Embed Size (px)
Citation preview
National Careers Guidance Show Coventry 14th March 2019
Jenny Connick
Founder, Talentino and Strategic Partner SEND for the Careers and Enterprise Company
Pathways to Careers - SEND
Why Talentino?
• Work with Special Schools across the country
• Build capacity and capability in Special Schools of all kinds
• Free annual CPD certified conference with national speakers
• Challenge for change e.g. Barclays LifeSkills
• Bring lots of SEND relationships with us
National Careers Context for creating career pathways for young people with SEND
• National Careers Strategy
• Statutory Guidance
• Gatsby Benchmarks
• Careers Hubs
• Careers Leaders
• Enterprise Advisers
• Compass
• Tracker
• Careers Advisers
• Employer Encounters
• Work Experience
Which applies?
National Careers Context for creating career pathways for young people with SEND
• National Careers Strategy
• Statutory Guidance
• Gatsby Benchmarks
• Careers Hubs
• Careers Leaders
• Enterprise Advisers
• Compass
• Tracker
• Careers Advisers
• Employer Encounters
• Work Experience
Everything!
Key Points
• Consider the widest range of options
• Raise aspirations
• Help parents/families engage more
• Increase authentic employer encounters
• Differentiate as appropriate
• Improve career development for most vulnerable
• Use 16-19 bursaries ( or 19+ EHCP)
• Staff work from the presumption of paid work
• Career decisions to be based on young person’s aspirations, abilities and needs
• Careers guidance differentiated
• Careers Advisers skills to be developed ( e.g. CDI course)
• Named Careers Advisers encouraged to build longer term relationships with students and use EHC Plans as a lever nb most young people with SEND do not have an EHC plan
Pathways to SEND
Who are we talking about?
Who are we talking about?
1.2 million young people with SEND
Young people with SEND often described as one generic group but VERY different from each other
Career Development process will be very different and needs personalising relative to the career outcome
Type of Career Outcomes may be different
SEND Code of Practice
SEND Code of Practice
"A child or young person has SEN[D] if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age; or
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions".
Special Educational Needs Code of Practice 2015
10
SEND Groups
Very common for a young person with SEND ( Special Educational Needs / Disabilities) to have multiple barriers from more than one grouping
Complex picture for individual and their families/carers
However broad SEND groupings can be defined as:
Communication and interaction - Speech, language and communication needs, Autistic Spectrum Disorder
Cognition and learning - Specific learning difficulty, moderate or severe learning difficulty or profound and multiple learning difficulty
Social, emotional, and mental health difficulties (SEMH) /behaviour sensory
Physical needs, including visual impairment, hearing impairment, multi-sensory impairment, physical disability
Vulnerable Young People
There are many young people who are vulnerable and need additional careers support too:• As many as 800,000 Young Carers – age 5-17
• 1.1 million children eligible for Free School Meals (FSM), 1.9 million in food poverty
• 50,700 16/17-year olds are NEET (Not in Education, employment or training)
• 23,500 Gypsy Roma Traveller children and young people
• 833 Young people in custody
• 10,000 + Refugees / Asylum seekers / UAAS
• 167,00 pupils who have been excluded at least once
• 36,752 pupils in PRUs or Alternative Provision
• Young girls and women in some societies e.g. at risk of forced marriages
• 500,000 children who live in homes where there are dependency issues
• Over 1.5 million Children who have been identified as suffering sexual abuse /exploitation or parental neglect or physical neglect or emotional abuse from parents
12
What types of Schools do young people with SEND attend?
Students with communication/interaction or cognition and learning difficulties may be in mainstream schools or attend different types of Special schools / FE Colleges
Students with Social, emotional, and mental health difficulties (SEMH) /behaviour sensory or physical disabilities may attend mainstream schools or could attend specialist Special schools such as SEMH, PRUs, Virtual schools for Looked after Children, Young Offenders Institutes, Hospital settings or be home educated.
13
Pathways to Careers SEND
What do positive career outcomes look like?
What do positive career pathways/outcomes look like for young people with SEND?
Students with communication/interaction or cognition and learning difficulties
• Need more support in their career journey
• Are less likely to be taking exams that employers recognise like GCSEs
• Many leave school to go to entry level courses at FE Colleges part time
• Would really benefit from supported Internships, supported Apprenticeships, supported employment, extended work place interviews, supported Enterprise, supported volunteering
• There are more structured training opportunities becoming available e.g. National Grid.
