© The Progression Trust, 2014 Whole person, whole journey progression.

© The Progression Trust, 2014 The Progressionometer TThe problem TThe cause TThe vision TThe situation TThe plan TThe end

© The Progression Trust, 2014 From: What is preventing social mobility? ASCL.

© The Progression Trust, 2014 From: National Strategy for Access and Student Success HEFCE, OFFA. © Crown Copyright.

© The Progression Trust, 2014 From: National Strategy for Access and Student Success HEFCE, OFFA. © Crown Copyright.

© The Progression Trust, 2014 From: National Strategy for Access and Student Success HEFCE, OFFA. © Crown Copyright.

© The Progression Trust, 2014 From: National Strategy for Access and Student Success HEFCE, OFFA. © Crown Copyright.

© The Progression Trust, 2014 Which means…  Disadvantage: –exists from (the accident of) birth –gaps widen through the life-course –affects cognitive and non-cognitive intrinsic factors … and extrinsic factors (e.g. opportunities) … and the system reinforces disadvantage (statutory targets don’t add up to success)

© The Progression Trust, 2014 The Progressionometer TThe problem TThe cause TThe vision TThe situation TThe plan TThe end

© The Progression Trust, 2014 One person, many inputs: two problems

© The Progression Trust, 2014 Schizophrenia and the Anti-Vision  We separate cognitive and non-cognitive development… (cf. Heckman, J.)  Prevailing rhetoric provides for an anti- vision for young people – don’t be NEET, don’t be on benefits, don’t riot…  Statutory duties and targets do not add up to a compelling vision for our children  Ability matters to employment, earnings, education, crime and health;  Abilities are multiple: non-cognitive abilities have direct affects on employment, earnings, education, crime and health;  Ability and health gaps open up between different socio- economic groups very early;  Investment in young disadvantaged children delivers higher returns than those in adolescents;  But, the impact of early investment is lessened if not followed up later;  Socio-emotional (non-cognitive) skills foster cognitive skills.

© The Progression Trust, 2014 The Progressionometer TThe problem TThe cause TThe vision TThe situation TThe plan TThe end

© The Progression Trust, 2014 The Vision Whole person, whole journey progression Cognitive Non-cognitive Social Primary, secondary… Learning and qualifications Asset-based … Post-16, HE, career Career education and guidance THRIVING ADULTHOOD … for the whole system

© The Progression Trust, 2014 The Progressionometer TThe problem TThe cause TThe vision TThe situation TThe plan TThe end

© The Progression Trust, 2014 The situation  National Strategy for Access and Student Success… –Closer collaboration (to what end?) –Stronger evidence (of what outcome?) –Lifecycle approach (outreach, transition, retention, success, employability…)

© The Progression Trust, 2014 What it means  Whole journey ✓  Whole person ?  Whole system (or Partnership) ?  A challenge and an opportunity

© The Progression Trust, 2014 The Progressionometer TThe problem TThe cause TThe vision TThe situation TThe plan TThe end

© The Progression Trust, 2014 Our Conceptual Framework for Progression What are the personal capacities that enable success through the lifecycle? What contextual factors enable or disable success through the lifecycle? What are the ‘active ingredients’ that grow personal capacities / build enabling contexts?

© The Progression Trust, 2014 Aspirations + Awareness + Attainment = Progression The Progression Equation (whole person) Aspiration I want to and… I want to and… I know how to and… I know how to and… I am able to so… I am able to so… I will 19 + Attainment+ Awareness

© The Progression Trust, 2014 The Determinants of Progression (CEI, 2010) Inter- related Unknown Factors Complex Cyclical Incremental Lifelong Learner- centred Cumulative 20 Aspiration AttainmentAwareness

© The Progression Trust, ProgressionSmart learners  Aspirations  Awareness  Attainment  Progression

© The Progression Trust, 2014 Whole Journey  How do you ensure the complementarity of potentially disparate provision and interventions across the life-cycle?  How do you know that your inputs build on those before and alongside them – and contribute to a learners’ progression to thriving adulthood/career?

© The Progression Trust, 2014 The Progression Matrix (whole journey) 23 Progression priority Contributing factors? Career School Post-16 University Contributing factors? Progression priority Time-based Planning Time-based Planning Theme-based Planning Audit contributions Plot overlaps Audit contributions … and gaps Audit contributions

© The Progression Trust, 2014 In action… (whole system)

© The Progression Trust, 2014 The Progressionometer TThe problem TThe cause TThe vision TThe situation TThe plan TThe end

© The Progression Trust, 2014 What can I do?  THINK like a progression-oriented practitioner; with an asset-based vision for whole person, whole journey progression  PLAN to build on what has gone before and with concurrent inputs (i.e. in partnership) – for a thriving adulthood  ACT to grow aspirations, awareness and attainment

© The Progression Trust, 2014 The Progression Whole Group

© The Progression Trust, 2014 Previous and Current Work

© The Progression Trust, 2014 Get in touch Developing, delivering and evaluating lifecycle progression approaches through:  Partnership/programme Health Check  Staff development and training  Programme and strategy development  Leadership/management coaching  Change and innovation projects Subscribe to updates