Healthy Child Programme Schedule of Interventions Guide
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Lifecourse stage
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16 to 24 years
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Health and wellbeing development reviews
Screening
Immunisation
Mental and emotional health and wellbeing
Healthy weight, nutrition and physical activity
Maintaining healthy relationships and sexual health
Alcohol, drugs and tobacco
Promoting healthy behaviours
Transition to further education and adulthood
Speech, language and communication
Vulnerabilities and identifying additional needs
Keeping safe and accident prevention
Oral health and dental care
Improving self-care and health literacy
Inequalities and disparities
Safeguarding
School leavers post-16 years health needs review
Use clinical and professional judgment to identify young people with additional need, vulnerability or parental concern, for example physical health problems such as long-term health conditions, emotional or mental health and wellbeing issues, social or behavioural problems, or speech, language and communication difficulties.
Complete an assessment to identify needs and strengths. Based on need, offer information about local universal services, for example youth services, family hubs or children’s centres and GPs, where young people, parents and carers can seek additional support and advice to support health and wellbeing.
Where young people, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral.
School-aged years high impact area 3: Supporting healthy lifestyles
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
No child left behind –Vulnerability in childhood: a public health informed approach to improving outcomes for vulnerable children
Mental and emotional health and wellbeing
Vulnerabilities and identification of additional needs
Children with additional health and development needs including SEND
Specialist
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Targeted)
Safeguarding (Specialist)
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Transition to adult services
During the transition from young people’s to adult’s services, advocate for young people with additional needs, including physical and mental health needs or learning disabilities to ensure that the young person’s voice is heard and that their needs are met.
School-aged years high impact area 5: supporting additional and complex health needs
RCPCH Transition to adult services
NHS.UK Moving from children's social care to adult's social care
Children with additional health and development needs including SEND
Use clinical and professional judgment to identify young people with additional need, vulnerability or parental concern, for example physical health problems such as long-term conditions, emotional or mental health and wellbeing issues, social or behavioural problems, or speech, language and communication difficulties.
Complete an assessment to identify needs and strengths. Based on need, offer information about local universal services, for example family hubs or children’s centres and GPs, where young people, parents and carers can seek additional support and advice to support health and wellbeing and the transition to adult services.
Where young people, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral.
School-aged years high impact area 3: Supporting healthy lifestyles
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
No child left behind –Vulnerability in childhood: a public health informed approach to improving outcomes for vulnerable children
Mental and emotional health and wellbeing
Vulnerabilities and identification of additional needs
Children with additional health and development needs including SEND
Specialist
Use strength-based approaches to support young people to:
develop informed decisions about their health and wellbeing;
develop their knowledge of self-care, autonomy and decision making, including how to access health services (including responding safely and appropriately to unintentional injuries);
educate them on the importance of using antibiotics appropriately.
Association for Young People’s Health: Health Literacy (PDF)
School aged years high impact area 6: supporting self-care and improving health literacy
Improving self-care health literacy
Keeping safe and accident prevention
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Targeted)
Safeguarding (Specialist)
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
18 to 24-year-old health needs contact
Use clinical and professional judgment to identify young people with additional needs, vulnerability or parental concern, for example physical health problems such as long-term conditions, emotional or mental health and wellbeing issues, social or behavioural problems, learning disabilities, or speech, language and communication difficulties.
Complete an assessment to identify needs and strengths. Based on need, offer information about local universal services, for example youth services family hubs or children’s centres and GPs, where young people, parents and carers can seek additional support and advice to support health and wellbeing.
Where young people, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral.
School-aged years high impact area 3: Supporting healthy lifestyles
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
No child left behind –Vulnerability in childhood: a public health informed approach to improving outcomes for vulnerable children
Mental and emotional health and wellbeing
Vulnerabilities and identification of additional needs
Children with additional health and development needs including SEND
Specialist
During the transition from young people’s to adult’s services, advocate for young people with additional needs, including physical and mental health needs or learning disabilities, to ensure that the young person’s voice is heard and that their needs are met.
School-aged years high impact area 5: supporting additional and complex health needs
RCPCH Transition to adult services
NHS.UK Moving from children's social care to adult's social care
Use strength-based approaches to support young people to:
make informed decisions about their health and wellbeing;
develop their knowledge of self-care, autonomy and decision making, including how to access health services (including responding safely and appropriately to unintentional injuries);
understand the importance of using antibiotics appropriately.
Improving self-care and health literacy
Keeping safe and accident prevention
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Targeted)
Safeguarding (Specialist)
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Metrics and outcomes indicators
Use evidence and data to monitor young people’s health. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health young people
OHID Fingertips Child and maternal health school-age children: secondary
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Make sure young people aged 12 and over with diabetes are offered and take up annual Diabetic Retinopathy Screening – DES (diabetic eye screening)
Diabetic eye screening: programme overview
Metrics and outcomes indicators
Use evidence and data to monitor screening. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health young people
OHID Fingertips Child and maternal health long-term conditions and complex needs
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Check immunisation status of young people and other family members and make sure that any missed immunisations such as MMR are offered following the guide for uncertain or incomplete vaccinations.
