Young Carers JSNA

Summary

Strategic Issue 1

Identification gap

  • In Hartlepool, prevalence in EYFS-KS1 and post-16 are under-identified relative to expected prevalence.
  • With 0% in Year 13 this indicates non-identification rather than an absence of carers.
  • Variation by year group implies inconsistent practice, thresholds or awareness.
  • Young Carers are disproportionately from deprived backgrounds and BAME groups, and from households with parental mental illness, disability, or substance misuse.
  • There is a bidirectional risk: vulnerability can create caring roles and caring roles can create vulnerability (fatigue, anxiety, missed schooling).
What needs to be done
  • Set a standardised identification pathway across all settings (including FE), a named Young Carers Lead in every school/college, and routine enquiry points (admissions, transition meetings, pastoral, attendance reviews, safeguarding, EHCP/Early Help).
  • Prioritise proactive outreach in the most deprived wards/schools, culturally competent engagement (translated materials, community partners), and embedded screening in adult mental health, substance misuse, and domestic abuse pathways to identify children in those households.
  • Embed Young Carer screening into Early Help, MASH enquiry templates, and adult services assessments.
  • Ensure Young Carer pathways lead to a needs assessment and clear support plan, in line with statutory duties to identify, assess, and prevent inappropriate caring.
  • Provide staff training for DSLs, attendance leads, tutors, SENCOs, AP/special, and FE staff.
  • Publish a Young Carer Practice Toolkit (screening prompts, consent scripts, referral routes, helpful classroom adjustments) and utilise available toolkits such as the Young Carers Identification Guide by Action for Carers.
  • Data:
    • Mandate a standard Young Carer flag in all school MIS, AP/special, and FE systems; align codes with commissioned provider.
    • Establish a termly dashboard with school- and ward-level heatmaps, and a funnel view (identified → assessed → support in place → outcomes).
    • Strengthen LA–ICS data‑sharing agreements (YC consented) across adult/children’s services.

Strategic Issue 2

Peaks in Year 6 and Year 9 plus low post-16 rates suggest transition slippage.

  • Without early support, YCs face higher risk of persistent absence, reduced attainment, and exclusions—particularly in Y9–Y11 as care intensity grows.
  • Stigma and misconceptions keep caring “hidden.” Post‑16 particularly needs a visibility uplift.
What needs to be done
  • Institute transition protocols: Y6 to Y7 and Y11 to post‑16 handovers must include YC status, support plan, and a named contact.
  • Secure data‑sharing agreements with FE providers; include Young Carer checks at enrolment and bursary assessments.
  • Follow guidance such as the Ofsted Framework: How schools and colleges can support Young Carers, 5-step guide by Carers Trust.
  • Adopt reasonable adjustments (flexible deadlines, homework support, exam access arrangements), embed attendance case‑finding for potential Young Carers, and monitor attainment/absence gaps for YC vs non-YC cohorts.
  • Launch a YC awareness campaign timed to transitions (July–Oct) and attendance drives.
  • Co‑design solutions with local young carers (what helps, what doesn’t), and create peer support offers in secondary and FE.

Strategic Issue 3

There has been an increase in known young carers in recent years which will increase pressure on support services.

  • The rapid increase will outstrip capacity of commissioned YC support, school pastoral teams, early help, and linked services (CAMHS, adult mental health, substance misuse).
  • Without scaling, identification will decouple from timely assessment and support.
What needs to be done
  • Undertake a capacity model and commissioning review: define triage (universal/targeted/specialist), referral pathways, and maximum caseloads. Consider pooled funding via ICS/LA for young carers, with a clear threshold framework to prevent “inappropriate caring.”
  • Consider research including NIHR’s ‘What support do young carers find helpful?’ to invest in appropriate, helpful services for Young Carers and use the Young Carer’s Assessment for individualised need assessment.
  • Data:
    • Mandate a standard Young Carer flag in all school MIS, AP/special, and FE systems; align codes with commissioned provider.
    • Establish a termly dashboard with school- and ward-level heatmaps, and a funnel view (identified → assessed → support in place → outcomes).
    • Strengthen LA–ICS data‑sharing agreements (YC consented) across adult/children’s services.