Raising the Participation AgeLearning from the Trials

2nd February 2010

Easthampstead Park

Agenda10:00 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

Agenda13:30 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

Housekeeping

• Fire alarm

• Toilets

• Lunch and Coffee

• Mobile Phones

Context

“We are also committed to all young people staying on in educationand 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.

Berkshire Data

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?

What do Young People want or need?

• A – levels

• International Baccalaureate

• Technical Baccalaureate

• Apprenticeship and/or Pre-Apprenticeship

• Voluntary

… something else?

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?

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 Authority to:• 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

The Trial AuthoritiesModel A: IAG

How local authorities can work most effectively in securing a full IAG offer to support RPA.

Derby

Staffordshire

Lambeth

Ealing

Plymouth

Model B: Re engagement

How local authorities can plan and deliver a system, building on the September Guarantee, that effectively picks up those 16 and 17 year olds that disengage with learning through the year and re engages them in education or training.

Barnsley

Swindon

Wandsworth

Worcestershire

Blackpool

Model C: Local Solutions

Local Challenges & Solutions to implementation of full participation

Cumbria

East Sussex

Newcastle

Hertfordshire

Lambeth

Sub regional approach Greater Manchester

Warwickshire/ Solihull/ Coventry

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?

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……

‘Raising the Participation Age’ Hertfordshire Local Authority

‘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

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’

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)

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

Involving ParentsThe Derby Approach

• Cut and paste

..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

Knowing the Cohort

Derby / Swindon

Knowing The Cohort

Task – 5 mins

1. What are the sizes of your cohorts coming through?

2. How many young people remain NEET after leaving school across the LA?

3. How many young people are participating at 17?

4. What are the trends within your 16-18 NEET group?

5. What groups are over-represented in your NEET cohort?

Knowing The Cohort

Examples of types of data which can be used to make

transition more successful and increase levels of retention:

1. Early identification of need (Derby - ECM database p.43; Swindon pre 16 RONI)

2. FL Cohort data / challenging schools (Derby - p.41)

3. School non-progressions analysis (Derby - ‘NEET 44’ p.27-30)

4. Early leavers analysis (Derby – p.10-24)

5. Post 16 learners and leavers analysis (Swindon)

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

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?

Knowing The Cohort

Non-progression analysis (Derby - ‘NEET 44’ p.27-30)

• Small numbers

• Multiple issues

• Targeted multi-agency approach

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

Knowing The Cohort

Post 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

Access and Support

Barnsley/ Worcester

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

Access and Support

Barnsley

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)

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.

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).

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.

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.

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?

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

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?

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?

Transition & Retention

Derby / Swindon

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

Transition & Retention

Session to include…

1.Transition pre to post 16

2. Good practice in post 16 CEIAG

3. Retention

4. Progression

• Information Sharing (Derby)

• Transition mentoring (Derby – p37)

• Transition Framework (Swindon, copies available)

• Moving Up DVD (Swindon)

• IAG Essentials (Swindon, copies available)

Transition & Retention

Transition pre-post 16

Transition & Retention

Good practice in post 16 CEIAG

• Post 16 IAG Entitlement (Derby – p55)

• Developing post 16 CEIAG – resources, Career Mark, sharing good practice (Derby)

Transition & Retention

Retention • 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)

Transition & Retention

Progression • 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)

Growing the Right Provision

Hertfordshire/Plymouth

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

The importance of Foundation Learning

Enhance engagement,

participation and achievement

Encourage collaborative

delivery

Create coherency and

flexibility

Support personalised

learning

Provide a clear focus on progressionFoundation

Learning

Personalisation

Learner ‘x’ FL programme

Motivating disengaged learners

Vocational/ subject based learning

Functional skills

Personal and social development learning

Learner ‘y’ FL programme

Overcoming barriers to learning

Vocational/ subject based learning

Functional skills

Personal and social development learning

Supporting young people with LDD

• Emphasis on ‘independent living’ rather than employability for those with severe learning difficulties

• Learning for Living and Work project• Ideas4life DVD• Creating a new curriculum – EBD schools –

county project• Developing special provision locally

Building the ‘alternative’ provision

• Directory of Personalised Learning Opportunities – 14-19 (25 for LDD)

• Incorporating social enterprise, outdoor activities and school experiences

• Joint commissioning to secure the funding• Accreditation of programmes – units• Health and safety• Information, advice and guidance

Focus on JWTPlymouth context

• Data– NEETS– Not Knowns– JWT

• Economic context

• Workforce Qualifications

• Partners: NAS/Cx/Enterprise Plymouth

JWTThe Process

• Knowing the cohort

• Narrowing down the cohort/list of employers

• The Enterprise Plymouth mentor– Initial contacts made– Face To Face meetings with Owner/Managers– Action Plans created/updated– Follow up Face To Face meetings– Apprenticeship Opportunities identified

Focus on JWTSuccesses and challenges

• All targets for first three months exceeded except for 29 against a target of 30 Apprenticeship Opportunities identified.

• Sound contacts established with five primary Training Providers engaged with NAS provision and especially valuable – Construction Skills Advisers now working in close partnership with RPA Mentor and working towards common goals

• Illness/operations!• Part-time and short term/transitory nature of advisory work (due to

nature of funding) is causing operational difficulties• Hopes for a concerted effort in Floristry to re-establish training

provision in Plymouth have so far proved difficult to fulfil.• Economic uncertainty

Task

What learning provision could be designed to ensure that the number of young people who took up either part time work (under 16 hours), a job without training or became NEET after completing Year 11 becomes zero?

You may want to consider:• What does the curriculum offer need to look like during

key stage 4 to ensure that young people do not drop out of learning before they become 16?

• What are the individual characteristics of young people who currently do not stay in learning at 16?

The Finale

Tasks

1.Return to your initial self evaluation….

Now where are you on the readiness scale?

2. With your colleagues discuss what your next steps need to be….complete the mini action plan

Close

Trial contacts – see workbook

Tools and Products - coming to a web site near you very soon!

Thank you and good luck Berkshire!