures and ways of working are being developed to support this.

There will be a long-term development plan which is the result of co-production and identification of future needs by staff, pupils, families and the wider community.

Management structures enable the HeadStart resilient school to effectively operate an accessible and inclusive approach with pupils, families and the wider community.

The school community will also act as a model for other school communities and will be able to share its expertise and experiences locally, regionally and nationally.


Key Indicators and Summary Sheets for Chapter 2: Working Together and Involving Others


A planned approach to building resilience based

on evidence based training

An embedded evidence based approach to

building resilience across the school community

A leading school that empowers and sup-ports

others to develop resilience building across the

community

Structures and systems which encourage pupil,

family and community engagement are developing

Whole school community involvement in resilience

building activity is strategically planned for

The sense of community is firmly established and

sustainable and extends beyond the immediate

Benefit from working together Establishing mutually beneficial

relationships across the school community

Planning and disseminating

collaboratively

Summary Sheet: Please record your findings here to help with the assessment of your evidence against the criteria. Remember to include references to

evidence to help locate it when meeting with your critical friend and leadership team. Evidence cited here can also support the sharing of good practice with

members of your wider community of practice.

All actions identified through this process should be transferred onto your action plan.


Chapter 3 - Review and Continuous Improvement

Criteria Chapter 3

Testing the Evidence Chapter 3: Review and Continuous Improvement


1) What

difference

does it

make

There is recognition of the importance of evaluation and the importance of collecting baseline data.

They create a supportive climate for the gathering of data and purposes are clear.

They explain and keep everyone informed of its value and purpose.

The school is able to learn from the process.

Evaluation is highly valued and a strong emphasis is placed on informing practice and robust baseline data.

The collection of baseline data for resilience is seen as part of the whole school approach to the evaluation of provision and learning.

Planning is at whole school/ community level and purposes and tools are discussed and reviewed.

Data is used in organisational development.

Pupils, parents, staff and the wider community see the exploration of data as a significant learning opportunity.

They are integrally involved in planning data-gathering and in monitoring and reviewing instruments.

They find opportunities to customise tools and instruments which truly reflect their own purposes and priorities.

Evaluation engages and involves users and is built into day-to-day practice.

The school is able to share its expertise locally, regionally and nationally.

2) How can

it be even

better?

May still be at an early stage of development, but will have recognised the crucial significance of appointing the right person to coordinate provision, including a clear job description, accountability and support.

Will be actively seeking involvement by pupils, families and the wider community.

Management has developed beyond structure and role to become more concerned with creating and maintaining a culture of shared responsibility and collective accountability to the school, pupils, families and the community for building resilience.

The school encourages staff, pupils and the community to take responsibility and to influence what happens.

Have a capacity to handle innovation and change.

They seek new ways to become more effective through a strong sense of common purpose and a broad and integrated leadership team where pupils, families, staff and the community contribute.


Will have a system of periodic review to ensure that performance, and learning, is enhanced by support and opportunities for professional development.

There are systems for feedback and review from the school to the community and vice versa.

They respond positively to threat, challenges and opportunities.

They are self-confident enough about their purpose and quality to take risks and not to react defensively to criticism.

They have a strong system of self-evaluation and evidence to hand in support of their claims.

3) How do

people

work

together?

They will have costed their activities, taking into account both real and hidden costs. Consideration is being given to how these might be set against benefits and how spending on resilience might be justified in comparison with other possible initiatives to raise achievement.

They are interested in putting in place some form of evaluation procedure which will help to assess ways in which resilience building activity is providing evidence of value and effectiveness.

They have some success in gaining external funding/ support.

Activities are an integrated aspect of school development planning, budgeting and evaluation.

Their place is assured because they have been shown to be cost effective and vital to the school and the community.

There is a clear plan for resourcing these activities and matching costs and effectiveness.

Stakeholders together look at ways of reducing costs, sharing resources and expertise.

The value and effectiveness of resilience building is known and widely accepted by parents, staff, pupils and other stakeholders.

People have criteria by which to make judgements on costs and benefits in an attractive and accessible form inviting ideas on how to improve the cost-value equation.

They enjoy significant success in attracting awards, funding volunteers and/or sponsorship and have a long-term business plan for creative and sustainable funding which they can share locally, regionally and nationally.


Key Indicators and Summary Sheets for Chapter 3: Review and Continuous Improvement


A supportive climate for effective data gathering A collaborative approach to gathering and using

data

Using data for more effective learning and whole

school community development.

Meeting the needs of pupils, families and the

community

Evolving new approaches to learning and the

school’s role in the community

Continual improvement driven by research and

stakeholder input

Monitoring real costs linked to funding Clear criteria and planning for effective funding

and resourcing

A stakeholder community of shared interest with

creative and sustainable funding

Summary Sheet: Please record your findings here to help with the assessment of your evidence against the criteria. Remember to include references to

evidence to help locate it when meeting with your critical friend and leadership team. Evidence cited here can also support the sharing of good practice with

members of your wider community of practice.

