Healthy Child Programme Schedule of Interventions Guide
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3 to 5 years
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Clinically vulnerable with long-term health needs
Children with additional health and development needs
Mental and emotional health and wellbeing
Statutory entitlement for care and support
Safeguarding
Special educational needs and disabilities (SEND)
Wider determinants of health, disparities and
other factors leading to poorer outcomes
Alcohol, drugs and tobacco
Inequalities and disparities
Nurturing parenting
Domestic violence and abuse
Child mental health and wellbeing
Where child mental health and wellbeing has been identified as requiring specialist intervention, work in partnership where appropriate to support holistic strengths-based assessment.
Use multiagency approaches to follow local pathways and provide interventions for children with complex or ongoing needs, and their parents or carers.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Health visiting and school nursing service delivery model
Healthy child programme 0 to 19: health visitor and school nurse commissioning
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
School-aged years high impact area 1: Supporting resilience and wellbeing
Wellbeing and mental health: applying all our health
Solihull Approach
Healthy beginnings: applying all our health
NICE Social and emotional wellbeing: early years
NICE Early years: promoting health and wellbeing in under 5s
No child left behind: a public health informed approach to improving outcomes for vulnerable children
Universal
Targeted
Community
Coordinate effective liaison and partnership working between other agencies including primary and secondary care, children’s social care, specialist services, parents and carers to ensure seamless tailored support is provided particularly during the transition of care and ‘step up’ or ‘step down’ between specialist, targeted and universal services.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Parents and carers may experience additional pressures when caring for a child with mental health and wellbeing needs requiring specialist services.
Where appropriate, offer holistic assessment to identify needs, strengths and vulnerabilities, and provide personalised clinical interventions in response to identified need. Offer evidence-based programmes for example intensive parenting support where appropriate.
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
School-aged years high impact area 1: Supporting resilience and wellbeing
Wellbeing and mental health: applying all our health
Solihull Approach
Healthy beginnings: applying all our health
DWP Reducing parental conflict: tools for commissioners, managers and leaders
Race Equality Foundation Reducing parental conflict toolkit
Safeguarding (Universal)
Safeguarding (Targeted)
Universal
Targeted
Community
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
Health visiting and school nursing delivery model
Targeted
Universal
Community
Parental mental health and wellbeing
Where parental or carer mental health and wellbeing has been identified as requiring specialist intervention for the family, work in partnership where appropriate to support holistic strengths-based assessment.
Use multiagency approaches to follow local pathways and provide interventions for children, parents or carers with complex or ongoing needs.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 2: supporting maternal and family mental health
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
When assessing and supporting child, parental and family mental health, use strength-based approaches to provide support or onward referral. Avoid the potential for re-traumatisation by recognising when people 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
Working definition of trauma-informed practice
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
Health visiting and school nursing delivery model
Targeted
Universal
Community
Metrics and outcome 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 specialist intervention.
OHID Fingertips Children and young people's mental health and wellbeing
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Complex needs and disability
Where children have been identified as requiring specialist intervention for a complex need or disability, including for special educational needs or disabilities (SEND), work in partnership where appropriate to support holistic strengths-based assessment.
Use multiagency approaches to follow local pathways and provide interventions and where appropriate support the development of the education healthcare plan (EHCP), for children with complex or ongoing needs, and their parents or carers.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, support school readiness and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: Supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
Early years high impact area 5: Improving health literacy, managing minor illnesses and reducing accidents
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 How to care for children with complex needs
E-Learning for Healthcare: Early developmental support programme
Parents and carers may experience additional pressures when caring for a child with complex needs and disability requiring specialist services.
Where appropriate, offer holistic assessment to identify needs, strengths and vulnerabilities, and provide personalised clinical interventions in response to identified need. Offer evidence-based programmes for example intensive parenting support where appropriate.
