1. Thematic Discussion Paper
Young people, schools and transition
Introduction
Schools are a central feature in all young people’s lives – they are one of a few
‘universal’ services. Young people’s services complement work in schools for vulnerable
young people and those who are disaffected by school; as well as those services that
support the wider student population those who are engaged in positive activity, youth
voice and volunteering. Positive for Youth - “Strong partnership can only be achieved
through local leadership, and it is for partners in each local area to ...provide
opportunities for those who don’t otherwise have them to develop the personal and
social skills and qualities they need for learning, work, and transition to adulthood.”
Background
At the heart of the transition into adulthood is the journey to viable independence from
their families that a young person makes. Achievement in formal education is a key
factor that determines a young person’s future employability, their income, housing,
mental and physical health and well being. Most make that successful transition, some
need additional support. The two groups at greatest risk of experiencing difficulties are
students from poorer backgrounds and those with special educational needs.
Youth workers support young peoples’ engagement and attainment in education, and
young people’s personal and social development. The introduction of the Pupil Premium
and RPA provide opportunities and challenges for schools and the role of youth support
services. Although some youth work takes place on school sites it is not a universal offer
for all young people.
Meanwhile with more than 80% of young people’s time spent outside school or college,
and cuts in local authority funding running between 30% and 60%, the greatest burden
is being felt by open access services including sport, art, literature, music, youth clubs.
Consequently many local authorities are exploring new ways to provide services
including new service structures and new ways of commissioning from voluntary and
community organisations. However, the role of schools as commissioners, individually or
in partnerships, has increased under recent school reforms.
The Challenges
The current focus on schools and formal education provides both danger and
opportunity. To ensure youth workers take advantage of this opportunity we must
ensure a great synergy and alignment of resource to and within schools. There are
opportunities for young people’s services to deliver services in through schools:
 The NEET agenda and raising the participation age, and record levels of youth
unemployment, act as drivers for greater levels of engagement
 The Pupil Premium, with greater targeting of resource, can provide more
personalised support for vulnerable young people
 Personal and social development is key in the transition to adulthood supporting
key points of transition as young people progress in their educational careers
The Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO)
recently commissioned a team of NFER to review the research evidence, to identify what
schools and other services can do to ensure a smooth transition for children and young
people. It confirmed that some children were more likely to experience difficulties
during transition, due to family and/or individual characteristics.
“Inspiring Services, Improving Futures”
www.chyps.org.uk

2. The types of transition practices that have evidence of positive impact include:
 Summer programmes and curriculum bridging schemes (especially for transition
to secondary school)
 Induction programmes and buddy/mentoring schemes for new entrants
 Good information, advice and guidance (including encouragement to apply for
university) and initiatives aimed at supporting those at risk of becoming NEET
Extended services through schools were one of a range of initiatives introduced between
1997 and 2010 to break the link between poverty and poor educational outcomes. The
vast majority of schools continue to provide access to a range of extended services
which include; childcare a varied menu of activities and homework clubs outside of the
school day; referral to specialist agencies; parenting support; and wider community
access to school facilities.
Further, in May 2012 the Labour Party published its Policy Review on Services for Young
People: it “will further explore the potential for youth centres to be hosted in schools as
a way to deliver good services while saving money, potentially freeing up millions to be
spend on providing activities and support for your people, rather than just on buildings.”
Positive For Youth set out benefits to local authorities and other commissioners including
schools and colleges working together to co-ordinate investment, design integrated
services, and maximise the utilisation of and impact from available resources. In
particular, all have a role to play in:
 Personal and social development, building resilience and raising aspirations
 Engagement in learning for those at risk of dropping out or not achieving their
potential
 Reduction in risky behaviours which can undermine young people’s life chances,
and prevent involvement in crime and anti-social behaviour
This includes partnerships to make the most of the facilities available within the
community – such as schools, libraries or community facilities – as places for young
people to go and from which to offer integrated or co-located services.
Conclusion
Schools continue to be best placed to purchase services on behalf of young people’s
services. The youth work contribution to support the achievement and attainment of
young people in formal education (Y6/Y7 transitions, school and post 16 education)
should be increased, clearly articulated and provide a priority focus for the deployment
of youth support services and youth work resources. A radical shift of reasons to support
youth work in schools could ensure a youth worker offer in many local authorities.
Questions:
The education and school landscape is becoming more fragmented:
 Do young people’s services engage with schools and academies in your authority as
a commissioner of services?
 If yes, what offers are being made with and to schools to support young people in
transition impacted by RPA?
 How can a specific offer be made to schools on personal and social development?
Alan Michell, CHYPS Executive; October 2012
“Inspiring Services, Improving Futures”
www.chyps.org.uk