A community approach to family support

Published 23/04/2024.  Last updated 08/08/2024

Background 

The local authority has responsibility for approximately 12,266 pupils and has 40 schools: 32 primary, 5 secondary and three specialist settings, including one all-through school. In addition, it has four specialist bases across three mainstream primary schools and one mainstream secondary. 

West Dunbartonshire has the fourth highest levels of poverty in Scotland. Forty-five per cent of pupils live in the ‘most deprived’ postcodes and 83.2% in SIMD decile 1 to 5 postcodes. Only 5% of pupils are in the ‘least deprived’ category.

The level of additional support needs in West Dunbartonshire is significantly higher than the average for Scotland, 43% compared to 37%. Most recent figures show that the local authority has the second highest level of domestic abuse incidents recorded by the police. 

West Dunbartonshire is predominantly urban, with a few rural communities. 

Rationale 

West Dunbartonshire (WD) has high levels of poverty and additional support needs. The local authority recognises the need to ensure that community planning meets the needs of families. In 2023 a range of activities was undertaken to gather the views of young people and parent/carers in relation to family support. This included focus groups and online surveys. Approximately 300 families attended focus groups. Over 1000 parents/carers responded to the online survey. A similar number of children and young people responded to their online survey. 

Messages from across the range of engagement activity undertaken with young people and parent/carers were that support needed to be accessible, non-stigmatising, relationship based and in place as early as possible. The local authority saw an opportunity to do things differently, shaped by the views shared by its young people and their parents/carers. The ‘WD for Families’ hubs were launched in August 2023, supported by Scottish Government Whole Family Wellbeing Funding. 

Attainment Scotland Funding 

Not applicable.

What West Dunbartonshire Council did

An audit of existing family support across the local authority was undertaken to identify where support was strongest and where gaps existed. From this, three locations were identified as pilot sites for the new ‘WD for Families’ hubs. The locations ensured geographical spread to maximise resources and minimise travel for families.

The hubs have been situated in existing facilities within the three geographical locations: a community hub, the premises of a partner organisation, and a community centre. The location of the hubs provides locally accessible support in community settings that are stigma-free addressing potential barriers to engagement that had been identified by young people and parents/carers.  

The hubs provide support three days a week. A referral system was created with the aim of ensuring flexible pathways to support. Families can self-refer or be referred by a range of partners. The local authority put in place communications to publicise and promote the hubs. This included a ‘WD for Families’ website, which also provides a link to accessible information on a range of wellbeing and emotional health topics and includes self-help tools and support information to complement hub support. The hubs are not yet operating at full capacity and the local authority intends to increase its promotion of the hubs to ensure all families are aware of the hubs and the range of supports on offer. 

A team of six education outreach workers and the local neurodevelopmental team from health deliver a programme of group, 1:1 and drop-in support. The programme’s themes are based on the analysis of need drawn from information shared by families during the initial consultation period, as well as information from partners across education and health.

The support offer includes a focus on sleep, toileting, behaviour, stress and anxiety, wellbeing, Incredible Years, Children experiencing domestic abuse recovery (CEDAR), visuals/communication, support for sensory issues, behaviour and anxiety and income maximisation. In addition, a programme of multi-agency professional learning has been developed to widen the reach of the hubs in achieving their outcomes.  

The support offer is responsive and will develop over time according to the needs of families. The mode of delivery is also flexible with tests of change looking at different modes, taking cognisance of family feedback about what works best for them. An example of this is the forthcoming Time to Talk pilot in one of the hubs. The pilot will involve educational psychologists (EP) linking with families not already engaged with the EP service but who may benefit from access to an EP. Families can choose for this to happen in the hub or via a telephone call. 

Systems are in place to track data on the number of families accessing hub support, their pathway to support, the type of support being sought, attendance at support sessions and impact of the support received. This includes triage information provided by families accessing drop-in support, referral forms for group and 1:1 support, and post-support questionnaires. However, the local authority is not always able to gather this data due to the need to be sensitive and flexible when working with families that are vulnerable. It is considering approaches that will balance these needs with the need to evaluate robustly the impact of the hubs. 

The local authority is considering ways to widen engagement in the hubs to include all services. A multi-agency improvement group focused on parenting is being re-formed and will support this work. 

