Only practitioners who have been accredited by HENRY can legally deliver HENRY programmes. To develop the knowledge, understanding and skills needed to deliver family programmes, staff you nominate will complete both HENRY Core Training and Group Facilitation Training (GFT). GFT is an assessed training, and whilst the vast majority of practitioners are accredited by HENRY, this is not guaranteed. And whilst non-accreditation is a rare event (if we really feel the practitioner does not have the right skills or approach), it is not uncommon for practitioners to be 'conditionally accredited'; this means that we feel they need a little bit more support to become effective HENRY Facilitators. Between us we will put further support in place for those practitioners, which might include co-delivery with a very strong Facilitator for their first programme or two. Accreditation is only given for one HENRY age-range at a time. Where practitioners receive accreditation in one age range (e.g. early years), they would need to complete our online Additional Programme Familiarisation Training to receive accreditation for an additional age-range.

GFT is an assessed training; this is an important part of HENRY's approach to quality assurance and achieving outcomes for families. Practitioners participating in GFTs are not automatically accredited to become HENRY Facilitators and deliver HENRY programmes. Pracitioners who have not been able to attend all of the training, particularly the practice delivery elements, cannot be accredited. Some unaccredited participants may feel that HENRY delivery is not for them and they opt out. For others our trainer may feel the practitioner is really struggling to meet the required standard or has not been able to embrace the approach. In these instances the participant may want to repeat the training. Where practitioners achieve 'conditional accreditation', they will need a little extra support, practice or confidence building - the PSO and the Coordinator work together to put a support plan in place which is agreed between the Coordinator and the Facililitator. It is important to ensure that practitioners who are put forward to be trained as HENRY Facilitators have the appropriate skills, qualities, attitudes and capacity to deliver HENRY within their role. We can provide a one page document summarising what to look for when selecting practitioners.

HENRY Facilitators can deliver online and face-to-face group programmes, as well as workshops, for the age range(s) in which they have been trained. Where practitioners complete all of their training online, they are only accredited to deliver the online programme (not face-to-face version) in the age range(s) in which they are trained. If they have completed a face-to-face Group Facilitation Training (and achieved accreditation), they can deliver both the online and face-to-face versions of the group programme. By additionally completing our brief online 1-to-1 Programme Familiarisation Training, HENRY Facilitators can also deliver the 1-to-1 version of whichever programme(s) (age ranges) they are already trained to deliver. 1-to-1 versions of our programmes are more flexible and responsive. Staff trained to deliver one HENRY age-range (e.g. our Healthy Families: Right from the Start programme), can attend online Additional Programme Familiarisation Training (APFT) in another age range (e.g. Healthy Families Growing Up or Preparation for Parenthood).

HENRY programmes and workshops are designed to meet the needs of the families we work with, and having an observer in the room can very much change the 'feel' of a group or 1-to-1 session. In the past, we have found that this often causes some discomfort for families and Facilitators.

HENRY understands wanting to meet the needs of Facilitators to ensure they feel confident to deliver quality programmes by seeing a programme in action. However, there are alternative ways to build Facilitators' confidence and become familiar with the content of programmes and workshops that we would encourage.

Your Partnership Support Officer would welcome a conversation about how to best support newly accredited and conditionally accredited Facilitators and will happily discuss the variety of support options available.

Raise, Engage, Refer is a 2-session online training course for local practitioners (working across a wide range of local services) to help increase participation in HENRY programmes. Increasing participation is the single best way to improve the value of the investment you have made with HENRY. The course covers, opening up conversations around lifestyle and weight and tapping into parents' own motivations. We share how families benefit, build an understanding of what parents can expect from a HENRY programme, idenitfy the many reasons for making a referral, plus provide information on the local referral system. RERs can provide a real boost to awareness of HENRY and local recruitment to programmes.

Yes. Where practitioners have been accredited as HENRY group Facilitators this will initially be for one age-range only. Once accredited for one age-range, practitioners can complete our online Additional Programme Familiarisation Training to become accredited in another HENRY age range. This course introduces the programme content and give a chance to practice delivery and receive feedback from HENRY. Please ask for costs and available dates.

