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How to support young people with special educational needs and disabilities into work: a short guide for schools, colleges and careers advisors
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, BRITISH ASSOCIATION FOR SUPPORTED EMPLOYMENT
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 5
- Place of publication:
- Bath
This short guide outlines the key considerations when supporting young people with special educational needs and disabilities to move into paid work. The employment rate for disabled people stands at 45.7 per cent for the period July to September 2015 against an overall employment rate of 78 per cent and yet only 6 per cent of people with a moderate to severe learning disability known to adult social care are in work. The guide covers: raising aspirations of children, young people and everyone around them; ensuring high quality, impartial career information, advice and guidance for young people and outlining how this can be built into the curriculum; understanding the use and importance of vocational profiles, how to include their development in classroom or tutorial time and how to ensure they inform a vocational curriculum; developing work experiences in real work settings in line with aspirations; working with social care to maximise opportunities for holiday and weekend jobs; creating more work opportunities through traineeships, supported internships and apprenticeships; ensuring that employment support is of high quality, staff are appropriately trained in supported employment and Training in Systematic Instruction and there are mechanisms for monitoring success rates; and ensuring follow-on support is in place for young people after they leave education to maintain or gain paid work (Edited publisher abstract)
SEND Leadership Programme 2020-2021 evaluation: final report
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2021
- Pagination:
- 21
- Place of publication:
- Bath
An evaluation of the SEND Leadership Programme, which is specifically targeted at senior strategic SEND managers in local authorities and aims to foster and support effective local leadership in delivering the reforms across the education, health and social care sectors. Participants are encouraged to apply with a colleague from a different part of their local SEND reform ‘system’ with the aim that pairing people up increases the potential to implement learning in the workplace and build linkages between different parts of the local SEND system. The Programme continues to be hugely valued by those who participate. It has an impact on the knowledge, confidence and leadership skills of participants, with some individuals finding it transformative. Individuals are applying what they learn back at work and the indications are that this is generating change in their organisations and areas in the delivery of the SEND reforms. There are some elements that are key to making this a successful Programme: a combination of leadership theory applied to the SEND context; excellent facilitators; high quality speakers and sessions; and coaching or mentoring support. The learning from online delivery has revealed some benefits of delivering remotely, and produced learning about which elements worked. Feedback from participants and delivery leads supports the idea of a blended approach to get the best out of both modes of delivery. While the areas for development that participants suggested could be considered by those planning the Programme for future years, one key element that stands out is the need for greater diversity among those delivering and presenting, including in terms of ethnicity and experiences. (Edited publisher abstract)
Preparing for Adulthood: Post 19 Programme report: good practice ideas to share
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 25
- Place of publication:
- Bath
The Children and Families Act 2014 introduced a new SEND system which has extended the duties of local authorities to cover young people up to the age of 25, if they remain in further education or training or are following an apprenticeship. The Preparing for Adulthood Team have been working with 18 local areas to explore the challenges that the new SEND system has presented in terms of the 16-25 cohort of young people. This report draws out some of the learning and describes some of the practice, resources and ideas that have come out of the work. Most of the areas worked on a number of themes – each area is described within the theme that was their main focus. The themes included are: strategy; preparing for adulthood from the earliest years; young people’s voice; curriculum and employment; friends; relationships with parents; planning; accountability. (Edited publisher abstract)
SEND Leadership Programme 2019-2020 evaluation: final report
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 14
- Place of publication:
- Bath
Findings from the evaluation of the SEND Leadership Programme 2019-2020. The Programme is specifically targeted at senior strategic SEND leaders in local authorities and aims to foster and support effective local leadership in delivering the reforms across the education, health and social care sectors. The evaluation found that participants are overall very satisfied with the course and feel their leadership knowledge and skills have improved. Feedback from participants and alumni suggests that the key ingredients are the rich, topic based sessions, the quality and diversity of the external presenters, the opportunity for building networks and the safe and authentic space for personal growth and development engineered by the facilitation team. In particular, the opportunity for self-reflection and reinvigoration were highlighted as important features of the programme. While limited time has passed since the course, and the COVID-19 response has significantly affected the immediate context, there is evidence that the programme is having a positive impact on the leadership skills of participants, and their ability to deliver reforms. This is particularly seen around leaders having a renewed sense of confidence in their work and being equipped with the necessary skills and tools to elevate the reform and inclusion agenda within their workplaces. (Edited publisher abstract)
Employer engagement and the SEND reforms: a short guide for local authorities
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, BRITISH ASSOCIATION FOR SUPPORTED EMPLOYMENT
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 2
- Place of publication:
- Bath
A short guide to a coordinated approach to employer engagement, to improve employment outcomes for young people with special educational needs and disability (SEND). The numbers of adults of working age who have a learning disability and are in employment is declining and now stands at 6 per cent. Employment rates are also low for other disabilities such as autism conditions. Many young people with disabilities are not entering the labour market once their education has finished and may feature in the Not in Education, Employment, or Training (NEET) cohort. There is potential for significant savings if authorities can secure sustainable employment for young people with a disability. This will require carefully planned engagement with employers. Specifically, the guide looks at: where cost savings come from; how to link this into wider strategies; how to use the Social Value Act; what local authority staff need to know; how to lead by example; and how to work with schools and colleges. (Edited publisher abstract)
