Working with Emotion Supporting care leavers in education and training 4 June 2014 University of...

Working with EmotionSupporting care leavers in education and training

4 June 2014University of Greenwich at Medway

Graham Razey

Chair of the CLPP Strategy Group

Welcome and key notices

Professor Simon Jarvis

Deputy Vice-Chancellor (Academic Development)University of Greenwich

Opening address

Graham Razey & Will Calver

Chair of the CLPP Strategy GroupChair of the CLPP Operational Group

Introduction to the Care Leaver Progression Partnership

The Care Leaver Progression Partnership is a collective of 19 organisations in Kent and Medway, joined in commitment to improve the post-16 education and training experience for local children in care and care leavers.

• Strategic and Operational ‘DMS’ Groups• Task and finish sub-groups for issues: pre-16 support, transition &

tracking, careers & employment• Keen interest in enhanced data capture to inform and improve practice

Working with EmotionWill Calver, Access & Partnerships Manager

• The DMS working group consists of representatives from 6 further education colleges, 5 universities, 1 private training provider and the 2 Local Authorities

• Our aim is to enhance the participation, achievement, retention and progression of care leavers

• We deliver specific interventions such as: mentoring; IAG support; PEP Collaboration; Personal Tutoring

Chair of the Designated Member of Staff working group in Kent and Medway

The Entitlements EnquirySummary Report with Recommendations

November 2013

Page 18- “I appreciate financial help and I don’t mean to be ungrateful, but I would rather have emotional support as I grow up and become independent, rather than having money thrown at me when I don’t deserve it” (Care leaver)

Supporting care experienced young people to manage their emotions?

• What percentage of care experienced young people would like/need support to manage their emotions?

• Who has responsibility to ensure that emotions do not become a barrier to achievement for care experienced young people?

• How can the institution I work for support care leavers to manage their emotions if they are hindering participation and success?

• Should the Government have an overview (statistics) on the number of care experienced young people who need emotional support?

• Should care experienced young people have an entitlement to be supported to manage their emotions?

Kate Cairns

CEO of Kate Cairns Associates

Keynote lecture

Attachment Aware Settings ...

knowledge that changes lives

A systemic approach to enable schools, colleges and other settings to make cultural change to meet the needs of vulnerable young people and improve outcomes

A flexible approach provided and managed by the local service to meet local needs and integrate with local resources

Vulnerable adolescents ...


… need a safe setting with staff who understand the impact of unmet needs and what helps

Attachment: the neuroscience of human development in infancy and adolescence

Trauma: the impact of toxic stress on development and learning

Resilience: a systemic approach to improving outcomes

An Attachment Aware setting ...


… with every aspect of experience supporting social and emotional functionality

The physical environment Routines and rituals Discipline processes and

procedures Team work and staff care Relationships with parents and

the wider community

And trauma-informed practice ...


… with staff able to develop and build on understanding of attachment, trauma and resilience

Connected learning providing varied resources and multiple points of entry for staff learning

Face-to-face training, practice tools, articles, e-learning

Potential for interest groups and learning across settings for staff development

This approach ...


Is not rigid or one-size-fits-all Can make use of an array of

resources, tools, training and consultancy

Enables decision-makers to tailor a strategy that fits with local needs and aims

Promotes joined-up working between different stakeholders

Links to national agendas ...


… such as the Sutton Trust / EEF research and toolkit

Joins trauma-informed practice to evidence of approaches that improve outcomes

Enables settings to make informed interventions

Aids evaluation of interventions for future planning and for inspection

Evidence-based practice tools ...


