Healthy Child Programme Schedule of Interventions Guide
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5 to 11 years
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Health and wellbeing development review
Screening
Immunisation
Mental and emotional health and wellbeing
Healthy weight, nutrition and physical activity
Maintaining healthy relationships including sexual health
Alcohol, drugs and tobacco
Nurturing parenting
Transition between education settings
Speech, language and communication
Vulnerabilities and identification of additional needs
Keeping safe and accident prevention
Oral health and dental care
Improving self-care and health literacy
Inequalities and disparities
Safeguarding
4 to 5 year-old health review
At school entry, ensure the smooth transition of children from the health visiting to school nursing team by transferring responsibility for a child from a health visitor to school nurse or school health team.
Health visiting and school nursing delivery model
Early years high impact area 6: Ready to learn and narrowing the word gap
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
Review the child’s transition into school with parents and carers. Offer information and guidance to help parents and carers support their child’s integration into school.
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
No child left behind: a public health informed approach to improving outcomes for vulnerable children
GOV.UK Early years foundation stage
Review the immunisation status of children according to the national routine immunisation schedule.
Where children have not received recommended immunisations, refer to the guide for uncertain or incomplete vaccinations.
Where there are concerns, complete an assessment to identify needs and strengths. Where parents or carers have declined recommended immunisations, offer evidence-based information and guidance. Support parents and carers to take decisions about their child’s health and wellbeing by developing a collaborative relationship with families, using a strengths- or asset-based approach to build on their strengths and attributes and address concerns.
Where children, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral. This includes where children have not received recommended immunisations or where parents or carers need additional input to support informed decision-making.
School-aged years high impact area 2: Improving health behaviours and reducing risk
School aged years high impact area 6: Supporting self-care and improving health literacy
Guidance on immunisation against infectious disease
Vaccination of individuals with uncertain or incomplete immunisation status
NHS.UK Routine childhood immunisation schedule
Immunisations (Universal)
Immunisations (Targeted)
Review whether parents have registered their child with a GP and a dentist. If parents are yet to register their child, advise on the importance of registering and how to arrange registration.
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
NHS.UK Registering with a GP
NHS.UK Who is entitled to free NHS dental treatment in England
Review the child’s health and wellbeing and their physical, emotional and social development with the parents or carers.
Where there are concerns, 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, such as parenting support to enhance skills and confidence.
Where children, 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: a public health informed approach to improving outcomes for vulnerable children
NHS.UK Bedwetting in children
ERIC – the bladder and bowel charity
DfE, DHSC SEND code of practice: 0 to 25 years
GOV.UK Children with special educational needs and disabilities (SEND)
E-Learning for Healthcare: Early developmental support programme
Promote health by offering parents and carers evidence-based information and guidance about establishing and reinforcing healthy behaviours and routines for their child. This may include healthy eating, physical activity, twice daily toothbrushing, screen time, sleep, accident prevention, sun safety and the importance of play.
School aged years 5 to 19 high impact area 3: improving lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
Our healthy year
NHS.UK Better health - Healthier families
NHS.UK Eat well
DHSC OHID Physical activity guidelines
OHID, DHSC, NHS England and NHS Improvement Delivering better oral health: an evidence-based toolkit for
prevention
Child oral health – applying all our health
NHS.UK Sun Safety
ROSPA Accidents to children
ROSPA Keeping kids safe
Child Accident Prevention Trust (CAPT)
Improving self-care and health literacy
Encourage participation in the National Child Measurement Programme (NCMP).
Use the opportunity the National Child Measurement Programme for children aged 4 to 5 years offers to engage with parents of all children measured to promote healthy weight, through pre-measurement and feedback letters. Offer follow up support in line with local pathways.
School aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
Healthier weight promotion: consistent messaging
National child measurement programme: operational guidance
National child measurement programme: conversation framework
RCPCH Body mass index chart
Healthy weight, nutrition and physical activity
Review whether vision screening and hearing tests have been carried out between age 4 to 5 years old in accordance with local commissioned pathways.
Review whether parents and carers have any concerns about their child’s vision or hearing.
