Barnet’s approach to increasing participation and reducing NEET

Background Barnet Introduction of RPA from 2013 largest London borough by population and continuing to grow increasingly diverse, currently 36% BME Introduction of RPA from 2013 responsibilities to track all young people until 18 2013: very high numbers of ‘not known’ need to increase participation, reduce NEET and ‘not known’ adopted a range of strategies

Strategies and actions used:1 Collection of Data created a climate of shared responsibility for data with the schools and colleges used social media as a mechanism for advisers to keep in touch with young people Identification of those at Risk of NEET Risk Of NEET Indicator (RONI) introduced 2012 LA uses RONI to identify Y11 potential non-participators for each school schools remove those they consider not to be at risk and add any they have identified, but not caught through RONI schools engaged – good response

Strategies and actions: 2 Support at Transition transition co-ordinator appointed to work with RONI cohort mentoring support from voluntary sector agency for those most at risk 2013 cohort 215 identified at risk of NEET January 2014 198 were EET September 2014 189 were still in EET Developing new provision collaborative 6th Form support for new re-motivational programmes support for new transition programme for SEN

Opportunities for Young People Transformation Challenge Award Funding 4 pilot schools, plus Barnet & Southgate College Shared project with LB Ealing to reduce NEETs by: developing an enhanced RONI (years 9-11) to allow for planned interventions at an earlier stage. - establishing a personalised support programme developing embedded approaches to employability within schools that will enable all students, including those RON to have real exposure to work place experiences identifying gaps and barriers to successful transition at end of Year 11 pump prime some re-motivational programmes as part of a pathway to mainstream provision

Challenges Early intervention and identification of those ‘at risk’, especially tackling unauthorised absence ensuring Y11-12 transition planning starts as soon as possible ensuring effective involvement and engagement of families. Schools would like more parental involvement from year 7 and see that as having an impact on the students securing continued funding for interventions and re-motivational programmes. Keeping up the momentum