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
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
DWP Reducing parental conflict: tools for commissioners, managers and leaders
Race Equality Foundation Reducing parental conflict toolkit
Safeguarding (Universal)
Safeguarding (Targeted)
Universal
Targeted
Community
Coordinate effective liaison and partnership working between other agencies including primary and secondary care, children’s social care, specialist services, parents and carers to ensure seamless tailored support is provided particularly during the transition of care and ‘step up’ or ‘step down’ between specialist, targeted and universal services.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Long-term and acute health needs
Where children have been identified as requiring specialist intervention for a long-term or acute health need, such as spina bifida, congenital heart disease, cancer or allergies, work in partnership where appropriate to support holistic strengths-based assessment.
Use multiagency approaches to follow local pathways and provide interventions for children with acute or ongoing needs, and their parents or carers.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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 6: Supporting self-care and improving health literacy
NHS England House of care: a framework for long-term condition care
NICE Allergies
RCPCH Allergy care pathways – education resources for healthcare professionals (2011)
NHS.UK Allergies
NICE Epilepsy
NHS.UK Epilepsy
NHS.UK Sickle Cell Disease
Sickle Cell Society
NICE Sickle Cell Disease
NHS.UK Cystic Fibrosis
Cystic Fibrosis Trust
NHS England NHS Commissioning children and young people’s cancer
Young Lives vs Cancer
NHS.UK Congenital heart disease
NHS.UK Spina bifida
Coordinate effective liaison and partnership working between other agencies including primary and secondary care, children’s social care, specialist services, parents and carers to ensure seamless tailored support is provided particularly during the transition of care and ‘step up’ or ‘step down’ between specialist, targeted and universal services.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
NHS England House of care: a framework for long-term condition care
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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
Health visiting and school nursing delivery model
Universal
Targeted
Community
Parents and carers may experience additional pressures when caring for a child with long-term and acute health needs requiring specialist services.
Where appropriate, offer holistic assessment to identify needs, strengths and vulnerabilities, and provide personalised clinical interventions in response to identified need. Offer evidence-based programmes for example intensive parenting support where appropriate.
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
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
DWP Reducing parental conflict: tools for commissioners, managers and leaders
Race Equality Foundation Reducing parental conflict toolkit
Safeguarding (Universal)
Safeguarding (Targeted)
Universal
Targeted
Community
Metrics and outcomes indicators
Use evidence and data to monitor the health and wellbeing needs of children with additional health and development needs including SEND. 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 specialist intervention.
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
Close pop-up
Children in need
Follow statutory guidance and local safeguarding policies where a child is a child in need.
Work in partnership with other agencies and parents to support holistic strengths-based assessment including family relationships and dynamics, and chronology of events.
Follow local pathways to provide personalised clinical interventions, evidence-based information or referral where appropriate in response to need. This includes multiagency approaches, including joint visits or consultations with other professionals where appropriate, to coordinate holistic, wrap-around support and interventions for parents and carers to meet the needs of their child.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Children Act 1989
Children Act 2004
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Universal)
Safeguarding (Targeted)
Universal
Targeted
Community
Use strength-based approaches to assess and support parents and carers to avoid the potential for re-traumatisation by recognising when people 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
Working definition of trauma-informed practice
Coordinate effective liaison and partnership working between other agencies including primary and secondary care, children’s social care, specialist services, parents and carers to ensure seamless tailored support is provided particularly during the transition of care and ‘step up’ or ‘step down’ between specialist, targeted and universal services.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Children with child protection plans
Follow statutory guidance and local safeguarding policies where a child has a child protection plan.
Work in partnership with other agencies and parents to support holistic strengths-based assessment including family relationships and dynamics, and chronology of events.
