Efficient needs assessment into effective curriculum planning - ADEPIS seminar

Drug Education and Early Intervention
in Nottingham City Schools
Efficient Needs Assessment
into
Effective Curriculum Planning
Karen Smith
The DrugAware Award Programme
Early Intervention Team
Nottingham City Council
karen@thdrugawareaward.co.uk
07855074471
0115 8764797
The DrugAware Award Programme

Content
Context
Data to Inform Curriculum Planning - Mainstream
Dvibe data
Case Study
Benefits and Outcomes
Targeted Intervention
Ngage
Case Study – Targeted and Specialist
Implications for Curriculum Planning
Summary

The DrugAware Programme?
A complete, multi-component standard-based quality mark
and response for the school / YP setting
All the resources to meet that standard aligned to all markers for
best practice and existing standards (Ofsted, PSHE assoc,
Healthy Schools) to give confidence in practice
An approach that covers both mainstream and vulnerable pupils.
(Primary/Secondary/Academy/PRU).
Combines the workforce training, data, resources and structural
implementation necessary to bring relevance and effective focus
to the task of tackling substance misuse through early
intervention and prevention.
A bespoke in-school education link worker drug and alcohol
support and advisory service
Flexibility of approach and ‘distance travelled’ implementation
.

Resources and Tools
Implementation Support
•Web support
•Member area for downloads and tools
•Unique login
•News and shares
•Step by step guidance

EfficiEnt nEEds AssEssmEnt into
EffEctivE curriculum PlAnning
usuAl PAstorAl ProcEssEs
d-vibE
PlAnnEd mAinstrEAm
ProgrAmmE
AssEssmEnt
ngAgE AssEssmEnt
tArgEtEd
ProgrAmmE
individuAl
intErvEntion

Coverage
• Risk behaviours / prevalence
• Normative environment
• Preference and experiences
• Key knowledge
• Skill perceptions and skills
• Attitudes
• Tests for common misinformation
• Built in, fidelity check questions
• Built in risk prompts with customisable local
service information

Normative Environment / Prevalence

D-Vibe Reports
• DownloaDable spreaDsheet Data
• specialist mini reports
e.G. healthy schools, all schools, brief curriculum check, resilience
score
• DetaileD Drill-Down functions for all questions by ethnicity,
vulnerability, GenDer etc..

