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Work & Learning in the Integrated Support Pathway  The Role of the Work & Learning Service  The Role of Housing Support Providers Emma Gilbert.

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Presentation on theme: "Work & Learning in the Integrated Support Pathway  The Role of the Work & Learning Service  The Role of Housing Support Providers Emma Gilbert."— Presentation transcript:

1 Work & Learning in the Integrated Support Pathway  The Role of the Work & Learning Service  The Role of Housing Support Providers Emma Gilbert

2 Work and Learning Service Aim: Facilitate progression through the ISP by  providing access to adult learning, training and work opportunities;  to provide ongoing support around sustaining employment and/or mainstream learning for a specified period;  to signpost to other work or learning progression paths as appropriate

3 Work & Learning Service

4 Step By Step  The provision of one to one basic skills training and qualifications to homeless people with an identified basic skills support need  facilitate/support progression into mainstream services  Provide training to project staff in adult learner support and embedding basic skills;  Support development of informal learning activities within hostels/projects  Carry out Basic Skills Mapping within hostels

5 New Steine Mews Life Skills  The provision of a six-week resettlement focused Life Skills Programme  delivered through structured sessions, group work, goal setting, action planning and reviews  aims to equip clients with the practical and soft skills needed to live relatively independently, and maximise their potential in overcoming barriers to social inclusion

6 Business Action on Homelessness – Work Skills  To prepare homeless people for the world of work through business-led training programmes;  To provide/facilitate work placements with local businesses;  To open up job and placement opportunities with local businesses across a range of skills sectors;  To provide ongoing job search support and aid employment sustainability through a Job Support Network and Job Coaching service

7 Referrals Basic Skills Project  Referrals will primarily come from Bands 2 and 3 for Assessment and Individual learning programmes.  Limited follow-up support for 6 month period available to clients who progress into mainstream learning from Step by Step regardless of Band  Referrals from Bands 4 and 5 will be on an intervention basis if learning or employment is at risk.

8 Referrals Life Skills Project Priority will be given to referrals  from Band 2 as successful completion of the course forms part of the assessment criteria for move on into Band 3 accommodation;  from Band 3 as successful completion of the course is one of the eligibility criteria for priority banding under the Special Scheme Rules for Choice Based Letting, and assessment for move on into Band 4;  Referrals from Bands 4/5 will only be accepted in exceptional circumstances if Floating Support, Peer Support or Crisis Intervention services have been unable to meet the client need and tenancy is at risk

9 Referrals Work Skills Project  Referrals will primarily come from clients in Bands 3 and 4 but can be made from Band 2 when appropriate.  Clients taking up the Job Support Network or Job Coach service will receive ongoing support for a six month period.  All clients attending the programme will receive limited support under the tracking system for an 18 month period regardless of what band they are in.  BAOH will refer employed clients experiencing difficulties into the Working Support Service (Brighton YMCA)

10 Role of Providers Engagement Engagement in work and learning includes meaningful and social activities that embed basic skills, develops soft skills such as confidence, motivation, self-esteem, social skills; impart practical daily living skills needed to live independently, as well as the harder outcomes such as gaining paid or unpaid employment or attending mainstream learning/training

11 Role of providers  Work and learning is already firmly embedded in support practices as part of the keyworking role, and through the range of informal learning activities being carried out in projects  Meeting the engagement targets will be about evidencing the work providers do with clients to meet their work and learning needs through keyworking; informal learning activities; and supporting access to progression pathways

12 Targets  Providers agreed that all clients should have the opportunity to discuss their work and learning needs/aspirations regardless of age or level of support need but that ability and rate of progression will vary greatly  55% level of engagement with work and learning (or meaningful activity) for Bands 2 and 3 to reflect complexity of needs of clients in these services  Higher levels of engagement anticipated for Bands 4 and 5 (65%) as clients can focus on maintaining their independence and achieving their potential through learning, training and employment

13 Delivery  All clients should have work and learning included in their individual support and action planning process  For new clients a discussion about work and learning should happen within the initial induction period after moving in, and become a regular feature of their support and review process thereafter  Existing clients should have work and learning as a standing agenda item in their support plan and progress monitored regularly through support sessions and review meetings

14 Delivery  Basic Skills Initial Assessments can be carried out with clients at the earliest opportunity. Completion is voluntary but it is hoped that these assessments will become part of the initial assessment process.  Work skills scan in development  Work and learning needs should be discussed as a specific area when considering transfer, resettlement or move-on into independent living  Work and learning needs should be discussed when sustaining a tenancy, employment or college is at risk. Referrals can be made to the Peer Support Service, Working Client Support, Crisis Intervention or BAOH/Step by Step if a previous client is within tracking period.

15 Evidencing Engagement  Notes/action plans/attendance from keyworker sessions  Support Action Plan reviews  Increased levels of engagement in daily living skills, identified activities, tasks etc  Evidence of self-motivation eg keeping appointments; completing set tasks, feeding back to key worker  Record of regular attendance/participation in groups/sessions/activities  Record of participation in Service User Involvement activities eg house meetings, activities, focus groups

16 Evidencing Engagement  Personal record of achievement  Portfolio/product evidence  Certificates  Soft Outcome Tools eg “I Can”; DCLG  Evidence of engagement with external services eg attendance records, notes of meetings, learning plans, reviews etc  Gaining paid or unpaid employment  Involvement in peer support activities  Accessing social activities/networks (this list is not exhaustive )

17 Move On Incentives Move-On from Band 2 to Band 3 will be prioritised to clients who can evidence the following:  Completion of an approved Life Skills Programme Approved Programmes are: New Steine Mews Life Skills Programme; Brighton and Hove Youth Award Learning Power Award Level One or Nacro E2E/Getting Connected Programme if in conjunction with specific sessions covering Move On Options; Maintaining a Tenancy, Rights & Responsibilities) (Exceptions will be considered if a client has attended a structured day programme as part of a Substance Misuse Service within the 9 month license period; or if life skills was not an identified support need and evidence of ability to live independently is provided)  Evidence of sufficient literacy skills to live independently or gaining learning support to do so (level one or above)  Evidence of engaging in structured activity on a regular basis

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