Successfully using the QCF to fund provision for students with mental health difficulties.
-
Upload
alicia-caldwell -
Category
Documents
-
view
218 -
download
3
Transcript of Successfully using the QCF to fund provision for students with mental health difficulties.
![Page 1: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/1.jpg)
Successfully using the QCF to fund provision for students
with mental health difficulties
![Page 2: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/2.jpg)
Breaking down the barriers to education, employment and training for people with mental health needs
![Page 3: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/3.jpg)
Mental health conditions and young people
• 1 in 4 young people between 15-24 will experience a mental disorder in any 12 month period
• 15 - 24 years old is the peak period for the onset of mental disorders
• Mental health issues are responsible for 65 - 70% of Burden of Disease for young people aged15-24
• Mental and substance use disorders frequently coexist (70% of help seeking cohorts)
• Pathways for young people to access health resources are limited as use of standard GPs is under-represented in this age group
• Although most young people experience recovery from symptoms of mental disorders, there is a significant negative impact on longer term vocational pathways and economic participation
![Page 4: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/4.jpg)
Rationale
• To provide access to education for young people in Portsmouth &
surrounding areas who are recovering from mental health issues
• To ease the transition back into full-time education
• To offer opportunities for meaningful employment
• To provide a flexible response to learner needs, including outreach
• To provide a safe, reassuring, non-stigmatised environment
• To support learners with a Core of health / relapse prevention
• Unique provision OUTSIDE of LDD
![Page 5: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/5.jpg)
Keeping Well
• Sessions delivered by Occupational / Mental Health specialists
• Keeping Well plans
• Dedicated support time from Early Intervention staff – support
worker sufficient, not necessarily trained worker
• Supported by work on relevant qualifications
• New build opportunity - dedicated learning environment / suitable
facilities
![Page 6: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/6.jpg)
Curriculum 2007/2008
• City and Guilds 3071 Certificate in Self-Development through Learning
(Learn Power) combined with elements of Getting Connected
• NOCN Units selected by student based on individual aims and outcomes
• Key Skills / Basic Skills
• Vocational Tasters (accredited)
• NCFE Certificate in Volunteering (L2)
• Fundraising and social activities
![Page 7: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/7.jpg)
Curriculum 2008/2009
• NOCN units/QCF units/ EDEXCEL Workskills
• Key Skills/Basic Skills/Accredited vocational tasters/team delivery
• NCFE Certificate in Volunteering Skills L2
• Community Project – Skateboard Park
• Flexible programme and individual learning pathway
• Joint meetings to plan for transition and progression
![Page 8: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/8.jpg)
Curriculum 2009/2010
• Using Award/Certificate/ structure to facilitate roll on/roll off
approach ( 3 or 7 units ) and allow early accredited achievement
• Community Project – former Headspace client – art student –
personal story boards display
• Consistency in staff / core team
• Role boundaries - health and education
• Extend length of day / progression
• Full time / Part time (16-25s/adults) – Step Up / Step down
![Page 9: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/9.jpg)
Curriculum 2010/2011
• Move to part time provision for all students with age group extended to
25+ - flexible learner led attendance agreements and personal learning
plans
• NOCN Level 1 Award in Skills towards Progression (early achievement)
• Units of Study: Induction to Study, Personal Confidence and Self
Awareness(in Keeping Well), Understanding and using Number, Punctuation
and Grammar
• Progression to additional suitable Award or the Certificate
• Vocational tasters with attached qualifications post December 2010
• Project yet to be decided – nature of group key
![Page 10: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/10.jpg)
Support and monitoring
• Keeping Well sessions
• Learning Support/Travel support
• Moodle
• Attendance monitoring and follow-up
• Measurement of therapeutic outcomes
• Flexibility and ‘time outs’
• End of programme independent Focus Group
![Page 11: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/11.jpg)
Outcomes and Successes (1)
“I am a completely different person. I sit on
the bus and look around, and it’ll be like ‘this
ain’t me; Suzie would never do this!’ and I
still get shocked today. I know I’m not going
to take it for granted. I am just a new person.
I’m happier, more outgoing and I’ve learned
to laugh at myself now and not take life too
seriously. For once, I actually want to live,
and I’m enjoying my life!”
![Page 12: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/12.jpg)
Outcomes and Successes (2)
Analysis of student data, which shows evidence of year on year
continuous improvement in this group of students’ retention and
achievement;. To date:
•39 students have completed the programme
•50% progress to further education or employment
•25% progress to study at a higher level
•C&G Certificate in Self Development - Success
•2007/2008 – 50% success
•2008/2009 – 75% success
•2009/2010 – 100% success
•Internal Certificates part time students 2009/2010 – 100% success
![Page 13: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/13.jpg)
Moving On (1)
• Roll on/roll off programme
• Ist enrolment onto Level 1 Award in Skills Towards Enabling Progression (NOCN Step Up)
• Work on a number of units (PSD, Literacy and Numeracy based) with particular focus on two (for early Award)
• Jump between Award (2 units – 6 credits) to Certificate (7 units – 21 credits) and Diploma (14 units – 39 credits)
• Ensure well on way to achieving Certificate before changing qualification aim from Award to the Certificate
• Due to funding and transfer implications – put achievement through for Award and re-enrol onto Certificate
• Similar process for the Diploma
![Page 14: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/14.jpg)
Moving On (2)
• Funded regardless of which – but obviously more funding for the highest qualification
• Labour intensive process in registering onto individual units and tracking units against students
• Ensuring retention of all portfolios as evidence for unit completion
• Base room works well with PCs readily available
• 2009/2010 first year of using these qualifications in this way – NOCN not preferred Awarding Body, but largest bank of units
• Diploma GLH only 350 – top up to 450 with Edexcel Work Skills qualification
• The perfect world – selecting units of the QCF rather than specific qualifications
![Page 15: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/15.jpg)
Moving On Success
Starts 09/10 Success
National Average
NOCN Award
13 100% N/A
NOCN Certificate
6 100% 94%
NOCN Diploma
8 88% N/A
![Page 16: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/16.jpg)
Lessons Learned
• College focus on education / liaison with mental health staff to organise
extra mental health support where required
• Necessity for wider partnership working / Mental Health / Housing / JCP
• Acquisition of resources- impact on flexibility e.g musical instruments
• Consistency of staff / differing year cohorts
• Levels of differentiation / personalisation/ability
• Value of project and volunteering work
• How to sustain funding?
![Page 17: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/17.jpg)
Evidence based education, quality improvement & informing policy
![Page 18: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/18.jpg)
National leadership & peer mentoring
![Page 19: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/19.jpg)
Resources (1)
![Page 20: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/20.jpg)
Resources (2)
![Page 21: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/21.jpg)
![Page 22: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/22.jpg)
Emerging evidence based learning for mental health and wellbeing
![Page 24: Successfully using the QCF to fund provision for students with mental health difficulties.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649e7b5503460f94b7c471/html5/thumbnails/24.jpg)