Yes. Where practitioners have been accredited as HENRY group Facilitators for our 0-5 and/or 5-12 programmes there is the option to attend a 1-session interactive online training course to become accredited to deliver the 1-to-1 version of these programmes. Please ask for costs and available dates.

No. Accredited HENRY group Facilitators can deliver the workshops that we offer for the age-range(s) in which they are accredited. Please ask your Partnership Support Officer (PSO) which workshops are available. They can share session plans with your Coordinator and Facilitators.

We have a number of stand-alone, subject-specific workshops available. These can be really useful in their own right to support families on specific issues, but also as a way to help parents develop the confidence to join a group programme. Accredited HENRY Facilitators can deliver the workshops that we offer for the age-range(s) in which they are accredited. These currently include Starting Solids, Fussy Eating, Healthy Teeth, Eating Well For Less, Looking After Ourselves, Understanding Children's Behaviour and Let's Get Active. But we are developing other workshops we will make available in due course. Please ask your Partnership Support Officer (PSO) which workshops are available. They can share session plans with your Coordinator and Facilitators.

We can share a detailed document on this on request. The main benefits of face-to-face training are that the training is completed more quickly and participants will have the face-to-face experience including e.g. 1-to-1 chats with trainers etc. The key advantages of online training over a number of weeks is that it can fit better into practitioners' work calendars, and practitioners can begin putting what they've learned into practice in the real world between sessions and bring these epxeriences back into training

No, this is not a model we adopt. Supporting behaviour change for entrenched lifestyle issues with vulnerable families is hard. There are very few programmes available with strong evidence of effectiveness in supporting sustained lifestyle change - HENRY is one of those few. In order for parents to receive a high quality experience it is very important that Facilitators are trained directly by HENRY. Our trainers go through a very robust training process before we confirm them as HENRY trainers. This is a key quality and reputational issue for HENRY.

Yes, our early years Healthy Families: Right from the Start and Healthy Families: Growing Up programmes both cover oral health. We also have a Healthy Teeth stand-alone workshop which can be delivered by accredited HENRY Facilitators where a Partnership & Support Fee is in place (standard Terms & Conditions of our Partnership Model apply). More information is available on oral health in the practitioner handbook provided as part of Core Training, A Healthy Start.

Yes. HENRY training is very participative - there are no slides - and so it's important for participants to sit in a circle along with trainers. Please see this document for more details https://drive.google.com/file/d/1YRs2QmhPklxrx6UlajmXwk-4Gj0ksAat/view

We need to know who will be joining the training course so that we can send them pre-training information and give them time for any pre-work. We also need to send the right number of resources to the right place. This can take time and it's not uncommon for resources to 'go missing' at venues when someone not involved in the training has taken delivery of them.

We get asked this a lot. There is no one-size-fits-all answer to this as it depends on many local factors. What we can say is that our programme was included in the Early Intervention Foundation's 2019 Guidebook to evidence-based interventions - they awarded HENRY the best possible cost score meaning it is low cost to set up and deliver compared to other comparable interventions. We have a cost-per-family calculator available on request. You enter a number of figures based on local variables and it calculates the cost per family over time. Of course, the more participants per programme, the lower the cost per family

Ordinarily training is commissioned on an event basis. But, we do sell places on what we call 'central trainings'. You can see details and costs of these at www.henry.org.uk/commissiontraining

Please get in touch with your Partnership Support Officer (PSO) about the latest developments on this. All the resources for our early years programme are translated into Welsh and 4 of the key charts in this programme have been translated into a small number of languages including Polish and Urdu. Over time we will translate more resources into different languages where we acquire the funding to do so. Across our whole website (plus our parent evaluation questionnaires) we have enabled Google Translate to offer basic direct translation into many different languages.

