Case study 3 - John
Professional development
Welcome to HeadStart Wolverhampton - The Phase 3 Bid
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Targeted programmes
Our approach to engaging young people in Wolverhampton. How will we make use of digital technologies? How will HeadStart Wolverhampton be governed? How will young people be involved in decision making?
HeadStart FM
About Wolverhampton
Universal Plus
Why is HeadStart so important to Wolverhampton? How will our bid build on successes over the last two years?
How will we do it?
Building on success
Why are we doing it?
Targeted support
An introduction to the Phase 3 bid from Kevin Pace, HeadStart Programme Manager
Welcome to the bid
Who will it help?
An introduction to the bid
Citywide provision
Welcome to our bid for Phase 3 HeadStart funding in Wolverhampton. We hope you enjoy exploring our ideas for how we will transform emotional and mental health support for young people in our city, leading to lifelong change for their wellbeing, aspirations and future lives.
What will we do?
Target geographic areas
Navigating the bid
An overview of the bid
Welcome to Wolverhampton HeadStart
HeadSpace Hubs
Case study 1 - Jane
What will it change?
Commissioned activity
The pathway
Building VCOs
An overview of key programmes and activities in our phase 3 bid. How will HeadStart Wolverhampton transform the lives of young people in our city?
The digital approach
Supporting positive, lifelong change for young people growing up in our city
How will phase 3 of HeadStart help young people in Wolverhampton? How would the needs of vulnerable young people in our city be met?
Explore the four component model for the phase 3 bid in Wolverhampton, providing services for the whole city, key geographic areas, and targeted support for important age ranges and the most vulnerable young people.
Young person engagement
Our mission
Case study 2 - Ellen
School programmes
249,470 63,848 20,293 102,177 5.4% 24% 30.2%
18th most deprived local authority in the UK
Wolverhampton Facts
15,000 children living in relative poverty
One of the 10% most deprived authorities in England
Population (in 2011) Young people Young people aged 10 - 16 Number of households Unemployment rate (2.1% national average) Children having free school meals Children living in families in relative poverty
Several severe pockets of deprivation
Universal Plus
Citywide provision
Target geographical areas
Targeted support
Young person engagement
Case study - Jane
Case study - John
Case study - Ellen
Commissioned activities
Professional Development
Wolverhampton HeadStart Phase 3 Bid
Universal, Universal Plus and Targeted support in four key geographic areas
Area A
Our target geographic areas
The highest levels of deprivation in WolverhamptonVery poor Child Wellbeing Index scoreHigh use of existing child and adolescent Mental Health ServicesOngoing issues of youth violenceA history of urban street gangs
Area B
Our target areas have been selected based on a range of criteria relating to deprivation, child wellbeing, existing takeup of CAMHS services, ethnic demographics, numbers of new arrival families, and self-harm or self-esteem measurements. Tap onto each area on the map to find out more about each:Area A: Low Hill, The Scotlands and Bushbury SouthArea B: Springfield, Heath Town, Park Village, and Old Heath / EastfieldArea C: Bilston EastArea D: All Saints, Blakenhall, Parkfields and Ettingshall
High levels of deprivationPoor Child Wellbeing Index score,Fairly high use of Child and Adolescent Mental Health Services,Youth violence / urban street gang profileLow self-esteem scores
High levels of deprivationPoor Child Wellbeing Index scoreHigh use of Child and Adolescent Mental Health ServicesCriminal & urban street gang profile;Low self-esteem scoresHigh numbers of young people from newly arrived communitiesHigh numbers of Black, Asian and Minority Ethnic young people
High levels of deprivationPoor Child Wellbeing Index score,High use of Child and Adolescent Mental Health ServicesYouth violence / criminal & urban street gang profileGenerally low self-esteem scoresHigh numbers of young people from newly arrived communities inc. ROMAHigh numbers of Black, Asian and Minority Ethnic young peopleWorryingly low take up of Child and Adolescent Mental Health Services
Area A: Low Hill, The Scotlands and Bushbury South
Area C
Selecting our target areas
Area C: Bilston East
Area B: Springfield, Heath Town, Park Village, and Old Heath / Eastfield
Area D: All Saints, Blakenhall, Parkfields and Ettingshall
Back to overview
Area D
Targeted geographic areas
To promote, protect and preserve the mental well-being of 10-16 year olds across our City, by inspiring them to dream big, supporting them to maintain motivation and control, and equipping them with the skills to cope with setbacks and adversity.
