1. Engaging the disengaged Identifying and supporting students at risk of temporary disengagement January 2014

2. Why focus on the ‘inbetweeners’? The majority of young people who become NEET do not face multiple or complex barriers to engagement (Spielhofer et al., 2009). Most re-engagement activities focus on those with multiple barriers to learning (Nelson and O’Donnell, 2012). Early evidence suggests that preventative activities should be focused on those without complex barriers to keep them engaged (Nelson and O’Donnell, 2012). How do you do engage the ‘inbetweeners’? Identify the reasons why a young person is disengaging AND choose the right intervention/support.

3. What research are we doing? Identifying students at risk of disengagement Indicators to identify the reasons for disengagement Research to identify indicators of disengagement Development and trialling of free indicators toolkits for school use Publication of free resources for schools. Supporting students with appropriate interventions Mobilising positive engagement practice Longitudinal research 10 different support programmes in Key Stage 4 Looking at impact of projects and how to share practice.

4. Selection of young people ‘[college] is more fun, like you do practical all day. You don’t just sit down….the stuff’s more relevant and not all about exams’ ‘I don't like it [school] because my lessons are boring because you don't really do a lot other than writing - I don't like writing’ ‘We are starting project-based learning so instead of teachers telling you what to do you get some topics and you learn yourself about the topics’ ‘I don’t mind learning sometimes but some of the teachers they can be so serious, but when you’re having fun you learn better’ ‘I wouldn't like to stay here because there are not really any opportunities that people would like to do’

5. Support programmes Types of support programmes Pastoral/ Academic support Alternative curriculum or pedagogy Package of support Employer or business- focused support

6. Extended employer work experience –Students spend two days a week on a work placement, two days in schools and one day off-site working towards various vocational qualifications. BT mentoring programme –Pupils receive six one–to–one mentoring sessions from BT staff over the course of a year. Social enterprise qualification (SEQ) –Pupils set up and run a business (social enterprise) to generate funds to improve a local issue or need. Enterprise and business programme –Pupils set up and run a small business as part of the Key Stage 4 curriculum.

7. Pastoral or academic-focused support ‘Do Something Different’ –Four-six week programme to encourage students to develop new behaviours to cope. City Year –One-to-one academic mentoring in class to improve selected students’ engagement in learning, achievement and aspirations. Academic tutoring –One-to-one or two-to-one academic English and maths tutoring to support pupil premium students who are underachieving.

8. Alternative curriculum or pedagogy NVQ Level 2 Beauty Course –Beauty course resulting in a vocational qualification. Delivered in school by an adult training college. Project-based learning (part of Learning Futures programme) for all students in Key Stage 3 and Key Stage 4 –School uses extended projects in Key Stage 3, and elements of project-based learning in Key Stage 4, along with other innovative pedagogic approaches.

9. Package of support Raising the Participation Age project –Targeted careers advice and work experience opportunities, academic mentoring, and a team enterprise activity for a small group of students who are underachieving.

10. The importance of... Early identification of the inbetweeners & reasons for disengagement Providing appropriate academic / pastoral support (1:1 if possible) Provision relevant to the world of work (curriculum and/or intervention) Providing quality, impartial careers guidance (KS3/KS4) & career-related learning (KS2) Engaging parents and families

11. Over to you What has worked in your school? –Context/drivers –The young people involved –Challenges? –Evidence of impact?

12. What next? Focus on the impact and benefits of the support programmes Link indicators and support programmes research Event for practitioners to learn about the different support programmes and share ideas/practice.

13. Useful links and tools Indicators: –discussion aid and interactive tool Support programmes: –information on case studies –update on evaluation –news & events www.nfer.ac.uk Tami McCrone: t.mccrone@nfer.ac.ukt.mccrone@nfer.ac.uk Eleanor Stevens: e.stevens@nfer.ac.uke.stevens@nfer.ac.uk