Yes. See www.henry.org.uk/termsandconditions. These are sent to you when you commission HENRY training. Once you confirm that you would like HENRY training courses on the dates offered, the courses automatically become subject to these Terms and Conditions.

For us, a parent who attends 2 or more sessions is a 'starter' - this indicates that they came to more than just a single session to try it out and so we assume they had the intention to join the whole programme. We know that real life can get in the way of programme participation for many families, so we define a completer as someone who attends at least 5 of 8 sessions. These are the definitions we use both in our reports to commissioners and in our Data Access System (DAS).

To be accredited to deliver any HENRY family support practitioners need to have completed our Core Training (online or face-to-face) plus one or more of our facilitation training courses. In order to be accredited to deliver our face-to-face programmes (not just online) practitioners need to have either completed the face-to-face 2-day Group Facilitation Programme, or have completed both our Online Facilitation Skills course and our 1-day Face-to-Face Delivery Skills course. Please contact us with any questions on this.

Where practitioners completed HENRY Core Training more than 4 years ago and has not yet completed any HENRY facilitation training then we ask that they complete Core Training again prior to joining any of our facilitaiton training options. This is because the proven HENRY approach is the essential underpinning of all our family support and it's important it is sufficiently fresh for practitioners so that they can become effective HENRY Facilitators

Yes. Please see our online Commissioner Guide at www.henry.org.uk/brochure and get in touch with us so we can discuss what's involved in implementing this programme.

HENRY programmes and workshops can be an effective form of support for all families, as parents realise that some of the challenges and feelings they are experiencing are common to and shared by others, and many of the strategies shared in the sessions can be helpful, regardless of the family or children’s individual circumstances. However, they are not designed to replace any specific assessments or support that these families may also require around their child’s individual needs.

HENRY programmes adopt an inclusive approach to diverse cultures and SEND, recognising support can only be effective when it engages with families ‘where they are’ and is responsive to individual needs. Empathy and family strengths are starting points for the proven HENRY approach (Bridge & Willis, 2019) and our programmes – when parents feel understood and valued, they are more able to reflect and contemplate changes that are possible for them.

Through HENRY training, we build practitioners' skills and confidence to focus on relationship-building and listening. We encourage all areas, services and practitioners to work closely with other services who know families well. This will enable Facilitators to understand individual needs and, in turn, provide bespoke adaptations to meet them – for programme activities and jointly-developed, personalised ‘stepping stones’ for change.

All sessions include opportunities for parents to:

• talk about their experiences – what’s going well and specific challenges
• experience listening, empathy, understanding and affirmation from facilitators and one another – parents often describe the relief of knowing ‘it’s not just me’ and value the programme as a way of meeting other parents and building peer-support networks
• share ideas and knowledge, building confidence and self-efficacy
• join in activities to support kinaesthetic learning
• try out new ideas and skills e.g. active games, planning a healthy meal etc
• reflect on what will work for them and plan small steps to achieve their own goals

By starting with parents’ own experiences and helping them think about how to put ideas into practice in their family, the programme is inherently person-centred, inclusive, and responsive to different family circumstances and cultural practices and backgrounds. By making family life easier and happier (as well as healthier), parents feel better able and more motivated to maintain changes.

SEND – our family support sessions are inclusive wherever possible. Our national team are experienced in meeting diverse needs; Partnership Areas can contact us to ask for support if helpful, or your own local authority SEND education team may be able to offer specialist advice and support. Reasonable adaptations can be made where needed and could include:

• Interpreter/signing support
• Tactile or visual resources, e.g. using visual timetables for parents or children with ASD – so they know what to expect when
• Audio/video versions of, e.g. storybooks, programme book, portion-size chart etc – for anyone who struggles reading English
• Using a range of early communication and interaction support strategies e.g. Makaton signing during sessions for children with delayed speech & language
• Encouraging non-verbal communicators to use e.g. eye-gaze to respond to guided choices
• Being conscious of all abilities and selecting active games everyone in the group can join in with, e.g. avoiding (or finding ways in which children/parents with SEND can join in with) catching games, moving around games etc
• Wheelchair-accessible venues
• Offering online groups or 1-to-1 support (at home or in an agreed venue) as an alternative to face-to-face groups where families prefer this

You will know what will work best for the families you support and for your area.

