Supported to The Top
A blue print for successful supported employment
Contents
Introduction 1 Who is this book for? 2 Who might you work with? 4 Who benefits? 6 How to support the learner 8 Starting off 10 MENCAP statistics 12 Induction 14 Journey 17 Next steps 22 FAQs 24 Rights & responsibilities 27 Key terms 29 Making it permanent 32 Useful links 33
Introduction Our role as colleges and employment services is to prepare students and adults for working life, to help them progress from education to meaningful, sustainable employment.   As employers, we also aim to offer employment opportunities for students and adults and for these to be sustainable.   This booklet aims to introduce the information and guidance available to employers and those working with an employee with SEND. It aims to help everyone make the transition as smooth as possible, and provide an experience that the employer and the employee with SEND can benefit from and enjoy. We look forward to working with you to create opportunities that will not only change lives, but benefit your organisation in many ways too.
72% of employers in one study said company morale was an important factor when choosing to employ people with a learning disability.
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Who is this book for? I have experienced 5* service from my job coach; they are on site to support any new interns. Housekeeping Manager
Ollie gained employment following a supported internship at Bell’s Hotel. Here’s what he says:
I am independent, have money and have got more confidence in my work placement. I’d say the support has been brilliant, they have really helped me settle in. 2
This booklet is for you if: • you are new to business planning and want to expand the diversity of your workforce • you have recently employed an employee with SEND and would like to ensure you are supporting your employee to have a fulfilling role in the workplace • you are an employer who already has an employee with SEND.
It’s also for you if: • you want to share change with your employees with SEND to minimise the impact of that change • you want ideas and guidance of the support available to you and your teams, to ensure that an employee with SEND has a fulfilling and meaningful employment placement within your business.
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Who might you work with? Education Provider This could refer to school, college, university or training/employment provider.
Employment Service There may be national employment services such as British Association of Supported Employment, Remploy, and Job Centre Plus, all with the goal of supporting a person in securing sustainable employment. There are also local authorities which may also offer employment services. 4
Range of Title Employment training provider
What can you expect as an employer?
Schools
Work Placement Coordinator
College
Employment coach
A direct contact name for the employment training provider.
Job Coach Employment Mentor Local Authority
Education Link Advisor
Employment Services
Job Coach Employment Advisor
A clear indication of the outcomes of the placement. How the placement links to employability. Regular correspondence or visits from your contact to review progress. A clear outline of the candidate, their skills, qualities and their support needs. How the employment training provider is going to support you and your team to promote a positive work placement. Any relevant information will be shared. i.e. are there any reasonable adjustments required?
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Who benefits?
In a supportive environment, most people with a learning disability in the UK can lead independent lives at home and in work.
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What are the benefits for you and your workforce? Increased staff diversity Mentoring and Supervisory opportunities for existing staff Longevity of service Attention to detail Very low sickness/absence.
What are the benefits for the (SEND) employee? Increased independence Increased confidence An opportunity to contribute to the work force Increased self-esteem and self-worth To access the social inclusion which employment brings Increased friendship circle An opportunity to take responsibility for themselves, and others in the workplace. 7
How to support the learner
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97%
of employers said they were likely to hire people with a learning disability again.
For the small percentage of people with a learning disability who do work, many are poorly paid, excluded from opportunities for promotion, or in jobs that do not match their skills or support needs. Many work very few hours a week and do not get the opportunity to build up their hours. When things are done well, people with a learning disability thrive in the work environment. When things are done badly, a lot of potential and talent goes to waste.
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The learner voice: Ways to support me
What if? Learners could be easily confused between personal and professional relationships. Learners may not understand ‘personal space’. Learners may take what you say literally. Examples to avoid include ‘watch yourself’, ‘this is my new best friend’, ‘wait a minute’ etc. Learners may have difficulty understanding the boundaries relating to social media and we would advise you to not to accept friend requests. Learners may be unaware where to go for lunch, feel uncomfortable in a staff canteen or when eating food in front of other people. This may make them feel incredibly anxious.