D-Vibe Case Study
• Data collecteD in all years
• reports hiGhliGht curriculum anD
pastoral/safeGuarDinG concerns
( c lic k o n a n a n s w e r f o r d r ill d o w n b y g e n d e r , e t h n ic it y , v u ln e r a b ilit y a n d p o s t c o d e )
D a n a x 3 / 9 0 : 3 %
N o n e 2 5 / 9 0 : 2 8 %
2 : I ' v e t r i e d / u s e d i t [ 9 ]
A l c o h o l 6 2 / 8 7 : 7 1 %
A m p h e t a m i n e 0 / 8 7 : 0 %
C a n n a b i s 1 4 / 8 7 : 1 6 %
C a f f e i n e 4 6 / 8 7 : 5 3 %
C o c a i n e 1 / 8 7 : 1 %
C r a c k 0 / 8 7 : 0 %
E c s t a c y 1 / 8 7 : 1 %
G H B 1 / 8 7 : 1 %
H e r o i n 0 / 8 7 : 0 %
K e t a m i n e 0 / 8 7 : 0 %
L S D 0 / 8 7 : 0 %
M e p h a d r o n e 1 / 8 7 : 1 %
M a g i c M u s h r o o m s 0 / 8 7 : 0 %
P o p p e r s 0 / 8 7 : 0 %
T o b a c c o / C i g a r e t t e s 2 8 / 8 7 : 3 2 %
S o l v e n t s 2 / 8 7 : 2 %
P a g e 6 o f 5 9d - V i b e O n l i n e S u r v e y
3 0 / 0 4 / 2 0 1 2h t t p : / / c i t y .d - v i b e .c o m / a d m i n / c u r r i c u l u m _ r e p o r t .p h p ? c i d = 1 7 4
K n o w l e d g e o f s e r v i c e s a n d s u p p o r t
3 9 : P i c k o u t t h e p e o p l e i n y o u r s c h o o l w h o c a n h e l p y o u w i t h y o u r w o r r i e s a n d q u e s t i o n s a b o u t d r u g s o r
a lc o h o l [ 7 2 ]
S c h o o l n u r s e
7 0 / 8 7 : 8 0 %
0 / 0 : 0 %
M e n t o r
2 5 / 8 7 : 2 9 %
0 / 0 : 0 %
A n y t e a c h e r s
2 5 / 8 7 : 2 9 %
0 / 0 : 0 %
T u t o r
5 0 / 8 7 : 5 7 %
0 / 0 : 0 %
S c h o o l D r u g W o r k e r
3 3 / 8 7 : 3 8 %
0 / 0 : 0 %
P S H E t e a c h e r
2 6 / 8 7 : 3 0 %
0 / 0 : 0 %
S c h o o l C o u n s e ll o r
2 1 / 8 7 : 2 4 %
0 / 0 : 0 %
N o b o d y i n s c h o o l
1 3 / 8 7 : 1 5 %
0 / 0 : 0 %
4 0 : C o m p a s s [ 7 3 ]
I ' v e h e a r d o f t h e m
9 / 8 7 : 1 0 %
0 / 0 : 0 %
I ' v e b e e n t h e r e / c o n t a c t e d t h e m
1 / 8 7 : 1 %
0 / 0 : 0 %
I h a v e n ' t h e a r d o f t h e m 7 7 / 8 7 : 8 9 %
3 0 / 0 4 / 2 0 1 2h t t p : / / c i t y .d - v i b e .c o m / a d m i n / c u r r i c u l u m _ r e p o r t .p h p ? c i d = 1 7 4
R e a l l i f e s i t u a t i o n s - s k i l l s a n d a t t i t u d e s
9 0 : I f s o m e o n e y o u k n o w o f f e r e d y o u a l c o h o l h o w c o n f i d e n t w o u l d y o u f e e l t o r e f u s e [ 1 1 1 ]
( c l i c k o n a n a n s w e r f o r d r i l l d o w n b y g e n d e r , e t h n i c i t y , v u l n e r a b i l i t y a n d p o s t c o d e )
N o t a t a l l
1 6 / 8 1 : 2 0 %
0 / 0 : 0 %
A b i t
1 7 / 8 1 : 2 1 %
0 / 0 : 0 %
Q u i t e
1 8 / 8 1 : 2 2 %
0 / 0 : 0 %
V e r y
3 0 / 8 1 : 3 7 %
0 / 0 : 0 %
9 1 : I f s o m e o n e y o u k n o w o f f e r e d y o u d r u g s h o w c o n f i d e n t w o u l d y o u f e e l t o r e f u s e [ 1 1 0 ]
N o t a t a l l
9 / 8 1 : 1 1 %
0 / 0 : 0 %
A b i t
5 / 8 1 : 6 %
0 / 0 : 0 %
P a g e 4 8 o f 5 9d - V i b e O n l i n e S u r v e y

D-Vibe Case Study
• DownloaDeD anD put into Graphs to ‘persuaDe’ hoy anD Governors
to reinstate ks4 DruG eDucation proGramme
Alcohol
0
10
20
30
40
50
60
70
80
Y7 Y8 Y9 Y10
Used Alcohol
Drunk in last 4 weeks
Heard of the Compass school drug worker?
Confidence to Refuse
0
10
20
30
40
50
60
70
80
90
Y7 Y8 Y9 Y10
Very confident to refuse alcohol
Very confident to refuse drugs
Linear (Very confident to refuse alcohol)
Linear (Very confident to refuse drugs)

D-Vibe Case Study
• DownloaDeD anD put into graphs to ‘persuaDe’ hoY anD governors
to reinstate Ks4 Drug eDucation programme
Cannabis
0
10
20
30
40
50
60
70
80
90
100
Y7 Y8 Y9 Y10
Year
%
Come across cannabis
Used Cannabis
Very confident to refuse drugs
Chart Title
0
5
10
15
20
25
30
35
40
45
50
Y7 Y8 Y9 Y10
Heard of the Compass school drug worker?
Linear (Heard of the Compass school drug
worker?)
current Drug programme haD
been run in lower Ks3 onlY for
last 2 Years anD DroppeD at
Ks4. content for ‘who helps’ is
onlY in Y8