… phased interventions / emotion coaching / resilience mapping

Enable staff to develop effective responses to behaviour

Whole-staff training Connected learning, with online

resources and e-learning modules

Follow-up consultancy and team-around-the-child training

Case study 1: Stoke-on-Trent


Commissioned by the Virtual School in Stoke

Working in partnership with the Educational Psychology and CAMHS services

Training delivered to schools and colleges in Stoke or attended by children and young people in the care of Stoke

Case study 1: Scope and reach


All schools and colleges offered training and consultancy– EPS delivers whole school training to

any school wanting an EP service (at a cost for training of one pupil premium)

Some schools and colleges host conferences– KCA delivers larger conference-style

events for invited audiences

– EPS follows up with consultancy

Case study 1: Infrastructure


Online participant registration, including automated capacity and deadline management

Customer secure log-in for real-time registration information

Pre-training questionnaire Email update for participants:

venue, arrangements, etc. Post-course evaluation Online resources: e-learning,

articles, practice tools, etc.

Case study 1: Resources


KCA practice tools, articles, web-links, book-lists all automatically available to all participants after face-to-face training

Stoke-on-Trent resources uploaded by EPS and VS

E-learning provided for all participants, with possibility of mentoring provided within school or by EPS

Case study 1: Evaluation


Stakeholder group established to review the programme

Full review at end of year one very positive

EPS set up structured evaluation to demonstrate outcomes across range of variables for years 2 - 3

Head of VS reports participant feedback “100% positive”

Case study 2: Leicestershire


Commissioned by the Virtual School in Leicestershire

Fully managed partnership programme

Ignition conferences and subsequent workshops for participating schools

Review informed by full reporting from KCA



In year 1: Ignition conferences to reach all

designated teachers– Delivered by KCA

– Pre- and post-course evaluation and management

– Pre-course publicity

Two workshops (ten events) for staff choosing to participate in programme– Delivered across two terms by KCA

Case study 2: Evaluation


Summative conference with report back by participating settings

Schools reported transformative cultural changes

Full review at end of year one very positive

Ongoing structured evaluation being set up to demonstrate outcomes

Case study 3: Nottinghamshire


Commissioned by Virtual School in Nottinghamshire

Fully managed partnership programme

Large ignition conference Series of different subject

workshops across two terms open to all schools – subjects chosen at ignition conference



In year 1: Ignition conference to reach all

designated teachers– Delivered by KCA

– Pre- and post-course evaluation and management

– Pre-course publicity

Five workshops (ten events) for school staff– Delivered across two terms by KCA

Case Study 3: Workshops


Workshops chosen by settings running twice across two terms:

Understanding trauma Making best use of pupil

premium Foetal alcohol exposure Self-harming behaviours Behaviour and the physical

environment

Edward Timpson MP

Parliamentary Under Secretary of State for Children and Families

Qualification launchLASER Level 3 Award in Supporting Young People Leaving

Care in Post-16 Education

Kate Cairns, Graham Razey and Lynne Walker

Chaired by Will Calver

Question and Answer Session

Working with EmotionSupporting care leavers in education and training

4 June 2014University of Greenwich at Medway

Scott King

Care leaver and social work student Canterbury Christ Church University

Care leaver perspective

Graham Razey

Chair of the CLPP Strategy Group

Plenary

Afternoon workshopsSession One

Workshop One Room P227 Funding within post 16 for supporting care leavers

Workshop Two Room P130 Understanding post-16 education and training

Workshop Three Room J118 Understanding the virtual school and leaving care services

Workshop Four Room P235 Best practice for supporting care leavers in further and higher education

Workshop Five Room P134 Breaking down the barriers: the challenges that children and young people into care

Session Two

Workshop Four Room P235 Best practice for supporting care leavers in further and higher education

Workshop Five Room P134 Breaking down the barriers: the challenges that children and young people into care

Workshop Six Room P227 Communication skills in helping relationships

Workshop Seven Room J123 Sticky transitions - how to smooth the way between school, college and university

Workshop Eight Room J118 Re-engaging young people who are NEET

Workshop Nine Room P130 Moving from education into employment with/or training

Thank you for attendingSafe journey home

Working with Emotion Supporting care leavers in education and training 4 June 2014 University of...

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