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Helping me to keep attention on the task you have set as I may lose track. I might become fidgety if I stay in the same place for a long time. Please help me by checking that I have understood key points as sometimes I may struggle to listen. Help me with my organisational skills. I may lose pens and my uniform. Be patient with my coordination. I may suffer from poor muscle tone leading to fatigue. My grip may not be strong. Please be aware that I might be over sensitive to light, noise, touch or smell. I might find it difficult to pick up non-verbal signs in others or to read body language. I might take a little longer to complete the task. I may struggle with my short term memory. I might get confused with my left and right. I may become frustrated if I am unable to complete a task immediately. I may get easily anxious and be prone to low self-esteem.
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Starting off When you work with an educational body to provide a placement for a SEND learner, you will be supported through the whole process. We want to be sure both you and the student have everything you need to make the journey to employment a positive experience. You will have a named contact at the educational institute and they will work with you throughout the process. This may include an initial interview where we discuss the placement and ensure you are aware of: • what support you can offer the learner • as the employer, what is expected of you.
Your contact will also help you at the following points: • • • • • •
Day to day routines What time you would like them to start What day to day routines you want your learner to follow What their responsibilities will be What dates the learner will start and finish Which team member the learner will be working most closely with.
Can colleagues provide the learners with any help to develop and understand working relationships? 10
Learner Selection Ensuring a good match is critical – your contact will ensure the learner is a good fit for your business.
Logistics • How will the learner get to you? • Are you accessible via public transport? • What facilities do you offer in terms of food, drink, toilets? • Can you provide the learner induction materials or user guides in a form that meets their needs? i.e. screen filters, printing on coloured paper, large print materials, captions on any video, etc.
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MENCAP statistics People with a learning disability tend to take longer to learn than others. They may need a more structured approach in developing new skills, understanding complicated information and interacting with other people. The type of support someone needs depends on the individual.
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92%
of consumers interviewed in a large study felt more favourable towards companies that hired people with disabilities. What’s more.....
87%
specifically agreed that they would prefer to give their business to companies that hired people with disabilities.
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A number of studies have found that employing people with a disability can help to increase staff morale, which can have a positive contribution on the work output of an organisation. 12
In a survey of 128 employers, 55% reported just a one-time cost for making reasonable adjustments.
On average, adjustment costs are only
ÂŁ75
65%
of employers disagreed that considerable expense was necessary to accommodate workers with disabilities, including learning disability.
65%
We know that with the right support, people with a learning disability can achieve long-term paid employment with progression opportunities, become more independent and live fulfilling, happy lives.
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Induction
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Remember your lear ner will be very ner vous – please encourage your colleagues to make them feel wel come in line with th eir needs – i.e. be care ful not to overwhel m them if they are sen sitive to noise or ar e beginning to panic . Your contact at th e college will be able to support you and inform the best way to manage this.
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Your HR team will have a formal induction, but this will be for the business as a whole and may not include ways of working in the areas where the learner is placed. Your contact at the college will be able to help you plan for this, and enable you to include less formal items that are not available in the company-wide induction.
The formal review process will be scheduled in the early stages of the placement; however, you may arrange additional meetings as needed. 15
Induction Your learner on placement may need to be reminded of things frequently. They may also interpret what they are told very literally. Use information from your named contact to provide a customised induction that meets the student’s needs. On the first day, introduce them to the team, explain what their relationships with each team member will be and how the team should be addressed (i.e., first names, Sir/Madam, Mr/Mrs surname). Show them where the facilities are, do they have: • a locker? • a place to charge a mobile phone? • a social space? Are there any restrictions, such as: • eating in certain places • using a mobile except for emergencies • warnings (i.e., the water from the hot tap is too hot to wash your hands). Make sure they are told clearly and simply. Explain expectations of their day – start time, break-time, lunch time, finishing time. Explain if they need to wear a uniform or present themselves in a certain way.
A Health and Safety induction is essential.
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Journey Providing learning disability awareness training to the team that will be working alongside someone with a learning disability can make sure the person is brought into a welcoming and enlightened environment.
