“Inspiring Services, Improving Futures”

www.chyps.org.uk

Thematic Discussion Paper

Young people, schools and transition

Introduction

Schools are a central feature in all young people’s lives – they are one of a few

‘universal’ services. Young people’s services complement work in schools for vulnerable

young people and those who are disaffected by school; as well as those services that

support the wider student population those who are engaged in positive activity, youth

voice and volunteering. Positive for Youth - “Strong partnership can only be achieved

through local leadership, and it is for partners in each local area to ...provide

opportunities for those who don’t otherwise have them to develop the personal and

social skills and qualities they need for learning, work, and transition to adulthood.”

Background

At the heart of the transition into adulthood is the journey to viable independence from

their families that a young person makes. Achievement in formal education is a key

factor that determines a young person’s future employability, their income, housing,

mental and physical health and well being. Most make that successful transition, some

need additional support. The two groups at greatest risk of experiencing difficulties are

students from poorer backgrounds and those with special educational needs.

Youth workers support young peoples’ engagement and attainment in education, and

young people’s personal and social development. The introduction of the Pupil Premium

and RPA provide opportunities and challenges for schools and the role of youth support

services. Although some youth work takes place on school sites it is not a universal offer

for all young people.

Meanwhile with more than 80% of young people’s time spent outside school or college,

and cuts in local authority funding running between 30% and 60%, the greatest burden

is being felt by open access services including sport, art, literature, music, youth clubs.

Consequently many local authorities are exploring new ways to provide services

including new service structures and new ways of commissioning from voluntary and

community organisations. However, the role of schools as commissioners, individually or

in partnerships, has increased under recent school reforms.

The Challenges

The current focus on schools and formal education provides both danger and

opportunity. To ensure youth workers take advantage of this opportunity we must

ensure a great synergy and alignment of resource to and within schools. There are

opportunities for young people’s services to deliver services in through schools:

The NEET agenda and raising the participation age, and record levels of youth

unemployment, act as drivers for greater levels of engagement

The Pupil Premium, with greater targeting of resource, can provide more

personalised support for vulnerable young people

Personal and social development is key in the transition to adulthood supporting

key points of transition as young people progress in their educational careers

The Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO)

recently commissioned a team of NFER to review the research evidence, to identify what

schools and other services can do to ensure a smooth transition for children and young

people. It confirmed that some children were more likely to experience difficulties

during transition, due to family and/or individual characteristics.

“Inspiring Services, Improving Futures”

www.chyps.org.uk

The types of transition practices that have evidence of positive impact include:

Summer programmes and curriculum bridging schemes (especially for transition

to secondary school)

Induction programmes and buddy/mentoring schemes for new entrants

Good information, advice and guidance (including encouragement to apply for

university) and initiatives aimed at supporting those at risk of becoming NEET

Extended services through schools were one of a range of initiatives introduced between

1997 and 2010 to break the link between poverty and poor educational outcomes. The

vast majority of schools continue to provide access to a range of extended services

which include; childcare a varied menu of activities and homework clubs outside of the

school day; referral to specialist agencies; parenting support; and wider community

access to school facilities.

Further, in May 2012 the Labour Party published its Policy Review on Services for Young

People: it “will further explore the potential for youth centres to be hosted in schools as

a way to deliver good services while saving money, potentially freeing up millions to be

spend on providing activities and support for your people, rather than just on buildings.”

Positive For Youth set out benefits to local authorities and other commissioners including

schools and colleges working together to co-ordinate investment, design integrated

services, and maximise the utilisation of and impact from available resources. In

particular, all have a role to play in:

Personal and social development, building resilience and raising aspirations

Engagement in learning for those at risk of dropping out or not achieving their

potential

Reduction in risky behaviours which can undermine young people’s life chances,

and prevent involvement in crime and anti-social behaviour

This includes partnerships to make the most of the facilities available within the

community – such as schools, libraries or community facilities – as places for young

people to go and from which to offer integrated or co-located services.

Conclusion

Schools continue to be best placed to purchase services on behalf of young people’s

services. The youth work contribution to support the achievement and attainment of

young people in formal education (Y6/Y7 transitions, school and post 16 education)

should be increased, clearly articulated and provide a priority focus for the deployment

of youth support services and youth work resources. A radical shift of reasons to support

youth work in schools could ensure a youth worker offer in many local authorities.

Questions:

The education and school landscape is becoming more fragmented:

Do young people’s services engage with schools and academies in your authority as

a commissioner of services?

If yes, what offers are being made with and to schools to support young people in

transition impacted by RPA?

How can a specific offer be made to schools on personal and social development?

Alan Michell, CHYPS Executive; October 2012