Slide 1

Working with Emotion
Supporting care leavers in education and
training
4 June 2014
University of Greenwich at Medway


Slide 2

Welcome and key notices

Graham Razey
Chair of the CLPP Strategy Group


Slide 3

Opening address

Professor Simon Jarvis
Deputy Vice-Chancellor (Academic Development)
University of Greenwich


Slide 4

Introduction to the Care Leaver Progression Partnership

Graham Razey & Will Calver
Chair of the CLPP Strategy Group
Chair of the CLPP Operational Group


Slide 5

The Care Leaver Progression Partnership is a collective of 19 organisations in
Kent and Medway, joined in commitment to improve the post-16 education
and training experience for local children in care and care leavers.

• Strategic and Operational ‘DMS’ Groups
• Task and finish sub-groups for issues: pre-16 support, transition &
tracking, careers & employment
• Keen interest in enhanced data capture to inform and improve practice


Slide 6

Working with Emotion
Will Calver, Access & Partnerships
Manager


Slide 7

Chair of the Designated Member of Staff
working group in Kent and Medway
• The DMS working group consists of representatives
from 6 further education colleges, 5 universities, 1
private training provider and the 2 Local Authorities
• Our aim is to enhance the participation, achievement,
retention and progression of care leavers
• We deliver specific interventions such as: mentoring;
IAG support; PEP Collaboration; Personal Tutoring


Slide 8

The Entitlements Enquiry
Summary Report with Recommendations
November 2013
Page 18- “I appreciate financial help and I don’t
mean to be ungrateful, but I would rather have
emotional support as I grow up and become
independent, rather than having money thrown at
me when I don’t deserve it” (Care leaver)


Slide 9

Supporting care experienced young
people to manage their emotions?
• What percentage of care experienced young people would
like/need support to manage their emotions?
• Who has responsibility to ensure that emotions do not become a
barrier to achievement for care experienced young people?
• How can the institution I work for support care leavers to manage
their emotions if they are hindering participation and success?
• Should the Government have an overview (statistics) on the
number of care experienced young people who need emotional
support?
• Should care experienced young people have an entitlement to be
supported to manage their emotions?


Slide 10

Keynote lecture

Kate Cairns
CEO of Kate Cairns Associates


Slide 11

Attachment Aware Settings ...
 A systemic approach to enable
schools, colleges and other
settings to make cultural change
to meet the needs of vulnerable
young people and improve
outcomes
 A flexible approach provided and
managed by the local service to
meet local needs and integrate
with local resources

knowledge that changes lives


Slide 12

Vulnerable adolescents ...
… need a safe setting with staff who
understand the impact of
unmet needs and what helps
 Attachment: the neuroscience
of human development in
infancy and adolescence
 Trauma: the impact of toxic
stress on development and
learning

 Resilience: a systemic approach
to improving outcomes
knowledge that changes lives


Slide 13

An Attachment Aware setting ...
… with every aspect of experience
supporting social and
emotional functionality
 The physical environment
 Routines and rituals

 Discipline processes and
procedures
 Team work and staff care
 Relationships with parents and
the wider community

knowledge that changes lives


Slide 14

And trauma-informed practice ...
… with staff able to develop and
build on understanding of
attachment, trauma and
resilience
 Connected learning providing
varied resources and multiple
points of entry for staff learning
 Face-to-face training, practice
tools, articles, e-learning

 Potential for interest groups and
learning across settings for staff
development
knowledge that changes lives


Slide 15

This approach ...
 Is not rigid or one-size-fits-all

 Can make use of an array of
resources, tools, training and
consultancy
 Enables decision-makers to tailor
a strategy that fits with local
needs and aims
 Promotes joined-up working
between different stakeholders

knowledge that changes lives


Slide 16

Links to national agendas ...
… such as the Sutton Trust / EEF
research and toolkit
 Joins trauma-informed practice
to evidence of approaches that
improve outcomes

 Enables settings to make
informed interventions
 Aids evaluation of interventions
for future planning and for
inspection

knowledge that changes lives


Slide 17

Evidence-based practice tools ...
… phased interventions / emotion
coaching / resilience mapping
 Enable staff to develop effective
responses to behaviour
 Whole-staff training

 Connected learning, with online
resources and e-learning
modules
 Follow-up consultancy and teamaround-the-child training

knowledge that changes lives


Slide 18

Case study 1: Stoke-on-Trent
 Commissioned by the Virtual
School in Stoke
 Working in partnership with the
Educational Psychology and
CAMHS services