Achieving our mission
We have thought deeply about how the objectives of HeadStart apply to young people in Wolverhampton, and how best to give support to the most vulnerable young people who live here.
From our partnership
Our mission for phase 3 of Wolverhampton HeadStart
To empower the young people of Wolverhampton to improve and spread awareness of their own mental well-being and that of their peers.
From our Programme Manager, Kevin Pace
From our young people HeadStarters
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358 young people have been trained as peer supporters and  peer mentors
240 school and other professionals trained to deliver resilience programmes.
888 young people engaged in the HeadStart digital programme
1145 young people have engaged in voluntary sector HeadStart activities
2366 young people have received resilience training
(Numbers correct as of 31st January 2016)
Our children are taking more responsibility for their actions and their life… School staff reflecting on HeadStart work
A proven record of success in phase 2 of HeadStart
567 young people have participated in HeadStart governance, planning and HeadStarters activities
Universal +
A range of services for young people across the whole city.
Universal, Universal+ and Targeted programmes in 4 target areas.
Our four component model for supporting young people in Wolverhampton.
Target geographical areas
Services for key age groups in target areas.
Services for target geographical areas in the city.
Additional support for the most vulnerable young people.
Universal +
Citywide support
Read more
1. Digital and multimedia platforms providing information, advice, and peer support for young people, parents / carers and professionals.
.. plus access to campaigning and awareness raising activities
An online counselling and therapy platform will be commissioned, providing access to tailored advice and fully trained online counsellors.
More citywide support
A range of services for all young people and professionals across the city
HeadStart FM is the online hub for Wolverhampton HeadStart. It will be developed to become the digital communication and resource hub for HeadStart in the city.
Digital literacy and internet safety programmes
HeadStarters programme
HEROs peer support programme in schools
Additional programmes to support Y6 and Y7 students in our key geographic areas.
A single point of contact in the HeadSpace Hub
What is a HeadSpace Hub?
4YP Radio show, live broadcast and podcast
SUMO resilience and mental well-being programme for schools: teacher training, curriculum materials. Delivered to all Y6 and Y7 pupils.
An employability work skills programme
Our schools programmes
Bringing a range of engaging, transformational educational experiences to young people at a key age in our target geographic areas.
Witnessing domestic violence
Possible triggers for targeted support
Supporting the most vulnerable young people in our key geographic areas
Targeted support (cont.)
At risk of crime or gangs
Some young people in our city will need additional support. How would we identify those young people? Why might they need additional support?
Trigger events in young people’s lives
Family history of mental illness
Black / Asian / Minority Ethnic 
Behaviour or attitude change, including crime and anti-social behaviourEvidence provided by our tracking and evaluation systemsA request for help by the young personConcerns raised by parents / carers and carers
Who might most be at risk? (Based on a detailed analysis of needs in our city)
New arrival / ROMA
Difficulties with family and peer relationshipsTraumaExposure to unhealthy coping mechanismsTransition, academic pressure and exam stressTrouble in school or with the police
Young carers
HeadStart School Support Coordinator
Promote, deliver, and coordinate the City peer support programme HEROs in schools and community settings, including workforce development and coordination.
The heart of individual support, community and school activity in our key geographic areas
HeadSpace hubs
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Young People Engagement and Peer Support Coordinator
School Support Coordinator
HeadSpace Hub
Young People Engagement and Peer support coordinator
Family support workers
Coordinating links between HeadSpace Hubs, voluntary organisations, schools, and other organisations to provide support for young people in the geographic area
CAMHS Link workers
HeadStart Link Worker
HeadStart Link worker
Youth workers
HeadSpace Hubs
Police community support officers
Will take a lead role in targeted interventions with the most vulnerable young people in the target geographic areasWill work with the most vulnerable young people to provide a range of pre-CAMHS support programmesWill support young people in need of CAMHS therapies in accessing that supportWill support young people who have received CAMHS therapies in the period following those therapies
Each of the four geographical areas will have a HeadSpace Hub in the community. A dedicated team of professionals will be based in each hub. This team will work with local young people, schools, parents, and the wider community to provide a range of services and resources that support local young people. They will also link young people to existing mental health services, helping the most vulnerable young people to access CAMHS support. 
