Designated Teacher Briefing March 2018 Updates: DfE Ofsted - - PowerPoint PPT Presentation

Virtual School Designated Teacher Briefing

March 2018

Updates: DfE Ofsted Virtual School

New Guidance issued

Revised Statutory Guidance- February 2018

• Sections 1 to 7 of the Children and Social Work Act 2017 made

changes to the legislative framework for CLA and previously-looked after children, and care leavers

• Sections 4 to 7 expand the role of VSHs and designated teachers to

include certain previously looked-after children (those who left care through adoption, special guardianship or child arrangement orders or were adopted from state care outside England and Wales).

• Revised guidance reflects VSH and designated teachers new role and

developments in policy, research and practice for these young people.

• The new duties for VSH and designated teachers will come in to force

from September 2018. https://www.gov.uk/government/publications/designated-teacher-for- looked-after-children https://www.gov.uk/government/publications/promoting-the-education-of- looked-after-children

Levelling up Opportunity

• A plan to improve social

mobility through education

• Ambition to tackle injustice

at each life stage:

• Close the ‘word ‘gap in

Early Years

• Close the attainment gap
• High quality post-16

education

• Rewarding careers

https://www.gov.uk/government/.../improving-social-mobility-through-education

Ofsted Update

Ofsted Update

• From Jan 1st.
• For good schools, the way inspections can be conducted

has changed. The focus of this is around the timing of inspections over 3-5 years.

• 1 day inspection and deemed good then there can be 3-

5 years before the next inspection.

• 1 day converts to 2 day because of concerns. Next

inspection depends on outcome.

• 1 day does not convert but there are concerns = letter

stating a S5 inspection in the future.

• 1 day does not convert but there is a sense the school is

better = letter and a S5 inspection within 2 years.

OFSTED and Early Years

• OFSTED are interested in Early Years PEPs.
• Good Level of Development and the steps taken to

achieve this or plan for this.

• High expectations and aspiration for the children among

staff.

Virtual School

The Bright Spots Survey: Working with Coram Voice and the University of Bristol to improve the wellbeing of children and young people in care by identifying and promoting practices that have a positive influence

• n them.

– Now Live – Humble apologies for the short notice! The CLASEF: – Part 3 now due on 25th May 2018 – A revised and streamlined version will be available from September 2018. – Colleagues in Ofsted have welcomed the CLASEF

Transition: From Primary to Secondary

Katharine Passmore (Virtual School Phase Lead for Primary)

Transitions

• From pre – school settings to Reception
• From Primary to Secondary
• Hold joint PEP meetings in Summer Term
• Enhanced transition between Primary and

Secondary following last year’s pilot

Lifelong Links

Katie Jolly (Lead coordinator Lifelong Links)

Hertfordshire Family Group Conference Lifelong Links

Finding family connections for children and young people in the care system

Ben Carr Katie Jolly Family Group Conference Manager Lead Lifelong Links Family Group Conference Coordinator (Independent)

Question…?

• How many connections to family and friends do you

think you have?

• What support do they offer?
• What are the outcomes for children growing up in long

term care?

Headlines

• ‘Relationships and long term social connection is the

cornerstone to child and family welfare.’

Isabelle Trowler, Chief Social Worker for Children and Families, Putting Children First, DfE, July 2016

• ‘The greatest failing of the care system … is it too
• ften breaks, rather than builds, relationships for

children in or on the edge of care,’ Care Inquiry

2013

• ‘The single factor most closely associated with

positive outcomes for children is meaningful, lifelong connections to family.’ www.familyfinding.org

The reality

Children aged 10 to 17 years are the single biggest age group of looked after children. They are also the age group most likely to be subject to multiple

• placements. This instability has multiple impacts on

young people:

• some cease to invest in building relationships with their

new carers, thus inadvertently sabotaging the placement

• many use social media to search for relatives putting

themselves at risk of further rejection or abuse

• the confused identity of young people in care can lead to

them making attempts to run away from care

When young people leave care they often…

• lack informal support networks to fall back on

emotionally and economically

• attempt to return to their families, in an unplanned

way

• too often this can result in loneliness, isolation,

self-destructive behaviours, homelessness, vulnerability to exploitation, poorer educational and economic opportunities and teenage pregnancy