Follow local pathways to provide personalised clinical interventions, evidence-based information or referral where appropriate in response to need. This includes multiagency approaches, including joint visits or consultations with other professionals where appropriate, to coordinate holistic, wrap-around support and interventions for parents and carers to meet the needs of their child.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Children Act 1989
Children Act 2004
Scottish Government Trauma-informed practice: toolkit
South Yorkshire Violence Reduction Unit Trauma-informed practice
Gloucestershire County Council Frameworks for being trauma-informed
Working definition of trauma-informed practice
E-Learning for Healthcare Safeguarding children and young people programme
Safeguarding (Universal)
Safeguarding (Targeted)
Universal
Targeted
Community
Use strength-based approaches to assess and support parents and carers to avoid the potential for re-traumatisation by recognising when people 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
Working definition of trauma-informed practice
Coordinate effective liaison and partnership working between other agencies including primary and secondary care, children’s social care, specialist services, parents and carers to ensure seamless tailored support is provided particularly during the transition of care and ‘step up’ or ‘step down’ between specialist, targeted and universal services.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Looked-after children
Follow statutory guidance and local safeguarding policies where a child is a looked after child.
Work in partnership with other agencies and parents to support holistic strengths-based assessment including family relationships and dynamics, and chronology of events.
Follow local pathways to provide personalised clinical interventions, evidence-based information or referral where appropriate in response to need. This includes multiagency approaches, including joint visits or consultations with other professionals where appropriate, to coordinate holistic, wrap-around support and interventions for parents and carers to meet the needs of their child.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Children Act 1989
Children Act 2004
Scottish Government Trauma-informed practice: toolkit
South Yorkshire Violence Reduction Unit Trauma-informed practice
Gloucestershire County Council Frameworks for being trauma-informed
Working definition of trauma-informed practice
Safeguarding (Universal)
Safeguarding (Targeted)
Universal
Targeted
Community
Use strength-based approaches to assess and support parents and carers to avoid the potential for re-traumatisation by recognising when people 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
Working definition of trauma-informed practice
Coordinate effective liaison and partnership working between other agencies including primary and secondary care, children’s social care, specialist services, parents and carers to ensure seamless tailored support is provided particularly during the transition of care and ‘step up’ or ‘step down’ between specialist, targeted and universal services.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Metrics and outcome indicators
Use evidence and data to monitor the health and wellbeing of vulnerable children 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 specialist 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
Close pop-up
Complex needs and disability
Where children have been identified as requiring specialist intervention for a complex need or disability, including for special educational needs or disabilities (SEND), work in partnership where appropriate to support holistic strengths-based assessment.
Use multiagency approaches to follow local pathways and provide interventions and where appropriate support the development of the education healthcare plan (EHCP), for children with complex or ongoing needs, and their parents or carers.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, support school readiness and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: Supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
Early years high impact area 5: Improving health literacy, managing minor illnesses and reducing accidents
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 How to care for children with complex needs
E-Learning for Healthcare: Early developmental support programme
Parents and carers may experience additional pressures when caring for a child with complex needs and disability requiring specialist services.
Where appropriate, offer holistic assessment to identify needs, strengths and vulnerabilities, and provide personalised clinical interventions in response to identified need. Offer evidence-based programmes for example intensive parenting support where appropriate.
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
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
DWP Reducing parental conflict: tools for commissioners, managers and leaders
Race Equality Foundation Reducing parental conflict toolkit
Safeguarding (Universal)
Safeguarding (Targeted)
Universal
Targeted
Community
Coordinate effective liaison and partnership working between other agencies including primary and secondary care, children’s social care, specialist services, parents and carers to ensure seamless tailored support is provided particularly during the transition of care and ‘step up’ or ‘step down’ between specialist, targeted and universal services.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
Health visiting and school nursing delivery model
Universal
Targeted
Community
Metrics and outcomes indicators
Use evidence and data to monitor the health and wellbeing needs of children with additional health and development needs including SEND. 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 specialist intervention.
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
Close pop-up
Where parents require specialist intervention for an identified need relating to alcohol, illicit drug or medicine or tobacco misuse, work in partnership where appropriate to support holistic strengths-based assessment.
