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[null,"Baseline assessment tool for alcohol interventions in secondary and further education (NICE public health guideline NG135)"]
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[null,"This baseline assessment tool can be used to evaluate whether practice is in line with the recommendations in Alcohol interventions in secondary and further education.  It can also help to plan activity to meet the recommendations."]
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[null,"The tool can be used by individual services or organisations. Alternatively, an assessment completed with the involvement of all relevant services or organisations would help to develop a picture of activity in the local area."]
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[null,"It should be used in conjunction with Alcohol interventions in secondary and further education (NICE public health guideline NG135)."]
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[null,"In the first instance, consider whether the guideline is relevant and record the conclusion in the box below."]
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[null,"Is the guideline relevant?"]
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[null,"The data sheet contains the recommendations from the guideline. Information can be entered about current activity relevant to the recommendation, actions needed to meet the recommendation, deadlines and the names of the responsible leads.  Useful documents can be added as hyperlinks."]
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[null,"The table can be adapted to include any other local information that is thought to be useful."]
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[null,"If it would be helpful to group the recommendations, for example those that are key priorities for implementation or by deadline, use the filter function in the data menu. "]
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[null,"Tools and resources to help put the guidance into practice are available on the NICE website. "]
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[null,"National Institute for Health and Care Excellence\nLevel 1A, City Tower, Piccadilly Plaza, Manchester M1 4BT; www.nice.org.uk\n\nCopyright\n© NICE 2019. All rights reserved. Subject to Notice of rights.\n"]

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[null,"Baseline assessment tool for alcohol interventions in secondary and further education (NICE public health guideline NG135)"]
[]
[null,null,null,null,"Number of relevant recommendations",{"$f":"COUNTIF(D8:D40,\"Yes\")","v":0}]
[null,null,null,null,"Number of recommendations met",{"$f":"COUNTIF(F8:F40,\"Yes\")","v":0}]
[null,null,null,null,"Percentage of recommendations met",{"$f":"IF(ISERROR(F4/F3),\"\",F4/F3)","v":""}]
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[null,"NICE recommendation","Guideline reference","Is the recommendation relevant?","Current activity/evidence","Recommendation met?","Actions needed to implement recommendation","Is there a risk associated with not implementing this recommendation?","Is there a cost or saving?","Deadline","Lead"]
[null,"1.1 Planning alcohol education"]
[null,"Organising alcohol education"]
[null,"Plan and deliver alcohol education (universal and targeted interventions) as part of a whole-school approach to relationships education, relationships and sex education (RSE) and health education or personal, social, health and economic education (PSHE). Do this by using, for example:\n•\tclassroom curriculum activities \n•\tpastoral support, school policies (including school ethos) and other actions to support pupils in the wider school environment \n•\tactivities that involve parents or carers, families and communities (see the section on making it as easy as possible for people to get involved in NICE’s guideline on community engagement). ","1.1.1"]
[null,"Ensure those planning and delivering relationships education, RSE, health education or PSHE have the materials, planning time and training they need to support, promote and provide alcohol education. Be aware that there are resources available that can be used for planning and delivering alcohol education (see the Department for Education’s guidance on relationships education, RSE and health education).","1.1.2"]
[null,"Planning alcohol education content"]
[null,"Use a spiral curriculum when planning and delivering alcohol education.","1.1.3"]
[null,"When planning alcohol education:\n•\tensure it is appropriate for age and maturity and aims to minimise the risk of any unintended adverse consequences (see recommendation 1.2.1).\n•\ttailor it to take account of each pupil’s learning needs and abilities \n•\ttailor it to the group's knowledge and perceptions of alcohol and alcohol use\n•\ttake into account that those aged 18 and over can legally buy alcohol.","1.1.4"]
