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Working with Emotion Supporting care leavers in education and training 4 June 2014 University of Greenwich at Medway.

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Presentation on theme: "Working with Emotion Supporting care leavers in education and training 4 June 2014 University of Greenwich at Medway."— Presentation transcript:

1 Working with Emotion Supporting care leavers in education and training 4 June 2014 University of Greenwich at Medway

2 Graham Razey Chair of the CLPP Strategy Group Welcome and key notices

3 Professor Simon Jarvis Deputy Vice-Chancellor (Academic Development) University of Greenwich Opening address

4 Graham Razey & Will Calver Chair of the CLPP Strategy Group Chair of the CLPP Operational Group Introduction to the Care Leaver Progression Partnership

5 The Care Leaver Progression Partnership is a collective of 19 organisations in Kent and Medway, joined in commitment to improve the post-16 education and training experience for local children in care and care leavers. Strategic and Operational ‘DMS’ Groups Task and finish sub-groups for issues: pre-16 support, transition & tracking, careers & employment Keen interest in enhanced data capture to inform and improve practice

6 Working with Emotion Will Calver, Access & Partnerships Manager

7 The DMS working group consists of representatives from 6 further education colleges, 5 universities, 1 private training provider and the 2 Local Authorities Our aim is to enhance the participation, achievement, retention and progression of care leavers We deliver specific interventions such as: mentoring; IAG support; PEP Collaboration; Personal Tutoring Chair of the Designated Member of Staff working group in Kent and Medway

8 The Entitlements Enquiry Summary Report with Recommendations November 2013 Page 18- “I appreciate financial help and I don’t mean to be ungrateful, but I would rather have emotional support as I grow up and become independent, rather than having money thrown at me when I don’t deserve it” (Care leaver)

9 Supporting care experienced young people to manage their emotions? What percentage of care experienced young people would like/need support to manage their emotions? Who has responsibility to ensure that emotions do not become a barrier to achievement for care experienced young people? How can the institution I work for support care leavers to manage their emotions if they are hindering participation and success? Should the Government have an overview (statistics) on the number of care experienced young people who need emotional support? Should care experienced young people have an entitlement to be supported to manage their emotions?

10 Kate Cairns CEO of Kate Cairns Associates Keynote lecture

11 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Attachment Aware Settings... knowledge that changes lives A systemic approach to enable schools, colleges and other settings to make cultural change to meet the needs of vulnerable young people and improve outcomes A flexible approach provided and managed by the local service to meet local needs and integrate with local resources

12 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Vulnerable adolescents... knowledge that changes lives … need a safe setting with staff who understand the impact of unmet needs and what helps Attachment: the neuroscience of human development in infancy and adolescence Trauma: the impact of toxic stress on development and learning Resilience: a systemic approach to improving outcomes

13 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 An Attachment Aware setting... knowledge that changes lives … with every aspect of experience supporting social and emotional functionality The physical environment Routines and rituals Discipline processes and procedures Team work and staff care Relationships with parents and the wider community

14 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 And trauma-informed practice... knowledge that changes lives … with staff able to develop and build on understanding of attachment, trauma and resilience Connected learning providing varied resources and multiple points of entry for staff learning Face-to-face training, practice tools, articles, e-learning Potential for interest groups and learning across settings for staff development

15 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 This approach... knowledge that changes lives Is not rigid or one-size-fits-all Can make use of an array of resources, tools, training and consultancy Enables decision-makers to tailor a strategy that fits with local needs and aims Promotes joined-up working between different stakeholders

16 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Links to national agendas... knowledge that changes lives … such as the Sutton Trust / EEF research and toolkit Joins trauma-informed practice to evidence of approaches that improve outcomes Enables settings to make informed interventions Aids evaluation of interventions for future planning and for inspection

17 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Evidence-based practice tools... knowledge that changes lives … phased interventions / emotion coaching / resilience mapping Enable staff to develop effective responses to behaviour Whole-staff training Connected learning, with online resources and e-learning modules Follow-up consultancy and team- around-the-child training

18 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 1: Stoke-on-Trent knowledge that changes lives Commissioned by the Virtual School in Stoke Working in partnership with the Educational Psychology and CAMHS services Training delivered to schools and colleges in Stoke or attended by children and young people in the care of Stoke

19 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 1: Scope and reach knowledge that changes lives All schools and colleges offered training and consultancy – EPS delivers whole school training to any school wanting an EP service (at a cost for training of one pupil premium) Some schools and colleges host conferences – KCA delivers larger conference-style events for invited audiences – EPS follows up with consultancy

20 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 1: Infrastructure knowledge that changes lives Online participant registration, including automated capacity and deadline management Customer secure log-in for real- time registration information Pre-training questionnaire update for participants: venue, arrangements, etc. Post-course evaluation Online resources: e-learning, articles, practice tools, etc.

