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Raising the Participation Age Learning from the Trials 2 nd February 2010 Easthampstead Park

Raising the Participation Age Learning from the Trials 2 nd February 2010 Easthampstead Park. Agenda. 10:00 Introduction and purpose of the day Hilary Omissi 10:20 Area(s) Self Assessment of RPA readiness 10:40 Workshop One: Communicating the RPA Dee Desgranges

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Raising the Participation Age Learning from the Trials 2 nd February 2010 Easthampstead Park

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  1. Raising the Participation AgeLearning from the Trials 2nd February 2010 Easthampstead Park

  2. Agenda 10:00 Introduction and purpose of the day Hilary Omissi 10:20 Area(s) Self Assessment of RPA readiness 10:40 Workshop One: Communicating the RPA Dee Desgranges message 11:10 Coffee Break 11:20 Workshop 2: Knowing the cohort coming through 12:10 Workshop 3: Transition and retention 13:00 Lunch

  3. Agenda 13:30 Workshop 4: Provision 14:10 Workshop 5: Access and Support 15:00 Finale: Area(s) in groups with trail facilitator 15:40 Action Planning Hilary Omissi 16:00 CLOSE

  4. Fire alarm Toilets Lunch and Coffee Mobile Phones Housekeeping

  5. Context “We are also committed to all young people staying on in education and training to age 18 by 2015” Schools White Paper – The Importance of Teaching (Nov 2010) • 17 year olds by 2013 • 18 year olds by 2015 Questions about how this is going to be enforced.

  6. 16-18 Residents 23,200 young people (16-18) 8,900 in schools 900 in sixth form colleges 4,900 in FE 1,200 in WBL 2,900 in Independent Schools 700 in Part time education 1100 are NEET Balance of 2600 young people Are these young people in Jobs without training? Berkshire Data

  7. What do Young People want or need? • A – levels • International Baccalaureate • Technical Baccalaureate • Apprenticeship and/or Pre-Apprenticeship • Voluntary … something else?

  8. The Shape of the Day Welcome, Introductions & Housekeeping • Why, who and what are the trials? • How far are the Berkshire LAs on the RPA journey? Sharing the learning….. • Communicating the RPA message • Knowing the cohort • Access and support • Transitions and retention • Growing the provision • Finale…where next for Berkshire?

  9. Why Trials? Testing The Legislation: • Education & Skills Act 2008 - @17 by 2013, @18 by 2015 • Spending review and white paper The Importance of Teaching re enforced the commitment to RPA • Enforcement to be reviewed on an annual basis from 2014 Duty on Local Authorityto: • Promote the effective participation in education or training of the young people in their area • Make arrangements to identify young people not participating – i.e. maintain a tracking system

  10. The Trial Authorities

  11. Berkshire Advisory Group Task: A self evaluation… How far along the journey do you think your LA and partners are prepared to achieve RPA in 2013 and 2015? 1. Rate your LA on the scale in your workbook 2. List three strengths and three weaknesses 3. Share with your colleagues – same/ different?

  12. Communicating The RPA Message Task: Everyone needs to know! in your workbook list all the stakeholders who need to understand what RPA is all about you have five minutes……

  13. ‘Raising the Participation Age’ Hertfordshire Local Authority

  14. ‘Moving Up’ activities • Hertfordshire has 7 14-19 consortia (SAPGs) • All have targets about IAG including RPA • Specific activities included: • Future/Career Fairs (yrs 8-13) • to inform about all learning opportunities • ‘Routes into STEM’ event • to decrease gender gap • improve IAG for STEM options • Very positive feedback • Apprenticeship events

  15. Learning is Changing in Barnsley • Developed Learning is Changing materials specifically for young people, parents and tutors. • Developed and rolled out Learning is Changing toolkit for front line staff interfacing with young people – IAG basics! • Linked with borough-wide aspirations raising campaign ‘I Know I Can’

  16. Tutor Training Materials Six themes developed with the Plymouth CEIAG working group: • Introduction to the role of the tutor • Delivering IAG • Option choices • Signposting • The review process and ILP • Labour Market Information (LMI)

  17. The Real StakeholdersYoung Researchers in Swindon • National Project developed by NYA • Aims to provide young people with training and support to carry out research on services or provision they receive • 3 stages – Recruit, Research. Report findings • Swindon commissioned VCS • Focus on NEET – quality of services and RPA workstreams

  18. Involving ParentsThe Derby Approach • Cut and paste

  19. ..and what’s a reasonable excuseThe Worcestershire Way ‘NEET – unavailable’ represents 21% of the total NEET cohort in Worcestershire Teen parents Cultural barriers Medical/mental health issues Substance abuse Homelessness Young carers

  20. Knowing the Cohort Derby / Swindon

  21. Knowing The Cohort Task – 5 mins What are the sizes of your cohorts coming through? How many young people remain NEET after leaving school across the LA? How many young people are participating at 17? What are the trends within your 16-18 NEET group? 5. What groups are over-represented in your NEET cohort?

  22. Knowing The Cohort Examples of types of data which can be used to make transition more successful and increase levels of retention: Early identification of need (Derby - ECM database p.43; Swindon pre 16 RONI) FL Cohort data / challenging schools (Derby - p.41) School non-progressions analysis (Derby - ‘NEET 44’ p.27-30) Early leavers analysis (Derby – p.10-24) Post 16 learners and leavers analysis (Swindon)

  23. Knowing The Cohort Early identification of need (Derby - ECM database p.43; Swindon pre 16 RONI) Identify young people as early as possible What factors indicate risk of non participation? How can the factors be collected in a manageable way? Effectively working with partners, particularly schools

  24. Knowing The Cohort FL Cohort data / challenging schools (Derby - p.41) What does the data show? What do the recipients of the students post 16 want? Is the curriculum offered to young people appropriate, enabling them to make progression?

