1. SEND EMPLOYMENT GRANT Skills for Employment What do you need to be able to do to get a job? Michael Cotton, NDTi & Andrew Baxter, In-Control and guest speakers

2. ... a step too far? What are we doing to get young people and their families to the point at which we can discuss work with them seriously?

5. Why is employment important?

6. Friends and relationships Community inclusion Because it creates opportunities for all of these...

7. Not just individual outcomes... It’s also the £££s: NAO estimate that supporting one person with a learning difficulty into employment could increase that person’s income by 55-95 per cent. And that supporting a young person with the skills to live in semi-independent rather than fully supported housing could reduce lifetime support costs to the public purse by approx. £1m

8. What do you mean by employment?

9. SEND Code of Practice says: (chapter 8) High aspirations are crucial to success – discussions about longer term goals should start early, well before Year 9 (age 13-14) and not just for those with EHC plans. Focus on strengths, capabilities and outcomes they want to achieve in terms of: Employment Independent living Health community participation

10. and... LAs and CCGs: Should develop a shared vision and strategy which focuses on aspirations and outcomes. Should ensure there are pathways into employment, independent living, participation in society and good health. Should set out clear responsibilities, timescales and funding arrangements where pathways need further development

11. Person Centred EHC Planning – it’s not just SEN The purpose of the EHC plan is … to secure the best possible outcomes across education, health and social care and, as children and young people get older, prepare them for adulthood. EHC plans should be forward looking …specifying how services will delivered as part of whole package and explaining how best to achieve outcomes across education, health and social care.

12. If that is the content, then what are the processes we should establish to achieve these?

13. Real wealth (social capital) You don’t know what you need until you know what you’ve got Skills what you can do Knowledge what you know People family, friends, Access what’s in the local community Assets local facilities Resilience ability to cope

14. Don’t jump too quickly from “You can’t do this” to “So you will need us to...” Always consider real wealth in any plan... before you try to sort everything else out for the young person

15. SEND Preparation for Employment Grant in 2014-15 Purpose of the grant Local authorities can spend this one-off grant to promote supported internships and other preparation for employment activity for young people with special educational needs and disabilities (SEND), which is a critical aspect of the SEND reforms. They may, however, choose how to spend the money in order to best meet local need.

16. What are you doing with yours? Do you know how much you have? Do you know who is looking after it? Do you know what plans there are to use it? Have you spent it already... on what?

17. What can practitioners provide?

18. How can you demonstrate progress on non-accredited courses? Recognising and recording progress and achievement (RARPA)

19. Vocational profiling was established as a person- centred tool to assist job seekers make informed choices about job preferences and establish the necessary training and support strategies for on or off the job support

20. Job Coaching Helping you do your job confidently and efficiently by: Being there on your first day in a new job Induction or training Breaking down new tasks into easily learned steps Helping others to understand your support needs Helping you adapt to changes at work Making friends and finding other people who can support you

21. Job Carving is a term for customising job duties and can used in different circumstances: to create specialist job roles thus freeing up the time of specialist staff to swap job duties to make the most of individual skills can be used to tailor a job so that it is suitable for a particular worker

22. Work experience (also known as a traineeship or an internship) is a system whereby secondary school students, college or university students and recent graduates go on a placement with an employer. This can be a summer placement, during a gap year, as an education programme requirement or for professional benefit.

23. Apprenticeships By hiring and supporting disabled apprentices, employers find that they are better able to extend the pool of high- quality applicants available to them, engage with the widest possible consumer base, and have a workforce that reflects the diverse range of customers they serve.

24. Traineeships is an education and training programme with work experience that is focused on giving young people the skills and experience that employers are looking for. At its core are work preparation training, English and maths for those who need it, and a high quality work experience placement. Traineeships are very flexible, and by working closely with a training organisation a programme can be designed which suits the needs of employer and trainee. Traineeships can last from six weeks up to six months https://www.gov.uk/government/collections/traineeships- programme https://www.gov.uk/government/collections/traineeships- programme

25. Supported internships are structured study programmes based primarily at an employer. They are intended to enable young people with learning difficulties and/or disabilities to achieve sustainable, paid employment by equipping them with the skills they need for work through learning in the workplace. Internships normally last for a year and include unpaid work placements of at least six months. Wherever possible, they support the young person to move into paid employment at the end of the programme.

26. Supported Internships in Doncaster Paul Silvester and colleagues

27. What are the skills that young people need for employment? What is essential? What would be useful?

28. Can you teach these skills? How...? Whose responsibility?

29. Systematic Instruction is an approach, which aims to provide organisations with the skills and knowledge required to provide one-on-one support for people with disabilities who require assistance to learn the skills, associated with work and independent living four day accredited training http://www.systematicinstruction.com/ http://www.systematicinstruction.com/

30. What opportunities are already available in your area/ the region? How can we engineer more opportunities?

31. Further information: http://www.preparingforadulthood.org.uk/resources (best practice and info on preparing for adulthood) http://www.preparingforadulthood.org.uk/resources http://in-control.org.uk/ (choice, control and personalisation) http://in-control.org.uk/ http://www.sendpathfinder.co.uk/delivering-better-outcomes-together (supporting national implementation of SEND Reforms) http://www.sendpathfinder.co.uk/delivering-better-outcomes-together http://www.councilfordisabledchildren.org.uk/resources (guidance on issues affecting the lives of disabled children) http://www.councilfordisabledchildren.org.uk/resources www.workexperience.org (info about work experience) www.workexperience.org www.baseuk.org (supported employment) www.baseuk.org https://www.gov.uk/government/organisations/skills-funding-agency (traineeships) https://www.gov.uk/government/organisations/skills-funding-agency https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/389411/Supported_Internship_Guidance _Dec_14.pdf (supported internships) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/389411/Supported_Internship_Guidance _Dec_14.pdf michael.cotton@ndti.org.uk andrew.baxter@in-control.org.uk