Follow latest guidance on vaccines to ensure that all young people receive the vaccines at the appropriate time and are protected against communicable diseases.
UKHSA Immunisation against infectious disease
Immunisations for young people
UKHSA Vaccination of individuals with uncertain or incomplete immunisation status
Ensure that young people have had a seasonal influenza vaccine based on current guidance.
Ensure that young people with long-term conditions are offered appropriate and recommended vaccinations.
UKHSA Collection: annual flu programme
Metrics and outcomes indicators
Use evidence and data to monitor immunisations. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal vaccines and immunisations
OHID Fingertips TB Strategy monitoring indicators
OHID Fingertips Health Protection indicators
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Working in partnership with other agencies, young people and families, and other stakeholders, assess, prioritise and develop a response to local population health needs.
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Promote a public health approach to building personal, family and community resilience
School aged years high impact 1: Supporting resilience and wellbeing
Association of Young People’s Health: A public health approach to promoting young people’s resilience (PDF)
Collection - Public Mental Health
NICE Social, emotional and mental wellbeing in primary and secondary education [NG223]
Offer young people evidence-based information and guidance to improve their social, emotional and mental health wellbeing.
NICE Social, emotional and mental wellbeing in primary and secondary education [NG223]
School aged years high impact area 1: supporting resilience and wellbeing
Early Intervention Foundation guidebook
Support the development of a whole-school, college and university approach to emotional and mental health and wellbeing. This could include taking measures to prevent and stop bullying, enhancing social skills, independence and self-confidence, and activities such as volunteering, arts, sports, dance and drama.
Promoting children and young people’s emotional health and wellbeing
NHS.UK Looking after a child or young person’s mental health
Early Intervention Foundation guidebook
School aged years high impact area 1: supporting resilience and wellbeing
Universities UK Stepchange: mentally healthy universities
Association of Colleges Mental Health Charter
Community
Work with young people to support mental wellbeing and to develop social and emotional skills including in relation to healthy respectful relationships
NHS.UK Mental health and wellbeing
Early Intervention Foundation Guidebook
Future Learn Psychological First Aid: Supporting Children and Young People
MindEd
School aged years high impact area 1: supporting resilience and wellbeing
Student Minds – UK’s student mental health charity
Maintaining healthy relationships including sexual health
Support holistic assessment and early intervention for young people and families with emotional wellbeing or mental health concerns. Where appropriate support access to specialist mental health services, including transition between child and adolescent mental health services (CAMHS) and adult mental health (AMH) services.
Childline Child and adolescent mental health services (CAMHS)
Mind Moving from child to adult mental health services
Public mental health
School aged years high impact area 1: Supporting resilience and wellbeing.
Every mind matters self-care tool
Future Learn Psychological First Aid: supporting children and young people
Minded Support available for parents
NHS.UK Looking a child or young person’s mental health
Help young people to recognise bullying and know how to access support if they are worried. Schools and colleges have a legal duty to have measures in place to prevent and stop bullying.
YoungMinds Bullying
GOV.UK Bullying at school
School aged years high impact area 1: Supporting resilience and wellbeing
BullyingUK Talking to your child about bullying
NSPCC Bullying and cyberbullying
Offer young people evidence-based information and guidance about emotional wellbeing and mental health about how to access support, advice and safe, confidential and accessible services if they are worried
Mind Information for young people aged 11-18
DHSC You’re Welcome quality criteria for young people friendly health services
Work in partnership with young people, parents and carers, schools, education mental health practitioners, and mental health support teams to support mental health and wellbeing. This could include issues of emerging developmental, emotional adjustment, educational or behavioural difficulties or risk factors that might affect educational progress.
Where available utilise Education mental health practitioners and mental health support teams in supporting mental health and wellbeing of young people in further education settings.
School aged years high impact area 1: Supporting resilience and wellbeing
DfE Teaching about mental wellbeing
Every Mind Matters: Physical and mental wellbeing teaching resources
NHS England Mental health support in schools and colleges
Metrics and outcomes indicators
Use evidence and data to monitor mental health and wellbeing. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Children and young people's mental health and wellbeing
OHID Fingertips Mental health and wellbeing JSNA
OHID Fingertips Common mental health disorders
OHID Fingertips Severe mental illness
OHID Fingertips Suicide prevention profile
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Working in partnership with other agencies, young people and families, and other stakeholders, assess, prioritise and develop a response to local population health needs.
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Support young people and families to adopt healthy lifestyles. Encourage a healthy diet in the family so that all young people eat a balanced diet and avoid excessive intake of foods high in fat, salt or sugar. Give advice on a healthy, balanced diet as depicted by the UK’s national food model, the Eatwell Guide.
NHS.UK The Eatwell Guide
Eatwell Guide
School aged years high impact area 3: supporting healthy lifestyles
Raise awareness of appropriate levels of physical activity based on current guidance, including activities which develop bone health, muscle strength and flexibility.