Please note: making adaptations does not extend to e.g. changing the number of sessions, session duration, or session content and sequencing. This could represent an infringement of HENRY intellectual property. If in doubt, please consult with your Partnership Support Officer in advance.HENRY programmes and workshops can be an effective form of support for all families, as parents realise that some of the challenges and feelings they are experiencing are common to and shared by others, and many of the strategies shared in the sessions can be helpful, regardless of the family or children’s individual circumstances. However, they are not designed to replace any specific assessments or support that these families may also require around their child’s individual needs.

Changes to programme structure and content aren't allowed. The programme is designed based on key behaviour change science. It's designed to be responsive to each family's needs through being holistic and through supporting families to set their own goals. The programme as structured is evidenced-based and over 95% of completing families make at least one positive change, usually many more. It is HENRY's intellectual property, and of course, it is HENRY's reputation at stake. What is permitted and encouraged is working out what's best for your local population, including what mix of face-to-face and online programmes you deliver, venues, times etc. Also, you can deliver HENRY workshops to provide subject-specific support to families and as a taster of what a programme is like to build their confidence to join. We also encourage you to think with families about what local resources, services, and other community assets are available to help them adopt an enduring healthier, happier lifestyle for their family.

Supporting families to make meaningful and sustained changes to their current lifestyles and eating habits takes time. Research states that interventions of at least 8 weeks are optimal to supporting sustained change within a family or individual. The Healthy Families programmes are based on this key behaviour change research. They are designed to be responsive to each family's needs by being holistic and supporting families to set their own goals. The programme length and structure is evidenced-based and over 95% of completing families positive change.

The Preparation for Parenthood programme was developed drawing on a review of the evidence on antenatal education which highlights 6 themes to best support new mothers and fathers. These 6 themes are explored over 6 weeks using the proven HENRY approach (2019). It is designed to support families' understanding of how their children develop in the womb and in early life, and emphasises of how their early experiences affect their future health and well-being.

If you would like to learn more about HENRY's evidence base, please visit henry.org.uk/evidence-base.

Round table discussions are arranged as they are a really helpful way to manage the transition from the 'commissioning stage' to embedding HENRY locally in practice. The meeting provides an opportunity to develop a shared understanding of local circumstances, aspirations and targets, together with discussion and focus on how HENRY can and will support you, as well as identifying actions needed locally, and building local understanding of and buy-in to HENRY.

These ideally involve the Commissioner, your nominated local HENRY Coordinator, the Coordinator's line manager, HENRY's Senior Partnership Manager, and the HENRY Partnership Support Officer. We schedule an initial meeting, and we can diarise others for as long as they are useful.

Each HENRY Partnership Area is supported by a designated Partnership Support Officer (PSO). The PSO is your local HENRY Coordinator's 'go-to' person. They can answer questions and queries, share learnings from other areas, and support the Coordinator with every aspect of successfully implementing HENRY locally - including setting up referral systems, promoting programmes and achieve high-quality delivery of HENRY programmes. Our PSOs have lots of tools, ideas and suggestions at their finger-tips to help with everything from recruitment to supporting staff.

No - we have done the work for you! We have lots of promotional materials you can use at no additional cost - social media JPEGS, posters, fillable leaflets, display ideas and pop-up banner designs. Your Coordinator will have access to all of these through our website, plus you can talk to us about your specific needs, including how to create QR codes for referrals.

Yes, without this you do not have the legal right to deliver HENRY programmes. We don't tend to refer to it as a 'licence' though, we call it a 'Partnership & Support Fee'. That's because we really see our relationship with our Partnership Areas as just that - a partnership. We work together to ensure successful implementation of all aspects of HENRY locally - and we continue to support you throughout your partnership with HENRY to achieve this. See 'Benefits of your Partnership with HENRY' document.