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Journey
Some learners need specialist support and this will have been identified, discussed and specified before the learner arrives. Sometimes this means a learner has a dedicated support worker and you may be unsure about their role and how you should treat them. You can discuss this with them and with the educational provider contact.
It is important that while they are with you, the learner is treated as any other employee so they get the most benefit from the placement. Clear, open and honest communication between you and your learner is key to ensuring the process runs as smoothly as possible at all stages.
Open and honest communication also includes any questions or concerns you might have of the educational provider; please ask your named contact.
Support workers have personal knowledge of their learners, and they are also provided with additional documentation of needs that have been identified. Therefore if you have any specific questions about the learners’ needs or responses, you can speak to the employee’s support worker. If, however, you feel that needs aren’t being met, or you are unsure the approach the support worker is taking is best for the working environment, you can also discuss this with your contact. 18
In time the learner will understand more about the workplace and the expectations on them, and because of this, their support needs are likely to change. For this reason, your contact will continually review the placement experience and liaise with you throughout the learner’s journey, including regular visits. Your experience as an employer will be used at these review meetings to inform the learner’s future support. This will include how the learner is getting on and if everything is working out.
Review discussions may include: • what is going well? • can it be even better? • is the workplace agreement being met? • you can use this information to create action plans to move forward. 19
“After only 3 months of being on work placement just before Christmas they said that they were prepared to offer me a part time contract, in which I have now just completed the 2nd week of and I also really enjoy it! I wouldn’t be where I am today if it wasn’t for the fantastic support that Weston College have given me but also I have gained more self-belief and confidence within myself whilst being here.”
“The ultimate for us as parents was the day we found out that not one but BOTH the placements he was on, were offering him paid employment! It was wonderful that 2 employers could see him for the hard working young man he is.”
“We are completing coffee skills training with the aim of him becoming a qualified Barista. I think you will agree he has achieved so much.”
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It is the parents’ responsibility to ensure agreements made with the learner, in the initial stages of the journey, are upheld. If there are any concerns, the educational provider will communicate directly with the parents when the employer informs them of any difficulties.
Typical concerns include: • • • • • • •
is it time to amend the support provided? is the learner becoming more independent in the workplace? are they safe? can they complete tasks by themselves? do they know who to speak to if things go wrong? does the placement still have a significant time to run? are learners able to function in the workplace with more distance between them and their support worker?
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Next steps
Reasonable adjustments do not always cost money – for example, when they are provided by external supported employment services.
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Transitions between roles can often be quite difficult for a learner, so it is important to provide them with support at this stage as well.
The learner’s role may change for a number of reasons: • the placement is ending and they don’t have a new placement organised • they are transitioning to paid employment with you • they have been offered paid employment in the same company with a different team • they have been offered paid employment in a similar role with another company.
If they are leaving the placement, the learner may need to be signposted to other areas. This may raise issues about: • • • • •
paid employment social care job centre another supported employment agency access to work.
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FAQs
In all employment situations, things can go wrong from time to time. It is important to remember that you should make reasonable adjustments for a person with a learning disability. This does not mean ignoring behaviour that would be deemed unacceptable for other staff but it does mean taking care to address any issues in a clear and sensitive manner. 24
As an employer you will probably have concerns and questions about things that may happen through this journey. We have tried to address the most common ones here, but if you have any additional concerns or questions, please speak to your named contact.
What if:
The learner doesn’t show up?
Report it to the educational provider. The student is ill? They will call in sick to you as an employee and to us as their educational provider. However, we will always contact you to confirm. Their normal contact in the workforce is ill? Please inform your contact at the college and they will support you in communicating this to the learner. You as the employer are not happy with the placement? Please inform the educational provider immediately. The learner is not happy with the placement? Advise them to speak with the educational provider immediately. 25
You have questions for or from the parent/legal guardian? All communication with parents should be through the educational provider. If the parent contacts you, advise them to contact the educational provider.
