Resource Mapping

1. Resource Mapping Helen Severns Bridghe Forde

2. Aims • To provide attendees with an understanding of: • What resource mapping is • Its use in delivering improved outcomes • Why / when it is needed • How to approach it • To allow attendees to identify actions to develop resource mapping within their Trust

3. Agenda  9.30 Resource Mapping - what it is Preconditions Children’s Service Mapping 7 Step Process Initiate Communications 10.45 Refreshment break 11.00 Agree data sets Identify existing data 12.30 Lunch 1.30 Identify new data sources Collect data Analyse / present data 2.15 Refreshment Break 2.30 Lessons learnt Develop Action Plan 3.30 Close

4. Background • Joint Planning and Commissioning Framework • Assessed Merseyside Children’s Services • Governance, resource mapping, pooled budgets • Governance workshop • 20 March • Pooled budgets workshop • 20 April

5. What is resource mapping? Resource mapping is: Interagency collaboration to identify resources currently available, to enable realignment of these for the improvement of outcomes for children, young people and families

6. What is resource mapping? • “Resources” include: • Services (internal/external) provided to users • Resources (staff, money, buildings etc) used to deliver the services • By providers • By Trust partners • Three levels: • Strategic – proactive, helps identify priorities • Service / operational – in relation to identified priorities • Individual - specialist services

7. How mapping fits in “It is important that, before any services can be jointly commissioned, a thorough analysis of what is currently commissioned by each partner is undertaken”

8. Why is it important? • Enables • In-depth Trust understanding of current services • Efficient programming of services (less fragmentation, duplication, waste, fewer gaps) • Resources targeted at priority areas • Cost-sharing targeted at outcomes • Agile organisations able to respond to change • Robust corporate risk management • Transformation

9. Exercise – Preconditions 1. Who are the key stakeholders in your Children’s Trust? 2. What do you think might be key pre-conditions for a successful resource mapping exercise? Example areas: • Relationships • Plans 3. To what extent have these been addressed in your Children’s Trust?

10. Pre-conditions of mapping • Relationships e.g. • Focus on outcomes • Commitment to change • Openness and trust • What can partners contribute? • Recognition this might change • Respect for agreed procedures and priorities • Partners break down internal fear of change • Management commitment to ‘just do it’ • Readiness for unwelcome findings • Willingness to deal with inappropriate behaviour • Realistic expectations

11. Pre-conditions of mapping • Others e.g. • Children and Young People’s Plan / JSNA • The chicken and egg • Agreed priorities/outcomes/target group • Agreed programme of RM activities • Avoid current data constraints • Agreed processes and procedures • How to vary contributions if necessary • How to address time delays / indecision • Common understanding and language • Project resources agreed

12. Managing resource mapping • Agree the team • Depends on complexity / timescales etc • The manager • Support – a team and/or ad hoc resources • Skills • Data/information analysts • Others as relevant – health, finance, contracts • Timescales and reporting • Roles and responsibilities • Consider Children’s Trust Board Champion

13. Tool: Children’s Service Mapping

14. Tool: Children’s Service Mapping • Funded by DOH and DCSF • Run by the Durham University • Aim: • Create inventory of all health, social care, youth and leisure, criminal justice and education support services in England • Identify the investment in these • Support development of National Service Framework for Children, Young People and Maternity Services • Provide annual comparative data on progress on service frameworks and delivery plan targets

15. Tool: Children’s Service Mapping • Scope • All health commissioned services for children, young people and maternity services • CAMHS mapping started the process • Local Authority services included 2009 • Health Care Commission performance measure services through the site • Advantages • Allows bench marking across services/organisations • Data base established over a number of years • Reporting templates • Issues • Service definitions/interpretation • Developments make year on year comparisons difficult • Changes in health PBR/HRG4 • Relies on providers completing the data

16. The 7-step process • Initiate communications • Agree data sets • Identify existing data • Identify new data sources • Agree and apply collection method • Analyse and present data • Lessons learnt exercise

17. Step 1 – Initiate communications • Aim to • Cultivate openness to ease collection • Perceived threats • Concerns of different providers • How findings will be presented and used • Timescales • Importance of collaboration • Set expectations • Reduce risk • Reputational • Loss of longer-term co-operation from providers • Impact on users • Establish and maintain communication channels

18. Step 1 – Initiate communications • Communication plan - contents • Objectives • Audiences and current channels • Messages • e.g. aims, timescales, confidentiality • Communication approach • Tools e.g. interviews, workshops, e-mails, newsletters • Tone e.g. informative, authoritative, friendly, apologetic • Management of the plan • Who signs off – the plan, the communications • Roles and responsibilities • Available skills • How/if data will be chased • Action plan • Who, what, when?

19. BREAK

20. Step 2 – Agree data sets • Identify data to be collected based on: • Agreed objectives • Impact on provider • Needs of decision makers – credible, accurate, relevant, balanced • Availability of data • Resources / time available for collection • Resources / time available for analysis (quantity v quality) • Cost effectiveness • Possibility of benchmarking with existing data • Pilot • Ensure definitions clear e.g. overheads

21. Exercise – Agree data sets 1. Without thinking about what data is currently available, identify the data sets you might use to accurately map current services in relation to, for example, safeguarding or substance misuse. 2. For each service, what data sets might you wish to gather on the resources being invested?

