The Neath Port Talbot College recognized that looked after children and care leavers faced poorer outcomes and required additional support. The college appointed a Designated Contact to coordinate support for this vulnerable group. This included developing early links with students and their social workers, assisting with financial and enrollment issues, and providing ongoing advocacy. As a result, the number of looked after children and care leavers at the college increased 79% over two years. The robust support network helped improve recruitment, retention, attainment and progression rates for these vulnerable students.
Single Stop USA is an initiative at Bunker Hill Community College that connects students to state and federal financial resources and local community services.
Single Stop USA is an initiative at Bunker Hill Community College that connects students to state and federal financial resources and local community services.
Your opportunity to feedback on stakeholder thinking to date.
Identify opportunities and any challenges in the proposed new ways of working.
To be confident we can bring about the proposed changes by ensuring we have expert views from all those who have a role to play in supporting the implementation.
Job specification for Community Attendance Worker, Willows High SchoolJames Hall
A partnership of Willows High School (Cardiff), STAR Communities First and the People and Work Unit invite applications for the post of Community Attendance Worker to support pupils and their families with school attendance within the Willows Cluster of schools in Cardiff.
Closing date: June 5th 2015
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A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Human Capital leads to positive intermediate and long-term outcomes during the transition from youth to young adulthood and beyond. Young people are increasingly recognized as critical actors in matters of global importance.
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DREAMS (Determined Resilient Empowered AIDS-free Mentored Safe) Innovation Challenge (IC) is a partnership of 56 organizations to implement innovative solutions that reduce HIV infections in adolescent girs and young women (AGYW) in 10 countries. DREAMS is responding because adolescent girls and young women are getting infected with HIV at alarming rates (~360,000 every year). WEI/Bantwana DREAMS IC focuses on the highly vulnerable under-served sub-population of AGYW who are pregnant/young mothers who have recently dropped out or are in school, but at the greatest risk of dropping out.
The holistic package of services to prevent AGYW school drop-outs includes: Prevention to create supportive environment for girls in schools and communities: training of teachers on GBV and sexual violence, Protect our Youth Clubs, early warning system for girls' retention, and parent/community sensitization on girls' education.
and Response to address educational needs of pregnant girls and teen mothers: part time continuing education for girls, mentorship for girls to support retention, wrap-around services (HTC, ASRH, financial literacy, and life skills), and early childhood stimulation classes.
Challenges include long standing cultural practices and beliefs which are barriers to these girls' access to education, in school and in the community, lack of male/partner support, and limited time frame, budget and small sample sizes.
Key strategies/Lessons learned: Government involvement at all levels, inclusive strategy for in-school POY clubs and PTCE sites, and involvement of male partners.
This was presented by Jessica Smolow at the CIES conference in March, 2018.
Reflections on the Implementation of Pantawid Pamilyang Pilipino Program (a.k...Vanessa Garingo
Together with friends and classmates, I conducted a research focusing on the Implementation of Pantawid Pamilyang Pilipino Program. This presentation was actually used by the team to show a sneak peak of what we have gathered and learned.
Your opportunity to feedback on stakeholder thinking to date.
Identify opportunities and any challenges in the proposed new ways of working.
To be confident we can bring about the proposed changes by ensuring we have expert views from all those who have a role to play in supporting the implementation.
Job specification for Community Attendance Worker, Willows High SchoolJames Hall
A partnership of Willows High School (Cardiff), STAR Communities First and the People and Work Unit invite applications for the post of Community Attendance Worker to support pupils and their families with school attendance within the Willows Cluster of schools in Cardiff.
Closing date: June 5th 2015
Introduction to Community Based Education and Team Training ProgramKedir Mohammed
This power point was prepared for an induction training for academic staffs and students training on for Team Training Program of Community Based Education Office of Mekelle University College of Health Science held in March 2017
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Human Capital leads to positive intermediate and long-term outcomes during the transition from youth to young adulthood and beyond. Young people are increasingly recognized as critical actors in matters of global importance.
Innovation Prevention and Response Program: Adressing the Link Between Teen P...WorldEd
DREAMS (Determined Resilient Empowered AIDS-free Mentored Safe) Innovation Challenge (IC) is a partnership of 56 organizations to implement innovative solutions that reduce HIV infections in adolescent girs and young women (AGYW) in 10 countries. DREAMS is responding because adolescent girls and young women are getting infected with HIV at alarming rates (~360,000 every year). WEI/Bantwana DREAMS IC focuses on the highly vulnerable under-served sub-population of AGYW who are pregnant/young mothers who have recently dropped out or are in school, but at the greatest risk of dropping out.
