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Researcher - Steven Horan, Register Services.

Developing a Network of Centres of Excellence for Learners with Learning Difficulties and/or Disabilities within Post 16 Education and Training Providers. Researcher - Steven Horan, Register Services. Action Research 1 Coordinator – Simon Vines, Orchard Hill College

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Researcher - Steven Horan, Register Services.

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  1. Developing a Network of Centres of Excellence for Learners with Learning Difficulties and/or Disabilities within Post 16 Education and Training Providers • Researcher - Steven Horan, Register Services. • Action Research 1 Coordinator – Simon Vines, Orchard Hill College • Action Research 2 Coordinator – Ros Jellis, Mencap Pathway Project Funded by London South Learning Skills Council

  2. Aims and Objectives • Identify gaps and capacity issues in current post-16 provision: • School sixth forms • FE Colleges • Adult Colleges • Specialist Colleges • Work Based Learning Centres • Voluntary Sector

  3. Aims and Objectives • Identify future LLDD post-16 demand considering: • LEA plans • Evidence and Recommendations from “Learning Provision for students with ASD in the six boroughs of London South Learning and Skills Council.” • Other regional and national research and reports

  4. Aims and Objectives • Present provider development models for improving provision to cater for future demands

  5. Project Structure • Research Project • Current and Future Demands • Models for developing provision • Action Research Strand 1 • Orchard Hill College • Identification of requirements of learners attempting to enter college

  6. Project Structure • Action Research 2 • Mencap Pathway • Assessing and training of transition/NEET LLDD to support employment

  7. Research Overview • Sources of Research Data • Demand for Provision • Current • Future • Future ASD Demand • Barriers to Current Provision • Action Research • Draft Proposals • Specific • General

  8. Research Data • PLASC Data (Pupil Level Annual School Census) • Collected annually by schools for DfES • Currently used to predict future demand on provision for LLDD

  9. Research Data • Connexions Data • Data on learners currently in post-16 provision • Gaps and capacity issues in current provision - consultation with borough advisors

  10. Research Data • Additional Information • Comments and Opinions from Providers and Education Professionals on several topics: • Future aspirations/developments of providers • Current demand • Current gaps • Barriers to enrolling and supporting LLDD

  11. Current Demand • Only Connexions had sufficient data available to assess demand across the region. • Connexions data is very under representative of the true population • Distribution of current demand from known 16-24 year old clients at the end of the 2004/2005 academic year • Only includes primary area of need • Data from London Borough of Richmond not currently available

  12. Current Demand

  13. Current Demand • Destination of current 16-24yrs LLDD • Connexions data is very under representative of the true population • Based on data collected by Connexions from people between 16 and 24 years old at the end of the 2004/05 academic year • Data from London Borough of Richmond not available • NEET category includes those between 16 and 24 years old

  14. Current Demand • Total of 5844 known to Connexions • Almost 800 people in the NEET category • Information on post-19 clients is severely lacking • Regional 16-24yrs population of ~137000 • 68% of respondents between 16 and 18

  15. Current and Future Demand • Comparison of current and future demand • Current Population – Based on Connexions data • Future Population – Based on PLASC data • Only 5 years of data is available

  16. Current and Future Demand

  17. Future Demand • Despite national research showing a rise in PMLD, this data suggests that it is falling in the region • Three most prevalent groups in all Boroughs are: • Behavioural, Emotional and Social Difficulties • Specific Learning Difficulties • Moderate Learning Difficulties/Disabilities • Autistic Spectrum Disorders is the fastest growing demand across the region

  18. Future Demand - ASD • ASD demand due to increase at least 3-fold over 5 years • Based on PLASC data

  19. Future Demand - ASD

  20. Future Demand - ASD • This prediction is an underestimation of demand for four reasons: • Significant backlog in some boroughs for ASD diagnosis • 2009-2011 demand will continue to rise with more diagnosis referrals • Does not include those with ASD as a secondary area of need (additional ~33%) • Not all children diagnosed with ASD are known to education

  21. Comparison of PLASC and data from Croydon Children's Disability Register and CASPAR, operated and maintained by Register Services • PLASC Data – Includes all learners with ASD as either primary or secondary area of need.

  22. Future Demand • Other Regional Trends • LLDD population increases East from Richmond to Bromley along with the total secondary school population

  23. Richmond Kingston Merton Secondary Pop. 7290 9590 8540 LDD Pop. 932 1176 1339 Sutton Croydon Bromley Secondary Pop. 15960 18740 22320 LDD Pop. 1769 3143 3249

  24. Current Provision • Additional Information • Gaps and capacity issues were identified directly by consulting: • Connexions borough advisors • Providers • Other education professionals

  25. Capacity Issues • Gaps and capacity issues highlighted by Connexions borough advisers: • Providers and opportunities for training and entering employment • Change performance criteria for WBL and LLDD • Training and support for WBL to training LLDD • Provision below level 2 for training and employment • Links between colleges, training providers and employers

  26. Capacity Issues • Lack of appropriate curriculum provision for specific disabilities/difficulties: • ASD • Behavioural, emotional and social difficulties • SLD and PMLD, including residential places • MLD } Small units attached to • Mental health } mainstream colleges

  27. Capacity Issues • Lack of overall support, training, and access to therapies • Funding and organisation of transport • Funding for a greater range of providers

  28. Current Provision - Barriers • During consultation with providers, three general barriers were identified: • Staff training • Gaps and capacity issues in provision • Information sharing

