Hertfordshire in Action Working in Partnership to secure effective Transition and Progression

Objectives of the session By the end of this session participants will be able to:  understand the principles of destination-led planning and how this should inform transitional arrangements and partnership working  understand the responsibilities of current and future providers in building a coherent, but personalised offer  describe how to build progression into programmes  understand the importance of partnerships in securing progression from educational provision  consider the implications for the local offer. 2

Structure of session  Objectives of the session  Destination-led planning – a Phase or a Destination?  Working with partners  The qualification offer across the age group  Action planning 3

Destination-led Planning Higher level provision Apprenticeships Employment Independent living Supported employment 4 Employment with Training Community based activity PHASES OF LEARNING DESTINATIONS Enhanced Quality of Life Further EducationAlternative Provision OUTCOME Day Care Compulsory Education

Principles for defining progression destinations The destination should be:  in line with the learner’s own aspirations for adult life  clearly understood by all involved  challenging but achievable  specific  capable of revision. Programmes should therefore be designed to provide learners with the skills they need to move from their starting point to the defined destination, or designed to equip them with the skills they will need to improve their quality of life within the adult context. We should question whether or not provision effectively supports the learners aspirations for adult life. 5

Supporting learners to identify potential destinations Activity In your groups discuss what you currently do to support learners to make choices about potential destinations in your area? Are long term destinations considered? How do you ensure that discussions remain impartial? How do you ensure discussions are learner- owned? Are you planning with partners focusing on the ‘end goal’ to ensure that all provision is coherent and supports the achievement of this? After you have shared ideas consider: Which aspects of your practice will remain the same? Which aspects may need to be changed? Who might you need to involve in this change process? 6

Supporting learners to identify potential destinations Providers can support learners in making choices about their progression routes by: Ensuring that aspirations are explored as part of the curriculum offer providing information on different progression routes, the learning that will be undertaken within each and how this will support the achievement of the long term goal offering tasters to inform choice incorporating activities, in the initial engagement stage, which allow learners to evaluate the appropriateness of a particular programme or phase of learning helping to determine learners’ vocational suitability for a chosen area and/or exploring alternatives to employment Engaging with alternative providers regarding immediate entry to employment, other day opportunities and meaningful activities. 7

Key questions In summary, the following key questions should help you assess whether the programme is helping the learner achieve their goal.  What are the implications for transition planning? How can we plan to manage transition between phases?  Will the programme that we are offering this learner help them to engage in and enjoy learning?  Will our approach ensure that learning is built upon and extended?  Will the skills and knowledge that we are developing enable this learner to access and sustain a place in post-16 learning and beyond?  Is this programme leading somewhere?  Will this programme enable the learner to achieve their goals and enhance the quality of their life as an adult?  Can we offer joint programmes to sustain engagement and manage transition? 8

Improving Transition Planning The transition-focused curriculum

Improving Transition Planning Curriculum Purposes  Exploring who I am and who I want to become  Experiencing new possibilities and opportunities  Building on strengths  Being proactive  Adapting to change  Maintaining and building friendships

Moving On  Review the aims and purposes of the curriculum in your organisation. What are the underlying aims and purposes of what you do?  Identify ways in which interdisciplinary teams can work together to support the curriculum beyond the formal setting.  What steps do you take to support students in reflecting on their feelings as a young disabled person?  How are self advocacy groups, and/or independent advocates involved in working with young people?  Does the LA have an interagency protocol that governs provision? What are the implications for: 1. How you work with learners 2. How your organisation works? 3. How you work with parents/carers? 4. How you work with professionals from other services?

Building progression into Foundation Learning programmes The destination is the kind of adult life the learner aspires to and the skills, knowledge and experience required to ensure enhanced quality of life Functional skills Personal and Social Development Vocational Adult Life 12 Learning 14-25

Partners in Learning and Progression The Young Person is at the heart of this. The MAIN partner Community and voluntary groups Schools IAG and Youth Services WBL Providers FE Colleges Employers Supported employment agencies 13 Care and Health Services Parents/Carers

Considering the offer Activity Using the information from the first Activity, consider what you need to know about a potential destination. Examples may be:  What are the entry requirements for the intended next phase?  Which units, qualifications and levels are being delivered now and in the future? How do these link? How can a coherent model be devised and implemented across all phases of learning?  What delivery models are being used (integrated delivery or discrete)? Is this model appropriate/ if not, what can you do to negotiate change?  How can we work together to develop a coherent curriculum offer?  Will the planned next phase of provision have a positive impact on the life of this young person? 14

Final questions  How do you know that you’ve been successful as a provider for individual young people?  Have you just assumed that another provider now has responsibility?  Where are your students now? Where are those that left 5 years ago?  Do you need to follow up and find out?