[null,"Think about how to adapt alcohol education for pupils with special educational needs and disabilities so that it is tailored to the pupil’s learning needs, abilities and maturity (see chapter 6 of the Department for Education’s SEND code of practice: 0 to 25 years).","1.1.5"]
[null,"Confidentiality and safeguarding"]
[null,"Ensure all involved in giving the alcohol education sessions are aware of the school’s process for handling confidential disclosures.","1.1.6"]
[null,"Ensure pupils understand:\n•\thow they can raise any concerns and how they will be supported\n•\tthat any information or concerns they disclose will be dealt with at an appropriate level of confidentiality\n•\thow disclosures will be handled if there are safeguarding concerns.","1.1.7"]
[null,"Use safeguarding arrangements to refer pupils for extra support if they have:\n•\traised concerns, for example about alcohol-related harm or \n•\thad concerns raised about them (see the Department for Education's keeping children safe in education).","1.1.8"]
[null,"Use existing school policies to deal with problems (such as bullying) that may arise if a pupil’s disclosures are inappropriately shared by other pupils.","1.1.9"]
[null,"Referral for further support"]
[null,"Use clear referral pathways, for example into school nursing, school counselling, early help services, voluntary sector services, young people’s drugs and alcohol services or to a youth worker, as needed.","1.1.10"]
[null,"Involve the pupil and their parents or carers, as appropriate, in any consultation and referral to external services.","1.1.11"]
[null,"1.2  Delivering universal alcohol education"]
[null,"Structuring alcohol education"]
[null,"When delivering alcohol education, aim to:\n•\tuse a positive approach to help pupils to make informed, safe, healthy choices \n•\tencourage pupils to take part in discussions\n•\tavoid unintended consequences (for example the pupil becoming curious about alcohol and wanting to try it, or substituting it with another substance)\n•\tavoid using scare tactics\n•\tavoid only giving out information, for example by lectures or leaflets.","1.2.1"]
[null,"Using additional support for alcohol education"]
[null,"Use school nurses, local public health officers and drug and alcohol services or other external providers to provide additional support for alcohol education.","1.2.2"]
[null,"If using external providers to supplement alcohol education:\n•\tuse providers offering content that is consistent with the school’s planned alcohol education \n•\tfollow guidance on quality assurance and delivery (see the section on working with external agencies in the Department for Education’s guidance on relationships education, RSE and health education).","1.2.3"]
[null,"1.3 Targeted interventions"]
[null,"Selecting pupils for targeted interventions"]
[null,"When selecting pupils to offer a targeted intervention to, avoid treating them in a way that could:\n•\tstigmatise them or \n•\tencourage them to see themselves as likely to use alcohol or see it as normal behaviour or \n•\thave a negative impact on their self-esteem.","1.3.1"]
[null,"When using targeted interventions, always seek to involve the pupils in decisions about them and the interventions offered to them.","1.3.2"]
[null,"Seek consent to include a pupil in a targeted intervention. This should be from the pupil themselves, or the pupil's parent or carer, as appropriate to the situation.","1.3.3"]
[null,"Offer a targeted individual or group intervention (for example counselling or a brief intervention) to pupils who are assessed as vulnerable to alcohol misuse.","1.3.4"]
[null,"Ensure a targeted group intervention is appropriate for the age and maturity of the pupils and aims to minimise the risk of any unintended adverse consequences and stigma (see recommendation 1.3.7).","1.3.5"]
[null,"Tailoring targeted interventions"]
[null,"For each person or group offered an intervention, identify their specific risk factors, vulnerabilities and any concerns about their behaviour so that the intervention can be tailored to their needs. Use, for example:\n•\tformal sources of information about risk factors (for example information provided by a level of needs assessment, children’s services [including children’s social care] or through the whole-school approach)\n•\tinformal sources of information about pupils’ behaviour (for example reports from the local community informing the school after witnessing pupils drinking alcohol).","1.3.6"]
[null,"Avoiding unintended consequences of group interventions"]
[null,"Avoid normalising unhealthy drinking behaviours when delivering targeted group interventions (for example by not mixing different age groups).","1.3.7"]