The holistic package of services to prevent AGYW school drop-outs includes: Prevention to create supportive environment for girls in schools and communities: training of teachers on GBV and sexual violence, Protect our Youth Clubs, early warning system for girls' retention, and parent/community sensitization on girls' education.
and Response to address educational needs of pregnant girls and teen mothers: part time continuing education for girls, mentorship for girls to support retention, wrap-around services (HTC, ASRH, financial literacy, and life skills), and early childhood stimulation classes.
Challenges include long standing cultural practices and beliefs which are barriers to these girls' access to education, in school and in the community, lack of male/partner support, and limited time frame, budget and small sample sizes.
Key strategies/Lessons learned: Government involvement at all levels, inclusive strategy for in-school POY clubs and PTCE sites, and involvement of male partners.
This was presented by Jessica Smolow at the CIES conference in March, 2018.
Reflections on the Implementation of Pantawid Pamilyang Pilipino Program (a.k...Vanessa Garingo
Together with friends and classmates, I conducted a research focusing on the Implementation of Pantawid Pamilyang Pilipino Program. This presentation was actually used by the team to show a sneak peak of what we have gathered and learned.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Profile 13 welsh government award for engaging learners who are not in employment education or training - neath port talbot college
1. Profile 13
2012 – 2013 WELSH GOVERNMENT AWARD FOR ENGAGLING LEARNERS WHO ARE NOT IN EMPLOYMENT,
EDUCATION OR TRAINING
NEATH PORT TALBOT COLLEGE
Learner Services
RAISING THE QUALITY OF SUPPORT FOR LOOKED AFTER CHILDREN AND CARE LEAVERS
The Planning: Purpose and Process
Following a Barnardo’s Quality Report, the College recognised that looked after children and care leavers were a
particularly vulnerable cohort that generally had poorer outcomes than the wider population in relation to
educational achievement. The College is based within the local authority with the highest proportion of looked after
children in the UK.
The College had already developed a protocol between the Local Authority Looked after Children Education
Coordinator and the Leaving Care Team to ensure continuity in the planning and provision of the most appropriate
educational, training, careers and support services to meet the needs of looked after children and care leavers.
The aim of the project was to raise the quality of support for looked after children and care leavers, providing the best
possible opportunities for them to enter and continue on programmes of study and achieve their chosen qualification,
improving their access to employment and HE.
Planning into Practice
In 2009, the College participated in a pilot with Buttle UK to expand the existing Quality Mark for Care Leavers in HE
into the Further Education sector. In developing the project plan for the FE Quality Mark it was evident that, although
the College practise was meeting many of the criteria, it helped identify gaps in the support and focused attention on
activities to address the shortfalls in provision.
As a result, the Senior Officer in Learner Services was appointed as the Designated Contact with responsibility for all
looked after children and care leavers. This role would further develop the partnership and protocol with the Local
Authority Leaving Care Team and other Local Authorities, and provide guidance, support time and advocacy pre-
entry, during enrolment and throughout the young person’s time in College.
In addition, the Head of School for Pre-Vocational Studies had the responsibility for the Looked After Children (LAC)
with additional needs and the Director for Learners played a strategic role in overseeing the implementation of
processes and chairing the monitoring group.
The appointment of a Designated Contact helped to facilitate the confidential sharing of information of looked after
children and care leavers who could potentially enrol or who were studying at the College from the Local Authority.
To ensure that all LAC were identified and offered the same level of support as those under the Local Authority, the
Designated Contact promoted the service and developed relationships with out of county Leaving Care Teams. This
has resulted in LAC and care leavers from eight Local Authorities being supported at the College. To further help
identify those young people out of county, the question whether a young person is a looked after child or care leaver
has been added to the Interview Checklist which is completed during the enrolment process.
In partnership with social workers and the LAC Education Coordinator, the Designated Contact developed early
links with the young people prior to the start of term; this included attending consultation days arranged by the local
Leaving Care Team. This provided opportunities to meet the young people and give information about the kind of
support and financial assistance they will receive at the College as well as advice and guidance on courses and
careers. The Designated Contact also arranged visits to the College prior to the start of term to help young people
with the transition to FE; the Head of Pre-Vocational Studies arranges pre-induction days for young people with
additional needs to facilitate familiarisation with the College campus and staff.