• and a mismatch between the people who young

people leaving care think are key kin and those who social workers identity

What is Lifelong Links

• to improve outcomes, the DfE Innovation Programme has

funded a three year trial in the UK called Lifelong Links

• Lifelong Links is based on the USA Family Finding model

and Family Group Conferencing from New Zealand

• Lifelong Links aims to identify between 30 - 40 individuals

who have a connection to the child and bring them together into a Family Group Conference, so that a plan of support can be put together for the child / young person…

• …so that they can offer a lifelong commitment of positive

support, provide an explanation of historical events, and reinforce identity, belonging and a sense of self for the child

The trial’s aims

• to increase the number of supportive, lasting

relationships for children in care

• reduce the number of placement breakdowns
• improve emotional and mental wellbeing
• improve educational engagement and attainment
• reduce incidents of running away
• reduce harmful and risky behaviours including

substance misuse, self-harm and criminal activity

• improve long term outcomes for children leaving care

including an increase in training and employment and reduced likelihood of their own child being removed

US Family Finding evaluations - key findings

• Iowa found that a significant number of young people

receiving family finding services achieved relational permanence (81%) (long term connections)

• San Francisco project found that 50% of children new to

care and offered family finding had no placement changes compared to 33% for the control group (placement stability)

• Orange County, Florida identified that:

– 99% of children learned more about their family – 97% had increased contact – 89% developed life-long connections

UK Lifelong Links in 2017

Family Rights Group and local authorities have developed a Lifelong Links model in 9 sites across the UK, of which Hertfordshire is one The following criteria for offering Lifelong Links applies: 1. child or young person is under 16 2. has been in the care system for under 3 years, accommodated under section 20 or full care order 3. no plan for adoption, return to parents or be placed with wider family In Hertfordshire we currently have 130 children and young people who fit this criteria and we are looking to offer the service to 65 of these in 2017/18, 75 in 2018/19 and 85 in 2019/20

Hertfordshire case study

Background

• Tom is 12, lives in Hertfordshire, settled at mainstream secondary school
• Tom was accommodated into local authority (LA) foster care in May 2015

under section 20, then under Interim Care Order in December 2015

• LA applied for Full Care Order, which was granted June 2016, supported

by mum

• Tom is now on his Fourth Placement
• nly family known to services pre Lifelong Links: mum, maternal

grandmother, great aunt, uncle & half-brother on dad’s side

• mum did not want LA to approach maternal grandmother due to age & ill-

health; she said there were no other family members involved (at the time

• f proceedings)
• parents both died of substance misuse, mum in late 2016, dad in 2010
• family came forward for contact at mum’s funeral

Hertfordshire case study

• we met for five sessions,

focussing mainly on mobility mapping

• Tom was very engaged and

happy to work with me

• has good recall about

homes & school, but limited information about family

• also met deputy head and

mentor

• network search snowballed

from meetings with maternal uncle, aunt & cousins in Suffolk & great aunt in Hertfordshire

Family tree before search

Hertfordshire case study

Tom’s family tree (maternal grandfather) after search

Hertfordshire case study

Tom’s family tree (maternal grandmother) Tom’s paternal family tree

Hertfordshire case study

• mapped 80+ members from maternal family and 6 from

paternal family, in Suffolk, north London and Hertfordshire

• 39 family members attended the Family Group Conference in

May

• the family, with support of Lifelong Links coordinator and

social work team manager, made a family plan which included

• ffers of support….

from birthday & Christmas cards & gifts, tea & homework visits, family gatherings, days out to theme park, holiday stays & work on allotment!

• family acknowledge their role in helping Tom learn about his

family and will promote this when he spends time with them

• to date, Tom has spent time with maternal grandmother &

great aunt and had unsupervised visits with maternal cousin & family

Hertfordshire case study - implementation & review

• LL coordinator, FGC manager, social worker and IRO met

the following week to discuss implementation of the plan

• possible alternative carers were discussed (as something

they had expressed during meetings with the LL coordinator) and the social worker made plans to visit them

• key people from maternal and paternal family were

identified as being the main contacts for the family, to start to take the plan forward

• agreed these would be invited to the review LL-FGC in mid

July

• agreed that the FGC plan would be taken forward at next

CLA review

Hertfordshire Lifelong Links process

1. Case identification 2. Discussion 3. Consent 4. Referral 5. Initial planning meeting 6. Network discovery & mapping 7. Midway update/planning meeting 8. Establish/engage network 9. Update young person & carer