Promote the safety and well being of young peopleReduce exclusions and non-attendance at school, diverting young people away from crime, anti-social behavior and hate crimeEnsure that young people at risk of involvement in such behavior are identified early for supportThe police community support officers assigned to each Hub will manage the data sharing in their geographical area and work with Hub staff and partners to identify and support positive interventions for the young people identified at risk.
CAMHS Link Workers
working as part of a multi-agency team, to provide an embedded youth worker provision within HeadStart schools and communities.
Police community support officers
Will provide specialist support to schools in their approach to resilience and positive mental wellbeing, including the delivery of staff training and programmes to young people.Building relationships with school leaders, teachers and other staffsExperienced and highly skilled in order to gain the confidence of school leaders and staff
Community development workers
Share research
Highlight, publicise and celebrate events
The site will also host streaming and download for our weekly 4YP Show, scripted and presented by young people from around the city.
Share evaluation
Broadcast 4YP Radio shows
Visit the HeadStart FM website
HeadStart FM is the communication, news and resource hub for Wolverhampton HeadStart. We will further develop the site into a resource base for presentations, media (videos and audio) and research documents.
Share high quality digital resources from professionals in the HeadSpace hubs and from other commissioned community or media organisations
Drop-in facilities for young people to access trusted adults on a voluntary basis at places where they currently spend timeEngagement through performance arts, crafts, sports, pursuits, games and mobile ‘pop-up’ youth clubs.Insights from phase 2 of HeadStartThe community plays a vital role in providing a support mechanism in developing a young person’s self-esteem, confidence and wellbeing.The confidence amongst young people to access community based activities out of school hours increased over time and had a significant impact on their resilience
Parents, carers and families activities
A range of commissioned services to meet the needs of young people and their families in our key geographic areas.
Commissioned Activities
Place to Go Activities
Drama and performances arts delivered to parents / carers with their young people to stimulate discussion and follow-up sessions to explore the messages of mental health, mental wellbeing and build understanding and family resilience.Parent support groups using a range of creative and inclusive activities as the hook to engage with with parents / carers to develop solution-focused approaches to their own needs and the needs of their young people, with a focus on resilience and mental wellbeing.
School memberbship of the Police and School Panel and data sharing protocol, providing, an early indication of young people at risk of involvement in anti-social or criminal activity.
Schools programmes
Schools programmes - Universal Plus
Schools programmes - Universal
Engagement workers to encourage engagement by young people in the resources available on our commissioned online therapy portal, contributing to the creation of new resources, and access to high quality counselling and online therapy.
ZUMOS primary and secondary platforms, providing self help audio and video content for young people, with added safeguards for reporting to trained professionals where appropriate. 
Working in schools in our target areas
The Getting Ahead programme, an engaging programme of activities for identified young people and their families, with a strong digital focus
Pre-CAMHS activities run by the voluntary sector, including talking, thinking and activity based therapies, and counselling for young people and their families.
Support and interventions delivered directly by the CAMHS Link Workers in HeadSpace hubs, to include priorities around eating disorders, self harm and other common emotional and mental health problems. Programmes to be run with the intention that referral to specialist CAMHS can be avoided.
What support will be available to young people who most need our support?
Getting Ahead
Targetted programmes
An 'open space' event attended by 120 young people, planning digital projects
The “B-Safe Team” junior safeguarding board supporting and challenging the Wolverhampton Safeguarding Children Board
Here is how we engaged with young people in phase 2 of HeadStart
Consultation and workshops by mental health community workers and HeadStart staff in 15 primary and secondary schools
A “Dragon’s Den” commissioning event with 45 young people who were trained to make decisions about funding of projects
Young person engage. in our bid (cont.)
New ‘HeadStarters’ groups formed specifically for our HeadStart Phase 2 programme, and since to support the preparation of our Phase 3 proposals
HeadStarter residentials and after-school clubs and activities
Working with young people to maximise positive impacts of technology on mental well-being, whilst minimising the negative
Digital habits survey
Our digital approach is far-reaching, innovative and aspirational and has three fundamental themes:Young people are digitally resilient and digitally savvyParents are digitally aware and digitally confidentProfessionals are digitally skilled and digitally positive
Using digital technologies to give young people access to bespoke support, therapy and information for themselves and their families.
Our lead partner in developing our digital approach and programmes is Wolverhampton Learning Technologies Team (
To inform our thinking on the digital aspects of the bid, we surveyed young people from all over the city about their digital habits.