UK Chief Medical Officers’ Physical activity guidelines
NHS.UK Physical activity guidelines
School aged years high impact area 3: supporting healthy lifestyles
Advise that all young people should consider taking a supplement containing 10 micrograms of vitamin D a day between October and March. For young people with dark skin – for example from an African, African-Caribbean or south Asian background – a 10 microgram vitamin D supplement should be considered all year round.
NHS.UK The Eatwell Guide
Eatwell Guide
NHS.UK Vitamins and minerals vitamin D
NICE COVID-19 rapid guideline: vitamin D
Where there are concerns about a young person’s growth, including being underweight, overweight or obese, measure and record height, weight and body mass index (BMI). Complete an assessment to identify needs and strengths.
Based on need, offer information about local universal services, for example primary care, youth centres, family hubs or children’s centres, where young people and families can access community groups that support the development of healthy weight, good nutrition and physical activity.
Where young people, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral.
School aged years high impact area 3: supporting healthy lifestyles
RCPCH Body mass index (BMI) chart
RCPCH UK-WHO growth charts
Promoting a healthier weight for children, young people and families: consistent messaging
Community
Support the development of a whole-school and college or workplace approach to healthy weight, nutrition and physical activity. This could include encouraging the provision of healthy food in appropriate and comfortable dining areas, healthy snacks, physical activity, active school travel, and voluntary participation in the healthy schools rating scheme
Chief Medical Officers' Physical activity guidelines: UK chief medical officers report
NHS.UK Physical activity guidelines for children and young people
What works in schools and colleges to increase physical activity?
DfE School sport and activity action plan
School aged years high impact area 3: supporting healthy lifestyles
DfE The school food standards
DfE School food in England
DfE Healthy schools rating scheme
The transition from secondary education at 16 coincides with the most significant drop-out of young people from physical activity and organised sport. It also marks the end of curriculum PE for most. Encourage young people to engage in moderate or vigorous physical activity for an average of at least 60 minutes per day across the week. Support schools and colleges and workplace to encourage and facilitate physical activity by increasing opportunities for young people to participate, perform, lead and volunteer in sport.
Chief Medical Officers' Physical activity guidelines: UK chief medical officers report
NHS.UK Physical activity guidelines for children and young people
What works in schools and colleges to increase physical activity?
DfE School sport and activity action plan
School aged years high impact area 3: supporting healthy lifestyles
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Metrics and outcomes indicators
Use evidence and data to monitor healthy weight, nutrition and physical activity. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips Physical activity
OHID Fingertips user guidance
Close pop-up
Working in partnership with other agencies, young people and families, and other stakeholders, use population health needs assessment, to assess, prioritise and develop a response to local population health needs.
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Offer young people information about confidential contraceptive and sexual health services, commissioned to meet the You’re Welcome quality criteria.
Teenage pregnancy prevention framework
DHSC You’re Welcome quality criteria for young people friendly health services
Offer advice and guidance to young people on healthy relationships and sexual health. Where commissioned, offer a full range of services, including prompt access to emergency hormonal contraception, choice of effective contraception, including long-acting reversible contraception (LARC), unbiased support and advice for unintended pregnancy with swift referral to antenatal care or NHS-funded pregnancy advice services and treatment for all sexually transmitted infections (STIs). Appropriate training should be given to members of staff offering these services.
NICE Long-acting reversible contraception
DHSC You’re Welcome quality criteria for young people friendly health services
School-aged years high impact area 2: Improving health behaviours and reducing risk
School aged years high impact area 3: supporting healthy lifestyles
Identify young people who may be engaging in risk taking, including early or risky sexual behaviour, drug or alcohol misuse. Offer opportunities for health promotion about relationships, sexual health and contraception.
Offer information about local sexual health services and pharmacies where support or advice for sexual health and wellbeing can be accessed such as contraception, pregnancy testing and treatment for STIs. Encourage young people to make use of services as appropriate.
NHS.UK Where can I get sexual health advice, now?
School-aged years high impact area 2: Improving health behaviours and reducing risk
NHS.UK Find sexual health services
Talk to Frank Information about smoking, drugs and alcohol
Support delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all young people up to and including age 16, including those in special schools and alternative education provision. This includes providing all young people with information about local services where they can access support or specialist advice for sexual health and wellbeing.
Where appropriate, support parents and carers to complement the information their children receive from Relationships and Sex Education and Health Education in school.
DfE Plan your relationships, sex and health curriculum
DfE Relationships and sex education and health education
Teenage pregnancy prevention framework
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 3: Supporting healthy lifestyles
Offer information to young people about the continuing risk of a range of sexually transmitted infections. In addition to providing young people with effective contraception, local areas should continue to promote and increase access to condoms to prevent sexually transmitted infections.
Health matters: preventing STIs
NICE Sexually transmitted infections: condom distribution schemes
Encourage sexually active young people under the age of 25 to be tested for chlamydia annually or whenever there is a change of sexual partner. Offer young people information about local sexual health services where testing can be accessed.
NICE Contraceptive services for under 25s
NHS.UK Chlamydia
DHSC You’re Welcome quality criteria for young people friendly health services
NHS.UK Where can I get sexual health advice, now?