• 10. LL-FGC preparation
• 11. Lifelong Links Family Group Conference
• 12. Implementation & review of LL-FGC plan

• 1. Case identification

potential young person identified by: self-referral, professionals, foster carers, LCS reports

• 2. Discussion

social worker contacts FGC manager to discuss if young person meets criteria and consent requirements

• 3. Consent

 social worker visits young person to discuss lifelong links and gain consent to proceed, depending on age appropriateness  social worker seeks consent from all those with parental responsibility (parents/local authority)

• 4. Referral

Decision made to proceed to initial planning meeting  LCS referral completed by social worker & sent to FGC service with chronology  LL coordinator allocated by FGC service, within 5 days of receiving referral  relevant people identified for initial planning meeting: referring social worker/supervising social worker/LL coordinator

To make a referral on LCS, see page 4 of the Lifelong Links flow chart

• 5. Initial planning meeting

LL coordinator convenes meeting with social worker, FGC manager & supervising social worker, IRO & carer invited, to consider:  suitability and needs of young person  identify key objectives for young person & gain views of current placement  any constraints on family engagement/risk issues  participation and support needs of young person and how they will be assisted to prepare for Lifelong Links work  any ongoing consent issues  identification of any potential network members  identify timescales & actions  agree information that can be shared with young person and network Collective agreement to proceed.

• 6. Network discovery & mapping

LL coordinator starts network search with young person, professionals & family  discusses LL with young person and their agreement to the process  completes youth connectedness tool with young person  drawing on this information maps young person’s current network (using genogram)  maps historical network using range of tools (e.g. mobility mapping)  contacts parents/professionals for further information if appropriate  undertake deep file search (LCS)  maps wider network using online search tools  as network is discovered LL coordinator works with social worker and young person to agree engagement phase of the work

• 7. Midway update/planning meeting

LL coordinator and social worker meet to discuss:  progress of LL work & any placement issues  concerns raised by direct work with young person or through network search  review support needs of young person and carer  agree provisional date & plan for FGC  agree engagement plan of how the wider network can be engaged  process for risk identification and assessment of attendees  complete FGC report/questions & ‘Aspirations Report’

• 8. Establish/engage network

LL coordinator contacts and engages the network  starting usually with the parent(s)  shares agreed information about young person’s situation  continues to map the young person’s network  assess commitments to engage and likely supports to be offered  shares information about how the process will proceed  discusses date for FGC Feeds back to social worker on progress of search, identified persons, risk issues, alternative carers, practical considerations for FGC.

• 9. Update young person & carer

LL coordinator shares information with young person and helps prepare them for FGC  discusses network members found and young person’s views as to engagement  shares offers of support & ascertains wishes regarding proceeding to FGC  confirms the focus and wishes of the young person for the meeting  agrees who will be attending & if photographs can be taken  agrees what information can be shared and what is confidential  listens to any concerns and confirms measures to keep young person safe  confirms any preparation/mediation/reconciliation work required within the network prior to the meeting

• 10. LL-FGC preparation

LL coordinator books venue, sends invite letters,

• rders refreshments, prepares flip chart & other

paperwork, name badges, camera etc. LL coordinator discusses with social worker what information they need to prepare for the family.

• 11. Lifelong Links Family Group

Conference

The identified network meets together through a family group conference to make a plan for the young person. The FGC follows three stages: 1. Information giving: agencies, family network and the young person present their wishes for the young person's future and offer commitments of support. 2. Private family time: the young person and the identified network meet privately to develop a plan together. 3. Agreeing the plan: the agency and family come back together to consider and agree the plan of support for the young person. LL coordinator writes up young person’s plan which is distributed within 5 working days to the young person, social worker, IRO and network.

• 12. LL-FGC plan - implementation

& review

Within one week of the FGC, the LL coordinator and FGC manager meet with the social worker and IRO to agree next steps.  the plan is integrated into the young person’s care plan and later pathway plan  with the agreement of the young person and agency, some key family members are invited to future planning meetings LL coordinator visits young person within two weeks of FGC to go through plan, next steps and handover gifts and photographs. LL coordinator meets with young person three months after the LL-FGC:  to complete the post youth connectedness scale  to ask whether the young person wishes to have a review LL-FGC Plan is reviewed to ensure it is meeting the young person’s needs  within the statutory reviewing process  the young person and family can choose to have a review FGC.

