Sheffield Planning for the FutureGood Practice Guidance for Post 16 Progression

1.0 Background This progression guidance is a resource for staff in schools, colleges and work-based learning providers to help support the successful progression, transfer and transition of students to post 16 pathways. The aim of this resource is to support services at this time of change both nationally and locally, in securing the best learning outcomes for all learners, through a successful progression into Education, Employment or Training (EET).

DfE has identified key elements to support this process Raising of the Participation Age (RPA) September Guarantee at 16 and 17 Post-16 Progression Measure

1.1 Raising the participation AgeYoung people in Sheffield will have a choice of a varied mix and balance of progression pathways, including: Full-time education such as in school or in college Apprenticeships and Work-based learning Work experience and part time training Volunteering VSP Widening horizons programme Bridging skill sets

2.0 Target Outcomes: Improved participation in learning - young people participate in learning Improved retention in learning - young people stay in learning and successfully complete the courses they undertake Improved progression in learning - young people complete the courses they undertake and achieve higher levels of attainment on

completing post-16 learning

Reduction in the proportion of young people who are not in education, employment or training (NEET) Reduction in the gap in terms of achievement and attainment between vulnerable and non-vulnerable learners Improved quality of learning offers made to young people Increased take up of learning offers by young people Improved assessment of young people's needs and better understanding of young people's barriers to participation in learning Improved understanding across the partnership, including young people and their parents/carers of the full range of support available to

support young peoples participation, retention and progression in learning. Improved checks and balances to ensure that all young people have access to and receive the support they need

3.0 Risk Of NEET Indicator (RONI)Sheffield Lifelong Learning and Skills team, alongside Sheffield CYPF Performance and Analysis Service have developed a tool to assist secondary schools to identify students who are at risk of becoming NEET once they leave compulsory education. The Sheffield RONI uses a range of risk factors using SIMS data, Carefirst data and Multi Agency Support Team tracker. These were linked to the Indices of Multiple Deprivation and other risk factors.

The RONI is an integral part of these guidelines. It is expected that school staff will use the tool to identify particular students in year 9 onwards, and arrange appropriate support that will help engage student’s post 16. This support could be drawn from internal school staff, Community Youth Team, MAST or from an external agency.A RONI will be developed to identify students who may need additional support at Y12 and Y13.

4.0 Key elements of a successful transition pathway

4.1 It has been identified nationally through London Challenge schools that effective transition practice includes elements across 5 areas (known as the 5 Bridges). These are:Administrative: Effective and robust administrative arrangements to support transition, for example the transfer of pupil records including performance data, administrative meetings between key school staff, common procedures etcSocial and personal: Improving learners and carer’s familiarity with the post 16 setting, ensuring that effective pastoral support is in place for all learners – to ensure that all learners maintain their place in the post 16 settingCurriculum: Providing a curriculum for all learners at appropriate levels; learning how to learn in the new setting; establishment of an appropriate personalised pathway towards ‘career’ progression

Pedagogy: Improving the continuity of teaching and learning across phases, encouraging cross phase professional support and dialogueAutonomy and managing learning: Ensuring that learners are seen as active participants, and central in the transition process and in determining their own learning pathway.

It is anticipated that schools and all post-16 providers will work in partnership with Sheffield Community Youth Teams and Multi Agency Support Teams. The underlying principle is that only through collaborative working between all stakeholders will successful transition for ALL learners be achieved.

The framework attached considers the 5 elements of transition and the implications for Learners Parents/Carers Schools Post 16 Providers

4.2 Core principles for effective transition Young peoples wishes will be respected at all times Young persons voice and aspirations at heart of transition plans A named person is identified for transition in school and post- 16 settings Clear understanding of roles and responsibilities across Phases Partnership working is pivotal to ensuring that young people are provided with the support they need to successfully participate, remain

and progress in learning Effective, regular data sharing is essential for the early identification of young people who are at risk of not participating or progressing

in learning Processes will be consistent, robust, effective and learner centred Early identification of young people at risk of disengagement, prompt assessment of their needs and timely support Respect for the individual needs of young people by promoting individualised/tailored support programmes Fair and consistent access to the full range of youth support available for all young people

5.0 Good Practice for schools Ensure an up to date list of Y11 students is maintained including contact details

Promote the full range of post 16 progression options to Y11 students, staff and parents/carers Establish identified staff to support the process and develop additional individualised support packages where required Work with partners to provide impartial IAG to all Y11 students and establish intended destinations Support post 16 applications, and monitor offers received by young people Early identification of young people at risk of not having an offer and provision of ongoing support Review of all learners intended destination and offers received (Late Jan, late April), take action where needed Ensure appropriate staff are available on GCSE results day to confirm offers and to offer additional support to those wishing to choose an

alternative route in light of their results Work with LA to confirm destinations of young people Evaluate the impact data of learner destinations and identify improvements to be made for future years Ensure staff are identified and supported to deliver post 16 progression pathways