NHS.UK Find sexual health services
Health matters: preventing STIs
NICE Sexually transmitted infections: condom distribution schemes
Where young people have concerns about relationships, sexuality and sexual health and wellbeing, including those who have questions about gender identity or who are part of the lesbian, gay, bisexual or transgender community, young carers or young parents, complete an assessment to identify needs and strengths.
Based on need, offer information about local universal services, for example youth centres, sexual health services, and GPs, where they can seek additional support and advice for relationships and sexual health.
Where young people, have been identified as requiring targeted or specialist services, follow local pathways to complete appropriate and timely referral.
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 2: Improving health behaviours and reducing risk
School aged years high impact area 3: supporting healthy lifestyles
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School aged years high impact area 6: Supporting self-care and improving health literacy
DHSC You’re Welcome quality criteria for young people friendly health services
Vulnerability in childhood: a public health informed approach
Home Office Tackling violence against women and girls strategy
DLUCH, DfE Supporting families
Teenage pregnancy prevention framework
NHS.UK Where can I get sexual health advice, now?
NICE Domestic violence and abuse
NHS.UK Domestic violence and abuse
Home Office Domestic abuse how to get help
NHS.UK Sexual health
NICE Domestic violence and abuse: multi-agency working
Inequalities and disparities (Universal)
Inequalities and disparities (Targeted)
Where domestic violence or abuse (including intimate partner violence and abuse or controlling relationships between parents or young people) is suspected, discuss concerns safely, when the individual is away from the abuser and there is no risk of being overheard. This will usually be when an individual is alone except where they wish to have a friend or family member present for support.
School-aged years high impact area 1: Supporting resilience and wellbeing
School aged years high impact area 6: Supporting self-care and improving health literacy
No child left behind: a public health informed approach to improving outcomes for vulnerable children
DfE Working together to safeguard children
Barnardo’s Families affected by domestic abuse
NICE Domestic violence and abuse
NHS.UK Domestic violence and abuse
DLUHC, DfE Supporting families
Home office Domestic abuse how to get help
NICE Domestic violence and abuse: multi-agency working
Bystander interventions to prevent intimate partner and sexual violence: summary
Home Office Tackling violence against women and girls strategy
Develop a collaborative relationship and use a strengths- or asset-based approach with families to support healthy family relationships. Build on their strengths and attributes to improve wellbeing, address concerns and support self-care. Recognise when individuals or families may have experienced trauma or adverse childhood experiences.
Scottish Government Trauma-informed practice: toolkit
South Yorkshire Violence Reduction Unit Trauma-informed practice
Gloucestershire County Council Frameworks for being trauma-informed
Early Intervention Foundation Trauma-informed care: Understanding the use of trauma-informed approaches within children’s social care
Adverse Childhood Experience Support Hub Cymru and Wrexham University ‘Trauma-informed’: Identifying key language and terminology through a review of the literature
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Targeted)
Safeguarding (Specialist)
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Metrics and outcomes indicators
Use evidence and data to monitor sexual and reproductive health. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health pregnancy and birth
OHID Fingertips Teenage pregnancy and young parents reports
OHID Fingertips Sexual and reproductive health profiles
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Working in partnership with other agencies, young people and families, and other stakeholders, assess, prioritise and develop a response to local population health needs.
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Young people using alcohol, drugs and tobacco
Support delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all young people up to and including age 16, including those in special schools and alternative education provision. This includes providing young people with evidence-based information and guidance to learn about alcohol, drugs, smoking and vaping, and how to access support if they are worried.
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 3: Supporting healthy lifestyles
DfE Relationships and sex education and health education
PSHE Association Drugs and alcohol education
Seek regular opportunities for health promotion including addressing tobacco, vaping, alcohol and drug use and the harms that are associated with their use. Advise young people to develop personal and social skills to support preventing and reducing harm from smoking, alcohol and drug use.
Alcohol and drug misuse prevention and treatment guidance.
GOV.UK Smoking and vaping
Alcohol: applying all our health
Misuse of illicit drugs and medicine: applying all our health
Smoking and tobacco: applying All Our Health
Talk to Frank Information about alcohol, drugs and smoking
Where appropriate, support parents and carers to complement the information about alcohol, drugs, tobacco and vaping that their children receive from Relationships and Sex Education and Health Education in school.
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 3: Supporting healthy lifestyles
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School aged years high impact area 6: Supporting self-care and improving health literacy
Talk to Frank Information about alcohol, drugs and smoking
GOV.UK Smoking and vaping
GOV.UK Alcohol and young people
Alcohol Change UK Alcohol and parenting
NHS.UK Should my child drink alcohol?
Where there are concerns about a young person’s alcohol, drug, tobacco and vaping use, complete an assessment to identify needs and strengths.
Based on need, offer information about local universal services, for example youth services, family hubs or children’s centres, where young people and families can access additional support and advice about smoking cessation, and drug and alcohol use.
Where young people, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral.