What now………..

1. think about the children and young people you work with who fit the criteria (under 16, less than 3 years in care, no plan to return home or for adoption) 2. discuss with your line manager about progressing a referral to Lifelong Links 3. call Katie Jolly 07821 011060 or Ben Carr 01992 588346 / x28346 to discuss ben.carr@hertfordshire.gov.uk

PP+ - Evaluating Impact (CLA SEF)

Mike Moss (Deputy Head, Simon Balle School)

Student A Yr 1 1-1 tutor for numeracy 1-1 tutor for literacy 1-1 tutor for phonics

Resources £47.98

Play Aloud Oct: £28.99 Nov: £20.44 Dec: £21.06 1-1 tutor (Jan 18) 3 hours p/w Student B Yr 8 ipad insurance £26 Textiles/Tech £11 Literacy Support EW 26/09/17 30 mins per week

Music £88 per term

6th form tutor Maths 08.01.18 Numeracy support KL 04.01.18 Ipad case £13.99

Guitar and case £330

Intervention Staff

Update on SDQs

Andrew Martin (Virtual School Phase Lead for Secondary)

Update on SDQs

• To ensure that every child over the age of 4 who becomes looked after has an SDQ

completed by their second CLA Review.

• To ensure that all children looked after who are identified as needing a therapeutic

input (Score of 15 or over) are offered the right support in a timely way. Consideration should be given to making a CAMHS referral at this point.

• To ensure that SDQ scores are not only collected from the parent / carer, but also

from the young person themselves and the designated teacher within the child’s education setting.

• To ensure that an accurate up to date measurement of emotional and behavioural

health is considered when care planning, ie: at every Review Health Assessment (RHA); CLA Review and Personal Education Planning (PEP) Meeting.

• To ensure SDQ scores are actively used as one form of measuring outcomes for

children looked after.

Update on SDQs

SDQ details are also to be recorded as part of the child’s PEP. SDQs and the ePEP system (www.welfarecall.com):

• Tab 1 is the responsibility of the Social Worker for completion.
• Q33 and 34 require information regarding the young person’s wellbeing and SDQ

score.

• If Q33 is blank, check that SDQ scores are on LCS. Then complete on ePEP as
• available. The ePEP has space for the last 3 SDQ scores.
• Q34 requires a commentary: A score of more than 14 (15-30) is considered
• utside of the normal range and indicative of further need. This may not necessarily

be a referral to CAMHS but an analysis of the questionnaire (available on ICS) to see which responses have generated the higher score may be helpful.

Families First and an Introduction to Motivational Interviewing

Sue Chapman (Families First Partnership and Implementation Manager)

Aims of the Presentation

• Provide an overview of Families First
• Share headline data
• Dispel some common myths
• Consider how to use the Continuum of Needs in your practice
• Provide an opportunity for reflection and questions

Help! This family’s needs cannot be met by our service alone but I know they will not meet the threshold for social care. How do I help them access the additional support they need?

The case for change

• £269m+ annually is estimated cost of

late intervention in Hertfordshire

• Fragmented services
• Unclear ‘Offer’ requiring stronger

identity

• Limited evidence of impact
• Focused on individuals rather than

families

• Strong national and local appetite for

developing non-statutory early support for families, supported by growing evidence of impact – Troubled Families Phase 2

What is Families First?

A whole system, multi- agency response to supporting family outcomes at a local level, by bringing together organisations who provide early help services under one “umbrella” of consistent practice and clearer processes.

What are the aims of Families First?

• Provide support as early

as possible

• Needs led
• Based in and designed by

local communities to make the most of local resources

Families First Principles

• “Stronger Together”
• “Can do” approach
• Thinking differently, delivering services differently
• Getting it right for families, the first time
• Working with the whole family
• Empowering, focus on resilience and strengths
• Flexible and promote personal responsibility

Families First Portal

Families First Portal

www.hertfordshire.gov.uk/familiesfirst

Families First Portal- Practitioners’ Area

Username: EarlyHelp Password: earlyhelp

Families First Portal Families First Process

Families with emerging needs will be supported by a single agency.

The Families First Process

This process will be rolled out across the county in a phased approach by April 2017.