6.0 Good practice for Post 16 providers

Providers make offers based on applications and/or interviews Providers confirm offers by letter to the learner, (some also send letters to the parent/carer and the learner’s school) Offer letters are sent out promptly following interviews, including details of what to do if the grades are not met. The information sent with the offer letter contains course information and enrolment information Work with schools to ensure appropriate offers and support packages are in place Support is provided to learners who do not get the required grades Each provider should have clear protocols in place detailing the actions to be taken for learners who do not achieve the required grades Ensure staff are identified and supported to manage transition to post 16 pathways

7.0 Post-16 transition for young people with a statement of Special Educational NeedsAnnual Review

The annual review in year 9, year 10, year 11 is to review the young person’s statement and to review and update their Transition Plan. Sheffield is currently updating SEN guidance in this area to support Integrated Assessments.

For young people with significant and complex needs requiring continued or additional input from Children’s Services, and Health Services, joint planning will need to take place through an Integrated Assessment.

A 139a Assessment should be completed to identify progression needs and ensure YPLA post 16 funding.

8.0 Effective progression planning will include the following elements: Identified senior member of staff to lead process Learner led progression pathways Common policies and procedures in place across provision pathways High-quality and readily available course information Defined communication strategies supported by appropriate system, procedures and documentation Independent Information, Advice and Guidance (IAG) Effective pre-course guidance available for learners, parents / carers Detailed and appropriate information shared between the school and the receiving institution before interview and before the course begins Involvement of learners, parents and carers in the induction programme Good links with parents / carers throughput the process Appropriate allocation of support to tutor(s) and personal tutor to support individual learner needs Support programme in place and commenced no later than week two weeks from the course beginning

8.1 Toolkit (attached)This identifies key roles and responsibilities in supporting the transition to post 16 provision for

Students Parent/carers Schools Post 16 providers

9.0 Young people who are not engaged in education or at risk of disengagement

Young people who are disengaged or at risk of disengagement from education will be identified through the RONI, and should be supported by school and partners to plan a progression pathway into post 16 provision. Students who are excluded and attending Spring Lane will be supported through partnership with the school and Spring Lane College. This pathway may be supported by the Targeted Youth Support Service or the Youth Justice Service within the Community Youth Teams. As with all transitions student voice will be at the heart of provision planning. The full range of progression pathways should be explored to effectively meet the needs of the young person. Students who are missing from education and known to the Children Missing from Education team (CME) will work with the community youth teams and post 16 providers to develop individual pathways.Students who continue to disengage will be supported by the Vulnerable Young Peoples team, who will be responsible for progression planning, brokering and commissioning learning for identified young people, and will work closely with the Community Youth Teams and the Multi Agency Support Teams.

10.0 NEETs PanelA NEETs panel has been established to review NEETs within the city on a monthly basis and to work with the Community Youth Teams and providers to reengage identified young people back in to a positive learning pathway.

11.0 SummaryPost 16 progression pathway planning should be in place for all students. This may have begun in Y9 or even earlier. Every student will be involved in the planning and accessing of an individualised learning pathway that will meet their individual needs. The RONI will support the process by identifying students who may need additional support to progress to post 16 provision. These students may need a personalised progression plan and targeted support to progress effectively. This additional support may come from the school, parents/carers, post 16 providers, Community Youth Teams, MAST, VSP, Health, Social Care, other partners. The toolkit (attached) will support this process. The post 16 provision may be a single pathway or a mix and balance of options that is flexible to meet the individual’s requirements to help them achieve their goal. The outcome of effective post 16 progression planning will be more young people progressing in learning, and on to positive future destinations.

AdministrationEffective and robust administrative arrangements to support transition, for example the transfer of pupil records including performance data,administrative meetings between key school staff, common procedures etc

Learner Parents/Carers School Post 16 provider

To be made aware of what Progression means to them i.e. aware of who will providewhat information and when.

To be made aware of what Progression means to them i.e. aware of who will provide what information and when.

Progression Policy is in place and has been agreed in partnership with post-16 providers. It should cover the: Process for collecting and

transferring of all information Outlines an expectation for

active work with post-16 providers

Outlines the role of staff, parents/carers and children in the

Progression process.

The Progression Policy is regularly reviewed and amended accordingly.

All staff, parents/carers and learners are made aware of the Progression Policy and their role/responsibility within the process.

Work with partners e.g. Community Youth Teams and MAST to ensure appropriate support is in place

Progression Policy is in place and has been agreed in partnership with secondary schools. It should cover the: Process for collecting and

transferring of all information Expectation for active work

with partner schools Role of staff, parents/carers

and children in theprogression process.