Where there are concerns, complete referral for vision or hearing tests in accordance with local commissioned pathways.
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
Child vision screening
NHS.UK Hearing tests for children
Screening
Offer evidence-based information and guidance for families to develop a good understanding of positive health and wellbeing, including healthy weight and nutrition, mental health and emotional wellbeing, keeping safe and accident prevention, immunisations, oral health, alcohol, drugs and tobacco.
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
Mental health and emotional wellbeing
Healthy weight, nutrition and physical activity
Keeping safe and accident prevention
Improving self-care and health literacy
Develop a collaborative relationship and use a strengths- or asset-based approach with families to assess and support parents and carers. Build on their strengths and attributes to improve wellbeing, address concerns and support self-care. Develop parents’ and carers’ confidence and self-efficacy in understanding and accessing health and care information, advice and services appropriately. This could include what to do in the event of illness and when and how to access health services.
Early years high impact area 5: Improving health literacy, managing minor illness and reducing accidents
School aged years high impact area 6: Supporting self-care and improving health literacy
NHS.UK Services
NHS.UK Looking after a sick child
Healthier Together I’m worried about…
E-Learning for Healthcare All Our Health: Social prescribing
NHS.UK
Improving self-care and health literacy
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 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
7 to 8 year-old health needs review
Use clinical and professional judgment to identify children and families 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 parents and carers can seek additional support and advice to care for their child’s health and wellbeing.
Where children, 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 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
10 to 11 year-old health needs review
Use clinical and professional judgment to identify children and families 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 parents and carers can seek additional support and advice to care for their child’s health and wellbeing.
Where children, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral.
No child left behind – a public health informed approach to improving outcomes for vulnerable children
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
Mental and emotional health and wellbeing
Vulnerabilities and identification of additional needs
Children with additional health and development needs including SEND
Specialist
Encourage participation in the National Child Measurement Programme (NCMP).
Use the opportunity the National Child Measurement Programme to engage with parents of all children measured to promote healthy weight, through pre-measurement and feedback letters. Offer follow up support in line with local pathways.
School aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
Healthier weight promotion: consistent messaging
National child measurement programme: operational guidance
National child measurement programme: conversation framework
RCPCH Body mass index chart
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 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
Metrics and outcomes indicators
Use evidence and data to monitor child 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 school-age children
OHID Fingertips Child and maternal health school-age children: primary
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Review whether vision screening and hearing tests have been carried out between age 4 to 5 years old in accordance with local commissioned pathways.
School aged years high impact area 6: Supporting self-care and improving health literacy
Child vision screening
NHS.UK Hearing tests for children
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 long-term conditions and complex needs
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Review the immunisation status of children according to the national routine immunisation schedule.
Where children have not received recommended immunisations, refer to the guide for uncertain or incomplete vaccinations.
Where there are concerns, complete an assessment to identify needs and strengths. Where parents and carers have declined recommended immunisations, offer evidence-based information and guidance. Support parents and carers to take decisions about their child’s health and wellbeing by developing a collaborative relationship with families, using a strengths- or asset-based approach to build on their strengths and attributes and address concerns.
Where children, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral. This includes where children have not received recommended immunisations or where parents or carers need additional input to support informed decision-making.
School aged years high impact area 6: Supporting self-care and improving health literacy
Immunisation against infectious disease
Routine childhood immunisation schedule
Vaccination of individuals with uncertain or incomplete immunisation status
UKHSA Hepatitis b: the green book, chapter 18
NICE Hepatitis B quality standard (QS65)
NHS.UK BCG tuberculosis (TB) vaccine overview
NICE Tuberculosis
NHS.UK Tuberculosis
Offer evidence-based information and guidance about seasonal influenza vaccine for children over 2-years of age, using a strengths-based approach to enable parents and carers in their decision-making.
School aged years high impact area 6: Supporting self-care and improving health literacy
UKHSA 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, children, 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
Child mental health and emotional wellbeing
Offer parents and carers evidence-based information about the importance of building resilience including family relationships and how to meet their child’s emotional needs. Develop a collaborative relationship and use strengths- or asset-based approaches with families to build strengths and attributes to encourage a positive relationship when interacting with their child.