Request

• A request for support is made if a family needs more help than a single agency can provide

and they do not meet the social care threshold. Families and professionals will make this request through the Customer Service Centre. Alternatively the case could be stepped down from the Multi-Agency Safeguarding Hub (MASH).

FF Triage

• Families First Triage assesses the request for support and offers advice, guidance or

signposting.

• Sends to Triage Panel as appropriate.

Triage Panel

• Weekly multi-agency triage panel uses local knowledge to identify the most appropriate support

for the family.

Key Worker

• The family is allocated a Families First Keyworker (from any agency)
• The keyworker co-ordinates the support around the family.

Action & Impact

• Cases showing no progress are brought to the relevant monthly Families First Action & Impact

Meeting to discuss and progress.

Finding the right referral pathway

Start I want to refer a family that needs help

If you are aware of a family that lives in Hertfordshire and needs support, this toolkit enables you to make sure they receive the right kind of help. It asks a few simple questions about the family’s needs, existing support and your agency’s ability to engage with the family. It takes only a few minutes, and by the end of it you’ll know the support the family requires and who is best to deliver it.

Is the family already receiving help? Assessment

• f family’s

needs Family Registration Form Consent and Families First Assessment TAF & assign Keyworker Keyworker leads intervention Struggling to progress? Close

Back one step Back to start

Help !

Stuck? The orange help bubble will tell you who can help Need to go back a step? Use these buttons at the bottom right Jump to a specific section using the arrows at the top

Before you start, some things to consider

This toolkit is not for Safeguarding referrals. If you think a child is at risk of significant harm, report such concerns here. If you think a child is at risk of significant and immediate harm, call 999.

Implementation Groups

• Why have Implementation Groups?
• Ensure engagement from key partners: Stronger together
• Give strategic support to the hubs (linked to existing local

structures, including district Local Strategic Partnerships), enabling them to think differently and deliver services differently

• Provide accountability
• Collect and scrutinise the outcomes and impact
• Where are the Implementation Groups?
• Established in all Families First hubs (Watford and Three

Rivers is double district)

• When are the Implementation Groups?

– Locally agreed; often monthly initially evolving to quarterly

District Started (families ) UBB – 4 Years 5 – 9 Years 10 – 14 Years 15 – 17 Years Children (total) U18 Pop’n (2016) Per 10,000

• f U18

Pop’n Broxbourne 31 17 17 18 7 59 21,752 0.27 Dacorum 31 14 29 26 5 74 34,034 0.22 East Herts 20 15 14 13 6 48 32,541 0.15 Hertsmere 15 8 14 10 1 33 24,227 0.14 North Herts 34 23 29 23 14 89 29,061 0.31

• St. Albans

33 14 22 18 7 61 36,104 0.17 Stevenage 23 15 20 16 3 54 19,878 0.27 Three Rivers 12 6 10 7 2 25 21,112 0.12 Watford 22 10 19 15 3 47 23,308 0.20 Welwyn Hatfield 32 22 31 16 7 76 25,021 0.30 Total 253 144 205 162 55 566 267,038 0.21

• 1. Families First Assessment (FFA) started - July – September 2017 (Family

Assessments only)

64

Families First Portal Families First Process

• Staff to be aware of

Continuum of Needs and how to use it

• Links to FF Portal on

your website

• Change culture and

practice: Pastoral and SENCOs to ask key questions

• Workforce Shadowing
• Update and align your

safeguarding policies with FF Process

• Case discussion meetings to

consider Continuum of Needs and FF Process… Has family got FFA in place?

• Early Help Module training for

staff

MOTIVATIONAL INTERVIEWING

Motivational Interviewing

“a collaborative, person- centred form of guiding to elicit and strengthen motivation for change” O = Open questions A = Affirmations R = Reflective listening S = Summarizing

Motivational Interviewing

x3 2.5hr sessions to our partners with the aim to give them a broad introduction to a handful of Behaviour Change techniques known as Brief Interventions, MECC and Motivational Interviewing.

