THE ROLE OF SCHOOLS AND COLLEGES

LUCY BEATTIETHREE WAYS SCHOOL

• You walk into a lift and recognise an employer you would like to work with as the other occupant of the lift

• Spend 5 minutes preparing your 30 second elevator pitch to get in to meet with the employer

TWEET THIS

SHARE YOUR PITCH

•30 seconds to share with someone you don’t know

•Feedback from sharing

•What do they want from you?

•Why?

THREE WAYS SCHOOL

• 4-19 GENERIC SPECIAL SCHOOL

• 223 STUDENTS WITH FULL RANGE OF NEEDS

• 3 CAFÉ KITCHEN

• ONE OTHER SPECIAL SCHOOL LOCALLY

• GOOD LINKS TO LOCAL AND NATIONAL NETWORKS

INSPIRATION

• https://players.brightcove.net/2346984621001/6063386d-e888-40a4-9183-5d5574f9df3a_default/index.html?videoId=5680039745001

• https://3cafekitchen.co.uk/

WHAT IS YOUR INSPIRATION?

• SHARE WITH SOMEONE

Slido.com #NDTI

• WHAT HAS INSPIRED YOU AND THE PROJECTS/WORK AT YOUR SETTING?

• WHAT IS HAPPENING WHERE YOU WORK CURRENTLY?

WHAT WE DO AT SCHOOL-BASED AROUND GATSBY

• Create aspirations around employment-visits, work tasters, work experience, insights

• Careers advice

• Good-quality work experience

• Careers embedded in curriculum- role play, topics, links to labour market, Talentino

• Vocational profiles-PfA, EHCP

• Enterprise-Tycoon

HOW DID WE GET TO THIS POINT?

Project Search

ENGAGING EMPLOYERSWhere/How?

General and specific approaches-

• careers fairs

• door knocking- cold calls

• social media

• awareness raising

• networking events (FSB, Chamber of Commerce)

Stages of engagement

• Who best speak to

• Listening to the needs of the employer

• What we have to offer

• Setting next steps with employer

• Thanks and reward

• Keeping warm

Bath and NE Somerset Supported Employment Round Table

THE ECONOMY & GROWTH DELIVERY PLAN 2020/21 SETS A PRIORITY FOCUS ON PROVISION FOR

CHILDREN AND YOUNG PEOPLE WITH SEND.

CURRENT ACTIVITY AIMS TO ADDRESS THE DISPROPORTIONATE RATE OF LOCAL WORKFORCE IN FULL TIME EMPLOYMENT WITH A DISABILITY AND OFFER ALTERNATIVE PROGRESSION ROUTES INCLUDE:

AUDIT OF WORK EXPERIENCE OPPORTUNITIES ACROSS THE ORGANISATION TO ENSURE FAIR ACCESS FOR EVERYONE

EXPLORING SUPPORTED EMPLOYMENT OPPORTUNITIES SUCH AS INTERNSHIPS WITHIN COUNCIL SERVICES

COLLABORATING WITH PARTNER ORGANISATIONS TO PROVIDE ‘HAVE A GO’ EVENTS IN A VARIETY OF SECTORS

BUILDING AN EMPLOYER ENGAGEMENT NETWORK TO CO-ORDINATE SUPPORT AVAILABLE

OFFERING SUPPORT TO LOCAL EMPLOYERS TO BECOME DISABILITY CONFIDENT

WHO ARE WE WORKING WITH?• WECA- ‘Ways to Work’ project launching soon to support people with learning

difficulties into work• Will provide local Activators

• Mencap pilot of supported internships

• Mencap National Pilot expanding to provide 3 Ships- Supported Internships, Traineeships And Apprenticeships

• New recommendations that applicants won’t need level 2 maths and English

• Have trialled nationally and in negotiation to roll out locally

• Need learning disability to qualify (EHCP or equivalent)

• Youth Connect- provide independent careers advice for students in groups and one to one

KELLY SPICER - SEND ENTERPRISE COORDINATOR AT THE CAREERS HUB

• Supports SEND schools in the region with their Careers Strategy in line with the Gatsby Benchmarks by completing SEND

Compass Evaluation tool.

• Connects and signposts opportunities to schools such as work experience, experience of the workplace and supported

internships.

• Connects schools with an Enterprise Coordinator, a volunteer from a business which has a passion for raising the aspirations

of young people to help put opportunities with local employers at the heart of a young person's education.

• Works with the Careers Leader and Senior Leadership Team to identify areas in need of support and improvement.

• Supporting individuals to live, learn and work independently, whatever their ability.

• We are building a fairer and more inclusive society.

• Our staff and volunteers support disabled people around the world to fulfil their potential.

LEONARD CHESHIRE

17

• Training and support for teachers to provide inclusive careers guidance (provided by our partners, Talentino!)

• 1, 2 or 10 day work experience placements for young people with SEND

• Opportunities for young disabled people to volunteer through our Can Do programme

• Running in the ‘West of England’ and Gloucestershire areas for two academic years 2019/20 and 2020/21)

• Supporting 20 schools (10 per year)

• Pilot project to find what works’ best – seeking future funding to continue our support

‘Careers at Every Level’

• Finds ways of using work related experiences to facilitate personal, career and social development

• Careers, Enterprise and Personal Development Programme for young people with learning difficulties

• Delivers the Gatsby Benchmarks

• 3 Goals

• MLD Students – Improving the possibility and probability of paid work

• SLD Students – Raise the level of work related skills to improve independent living for students and their families/carers

• PMLD Students – Enrich Life experience 5 Elements:

• Introduction to working - Classroom based career coaching curriculum

• Rehearsing for working – ‘When I am at Work’, ‘Before I go to Work’

• Exploring Career Options – ‘Jobs I could do’, Campaign 2 and career outcomes

• Building Employability Skills – ‘Work related skills for independent living’, student career development portfolio

• Employer Experience – Building an Employers’ Network, Employer Encounters, Work Experience,

• Enterprise Skills – Bambino STEM Employability Skills and PMLD Enterprise Curriculum

WHAT WOULD YOU LIKE TO TAKE BACK?

• What would you like to do? • Keep

• Develop

• Let go

• Are there any supports you need or collaborations you can develop?

IN CONCLUSION WHAT WE THINK WORKS• Collaboration and awareness raising throughout community

• Raising aspirations and expectations of children and young people, families and everyone who supports them

• Good relationships, business case and visibility with employers

• Person-centred transition planning with a focus on PfA outcomes

• Welfare advice, ‘better off’ calculations

• Real work experience, so that families see that work is positive and possible

• Vocational curriculum that supports young people’s aspirations

• Supported employment organisations working with young people in school and good supported employment from 16+

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