Year 12 HE Champions Program: Building Capacity for Mutual Benefit

1. https://www.dropbox.com/s/utqbczo10a7x00c/HECCP.wmv?dl=0

2. Yr 12 HE Champions programme: Building capacity for Mutual Benefit Suzanne MarchmentAimhigher London South Andy StokesKaizen David Murphy, Postgraduate student (SOAS) Supervisory Coach

3. ‘My learner told me that I inspired her but actually she inspired me’Coach

4. Intentions of the Workshop • The Year 12 HE Champions programme: the model developed and its rationale • Identify its impact on Coach and learners • Discuss the challenges and opportunities of working across different organisations (feedback) • Experience elements of the training (activity)

5. What is it? • A 6 month Coaching programme using university undergraduates to engage with and empower young people in care to prepare for and manage their transition from year 12 to University. • A combination of online and face-to-face meetings between Coach and learner to support learner-identified goals in relation to progression to University.

6. What is it intended to do ? • To develop learners’ skills, realise their strengths, empower and motivate them to explore opportunities to make informed choices. • Develop confidence and resilience • Develop critical thinking • Raise awarenessof different subjects, progression routes and required grades • Enhance capacity for independent learning • Provide access to opportunities for creative problem solving

8. Proposed Coaching delivery models HE Champions (Proposal 1): Resource-Led (signposting) Coaching focus Targets led by needs of YP: Co-ordination and Resources act as framework in support of the dialogue between Coach and learner HE Champions (Proposal 2): HEI-based programme for personalised learning opportunities Targets led by needs of YP: Programme acts as a framework in support of the dialogue between Coach and learner HE Champions (Proposal 3): Progression Curriculum-led Coaching focus Targets led by needs of YP, identified within the framework of a ‘Progression curriculum’: The Coach moderates the content of the modules of the schedule in relation to the identified needs of the Learner

9. Mutually agreed meetings HE Resources Structure Choice Flexibility Learner-led Framework Framework The Model Monitoring meetings Programme Management Supervision Training

10. Celebration event Coaches and SVCs: reflect and celebrate achievements together Identification and Matching Coaches and Supervisory coaches identified; Coaches and learners matched Learner Engagement Additional engagement events offered (within the LAs) Introduction (Coaches) Coaches attend Introductory/training 2-day event Launch Introduction to the programme Learners to meet coaches; Coaches-SVCs Recruit AHLS and HEIs undergraduates for Coach and SVC roles Review (Coaches) Interim training for Coaches and Supervisory coaches Referral LAs submit referral Learner forms to AHLS Introduction(Learners) Learners attend introductory event Review and Closure Event for Coaches Referral and programme cycle

11. Participants • Learners • 16 learners matched with 15 undergraduates (January - July 2016). • Coaches • 40 undergraduates applied to the programme • 31 attended Induction training: • 29 were successful (12 applied for Supervisory Coach positions 5 were recruited) • 5 Coaches and 3 Supervisory coaches were matched with 16 learners.

12. The Coach support Structure Supervisory Coach Face-to-face meetings once every two weeks + online communications as and where appropriate Supervisory call once every 2 weeks Head Coach 16 learners Supervisory call once every 2 weeks 15 Coaches

14. The Story of The Deer

15. Intentions of the Session • To give you an experience of Kaizen Training • To explore your/our relationship to possibility • To reflect on this in the context of further education • To begin to understand the potential challenges that looked After children face accessing education.

16. Nine Dots • Connect all nine dots using 4 straight lines. • Once the pen is on the paper it must not be removed. • You can not go over the same line twice. • The paper must remain flat with no tears or folds in it.

17. Nine Dots Reflection • What helpful thoughts or feelings did you notice while completing the activity? • What unhelpful thoughts or feelings did you notice during the activity? • How might the nine dots activity be a metaphor for the challenges we/young people face entering education? • How might this is help us support young people accessing higher education?

19. Questions ?

20. ‘My learner started to prioritise his goals if you want to go to university you have to do your exams: they did all the work’ Coach1 ‘It was like a rollercoaster. She questioned herself and her ability to set targets. Towards the end she was setting her own targets independently’ Coach2 Coach ‘I’ve learnt how to be patient; organizing meetings made me realise I can be patient (I never thought I was patient)’ Coach1 ‘I used to want all the answers but now I am asking questions and having conversations rather than asking for answers eg at uni and at work’ Supervisory coach2 ‘I’ve always aimed high, set myself lots of limits. I have now realized I would like to be a coach’ Coach2

21. Everything is in my grasp you just need to know how to get there: Learner It gave me an idea of how University would work, what to expect. I have difficulty with revising maths. After the second meeting it wasn’t as difficult as I thought it was: Learner Everyone makes mistakes – it doesn’t need to define you! I learnt about how to be more aware of other peoples’ needs and the consequences: not to be late… If you are late at University, you are going to miss out on important things that affect you

22. Contact: Suzanne Marchment, Director, Aimhigher London South s.marchment@kingston.ac.uk http://aimhigherlondonsouth.org.uk/targeted-groups/