‘Fuelling Futures’ webinarSupporting career transitions for young people with SEND

Mark Pickles, National Grid

Co-founder, ‘EmployAbility Let’s Work Together’

Webinar – Purpose

▪ Provide the background and context for why the ‘Fuelling Futures’

toolkit has been developed

▪ Provide inspiration and ideas for strengthening the partnership between

businesses and SEND schools - with the goal of creating more

employment opportunities for students with SEND

▪ Build understanding of the content of the toolkit and how to use it

Webinar – Content

▪ ‘Fuelling Futures’ Toolkit – Why have we created it?

▪ My personal story – Creating ‘EmployAbility, Let’s Work Together’

▪ The Business Case and the importance of links between businesses

and schools with SEND students

▪ Structure and content of the Toolkit

▪ Overview of support available

Fuelling Futures Toolkit – Why?

▪ SEND is a particular area of challenge for achieving career planning and successful outcomes

▪ Only 6% of SEND students achieve paid employment even though 65% want to work

▪ In the context of the ‘6%’ it is not surprising that some SEND schools may not devote much time to career planning for students or on curriculum activities related to careers

▪ SEND leadership often need support creating meaningful links with local employers – learning from the experience of others and understanding ‘what is possible’ builds confidence

My personal story Creating ‘EmployAbility – Let’s Work Together’

The business case and the importance of links between

businesses and schools with SEND students

The Business Case - Benefits to business

▪ Young people with disabilities are loyal, committed employees -and you will discover skill levels that don’t exist in other talent pools

▪ Employee engagement rises – helping others brings the best out in people

▪ Customers and communities are inspired and value what you contribute to society

▪ Stakeholders view you favourably and your business reputation is improved

▪ Employees have increased disability confidence and awareness

▪ There are more leadership and coaching skills opportunities

What can this mean for schools with SEND students?

Painting the school hall

Community action

Running a classroom activity/game

Volunteering

Hosting a visit to your business

School visits

Supportingthe set-up orrunning of aschool microbusiness

Two weeks’ work experience

Hosting a SENteacher visit toshow the typesof jobs that existin a local business

Supported Internships

consequences Positive

Fuelling Futures Employer Toolkit

‘Transition programmes for young adults with special education needs and disabilities (SEND). What works?’ The Careers & Enterprise Company report, makes five recommendations:

1. Start young and maintain support across the life course/until the young person is established in the labour market.

2. Provide encounters and experience with employers, working people and workplaces.

3. Ensure access to support and relevant developmental activities (this can include career guidance, teacher support, agency support, specific skills training).

4. Involve families in the transition.

5. Ensure that career and employability learning and support continues in the workplace.

Links between business and schools with SEND pupils

National Grid started by offering young people with SEND, short-term work experience opportunities and enterprise opportunities at school. We then went on to offer supported internships, which are;

▪ For young people, aged 16 – 24, with learning difficulties and/or disabilities – a statement of educational needs, a learning difficulty or an education, health and care plan (EHCP).

▪ A structured study and development programme located at the employer’s premises.

▪ Unpaid – because the student is in full-time education.

▪ A minimum of six months long.

Supported internships

A flexible model, that can be adapted by smaller companies too:

▪ A business partners with a local SEND school/college or mainstream school/college with

SEND provision. The school/college then provide the students to the business.

▪ The business provides work placements for the students in its offices, warehouse,

manufacturing, depot etc. for an academic year – usually split into three placements.

▪ Interns are supported by job coaches who are funded by government through the

Department for Work & Pensions ‘Access to work’ funding, organised by the school/college.

▪ Interns also complete BTEC Work Skills and Functional Skills qualifications.

▪ It results in confident ‘employment ready’ recruits at the end of the supported internship.

▪ Wherever possible, National Grid support the young person to move into supported

apprenticeships, apprenticeships or paid employment at the end of the programme.

National Grid’s model for supported internships

▪ 92% of employee volunteers for National Grid stated in a survey that volunteering had contributed to their professional development

▪ 95% said they felt more positive about National Grid

▪ 100% retention rate for National Grid intern recruits

▪ 60% of National Grid interns have gone into paid employment, compared to a national average of 6%

▪ 77% of the public think more highly of companies that make an extra effort to employ people with a disability

Supported internships are good for business

Fuelling Futures Toolkit - Content

The toolkit is a compilation of resources including:

▪ What good looks like

▪ Activity guides

▪ Video resources

▪ Case studies

▪ Tips for engaging with employers

▪ Checklists

▪ Support

The aim is to provide an easy to use toolkit with access to a wide range of resources in one place

Using the toolkit and its resources

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Available resources

▪ Our toolkit provides helpful guidance on how to get started

▪ Three videos that bring the National Grid programme to life

▪ PowerPoint to help you share National Grid’s approach with other businesses

These are all available on the EC resource page and EA resource page, on The Careers & Enterprise Company website.

Thank you for attending

Any questions?