Alcohol, drugs and tobacco: commissioning support pack
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 3: Supporting healthy lifestyles
DHSC You’re Welcome quality criteria for young people friendly health services
Alcohol, drugs and tobacco: commissioning support pack
RCGP Practice standards for young people with substance misuse problems
Alcohol, drugs and tobacco (Targeted)
Alcohol, drugs and tobacco (Specialist)
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Targeted)
Safeguarding (Specialist)
Parents using alcohol, drugs and tobacco
Where there are concerns, ask parents and carers about drug their use of alcohol or, tobacco use and those vulnerable to illicit drug and medicine misuse about their use.
Where appropriate, use the Alcohol, Smoking and Substance Involvement Screening Tool - Lite (ASSIST-Lite) screening tool with adults (aged 18 or over) covering alcohol, tobacco, cannabis, stimulants, sedatives, opioids, and other psychoactive substances including use of medicines not as prescribed.
Where concerns are identified, complete an assessment to identify needs and strengths.
Based on need, offer information about local universal services, for example family hubs or children’s centres and GPs, where parents and carers can seek additional support and advice about smoking cessation or alcohol and drug use and parenting.
Alcohol, drug and tobacco use should be reviewed at each contact.
Parents with alcohol and drug problems: support resources
ASSIST-Lite alcohol and drug use, and tobacco smoking screening tool
E-Learning for Healthcare Alcohol Identification and Brief Advice
UK Chief Medical Officers’ low risk drinking guidelines
Talk to Frank Find support near you
Alcohol: applying all our health
Misuse of illicit drugs and medicine: applying all our health
Smoking and tobacco: applying All Our Health
NICE Drug misuse prevention: targeted interventions
NICE Tobacco: preventing uptake, promoting quitting and treating dependence (NG209)
Provide mandatory staff training for alcohol identification and brief advice and ensure your workforce training schedule is up to date
E-Learning for Healthcare All our health: alcohol
ASSIST-Lite screening tool: how to use
Complete the misuse of illicit drugs and medicines e-learning session. This brief interactive e-learning has been developed to increase the confidence and skills of health and care professionals, to embed drug misuse prevention in their day-to-day practice
E-Learning for Healthcare All our health Misuse of illicit drugs and medicines
Misuse of illicit drugs and medicine: applying all our health
Metrics and outcomes indicators
Use evidence and data to monitor alcohol, drug and tobacco use. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Local alcohol profiles for England
OHID Fingertips Local tobacco control profiles
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Working in partnership with other agencies, young people and families, and other stakeholders, to assess, prioritise and develop a response to local population health needs
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Guidance for young people
Offer information and guidance to young people to build knowledge and skills about their health and wellbeing to provide them with skills for life and enable them to make decisions about their own health. Topics could include healthy diet and healthy weight, physical activity, screen time, mental health and emotional wellbeing, keeping safe and accident prevention, immunisations, oral health, alcohol, drugs, tobacco and vaping.
Support young people to develop their understanding about health services and how to access them appropriately.
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
DHSC You’re Welcome quality criteria for young people friendly health services
Childline Drugs, alcohol and smoking
Talk to Frank Honest information about drugs
NHS.UK Every Mind Matters: mental health and self-care for young people
Healthy weight, nutrition and physical activity
Mental and emotional health and wellbeing
Alcohol, drugs and tobacco
Oral health and dental care
Keeping safe and accident prevention
Improving self-care and health literacy
Support delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all young people up to and including age 16, including those in special schools and alternative education provision. This includes providing young people with evidence-based information and guidance to learn about healthy lifestyles, self-care and health literacy, and how to access support if they are worried.
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 3: Supporting healthy lifestyles
DfE Relationships and sex education and health education
PSHE Association Resources and Curriculum
Improving self-care and health literacy
Guidance for parents and carers
Offer evidence-based information and guidance to enable families to develop good understanding of positive health and wellbeing. Use a strengths-based approach to support parents and carers in their decision-making about promoting healthy weight and nutrition, mental health and emotional wellbeing, keeping safe and accident prevention, immunisations, oral health, alcohol, drugs, tobacco and vaping.
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
The Eatwell guide
UK Chief Medical Officer’s guidelines for physical activity
Promoting a healthier weight for children, young people and families: consistent messaging
NICE Behaviour change: general approaches
Minded Support available for parents
NHS.UK Looking a child or young person’s mental health
Future Learn Psychological First Aid: Supporting Children and Young People
Prevention Concordat for Better Mental Health
Healthy weight, nutrition and physical activity
Mental and emotional health and wellbeing
Alcohol, drugs and tobacco
Oral health and dental care
Keeping safe and accident prevention
Improving self-care and health literacy
Support parents and carers to encourage young people in looking after their mental health and wellbeing including anxiety, screen time and sleep.
MindEd Support available for parents
NHS.UK Looking after a child or young person’s mental health
Future Learn Psychological First Aid: Supporting Children and Young People
Prevention Concordat for Better Mental Health
Where appropriate, support parents and carers to complement the information about alcohol, drugs, tobacco and vaping that their children receive from Relationships and Sex Education and Health Education in school.
School-aged years high impact area 2: Improving health behaviours and reducing risk
Talk to Frank Information about alcohol, drugs and smoking
GOV.UK Smoking and vaping
GOV.UK Alcohol and young people
Alcohol Change UK Alcohol and parenting
NHS.UK Should my child drink alcohol?
