Service Delivery Model

The provider will need to develop a service delivery model detailing the approach to:

• Identifying eligible settings/children (if applicable) - consider: 

  • How will the provider get the required information about settings from the local authority education and public health teams? 

  • How will settings be contacted? And when? Sending out a joint letter, to settings, from the Director of Public Health and provider may be more influential than a letter from the provider alone. 

  • How will refusal of settings be handled? 

  • How will the supplies be sourced and delivered? 

• Identifying any locally existing supervised toothbrushing programmes or oral health promotion initiatives   

• Delivering the service 

  • Consider if any activities will be outsourced and if so, how will this be managed, and if that service delivery meets the requirements of the service spec. 

• How will the consent process of participants be managed, including refusal? 

• Will an oral health champion be appointed in each setting? 

• How will staff training in settings be delivered and assessed? This may be determined by the commissioners, but if not, the provider needs to consider what is more appropriate - delivering training in-person or online? Assess how well you think the training will be cascaded down to other staff members and how often it may need to be delivered. 

• Age range of children - what additional considerations may need to be made for settings with younger children (2-year-olds)? 

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• How will the provider engage with the parents via the setting?

  • Including parents with additional needs, language barriers, literacy barriers, lack of internet access. Consider engaging parents in oral health sessions.

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• How will they: 

  • ​encourage parental supervised toothbrushing at home including providing information on the importance of the continuance of toothbrushing over holidays?

  • use the supervised toothbrushing programmes as an opportunity to identify, address and promote the health of children more generally (Making Every Contact Count) 

• How will they make the club available to children with special educational needs and/or disabilities?

  • Considerations include tailored training, availability of more support, types of toothbrushes and toothpaste. 

• How will access to a dental professional for advice, if needed, be provided? 

• How will on-going support be provided and maintained to settings?  

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• Decisions about the different configurations of toothbrushing (see below for more details) to use for example dry or wet brushing and the choice of toothbrush rack (toothbrush holder) system​​​

  • For example, one company may provide a toothbrush rack system where the brushes are the same colour as the racks, that have spaces with names and pictures on the racks and names and pictures on their brushes. Whereas another company has multicoloured brushes and no space to write names on the toothbrush racks.