21 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 1: Resources knowledge that changes lives KCA practice tools, articles, web- links, book-lists all automatically available to all participants after face-to-face training Stoke-on-Trent resources uploaded by EPS and VS E-learning provided for all participants, with possibility of mentoring provided within school or by EPS

22 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 1: Evaluation knowledge that changes lives Stakeholder group established to review the programme Full review at end of year one very positive EPS set up structured evaluation to demonstrate outcomes across range of variables for years Head of VS reports participant feedback “100% positive”

23 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 2: Leicestershire knowledge that changes lives Commissioned by the Virtual School in Leicestershire Fully managed partnership programme Ignition conferences and subsequent workshops for participating schools Review informed by full reporting from KCA

24 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 2: Scope and reach knowledge that changes lives In year 1: Ignition conferences to reach all designated teachers – Delivered by KCA – Pre- and post-course evaluation and management – Pre-course publicity Two workshops (ten events) for staff choosing to participate in programme – Delivered across two terms by KCA

25 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 2: Evaluation knowledge that changes lives Summative conference with report back by participating settings Schools reported transformative cultural changes Full review at end of year one very positive Ongoing structured evaluation being set up to demonstrate outcomes

26 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 3: Nottinghamshire knowledge that changes lives Commissioned by Virtual School in Nottinghamshire Fully managed partnership programme Large ignition conference Series of different subject workshops across two terms open to all schools – subjects chosen at ignition conference

27 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case study 3: Scope and reach knowledge that changes lives In year 1: Ignition conference to reach all designated teachers – Delivered by KCA – Pre- and post-course evaluation and management – Pre-course publicity Five workshops (ten events) for school staff – Delivered across two terms by KCA

28 Bronze 876 Metallic or 1675 U #B , 120, 83 Greys (5-darkest) -#33351, 51, 51 Faded Bronze 873 Metallic 464 U #907F5C144, 127, 92 Teal 5483 U# , 118, 118 Greys (4-darker) 425 U#666102, 102, 102 Greys (3-mid) 421 U#C6C6C6198, 198, 198 Greys (2-lighter) -#eaeaea234, 234, 234 Greys (1-lightest) -#f3f3f3243, 243, 243 Case Study 3: Workshops knowledge that changes lives Workshops chosen by settings running twice across two terms: Understanding trauma Making best use of pupil premium Foetal alcohol exposure Self-harming behaviours Behaviour and the physical environment

29 Edward Timpson MP Parliamentary Under Secretary of State for Children and Families Qualification launch LASER Level 3 Award in Supporting Young People Leaving Care in Post-16 Education

30 Kate Cairns, Graham Razey and Lynne Walker Chaired by Will Calver Question and Answer Session

31 Working with Emotion Supporting care leavers in education and training 4 June 2014 University of Greenwich at Medway

32 Scott King Care leaver and social work student Canterbury Christ Church University Care leaver perspective

33 Graham Razey Chair of the CLPP Strategy Group Plenary

34 Afternoon workshops Session One Workshop One Room P227 Funding within post 16 for supporting care leavers Workshop Two Room P130 Understanding post-16 education and training Workshop Three Room J118 Understanding the virtual school and leaving care services Workshop Four Room P235 Best practice for supporting care leavers in further and higher education Workshop Five Room P134 Breaking down the barriers: the challenges that children and young people into care Session Two Workshop Four Room P235 Best practice for supporting care leavers in further and higher education Workshop Five Room P134 Breaking down the barriers: the challenges that children and young people into care Workshop Six Room P227 Communication skills in helping relationships Workshop Seven Room J123 Sticky transitions - how to smooth the way between school, college and university Workshop Eight Room J118 Re-engaging young people who are NEET Workshop Nine Room P130 Moving from education into employment with/or training Thank you for attending Safe journey home


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