Using digital technologies and online platforms to inform and educate, to share content created by young people and to celebrate the achievements of young people and community projects working within the HeadStart programme. 
Partnership Board
Programme Team
Driving phase 3 of HeadStart
Structuring professionals to support planning, delivery, monitoring and evaluation of HeadStart.
Executive Group
Jane is 15 years old was in care and has been moved through three schools. At her first school she received no help and began self-harming, rather than someone helping her at her school she was sent to an alternative education provider. At the alternative education provider, she received very little help and was often put into a room on her own. Jane had contact with a Social Worker due to self harming, but advised at times she would see different people and rather than doing any interventions with her, they referred her to CAMHS straight away. Jane had to wait 18 months before she was seen through CAMHS. The self-harming continued and eventually this led Jane being put into hospital and then put on medication with a new support worker.
(Actor shown)
Case studies
Case studies - Jane
How could HeadStart help Jane?
HeadSpace Hubs are central locations in each of the geographic areas, containing a dedicated team of professionals working with young people in that area.
A range of activities, commissioned from the voluntary sector and other organisations.
Building communities and organisations
School-based activity
Programmes for pupils, teachers and other school staff.
Supporting all 10-16 year olds in key geographic areas
Commissioned activity 
Programmes to build expertise, understanding, and new capabilities for professionals and young people.
Support adults who work with young people in understanding and supporting mental health issues in young people.
Educate and empower young people and families to be more resilient
Explain our decisions, share our successes, and, when we need to improve, work with our communities to make that happen.
Develop a programme of services which work to prevent mental health issues developing in young people, and offer early intervention for young people experiencing mental health challenges.
Principles and values
Remove the stigma about young people and professionals discussing mental health, and working together to make lives better
We will:
We should provide opportunities for young people and their families to extend their social networks and be exposed to positive experiences
We believe that:
Technology should be used to communicate, and to enable sharing between young people and their parents and carers. Technology should work to support young people, and improve access to support.
Young people should be in the driving seat in their own lives and within the HeadStart programme
Prevention is better than cure when it comes to mental health
Services should be integrated and responsive to young people. They should include their families and communities as part of the support solution.
3. Awareness raising activities
Target areas
Mental health anti-stigma campaigns and events Young people engagement and co-production strategy will put young people in the driving seat of the design and delivery of this programme
Mental wellbeing awareness raising activities, including anti-bullying, safeguarding and online safety activities. This will build on our experience of organising and operating City-wide events for young people, and seminars, conferences and networks for professionals.
2. Mental health campaigns
Universal Plus cont.
Developing resilienceSupporting one anotherBecoming digitally literate and safe onlineDeveloping work skillsSharing their ideas with the Wolverhampton community
Why this age group?
The Universal Plus offer provides additional HeadStart activities for young people in the four geographical areas who are aged 10 – 12 (school years 6 and 7).
Evidence shows that the transition from Year 6 in primary school to Year 7 in secondary school can cause many negative effects for pupils:Increased anxietyReduced self-esteemA negative effect on academic achievement
Building on success: quotes from phase 2 of Wolverhampton HeadStart
Children are starting to sort their own problems. They come in and say we had a problem but we’ve sorted it now.”
I feel like I am going to improve more... since peer support and SUMO came out ... it has really changed my personality
From professionals
From our young people
My relationship with Miss is much better now. I understand her expectations. Before, she would get me mad. I thought she didn’t like me and I would just walk out but now I get it. I understand and we get on now
I use it myself and think "OK, take a step back. Assess the situation .. where’s this going to lead? Think of the consequences”. Knowing a bit more about individuals on a personal level has helped the way I interact with them.
Staffing working in our HeadSpace Hubs will be at the heart of supporting the most vulnerable young people in the key geographic areas. HeadStart Link workers will work together with schools, families, voluntary groups and other educational or health professionals to coordinate tailored support for young people. CAMHS Link workers will support young people in accessing pre-CAMHS programmes, and, if necessary, in formally accessing the CAMHS process. For young people who have made sufficient progress with CAMHS intervention, link workers will support young people once CAMHS therapies have concluded.
How will we work with young people who most need our support?
Targeted support will give young people access to a range of targeted support programmes.
Targeted programmes
4YP Radio, a regular live broadcast and podcast, developed and recorded by young people, supporting peers in their understanding of mental wellbeing and resilience.