22. Step 2 – Agree data sets 1. Services e.g. • Target group, access criteria • Location of target group e.g. postcodes • Details of service provision, hours available • Purpose • Funders • Capacity and actual no of participants • Trends in participant numbers • Service user satisfaction • Subcontractors • Unmet needs/waiting lists/waiting times • Contracts and break clauses

23. Step 2 – Agree data sets 2. Resources related to the services e.g. • Financial • Funding streams • Break down of spend/budget • Human • Numbers • Location • Availability • Skills / qualifications • Assets • Location – postcodes • Availability • Ownership • Value • Condition and standards e.g. DDA, You’re Welcome • Lease length

24. Step 3 – Identify existing data • Identify existing data before approaching market • Published data e.g • Grant allocations • Procurement / finance departments e.g. • Contract registers • Spend analysis • Validate the data • Relevant to what you want to achieve? • Current? • Using the same definitions? • Accurate?

25. Tool: Publications I

26. Tool: Spend analysis • Detailed analysis of Trust/corporate/directorate spend • Download, cleanse, interrogate, present • Allows identification of: • Overall spend on Children’s Services • Key spend areas • Number of providers • Which have contracts? • Delivering same services? • Charging different rates to different units? • Key providers • Management strategy to fit supplier

27. Spend analysis

28. Spend analysis Contracted supplier 177 £12m Potentially off-contract £10m No. suppliers identified £8m Est. Annual Expenditure 25 £6m £4m 43 109 117 £2m 42 34 43 51 28 31 204 64 IT Buildings Highways Recruitment Professional Services Sub Contract Transport Financial Services Telecoms Vehicles Advertising & Marketing Office Equipment & Supplies Subscriptions & Publications Stationery & Comp Cons.

29. Spend Analysis

30. Exercise – identify existing data Use the service area you identified for the last exercise. What data sets are currently available to your Trust that might provide acceptable data for a resource mapping exercise?

31. LUNCH

32. Step 4 – Identify new data sources • Providers • Internal, grant funded, private etc • Users • Identify who to approach • Advertising – website / newsletter / local paper • Internal staff knowledge • User population – key representatives • Public Involvement Reps

33. Step 5 – Collect data • Identify collection method based on: • Number / location of providers • Type of provider (level of control) • Level of detail and complexity • Sensitivity • Examples of methods • Telephone survey • Workshop • Individual meeting • Questionnaire – paper/on-line e.g. Key Survey or other on-line providers • Work record sheets • Mixture

34. Exercise 1. Who do you think are relevant providers of services to contribute to a reduction in teenage pregnancies in your Children’s Trust area? 2. What do you think would be the appropriate methods for gathering data from the key providers?

35. Teenage pregnancy – providers • Examples: • Parenting strategy, health promoting schools, school nursing, schools • Primary care including GPs, practice nurses, pharmacies • Sexual health services, health visitors, (family nurse partnership), midwifery • Connexions, voluntary organisations • Children in care – nurses, social workers, residential staff, foster carers Safeguarding • Youth services, family intervention programme, Youth Offending Services Secure settings • Supporting People, substance misuse • Termination of Pregnancies (TOPs)

36. Step 6 – Analyse/present data • Validate and cleanse data • Sense check • Double check with others e.g. users, frontline staff • Analyse against • Current/future needs • Best practice • Statutory requirements • Others’ performance

37. Step 6 – Analyse/present data • Identify e.g. • Gaps • Risks • Overlaps • Wastage • Anomalies • Presentation • Use mixed presentational tools • Choose appropriate level of detail for audience • How can you help audiences interpret the findings e.g. GIS? • How can findings inform decision makers, staff, service providers?

38. Tool: GIS • Geographical Information System • Links data to geography • Powerful visual representation • Aids analysis and decision making • Use alongside charts, graphs • South Tyneside • GIS-based Community Info System • Need, attainment and service data • Ease of use motivates partners

39. Tool: GIS

40. National GIS mapping

41. BREAK

42. Step 7 – Lessons learnt • Aims • Streamline mapping exercises • Improve data management across partners • Speeds future decision making • Flexible and agile

43. Step 7 – Lessons learnt • Use evidence to • Make case for data management strategy • Standardise data sets • Standardise accounting codes • Integrate databases where possible • Making info available across all partners e.g on-line systems • Identify data to be collected on ongoing basis • Make part of someone’s job description • Include in contracts, SLAs, grant conditions • Stop collecting if not needed

44. Exercise – Action Plan 1. As a result of this workshop, identify key actions for your Children’s Trust that need to be addressed in: • The short term (0 - 6 months) • Medium term (6 – 12 months) • Long term (12+ months) 2. For each action identify: • Who will be responsible for taking it away from this workshop • Who will be responsible for taking it forward for sign off and agreement by CT Board • Any key barriers and how these will be broken down

45. Any questions?