The Progression Policy is regularly reviewed and amended accordingly.

All staff, parents/carers and learners are made aware of the Progression Policy and their role/responsibility within the process.

To attend all post-16 open evenings and complete the application forms as appropriate.

Support young person in attending open evenings, taster sessions and in completing the application process.

Provide guidance and advice to learners about the full range of future options and signpost to support available to them.

Provide guidance, support training in the completion of all forms for students and of the September Guarantee.

Ensure that all young people have an offer of learning before they goonto exam study leave and track young people without an offer for the September Guarantee.

Ensure completed student profiles are passed onto post-16 progression coordinator (by July).

Ensure all stakeholders are made clearly aware of all open evenings taster sessions on offer and the deadline for the applicationprocess to be completed.

Provide reference for Post 16 provider

Use reference to help forminterview process.

All post-16 providersshould inform school ofoffer being made

Collect pupil data in RONI profile and ensure effective communication of data onto post-16 provider.

Use student profile RONI to allocate additional resources as appropriate; identify learners at risk of being early leavers.

Establish interventions and support for students identified by RONI (school support, MAST, Community Youth Team, other partners)

Schools to provide information to post-16 settings on those students who are vulnerable.

Register of vulnerable students drawn up and arrangements for additional support explored and planned, where appropriate.

Mentoring system established for all students, with additional support available for vulnerable students.

Ensure effective and full use of learner data received from secondary school e.g. attendance, attainment KS 2/3/4; SAT scores; teacher reference; testimonies from work experience employers as appropriate; SEN details.

Contribute to 139a assessment for post 16 provision if you have a SEN statement

Contribute to 139a assessment for post 16 provision if your student has a SEN statement

139a completed for all students with a statement to ensure funding allocation.

Ensure any funding is allocated appropriately.

Gather robust intended destination data for September Guarantee

September Guarantee collects intended destinations data.

Regular meetings and good working relationship between all providers is inplace.

Regular meetings and good working relationship between all providers is inplace.

Social and Personal Transition Arrangements Improving learners and carer’s familiarity with the post 16 setting, ensuring that effective pastoral support is in place for all learners - ensuringthat all learners maintain their place in post-16 setting

Learner Parent/Carer School Post 16 Provider

Learners are made aware of Additional Learning Support and pastoral support on offer at post-16 provider.

Parents/carers are made aware of pastoral and learning support on offer at the post-16 provider.

Provide an effective tutorialprogramme of support which ensures all learners and parents/carers are made aware of pastoral and learning support onoffer within post-16 provision.

Quality information is provided to parents/carers about the pastoral and learning support in thepost-16 Provider.

Provide opportunity for parents/carers to share any concerns regarding progression.

Provide the opportunity for students to share any concerns regarding progression

Learners effectively‘briefed’ about all progression

Parents effectively ‘briefed’about all progression options with

Provision of information on ALL post-16 providers and options.

Full programme of taster days, designed and delivered.

options with opportunities tofeedback with questions and concerns.

opportunities to feedbackwith questions and concerns. Encourage use of on-line

information sources, including Apply Sheffield.

Facilitation of post-16 transition programme as appropriate, (school staff, Community youth team. MAST)

Additional taster days in place for more vulnerable learners to support transition process.

Facilitation of pre-16 progression programmes in partnership with school as appropriate

Attend the Year 12welcome evening inOctober.

Attend the welcome evening offered by the post-16 provider October in Year 12.

Discuss post 16 options with student

Facilitate communication of Y12 welcome evenings to students.

Encourage RONI cohort to engage in welcome evenings

Review Moving on Plans

Year 12 welcome eveningoffered in October.

To be aware of what early intervention strategies within the post-16 institution are available tosupport them.

Be alert and sensitive to anxieties of young person as they progress at 16.

Early intervention measures in place including rapid responsefor early indication of difficulties.Analysis of attendance data to identify those at risk within two weeks of admission

Have a ‘progression coordinator’ available to liaise with post-16providers.

Arrangements in place to facilitate liaison with progression coordinator at school if required (e.g. to express concerns, requestinfo).

To have access to a peer mentor Support the allocation of a peer Have in place a peer mentor for

as appropriate through the post-16 peer mentoring scheme.

mentor for all appropriate learnersthrough the post-16 peer mentoring scheme.

all appropriate learners through a post-16 peer mentoring scheme.

CurriculumProviding a curriculum for all learners at appropriate levels; learning how to learn in the new setting; establishment of an appropriatepersonalised pathway toward ‘career’ progression

Learner Parent/Carer School Post 16 Provider

Familiarise yourself with all aspects of the curriculum on offer.

Support the learner with timemanagement, courseworkdeadlines and the new demands of post-16 learning.

Prepare learners and their parents/carers in KS4 for the new ways of learning in a post-16 setting e.g. more independent learning, need for developing time management skills.