Students with Social, emotional, and mental health difficulties (SEMH) /Behaviour Sensory and/or Physical needs can enjoy the same opportunities as their non-disabled peers in Mainstream schools. They face barriers too but they can go on to very positive career outcomes including:
• Apprenticeships, Employer training schemes, Further Education and Higher Education including University and Employment, Enterprise.
15
Career Outcomes explainedPositive (Eventual) Career
Outcomes
Description
Paid employment Working 16 hours or more weekly with a contract in place (preferably not a zero hours contract!)
Supported Employment Paid employment utilising personalised support e.g. a Job Coach enabling a disabled person to sustain paid work ( Access to Work Funding)
Higher Education University Education – full /part time, open learning – from age 18
Further Education College Education – full/part time from age 16 upwards – ranging from Functional Skills to Degree Level and beyond
Specialist College Specialist further education and training Colleges for students with learning difficulties and/or disabilities, sometimes residential.
Apprenticeship A combination of work and study by mixing on-the-job training with classroom learning and being employed to do a real job while studying for
a formal qualification, usually for one day a week either at a college or a training centre.
Supported Apprenticeship A combination of work, study and support by mixing on-the-job training with classroom learning and employed to do a real job while studying
for an Entry Level 3 Functional Skills for young people with an EHC Plan, or other formal needs assessment offered on a case by case basis
Supported Internship Supported internships are a structured study programme based primarily at an employer. They enable young people aged 16-24 with a
statement of SEN, or an Education, Health and Care plan to achieve sustainable paid employment by equipping them with the skills they need
for work, through learning in the workplace. Supported internships are unpaid, and last for a minimum of six months but can be longer.
Wherever possible, they support the young person to move into paid employment at the end of the programme either with the employer
offering the internship or another employer. Alongside their time at the employer, young people complete a personalised study programme
which includes the chance to study for relevant qualifications, and English and maths if appropriate.
Traineeship A traineeship is an education and training programme with work experience that unlocks the great potential of young people aged 16-24 and
prepares them for their future careers by helping them to become ‘work ready’. Traineeships can last up to a maximum of 6 months and will
include work preparation training provided by the training organisation, English and maths support if required, provided by the training
organisation and a high-quality work experience placement with an employer.
Own Enterprise Creating their own business, which can be a social Enterprise focused on improving other lives in some way and which they run themselves
Own Enterprise with support Being supported to create and sustain their own business, which can be a social Enterprise focused on improving other lives in some way
Self- Employed / Entrepreneur The young person works on a self-employed basis either for themselves or for another employer and will be responsible for generating their
own work, paying their own tax and looking after themselves
Supported Self Employment The young person is supported to effect their own employment on a self-employed basis either for themselves or for another employer and will
be supported to generate their own work, pay their own tax and look after themselves
Supported Volunteering Supported Volunteering aims to provide the support necessary to encourage confidence building and engagement in volunteering activity by
people experiencing mental health problems, people with learning disabilities and other complex needs and can lead to other career outcomes.
Extended Work Placement • Longer period of Work Experience providing essential work skills improving employability and providing a real understanding of the
work place. Some Colleges offer bursaries for travel, subsistence etc and can work alongside a BTEC course, for example
Therapeutic Environments An example could be a Specialist residential Colleges who offer a wide range of therapeutic services/opportunities for young people age 19-25
with complex needs
Supported Independent Living This might be part time, respite/short breaks or as support to move into independent living and will be organised in conjunction with the
relevant agencies and families
Understanding more about what careers support young people with SEND need
Thinking about the early career development needs of young people with SEND and splitting them into 2 groups:
− Students with social, emotional, and mental health difficulties (SEMH) /behaviour sensory and/or physical disabilities can access mainstream careers and employer engagement activities but will need:
▫ more time to build trust
▫ more support and encouragement
▫ more time
▫ more preparation including employers
▫ aspiration raising
▫ environmental adaptations potentially
▫ support for families/carers
− Students with cognitive and learning difficulties or communication/interaction challenges will have Career development needs that are the:
▫ Same
▫ Same and different
▫ Different
The Careers and Enterprise Company and SEND
Focus on SEND – The Careers and Enterprise Company
• Over 30% of Special Schools in the Network
• Careers and Enterprise Company SEND group - leverage collective expertise
• Appointment of Talentino as strategic partner SEND
• Joint statement with the Gatsby Foundation – ALL young people, parity
• Tools and resources e.g. SEND Gatsby Benchmark Toolkit
• Compass - Data on progress being made by Special Schools
• CEC Fund 2018 – 20 new SEND focused projects around the country launching 2019
• Special Schools presence in every Careers Hub
Enterprise Adviser Network - Special Schools Coverage
Total Special Schools900
268
63%
30%
No. of special schools signed up to the Enterprise Adviser Network
% Coverage
% Special schools matched with an Enterprise Adviser
Compass – Careers Support is improving
49.0%
12.5%
36.6%
38.3%
25.9%
13.1%
31.8%
6.1%
17.5%
73.0%
26.1%
43.4%
85.6%
40.6%
91.9%
33.5%
14.5%
37.3%
61.7%
30.7%
1.3%
27.6%
2.0%
0% 20% 40% 60% 80% 100%
Eight - Personal guidance
Seven - Encounters with further and…
Six - Experiences of workplaces
Five - Encounters with employers and…
Four - Linking curriculum learning to…
Three - Addressing the needs of each…
Two - Learning from career and labour…
One - A stable careers programme
Compass performance -
National
Achieved Partially achieved Not achieved
52.1%
2.1%
33.3%
28.9%
25.0%
20.5%
18.2%
3.3%
6.8%
64.0%
20.2%
33.3%
79.5%
50.0%
91.4%
41.1%
33.9%
46.4%
71.1%
41.7%
0.0%
31.8%
5.4%
0% 20% 40% 60% 80% 100%
Eight - Personal guidance
Seven - Encounters with further and…
Six - Experiences of workplaces
Five - Encounters with employers and…
Four - Linking curriculum learning to…
Three - Addressing the needs of each pupil
Two - Learning from career and labour…
One - A stable careers programme
Compass performance - Special
Schools …
Achieved Partially achieved Not achieved
What Talentino is focusing on:
• Helping the CEC to create a SEND strategy
• Enabling the CEC to answer the question ‘Who are we talking about?’ so we can build an organisation knowledgeable about young people with SEND in whatever type of school they attend
• Building a virtual team of skilled practitioners in SEND in schools, the network, employers to help inform what CEC needs to pay attention to
• Curating appropriate resources through design and resources created through OGL
• Creating guidance, for example on the use of Compass by Special Schools
• Ensuring tools and evaluation tools can be applied in a range of SEND settings
• Build relationships with all types of Special Schools and mainstream schools with SEND students
• Effective employer engagement around young people with SEND
• Help do what all of you do everyday and put young people with SEND on the careers map
CEC Fund 2018 SEND Projects
£1.7 Million awarded to Disadvantaged Groups and projects
- SEND – 11 projects
- Looked After Children - 4 projects
- Gypsy Roma Traveller – 5 projects
Geographical spread incudes:
- Rotherham, Sheffield, London, Plymouth, West Yorkshire/Birmingham, Cumbria , North East, North Somerset, Berkshire/Bucks, Herts, Derbyshire
Learning Methods -examples:
• Outdoor learning
• Personal Job Coaching
• Careers Fairs
• WEX
• Social Action Projects
• Communications workshops
• Peer learning
• Family workshops and support
• Mentoring
• Enterprise
Outcomes – examples:
• Build employability Skills and Transition Skills
• Raise Aspirations• Successful Work
Experience • Improve Communication
skills• Build family confidence
and knowledge• Increase Supported
Internship and volunteering opportunities
• Other organisations’ capability improved
• Targeted career pathways
Resources to help you support early career development for young people with SEND
• Careers Hubs
• Careers Leaders
• Training for Careers Leaders
• Informed Network
• Dedicated resources
• SEND Gatsby Toolkit
• Fuelling Futures
• Transition Report
• Online training ETF
Summary Pathways to Careers for young people with SEND
• Differentiate as appropriate –understand WHO you are supporting
• Help raise aspirations
• Consider the widest range of options
• Help parents/families engage more
• Increase authentic employer encounters
• Improve career development for most vulnerable – they may not be considered formally as having SEND
• Start from the presumption of paid work for young people with learning difficulties
• Base career decisions on young person’s aspirations, abilities and needs
• Ensure Careers guidance is differentiated
• Provide named Careers Advisers who are encouraged to build longer term relationships with students
• 15% young people have SEND and many do not have an EHC plan
Remember – Same and Different!