Impact 

The number of families engaged with group and 1:1 work is increasing. Currently there are 84 families engaged with the hubs, with 76 families previously engaged since August 2023. 

Twenty-two families no longer engaged with the hub completed feedback questionnaires. Almost all advised that their attitudes and behaviour had changed as a result of the support received. Whilst most advised that their children’s behaviour and relationships had improved. All said that they would recommend the hubs to others. Comments included the following: 

“We have a better relationship now and are better able to deal with the challenges.” 

“There were many times I felt like I was fighting a losing battle to get my child the help and support he needed. It almost felt like it was me personally failing him as at times nobody was listening to me but the outreach worker kept me focused and positive to get my child’s needs in education met.” 

“Talking to someone who’s not judging helped so much. I now have started engaging with other adults now as I am not alone in this.” 

“We have a routine in the morning. I have adapted sleep routine and use mindfulness and social stories to help.” 

Group support 

Twenty-three parents engaging in group sessions provided feedback. All advised that the support they received helped their own wellbeing, their child/children’s wellbeing and their family wellbeing. Almost all agreed/agreed strongly with all of the statements below: 

Comments included: 

“I feel I am engaging with my daughter much better and I have managed some of the techniques discussed into my daily routine.” 

“I feel more in control of current situation and more pro-active. Positively impacting on life in general.” 

“Making progress with routines and sensory difficulties. Positive impact on getting to school and deceasing distress with transitions.” 

Most participants in the Incredible Years programme stated that their relationship with their child had improved and that family life had benefited. 

Drop-in support 

Thirty-nine families attending the hubs on a drop-in basis provided feedback about the impact of the support they received. All were positive about the support that they received. Comments included the following: 

“I feel more optimistic.” 

“Happy to get the support required straight away.” 

“Dropping in at my own convenience was great.” 

“Good to talk to someone – lifted my darkness away.” 

Multi-agency professional learning 

86 staff from education and health attending ‘WD for Families’ professional learning on understanding and supporting executive dysfunction; sensory needs; and anxiety and distressed behaviour. Almost all staff that attended reported an increased understanding and said they were likely to implement this in their practice.

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A community approach to family support

Published 23/04/2024.  Last updated 08/08/2024

Background 

The local authority has responsibility for approximately 12,266 pupils and has 40 schools: 32 primary, 5 secondary and three specialist settings, including one all-through school. In addition, it has four specialist bases across three mainstream primary schools and one mainstream secondary. 

West Dunbartonshire has the fourth highest levels of poverty in Scotland. Forty-five per cent of pupils live in the ‘most deprived’ postcodes and 83.2% in SIMD decile 1 to 5 postcodes. Only 5% of pupils are in the ‘least deprived’ category.

The level of additional support needs in West Dunbartonshire is significantly higher than the average for Scotland, 43% compared to 37%. Most recent figures show that the local authority has the second highest level of domestic abuse incidents recorded by the police. 

West Dunbartonshire is predominantly urban, with a few rural communities. 

Rationale 

West Dunbartonshire (WD) has high levels of poverty and additional support needs. The local authority recognises the need to ensure that community planning meets the needs of families. In 2023 a range of activities was undertaken to gather the views of young people and parent/carers in relation to family support. This included focus groups and online surveys. Approximately 300 families attended focus groups. Over 1000 parents/carers responded to the online survey. A similar number of children and young people responded to their online survey. 

Messages from across the range of engagement activity undertaken with young people and parent/carers were that support needed to be accessible, non-stigmatising, relationship based and in place as early as possible. The local authority saw an opportunity to do things differently, shaped by the views shared by its young people and their parents/carers. The ‘WD for Families’ hubs were launched in August 2023, supported by Scottish Government Whole Family Wellbeing Funding. 

Attainment Scotland Funding 

Not applicable.

What West Dunbartonshire Council did

An audit of existing family support across the local authority was undertaken to identify where support was strongest and where gaps existed. From this, three locations were identified as pilot sites for the new ‘WD for Families’ hubs. The locations ensured geographical spread to maximise resources and minimise travel for families.

The hubs have been situated in existing facilities within the three geographical locations: a community hub, the premises of a partner organisation, and a community centre. The location of the hubs provides locally accessible support in community settings that are stigma-free addressing potential barriers to engagement that had been identified by young people and parents/carers.  