D-Vibe Case Study
N e e d s r e d r e s s Q u e s t i o n r e fM e a n i n g o f r e s p o n s e : S t a t % A c t io n : r a i s e / r e d u c e
D r u g u s e
n e e d s a t t e n t io n A lc o h o l u s e h ig h
n e e d s a t t e n t io n c a n n a b is u s e h ig h
n e e d s a t t e n t io n c a f f e in e u s e h ig h A d d r e s s in p r o g r a m m e
n e e d s a t t e n t io n s m o k in g r a t e h ig h
n e e d s a t t e n t io n I 'v e b e e n d r u n k a t le a s t o n c e in la s t m o n t h
n o N o t lik e ly t o s m o k e in f u t u r e
A t t i t u d e s / r e s p e c t
n o I 'll g e t n o r e s p e c t f r o m m a t e s if I if I s m o k e I n c r e a s e p e r c e n t a g e
n e e d s a t t e n t io n w ill g e t n o r e s p e c t f r o m m a t e s if I u s e a lc o h o l I n c r e a s e p e r c e n t a g e
n o w ill g e t n o r e s p e c t f r o m m a t e s if I u s e c a n n a b is I n c r e a s e p e r c e n t a g e
n o W ill g e t n o r e s p e c t f r o m m a t e s if I d e a l d r u g s
R e f u s a l / s a f e t y S k i l l s
n o I a m v e r y c o n f id e n t t o r e f u s e c ig a r e t t e s
n e e d s a t t e n t io n I a m v e r y c o n f id e n t t o r e f u s e a lc o h o l A d d r e s s in p r o g r a m m e
n e e d s a t t e n t io n I a m v e r y c o n f id e n t t o r e f u s e d r u g s
n e e d s a t t e n t io n C o n s id e r s t h e ir d r u g a d v ic e t o b e g o o d e n o u g h I n c r e a s e p e r c e n t a g e
n e e d s a t t e n t io n c o n s id e r s d r u g a d v ic e t o b e g o o d e n o u g h I n c r e a s e p e r c e n t a g e
n e e d s a t t e n t io n
I k n o w if s o m e o n e p a s s e s o u t t o lie t h e m o n t h e ir s id e
( r e c o v e r y p o s it io n ) I n c r e a s e p e r c e n t a g e
n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s
n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s A d d r e s s in p r o g r a m m e
n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s
n o s h o w lo w k n o w le d g e a b o u t c o r r e c t u s e o f m e d ic in e s ?
K n o w s w h o c a n h e l p
n o
h e a r d o f s c h o o l n u r s e a s s o u r c e o f h e lp a n d in f o r m a t io n
r e d r u g s I n c r e a s e p e r c e n t a g e
n e e d s a t t e n t io n
h e a r d o f e d u c a t io n lin k w o r k e r a s s o u r c e o f h e lp a n d
in f o r m a t io n r e d r u g s I n c r e a s e p e r c e n t a g e
n e e d s a t t e n t io n H a v e h e a r d o f c o m p a s s I n c r e a s e p e r c e n t a g e
n e e d s a t t e n t io n H a v e h e a r d o f W A M I n c r e a s e p e r c e n t a g e

D-Vibe Case Study
outcomes:
•useD to reDevelop pshe anD pastoral / referral pathwaY linKing
to sexual health
•re-boot of school Dug worKer service profile in school
•reinstatement of focuseD Drug eDucation Year 10
•better focus with content on iDentifieD teaching anD learning
weaKnesses
•targets set at enD of Ks4 for longer term
•surveY to be useD to evaluate success of changes
0
10
20
30
40
50
60
70
80
90
Used
Alcohol
Come
across
cannabis
Used
Cannabis
Drunk in
last 4
weeks
Heard of
the
Compass
school drug
worker?
Very
confident to
refuse
alcohol
Very
confident to
refuse
drugs
Aware
unplanned
sex -
alcohol
Aware of
risk of
alcohol
assualt
(boys)
Aware of
risk of
alcohol
assualt
(girls)
Prev Y10
Y10
Target post test Y11 in 2012

