1. Making employment a reality
Ellen Atkinson (NDTi)
Southend on Sea
1st July 2016 1 1

2. Low aspirations and expectations of what young people can achieve
By the age of 26, disabled people are nearly four times more likely than their non-disabled peers to be unemployed
But we know that people can work!! 2

3. What we know..
Poor outcomes for young people, especially employment, independent living, health and community inclusion
Code of Practice Chapter 8 - Preparation for Adulthood from the earliest years
Local authorities should involve post-16 institutions when reviewing their SEN provision and developing their local offer 3 3

4. Work - positive and possible
We know that young disabled peopled can do a good job and their employers value what they do.
Evidence suggests that getting more young disabled people into work would reduce welfare dependency and improve their health and happiness
To be financially better off, and to maximise savings to the taxpayer, people need to work 16+ hours per week.
Employers who recruit disabled people report: cost savings from workplace analysis and simplified processes; increased customer satisfaction; reduced staff turnover etc. 4 4

5. Making employment a reality…..
Myths…. 5

6. Making employment a reality….. the myths
Someone with a learning disability;
can’t work
can only do certain jobs
can only work 2 hours a week
will not do a good job
won’t be welcomed by an employer 6 6

7. Barriers to employment - real or perceived
Employers?
Individuals?
Parents/carers/advocates?
Support service providers?
Us? 7 7

8. Barriers to employment - real or perceived?
Attitudes - based on prejudice or stereotype
Physical - society disables people from having equal opportunities to be part of society.
Power - lack of control or say in what happens
Lack of appropriate support
Choice - others often decide
Person at the centre 8 8

9. What works? Presumption of employability
Raise employment aspirations and expectations of children and young people, families and everyone who supports them
Inspiring role models
Employment focussed person-centred transition planning
High quality careers advice
Meaningful work experience
A vocational curriculum that supports young people’s aspirations and meaningful work experience for young people in community-based settings 9

10. Getting and keeping a job
Initial planning
Job Coaching
Systematic instruction (TSI)
Workplace buddies or mentor
Ongoing support and monitoring 10 13

11. Preparing for Adulthood starts from much earlier.
Raise aspirations from the very beginning, long term planning leads to the development of the local infrastructure and allows commissioners to understand demand and develop the Local Offer accordingly. 14 11

12. Working, not working?
What needs to be in place in Southend to help young people get jobs?
What’s working for young people?
Do you need to make changes? e.g the curriculum
Who do you need to work with to inform commissioning priorities and provider development?
Does your offer meet demand?
Are there gaps?
Workforce development?
Does the local offer include what you do?
Working not working templates for the session
Does the curriculum help young people be prepared for the next step?
Understand the importance of person centred reviews and EHCps
The regional pathfinder delivery partners can help with workforce development 12

13. Develop post 16 provision and support that lead to good life outcomes
Self employment, micro ents and work exchange 15 13

14. Develop options in schools and colleges that lead to paid employment
Work closely with schools to support transition (paras )
Based on young people’s aspirations (para 8.9)
Start early (Para 8.8)
Create flexible packages
Linked to all aspects of life and five day packages
Build on the best of mainstream provision and discrete provision – learn from each other
Study Programmes (Paras )
Supported Internships we-do/supported-internships
Embedding work experience - with support
Working closer with schools can help colleges to ensure their curriculum offers progression beyond school and not repeat learning
Test out options of joint curriculum, young people can make a better transition by having a mixed package of learning that is school and college based initially.
MUST start early to talk to young people to understand demand and plan and commission the local offer based on demand
Work experience is crucial for young people to learn about work, both in school and college. 17 14

15. Allow for extended periods of meaningful work experience
Study programmes
Individualised and provide progression to meet career aspirations with work experience as their core aim
Allow for extended periods of meaningful work experience
Needs to be underpinned by high-quality careers advice and guidance
Maths and English set into work-related contexts
Supported employment is a useful model for this type of provision 15