Offer evidence-based information about factors that support child wellbeing, for example communication between the parent and child, and adopting healthy lifestyles.
Offer information about local universal services, for example family hubs or children’s centres, where parents and carers can access community activities to support mental health and emotional wellbeing such as arts and outdoor activities or parenting programmes to enhance skills and confidence.
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
Collection - Public mental health
Prevention concordat for better mental health: planning resource
DfE Mental health resources
NICE Social, emotional and mental wellbeing in primary and secondary education [NG223]
Future Learn Psychological first aid: supporting children and young people
Association of Young People’s Health: A public health approach to promoting young people’s resilience (PDF)
Intensive parenting support
Speech, language and communication
Offer evidence-based information and guidance about building resilience in the context of families, learning environments and within local communities.
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
Community
Promote and support the development of a whole-school approach to emotional and mental health and wellbeing. This could include measures to prevent and stop bullying, enhancing social skills, independence and self-confidence, and activities such as active play, art groups, sports, dance and singing groups.
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
DfE Promoting and supporting mental health and wellbeing in schools and colleges
Promoting children and young people’s mental health and wellbeing
NHS.UK Looking after a child or young person’s mental health
Early Intervention Foundation guidebook
Anna Freud National Centre for Children and Families 5 steps to mental health and wellbeing
Support delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all children and young people, including those in special schools and alternative education provision. This includes providing children with evidence-based information and guidance to learn how to keep mentally well and to develop social and emotional skills including healthy respectful relationships, how to recognise bullying and how to access support if they are worried.
Support parents and carers to complement school provision of Relationships and Sex Education and Health Education.
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
Early Intervention Foundation guidebook
DfE Statutory guidance relationships and sex education (RSE) and health education
Future Learn Psychological First Aid: Supporting Children and Young People
MindEd for families
DfE Teaching about mental wellbeing
Every Mind Matters: Physical and mental wellbeing teaching resources
GOV.UK Bullying at school
BullyingUK Talking to your child about bullying
YoungMinds Bullying
NSPCC Bullying and cyberbullying
Maintaining healthy relationships including sexual health
Where there are concerns about family relationships, child emotional wellbeing or mental health, complete an assessment to identify needs and strengths.
Consider the lived experience of the child and the impact that parental mental health may be having.
Based on need, offer information about local universal services, for example family hubs or children’s centres, where parents and carers can seek additional support and advice on family relationships and child mental health.
Where children, 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 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
Vulnerability in childhood: a public health informed approach
Public mental health
NICE Social, emotional and mental wellbeing in primary and secondary education [NG223]
Work in partnership with parents and carers, schools, education mental health practitioners, and mental health support teams to support the mental health and wellbeing of children and young people. This could include issues of emerging developmental, emotional adjustment, educational or behavioural difficulties or risk factors that might affect educational progress.
School aged years high impact area 1: Supporting resilience and wellbeing
DfE Promoting and supporting mental health and wellbeing in schools and colleges
NHS England Mental health support in schools and colleges
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 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
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 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, 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
Where there are parent, carer or professional concerns about a child’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 family hubs or children’s centres, where parents and carers can access community groups which support the development of healthy weight, nutrition, and physical activity.
Where children, 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 6: Supporting self-care and improving health literacy
RCPCH Body mass index (BMI) chart
RCPCH UK-WHO growth charts
Promoting a healthier weight for children, young people and families: consistent messaging
NICE Obesity prevention
NHS.UK Better health - Healthier families School height and weight checks
Encourage participation in the National Child Measurement Programme (NCMP).
Use the opportunity the National Child Measurement Programme for children aged 4 to 5 and 10 to 11 years offers to engage with parents of all children measured to promote healthy weight, through pre-measurement and feedback letters Offer follow up support in line with local pathways.
