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Successfully using the QCF to fund provision for students with mental health difficulties

Breaking down barriers to education, employment, and training for people with mental health needs. Providing flexible, non-stigmatized environments for learners.

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Successfully using the QCF to fund provision for students with mental health difficulties

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  1. Successfully using the QCF to fund provision for students with mental health difficulties

  2. Breaking down the barriers to education, employment andtraining for people with mental health needs

  3. Mental health conditions and young people • 1 in 4 young people between 15-24 will experience a mental disorder in any 12 month period • 15 - 24 years old is the peak period for the onset of mental disorders • Mental health issues are responsible for 65 - 70% of Burden of Disease for young people aged15-24 • Mental and substance use disorders frequently coexist (70% of help seeking cohorts) • Pathways for young people to access health resources are limited as use of standard GPs is under-represented in this age group • Although most young people experience recovery from symptoms of mental disorders, there is a significant negative impact on longer term vocational pathways and economic participation

  4. Rationale • To provide access to education for young people in Portsmouth & surrounding areas who are recovering from mental health issues • To ease the transition back into full-time education • To offer opportunities for meaningful employment • To provide a flexible response to learner needs, including outreach • To provide a safe, reassuring, non-stigmatised environment • To support learners with a Core of health / relapse prevention • Unique provision OUTSIDE of LDD

  5. Keeping Well • Sessions delivered by Occupational / Mental Health specialists • Keeping Well plans • Dedicated support time from Early Intervention staff – support worker sufficient, not necessarily trained worker • Supported by work on relevant qualifications • New build opportunity - dedicated learning environment / suitable facilities

  6. Curriculum 2007/2008 • City and Guilds 3071 Certificate in Self-Development through Learning (Learn Power) combined with elements of Getting Connected • NOCN Units selected by student based on individual aims and outcomes • Key Skills / Basic Skills • Vocational Tasters (accredited) • NCFE Certificate in Volunteering (L2) • Fundraising and social activities

  7. Curriculum 2008/2009 • NOCN units/QCF units/ EDEXCEL Workskills • Key Skills/Basic Skills/Accredited vocational tasters/team delivery • NCFE Certificate in Volunteering Skills L2 • Community Project – Skateboard Park • Flexible programme and individual learning pathway • Joint meetings to plan for transition and progression

  8. Curriculum 2009/2010 • Using Award/Certificate/ structure to facilitate roll on/roll off approach ( 3 or 7 units ) and allow early accredited achievement • Community Project – former Headspace client – art student – personal story boards display • Consistency in staff / core team • Role boundaries - health and education • Extend length of day / progression • Full time / Part time (16-25s/adults) – Step Up / Step down

  9. Curriculum 2010/2011 • Move to part time provision for all students with age group extended to 25+ - flexible learner led attendance agreements and personal learning plans • NOCN Level 1 Award in Skills towards Progression (early achievement) • Units of Study: Induction to Study, Personal Confidence and Self Awareness(in Keeping Well), Understanding and using Number, Punctuation and Grammar • Progression to additional suitable Award or the Certificate • Vocational tasters with attached qualifications post December 2010 • Project yet to be decided – nature of group key

  10. Support and monitoring • Keeping Well sessions • Learning Support/Travel support • Moodle • Attendance monitoring and follow-up • Measurement of therapeutic outcomes • Flexibility and ‘time outs’ • End of programme independent Focus Group

  11. Outcomes and Successes (1) “I am a completely different person. I sit on the bus and look around, and it’ll be like ‘this ain’t me; Suzie would never do this!’ and I still get shocked today. I know I’m not going to take it for granted. I am just a new person. I’m happier, more outgoing and I’ve learned to laugh at myself now and not take life too seriously. For once, I actually want to live, and I’m enjoying my life!”

  12. Outcomes and Successes (2) Analysis of student data, which shows evidence of year on year continuous improvement in this group of students’ retention and achievement;. To date: • 39 students have completed the programme • 50% progress to further education or employment • 25% progress to study at a higher level • C&G Certificate in Self Development - Success • 2007/2008 – 50% success • 2008/2009 – 75% success • 2009/2010 – 100% success • Internal Certificates part time students 2009/2010 – 100% success

  13. Moving On (1) • Roll on/roll off programme • Ist enrolment onto Level 1 Award in Skills Towards Enabling Progression (NOCN Step Up) • Work on a number of units (PSD, Literacy and Numeracy based) with particular focus on two (for early Award) • Jump between Award (2 units – 6 credits) to Certificate (7 units – 21 credits) and Diploma (14 units – 39 credits) • Ensure well on way to achieving Certificate before changing qualification aim from Award to the Certificate • Due to funding and transfer implications – put achievement through for Award and re-enrol onto Certificate • Similar process for the Diploma

  14. Moving On (2) • Funded regardless of which – but obviously more funding for the highest qualification • Labour intensive process in registering onto individual units and tracking units against students • Ensuring retention of all portfolios as evidence for unit completion • Base room works well with PCs readily available • 2009/2010 first year of using these qualifications in this way – NOCN not preferred Awarding Body, but largest bank of units • Diploma GLH only 350 – top up to 450 with Edexcel Work Skills qualification • The perfect world – selecting units of the QCF rather than specific qualifications

  15. Moving On Success

  16. Lessons Learned • College focus on education / liaison with mental health staff to organise extra mental health support where required • Necessity for wider partnership working / Mental Health / Housing / JCP • Acquisition of resources- impact on flexibility e.g musical instruments • Consistency of staff / differing year cohorts • Levels of differentiation / personalisation/ability • Value of project and volunteering work • How to sustain funding?

  17. Evidence based education, quality improvement & informing policy

  18. National leadership & peer mentoring

  19. Resources (1)

  20. Resources (2)

  21. Emerging evidence based learning for mental health and wellbeing

  22. sue.ward@highbury.ac.ukTel. 023 9232 8673

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