  25. Knowing The Cohort Non-progression analysis (Derby - ‘NEET 44’ p.27-30) Small numbers Multiple issues Targeted multi-agency approach

  26. Knowing The Cohort Early leavers analysis (Derby – p.10-24) The majority do make a good transition at 16 Issue is drop out by 17 First drop out from L1 and below then later L3 Drop outs do re-engage – churn Vulnerable groups much more likely to dropout

  27. Knowing The CohortPost 16 Learners and Leavers Analysis (Swindon) Numbers leaving FE, wbl and E2E high Key issues – IAG, Managing Behaviour Small percentage of Leavers re-engage Low attainment (below level 2) most significant factor Young people from KS4 provision which is not main stream most at risk Prevalent age to leave learning is 17 Key issues for young people – expectation of post 16 learning, preparation, transition

  28. Access and Support Barnsley/ Worcester

  29. Access and Support Structure • Quick intro to Worcester and Barnsley approaches on Support Panel trials • Exercise on how Support Panels might work in your area / context • Feedback and discussion

  30. Access and SupportBarnsley Context • Ex-mining town with many wards on IMD. • Chose to build on work in Dearne • Level of highest NEETS/ potential NEET • Panel is both pre and post 16 (but will focus on pre 16 element for this session)

  31. Access and SupportBarnsley In partnership with the Dearne High School, the Early Interventions Team Manager, Barnsley and the Deane Locality Guidance group, the RPA Phase 2 Trial team has been piloting a support panel process for year 8 upwards.

  32. Access and SupportBarnsley Young people at risk of exclusion and potentially becoming NEETs are prioritised by school staff as the 5% most challenging (behaviour, no parental support, or where is parental support, it has no impact on progress or behaviour at school).

  33. Access and SupportBarnsley This Panel is a Team Around the School. • Made up currently of tier 2 and 3 services. • Aims to provide coherent response to children identified by the School as unlikely to achieve success through to Y12 • As all young people named have had a CAF completed with them and their parents / carers, then by implication have parental consent to share information.

  34. Access and SupportBarnsley • The Panel is there to ensure that whoever is leading the intervention (Case Manager) ensures communication and streamlining of any other necessary Panels (e.g. FIP, YISP etc). • The Lead is determined by the panel by referencing the completed CAF and by young persons /families preference. • Progress is reported back to this Panel and needs to develop ways of building sustainability into 'exit' from services.

  35. Access and SupportBarnsley Task • Young man in Y10 – drug use and ASB • Is with foster mum (private arrangement) • Role model is older brother (on referral order) • Partial timetable – predicated ‘A’ grade in science What would your Panel look like and advise on this case?

  36. Access and SupportWorcestershire VULNERABLE LEARNER PROTOCOL RONI – identified at KS4 Common Initial Assessment (ILP) Stage 1 – Providers Early Leaving - 4 weeks to re-engage Stage 2 – Connexions PA Stage 3 – Intensive Support

  37. Access and SupportWorcestershire Stage 4 Crisis – NEET Multi-agency Re-engagement Panel Participation Adviser/mentor Learner Support Agreement (ILP) Some yp fast-tracked to Stage 4 Reasonable Excuse returners fast-tracked Everything in place and still not engaged – enforcement?

  38. Access and SupportWorcestershire Task Look at the case study in your workbook… • What next? • Do we convene a panel – would it be in Aaron’s best interest? • Do we convene a panel without his consent? • Do we tell him that we are intending to do so? • Who would be on the panel? • What actions would we hope for from the panel?

  39. Transition & Retention Derby / Swindon

  40. Transition & Retention Task – 8 mins In small groups, identify and prioritise top 3 reasons why: young people don’t make a successful transition to learning at 16; and they may drop out of learning post 16

  41. Transition & Retention Session to include… 1.Transition pre to post 16 2. Good practice in post 16 CEIAG 3. Retention 4. Progression

  42. Information Sharing (Derby) Transition mentoring (Derby – p37) Transition Framework (Swindon, copies available) Moving Up DVD (Swindon) IAG Essentials (Swindon, copies available) Transition & RetentionTransition pre-post 16

  43. Transition & RetentionGood practice in post 16 CEIAG Post 16 IAG Entitlement (Derby – p55) Developing post 16 CEIAG – resources, Career Mark, sharing good practice (Derby)

  44. Transition & RetentionRetention Role of Participation Adviser (Swindon, refer specification) Multi Agency Support Panel ( Swindon, refer specification) Retention & Progression protocol (Swindon) Why do learners drop out (Derby – p18-19) Involvement of IYSS – referral pathway, provider event (Derby p59-60)

  45. Transition & RetentionProgression Increasing flexibility of provision eg. apprenticeship bridging courses (Derby) Progression from level 2 to level 3 challenging for some learners (level 2.5?) (Swindon) More development on progression pathways needed (Swindon) Progression to employment/apprenticeships at 17/18 (Swindon)

  46. Growing the Right Provision Hertfordshire/Plymouth

  47. Personalised Learning • Focus on progression and destinations • For all learners who are not ‘secure at level 2’ • Importance of ‘Foundation’ Learning and the 3 components • Functional Skills • Vocational/subject learning • Personal and social development • Using the QCF and working with the awarding organisations eg the City and Guilds Project • Role in facilitation - groups of partners designing the programme together and sharing resources

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