An aspiration and work skills programme for young people, including digital experiences. Delivered to Years 7 in secondary schools and 11 – 12 year olds in voluntary/community groups.
Working with young people in Y6 and Y7 in our target areas.
The HeadsUp programme, a SUMO (Stop, Understand, Move On) resilience programme for young people.
The HEROs peer support programme, supporting young people in supporting one another
Schools prog. (Universal)
Our digital approach
A peer support network for each area will provide professionals, parents / carers and young people with peer to peer support, experience sharing and a collective response
A mental and emotional wellbeing education and training programme for staff  in all HeadStart organisations (including schools, voluntary / community groups and statutory services) working with young people and families in the four geographical areas
Accredited digital awareness and online safety training for schools and the wider children’s / young people’s / families’ workforce
Supporting professionals to help the young people they work with
Young people, including our HeadStarters groups, and B Safe team, have been at the heart of planning our phase 3 HeadStart bid. They have been actively involved in decisions around:Needs analysisDesigning our four part modelCreating mission statementsIdentifying target populationThe types of services and programmes in the bid.Commissioning decisionsDesigning schools-based programmesSystem change and CAMHS transformation
Children in Care Council
Orchard PRU HeadStarters
Who has been involved?
Highfields HeadStarters
Street HeadStarters
Colton Hills HeadStarters
Young people engagement in phase 3
Youth Council
OLSC HeadStarters
How young people have influenced and contributed to our phase 3 bid
Shadow Partnership Board
B Safe Team
Heath Park HeadStarters
Ellen was referred to a (PRU), Pupil Referral Unit, where Ellen was able to see a counselor, and talk about her issues; however with the counselor being another new face, she did not trust him or feel comfortable talking to him. The PRU decided to refer Ellen to get support from a voluntary organisation Base 25, in which Ellen gained her confidence after time, and enjoyed her sessions with the worker. Unfortunately, the support arrangements was only for so long, and the sessions soon stopped. Ellen felt like she had just been dropped, and eventually rebelled against the teachers, and school, feeling that no one truly wanted to help her. The self-harm and suicidal thoughts continued.
Case studies - Ellen
Ellen was 12 years old when she went through an awful trauma, which knocked all her confidence; she was scared to leave the house. When she went back to school, her best friend had told everyone what had happened to Ellen. From this point Ellen was bullied quite badly in year 7. In year 8 Ellen left school, and did not return to any sort of school environment until 9 months later. Ellen started to get support from an attendance officer and an assessment was done to look at putting an action plan together to see the best route to get her back into education. Ellen also went to go see her GP due to suicidal thoughts and was given medication for depression but Ellen felt having counseling or someone to talk would have been better. As part of an action plan Ellen was referred to an Alternative Provider where she had to learn how to build her confidence back up, make new friends, and did a functional skills course. Ellen unfortunately experienced another trauma, which sent her into a dark place, where the self-harming started, and the suicidal thoughts.
Case studies - John
John is a 12 year old who lives with his mother (Jude), in a terraced home in a socially deprived area of Wolverhampton. Jude is a sex worker with a long history of drug dependency. When she became aware of her pregnancy with John, she considered but discounted a termination, and sought support from drug rehabilitation services. John’s birth was difficult, with Jude remaining in hospital for an extended period. Jude described John as a temperamental baby who cried continually. He was a poor sleeper, a fussy eater, and failed to settle. The GP was concerned that as the pregnancy was unexpected, John displayed difficult behaviours, and that Jude continued her sex working, John was likely to have a very poor emotional attachment with his mother. Despite referrals to various professional services over the years due to John’s challenging behaviours, Jude refused to engage with these. Consequently, John’s behaviour and emotional health and well-being deteriorated to the point where he tried to hang himself impulsively after a fight with a classmate and school teacher. This was a turning point.
The digital approach - digital engagement
Working with community groups, schools, and other organisations to create digital media content and resources which support young people, families and professionals in understanding and improving mental health and well-being.
Digital Life
Locally commissioned content
HeadStart FM is the communication, news and media hub for HeadStart. 
Listen to 4YP Shows
The 4YP Radio Show
Digital Engagement
A weekly radio show, scripted, produced and broadcast by young people. exploring HeadStart issues relevant to them and their peers.