School aged years high impact area 3: supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
Healthier weight promotion: consistent messaging
National child measurement programme: operational guidance
National child measurement programme: conversation framework
Support delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all children and young people, including those in special schools and alternative education provision. This includes providing children with evidence-based information and guidance to learn about healthy eating, physical activity and health literacy, and how to access support if they are worried.
School aged years high impact area 3: supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
DfE Statutory guidance relationships and sex education (RSE) and health education
Food teaching in primary schools
Healthy eating teaching resources
Physical activity teaching resources
Offer children, parents and carers evidence-based information and guidance about healthy lifestyles including a healthy balanced diet and physical activity. Use a strengths-based approach to enable children, parents and carers in their decision-making.
School aged years high impact area 3: supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
NHS food scanner
NHS.UK Better health - Healthier families
UK Chief Medical Officers’ Physical activity guidelines
NHS.UK Physical activity guidelines
NHS.UK The Eatwell Guide
DHSC Physical activity guidelines: infographics
NICE Obesity prevention
NHS.UK Government advice on vitamin D supplementation
The Eatwell Guide
Child oral health: applying all our health
Support the development of a whole-school approach to healthy weight, nutrition and physical activity. This could include encouraging the provision of healthy food in appropriate and comfortable dining areas, healthy breakfast, snacks and physical activity in out of school clubs, physical activity and active school travel, and voluntary participation in the healthy schools rating scheme.
School aged years high impact area 3: supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
DfE Healthy schools rating scheme
Our healthy year
DfE The school food standards
DfE Breakfast clubs in high-deprivation schools
DfE, DDCMS and DHSC School sport and activity action plan
Cycling UK Cycling to school
Bikeability Essential cycling skills for families
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.
Population health needs assessment: a guide for 0 to 19 health visiting and school nursing services
Community
Targeted
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 Obesity profile NCMP prevalence data
OHID Fingertips Obesity profile NCMP quality data
OHID Fingertips Obesity profile NCMP small area data
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips Physical activity
OHID Fingertips user guidance
Close pop-up
Working in partnership with other agencies, children, 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 delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all young people, including those in special schools and alternative education provision. This includes providing children with evidence-based information and guidanceto learn about healthy relationships, puberty 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
School aged years high impact area 6: Supporting self-care and improving health literacy
DfE Relationships education, relationships and sex education and health education
Teenage pregnancy prevention framework
Where appropriate, support parents and carers to complement the information 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 6: Supporting self-care and improving health literacy
DfE Relationships education, relationships and sex education and health education
Teenage pregnancy prevention framework
Develop a collaborative relationship with families, offering parents and carers evidence-based information and guidance to help them manage difficult and challenging issues that are affecting their parenting. Use strengths- or asset-based approaches to build on their strengths and attributes and address concerns.
Where there are concerns, 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 for healthy relationships and mental health.
Where parents and carers, 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 3: supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
DWP Reducing Parental Conflict programme and resources https://www.gov.uk/government/collections/reducing-parental-conflict-programme-and-resources
Race Equality Foundation Reducing Parental Conflict
Home Office Tackling violence against women and girls strategy
DfE Working together to safeguard children
Vulnerability in childhood: a public health informed approach
NICE Domestic violence and abuse
NHS.UK Domestic violence and abuse
DLUHC, DfE Supporting families
Home Office Domestic abuse how to get help
NHS.UK Sexual health
NICE Domestic violence and abuse: multi-agency working
Safeguarding
Safeguarding including domestic violence and abuse
Intensive parenting support
Where domestic violence or abuse 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.
No child left behind: a public health informed approach to improving outcomes for vulnerable children
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
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
NHS.UK Sexual health
NICE Domestic violence and abuse: multi-agency working
Home Office Tackling violence against women and girls strategy
Race Equality Foundation Reducing parental conflict toolkit
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
Where parents, carers and the child 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 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, children, 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 delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all young people, including those in special schools and alternative education provision. This includes providing children with evidence-based information and guidance to learn about alcohol, drugs and smoking and how to access support if they are worried.
Where appropriate, support parents and carers to complement school provision of Relationships and Sex Education and Health Education.