Through social workers, the Designated Contact arranged meetings with any young care leavers not engaged in
employment, education or training to ascertain their aspirations and barriers to learning and facilitated meetings with
careers advisers, lecturers and the College Work-Based Learning staff to establish the most appropriate learning
pathway.
2. Applications from LAC and care leavers were tracked to ensure any issues are resolved early and, where necessary,
provide extra support including facilitating meetings with Careers Advisers and lecturers if they are unsure of their
choices. This also provides a way of identifying those young people that have not applied, attended interviews or
accepted their offers, so that barriers can be identified and the appropriate support, advice, guidance and
encouragement can be given to help them continue their education.
The College prioritises (amongst others) this group of learners with financial help from the Learner Support Fund.
The Designated Contact arranges early completion of the applications to ensure that help with College transport,
meals, course equipment and clothing is all in place before the start of term. This has helped remove financial barriers
to starting College, thus raising opportunities for learners to engage with and continue their education.
Enrolment has been made an easier process with dedicated days and rooms with their social workers present to
support their young people. The Designated Contact oversees the enrolment process including support with
interviews, careers advice and guidance and the issue of free bus passes. The Designated Contact also facilitates the
agreement of flexible admissions processes including discretion where course entry requirements have narrowly been
missed.
Whilst on programme, the young people have an accessible main point of contact who can advocate for them on all
College matters, someone who knows their individual social workers and carers and provides consistent and
dedicated support throughout their time in the College. Working in Partnership with social workers, housing support
workers and lecturers, extra support can be provided through challenging times, for example for those moving from
residential care or foster placement to independence.
Continuing Development
The Designated Contact tracks the recruitment, retention, achievement and progression of this group of learners and
reports to the Senior Management Team. In academic year 2010-11, there were 43 looked after children or care leavers
identified on programme studying at all levels and subject areas across the College. This was a 79 per cent increase
from 2009-10. This was due to the combination of both the retention of learners from 2009-10 and the expansion of the
support service to out of county Leaving Care Teams.
The Quality Mark has provided the College with the framework to measure the quality of the service it provides and
the opportunity to work at a national and local level to promote a framework to assess the quality of the service
provided for those highly vulnerable young people.
The College has begun to extend this support model to other vulnerable groups including young carers, young
people estranged and independent, those from the travelling community and young people disengaged from
mainstream education. This is being achieved through further development of partnership working. For example, to
support young carers up to the age of 18 the College works closely with Crossroads Young Carers project. The
College also works closely with the Youth Service to engage young people who are NEET or disengaged from main
stream education by offering tasters and flexible learning programmes.
Outcomes/Benefits to Date
The immense benefit to learners is demonstrated by how the recruitment, retention attainment and progression rates
have improved dramatically since the project began.
The College had already been awarded the Buttle UK FE Quality Mark. Receiving the AoC Beacon Award, however,
has raised the College’s standing even further in this area of work, and the robust support network through all stages
of recruitment, retention and achievement for this vulnerable cohort is having a positive impact with local authorities,
learners, carers and other support agencies who work with vulnerable young people such as the homeless and young
carers.
The award money went directly to the learners in the form of a monetary award given at the end of each academic
year for young people from this cohort who are nominated for outstanding academic achievement or outstanding
contribution to College life. This means that the Beacon Award money has the potential to last for at least ten years
Relevance and Replication
The sharing of good practice has resulted in another FE College developing a similar protocol for looked after
children and has been awarded the Buttle UK FE Quality Mark. A further four Colleges have appointed a Designated
Contact to support this particular cohort and one has gained the Buttle UK FE Quality Mark.
3. The project is considered to be of value for many in intervening early with looked after children, as without this
engagement some young people might have continued their path resulting in extra demands being put on health,
social services and police resources.
The anonymous integration of care children into mainstream courses, investment in time to consult with foster
parents, care staff and each student and voluntary peer mentoring are all key strengths in this project. The FE sector
would benefit greatly from learning about this project.
For more information, please contact:
Heather Turner
Tel: 01639 648376
Email: heather.turner@nptc.ac.uk