We will support you with initial implementation of HENRY and on an ongoing basis for as long as you deliver HENRY programmes or workshops. The main benefits are a named Partnership Support Officer, annual reports, our Data Access System, and promotional materials. See 'Benefits of your Partnership with HENRY' document for full details.

The fee depends on a number of factors such as how many different HENRY programme age ranges you are delivering, how many Coordinators you have, and how many local authorities you cover. Please ask your commissioning contact at HENRY. 
The Partnership & Support Fee runs from April to March (financial year). If you start part way through the year it will run from the point of commissioning to the end of March.
We will send you the standard Terms & Conditions of our Partnership Model ahead of the new financial year which set out the terms of delivery. You can ask for a  copy of this in advance.

Yes we do, as well as guidance on how to create an online referral form. Please ask your Partnership Support Officer to share this with you

Once Facilitators are familiar with the programme, it takes approximately 4 hours per Facilitator per face-to-face session (approx 2.5 hours for online sessions) to prepare for, deliver, and complete online forms etc - this is for Healthy Families: Right from the Start. For Healthy Families: Growing Up or Preparation for Parenthood it is approx 3.5 hours per session. Initially, for the first few programmes they deliver, Facilitators may need a little more time to prepare.

Ideally yes - this is best practice for face-to-face programmes. Creches should be for 2 hours or just under. Creches can really improve particiaption rates, especially for parents who do not have reliable, supportive networks or family members to call on. With children safely in a creche for each session, parents have the space they need to listen, reflect, build relationships and share ideas with each other, enabling sustained behaviour change. This is particularly important for our early years programme, but it's also a good idea for our other programmes where parents may have other young children - without creche provision many of these families would not be able to participate.

As we explain elsewhere, creche provision is important in enabling participation on face-to-face programmes. However, if it is simply not possible to provide or access a creche/childcare for your programmes then you can still make HENRY family support available. You can deliver the online versions of our programmes, offer evening/weekend programmes where families may be more able to arrange their own childcare - you could ask parents what days/times will work best for them, or offer sessions within local pre-school or nursery times so that childcare is not needed. You could pay for nursery/childminder sessions for families who really can't come unless they have childcare provided. However, where children are not coming to programmes each week then you will need to make alternative plans for 'family time' which is an important part of the programme. Ordinarily this is each week for 30 minutes, but it assumes a creche is available for the rest of the session. Alternative plans for family could be running a longer family time session at a weekend or in half term etc. This way wider family members may also be able to join, you could organise a healthy picnic and have time to try out several different active play ideas with children and parents. Some of our workshops do not require a creche.

This depends on a number of factors. The more Facilitators you have locally and the more programmes are being delivered, the more time it takes. To be the Coordinator for one age-range we recommend a minimum of 1 day per week, more if they are also the Coordinator for other HENRY age-ranges. This doesn't include any time involved in programme delivery. A key component of the role is leading local Practice Development sessions for your local Facilitators to support reflective practice and continuous improvement. See our Coordinator Role Description.

Yes, this is possible. There are a number of potential ways to do this. Some areas split this by programme age-range where they deliver two or more HENRY programme age-ranges. Others split this with one person taking the administrative side of things and another leading the implementation of HENRY including building referrals and delivery Practice Development sessions. In some places it has been helpful to have different Coordinators for different districts. What's important is that someone is clearly driving HENRY locally, that all the responsibilities in our Coordinator Role Description are covered, and that whoever is involved has enough time to fulfill this important role. Please be aware though that if you have more than one Coordinator for different districts within the same age-range this will mean an increase in your annual Partnership & Support Fee.

