The Right Support

1. The Right Support Ron Crichton Senior Psychologist GCC Education Services June 2011 Education Services

2. 16+ Learning Choices: The Key Principles • the right learning - personalisation and choice. • the right support – identify and remove barriers that might restrict young people's learning choices and consistent, quality information, advice and guidance; • the right financial support - to help young people take up the offer which is right for them and not the choice which pays best or offers the most generous support.

3. General Principles • Respond to need via a staged intervention process • Support transition, continuity and progression for young people at key stages • Complement needs led assessment and advice with key partners and schools • Early identification of risk factors and targeted support • Support and promote partnership working • Contribute to strategic developments locally and nationally including policy development. • Embed delivery within a Curriculum for Excellence

4. Strategic Boards MCMC Strategic Group 3 Youth Employability Groups (YEGs) ASL Transitions / YEG Youth Gateway MCMC Team 1 Youth Gateway Information/Development Team 3 Youth Gateway NEET Prevention Teams 3 Youth Gateway NEET Reduction Teams NEET Prevention Referral Routes NEET Reduction Referral Routes

5. ASL YEG Scope: • Oversee the implementation of city-wide MCMC strategy focusing on equality of access to provision for our most vulnerable young people • Monitor the progress of local Youth Gateway services in achieving locally disaggregated targets in respect of vulnerable groups of young people and provide direction and support as required • Provide regular analysis and resulting developmental actions/recommendations based on progress reports • Provide recommendations to the MCMC Partnership on gaps in service provision and achieving equality of access to supports for young people who require additional support for learning Target Groups • Young people aged 15-19 with additional entitlements afforded through ASL Legislation; including • Young people aged 15-19 in and leaving local authority care/ care leavers

6. Effective needs led assessment: • is undertaken to identify a young person’s support needs to maximise their knowledge /skills and to promote improved outcomes; • is a staged process that promotes proportionate and focused involvement of relevant partners; • depends on co-ordinated and collaborative working; • requires proactive sharing through good quality information transfer and agreed protocols; • recognises the centrality of the young person and requires confidentiality issues to be addressed at the outset; • involves specialist roles, only in a context where roles / procedures are explicit and agreed; and • benefits from shared development of a shared model that ensures each partner/agency understands interdependence of roles.

7. How can we • promote a shared understanding of the process of identifying individual support needs; • ensuring that the sharing of planning for intervention is maximised in this process; • supporting local developments to maintain and raise quality standards in assessment / intervention; • applying a staged model that signals where involvement of other partners may be relevant; • encouraging staff to further develop young person engagement and empowerment.

8. Workshop 45 mins • In groups of 5 take turns to reflect on:- • Best practice in local area regarding transitions for young people with ASN • What partners internally and externally do you work with to support young people with ASN? • How do you share information on assessment and achievement of young people? • How are individual ASN youngsters identified and tracked? • What requires further development /support?