What should I do if: The parents/legal guardians are obstructive? Inform your contact at the educational provider. I am unsure if I’m the right employer for this? There is an initial process where we set up the placement with you. If it is inappropriate in any way, you will be advised appropriately. I might not be able to provide the right support? When the placement is first arranged for the agreed learner, discussions can take place around what support is needed. 26
Rights & responsibilities
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Rights & responsibilities
By law, all workers have a number of rights that have been carefully laid down to ensure that all individuals are treated fairly by their employers. These rights, which have been given by state law in the UK, are called your statutory rights.
It is the responsibility of support workers to be open with the employer and colleagues of the learner where necessary. Always feel free to ask any specific questions of the support workers. The support worker will be familiar with the individual’s needs through documentation and personal knowledge.
There is a legal requirement for employers to make reasonable adjustments to the workplace when employing somebody with a learning disability. But reasonable adjustments do not always cost money – for example, when they are provided by external supported employment services.
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Key terms SEND - Special Educational Needs and Disability Job Carving This is where specific tasks are identified for the placement. This can sometimes mean picking out tasks to suit the individual, which can also free up another staff member to carry out other tasks in the work place.
Supported Internships These are where an (unpaid) employment trainee is immersed in the work environment for three days per week, and attends college for one day per week for employment training.
Employability Skills Placement students will develop skills in the learning environment focusing on: • relationships • communication • interpreting key employment, terms and conditions e.g. booking annual leave • attendance & punctuality • communication skills and listening to instructions • time management. N.B The definition of employment training may very across the UK. 29
Systematic Instruction This is a method of teaching new material by presenting material in small steps, and pausing to check for understanding. It encourages active and successful participation, breaking down tasks into bite size pieces.
Reasonable Adjustments Employers are required to make reasonable adjustments to ensure workers with disabilities, physical or mental health conditions, aren’t disadvantaged when doing their job. Reasonable adjustments may be the removal of physical barriers and/or providing extra support for individual workers.
ILP - Individual Learning Plan This is a document which shows their current understanding at college and what their key learning points are.
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EHCP - Education Health and Care Plan Some young people with SEND and all those on supported internships will have an EHCP Plan. This is a document drawn up by the local authority stating the students key outcomes and the support required to attain these.
Risk Assessment A document which has assessed any hazards and has put control measures in place.
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Employment Passport This is a document providing information on candidate attributes and experience, and information for employers on how to support the candidate should they be successful in their job application.
Vocational Passport Similar to the employability passport in that it provides a profile of the candidate and their key skills, qualities and attributes.
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Prevent
Duty of Care
This is the Government policy on preventing radicalisation.
A moral or legal obligation to ensure the safety or well-being of others.
Safeguarding This is ensuring protected groups are not subjected to exploitation, harm or abuse. 31
Making it permanent At the end of the placement you may want to offer a permanent paid position to your learner. This would be the ideal outcome for everyone.
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Employers report that people with a learning disability are often dedicated to their job and reduce staff turnover. This helps cut down recruitment costs for employers, which include advertising a vacancy and salaried time spent reviewing applications, interviewing potential candidates and training. So, if a worker with a learning disability stays in work twice as long as an average, comparable non-disabled co-worker, they will have saved the employer two rounds of recruitment cost – and that can be a significant saving.
Useful links There is a range of continuous support available to help make this transition a smooth one. Please see suggested links below: Mencap 020 7454 0454 www.mencap.org.uk GOV 0800 121 4433 www.gov.uk/browse/disabilities/work Scope 0300 222 5742 community.scope.org.uk/discussion/36281/ ask-the-support-to-work-team-questions-about-employment-now Base 01204 880733 https://www.base-uk.org United Response 0800 0884 377 www.unitedresponse.org.uk/supported-employment-services Pluss 0800 334 5525 www.pluss.org.uk Preparing for Adulthood 01225 789135 www.preparingforadulthood.org.uk/downloads/employment/ supported-employment-national-occupational-standards.htm
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Could have done with this three years ago! Pauline - Workplace Supervisor The facts hit you Gloucester City Council A great initiative for SEND learners Gloucestershire College Impacts where necessary Gloucester City Council Working in Partnership with