Not for face-to-face programmes - here it is important that programmes are always delivered with 2 accredited HENRY Facilitators. However, where practitioners feel confident to deliver online programmes alone then they can do this from their second programme onwards for approximately 8 participants. Beyond 8 participants experience tells us it is important to have 2 Facilitators to achieve a high-quality experience for parents and thus maximise the chances of achieving strong outcomes

Ideally it would always be two paid practitioners who deliver group programmes - this is what HENRY's evidence-base is based on and is the prevailing practice. However, we understand that volunteers may be a key part of your local strategy for service delivery and skills development. If you do use volunteers then then we ask that they always co-deliver with a paid practitioner. Volunteers and staff require the same level of training (local safeguarding and data protection, as well as HENRY training), they must achieve HENRY accreditation (which is not guaranteed), be part of your HENRY team, and be provided with, and access, ongoing support including Practice Development sessions. They should be reliable and able to make a long-term commitment, for continuity and in order that you are able to make best use of training and other costs. Volunteers and staff working alongside one another can potentially work well, giving parents access to trained staff who can help with other issues, as well as a volunteer who is often someone who is part of the community.

We offer what we call our 'Partnership Model' which is where you commission training from us to train your own local practitioners to become accredited HENRY Facilitators who can deliver our programmes. You cannot provide HENRY training yourselves or commission it from any provider other than HENRY. We also offer a direct delivery model where you contract with us to deliver HENRY family support locally.

Yes. We offer a direct delivery model where we will set up a local service to deliver HENRY family support, training and other activities to support a great start in life. This usually works best as a multi-year contract. However, we also offer individually commissioned family support interventions i.e. any of our programmes or workshops. We can always deliver these online which is much simpler for everyone to set up if it not going to be a multi-year piece of work. However, we may be able to provide these in-person too depending on e.g. where you are based and what you are looking for. Please contact us to discuss your needs and what we could provide.

No, our resources are legally copyright protected and are the intellectual property of HENRY. Each family participating in a HENRY programme will need to have a set of resources for the programme which can be ordered at www.henry.org.uk/resources. Almost all our charts and other resources are available to buy. If you would like to order a large volume of charts (e.g. >500 to provide to parents as part of mandated health visiting checks) then get in touch and we can offer you a bespoke price. We also are very active on social media where we share a lot of resources, ideas, tips etc so we encourage everyone to follow us and share our posts on your own pages www.facebook.com/HENRY.HealthyFamilies and www.instagram.com/henry.healthyfamilies

The easiest way is to complete our Resource Order Form at www.henry.org.uk/practitionerpages which you can submit online directly to orders@henry.org.uk - we will then invoice you and deliver your order. Please allow up to 4 weeks for delivery. If you have pre-paid for resources, please select the draw-down option and include your previous invoice number. 

If they have not delivered a programme (or at least 6 workshops) in the last 12 months. Usually, where an accredited HENRY Facilitator has not delivered a programme (or 6 workshops) in more than 12 months, they will welcome a refresh to brush up on skills not used for a while. Where this is the case, we offer online or face-to-face Refresher Training. You can buy places on the online courses, or commission a whole training for face-to-face or online if you feel you have a number of Facilitators who would benefit. Please contact us to discuss options.

Yes. Different people use different terminology for these sessions, we refer to what others often call 'supervision' as Practice Development. Leading these sessions is one of the most important components for successful local implementation of HENRY programmes/workshops and a key responsibility for your local HENRY Coordinator. The Coordinator does not need to be senior to your HENRY Facilitators, but they do need to have completed HENRY training. Your HENRY Partnership Support Officer will provide support to plan and co-deliver their initial Practice Development Session. A Practice Development session is where Facilitators can share experiences of delivery and what works well, and work together to manage challenges. The Coordinator models the HENRY approach and shares any updates. It's also an opportunity to refresh knowledge and practice delivery of any topics as required. We find that these sessions also boost the confidence of any Facilitators who haven't yet had the opportunity to deliver.

