1.  Our journey  Support in Place  Issues  Way forward College care leavers and the FE Quality Mark

2. Our journey College profile :  22.000 students over 5 campuses  70 nationalities and 100 languages  Wide range of socio-economic backgrounds Learners in Care & Care leavers: From a Looked After Children Protocol To the Frank Buttle Trust FE Quality Mark

3. Support in place: Staffing LAC mentor/co-ordinator alongside  Safeguarding officers  Counsellors and Welfare advisers  Student mentors  Student Fund administrators  Careers and course advisers  Connexions PAs

4. Support in place: Structure Pre-entry:  Taster sessions on request  Pre-entry careers/course advice  Priority interview and assessment  LAC mentor & line manager as key contacts for queries from Social Services and College staff

5. Support in place: Structure On course and pre-exit:  1-2-1 mentoring with action planning  Drop in service for quick queries  Monthly workshops and Newsletter  Meetings with tutors/social workers  Referrals to internal/external services Focus on achievement, building confidence and raising aspirations

6. Issues Identification of learners in care  Tick box on Application/Enrolment form  College staff referrals  Social Services Late notification Range of Social Services involved  Networking  Different systems in place

7. Way forward  Internal Marketing of Service  Staff training to raise awareness  Further development of LAC ID recording system  A London wide or national approach?  Introduction of web based networking forum for participating FE Colleges?

8. Frank Buttle Trust Further Education Quality Mark

9. Why The FBT Quality Mark? Gives a framework to measure the quality of Care Leavers provision Provides partners with external evidence of provision for care leavers Raises profile of Care Leavers amongst staff Assures College management of sustainable strategy for Care Leavers 13/09/2015John Wheatley College9

10. 1013/09/2015 Key Issues for our Care leavers Chaotic home situations School refusers Very low if any formal attainment Measures of supervision including Youth Justice Carer responsibilities Low self esteem Limited citizenship skills

11. John Wheatley College 1113/09/2015 College Objectives Re-engagement with both informal and formal education Innovative curriculum design Range of Learning/Teaching approaches Core skills qualifications Personal and Social development Vocational tasters Wrap round Support Progression and achievement

12. Challenges Oh No not another audit! Working with UK Standard Integrating approach into the existing College self evaluation strategy Standard we are working with tailored to Scottish FE 13/09/2015John Wheatley College12

13. John Wheatley College 8 13/09/2015 Successful integrated strategy Referral stage Social Services Local Schools Youth Justice Ongoing curriculum delivery Community Health Partnership LAAC nurse and psychologist Social Services Pre - exit Care Leavers Employment Service Careers Scotland Local Regeneration Agency 13

14. Overall review QM adds value to our system QM criteria helps identify gaps in our provision Successful and effective promotion of our services John Wheatley College 1413/09/2015

15. Neath Port Talbot College Frank Buttle Quality Award for Further Education

16. What We Had Before?  Good working relationships with the LACE Coordinator and the Leaving Care Team;  A Protocol between the College and the Leaving Care Team;  A member of the teaching staff to liaise with the LACE Coordinator;  Limited information relating to these learners entering the College;  Taster sessions to enable these learners to become familiar with the College;  Awareness raising for staff on the needs and barriers that these learners have;

17. What We Have Now?  Excellent working relationships with the LACE and Leaving Care Team;  A non-teaching member of staff as the designated person based in Student Services;  Robust information sharing practices which maintain confidentiality;  A comprehensive job description for the designated person;  Targeted financial support and fast tracking of enrolment payments;  Effective tracking of recruitment, retention, attainment and progression;

18. What Are The Benefits? AA workforce that has a greater understanding of the needs of this group of learners; AAn enhanced support system for Looked After Children and Care Leavers; AA wider support network of professionals to call upon; AA more diverse set of documentation to promote the support and services available; TThe award of the Quality Mark to promote the support on offer at the College; LLLLearners who are happy, successful and progressing in their programmes of study.

20. COLEG GLAN HAFREN Cardiff Transforming lives by placing learners first Frank Buttle Trust Quality Mark for Further Education

21. One of 3 colleges selected by Colegau Cymru ( Colleges Wales) for the FBT Q Mark Pilot because of our commitment to student support: Estyn awarded grade 1 in 2008 for Outstanding support and care of students Wide range of courses, qualifications and experiences available to 16-19 years olds, adults and 14-16 year olds. How did we become involved?

22. 3 Awards in the last 8 years for Careers & HE Quality Provision National Awards gained in recent years from Colleges Wales: Shortlisted for Student Support award in 2009 Winners of awards for managing vocational excellence to prepare learners for industry and the workplace in 2009 Winners of award for Returning to and Widening the Scope of Learning in 2010

23. Coleg Glan Hafren Project Plan Strong features which met the criteria for the FBT Q Mark: Partnership working with local agencies, eg Careers Wales Learning Coaches and local Leaving Care Team (LACS, Care Leavers, Unaccompanied Asylum Seekers) Taster days especially for LACs and their social workers, including information sessions on range of support available Well established Central Admissions process which ensure unbiased guidance and student centres process to ensure the best match for level of study

24. Using the FBT QM to develop existing practice Cap on funding prevented growth so a new course could only be created by closing 2 profitable, grade 1 courses in Hair & Beauty Faculty Head worked with local Leaving Care Manager and Careers Wales Learning Coaches to explore barriers faced by LACs and Care Leavers Consulting and planning process took a year, which resulted in A new flexible course with very specialist tutor support Contributed to FBT QM as this course redirection significantly required SMT buy in

25. 5 days – Roll on roll off Monday - Reward Day; Tuesday – Thursday: Essential skills, Employability Skills, Welsh, and Tutorial activities including one- to-one sessions. Friday - Vocational Day - Auto, Hairdressing or Beauty. Few holidays Same behavioural standards required as for other students at the college Weekly 2 way link with the social worker New culture in the college of measuring success: Outcomes and Progression for individuals rather than on course completion at the end of the year.

26. Essential Skills in ICT, Numeracy, Literacy Employability Skills Wider Key Skills including WWO, PS and IOL Welsh Entry 3 Introduction to the Hair and Beauty sector Entry to Vocational Studies in Auto All these qualifications will help the learner gain confidence, increase their life skills and give an insight to vocational careers that are available.

27. Benefits of FBT Q Mark A comprehensive framework against which to measure our provision for LACs/Care Leavers Raised awareness at College: senior management participation but also across committees eg Student Support, Equal Opps, Staff Development etc The Q Mark is on our website, along with an article about our good practice in supporting LACS/Care Leavers Recognised by ESTYN Strengthened links with key partners, especially LACE team, other colleges, Social Services outside Cardiff A catalyst to share best practice