The English system – almost fit for purpose? Kathy Melling and David Percival
What does the research say? Research evidence shows that there are number of approaches that work:
Raise employment aspirations and expectations of children and young people, families and everyone who supports them
Person‐centred transition planning with a focus on employment
Welfare advice, advice and guidance and positive work experience, so that families see that work is positive and possible
A vocational curriculum that supports young people’s aspirations and meaningful work experience for young people in community‐based settings
Supported employment agencies working with young people whilst they are at school, and good supported employment from 16+
Supported Internships ‐ what it’s not • It’s not just another college course • It’s not a work experience programme • It’s not for learners who have not thought about getting a paid job before • It’s not for learners who are unsure whether they want a paid job • It’s not for learners who could progress onto either a Traineeship or Apprenticeship
Supported Internships ‐ what it is • Study programme listed in a prospectus • For those with a Learning Difficulty Assessment, Statement of SEN or single plan • Based on place and train approach to learning • Based primarily at an employer’s premises • Meets the career goals of young people • Meets the business need of an employer • On‐the‐job training • Qualifications
Supported Internships ‐ key principles • The majority of the young person’s time is spent at the employer’s premises • Young people are expected to comply with real job conditions, such as timekeeping and dress code • Systematic instruction, a method specifically designed to help people with complex learning difficulties learn new tasks, is used where appropriate • Stretching learning goals are set, including English and Maths • Both the young person and employer have support from a Job Coach and Tutor • Young people continue to be supported after the course of study
Critical success factors • • • • • •
Partnership approach Communication Personalised and flexible Skilled job coaches Job matching Instilling the work ethic
The Funding/Delivery components • Children and Families Act – obligations on Local Authorities and others • Assessment of High Need ( SSEN/LDA/EHCP) • Local Authority planning and prospectus 0‐25 • High Needs Funding post‐16 (16‐24): can reflect true assessed costs • DWP transition‐funding • Study Programmes – a facilitating model
Limiting Factors • Restraint on volume growth (demographic ok; extended participation not ok?) • Reduction in per capita post‐16 funding • Misunderstandings re Study Programmes • Inappropriate expectations re DWP funds • Inappropriate expectations re personal budgets • Local Authority position(s)
How the education funding works • Post‐16 education funding: ‘lagged’ principle • Paid this year on last year’s numbers • Applies to the first c£10k per learner (Elements 1 and 2) • Above c£10k – Element 3 (top‐up) funding • Controlled by LA and given in‐year • Supported Internship cost illustrative £13k can be met
So why doesn’t it work brilliantly 1? • LA may restrict post‐19 numbers • Significant disincentive in ‘lagging’ Elements 1 and 2 with new additional provision • LA funding and LA ‘social care’ arms may not sing from same hymn sheet! • LA may not see itself as ‘commissioner’ • LA may not want to get involved beyond fulfilling bureaucratic statutory duties
So why doesn’t it work brilliantly 2? Poor financial modelling + disinformation Provider view of overhead topslice Provider wanting to do it all itself Provider not willing to share funding Provider expecting others to pay for supported employment partners costs • Lack of partnership planning – essential to get funding in place
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What’s needed to make it work? • • • • • • • •
Shared Vision and explicit goals ‘Fit’ to LA offer and vision of need Leadership and Model Vested interests need to be understood Understanding of the benefits of partnership Project Planning Honesty about money LA commissioning needs to be purposeful