Provided families have at least one child in the age range, it is a local decision on whether and how to prioritise. We encourage universal delivery of programes and in our experience programmes often work really well where there is a mix of referred and self-referred families. However, we understand the reality of local budgets etc. A sample referral pathway is available from your Partnership Support Officer; this includes potential prioritisation or eligibility criteria. Often it can initially be a challenge to get HENRY going whilst practitioner and parent awareness of the offer is still low; so at the beginning it can often be a good idea to make programmes universal to increase awareness and to reduce stigma. Once established, you may choose to set stricter eligiblity criteria. Even where programes are offered universally you can still reach the families who need most support by using venues in your most deprived areas (health and other inequalities as strongly associated with deprivation) and by setting expectations for practitioners on the kinds of families you most want to reach. Where possible, we recommend that you opt to train a wide range of practitioners who may be in a position to make referrals in our online Raise, Engage, Refer training course - this can really boost local participation rates.

This is a local choice. We suggest programmes typically work best with around 8 to 10 participants. However, you can have more or fewer participants than this. We wouldn't recommend fewer than 4 participants for a group programmes as this puts quite a lot of pressure on both parents/carers and Facilitators; it's also not a good use of resource. Once you get to more than 15 participants the quality of experience is likely to decrease for participants which may lead to less strong outcomes than you might otherwise achieve. Face-to-face programmes should always be delivered with 2 HENRY-trained Facilitators. With online programmes you can just have one Facilitator for up to approx. 8 parents/carers provided the Facilitator feels confident to do this (we recommend first online programmes are delivered with 2 Facilitators). Once you are over 8 participants online it can become difficult to manage for just one Facilitator, so 2 will be needed with these larger groups

No, participants (parents or children) are not measured as part of HENRY programmes. HENRY programmes are about enabling long-term, sustained behaviour change, rather than any short-term reduction in BMI or BMI z-score, as it is sustained change that will make the difference for children. This is also one of the reasons for putting families in control of the changes they want to make and the strategies to achieve those changes which will work for their family. Weighing and measuring participants at the start and end of the programme is likely to create negative feelings of being judged and a sense that seeing improved BMI by programme end is the main goal. It may also create a sense that what happens aftter the programme end isn't important and families may feel they can return to unhealthy habits which they have managed to change. There is evidence that children of parents participating in HENRY programmes achieve reductions in BMI z-score, see our evidence-base at www.henry.org.uk/evidence-base. If locally you decide that you need to capture data on participants' BMI or BMI z-score then please find ways of doing this separately outside of the programme sessions (different day, time, place), confidentially, and with just one family at a time to avoid the perception that HENRY is a quick-fix, weight loss programme. Some areas do this through a 1-to-1 family appointment before and after the programme. We would encourage any areas adopting this approach to also capture other information from families in these sessions such as favourite fruit, favourite activity, favourite colour etc, and for practitioners to share their favourites and to get on the scales too - this is to help these sessions feel more inclusive and more about getting to know the family rather than just about weight

Yes. Each programme is supported by a set of accompanying resources for participating families. These are an essential part of the programme and also support families to put changes into practice at home between sessions and once the programme has ended. They can be shown to other family members too. The resources are often a real attraction for parents who typically love those they receive. It's important to value parents in this way so that they value the programme in return. In case you are wondering, resources cannot be photocopied as this is a breach of copyright law. HENRY charges for these resources which is an important part of our business model and helps pay for the development of and updates to the resources, as well as the wider support you receive from HENRY as a Partnership Area.

No. In our standard Terms & Conditions for our partnership model we clearly state that any recording or replaying of any component of HENRY family support or training (online or face-to-face) is not permitted unless otherwise specifically agreed with HENRY in advance. This is because viewing a session on a screen cannot be an adequate subtitute for participating in a session as this doesn't offer the same opportunity to reflect, learn, ask questions, and access support. HENRY training and family support session plans are the intellectual property of HENRY; our organisational reputation rests on the successful delivery of these sessions as written, underpinned by the HENRY approach, and with fidelity to the plans.

Families with a 5 year-old can attend whichever programme they think will be most helpful. If there are younger siblings, this might be the Healthy Families: Right From the Start programme, whereas if there are older siblings, the Healthy Families: Growing Up programme may be more helpful. Another consideration is whether there are places available on the programmes - if one is fully-booked, they may be booked on to another programme so that they get support sooner rather than later.

