1. Barnet’s approach to increasing participation and reducing NEET

2. Background Barnet Introduction of RPA from 2013
largest London borough by population and continuing to grow
increasingly diverse, currently 36% BME
Introduction of RPA from 2013
responsibilities to track all young people until 18
2013: very high numbers of ‘not known’
need to increase participation, reduce NEET and ‘not known’
adopted a range of strategies

3. Strategies and actions used:1
Collection of Data
created a climate of shared responsibility for data with the schools and colleges
used social media as a mechanism for advisers to keep in touch with young people
Identification of those at Risk of NEET
Risk Of NEET Indicator (RONI) introduced 2012
LA uses RONI to identify Y11 potential non-participators for each school
schools remove those they consider not to be at risk and add any they have identified, but not caught through RONI
schools engaged – good response

4. Strategies and actions: 2
Support at Transition
transition co-ordinator appointed to work with RONI cohort
mentoring support from voluntary sector agency for those most at risk
2013 cohort
215 identified at risk of NEET
January were EET
September were still in EET
Developing new provision
collaborative 6th Form
support for new re-motivational programmes
support for new transition programme for SEN

5. Opportunities for Young People
Transformation Challenge Award Funding
4 pilot schools, plus Barnet & Southgate College
Shared project with LB Ealing to reduce NEETs by:
developing an enhanced RONI (years 9-11) to allow for planned
interventions at an earlier stage.
- establishing a personalised support programme
developing embedded approaches to employability within
schools that will enable all students, including those RON to
have real exposure to work place experiences
identifying gaps and barriers to successful transition at end of Year 11
pump prime some re-motivational programmes as part of a pathway to mainstream provision

6. Challenges
Early intervention and identification of those ‘at risk’, especially tackling unauthorised absence
ensuring Y11-12 transition planning starts as soon as possible
ensuring effective involvement and engagement of families. Schools would like more parental involvement from year 7 and see that as having an impact on the students
securing continued funding for interventions and re-motivational programmes.
Keeping up the momentum