2. 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

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

4. 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)

5. 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.

6. 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

8. 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

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

10. 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

11. 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.

12. 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

13. 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

14. The Story of The Deer

15. 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.

16. 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.

17. 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?

19. Questions ?

20. ‘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

21. 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

22. Contact: Suzanne Marchment, Director, Aimhigher London South