Case Study – Targeted and Specialist
D-vibe
assessment
usual pastoral processes
planneD mainstream
programme
ngage assessment
targeteD
programme
inDiviDual
intervention
24% vulnerable Due to:
lac / fostereD
excluDeD
sen / DisabilitY
police/Yot involvement
of these
11% problematic substances use
(alc/can)
1% class a exposure
>10% parental use affecteD
can Drill Down bY numbers of
vulnerable
(not inDiviDuals)

The Ngage Assessment Toolkit
Easy Engagement for Early Identification and Referral for those considered vulnerable
For working with young people aged 10 years upwards
For staff in universal, targeted and specialist services to
enable them to assess the needs of the children and
young people
To support workers to identify
strengths, risks or additional
needs
To provide the young person
with the opportunity to talk about
issues they may be experiencing

Ngage Assessment Toolkit: Benefits
 To identify content for target education programmes
 To identify request for service to targeted and specialist
services
 To help identify if a CAF should be initiated or where a
CAF has been initiated to support assessment and action
planning
 To identify if there are any safeguarding issues requiring
access to social care

 Inclusion of a targeted sessions for identified individuals?
 Separate target programmes for small groups?
 Appropriate materials to reflect experiences of young people?
 Staff confident to teach vulnerable students?
 Differentiate young people ‘by need’ within mainstream classroom
management and add additional support where required
(and to avoid skewing mainstream learning)
 Increase awareness of link between inclusion / SMART interventions
and attainment/attendance
Implications for Curriculum Planning…

 Over 500 Staff trained around their understanding and teaching
practice for drug issues
 Over 80 school staff trained to conduct needs assessments with
vulnerable pupils – including 15 secondary / Learning Centres using
the NGage toolkit
 130+ referrals into Specialist YP Drug/Alcohol service annually / re-
entry rate of 4% (compared to 48% in YOT)
Length intervention 6 weeks average comparable to 12 weeks in
other settings.
 Citywide data collected from 82 (almost 79%) of all DrugAware
schools (cohorts totalling 9,000 young people)
Implications for the City…

Snapshot –KS3 Learning Centre Over 2 years
• Number of young people assessed with the NGage Assessment Toolkit
Risen from 5% to 98%
• Referrals have risen initially by over 400% and remained active at level
• Referrals exceed incidents in all DrugAware Schools
(suggesting they do not wait for incidents to identify need)
• Parental positive involvement in aspects of drugs programme
• Skills and confidence to refuse drugs/alcohol (illustration of safety skills)
• Knowledge of drug services Risen from 3% to 38%
• Knowledge of recovery position (illustration of safety skills)
• Prevalence Cannabis use fallen from 41% to 37% by end Y9*
• Comparison with group of early Y10 in KS4 PRU who have not yet had
DrugAware implemented showed cannabis 57%
* this is a time when cannabis use generally increases dramatically from
12-14 to approx 50%
Data snapshots: Vulnerable Young People

Pre-delivery stage:
 Pre-programme training and preparation with staff –
 Provide preparation and follow up materials/resources/tools
 Link baseline data, using interval measures where possible, to
materials and SMART learning outcomes
 Ensure it is done
 Ensure your delivery (teaching and learning styles) meets
expectations / needs of young people
 Invite external specialists to monitor / observe and feedback on
performance
What Works: Summary

Evaluation Stage:
 Ensure follow up data is collected after programme implementation
 Ensure that individuals who require more specialist assessment of
individual needs are referred (EG vulnerable young people – Ngage)
 Process and qualitative evaluation can be useful but make it
meaningful and invite criticism as well as praise
 Avoid using only closed questions or ‘measurements of enjoyment’
 Don’t rely on ‘broad comment’ to use as evaluation of a programme
– Use measurements that prove efficacy in the field you provide
(E.G. To what extent did it increase reported confidence against a
baseline)
 Do, Review, Renew, Do: constant cycle
What Works: Summary

For more information
Anna Power, DrugAware Programme Lead
Nottingham City Council Early Intervention Team
Loxley House, Station Street, Nottingham NG2 3NG
telephone: 0115 8764797
email: anna.power@nottinghamcity.gov.uk
web: www.thedrugawareaward.co.uk
Buy: www.earlyinterventionresources.co.uk

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