• 23rd March 1:00pm - 3:30pm Watford & Three Rivers
• 26th March 1:00pm - 12:30pm Dacorum & St. Albans
• 30th April 10:00am - 12:30pm Broxbourne & East Herts

www.hertfordshire.gov.uk/familiesfirst

Anyone who is trained on EHM can initiate a Families First Assessment. Triage is not the same as Triage Panels – the Triage Process happens first and if necessary the case is discussed at Triage Panel. Families First is not another team…

“we are all Families First”

Families First is not another service… it’s Hertfordshire’s brand for Early Help and includes approx. 8000 workers from a variety or existing early help services. EHM = Early Help Module, this is the name of multi- agency case management IT system used to record Families First Assessments (FFA) and Team Around the Family (TAF) meetings and Support Plans. Families First is not a single service, you cannot ‘refer a family’ to Families First… you can however make a ‘request for support’ which goes to Triage. Families First is NOT the new name for Thriving Families teams… these teams are now called Intensive Family Support teams (IFST).

Families First Myth Busting

Keep Yourself Up To Date

• Sign up to receive Families First News, the newsletter for all

professionals involved in early help in Hertfordshire: www.hertfordshirefamiliesfirst.org.uk

• Explore the Families First Portal, a online directory of services,

resources and training opportunities (including workforce shadowing) for all professionals involved in early help in Hertfordshire: www.hertfordshire.gov.uk/familiesfirst

Thank you

Any questions?

Sue.chapman@hertfordshire.gov.uk

Upcoming Training Opportunities

Thursday 19th April 2018: A morning of Professional Development for Teachers and Social Workers …with Sir John Jones Friday 27th April 2018: Foetal Alcohol Spectrum Disorders & the Classroom Thursday 7th June 2018: Training for New Designated Teachers Wednesday 24th October 2018: Designated Teacher Conference

Next Term’s DT Briefings

Monday 18 June 2018 16:15 – 17:45 Parmiter's School High Elms Lane Garston

• Nr. Watford

Hertfordshire WD25 0UU Tuesday 19 June 2018 8:30 – 10:00 University of Hertfordshire Bayfordbury Observatory Lower Hatfield Road Bayfordbury Hertford SG13 8LD 16:15 – 17:45 Lonsdale School Brittain Way Stevenage Hertfordshire SG2 8UT

New Virtual School Website

www.hertfordshire.gov.uk/virtualschool

Employment Excellence Programme (EEP)

Sarah Bennett (Lead on EEP from Connexions)

www.ychertfordshire.org

EMPLOYMENT EXCELLENCE UPDATE

Sarah Bennett (IAG Development Worker, EEP coordinator)

www.ychertfordshire.org

Employment Excellence Programme (EEP)

What is it?

• EEP is an intensive programme of IAG (Information,

Advice and Guidance) aimed at helping young people identify their strengths and career preferences, find out about careers and the world of work and develop skills for employability. Who is it for?

• All Hertfordshire CLA in years 8, 9 & 10 ( years 9, 10 & 11

for SEN schools).

www.ychertfordshire.org

Young people’s feedback

2016 – 17 feedback

• 68% of young people fully enjoyed their EEP sessions
• 32% mostly enjoyed their EEP sessions
• 98% of young people understood how EEP sessions could help

them to plan for the future What have you learned from your EEP sessions?

• ‘I didn't know skills and qualities were so important for jobs, and

that I had some. People say I am friendly and employers value this.’

• ‘I have learned about my own skills and qualities and what

careers they would be useful in.’

• ‘I have learned a lot about different jobs and what subjects you

would need to study to get there.’

www.ychertfordshire.org

DT’s role in EEP

YC Personal Advisers are asked to work closely with DT to develop long lasting solutions to ensure students are successful in planning their next steps.

• DT to meet with PA to discuss what support would benefit

each CLA student

• DT to support PA in arranging appointments to see

students

• PA to provide DT with regular updates of EEP support
• DT to include summary of EEP support in PEP
• DT and PA regularly review EEP support

www.ychertfordshire.org

Questions?

Sarah Bennett (IAG Development Worker, EEP coordinator) Sarah.Bennett@hertfordshire.gov.uk

www.ychertfordshire.org

Employment Excellence would like your feedback

YC (Youth Connections)

The National Citizens Programme: What is it? How to apply for it

National Citizen Service (NCS) Y C Hertfordshire

What is NCS?

The National Citizen Service (NCS) is a once-in-a-lifetime opportunity that helps young people build skills for work and life, while taking on new challenges and meeting new friends

What is NCS?