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
DfE Statutory guidance relationships and sex education (RSE) and health education
PSHE Association Drug and alcohol education
PSHE Association Drug and alcohol education for pupils with SEND
Where there are parent, carer or professional concerns about a child’s alcohol, drug, tobacco or vaping use, 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, where parents and carers can access additional support and advice about smoking cessation, drug use and parenting.
Where children, 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 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 Find support near you
Alcohol: applying all our health
Misuse of illicit drugs and medicine: applying all our health
NICE Drug misuse prevention: targeted interventions
Where there are concerns, ask parents and carers about their use of alcohol or illicit drug and medicine misuse.
Where appropriate, use the Alcohol, Smoking and Substance Involvement Screening Tool - Lite (ASSIST-Lite) 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 alcohol and drug use and parenting.
Alcohol and drug use should be reviewed at each contact.
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
Parents with alcohol and drug problems: support resources
How to use the ASSIST-Lite screening tool to identify alcohol and drug use and tobacco smoking
E-Learning for Healthcare Alcohol Identification and Brief Advice
E-Learning for Healthcare All our health: alcohol
UK Chief Medical Officers' low risk drinking guidelines (PDF)
Talk to Frank Find support near you
Alcohol: applying all our health
Misuse of illicit drugs and medicine: applying all our health
NICE Drug misuse prevention: targeted interventions
Where parents and carers, have been identified as requiring targeted or specialist services, follow local pathways to complete appropriate and timely referral.
Offer details of local specialist alcohol or drug treatment service by going to the FRANK website and searching using a postcode.
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
Parents with alcohol and drug problems: support resources
Talk to Frank Honest information about drugs
Talk to Frank Find support near you
E-Learning for Healthcare All our health Misuse of illicit drugs and medicines
Misuse of illicit drugs and medicine: applying all our health
Where parents, carers and the child 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)
Offer parents and carers evidence-based information and guidance on smoking cessation and benefits of maintaining a smokefree home (including for other members of the household). Offer information about local smoking cessation services as required.
Where parents or carers present as smokers wishing to stop smoking, offer brief intervention and information about local smoking cessation services to support them to stop.
Where additional targeted or specialist services are required, 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 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
E-Learning for Healthcare Supporting a smokefree pregnancy and smokefree families (SCP)
Smoking and tobacco: applying All Our Health
NICE Tobacco: preventing uptake, promoting quitting and treating dependence (NG209)
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, children, 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
Offer evidence-based information and guidance to encourage sensitive parenting. Support parents to adopt healthy coping strategies, raising awareness of the implications of using strategies such as alcohol consumption, smoking and other harmful behaviours.
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
DWP Reducing parental conflict: tools for commissioners, managers and leaders
Offer parents and carers evidence-based information and guidance about the importance of self-care as a parent, for example adequate sleep and rest, healthy diet, physical activity, accessing support networks, and developing positive coping strategies.
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
NHS.UK Every Mind Matters
NHS.UK Better Health
Improving self-care and health literacy (Universal)
Improving self-care and health literacy (Targeted)
Improving self-care and health literacy (Community)
Offer parents and carers evidence-based information and guidance about the importance of creating a healthy environment for their child, for example smoke free, safe homes, caring family context, and positive interaction that nurtures attachment.
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
NHS.UK Better Health
Offer parents and carers evidence-based information about establishing and reinforcing healthy behaviours and routines for their child. This may include healthy eating, physical activity, twice daily toothbrushing, screen time, sleep, accident prevention and the importance of play.
School-aged years high impact area 1: Supporting resilience and wellbeing
School aged years high impact area 3: supporting healthy lifestyles
NHS.UK Better health - Healthier families
NHS.UK Sleep problems in young children
NICE Behaviour change: general approaches
The Eatwell Guide
NICE Obesity prevention
Improving self-care and health literacy
Healthy weight, nutrition and physical activity
Oral health and dental care
Where there are concerns about parenting, 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, where parents and carers can seek additional parenting support.