Use multiagency approaches to follow local pathways and provide interventions for children, parents or carers with acute or ongoing needs.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Parents with alcohol and drug problems: support resources
Early years high impact area 1: Supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
Early years high impact area 5: Improving health literacy, managing minor illnesses and reducing accidents
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
Drugs commissioning support: principles and indicators
DHSC Drug misuse and dependence: UK guidelines on clinical management
NICE Drug misuse prevention: targeted interventions
E-Learning for Healthcare Alcohol Identification and Brief Advice
UK Chief Medical Officers’ low risk drinking guidelines
DHSC Drug misuse and dependence: UK guidelines on clinical management
Talk to Frank Honest information about drugs
Talk to Frank Find support near you
Alcoholics Anonymous (AA)
Cocaine Anonymous (CA)
Narcotics Anonymous (NA)
Alcohol: applying all our health
NICE Smoking cessation interventions and services
Health matters: Stopping smoking - what works?
NHS.UK Live well quit smoking
NHS.UK Passive smoking
E-Learning for Healthcare All our health: alcohol
Keeping safe and accident prevention
Inequalities and disparities including parents in contact with the criminal justice system
Safeguarding
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
NHS England House of care: a framework for long-term condition care
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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
Health visiting and school nursing delivery model
Universal
Targeted
Community
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 specialist intervention.
OHID Fingertips Local alcohol profiles for England
OHID Fingertips Local tobacco control profiles
OHID Fingertips Child and maternal health pregnancy and birth
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Minority groups
Where children, parents or carers from minority groups, such as Gypsy, Traveller and Roma (GRT) and Boater communities, asylum seekers and refugees, require specialist intervention for an identified need relating to health, vulnerability or disparities, work in partnership where appropriate to support holistic strengths-based assessment.
Use multiagency approaches to follow local pathways and provide interventions for children with complex or ongoing needs, and their parents or carers.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: Supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
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
No child left behind: a public health informed approach to improving outcomes for vulnerable children
NHS.UK Children and young people’s services
Inclusion health: applying All Our Health
Healthy equity
Voluntary, Community and Social Enterprise (VCSE) Inclusion Health Audit Tool
Friends, Families and Travellers
NICE Diabetes (type 1 and type 2) in children and young people: diagnosis and management
NHS.UK Sickle Cell Disease
Sickle Cell Society
NICE Sickle Cell Disease
NHS.UK Thalassaemia
GOV.UK Female genital mutilation
NHS.UK Female genital mutilation
Modern slavery and public health
Home Office Modern slavery collection
Voluntary, Community and Social Enterprise (VCSE) Inclusion Health Audit Tool
DfE Safeguarding unaccompanied asylum seeking and refugee children
NHS entitlements: migrant health guide
Children with additional health and development needs including complex needs and disability
E-Learning for Healthcare Cultural competence
Inequalities and disparities including minority groups
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
NHS England House of care: a framework for long-term condition care
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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
Health visiting and school nursing delivery model
Universal
Targeted
Community
Parents in contact with the criminal justice system
Where parents, carers or other close family members are involved with the criminal justice system and require specialist intervention for an identified need relating to health, vulnerability or disparities, work in partnership where appropriate to support holistic strengths-based assessment.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: Supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
Early years high impact area 5: Improving health literacy, managing minor illnesses and reducing accidents
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
HMPPS Support for professionals working with offenders
Barnardo’s, HMPPS National Information Centre on Children of Offenders (NICCO)
Inclusion health: applying All Our Health
Prisoners’ Families Helpline
Mental and emotional health and wellbeing
Safeguarding
Intensive parenting support including inconsistent parenting
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
NHS England House of care: a framework for long-term condition care
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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
Health visiting and school nursing delivery model
Targeted
Universal
Community
Young carers
Where specialist intervention is required for children identified as having caring responsibilities, work in partnership where appropriate to support holistic strengths-based assessment.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 2: Supporting maternal and family mental health
Early years high impact area 6: Ready to learn and narrowing the word gap
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
No child left behind: a public health informed approach to improving outcomes for vulnerable children
Care Act 2014
Children’s Commissioner The support provided to young carers in England
ADCS No wrong doors working together to support young carers and their families
Barnardo’s Young carers
Carers’ Trust Help and information
Children’s Society Young carer services
NHS England Today on Young Carers Awareness Day – How can you help a young carer in just 5 minutes?
