Introduction to the DBOT and Preparing for Adulthood programmes - - PowerPoint PPT Presentation
Introduction to the DBOT and Preparing for Adulthood programmes Carol Robinson and Ellen Atkinson DBOT Delivering Better Outcomes Together Funded by Department for Education Partnership between CDC, Mott MacDonald and the National
Carol Robinson and Ellen Atkinson
Development Team for inclusion (NDTi)
England
SEND reforms
the earliest years
Contact Information:
programmes such as Valuing People, Valuing Employment Now and Getting a Life
Ellen Atkinson and Carol Robinson
“NDTi exists to promote good lives for all people in their communities by supporting change makers, resetting expectations, tackling problems and celebrating what is possible.” We do this through projects and initiatives that:
www.NDTi.org.uk
and/or age
employment to the UK in the late 1980s
demonstration projects, consultancy and training
saves money compared to providing traditional day services.
most effective at supporting people into work – Individual Placement and Support (IPS) for people living with mental health conditions and supported employment (for people with learning disabilities)
workshops, there is little or no evidence is that they lead to paid work, and in some cases evidence that they do not.
fidelity – many services do not do what they claim to do
https://www.ndti.org.uk/uploads/files/ SSCR_Scoping_Review_3_web_from_LSE%2C_July12.p df
employment supports, in terms of people consequently achieving paid work? (If we invest x amount, how many people will get / keep jobs as a result?)
vary between different models of employment support? Do they result in different outcomes?
affected by different approaches to implementing local employment strategies?
authorities
implementation
three parts of England – to gather additional data, share learning and test materials
Sites working to evidence based practice delivered the most cost effective outcomes Massive range of spending No relationship between proxy measure of disability and the costs incurred or chance of gaining a job Successful sites were splitting time between job retention and new jobs
£208 Costs per paid job outcome
£- £15,000 £30,000 £45,000 £60,000
£57,640 Average cost- £8,217
difference? NO
needed make a difference to job outcomes? NO
what is meant by employment – based on ‘real’ work and how to achieve it so non-evidence based approaches are not tolerated
not commissioners then commissioners listening to it) that works with all stakeholders, but especially providers, to specify, support and manage the development
can deliver the evidence based strategy
monitoring of outcomes and factors that matter prevents inconsistent and unproven practice.
about
assumptions about what people can do with the right support
disabled people after they leave full time education
inclusion but particularly in employment,
disabilities in paid employment
achieve.
their families to have better lives
○ Raise employment aspirations and expectations of children and young
people, families and everyone who supports them
○ Person-centred transition planning with a focus on employment ○ Welfare advice, advice and guidance and positive work experience, so
that families see that work is positive and possible
○ A vocational curriculum that supports young people’s aspirations and
meaningful work experience for young people in community-based settings
○ Having job coaches and supported employment agencies - who can
work with young people whilst they are at school, and good support for employment from 16+
into work reduces welfare dependency and improve their health and happiness
people to move into paid employment.
training provided by experienced job coaches
appropriate.
working with disabled young people and helping them to understand the business case for employing a diverse workforce.
benefits
with limited opportunities for employment
reported to be in paid work
into 19/20)
Traineeships are for young people who want to work, but who need extra help and support. They offer training and work experience to develop skills and confidence to get a job or apprenticeship and support to improve maths and English. They last between six weeks and six months and include:
at grade 4, or the Functional Skills equivalent Colleges, training providers and employers can bring these three things together in the best way to support each young person.
Apprenticeships combine training in a job with study. Depending on the level, Apprenticeships take 1 to 5 years to
level 2 to level 7, get time for study related to their role (usually one day a week)
work related learning options
contribution to society and the economy
traineeship or apprenticeship is more likely to help young disabled people secure employment
Further Education, which also now forms part of Ofsted inspections.
what is possible and positive
advocates
employer
Factsheets http://www.preparingforadulthood.org.uk/resources/pfa-resources/ factsheet-supported-internships http://www.preparingforadulthood.org.uk/studyprogrammes Information for learners http://www.preparingforadulthood.org.uk/media/341562/ supported_interships_guidance_for_learners_8th_april_2014.pdf DfE Advice on Supported Internships https://www.gov.uk/government/publications/supported-internships-for- young-people-with-learning-difficulties Contact: www.preparingforadulthood.org.uk Telephone: 01225 - 789135