The hubs provide support three days a week. A referral system was created with the aim of ensuring flexible pathways to support. Families can self-refer or be referred by a range of partners. The local authority put in place communications to publicise and promote the hubs. This included a ‘WD for Families’ website, which also provides a link to accessible information on a range of wellbeing and emotional health topics and includes self-help tools and support information to complement hub support. The hubs are not yet operating at full capacity and the local authority intends to increase its promotion of the hubs to ensure all families are aware of the hubs and the range of supports on offer. 

A team of six education outreach workers and the local neurodevelopmental team from health deliver a programme of group, 1:1 and drop-in support. The programme’s themes are based on the analysis of need drawn from information shared by families during the initial consultation period, as well as information from partners across education and health.

The support offer includes a focus on sleep, toileting, behaviour, stress and anxiety, wellbeing, Incredible Years, Children experiencing domestic abuse recovery (CEDAR), visuals/communication, support for sensory issues, behaviour and anxiety and income maximisation. In addition, a programme of multi-agency professional learning has been developed to widen the reach of the hubs in achieving their outcomes.  

The support offer is responsive and will develop over time according to the needs of families. The mode of delivery is also flexible with tests of change looking at different modes, taking cognisance of family feedback about what works best for them. An example of this is the forthcoming Time to Talk pilot in one of the hubs. The pilot will involve educational psychologists (EP) linking with families not already engaged with the EP service but who may benefit from access to an EP. Families can choose for this to happen in the hub or via a telephone call. 

Systems are in place to track data on the number of families accessing hub support, their pathway to support, the type of support being sought, attendance at support sessions and impact of the support received. This includes triage information provided by families accessing drop-in support, referral forms for group and 1:1 support, and post-support questionnaires. However, the local authority is not always able to gather this data due to the need to be sensitive and flexible when working with families that are vulnerable. It is considering approaches that will balance these needs with the need to evaluate robustly the impact of the hubs. 

The local authority is considering ways to widen engagement in the hubs to include all services. A multi-agency improvement group focused on parenting is being re-formed and will support this work. 

Impact 

The number of families engaged with group and 1:1 work is increasing. Currently there are 84 families engaged with the hubs, with 76 families previously engaged since August 2023. 

Twenty-two families no longer engaged with the hub completed feedback questionnaires. Almost all advised that their attitudes and behaviour had changed as a result of the support received. Whilst most advised that their children’s behaviour and relationships had improved. All said that they would recommend the hubs to others. Comments included the following: 

“We have a better relationship now and are better able to deal with the challenges.” 

“There were many times I felt like I was fighting a losing battle to get my child the help and support he needed. It almost felt like it was me personally failing him as at times nobody was listening to me but the outreach worker kept me focused and positive to get my child’s needs in education met.” 

“Talking to someone who’s not judging helped so much. I now have started engaging with other adults now as I am not alone in this.” 

“We have a routine in the morning. I have adapted sleep routine and use mindfulness and social stories to help.” 

Group support 

Twenty-three parents engaging in group sessions provided feedback. All advised that the support they received helped their own wellbeing, their child/children’s wellbeing and their family wellbeing. Almost all agreed/agreed strongly with all of the statements below: 

Comments included: 

“I feel I am engaging with my daughter much better and I have managed some of the techniques discussed into my daily routine.” 

“I feel more in control of current situation and more pro-active. Positively impacting on life in general.” 

“Making progress with routines and sensory difficulties. Positive impact on getting to school and deceasing distress with transitions.” 

Most participants in the Incredible Years programme stated that their relationship with their child had improved and that family life had benefited. 

Drop-in support 

Thirty-nine families attending the hubs on a drop-in basis provided feedback about the impact of the support they received. All were positive about the support that they received. Comments included the following: 

“I feel more optimistic.” 

“Happy to get the support required straight away.” 

“Dropping in at my own convenience was great.” 

“Good to talk to someone – lifted my darkness away.” 

Multi-agency professional learning 

86 staff from education and health attending ‘WD for Families’ professional learning on understanding and supporting executive dysfunction; sensory needs; and anxiety and distressed behaviour. Almost all staff that attended reported an increased understanding and said they were likely to implement this in their practice.

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