Where children and their parents and carers 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 6: Supporting self-care and improving health literacy
No child left behind: a public health informed approach to improving outcomes for vulnerable children
Solihull Approach
Safeguarding
Intensive parenting support including nurturing parenting
Where parents, carers and the child 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 factors which may benefit from 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 universal 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
Close pop-up
Work in partnership including children and families, school nurses, health visitors and education settings, to support children starting school or 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.
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
School-aged years high impact area 5: Supporting additional and complex health needs
Better Health Every Mind Matters – Dealing with Change and Transition to secondary school lesson plans
Offer evidence-based information and guidance to support parents and carers to prepare their child for the transition to primary school, secondary school or other education setting, including identification of any health and wellbeing concerns.
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
School-aged years high impact area 5: Supporting additional and complex health needs
Where there are concerns about child development, including special educational needs (SEND) or complex needs and disability, complete an assessment to identify needs and strengths.
Based on need, offer information about local universal services and community groups, for example family hubs or children’s centres, where parents and carers can seek additional support such as parent and toddler groups.
Where children and their parents and carers have been identified as requiring targeted or specialist services, follow local pathways to 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
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
DfE, DHSC SEND code of practice: 0 to 25 years
GOV.UK Children with special educational needs and disabilities (SEND)
Children with additional health and development needs including SEND
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 appropriate, work in partnership including parents, carers, children, school nurses, health visitors and education settings, to develop health care plans to support children 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
Children with additional health and development needs including SEND
Where children 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
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 school-age children
OHID Fingertips Child and maternal health school-age children: primary
OHID Fingertips Child and maternal health long-term conditions and complex needs
OHID Fingertips Public Health Outcomes Framework
OHID Fingertips user guidance
Close pop-up
Offer parents and carers evidence-based information about children’s speech, language and communication development, including using play, books, music and interactive activities to support development.
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
I CAN
National Literacy Trust
Book Trust
The Communication Trust I CAN Professional resources
Where there are concerns about child speech, language and communication development, complete an assessment to identify needs and strengths, working in partnership with parents, carers and education settings.
Based on need, offer information about local universal services and community groups, for example family hubs or children’s centres, where parents and carers can seek additional support such as library sessions, community singing and reading events.
Where children have been identified as requiring targeted or specialist services, follow local pathways to complete appropriate and timely referral.
DfE Better communication research programme
RCSLT How can I access speech therapy?
The Communication Trust
National Literacy Trust
Community
Where there are concerns about a child’s hearing, offer parents and carers evidence-based information and guidance about hearing and development, support self-care and health literacy to enable them to access services appropriately with any concerns about their child’s hearing.
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
Screening
RCPCH Personal child health record
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
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
Close pop-up
Working in partnership with other agencies, children, 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
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’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 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
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
Vulnerability in childhood: a public health informed approach
Early Intervention Foundation About early intervention: why it matters
Narrative report about improving health outcomes for vulnerable children and young people
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)
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 children. While the presence of risk factors increases the likelihood that a child 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 child’s life and promoting resilience and stability.
NSPCC Positive parenting
Vulnerability in childhood: a public health informed approach
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 4: Reducing vulnerabilities and improving life chances
Where there may be special educational needs, work in partnership with children, 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 family hubs or children’s centres and GPs, where parents and carers can seek additional support and advice to care for their child’s health and wellbeing.
Where children, 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 and DHSC SEND code of practice: 0 to 25 years
DHSC Supporting children with special educational needs and disabilities
NHS.UK How to care for children with complex needs
Where children 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 child transfers into area, follow local guidance and best practice to review the child’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 parents, carers and the child 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
Community
Targeted
Metrics and outcomes indicators
Use evidence and data to monitor the health and wellbeing of vulnerable children. 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
Close pop-up
Working in partnership with other agencies, children, 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
Raise awareness with children, parents and carers of safety and accident prevention in and around the home, including road, water and fire safety, safety in cars, smoke-free homes, sun safety and finding safe places to meet and play.
