https://www.dropbox.com/s/utqbczo10a7x00c/HECCP.wmv?dl=0

Yr 12 HE Champions programme: Building capacity for Mutual Benefit Suzanne Marchment Aimhigher London South Andy Stokes Kaizen David Murphy, Postgraduate student (SOAS) Supervisory Coach

‘My learner told me that I inspired her but actually she inspired me’ Coach

Intentions of the Workshop The Year 12 HE Champions programme: the model developed and its rationale Identify its impact on Coach and learners Discuss the challenges and opportunities of working across different organisations (feedback) Experience elements of the training (activity)

What is it? A 6 month Coaching programme using university undergraduates to engage with and empower young people in care to prepare for and manage their transition from year 12 to University. A combination of online and face-to-face meetings between Coach and learner to support learner-identified goals in relation to progression to University.  

What is it intended to do ? To develop learners’ skills, realise their strengths, empower and motivate them to explore opportunities to make informed choices. Develop confidence and resilience Develop critical thinking Raise awareness of different subjects, progression routes and required grades Enhance capacity for independent learning Provide access to opportunities for creative problem solving

Proposed Coaching delivery models HE Champions (Proposal 1): Resource-Led (signposting) Coaching focus Targets led by needs of YP: Co-ordination and Resources act as framework in support of the dialogue between Coach and learner HE Champions (Proposal 2): HEI-based programme for personalised learning opportunities Targets led by needs of YP: Programme acts as a framework in support of the dialogue between Coach and learner HE Champions (Proposal 3): Progression Curriculum-led Coaching focus Targets led by needs of YP, identified within the framework of a ‘Progression curriculum’: The Coach moderates the content of the modules of the schedule in relation to the identified needs of the Learner

Mutually agreed meetings The Model Structure Choice Flexibility HE Resources Framework Learner-led Mutually agreed meetings Framework Programme Management Training Monitoring meetings Supervision

Referral and programme cycle LAs submit referral Learner forms to AHLS Recruit AHLS and HEIs undergraduates for Coach and SVC roles Introduction (Coaches) Coaches attend Introductory/training 2-day event Introduction (Learners) Learners attend introductory event Identification and Matching Coaches and Supervisory coaches identified; Coaches and learners matched Launch Introduction to the programme Learners to meet coaches; Coaches-SVCs Learner Engagement Additional engagement events offered (within the LAs) Review (Coaches) Interim training for Coaches and Supervisory coaches Review and Closure Event for Coaches Celebration event Coaches and SVCs: reflect and celebrate achievements together

Participants Learners   16 learners matched with 15 undergraduates (January - July 2016). Coaches 40 undergraduates applied to the programme 31 attended Induction training: 29 were successful (12 applied for Supervisory Coach positions 5 were recruited) 5 Coaches and 3 Supervisory coaches were matched with 16 learners.

The Coach support Structure Head Coach Supervisory call once every 2 weeks Supervisory Coach Supervisory call once every 2 weeks 15 Coaches Face-to-face meetings once every two weeks + online communications as and where appropriate 16 learners

Challenges Opportunities Negotiating the exchange of personal information Recognises individual successes and strengths for both Learner and Coach Recruitment of learners Interest in extending and developing the programme Involving stakeholders with similar areas of focus To work with learners in a more bespoke way Communication with key adults within the LA while respecting the confidentiality of learners Developing targeted training programmes within HEIs to support work with small numbers within LAs Supporting a programme where the coaches and learners – steer it’s course Helps to inform development of resources/approaches for HEIs Evaluating outcomes where involvement is not consistent Opportunities to work with learners ‘where they are at’ in relation to their educational cycle Highly resource-intensive with relatively small numbers of learners Working more closely with LAs who are ‘on-board’ with the programme

The Story of The Deer

Intentions of the Session To give you an experience of Kaizen Training To explore your/our relationship to possibility To reflect on this in the context of further education To begin to understand the potential challenges that looked After children face accessing education.

Nine Dots Connect all nine dots using 4 straight lines. Once the pen is on the paper it must not be removed. You can not go over the same line twice. The paper must remain flat with no tears or folds in it.

Nine Dots Reflection What helpful thoughts or feelings did you notice while completing the activity? What unhelpful thoughts or feelings did you notice during the activity? How might the nine dots activity be a metaphor for the challenges we/young people face entering education? How might this is help us support young people accessing higher education?

Questions ?

‘My learner started to prioritise his goals if you want to go to university you have to do your exams: they did all the work’ Coach1   ‘It was like a rollercoaster. She questioned herself and her ability to set targets. Towards the end she was setting her own targets independently’ Coach2 Coach ‘I’ve learnt how to be patient; organizing meetings made me realise I can be patient (I never thought I was patient)’ Coach1 ‘I used to want all the answers but now I am asking questions and having conversations rather than asking for answers eg at uni and at work’ Supervisory coach2 ‘I’ve always aimed high, set myself lots of limits. I have now realized I would like to be a coach’ Coach2

Everything is in my grasp you just need to know how to get there: Learner   It gave me an idea of how University would work, what to expect. I have difficulty with revising maths. After the second meeting it wasn’t as difficult as I thought it was: Learner Everyone makes mistakes – it doesn’t need to define you! I learnt about how to be more aware of other peoples’ needs and the consequences: not to be late… If you are late at University, you are going to miss out on important things that affect you

Contact: Suzanne Marchment, Director, Aimhigher London South s.marchment@kingston.ac.uk http://aimhigherlondonsouth.org.uk/targeted-groups/