Careers resources and further training
Are you ready checklist1. Appointed a Careers Leader
2. Investigated training for your Careers Leader and applied
3. Connect to your local Careers Hub
4. Connected with your local Enterprise Adviser
5. Appoint a named Governor for Careers
6. Use Compass regularly
7. Use the Tracker tool for your Careers Strategy
8. Created a Provider Access Policy
9. Published the Provider Access Policy
10. Created a plan to introduce 7 Employer Encounters for each Year group as appropriate
11. Identified how you will ensure the quality of your careers provision continuously improves
12. Identified how you will keep systematic records of careers activities and decisions that are accessible to pupils and staff
13. Read the new Careers Quality award and discussed how and when you might make an application
1. Ensure you purchase careers activities from organisations with the Matrix quality award
2. Found out if the local Job Centre Plus delivers the ‘Support for Schools’ programme locally
3. Secured Level 6 trained Careers Advisers for personal guidance ensuring all pupils by 16 have one session and offered by before they are 18
4. Provide accessible information to pupils on what they can expect their early career development journey to look like
5. Ditto Parents, Carers and Families
6. Plan to enable students by the age of 14 to access appropriate LMI
7. Plan to enable students by 16 to have had 2 meaningful encounters with post school providers e.g. FE
8. Plan how students will have 2 meaningful work experience placements by 16 and 18
9. Plan how you will create an Alumni for leavers
10. Planned careers activities which will deliver against all 8 Gatsby Benchmarks contained in a plan
11. Generated ideas on how to engage families more
12. Checked out Access to Work funding for Job Coaches
13. Check are staff working from presumption paid work
Ofsted – A Careers Leader feedback
Careers Folder:
• Careers Programme showing Third Party Provider Access
• Careers and Work Experience Policies
• Careers and Enterprise Company Compass Tool and Tracker (in EXCEL form)
• School development plan with career milestones and monthly actions, impact and reports to SLT
• Destination data – years 11 to 13
• Schedules of one to one careers appointments and list of PP, SEND, and students who have less than 90% attendance
• Examples of one to one documentation including student feedback
30
Ofsted – A Careers Leader feedback
• Show support/links from governor level, through SLT into the careers team with policies and SLT reports as evidence
• Evidence of each 8 Benchmarks
• Show a stable careers plan is stable that links clearly to the Gatsby benchmarks. Evidence progress towards achieving each benchmark
• Evidence where one to one and careers events / activities on Tracker are taking place.
• Show how you are collecting feedback, analysing and acting on it to improve the service
• Evidence use of Enterprise Advisers and local businesses to support the career learning and programme of students
31
Ofsted – A Careers Leader feedback
• Evidence how you support students to make successful transitions into further and higher education and the impact of careers support in preventing NEET
• Evidence how you are challenging stereotypes and promoting STEM job roles
• Demonstrate that guidance is personalised and how those who are disadvantaged or vulnerable are getting support that meets their individual needs (additional one to one guidance, use of College work placement students to support SEND students into work experience and Creating as Culture of Inclusion)
• CL also asked about qualifications, experience and what CPD completed in the last year
32
Free careers send resources and training
https://barclayslifeskills.com/educators/tags/curriculum-tags/send - A set of 11 lesson plans specifically designed by Talentino to use with young people with additional needs
https://www.preparingforadulthood.org.uk/downloads/employment/work-experience-guidance.htm - A guide to work experience that we co-wrote with a brilliant supported employment provider that gives advice to schools, families and employers
https://www.careersandenterprise.co.uk/sites/default/files/uploaded/the_send_gatsby_benchmark_toolkit_v2.pdf - You will find lots of case studies and top tips for schools and employers in this complete guide as well as lots of help on fulfilling the Gatsby Benchmarks
https://www.careersandenterprise.co.uk/sites/default/files/uploaded/national_grid_-_employer_engagement_toolkit.pdf - This is a fabulous guide to Supported Internships which employers can use as a step by step guide from an employer who has made a big difference to young people’s lives
https://www.et-foundation.co.uk/supporting/support-practitioners/special-educational-needs-disabilities-send-resources/ -The Education and Training Foundation has created a large number of SEND resources, it might take some time to navigate because there are so many!
https://www.autism.org.uk/get-involved/tmi/employment.aspx - This is a campaign to improve the number of people with Autism who want to work, makes sobering reading
http://www.catcoteacademy.co.uk/ - Watch this film and it will light up your whole week!
https://brookfieldsschool.org/curriculum/what-we-teach/pathway-to-employment/ - Watch this film and your week will be even brighter!
https://www.mencap.org.uk/sites/default/files/2017-06/Easy%20Read%20guide%20about%20finding%20a%20job.pdf – A series of easy read guides for people with learning difficulties to help them find employment
www.thecdi.net/Corecode/Search/Search.aspx?term=SEND This one day course is not free but is being run by Talentino for the CDI
33