Metrics and outcomes indicators
Use evidence and data to support healthy behaviours. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Work in partnership including young people and families, school nurses, and education settings, to support young people moving between education settings including identifying children in need of support for physical, emotional and mental health and wellbeing issues, or health care plans in their education setting.
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
School aged years high impact area 6: Supporting self-care and improving health literacy
NHS.UK Every Mind Matters: mental health and self-care for young people
Transition to further education
Talk to young people and parents who have concerns about the transition to further or vocational education, identifying any physical, social, emotional and mental health and wellbeing issues and offer information, advice and support. Liaise with schools and colleges as required to support the young person’s transition or develop a health care plan for use in the education setting.
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
School aged years high impact area 6: Supporting self-care and improving health literacy
Mencap Further education
Work with schools to support transition from secondary school to college
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
Transition to adult services
During the transition from young people’s to adult’s services, advocate for young people with additional needs, including physical and mental health needs or learning disabilities to ensure that the young person’s voice is heard and that their needs are met.
School-aged years high impact area 5: supporting additional and complex health needs
NICE Transition from children’s to adults’ services for young people using health or social care services
RCN Children and young people: transition to adult services
NHS.UK Moving from children's social care to adult's social care
Mencap Transition into adult services
Mind Moving from child to adult mental health services
Children with additional health and development needs including SEND
Use strength-based approaches to support young people to:
make informed decisions about their health and wellbeing;
develop their knowledge of self-care, autonomy and decision making, including how to access health services (including responding safely and appropriately to unintentional injuries);
understand the importance of using antibiotics appropriately.
Improving self-care and health literacy
Keeping safe and accident prevention
Metrics and outcomes indicators
Use evidence and data to monitor healthy development. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health young people
OHID Fingertips Child and maternal health school-age children: secondary
OHID Fingertips Child and maternal health long-term conditions and complex needs
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Explore any concerns young people or their parents and carers may have about speech, language and communication.
Support referral to specialist speech and language services where speech, language and communication difficulties are identified.
DfE Exploring interventions for children and young people with speech, language and communication needs: A study of practice
RCSLT How can I access speech therapy?
I CAN Professional resources
Work with schools and speech and language services in a multidisciplinary approach to support identified interventions. Speech, language and communication difficulties can have a significant impact on many aspects of life including routine activities, relationships, education and careers.
DfE Exploring interventions for children and young people with speech, language and communication needs: A study of practice
RCSLT How can I access speech therapy?
I CAN Professional resources
Metrics and outcomes indicators
Use evidence and data to monitor speech, language and communication needs. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health
OHID Fingertips Child and maternal health long-term conditions and complex needs
OHID Fingertips Child and maternal health vulnerable children and young people
OHID Fingertips Speech, language and communication reports
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Working in partnership with other agencies, children, young people and families, and other stakeholders, use population health needs assessment to assess, prioritise and develop a response to local population health needs.
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Identify vulnerable young people who are at greater risk of experiencing poor outcomes because of one or more factors in their lives. Young people’s physical, emotional and mental wellbeing are significantly shaped by the social determinants of health into which they are born, live, learn and grow.
For those young people who may have additional needs, complete an assessment including family relationships and dynamics, and chronology of events to identify needs, strengths and vulnerabilities.
Based on need, offer information about local universal services, for example youth services, family hubs or children’s centres, where young people, parents and carers can seek additional support and advice. This could include household budgeting, claiming benefits, training opportunities, volunteering or social activities.
Where young people, have been identified as requiring targeted or specialist services, follow local pathways to complete appropriate and timely referral.
No child left behind: a public health informed approach to improving outcomes for vulnerable children
Early Intervention Foundation About early intervention: why it matters
Narrative report about improving health outcomes for vulnerable children and young people
GOV.UK Looked-after children: detailed information
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
Develop a collaborative relationship and use a strengths- or asset-based approach with families to support family relationships. Build on their strengths and attributes to improve wellbeing, address concerns and support self-care. Recognise when individuals or families may have experienced trauma or adverse childhood experiences.
Scottish Government Trauma-informed practice: toolkit
South Yorkshire Violence Reduction Unit Trauma-informed practice
Gloucestershire County Council Frameworks for being trauma-informed
Early Intervention Foundation Trauma-informed care: Understanding the use of trauma-informed approaches within children’s social care
Adverse Childhood Experience Support Hub Cymru and Wrexham University ‘Trauma-informed’: Identifying key language and terminology through a review of the literature
Avoid a deterministic narrative for individual young people. While the presence of risk factors increases the likelihood that a young person may experience poorer outcomes, many will not, often because other aspects of their lives, such as a supportive family, protect them.
Offer parents and carers evidence-based information and guidance about creating nurturing relationships, reducing the sources of stress in a young person’s life and promoting resilience and stability.
