The Right Support Ron Crichton Senior Psychologist GCC Education Services June 2011 Education...
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Transcript of The Right Support Ron Crichton Senior Psychologist GCC Education Services June 2011 Education...
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?