NCS help young people…

• Expand their Horizons
• Meet New People and Develop New Friendships
• Develop Teamwork & Gain New Skills
• Develop Communication and Interpersonal skills
• Gain valuable Experience & Qualifications
• Make a Difference within their Communities
• Improve their Confidence and Self-Esteem
• Enhance their Personal Statements and add

Value to their CVs

What is NCS?

The National Citizen Service (NCS) is a voluntary personal and social development programme for 15-17 year olds in England and Northern Ireland. It was announced in May 2010 by the then Prime Minister, David Cameron, as part of the Conservative-Liberal Democrat coalition government’s Big Society initiative, and was piloted in 2011. After the UK’s general election in 2015, the programme was continued. Y C Hertfordshire were involved in the delivery of the pilot in 2011 and continue to deliver the programme to young people across Hertfordshire in 2018.

NCS offers a unique opportunity for Year 11 and Year 12 young

people to come together with others that they would not

• rdinarily meet, develop new skills, broaden their horizons and

take part in social action projects for the benefit of others. The programme promotes:

• A more cohesive society by mixing participants of different

backgrounds.

• A more responsible society by supporting the transition into

adulthood for young people.

• A more engaged society by enabling young people to work

together to create social action projects in their local communities.

HOW IS THIS ACHIEVED?

The programme takes place in the summer or autumn coinciding with school Holidays young people work in teams of 12-15 undertaking a week-long residential at an outdoors activity centre, engaged in a range of team building activities to develop communication and interpersonal skills as well as team work self-esteem and confidence After a weekend break they depart for a second weeks residential, closer to home which focusses on developing future life skills with sessions on careers, first aid, independent living, health including maintaining positive mental health, deaf awareness and sessions to help them prepare for their community project On the third week, young people research needs within their local community to identify and plan a community project which can raise awareness of a particular Issue such as homelessness, mental health and deliver a project which makes a positive difference for others In week four young people work together delivering their community project, inviting local dignitaries to see their work and celebrate their achievements Those completing the course receive a certificate at a graduation

• ceremony. This Certificate is signed by the Prime Minister

During the autumn half-term, the programme is shorter with a condensed, more intense, scale model. This model will also be offered in Summer 2018 for young people who would rather complete a 3 week rather than a 4 week programme

Social Action – Volunteering Hours

The full Summer 4 week delivery requires each young person to complete 60 hours volunteering The scale model (half-term and optional for Summer 2018) requires each young person to complete 30 hours volunteering Summer 2018 Week 1 Residential will be at Pikes Pool Adventure Centre, Pikes Pool, Bromsgrove and Week 2 will be at the University of Hertfordshire or Newland Park, Buckinghamshire (depending on departure dates) Weeks 3 & 4 Social Action Project planning and delivery is delivered locally utilising YC Hertfordshire and or partners centres as a base for young people

Why choose NCS ?

• 61% of NCS participants felt more able

to trust people

Why choose NCS ?

• 72% of participants felt they gained a

better understanding of what life is like for others

Why choose NCS ?

• After completing NCS 77% of young people

told us they feel more confident

Access to the full range of YC Hertfordshire Services, projects and programmes:

• Careers Information Advice & Guidance
• Work Related Learning and Work Experience
• “Rocket into the Future” for years 4, 5 & 6
• One Stop Shops with access to counselling and support services
• Preventative Youth Work Programmes including CSE Healthy

Relationships, Plus One Parenting Programmes, Emotional Wellbeing & Positive Mental Health

• Youth Work Projects including Duke of Edinburgh's (DofE) Award,

LGBTQ, Young people with learning difficulties and/or disabilities

• Youth Councils and Forums including Herts1125 and UK Youth

Parliament For more information on the full range of services and local

• pportunities for young people visit www.youthconnexions-

hertfordshire.org

Independent Living Skills programme

YC Hertfordshire Independent Living Skills programme is for young people in care or about to leave care aged 13 – 21 The programme is designed to develop young peoples essential skills for life, as well providing the opportunity to gain BTEC and City & Guilds qualifications in areas including:

• Jamie Oliver’s Home Cooking Skills
• Managing Personal Finance
• Emotional Wellbeing
• Interpersonal Relationships
• Healthy Living
• Keeping Safe
• Using Materials and Equipment for Practical Activities

Thank you and any questions, comments?