Transcript CEIAG - KELSI

CEIAG
Kent Integrated Adolescent Support Services
Feeling Valued
Being Supported
Realising Potential
KIASS
• Will improve service delivery and outcomes for vulnerable
young people
• Will providing the opportunity to streamline services and avoid
future duplication
• Chief Inspector of Schools, Sir Michael Wiltshaw – intervene
before problems become embedded
Service Transformation
ALL Adolescent services
•Health
•Youth offending
•Youth services
•Education
•Specialist intervention
•Casework teams
Focus on supporting young people to build a resilient personal
identity, with strong relationships and a sense of responsibility
Target groups
• Access to services for young people aged 11-19 who are, or likely
to:
• Have poor outcomes at ages 16 and 19
• Attend a PRU or following an alternative curriculum from age 14
onwards
• Be permanently excluded, or at risk of permanent exclusion, from
school
• Have high rates of absence from school or do not attend
• Present challenging and anti-social behaviour in and out of school
• Engage in misuse of alcohol and drugs
Target groups
• Be at risk of physical and emotional harm
• Be on the edge of care , in care or leaving care
• Be known by specialist children's services
• Become or who are homeless
• Be young offenders involved in the criminal justice system and/or allied services
• Be NEET 16-19 year olds
• Be young people that do not have the basic qualifications to get a skilled job
• Be engaged in early help assessment frameworks
• Be in a Troubled Family
Opportunities
• Young people engaged in sustainable EET and able to
realise their potential
• Narrowing the Gap for FSM students – GCSE
• Attendance at 90% or more
• Zero permanent exclusions
• Reduction in NEET
Opportunities
• Young people feeling safe and supported
• Fewer young people being accommodated and known to
social care
• Fewer young people registering as homeless
• Young people self reporting a sense of wellbeing
• Fewer young people self harming
• Fewer young people referred to A&E
• More young people with healthy weight
• Fewer young people referred to CAMHs
• Fewer young people taking legal and illegal substances
• Fewer young people becoming pregnant
• Fewer young people with a sexually transmitted infection
Opportunities
• Young people making a positive contribution
• Fewer young people becoming known to the criminal
justice system
• More young people engaged in positive activities and
active citizens
HOW
• Embedding a culture of early help and creating the
conditions for early intervention and prevention in
universal settings
• Teams around the school, AC/PRU, special school.
Support schools interventions
• To provide holistic multiagency teams that meet the additional needs of a young
person – CAF or other assessment including youth offending
• Targeted group work – for trends or particular behaviours – e.g. aggressive
behaviour
• To address part time timetables, increasing elective home education, etc
HOW
- Teams around communities and families
- Streamline systems, route maps/pathways
- Focus on outcomes, and impact - what is making a
difference
- Improve practice
• Be the single point of contact for all issues relating to young
people
Co-located multidisciplinary services
Supporting access to external services
On line forum
Support for vulnerable young
people…towards zero NEETs
CEIAG for Vulnerable young people
• The Organisation for Economic Co-operation and
Development (OECD, 2010) observed:
“More complex careers, with more options in both work and
learning, are opening up new opportunities for many
people. But they are also making decisions harder as
young people face a sequence of complex choices over a
lifetime of learning and work.”
• Young people need help to thrive in the flexibilities and
opportunities offered by the new working world and not to
be overwhelmed by them.
The challenge
We know that young people look to families and
communities before seeking advice on careers from
schools.
We know that vulnerable families are less likely to inspire
their children to achieve and progress
Our heat maps show ward level detail for schools to
identify their links with deprived communities and social
exclusion factors
For vulnerable young people the relationship between
aspirations and attainment is not straightforward; in
general, a focus on more of the same has not translated
into increased achievement.
Our aim
• Inspire not only young people but their parents and
communities – key to enabling sustainable engagement in
post 16 provision and beyond
• Work together to combine career strategies with learning
to ensure that we maximise opportunities for vulnerable
young people across a district.
The response…..to develop a
personalised careers programme:
That takes into account the needs of vulnerable young
people who may have poor emotional resilience,
potentially disruptive chaotic learning pathways, narrow
socio-economic experiences and resources
• Working with educational providers to offer courses with
flexible time table arrangements and allocating the
resources to support our most vulnerable learners
The response…..to develop a personalised
careers programme:
• Encourage engagement from more employers to
support/mentor
• Earlier identification of young people at risk of NEET to
implement quality careers guidance
• Support Skills and Employability on securing a September
offer by working together
Building resilience and independence
• With Public Health we are building on the models
developed in Colorado University and Penn State
University to establish a Curriculum for Life
• These models are based on the need for ALL
children and young people to develop skills of
resilience and emotional wellbeing in order for a
smooth transition into adulthood
• The Curriculum will include employability and
budgeting skills, but will also develop coping
strategies and skills to manage the complex
issues that arise in today’s society e.g. the
risks/benefits presented by social media
The second challenge- an appropriate
learning offer
There are significant gaps in our 16+ offer for our most
vulnerable adolescents
• Level 1 & 2 course offer
• Competitive market for apprentices
• Transition between KS4 & 5
• Investment into quality careers and guidance by schools
Supporting achievement
Work with Skills and Employability, schools and other providers,
and specialist services we need to adopt an innovative 21st
Century approach to learning for vulnerable adolescents.
• Thinking differently to how we approach learning and
prepare for adulthood is essential for supporting young
people to achieve and progress
• For example our work to explore a better approach to
learning and progression for young offenders in East Kent
Personalised learning programme - Using techniques such
as those developed under the Kunskapsskolan learning
model; thinking long term not around episodes of need
Impact
Ensure SMART measures for achievement are included
in programme activities and individual holistic
assessment plans – levels of progress, NEET, GCSE
achievement, narrowing the gap