  29. Current Provision - Barriers • Staff Training • All providers had received disability awareness training • Some felt they had insufficient training to support the learners they currently catered for • Some also felt the lack of training was a serious barrier to providing for LLDD

  30. Current Provision - Barriers • Gaps and capacity issues in provision • Many had specific courses or learner needs they could not support despite the demand • Only one provider had spaces on one of their specific LDD courses • Around half of all providers ran courses specifically for LLDD that were oversubscribed

  31. Current Provision - Barriers • Information Sharing • Only one provider felt they received enough information on LLDD from their previous provider or transition organisation • Many felt that lack of information was a serious barrier to providing support needs for LLDD

  32. Action Research 1 • Assessment of Needs by Orchard Hill College • 12 people identified from the College waiting lists and whose previous placements have broken down • Enrolled in a 3 week specialist assessment programme at Orchard Hill College • Learners progression was monitored and support needs assessed to produce recommendations for future education and/or training

  33. Action Research 2 • Transition to Employment by Mencap Pathway • Four LLDD were identified in their final year of college • Each learner received: • Initial assessment of support needs • Discussion of their future employment aspirations • 2 weeks in-house employment training • All learners then entered a supported work experience placement in their employment field of choice

  34. Other Research and Reports • “Through Inclusion to Excellence” • National LSC Review of Post-16 LLDD provision • Highlighted many issues linked to this research: • Information collection and sharing • Working with other agencies • Capital investment to improve provision • Development of WBL and supported employment • Issues in transition

  35. Other Research and Reports • Recommendation to increase data collection, information sharing and standardisation of categories and terminology • Information sharing being investigated only within education • Improved coordination with other agencies through the new Children’s Trusts • Foundation Learning Tier to address Vocational training at Level 1 and below

  36. Other Research and Reports • Funding barriers to WBL and employment providers to be removed, and LLDD participation to be promoted • Closer working with Jobcentre Plus to improve transition between providers

  37. Other Research and Reports • “London South LSC Strategic Area Review” – August 2004 • Highlighted many of the problems identified in this research • Lack of provision for ASD and EBD • Lack of information on learners and sharing of information with other agencies • Transport Issues • Better support and training into employment • Closer links with other agencies

  38. Proposals - Specific • Submitted by other organisations • Orchard Hill College and Carshalton College • Student Vocational Progression Unit for two distinct groups of learners: • Full time learners with ASD, SLD, PMLD and challenging behaviour • Full and part time learners with severe/profound LDs, mental health issues, challenging behaviour, ASD, physical, medical and sensory difficulties/disabilities

  39. Proposals - Specific • Group 1 – ASD • Full time course for ~16 learners • 2 year course • 1:1 Support • Learners registered at Orchard Hill College • Group 2 – Vocational Progression Unit • Approximately 16 full time and 32 part time learners • Learners registered at Carshalton College

  40. Proposals - Specific • Bromley Autistic Trust • Re-establish their Outreach Service • Employ an ASD specific Employment Adviser • Identify adults suitable to attend college or employment training • Support learners during college or employment training • Collaborate with Advantage Unlimited to set-up work placements with ASD trained employers • Continue to supply ASD training to providers and employers where needed

  41. Proposals - Specific • Kingston Adult Education College • Crescent Resource Centre Progression Unit • Collaborate with Workstart to provide training and support for LLDD into employment • Curriculum focussed around progression, vocational skills, and skills for life • Based at Crescent Resource Centre after redevelopment of site

  42. LEA Borough Strategies • Only support learners between 16 and 19 with Statements of SEN • Bromley – • Proposals for enhancing facilities for ASD students at Glebe school, including post 16 • Consortium of 5 special schools are auditing demand for 14-19 LLDD provision

  43. LEA Borough Strategies • LEA are reviewing specialist provision for future development to reduce out of borough placements • ASD and Speech and Language difficulties highlighted • Matched with current and future demand • Collaborate with partners on future developments

  44. LEA Borough Strategies • Croydon • Current demand outstrips supply – top priorities • ASD • Severe Learning Disabilities/Difficulties • Secondary age provision for emotional and behavioural difficulties • Review of SEN strategy, behaviour and attendance • Part of wider primary and secondary education review

  45. LEA Borough Strategies • Sutton • Audit of specialist provision to compare with future demand being conducted • Post 16 places at current providers being increased to reduce out of borough demand • Report on future projections of children with ASD and speech and language difficulties across the region

  46. LEA Borough Strategies • Evaluate and develop provision and support for children • ASD • Medical needs • Mental health issues • Severe and complex learning difficulties/disabilities • Emotional and behavioural difficulties • Improve the sharing of information with other agencies

  47. LEA Borough Strategies • Merton • Development of St Ann’s school as a centre of excellence for people with SLD, PMLD, and ASD from 2-19yrs. • General development of SEN provision across the borough

  48. Draft Proposals - General • Wide variety of issues, some of which are identified in other literature: • London South LSC to employ a LLDD Partnership and Development Officer • Coordinate the development of LLDD provision • Build links with providers and other agencies • Implement data collection on post-16 LLDD to aid future strategic planning • Monitor future LLDD populations

  49. Draft Proposals - General • Information Gathering and Sharing • LS LSC Establish protocols for sharing of numerical data with other agencies • Establish and maintain a regional database of all training providers offering LLDD with clearly identified contacts • Pilot a programme to collect contemporary information on all current post-16 learners in the sub-region/region

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