School-aged years high impact area 1: supporting resilience and wellbeing
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
NSPCC Positive parenting
Vulnerability in childhood: a public health informed approach
Where neglect, abuse or other causes for concern are indicated, follow local safeguarding procedures
NSPCC Safeguarding children and child protection
DfE Working together to safeguard children
UK Parliament Children Act 1989
UK Parliament Children Act 2004
GOV.UK Looked-after children: detailed information
Where there may be special educational needs, work in partnership with young people, parents, carers and the multidisciplinary team, including special educational needs co-ordinators (SENCO), to complete an assessment to identify needs and strengths.
Based on need, offer information about local universal services, for example youth services, family hubs or children’s centres and GPs, where young people, parents and carers can seek additional support and advice about health and wellbeing.
Where young people, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral.
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
School aged years high impact area 6: Supporting self-care and improving health literacy
DfE, DHSE SEND: guide for health professionals
School-aged years high impact area 5: Supporting additional and complex health needs
DfE DHSC SEND code of practice: 0 to 25 years
Offer opportunities for parents and carers to discuss family concerns and advise on how to access further support.
Healthy child programme 0 to 19: health visitor and school nurse commissioning
Where young people have a health care plan to support them in their education setting, use clinical and professional judgment to schedule regular reviews as appropriate.
Healthy child programme 0 to 19: health visitor and school nurse commissioning
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 5: Supporting additional and complex health needs
Where a young person transfers into area, follow local guidance and best practice to review the young person’s health records, make appropriate follow up and take relevant action.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Safeguarding (Universal)
Safeguarding (Community)
Follow statutory guidance and local safeguarding procedures where there is cause for concern.
DfE Working together to safeguard children
No child left behind: a public health informed approach to improving outcomes for vulnerable children
NSPCC Spotting the signs of child abuse
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Metrics and outcomes indicators
Use evidence and data to monitor the health and wellbeing of vulnerable young people. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health vulnerable children and young people
OHID Fingertips Improving health outcomes for vulnerable children and young people reports
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips Wider determinants of health
OHID Fingertips user guidance
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Working in partnership with other agencies, children, young people and families, and other stakeholders, to assess, prioritise and develop a response to local population health needs
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Raise awareness of personal safety, including at home, school or college or work, road, water and fire safety, finding safe places to meet and socialise, and safety in cars including while driving.
School-aged years high impact area 2: Improving health behaviours and reducing risk
Reducing unintentional injuries on the roads among children and young people under 25 years
GOV.UK Road Safety campaigns
Royal Society for the Prevention of Accidents (ROSPA)
Keeping safe and accident prevention (Targeted)
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Targeted)
Safeguarding (Specialist)
Metrics and outcomes indicators
Use evidence and data to monitor accidents and injuries. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health healthcare use
OHID Fingertips Child and maternal health unintentional injuries
OHID Fingertips Unintentional injuries on the roads
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Working in partnership with other agencies, young people and families, and other stakeholders, to assess, prioritise and develop a response to local population health needs
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Health visiting and school nursing delivery model
Community
Targeted
Encourage young people to follow oral health care advice.
OHID, DHSE, NHS England and NHS Improvement Delivering better oral health: an evidence-based toolkit for
prevention
School-aged years high impact area 3: Supporting healthy lifestyles
NHS.UK Take care of your teeth and gums
For young people who have not attended the dentist, advise that NHS dental treatment is free for those under 18 or under 19 and in qualifying full-time education. Encourage young people to attend the dentist regularly, particularly for those at high risk of tooth decay. Signpost to dental care and preventive advice as appropriate. Dentists can provide specialist advice on the application of fluoride varnish and orthodontics.
NHS.UK Who is entitled to free NHS dental treatment in England
NHS.UK Take care of your teeth and gums
NHS.UK Dentists
NHS.UK Fluoride
Encourage young people to eat a healthy balanced diet in line with the Eatwell Guide and to limit food and drinks high in sugar. Encourage water or drinks which are lower in sugar to be drunk between meals and limit fruit juice and smoothies to a maximum of 150 mls (one portion) in total each day and drink it with meals to reduce the risk of tooth decay. Advise young people to minimise the amount and frequency of consumption of sugary food.
The Eatwell Guide
School-aged years high impact area 3: Supporting healthy lifestyles
OHID, DHSC, NHS England and NHS Improvement Delivering better oral health: an evidence-based toolkit for
prevention
NHS.UK Food labels – eat well
NHS.UK Sugar: the facts
Healthy weight, nutrition and physical activity
Ensure young people are aware that smoking and alcohol have an impact on oral health. Ask about smoking and alcohol consumption and give brief advice as appropriate to lower risk levels.
E-Learning for Healthcare Alcohol and tobacco brief interventions
OHID, DHSC, NHS England and NHS Improvement Delivering better oral health: an evidence-based toolkit for
prevention
Alcohol, drugs and tobacco
Metrics and outcomes indicators
Use evidence and data to monitor oral health and dental care. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health oral health
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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Use strength-based approaches to support young people to prepare for adulthood as they increase their independence and become less reliant on parents and carers. Encourage them to build knowledge and skills to enable them to make informed decisions about their health and wellbeing.
Develop their knowledge of self-care, autonomy and decision making, including how to access health services (including responding safely and appropriately to unintentional injuries).
