Healthcare needs in schools guidance consultation: response analysis report

Chapter 4 - School Level Arrangements

Question 7: Are there any areas missing, requiring strengthening, or are which are not required and could be removed?

38. Again, a sizeable majority of respondents felt that amendments could be made to this chapter. Among those who didn’t respond ‘yes’ to this question, their additional comments suggested that, on paragraphs 90 and 91, it should highlight the health sector takes the lead on writing healthcare plans and, as with chapters 2 and 3, more information be provided about what happens if the practices set out in the guidance are not followed. There were 61 responses in total suggesting changes of some form.

39. Among the respondents who answered ‘yes’ to this question, a number of themes from previous questions once again emerged. This included observations on support for children’s mental health needs, both generically and for specific conditions such as ADHD; schools involving the parents where their child has profound learning disabilities or complex needs and cannot communicate verbally; and whether different arrangements could apply for independent schools with a nurse on site.

40. With this chapter there were also a range of comments in relation to specific paragraphs. These noted the following: Paragraph 79, include other emergency kit e.g. injections for anaphylaxis; paragraph 84, provide example of what is meant by “specialist medical support”; paragraph 90, the assessments referred to are more likely to be carried out by a Paediatric Specialist Nurse; paragraph 97, that health board pharmacists assist education authorities with producing policy and handling and storing medication; paragraph 98, that safe and hygienic places should be provided for self-medicating children; paragraph 100 appropriate storage of Class A or controlled drugs; paragraph 102, what happens when the temperature of the fridge goes outside the recommended range (2-8 degrees) and this should be monitored daily. In the case of paragraph 116, it was suggested more information be provided around intimate care, for example the training and equipment required, who is responsible for funding and providing it and the role of supervisors.

41. Further comments were received in relation to staff. In paragraph 80, comments requested adding that staff themselves are satisfied that training provided gives them sufficient knowledge and confidence to undertake the role and reflect that support may be provided by partner organisations; and paragraph 83 information on follow-up action to be taken when a child notifies a staff member about a new healthcare issue. In paragraphs 82 through to 86, specific which staff roles are involved.

42. Other points raised include a request for more explanation about the role of integration authorities and an outline about where responsibility for healthcare needs has been delegated by NHS Boards to integration authorities; in the case of confidentiality the guidance should stipulate who has permission to access information in healthcare plans; and in line with Article 12 of UNCRC, that the child or young person should be consulted when drawing up and signing off individual healthcare plans, although the guidance should note extra time being allowed when engaging with children and young people who have communication support needs; and a request for the guidance to encourage that defibrillators be held in all schools.