School-aged years high impact area 2: Improving health behaviours and reducing risk
Reducing unintentional injuries among children and young people
Reducing unintentional injuries on the roads among children and young people under 25 years
Road injury prevention – resources to support schools
Child Accident Prevention Trust (CAPT)
Bikeability Essential cycling skills for families
ROSPA Keeping kids safe
NHS.UK Better Health
GOV.UK Driving and Transport Child car seats: the law
Office for Product Safety and Standards Button batteries campaign: how to stay safe
NHS.UK Burns and scalds
NHS.UK Sunscreen and sun safety
British Skin Foundation Sun safety advice for parents
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)
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 in and around the home
OHID Fingertips Unintentional injuries on the roads
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, 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 evidence-based information and guidance on toothbrushing using appropriate fluoride toothpaste. Parents and carers should supervise toothbrushing to ensure teeth are brushed thoroughly until children are able to do this independently.
Offer information about community programmes such as supervised toothbrushing programmes in early years and school settings and community fluoride varnish programmes.
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
E-Learning for Healthcare Oral health townscape
Health matters: child dental health
OHID, DHSC, NHS England and NHS Improvement Delivering better oral health: an evidence-based toolkit for
prevention
Child All Our Health – applying all our health
BSPD Smiles for life
NHS.UK Fluoride
Offer evidence-based information and guidance to encourage parents and carers to take their child to the dentist for dental care including fluoride varnish applications and preventive advice, and that NHS dental treatment is free.
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
E-Learning for Healthcare Oral health townscape
Local authorities improving oral health: commissioning better oral health for children and young people
NICE Oral health: local authorities and partners
Improving oral health: supervised tooth brushing programme toolkit
NHS.UK Fluoride
NHS.UK Dentists
BSPD Smiles for life
NHS.UK Take care of your teeth and gums
Support delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all young people, including those in special schools and alternative education provision. This includes providing children with evidence-based information and guidance to learn about oral health, healthy eating, smoking and health literacy, and how to access support if they are worried.
School-aged years high impact area 3: Supporting healthy lifestyles
DfE Relationships education, relationships and sex education and health education
Healthy eating
Keeping our teeth healthy
E-Learning for Healthcare Oral health townscape
E-Learning for Healthcare Supporting a smokefree pregnancy and smokefree families (SCP)
Smoking and tobacco: applying All Our Health
NICE Tobacco: preventing uptake, promoting quitting and treating dependence (NG209)
Healthy weight, nutrition and physical activity
Alcohol, drugs and tobacco
Improving self-care and health literacy
Encourage participation in the National Children's Dental Health Survey of 5-year-old children.
NHS Digital Children’s dental health survey
Oral health survey of 5-year-olds 2019
Offer evidence-based information and guidance to enable parents and carers to make informed decisions about oral health and lowering the risk of tooth decay, for example healthy snacks and drinks, and avoiding sugary foods or drinks.
For children taking medication, where possible, all medicines given should be sugar-free. Encourage parents to choose or request sugar-free medicines if possible.
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
E-Learning for Healthcare Oral health townscape
OHID, DHSC, NHS England and NHS Improvement Delivering better oral health: an evidence-based toolkit for
prevention
NHS.UK Better Health- Healthier families Healthier snacks for kids
Medicines for Children Medicines and maintaining healthy teeth
NHS.UK Medicines for babies and children
Health matters: child dental health
NHS.UK Better Health - Healthier families Sugar
NHS.UK Food labels – eat well
NHS.UK Sugar: the facts
The Eatwell Guide
NHS.UK The Eatwell Guide
Healthy weight, nutrition and physical activity
Where there are parent, carer or professional concerns about a child’s oral health, for example the siblings of children who have attended hospital for dental extractions due to tooth decay or children taking long term medications, complete an assessment to identify needs and strengths.
Based on need, offer information about local universal services, for example dental services.
Where children, have been identified as requiring targeted or specialist intervention, follow local pathways and guidance to offer targeted intervention or complete appropriate and timely referral. This may include targeted community programmes for application of fluoride varnish or supervised toothbrushing.