Habits survey
The digital approach - digital life
Digital Experience Days
Family learning sessions, in which the parents or carers of the Getting Ahead students will participate alongside their children in creative technology-based projects and eSafety / digital literacy activities
Digital Life
Family Learning Sessions
Digital Life - eSafety
Getting Ahead provides targeted support for young people. Each year, a cohort of young people from each of the four HeadStart priority areas will participate in an intensive year-long programme of activities. Activities will have a strong digital focus, designed to develop personal resilience and mental wellbeing.
Young people will face resilience challenges in a range of locations. Each experience day will make use of SUMO ideas and techniques to build personal resilience and mental well-being. Young people will develop their understanding of appropriate online behaviours and will create digital content and resources to be shared on the HeadStart FM website.
Digital engagement
Primary and secondary platforms available to schools and non-school settings providing daily audio recordings and a playlist of self-help audios focussing on well-being. Data on usage is collected at individual, cohort, school/setting and LA level and is used to inform further support
Online therapy and counselling
Digital Support
The digital approach - digital support
Services will be commissioned for online network for information, safe peer to peer discussion, and therapy and counselling.
Number of young people who responded % of primary students using tech “more than 5 hours a day” % of secondary students using tech “more than 5 hours a day” % of boys in Y5 / Y6 who have “met someone they met online” % of girls aged 14+ who have “met someone they met online” % of girls aged 14+ who have visited sites promoting self-harm
2424 25% 47% 27% 44% 14%
Survey Intro
Digital habits survey - some key facts
The digital approach - digital habits survey
For whole schools / organisations - 360 Safe, a nationally acknowledged accreditation of institutional effectiveness in eSafety policy, practice and curriculum. (For non-school organisations, the Online Compass accreditation will be offered as an equivalent)
For individual staff – EPICT, a nationally recognized qualification acknowledging an in depth understanding of eSafety
Working with young people to maximise positive impacts of technology on mental well-being, whilst minimising the negative.
Digital Support
For young people – eCadets, a structured programme for primary and secondary aged students designed to build a sustainable peer support approach to eSafety
I felt like nobody was listening, so having a CAMHS worker ready to talk to would be beneficial rather than waiting 18 months, as many times all you need is some advice from someone who understands the feelings in your head! Having online therapy would be really fantastic as you can talk to someone out of hours. If I had HeadStart, I feel I would have been able to cope better.
I would have been identified as at risk and therefore gone into the “targeted intervention" for those most at risk first.
If I had package of support at a place where people knew each other - youth workers / teachers / counsellors / GPs - it would have helped me address the issue and overcome my anxiety. Universal Plus interventions such as training and support (SUMO) on how to cope better would have helped me to cope better in future.
I should have had more support at my first school from my teachers. If staff had training to identify early triggers that can develop into mental health issues maybe this would have helped me with my self-harming. The school knew my mum had issues around mental health but never acknowledged this.
I think that having a centralised HeadStart Hub for all professionals would have been really useful as seeing different people in times of trauma is really difficult. If my school and the staff within it were trained to support me I would not feel the need to drop out of school. Having HeadStart support integrated and having family, police, GPs, CAMHS link workers and school working together would have really helped me address my problems. At times I felt alone and needed to talk to someone in the evening, so an online therapy system would have really helped, and I would feel comfortable knowing there is support in place and I am able to talk to someone online as well as face to face.
How could HeadStart help Ellen?
Case studies - John
I would have benefitted by attending a school where staff had training in recognising and intervening with emotional and mental health issues. Local and community based support services would have been able to engage with my mum, and provide on-going support in her efforts in managing my challenging behaviours. A comprehensive action plan should have been agreed to encourage me to attending the various targeted HeadStart interventions. I needed a CAMHS Link Worker as a consistent professional who was able to provide support to me while I was attending Specialist CAMHS services. They could have bridged the gap when referred me back to the targeted services. This would ensure that the quality would be consistent, and would have involved the active participation of my mum.
How could HeadStart help John?
