Training Summary Report

June 2019

Introduction

This report combines evidence collated from a range of quantitative and qualitative sources to summarise the performance and outcomes of the training provided by the HeadStart Kent (HSK) delivery partners up to March 2019.  It intends to outline findings to answer questions under the evaluation objectives relating to HSK reaching its target population and how the programme may be facilitating system change in school and community approaches to young people’s mental health.

 

Reach

Overall the number of school and community staff who have received training exceeded the estimated reach.  However, the proportions taking up the training varied across the types available.  The number of participants taking up the Mindfulness Intensive and Youth Mental Health First Aid (YMHFA) training exceed the estimated reach, whereas there was lower take up for the Building Resilience and Mental Health Online training.

 

Ashford had the highest proportion of participants taking up training compared to the other Districts, except for Mindfulness Train the Trainer where Swale had the most.  The proportions taking up by staff setting varied across the different trainings; however, Mindfulness Awareness had the highest proportion of school staff participants.  Some staff expressed concern that the reach of the training potentially needs extending to ensure a wider spectrum of staff benefit, which could improve future sustainability.

 

Reaction to training

Most participants reported they felt all training types were effectively delivered.  However, some participants explained how their expectations regarding the Mindfulness and Building Resilience training were different to what was delivered.  Focus group participants commented that the Mindfulness Awareness and YMHFA Lite trainings were a useful introduction to the subjects and how attending these sessions had encouraged some to attend the more in-depth training available.

Learning from training

An improvement in knowledge following training was shown across all training types.  Participants also reported confidence in applying what they learnt to their work with young people and felt more confident supporting young people’s emotional health and wellbeing as a result of the training.  A higher proportion were either undecided or disagreed with these statements regarding the Mindfulness training, however a majority still responded positively.

 

Application of learning

Staff demonstrated how they are applying learning from each type of training to their work with young people.  When highlighting barriers to application of learning the main issue related to the need to adapt what was learnt in the Mindfulness training to ensure it was delivered in an appropriate way for young people and staff.

 

Future development

Suggestions for future development comprised of an improvement in awareness of the training available, flexibility regarding the location and time of training and the development of a way to share best practice and learning between those that have attended the training.

 

Conclusion
The training has been well received and taken up by those in schools and the community.  However, the volume of participants across the Districts and training types is varied.  Overall participants report the training has been effectively delivered, has improved their knowledge and is useful in their work with young people.  They are also demonstrating how they are putting learning into practice.  However, some improvements could be made regarding awareness of training opportunities and managing the expectations of those receiving the training.

Introduction

This report combines evidence collated from a range of quantitative and qualitative sources to summarise the performance and outcomes of the training provided by the HeadStart Kent (HSK) delivery partners up to March 2019.  It intends to outline findings to answer questions under the evaluation objectives relating to HSK reaching its target population and how the programme may be facilitating system change in school and community approaches to young people’s mental health.

 

Reach

Overall the number of school and community staff who have received training exceeded the estimated reach.  However, the proportions taking up the training varied across the types available.  The number of participants taking up the Mindfulness Intensive and Youth Mental Health First Aid (YMHFA) training exceed the estimated reach, whereas there was lower take up for the Building Resilience and Mental Health Online training.

 

Ashford had the highest proportion of participants taking up training compared to the other Districts, except for Mindfulness Train the Trainer where Swale had the most.  The proportions taking up by staff setting varied across the different trainings; however, Mindfulness Awareness had the highest proportion of school staff participants.  Some staff expressed concern that the reach of the training potentially needs extending to ensure a wider spectrum of staff benefit, which could improve future sustainability.

 

Reaction to training

Most participants reported they felt all training types were effectively delivered.  However, some participants explained how their expectations regarding the Mindfulness and Building Resilience training were different to what was delivered.  Focus group participants commented that the Mindfulness Awareness and YMHFA Lite trainings were a useful introduction to the subjects and how attending these sessions had encouraged some to attend the more in-depth training available.

Learning from training

An improvement in knowledge following training was shown across all training types.  Participants also reported confidence in applying what they learnt to their work with young people and felt more confident supporting young people’s emotional health and wellbeing as a result of the training.  A higher proportion were either undecided or disagreed with these statements regarding the Mindfulness training, however a majority still responded positively.

 

Application of learning

Staff demonstrated how they are applying learning from each type of training to their work with young people.  When highlighting barriers to application of learning the main issue related to the need to adapt what was learnt in the Mindfulness training to ensure it was delivered in an appropriate way for young people and staff.

 

Future development

Suggestions for future development comprised of an improvement in awareness of the training available, flexibility regarding the location and time of training and the development of a way to share best practice and learning between those that have attended the training.

 

Conclusion
The training has been well received and taken up by those in schools and the community.  However, the volume of participants across the Districts and training types is varied.  Overall participants report the training has been effectively delivered, has improved their knowledge and is useful in their work with young people.  They are also demonstrating how they are putting learning into practice.  However, some improvements could be made regarding awareness of training opportunities and managing the expectations of those receiving the training.

Full report available by contacting:

Sarah Collins HeadStart Kent Monitoring and Evaluation Officer

([email protected])