Children and young people in Lancashire...CYP Partnership Plan Five Outcomes • Vulnerable children...

Children and young people in Lancashire

Joint strategic needs assessmentscoping workshop 24 April 2019

Programme

• 1.30 Welcome

• 1.35 An introduction to the JSNA process

• 1.45 Background to the JSNA

• 2.05 Exercise 1: individual input

• 3.00 Break

• 3.20 Exercise 2: group discussion

• 3.50 Exercise 3: group work

• 4.20 Next steps

Three strandsWeb platform

Support

Thematic JSNAs

Thematic JSNA partners

Health and wellbeing

board and joint officer

group

‘Virtual’ network of

key stakeholders

Commissioners and

decision makers

Project lead

JSNA team

Analysts

Specialists

Project

sponsor

Project group

Reference

group

Third sector

Environment

Housing

Health

Community safety

Social care

The public

Transport

Education

Registered social

landlords

The thematic JSNA process

Select topic

Scoping

Identify working group

Collect data Analyse

Interpret

Identify priorities

Review literatureWrite

recommendations

Consultation

Publish findings

Warm handover

The JSNA process

Thematic JSNAs provide:

High level strategic analyses to inform priority setting.

Eg. health inequalities; children and young people; mental health and wellbeing; older people; alcohol, drugs and tobacco; learning disability

Strategic vs specific needs

Strategic needs assessment

Identifies the most important needs within a population

Used to set strategic priorities (e.g. health inequalities strategy, commissioning intentions)

e.g. Mental health is more of a priority than Stroke

Specific needs assessment

Identifies the specific needs within a priority area

Used to inform specific decisions (e.g. commissioning, service development, interventions)

e.g. what mental health services do we need?

CHILDREN AND YOUNG PEOPLE JSNADave Carr – Head of service (policy, information and commissioning –start well), Lancashire County Council

Children and young people JSNA – background and drivers

• CYP JSNA refresh – 2013 last full JSNA – what has changed? What are the priorities now?

• Reducing resources, increasing demand – where do we need to focus our efforts?

• Gaps in our understanding of need

• NHS long term plan

• Getting to good – evidencing need, baseline data for improvement

• Best start in life

Task statement

“To deliver usable intelligence about the current and future health, wellbeing and social care needs

of children and young people in Lancashire and South Cumbria”

You are here today to help us work out some of the detail

CYP Partnership Plan

Children, young people and their families are safe, healthy and achieve their full

potential.

CYP Partnership Plan

Five Outcomes

• Vulnerable children and young people are safe from harm and build resilience.

• Children and young people achieve their full potential in education, learning and future employment.

• Children and young people enjoy heathy lifestyles and know how to help others.

• Children, young people and families have a voice in shaping the support they receive.

• Children and young people live in Lancashire where they can enjoy a good quality of life, be happy and want to stay.

Making a positive difference

An opportunity to look at the life journey of CYP in Lancashire

- What outcomes?

- How do outcomes differ for vulnerable groups?

- At what point do outcomes start to differ?

- In what geographies do they differ?

- Identify the points in children’s lives where, by working in partnership, we can make a positive difference

Possible topic areas• Population demographics

– Number of children and young people by age, sex and ethnicity

• Wider determinants

– Child weight, smoking in pregnancy, foetal alcohol syndrome, deprivation, children in poverty, free school meals, youth justice (victims and offenders), housing and household composition, smoking, physical activity, healthy eating

Possible topic areas cont…

• Education

– School attainment, exclusions, home education, children missing education and missing out on education, NEET, school readiness, uptake of free childcare

• Self expressed priorities of CYP

– Bullying, cyber safety

Possible topic areas cont…• Health

– Hospital admissions, A&E attendances, deliberate and unintentional injuries, child mortality, suicide, mental health and wellbeing, learning disabilities and autism, low birth weight, diabetes, cancer, epilepsy, asthma, dental health

• Public health

– vaccinations and immunisations, chlamydia screening, breastfeeding, health visiting and school nursing information

Possible topic areas cont…

• Social care

– Increased demand for social care, looked after children, Child Protection Plans, children in need, care leavers

• Safeguarding

– Knife crime, gang culture and child exploitation

Possible topic areas cont…

• Inequalities

– In health risk, health management, service provision and health outcomes

– By geographic area, protected characteristics such as age, sex and ethnicity, deprivation status

• Specific groups

– Children looked after, care leavers, LGBT, Gypsy Roma Traveller………

Possible topic areas cont…

• Services

– Health, public health, social care, wellbeing, prevention and early help

– In-house and community

– Numbers served

– Gap analysis - met and unmet need

– Service quality – performance data and user feedback

So…

• It’s a huge topic area!

• We need keep a focused scope to make it manageable and ensure it provides intelligence to drive change on the most important issues

• What will make the biggest difference for children and young people?

What you can give to us

• We need to know what information you need

– For what purpose (not nice-to-know)

– For what geography and why?

– For which population group

• Commitment to:

– provide data, expertise and other support to the project as appropriate

– have ongoing involvement in the JSNA process

Exercise 1: individual input

• What questions do you need the JSNA to answer?

• Rank these in priority order

• Facilitators will go round each person in order for more detail about each person’s priority 1 question then priority 2, and so on

• If we don’t get chance to discuss all your questions, they will still be considered

BREAK

Exercise 2: biggest impact

• Discuss in groups what you think are the most important issues and what will have the biggest impact in improving the health and wellbeing of children

• Walk around the room and place your 1, 2 and 3 dots on the issues you think should have highest priority in rank order

Exercise 3: other requirements

• Who else needs to be involved?

• Who should the findings be fed back to?

• Are there any specific decision-making deadlines we need to work to?

• What outputs do you need?

• Is there any funding available for primary research?

THANK YOU