16. Study programme listed in a prospectus For those with an EHCp
Supported Internships Supported internships reflect the following principles:
Study programme listed in a prospectus
For those with an EHCp
Based on place and train approach to learning, or supported employment
Systematic instruction, a method specifically designed to help people with complex learning difficulties learn new tasks, is used where appropriate
The majority of the young person’s time is spent at the employer’s premises
Young people are expected to comply with real job conditions, such as time-keeping and dress code
Preparing for Adulthood fact sheet
Stretching learning goals are set
Meets the career goals of young people
Meets the business need of an employer
On-the-job training from trained job coaches
Both the young person and the employer have support through a tutor and a formally trained job coach 
Support continues after the course of study to make sure that young people get paid jobs and sustainable careers.
It’s not just another college course
It’s not a work experience programme
It’s not for learners who have not thought about getting a paid job before
It’s not for learners who are unsure whether they want a paid job
It’s not for learners who could progress onto either a Traineeship or Apprenticeship 16

17. Making employment a reality…17

18. What does good look like?18

19. Refer people to the new document on PfA reviews
Refer people to the new document on PfA reviews. PC thinking tools and processes

20. Vocational Profiling - from year 9
Aim: To understand the person in depth
Why: To arrive at the best possible job match
What would be this person’s ideal job?
Think about work experience.
Remember people change! 20

21. Vocational Profiling – detailed information
Personal information:
Support networks
Cultural considerations
Safeguarding needs
Health / medication needs
Habits and idiosyncrasies
Skills:
Strengths, attributes and difficulties
Learning style – tell, show, model?
What are people good at and where? 21

22. Vocational Profiling – detailed information
Activity:
A typical week
Education & work history
Hobbies and interests – any informal work at home?
Transferrable skills
Preferences – job type, hours, days of work etc
Travel skills and needs
Social interaction and behaviours
Problem solving skills
Financial issues:
Benefit entitlement and unclaimed benefits
Better off calculations
Not too much detail
Develop a shared vision of what’s possible as a dream job
Travel distance / complexity
Hours
Preferred job type
Team or lone working/ indoor or outdoors
Skills
Interests 22

23. Nathan’s Story Person centred review Vocational profile
Travel training
Supported Internship – Town Hall print room
Works Monday – Thursday
“I was one of those parents who said I wouldn't let him go, I wanted to protect him. It was my worry, not his - other people helped me see that he could make his own choices. It is his life and he is learning all of the time.
Every time Nathan leaves home to get the bus to work he says thanks and gives me a kiss before he leaves. I know what Nathan is thanking me for - it is for letting him go on his own.”
- Eileen, Nathan’s Mum 27 23

24. Aspirations for the future
Say at individual and strategic level
that their views and wishes are heard, that they are involved in decision making and that there is information that allows them to do so.
Co-production
Listen to the voice of young people 24 4

25. Aspirations Pathway
-09
Birth
4 years
7 years
11-14 years
14 plus….
Health visitors
GPs
Midwives
Family
Portage
Children’s Centres
Nurseries
Play groups
Health visitor
Therapists
Paediatricians
Counsellors
Social Worker
School
SEN support
EHCp
Reviews
Pastoral care
School change?
Early introduction regarding work
Secondary transfer
Review planning
Pastoral care
Vocational
profile
Supported
Work experience
Independence training
internship
Paid work
Group session mins - does it work in Bromley?
Aspirations for children and young people
Do the things in Bromley exist to help young people progress into adulthood

26. 14 26

27. Start from the beginning
Where do young people and families get good information, advice and support that helps them to achieve the preparing for adulthood outcomes?
Good planning
How do they hear from other people about what has worked for them?
Do people hear from employers about what young people have achieved in the workplace? 27

28. Supported Internships28

29. Why is it good to have a job?
Meet new people
Learn new things
Independent
Interesting
Money
Go on holiday
Do something worthwhile
Satisfaction 29

30. Programmes/models, training & resources
Factsheets & Videos
 Stories & Learning Examples 30

31. Preparing for Adulthood Contact us:
Web:
FB:
Phone:
Contact: Ellen Atkinson
Mobile: 38 31

32. Aspirations for Life campaign posters on the website
Can be downloaded and are very useful when talking to young people, schools, parents to promote the jobs people do.
POSTERS!! 34 32