The Right SupportThe Right Support

Ron CrichtonRon Crichton

Senior Psychologist GCC Education Services Senior Psychologist GCC Education Services

June 2011June 2011

Education Services

16+ Learning Choices: 16+ Learning Choices: The Key PrinciplesThe Key Principles

1.1. the right learningthe right learning - personalisation and choice. - personalisation and choice. 2.2. the right supportthe right support – identify and remove barriers – identify and remove barriers

that might restrict young people's learning that might restrict young people's learning choices and consistent, quality information, choices and consistent, quality information, advice and guidance; advice and guidance;

3.3. the right financial supportthe right financial support - to help young - to help young people take up the offer which is right for them people take up the offer which is right for them and not the choice which pays best or offers the and not the choice which pays best or offers the most generous support.most generous support.

General PrinciplesGeneral Principles Respond to need via a Respond to need via a staged interventionstaged intervention process process

Support Support transitiontransition, continuity and progression for young people , continuity and progression for young people at key stagesat key stages

Complement Complement needs led assessmentneeds led assessment and advice with key partners and advice with key partners and schools and schools

Early identificationEarly identification of risk factors and targeted support of risk factors and targeted support

Support and promote Support and promote partnershippartnership working working

Contribute to Contribute to strategicstrategic developments locally and nationally developments locally and nationally including policy development.including policy development.

Embed delivery within a Embed delivery within a Curriculum for ExcellenceCurriculum for Excellence

Strategic Boards

MCMC Strategic Group

3 Youth Employability Groups (YEGs) ASL Transitions / YEG

Youth Gateway MCMC Team

1 Youth Gateway Information/Development Team

3 Youth Gateway NEET Prevention Teams 3 Youth Gateway NEET Reduction Teams

NEET Prevention Referral Routes NEET Reduction Referral Routes

ASL YEGASL YEGScope:Scope: Oversee the implementation of city-wide MCMC strategy focusing on equality Oversee the implementation of city-wide MCMC strategy focusing on equality

of access to provision for our most vulnerable young peopleof access to provision for our most vulnerable young people

Monitor the progress of local Youth Gateway services in achieving locally Monitor the progress of local Youth Gateway services in achieving locally disaggregated targets in respect of vulnerable groups of young people and disaggregated targets in respect of vulnerable groups of young people and provide direction and support as required provide direction and support as required

Provide regular analysis and resulting developmental actions/recommendations Provide regular analysis and resulting developmental actions/recommendations based on progress reportsbased on progress reports

Provide recommendations to the MCMC Partnership on gaps in service Provide recommendations to the MCMC Partnership on gaps in service provision and achieving equality of access to supports for young people who provision and achieving equality of access to supports for young people who require additional support for learning require additional support for learning

Target GroupsTarget Groups– Young people aged 15-19 with additional entitlements afforded through ASL Young people aged 15-19 with additional entitlements afforded through ASL

Legislation; includingLegislation; including– Young people aged 15-19 in and leaving local authority care/ care leaversYoung people aged 15-19 in and leaving local authority care/ care leavers

Effective needs led assessment:Effective needs led assessment:

is undertaken to identify a young person’s support needs to is undertaken to identify a young person’s support needs to maximise their knowledge /skills and to promote improved maximise their knowledge /skills and to promote improved outcomes;outcomes;

is a staged process that promotes proportionate and is a staged process that promotes proportionate and focused involvement of relevant partners;focused involvement of relevant partners;

depends on co-ordinated and collaborative working;depends on co-ordinated and collaborative working; requires proactive sharing through good quality information requires proactive sharing through good quality information

transfer and agreed protocols;transfer and agreed protocols; recognises the centrality of the young person and requires recognises the centrality of the young person and requires

confidentiality issues to be addressed at the outset;confidentiality issues to be addressed at the outset; involves specialist roles, only in a context where roles / involves specialist roles, only in a context where roles /

procedures are explicit and agreed; andprocedures are explicit and agreed; and benefits from shared development of a shared model that benefits from shared development of a shared model that

ensures each partner/agency understands ensures each partner/agency understands interdependence of roles.interdependence of roles.

How can weHow can we

promote a shared understanding of the process of promote a shared understanding of the process of identifying individual support needs;identifying individual support needs;

ensuring that the sharing of planning for ensuring that the sharing of planning for intervention is maximised in this process;intervention is maximised in this process;

supporting local developments to maintain and supporting local developments to maintain and raise quality standards in assessment / raise quality standards in assessment / intervention;intervention;

applying a staged model that signals where applying a staged model that signals where involvement of other partners may be relevant;involvement of other partners may be relevant;

encouraging staff to further develop young person encouraging staff to further develop young person engagement and empowerment. engagement and empowerment.

Workshop 45 mins Workshop 45 mins

In groups of 5 take turns to reflect on:-In groups of 5 take turns to reflect on:-– Best practice in local area regarding transitions Best practice in local area regarding transitions

for young people with ASNfor young people with ASN– What partners internally and externally do you What partners internally and externally do you

work with to support young people with ASN? work with to support young people with ASN? – How do you share information on assessment How do you share information on assessment

and achievement of young people?and achievement of young people?– How are individual ASN youngsters identified How are individual ASN youngsters identified

and tracked?and tracked?– What requires further development /support?What requires further development /support?