Diversified and personalisedcurriculum for learners vulnerable to underachievement

Raise awareness of alternative programmes on offer to learners, in order to move learners intoEducation, Employment andTraining (EET).

Ensure a wide range of courses, sufficient to meet the needs of all learners are offered.

Support schools in preparing their learners and parents/carers in KS4 for the new ways of learning in a post-16 setting e.g. more independent learning, needfor developing time management skills.

Learning style diagnostic assessment undertaken during the induction process into the post-16 institutions and results communicated to all stakeholders.

Results of initial diagnosticassessment must inform the planning and teaching delivery for each learner. “Learning to Learn” courses provided for all students

Provide post-16 settings with more information on curriculum provided within their institution.

Development of consistentand standardised approaches to interviewing students for courses and curriculum choices.

To attend any induction/new student days being offered by the post-16 providers locally.

Made fully aware of and support learners in attending any induction new students day/days being offered by the post-16 providers locally.

Support learners in attending any induction/new student days e.g. attend the indication day with more vulnerable learners.

Monitor RONI cohort for attendance at induction days and support where appropriate

Provide coherent inductionpackages for all learners at start of the course either in July or September.

Prior to completing Y11, all learners to be given access to a new students induction day/days.

RONI cohort to be monitored for engagement at induction days.

Parents/carers to receive information from the post-16providers of the range of curriculum support options on offer.

Provide support to vulnerable young people and work with LLLS to identify gaps in provision to help inform the commissioning of new provision on a local basis asappropriate

Provision of additional curriculum support for students with learningDifficulties and disabilities.

Record and monitor the impact of any additional support programmes in place.

Ensure vulnerable learnershave access to any curriculum

plans, summer schemes or pre-course work prior to the start of delivery in September.

Joint working with appropriative staffing in the school to ensure that all learners make realistic and appropriate post-16 choices.

Work with school staff to offer personalised plans to respond to the needs of students who arestruggling to ensure they remain in EET e.g. courses as a means of re-establishing and restoring student confidence, leading to more appropriate choice of course.

Students aware of post-16 procedures on who tocontact if there are concerns.

Students to be given copies of learner timetables/coursework deadlines

Parents aware of post-16 procedures on who tocontact if there are concerns.

As appropriate, parent/carers to be given copies of learner timetables/coursework deadlines

Quality information made available to students and parents/carers about the curriculum and courses on offer. This information will outline whatwill be taught and when (e.g.learners timetable, coursework deadlines).

Some joint projects andcross phase activities orother joint provision availabledependent upon course andlearner.

Some joint projects andcross phase activities orother joint provision availabledependent upon course andlearner.

PedagogyImproving the continuity of teaching and learning across phases, encouraging cross phase professional support and dialogue

Learner Parent/Carer School Post 16 Provider

Develop an understanding of approaches to teaching and learning in the post-16 phase.

Understanding of approaches to teaching and learning in the secondary phase.

Facilitating exchangeopportunities for teachers in either setting.

Facilitating exchange opportunities for teachers ineither setting.

Joint INSET and CPD opportunities in both phases to enhance teaching and learningskills.

Joint INSET and CPDopportunities in both phases to enhance teaching and learning skills.

To support post 16 provision to understand the learning environments in school

Awareness of need for acommon approach tolearning environments forsome learners e.g. accessto IT for ASD learners.

To feedback to school and post 16 providers on experience

To feedback to school and post 16 providers on experience

Evaluate and adapt progression procedures following the views ofparents/carers and learners.

Evaluate and adapt progression procedures following the views ofparents/carers and learners.

Offer IAG. Offer IAG

Autonomy and Managing LearningEnsuring that learners are seen as active participants in the transition process and in their own learning

Learner Parents/Carers School Post 16 Provider

Identify what area you wish to progress into

Support your student in considering which area they would like to progress into

Work with students from Y9 (minimum) to identify individual aspirations and progression pathways

Offer IAGPrepare learners for a range of interviews – both academic and vocational.

Offer additional support for RONI cohort.

Prepare learners for moving into Education, Employment and Training

Learners understand their preferred style of learning and can talk confidently about thisto their post-16 tutors.

Learners understand their preferred style of learning and can talk confidently about this to their post-16 tutors.

Use information from new learners preferred style of learning to inform delivery and planning of courses/support.

Learners are actively encouraged to become ‘professional learners’,reflecting on what and how they are learning.

Learners are actively encouraged to become ‘professional learners’,reflecting on what and how they are learning.

Quality information is given to parents/carers about how they can contribute to and support their children to become professional learners.

Quality information is given to parents/carers about how they can contribute to and support their children to become professional learners.

Quality information is given to parents/carers about how they can contribute to and support their children to become professional learners.