All actions identified through this process should be transferred onto your action plan.

1 Headstart Resilience Toolkit – Resources Document October 2016

HeadStart Resources



Resources

Contents

1) Good Practice in an Organisation: ............................................ 4

2) Practical Online Resources ........................................................ 4

3) Other useful examples of resources ......................................... 4

4) Action Plan Template with example action ............................... 5

5) Resilience Framework Document .............................................. 5

6) HeadStart Safe Space Guidance ................................................ 7


1) Good Practice in an Organisation:

1.1 Public Health England Promoting Children and Young People’s Emotional Health and Wellbeing - A whole school approach: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing

1.2 Evidence of the development of a community of practice in line with best practice: http://wenger-trayner.com/introduction-to-communities-of-practice/

2) Practical Online Resources

2.1 Academic Resilience: http://www.youngminds.org.uk/training_services/academic_resilience

2.2 Resilience Domains (evidence to show) documentary evidence - use of existing audits, e.g. Academic Resilience Audits available at http://www.youngminds.org.uk/training_services/academic_resilience/how_do_i_improve_results_through_a_resilience_approach/audit_whole_school

2.3 Information gathered via survey/ questionnaire/focus group from students, parents and the wider community (see weblink above)

2.4 Audit of current provision showing types of provision matching to Academic Resilience Framework http://www.youngminds.org.uk/assets/0001/4872/Interactive_Resilience_Framework.pdf

2.5 Evidence of mapping current provision against criteria used for appraising the evidence base for schools and communities: http://www.boingboing.org.uk/index.php/getting-hold-of-our-stuff/17-static-content/materials-publications/226-resilience-guide-2015

2.6 Audit materials from the Young Minds website: http://www.youngminds.org.uk/training_services/academic_resilience/how_do_i_improve_results_through_a_resilience_approach/audit_whole_school

2.7 Analysis of data e.g. children’s attainment, family involvement with school, vulnerability register, pyramid of need. https://www.youtube.com/watch?v=f09zvqIKDQE 2.8 MindED is a free educational resource on children and young people’s mental health for all adults. https://www.minded.org.uk/

3) Other useful examples of resources

3.1 Notes/summaries of meetings held with community groups, families, staff, governors, and students 3.2 Ofsted Inspection Handbook: https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015

https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing

https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing

http://wenger-trayner.com/introduction-to-communities-of-practice/

http://www.youngminds.org.uk/training_services/academic_resilience

http://www.youngminds.org.uk/training_services/academic_resilience/how_do_i_improve_results_through_a_resilience_approach/audit_whole_school



http://www.boingboing.org.uk/index.php/getting-hold-of-our-stuff/17-static-content/materials-publications/226-resilience-guide-2015

http://www.boingboing.org.uk/index.php/getting-hold-of-our-stuff/17-static-content/materials-publications/226-resilience-guide-2015



https://www.youtube.com/watch?v=f09zvqIKDQE

https://www.minded.org.uk/

https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015

https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015


4) Action Plan Template with example action

For the blank template please see the Excel action plan document


5) Resilience Framework Document

Specific Approaches

Table


6) HeadStart Safe Space Guidance

What is a Safe Space?

A HeadStart Safe Space is a place young people can go to when they need some extra

support, or a place they can go to which feels safe and comfortable to them. It can be used

just to relax and calm down, have a chat with a staff member (who has been trained in

Youth Mental Health First Aid and Mindfulness) or a place to access peer support through

trained peer mentors.

Location

Safe Spaces must be accessible and in a place that young people go to or pass. It needs to

be somewhere they feel comfortable going and not somewhere they connect with a

negative view. Blinds or similar could be used to offer confidentiality and the Space can be

located within a confidential area for when a young person is upset or does not want to be

seen e.g. if with a mentor or staff member.

A Safe Space does not have to be a room for this purpose; it can be flexible, as long as

young people know when it is available to them. Some Safe Spaces have been in

playgrounds in primary schools as they recognise that free time can potentially have more

friendship difficulties and conflict so young people need somewhere to go where they feel

supported.

Environment

The Safe Space must be welcoming and feel like somewhere young people are comfortable

to be in. There are some things to consider to help make the Space feel more comfortable

which are; soft furnishings, lighting, mood lamps and use of colours.

It would be beneficial to include information available which signposts and informs, there

may be young people who are not ready to talk or ask so they may see something that

helps or gives them the confidence to ask.

Consider positive messages or posters which signpost or gives information to services to

reassure that they are not alone.

Resources which offer distraction techniques or coping strategies could be used e.g.

puzzles, drawing, colouring etc.

Resilience Toolkit - KELSI

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