Transition to the World of Work

Overview

• All schools and colleges are overseen by the Department for Education;

• Special Educational Provision governed by Children and Families Act 2014;

• Education providers must prepare students for adult life;

• For those who are able to, this will include developing employability skills and applying them in workplace settings.

Preparing for Adulthood

PfA is a Government strategy. There are 4 broad outcome areas that schools and colleges work towards for students with special educational needs:• Good health• Employment• Independent living• Friends, relationships and community

These outcomes apply to students in all pathways. What students achieve within each outcome depends on their special educational needs.

Outcomes and targets

Outcomes and targets

Specific

Measurable

Achieveable

Realistic

Time-related

Outcomes and targets

1. Start with the broad area for the outcome XX will develop communication skills

2. Think about the specific area of communication skills that you want to work on XX will develop his/her ability to participate in a conversation 3. Add a measure of progress XX will develop his/her ability to participate in a conversation so that they can maintain a conversation with a peer for 1 minute.

Outcomes and targets

4. Is this achievable and realistic for the individual student? 5. Add a time period for when this should be achieved by XX will develop his/her ability to participate in a conversation so that they can maintain a conversation with a peer for 1 minute by the end of Year 9.

This is a long term outcome. Short term targets which sit underneath this might be:• To respond appropriately when asked a question by an adult• To take part in a conversation with an adult on a topic of their choice• To take part in a conversation with an adult on a topic not of their choosing• To initiate a conversation with an adult• To take part in a conversation with a peer on a topic of their choice• To take part in a conversation with a peer on a topic not of their choosing• To maintain a conversation with an adult for 30 seconds• To maintain a conversation with a peer for 30 seconds

Work related education/training programmes

Supported Internship Traineeship Apprenticeshi

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Supported Internships

• Specifically designed for students with special educational needs aged 16-24;

• Partnership between education provider and employer;

• Up to 12 months duration;• 80% of programme takes place in a working business;• Qualifications relevant to the area of work;• Progression to traineeship/apprenticeship/paid

employment.

Traineeships

• 6 weeks – 6 months duration;• For young people with special educational

needs who want to work but lack the skills or experience to find paid employment;

• More focused on fast progression to the next stage (apprenticeship/paid employment).

Apprenticeships

• Provide opportunity to develop job specific skills;

• Offered by employers;• Alternative to college/university;• Minimum entry requirement of 5 GCSEs grade

A-C;• Inaccessible for most student with special

educational needs.

Supported Employment Services

• Supporting people with disabilities to secure and retain paid employment;

• Based on the principle that anyone who wants to can be in paid employment if there is enough support available;

• Two way process with employers gaining as much as the person employed.

Supported Employment Services

Customer engagement

Vocational profiling

Employer engagement

Job matching

In work support

Career development

Understanding the demands from the labour market

• Area for development;• Relationships with local employers;• Need to understand more about needs and

plan longer term • Need to plan more individually;• Students struggle to generalise skills and apply

things in different settings.

Information, Advice & Guidance

• Duty for all schools to provide impartial information, advice and guidance to students;

• Opportunities to tackle ‘real-life’ challenges.

At Catcote• Dedicated member of staff;• 1:1 interviews 14+;• Explore future options;• Focus on building confidence and skills.

Internal work experience

• Variety of vocational choices available: Catering; Hair & Beauty; Business & Enterprise; Duke of Edinburgh Award; Horticulture; Reprographics; Creative Arts; Performing Arts; Forest School and Childcare

• Weekly lessons from age 14

The Coffee Shop

• In school teaching resource;• Open to the public and heavily used by the

school community;• Simulation of a real-life business environment;• Used to develop pre-vocational, vocational nd

work skills.

Sheltered external work experience

• Building on skills developed in school and learning to apply them in a different setting;

• Part of KS4 and sixth form curriculum, up to 1 day per week;

• Examples include The Vestry Café, woodwork, ICT.

The Vestry

• Situated in Hartlepool Art Gallery;• Operated by Catcote Academy staff;• Busy community café;• Offer work placements and internships;• Used to develop work and skills

External work experience

• Part of 6th Form Curriculum, up to 2 days per week;

• Students placed with local employers;• Examples include children’s nurseries, cafes,

schools, sports coaching, beauty therapy, garden centres.

Monitoring and review

• Agreements in place covering health and safety, risks etc;

• Regular contact with employers;• Visits to students in placement;• Part of annual review with parents.