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LIFE, LEARNING AND ACHIEVEMENT Implementing Strategies to Support Education and Employment Achievements for Young People in Out of Home Care Centacare.

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Presentation on theme: "LIFE, LEARNING AND ACHIEVEMENT Implementing Strategies to Support Education and Employment Achievements for Young People in Out of Home Care Centacare."— Presentation transcript:

1 LIFE, LEARNING AND ACHIEVEMENT Implementing Strategies to Support Education and Employment Achievements for Young People in Out of Home Care Centacare Broken Bay Resource Toolkit © Centacare Broken Bay

2 Why is Education a Priority? Success in school is one of the critical factors for quality of life for youth and adults Young people in OOHC are disadvantaged by poor educational achievement Academic failure is linked to adolescent crime, suicide ideation, early pregnancy, depression, unemployment, homelessness and ill health

3 Supporting Education If education is a priority, young people are more likely to achieve their learning goals and make a successful transition to adult life Supporting the education of looked-after children provides them with one of the most reliable means of escape from disadvantage Educational achievement provides the single most significant measure of the effectiveness of the OOHC system Supporting education is one of the most important aspects of OOHC service

4 Learning Social Safety Safe, stable place to live Nurturing and well resourced environment Physical and mental health Social and emotional development Relationships Resilience Self awareness and control Education and employment Life skills and interests Academic socialization A key strategy in effective Out of Home Care Learning

5 Education is more than school A wide range of learning activities support development e.g. Employment and volunteering Leisure, hobbies and friends Independent living programs Incidental life skills learning Independent study and homework

6 Factors for Education Achievement Placement Stability Access to Education Programs Accurate, transferrable Education Records Monitoring of outcomes Advocacy for individual young people Collaboration between the agencies involved in supporting learning

7 SupportModel Engage Resource Model: Staff, carers, mentors and peer leaders demonstrate desired behaviours Resource: The living environment is equipped with the resources required to learn Engage: Small scale activities matched to young peoples interests and skills are used to engage them in learning Support: The young person has access to professional support and external services to meet their specific needs Building Educational Success e.g. Staff are seen to read and frequently discuss things learned from their reading e.g. Books, quiet area for reading, library card e.g. Reading or vocabulary building games on the computer e.g. Remedial reading class Learning Achievement e.g. reading

8 Education is a Priority Young people achieve learning goals Improved life experiences Education is talked about Education is resourced Service strategies support Education Staff trained to support Education Young people are engaged in Education Outcomes are evaluated and acted on Year 12 retention Average or above grades Further education enrolment Work experience Independent living skills Employment Financial independence Social integration Home ownership Health and well being

9 If Education is a Priority then... It is acknowledged in policy and procedure Resourced as a key activity Planned and evaluated Included in job descriptions and training Clearly documented Observable in daily activities

10 Evidence Based Practice Standards The Life, Learning and Achievement Toolkit is based on the available evidence of what works to help young people in OOHC Practices are grouped into the following areas: Access and Participation Learning Support Informal and Leisure Learning Opportunities Learning Culture Self Reliance

11 Access and Participation Young people have access to and are able to participate in appropriate education and employment Placement stability – and stability of educational placement and leisure activities Monitoring attendance Shared information with education providers Career counselling for young people in Year 9 and above Activities that lead to recognised qualifications

12 Learning Support Formal education is supported collaboratively through a range of activities and services Collaboration with other education providers Appointing an education advocate Attending every possible event at school Resources for homework and independent study Personal support and monitoring of homework

13 Informal Learning Opportunities Young people have an opportunity to develop their interests, social and life skills in a diverse range of activities Helping young people to develop and pursue leisure Casual, part time and voluntary employment Independent living skills training Holistic projects to develop life skills

14 Learning Culture The young persons living and leisure environment provides continuous learning support Getting adults involved and supporting learning Mentors Tutors Carers, youth workers, case workers Birth family Encouragement and praise Training for workers and carers

15 Self Reliance Young people are supported to actively participate in and direct their education A strengths approach, building resilience Individual learning plans Projects that build the experience of achievement Attributing success to ability Communicating high expectations; encouraging high aspirations

16 Autonomy Aspiration Achievement Motivated Independent Living The ability to make choices, act on interests, determine goals, exert a level of control over outcomes Ideas about the future self; career and education goals Success in areas of learning reinforcing self- efficacy, interest and motivation Getting Ready for Independent Living

17 Problem Solving Together Talk about learning and careers regularly Set new challenges in projects, leisure and daily living Break information into manageable blocks Help the young person to distance themselves and consider what is happening Listen to the young persons side of the story Admit your own ignorance and ask How could we find out?

18 Audit Practice Evidence Based Standards for Service Delivery Evidence Based Standards for Service Management Quick Records Audit Checklist Improve Practice Education Learning Review Employment Learning Review Life Skills Assessment Life Skills Project Assessment Keep a Record Education & Life Skills Profile Check Progress Annual Data Collection Tool The Life, Learning and Achievement Toolkit

19 Selecting Tools for the Job: 1 If you already have your own approach to supporting Education or if you have not considered Education as a priority before try: Reviewing your policy and procedures with the Evidence Based Standards for Service Delivery Reviewing your program support activities with the Evidence Informed Standards for Service Management Checking your client records with the Quick Records Audit Checklist

20 Selecting Tools for the Job: 2 If you can see opportunities to improve record keeping by introducing tools try: Education and Life Skills Profile will ensure that young people have a full and transferrable record of their learning experience Annual Data Collection Tool will ensure that the program or organisation has an overall picture of what is happening in education and learning

21 Selecting Tools for the Job: 3 If you can see opportunities to improve daily practice to emphasize the importance of learning try: Education Learning Review will help you to have regular conversations with young people about their learning experience Employment Learning Review does the same thing for young people who are in employment Life Skills Assessment will help you to engage young people in thinking about independent living skills and identifying their strengths and needs Life Skills Project Assessment will help you to record and discuss the work related strengths that young people demonstrate in projects and daily life

22 Embedding practice in policy The tools may be used individually but are designed to be used together Once you have selected tools it is helpful to apply them consistently and then review them after a set period of time Tools are more likely to be used consistently if they are supported by policy and procedure People using the tools for the first time will require training

23 Measuring Success If you use one or more of the tools in this toolkit, measure the impact that this has on the young person and on yourself Set some general standards to measure performance. Use the Annual Data Collection Tool Monitor school reports: how is learning performance, attendance and general feedback changing over time Provide feedback to Centacare Broken Bay – have the tools helped? Have you changed and improved the tools? What outcomes are you observing?

24 Next Steps Questions or Feedback? Contact:Centacare Broken Bay Contact: Centacare Broken What are the next steps to focus on education and learning for young people in out of home care?

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