Association for Young People’s Health: Health Literacy (PDF)
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
Keeping safe and accident prevention
Support young people to develop a broad understanding of good health and wellbeing using a health promoting approach, with a focus on prevention and self-efficacy rather than treatment or cure, including appropriate use antibiotics. Topics could include healthy diet and healthy weight, physical activity, mental health and emotional wellbeing, keeping safe and accident prevention, immunisations, oral health, alcohol, drugs and tobacco.
School aged years high impact area 6: Supporting self-care and improving health literacy
School-aged years high impact area 3: Supporting healthy lifestyles
Immunisation
Mental and emotional health and wellbeing
Healthy weight, nutrition and physical activity
Alcohol, drugs and tobacco
Keeping safe and accident prevention
Oral health and dental care
Transition from children and young people’s to adult health and care services may be worrying for some young people. Help them to develop health literacy skills around informed consent and decision making about their own health, and to access and use health services appropriately.
School aged years high impact area 6: supporting self-care and improving health literacy
Transition to further education and adulthood
Offer information and guidance about safe, confidential and accessible services for when young people need health support and advice
Mind Information for young people aged 11-18
DHSC You’re Welcome quality criteria for young people friendly health services
Metrics and outcomes indicators
Use evidence and data to monitor self-care and health literacy. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Working in partnership with other agencies, children, young people and families, and other stakeholders, use population health needs assessment to assess, prioritise and develop a response to local population health needs.
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Work with partners to identify inequalities in outcomes for different groups of young people. Offer relevant universal and targeted services to meet the needs identified.
Health equity
Identify and support young people who may require additional resources and support for early identification and prevention of poor physical and mental health outcomes, such as those living in more deprived areas or who have caring responsibilities. Ensure young carers and their family are aware of their right to a young carer’s needs assessment.
NHS.UK Children and young people’s services
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 2: Improving health behaviours and reducing risk
Inequalities and disparities including young carers
Identify vulnerable children who are at greater risk of experiencing poor outcomes because of one or more factors in their lives, for example families in poverty, poor housing or at risk of hidden harms. Children and young people’s physical, emotional and mental wellbeing are significantly shaped by the social determinants of health into which they are born, live, learn and grow.
For those children who may have additional needs, complete an assessment to identify needs, strengths and vulnerabilities.
Based on need, offer information about local universal services, for example family hubs or children’s centres and GPs, where parents and carers can seek additional support and advice. This could include household budgeting support to enhance their skills and confidence.
Where children, have been identified as requiring targeted or specialist services, follow local pathways to complete appropriate and timely referral.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
No child left behind: a public health informed approach to improving outcomes for vulnerable children
School-aged years high impact area 2: Improving health behaviours and reducing risk
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
School-aged years high impact area 6: Supporting self-care and improving health literacy
DfE, DHSC SEND: guide for health professionals
DLUHC, DfE Supporting families
DfE Working together to safeguard children
E-Learning for Healthcare All Our Health: Homelessness
Citizens Advice
Shelter Housing advice
Safeguarding (Targeted)
Safeguarding (Community)
Where children and their parents and carers are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Targeted)
Safeguarding (Specialist)
Metrics and outcomes indicators
Use evidence and data to monitor inequalities and disparities. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips Wider determinants of health
OHID Fingertips user guidance
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Follow statutory guidance and local safeguarding procedures where there is cause for concern.
DfE Working together to safeguard children
No child left behind: a public health informed approach to improving outcomes for vulnerable children
NSPCC Spotting the signs of child abuse
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding
Develop a collaborative relationship and use a strengths- or asset-based approach to assess need including family relationships and dynamics, and chronology of events. Support young people, parents and carers, building on their strengths and attributes to improve wellbeing, address concerns and support self-care. Recognise when individuals or families may have experienced trauma or adverse childhood experiences.
Scottish Government Trauma-informed practice: toolkit
South Yorkshire Violence Reduction Unit Trauma-informed practice
Gloucestershire County Council Frameworks for being trauma-informed
Early Intervention Foundation Trauma-informed care: Understanding the use of trauma-informed approaches within children’s social care
Adverse Childhood Experience Support Hub Cymru and Wrexham University ‘Trauma-informed’: Identifying key language and terminology through a review of the literature
Where a young person transfers into area, follow local guidance and best practice to review the young person’s health records, make appropriate follow up and action.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Safeguarding (Targeted)
Safeguarding (Community)
Where young people are receiving targeted or specialist support, continue to provide the universal and community offer and work in partnership with other agencies.
Health visiting and school nursing delivery model
Universal
Community
Metrics and outcomes indicators
Use evidence and data to monitor the health and wellbeing of vulnerable young people and those with safeguarding needs. Compare local data with similar areas, within a region and nationally, to identify opportunities for improvement. Use evidence and data to evaluate and demonstrate improvements in population health and other outcomes resulting from universal intervention.
OHID Fingertips Child and maternal health vulnerable children and young people
OHID Fingertips Improving health outcomes for vulnerable children and young people reports
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips Wider determinants of health
OHID Fingertips user guidance
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