Engaging with employers: a short guide for local authorities and post-16 providers
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, BRITISH ASSOCIATION FOR SUPPORTED EMPLOYMENT
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 5
- Place of publication:
- Bath
This guide builds on guidance issued by Preparing for Adulthood to support post-16 providers to engage with employers and enable young people with special educational needs and disability (SEND) to access the labour market. The SEND reforms aim to achieve better life outcomes including paid employment. For this to be achieved, staff who support children and young people must recognise the critical role that employers play in helping to realise improved employment rates for young people leaving education. The guide covers: understanding the labour market; preparing for employer engagement; developing a business case; approaching employers; identifying and meeting employer needs; the importance of good customer service; and maintaining links. (Edited publisher abstract)
Time to Talk: evaluation report
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2021
- Pagination:
- 51
- Place of publication:
- Bath
This report shares the findings of an evaluation to measure the impact of Time to Talk (TtT) on the young people who received support from the project and their families. A total of 44 young people agreed to take part in the evaluation, along with 12 family members, six professionals and the project team. TtT was a six-month project (September 2020-February 2021) aimed at providing 16–25-year-olds in England with Special Educational Needs and Disabilities (SEND) free, strength-based support online to counter social isolation and provide motivation to make plans. The project was created in response to the COVID-19 pandemic, which is known to have caused higher levels of anxiety and uncertainty for young people with SEND and their families than in many other groups. The evaluation found that TtT had a positive impact on the young people who received support from the project. For example, young people reported reduced levels of anxiety, higher levels of confidence, having more plans for the future and feeling more likely to go out once COVID-19 restrictions allow, as a result of the support they received. The project also had a positive impact on the families of young people who received support. Many family members shared details of the positive effects the entire family experienced as a result of TtT, as well as the individual support they received from the project team. Families in particular felt that TtT filled an important gap in the services offered by LAs and the NHS by providing a safe space for young people to share and reflect on what is important to them and make plans for their future. (Edited publisher abstract)
Preparing for Adulthood: interim report on the Post 19 Programme
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2019
- Pagination:
- 19
- Place of publication:
- Bath
The Children and Families Act 2014 introduced a new SEND system which has extended the duties of local authorities to cover young people up to the age of 25, if they remain in further education or training or are following an apprenticeship. This report explores the challenges that the new system has presented in terms of the 16-25 age cohort. Local areas have raised a number of concerns and in particular the difficulties in developing holistic Education, Health and Care plans for those young people over the age of 19, which make it clear when and how they will move into employment, independent living, have friends, relationships and be part of their community and have good adult health support. Local areas often find it difficult to know when to cease an Education, Health and Care plan and how to ensure a smooth process between maintaining an Education, Health and Care plan and an adult services Care and Support plan. Specific findings include: many colleges are still not offering study programmes with substantial work experience for young people with complex needs, there continues to be some confusion and a lack of ambition for employment; some special school sixth forms are not delivering study programmes or the Preparing for Adulthood pathways; school sixth forms increasingly are not including students with SEND (this is part of the general move away from inclusive practice); professionals are still struggling to write outcomes based on the aspirations of young people that are centred around the young person and their family; there continues to be a need for workforce development that is holistic across education, health and care to support the understanding of holistic PfA outcomes. (Edited publisher abstract)
Preparing for adulthood: year 9 annual review guide
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Bath
This document highlights the specific requirements set out in the SEND code of practice regarding the year 9 review, particularly focussing on young people’s voice, the pathways and Preparing for Adulthood outcomes. The evidence shows that most of the challenges identified by local areas in supporting young people with special educational needs and disability into adulthood could be addressed if proper transition planning happened from school year nine. The guide highlight the support that year 9 reviews should identify and what fulfilling the statutory requirements of the code means in practice. Person-centred planning tools and examples are included. (Edited publisher abstract)
Evaluation of the SEND Reforms Leadership Programme
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 46
- Place of publication:
- Bath
This report evaluates the impact of the SEND Reforms Leadership Programme, which was delivered by the National Development Team for Inclusion in order to increase the leadership skills, ability and capacity of those responsible for implementing the SEND reforms. The programme covered four areas: leadership and change, challenges in delivering the SEND reforms, creative practice approaches; and an action learning development task. The evaluation report covers participants’ motivations for attending the programme, the effectiveness and advantages of the programme from participant’s perspectives, and highlights examples of its impact on the delivery of services and broader organisational change. A total of 40 participants from 23 different Local Authority areas attended the 2016-17 programme. The evaluation included analysis of course evaluation forms, a survey of participants’ managers, and interviews with participants. The results report that participants found the programme beneficial. The evaluation also identifies evidence of changed thinking, skills development, an increased confidence in participants' ability to make change happen, effective self-management, improved resilience, increased strategic focus, and changes in approaches to team management and workforce development. There was also evidence of participants cascading their learning beyond those attending the programme. (Edited publisher abstract)