DHSC You’re Welcome: Quality criteria for young people friendly health services
RCPCH State of child health young carers
Young Minds Young carers
Children’s Society Advice and support for young carers
Carers Trust Young carers in schools toolkit (PDF)
Mental and emotional health and wellbeing
Inequalities and disparities including young carers
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
NHS England House of care: a framework for long-term condition care
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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
Health visiting and school nursing delivery model
Targeted
Universal
Community
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 specialist 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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Where children, parents and carers have been identified as requiring specialist intervention for family relationship concerns such as domestic violence and abuse (including controlling relationships between parents), work in partnership where appropriate to support holistic strengths-based assessment including family relationships and dynamics, and chronology of events.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
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 6: Supporting self-care and improving health literacy
DWP Reducing Parental Conflict programme and resources
Race Equality Foundation Reducing Parental Conflict
NICE Domestic violence and abuse
Home Office and Ministry of Justice Domestic Abuse Bill
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
Home Office Tackling violence against women and girls strategy
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding
Safeguarding including domestic violence and abuse
Intensive parenting support
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
NHS England House of care: a framework for long-term condition care
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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
Health visiting and school nursing delivery model
Targeted
Universal
Community
Metrics and outcomes indicators
Use evidence and data to monitor issues related to domestic violence and abuse. 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 specialist intervention.
OHID Fingertips Child and maternal health
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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Where parents and carers have been identified as requiring specialist intervention to support consistent, responsive parenting, work in partnership where appropriate to support holistic strengths-based assessment.
Use strengths-based approaches to empower parents and carers to meet the needs of their child, and access specialist services appropriately.
Where appropriate, provide information about local services, such as family hubs or children’s centres, where parents and carers can seek additional support and advice while receiving care from specialist services.
Early years high impact area 1: Supporting the transition to parenthood
Early years high impact area 2: Supporting maternal and family mental health
Early years high impact area 5: Improving health literacy, managing minor illnesses and reducing accidents
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 6: Supporting self-care and improving health literacy
Alcohol, drugs and tobacco
DWP Reducing parental conflict: tools for commissioners, managers and leaders
Solihull Approach Understanding your child
Safeguarding (Universal)
Safeguarding (Targeted)
Safeguarding (Community)
Where there are safeguarding concerns, follow statutory guidance and local safeguarding procedures.
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
Safeguarding (Universal)
Safeguarding (Targeted)
Where children transfer in or out-of-area, ensure that the child’s health records are transferred to the receiving service with particular reference to GPs, health visiting and school nursing services and children’s social care. Local guidance and best practice should be adhered to, and information regarding specialist services included in the handover.
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
DfE Working together to safeguard children
Continue to provide clinical interventions as part of the universal and targeted offer, working in partnership with parents, carers and specialist services. This may include joint reviews or contacts with other professionals or partners in response to identified need.
NHS England House of care: a framework for long-term condition care
Early years high impact area 5: improving health literacy, managing minor illnesses and reducing accidents
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 6: Supporting self-care and improving health literacy
Health visiting and school nursing delivery model
Targeted
Universal
Community
Metrics and outcomes indicators
Use evidence and data to monitor factors which may benefit from intensive parenting support. 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 specialist intervention.
OHID Fingertips Child and maternal health
OHID Fingertips Teenage pregnancy and young parents reports
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
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