Yes, as long as the child is under 13 years-old.

Yes, provided there is a Data Sharing Agreement in place between us. This allows you to access our Data Access System (DAS) for your local data. The Data Access System (DAS) is a secure online system which allows Facilitators to view parent responses to our baseline and completion questionnaires and see their comments; and for Coordinators it allows them to see registered programmes and key numbers such as numbers of starters, completers, approval rates and questionnaire response rates.

A DSA allows us to legally share parent data, in line with GDPR data protection regulations, with your Coordinator and Facilitators. We share data through our secure,online, Data Access System (DAS) - this is a useful tool for managing programmes and for reviewing parent feedback, for recoginsing the positives and identifying potential ways of building on and improving practice.

HENRY does not ask our Partnership Areas to directly share, with us, any personal data that they hold. We secure data directly from parents via an online form (Facilitators provide parents with a link to this). We gain consent from parents to hold and to share their data with the staff/organisations delivering their HENRY programmes; the purpose of this sharing is to support programme delivery as well as reporting.

Yes. With a Data Sharing Agreement in place between us, HENRY will provide access to our Data Access System (DAS) for your area for Coordinators and Facilitators. Facilitators will be able to see which parents have completed pre and post questionnaries, following-up as needed to increase return rates (a good return rate increases statistical stability for improved reporting).

All participant questionnaires are completed online via Google Forms. Facilitators also register and submitted programmes to us via Google Forms. The Data Access System (DAS) is hosted through Google Sheets. Without access to Google Forms and Sheets we cannot report on programme outcomes. Most areas are able to provide access to these for their practitioners. Please talk to your IT department to request access if you experience any difficulties.

Your Partership Support Officer has lots of ideas for how to support parents who, for whatever reason, experience difficulties with accessing their HENRY online questionnaires - internet poverty or connection issues, language and reading and writing skills. We have a useful tech guide to help with hardware and connection challenges. Facilitators can complete the online questionnaire on behalf of a parent, with their consent, and the questionnaire can easily be translated in over 75 different languages making it instantly accessible where English is not easily understood.

We produce detailed outcomes reports on an annual basis on request. Many commissioners comment on how clear and helpful our reports are. See www.henry.org.uk/samplereports to see examples. We will produce reports for all of the programmes and workshops delivered in the last 12 months in your area. Alternatively, we will produce reports for a selected range of programmes and workshops over a period of time of your choosing. We will aim to have your reports with you within 6 to 8 weeks. 

Reports are requested via your commissioning contact (Angie Prysor-Jones or Emma Johnson) or via your dedicated Partnership Support Officer (PSO). 

We have a minimum data threshold for reporting: as standard we don't produce reports where there are fewer than 10 matching baseline and completion questionnaires per programme or workshop in the reporting period (over the course of a year, this should be easily achieved) as otherwise the numbers are too small to be considered robust. 

We produce detailed outcomes reports on a commission basis. This means that once all the training courses you have commissioned in a single commission have been completed we will produce a detailed report to share with you.

No, we can't unfortunately. We have over 50 local authority areas for whom we produce reports. These are done through a standard template by programme and we can't accommodate individual variation requests. What many areas do is use these as appendices for their own local internal reports, drawing KPIs from them as needed.

Unfortunately not. HENRY uses validated measures to capture data at baseline, completion, and follow-up of participating parents and children. We use this data to report on outcomes to your area and to capture national performance as well as local and regional differences. Please see our sample reports at www.henry.org.uk/samplereports These show the outcomes on which we report and includes information on the validated measures we use. You could consider asking additional questions locally, but we would discourage this unless it's really necessary as parents/carers are already asked for a lot of information on their questionnaires and it is another process for your practitioners to manage locally.

Please see our sample reports at www.henry.org.uk/samplereports
These show the outcomes on which we report and includes information on the validated measures we use