 Training delivered to schools and
colleges in Stoke or attended by
children and young people in the
care of Stoke

knowledge that changes lives


Slide 19

Case study 1: Scope and reach
 All schools and colleges offered
training and consultancy
– EPS delivers whole school training to
any school wanting an EP service (at a
cost for training of one pupil
premium)

 Some schools and colleges host
conferences
– KCA delivers larger conference-style
events for invited audiences
– EPS follows up with consultancy

knowledge that changes lives


Slide 20

Case study 1: Infrastructure
 Online participant registration,
including automated capacity
and deadline management
 Customer secure log-in for realtime registration information
 Pre-training questionnaire

 Email update for participants:
venue, arrangements, etc.
 Post-course evaluation
 Online resources: e-learning,
articles, practice tools, etc.
knowledge that changes lives


Slide 21

Case study 1: Resources
 KCA practice tools, articles, weblinks, book-lists all automatically
available to all participants after
face-to-face training
 Stoke-on-Trent resources
uploaded by EPS and VS

 E-learning provided for all
participants, with possibility of
mentoring provided within
school or by EPS

knowledge that changes lives


Slide 22

Case study 1: Evaluation
 Stakeholder group established to
review the programme

 Full review at end of year one
very positive
 EPS set up structured evaluation
to demonstrate outcomes across
range of variables for years 2 - 3
 Head of VS reports participant
feedback “100% positive”

knowledge that changes lives


Slide 23

Case study 2: Leicestershire
 Commissioned by the Virtual
School in Leicestershire
 Fully managed partnership
programme
 Ignition conferences and
subsequent workshops for
participating schools
 Review informed by full reporting
from KCA

knowledge that changes lives


Slide 24

Case study 2: Scope and reach
In year 1:
 Ignition conferences to reach all
designated teachers
– Delivered by KCA
– Pre- and post-course evaluation and
management
– Pre-course publicity

 Two workshops (ten events) for
staff choosing to participate in
programme
– Delivered across two terms by KCA

knowledge that changes lives


Slide 25

Case study 2: Evaluation
 Summative conference with
report back by participating
settings
 Schools reported transformative
cultural changes
 Full review at end of year one
very positive
 Ongoing structured evaluation
being set up to demonstrate
outcomes

knowledge that changes lives


Slide 26

Case study 3: Nottinghamshire
 Commissioned by Virtual School
in Nottinghamshire
 Fully managed partnership
programme
 Large ignition conference

 Series of different subject
workshops across two terms
open to all schools – subjects
chosen at ignition conference

knowledge that changes lives


Slide 27

Case study 3: Scope and reach
In year 1:
 Ignition conference to reach all
designated teachers
– Delivered by KCA
– Pre- and post-course evaluation and
management
– Pre-course publicity

 Five workshops (ten events) for
school staff
– Delivered across two terms by KCA

knowledge that changes lives


Slide 28

Case Study 3: Workshops
Workshops chosen by settings
running twice across two terms:
 Understanding trauma
 Making best use of pupil
premium

 Foetal alcohol exposure
 Self-harming behaviours
 Behaviour and the physical
environment

knowledge that changes lives


Slide 29

Qualification launch
LASER Level 3 Award in Supporting Young People Leaving
Care in Post-16 Education

Edward Timpson MP
Parliamentary Under Secretary of State for Children and Families


Slide 30

Question and Answer Session

Kate Cairns, Graham Razey and Lynne Walker
Chaired by Will Calver


Slide 31

Working with Emotion
Supporting care leavers in education and
training
4 June 2014
University of Greenwich at Medway


Slide 32

Care leaver perspective

Scott King
Care leaver and social work student
Canterbury Christ Church University


Slide 33

Plenary

Graham Razey
Chair of the CLPP Strategy Group


Slide 34

Afternoon workshops
Session One
Workshop One Room P227 Funding within post 16 for supporting care leavers
Workshop Two Room P130 Understanding post-16 education and training
Workshop Three Room J118 Understanding the virtual school and leaving care services

Workshop Four Room P235 Best practice for supporting care leavers in further and higher education
Workshop Five Room P134 Breaking down the barriers: the challenges that children and young people into care

Session Two
Workshop Four Room P235 Best practice for supporting care leavers in further and higher education
Workshop Five Room P134 Breaking down the barriers: the challenges that children and young people into care
Workshop Six Room P227 Communication skills in helping relationships
Workshop Seven Room J123 Sticky transitions - how to smooth the way between school, college and university
Workshop Eight Room J118 Re-engaging young people who are NEET
Workshop Nine Room P130 Moving from education into employment with/or training

Thank you for attending
Safe journey home