Local authorities improving oral health: commissioning better oral health for children and young people
OHID, DHSC, NHS England and NHS Improvement Delivering better oral health: an evidence-based toolkit for
prevention
Health matters: child dental health
Child oral health – applying all our health
BSPD Smiles for life
NHS.UK Dentists
Oral health and dental care (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 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
Close pop-up
Offer evidence-based information and guidance to enable families to develop good understanding of positive health and wellbeing. Develop a collaborative relationship and use a strengths- or asset-based approach with families to assess and support parents and carers. Build on their strengths and attributes to address concerns and supports parents and carers to take decisions about their child. 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.
Support children to develop their understanding about health services and how to access them appropriately.
Association for Young People’s Health: Health Literacy (PDF)
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
Support delivery of the statutory requirement of Relationships and Sex Education and Health Education (RSHE) in schools for all young people, including those in special schools and alternative education provision. This includes providing children 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 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
DfE Relationships education, relationships and sex education and health education
AYPH Improving young people’s health literacy: school nurse toolkit (PDF)
Offer evidence-based information and guidance to enable families to develop a good understanding of positive health and wellbeing. Develop a collaborative relationship and use a strengths- or asset-based approach with families to assess and support parents and carers. Build on their strengths and attributes to address concerns and supports parents and carers to take decisions about their child. Topics could include healthy weight and nutrition, mental health and emotional wellbeing, keeping safe and accident prevention, immunisations, oral health, alcohol, drugs and tobacco.
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
Healthier Together I’m worried about…
Immunisations
Mental and emotional health and wellbeing
Healthy weight and nutrition
Alcohol, drugs and tobacco
Keeping safe and accident prevention
Oral health and dental care
Review whether parents have registered their child with a GP and a dentist. If parents are yet to register their child, advise on the importance of registering and how to arrange registration.
School-aged years high impact area 3: Supporting healthy lifestyles
School aged years high impact area 6: Supporting self-care and improving health literacy
NHS.UK Registering your baby with a GP
NHS.UK Dentists
Offer information and guidance to families to develop their understanding about health services and how to access them appropriately. Develop a collaborative relationship and use a strengths- or asset-based approach with families to assess and support parents and carers. Build on their strengths and attributes to improve wellbeing, address concerns and support self-care. Develop parents’ and carers’ confidence and self-efficacy in understanding and accessing health and care information, advice and services appropriately. This could include what to do in the event of illness and when and how to access health services.
School aged years high impact area 6: Supporting self-care and improving health literacy
NHS.UK
NHS.UK Services
NHS.UK Looking after a sick child
E learning for healthcare All Our Health: Social prescribing
Healthier Together I’m worried about…
Where parents, carers and the child 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 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, 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
Identify children who are at risk of experiencing inequalities in outcomes, for example young carers, minority groups, families in contact with the criminal justice system, armed forces and veteran families, workless and low income households.
For those children who may be experiencing inequality, 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 budgeting support or peer support networks.
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
Early years high impact area 5: Improving health literacy, managing minor illness 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
E-Learning for Healthcare All Our Health: inclusion health
No child left behind: a public health informed approach to improving outcomes for vulnerable children
Reducing health inequalities: system, scale and sustainability
NHS.UK Children and young people’s services
Health equity
Inequalities and disparities including young carers
Work in partnership with other agencies and professionals to identify and support groups of children and families who may require additional resources and support for early identification and prevention of poor physical and mental health outcomes, such as young carers or asylum seekers and refugees.
School-aged years high impact area 1: Supporting resilience and wellbeing
School-aged years high impact area 2: Improving health behaviours and reducing risk
Guidance to support commissioning of the healthy child programme 0 to 19 Commissioning guide 2: model specification
E-Learning for Healthcare All Our Health: inclusion health
No child left behind: a public health informed approach to improving outcomes for vulnerable children
Reducing health inequalities: system, scale and sustainability
NHS.UK Children and young people’s services
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
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
Vulnerability in childhood: a public health informed approach
Early Intervention Foundation About early intervention: why it matters
Narrative report about improving health outcomes for vulnerable children and young people
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 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 child transfers into area, follow local guidance and best practice to review the child’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 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
Metrics and outcomes 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 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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