Case studies - Ellen
Building effective networks in communities and with statutory partners such as schools, City of Wolverhampton Council and health service providers
Building capacity in voluntary and community organisations
The HeadStart Partnership Board is currently working in partnership with the Wolverhampton Voluntary Sector Council helping to build the capacity of locally-delivering voluntary and community organisations. The aim is to enhance the role that VCOs will play at Phase 3 by:
Testing and developing models of commissioning and delivery
Utilising and building on the skills, expertise and networks within the local voluntary and community sector around emotional health and mental wellbeing
Enabling applications for external funding (for example, from Central Government, European funding sources and grant funding) to add to the resources available in the city to improve the emotional wellbeing and mental health of children, young people and families
Building capacity
A Children, Young People and Families’ Emotional Wellbeing Consortium of quality-assured voluntary and community organisations will provide an offer to the HeadStart Partnership at Phase 3. Consortium members will be supported to meet and evidence that they meet a range of standards around both organisational competence / safety, and their delivery of high quality, effective services in line with agreed local joint working arrangements. The Consortium Lead will oversee, monitor and support consortium members organisations.
Ensure that children and young people have their needs identified and met at the earliest opportunity.
Specialist CAMHS
There are four referral points for this pathway in Wolverhampton: 
The Pathway is a tool to support professionals working with children or young people where there are concerns about social development, emotional health and wellbeing or mental health. HeadSpace staff including the CAMHS Link Workers will provide support to ensure that young person’s journey through the pathway provides the right support, at the right time and in the right place
Wolverhampton’s Pathway for Children and Young People with Social, Emotional or Mental Health Needs
Ensure that children and young people who may be experiencing a mental health or neurodevelopmental problem have a timely assessment, so that appropriate next steps can be identified and support work with them can begin.
Ensure that organisations are working effectively together across health, education and social care
The Pathway
Pathway diagram
Early help assessment
Reduce the stigma attached to mental health difficulties – making mental health everyone’s business
The digital approach
In the Y5/6 age group, boys are heavier users of technology than girls, and more likely to engage in risk taking behaviours. They are more likely to send bullying messages, and to look at inappropriate content, more likely to send, receive and have requested inappropriate images and more likely to meet up with people who they’ve met online.
In the 14+ age group, girls that are of more concern, although not necessarily through their own behaviours. They are far more likely to receive bullying messages, and slightly more likely to send them. 13% of girls have visited self-harm sites. They are much heavier users of social networking.
Some key themes emerging from our digital habits survey
Survey (cont.)
Digital habits survey - overview
Many young people have devices for their own ‘personal’ use, and are using devices in unsupervised places. As young people get older, they make use of fewer shared devices in the home, and spend increasing time using technology, much of it away from parental supervision. Parents become increasingly less aware of the online activities of their children as they get older. Secondary age pupils are less likely to tell their parents about issues they’ve encountered online than primary pupils. However, both groups are more likely to tell parents than anyone else. Teachers are not likely to be told of these issues, although the reasons for this are not clear.
Young person engagement at the heart of HeadStart Phase 3
Two key initiatives for young person engagement in our phase 3 bid
Will require partners and providers with HeadStart contracts and service level agreements to ensure and demonstrate that young people are part of the governance, co-production, challenge and decision making at every level of their projectsWill provide both the framework and a practical toolkit for partners and providers, both of which will be co-produced by our existing HeadStarters. This will achieve consistency of approach and standards across HeadStart Wolverhampton
Building on a record of success - over 2000 young people in Wolverhampton have been trained as peer supporters since 2010.Our HeadStarters and young people engaging with HeadStart will be provided with the opportunity to train as peer supporters. The Peer Support Network will expand during phase 3 of HeadStart, making best use of the experiences and empathy of young people in supporting one another. 
The Young people engagement guarantee
Wolverhampton Peer Support Network
Young person engagement in phase 3 of HeadStart
Please note that this video is hosted on HeadStart Wolverhampton’s YouTube channel. If you are accessing the bid on a connection where YouTube is filtered, you may not be able to view the video.
An introduction to the Digital Bid from Amelia Chalak, HeadStart Apprentice
At the end of February 2016, HeadStart Wolverhampton submitted a formal bid to The Big Lottery Fund for phase 3 funding for HeadStart in the city. We are currently awaiting a decision on our bid from The Big Lottery Fund. While there are no guarantees that our bid will be successful, we are, of course, hopeful that we will receive additional funding to allow us to support thousands more young people in Wolverhampton over the next five years. The Big Lottery Fund have kindly given us permission to share a summary of our bid with a public audience, so in addition to the full 'paper' version of the bid which we submitted to them, we have created this digital mini-site to allow you to explore the key concepts and our plans for phase 3 of HeadStart.
We hope you enjoy exploring our ideas!
About the Phase 3 Wolverhampton HeadStart Bid