ERASMUS – PRACTICE Management meeting Monday 13th November 2017

Initial Comments

Overview of the project and progress so far with a clarification of the areas of focus in both

countries. HSK – behavioural needs, WLC – ASN and the overlaps between the two areas.

There was also a discussion on the barriers that the young people face along with the

responsibility that Local Authorities have to the young people and their families.

In WLC the project will be used to enhance the relationships and partnership working

between all the partners learning from the German model.

Claudia updated the meeting on the diagnostic sheets that HSK had prepared. The sheet showed the

links between the different organisations and the pathways in HSK for young people from secondary

1 school onwards. The sheet showed the legal issues in HSK with data sharing between schools,

colleges, training providers and employers.

In HSK they have developed an agreement/contract for parents to allow the sharing of data between

schools, college, training provider, chamber of Handy crafts, employment agency.

All information should be listed on the sheet. Parents can decide which pieces of information are

shared with the other organisations.

There was a short discussion of the Mini Certificates and how they will work:-

The young people attend BBZ and gain an overview of the workplace where they want to go. They

are given a certificate to take to the employers to prove the competence of the young person. The

cost implication is €600 - €800 per young person. The project runs for 80 hours. This project is only

available to the partner schools in HSK. A teacher from the school will be in BBZ for the duration of

the project to support all involved. The aim is to continue the Mini Certificate beyond the project

and to make it sustainable. The teachers increase their knowledge of the different careers by

supporting the young people and the staff in BBZ. (This project would help with implementation of

the careers standard in WLC) There will be more information on the Mini Certificates later as they

start in January 2018

Claudia suggested that WLC and West Lothian College should write some information about the

Foundation Apprenticeships and the issues with the young people who are furthest from the work

place. In addition it was suggested that identifying who works with who and what relationships exist

for all Scottish partners would be of use to anyone using the Homepage

Update on the progress of the Website:-

Claudia identified the main parts of the website and the different pieces of information that are on

the homepage. The majority of the information has been taken from the original application and the

information supplied by the partners.

The final pieces of information needed are what progress has been made in Scotland.

Daniel suggested that the Europe 2020 outcomes should be linked to the project and then uploaded

to the website.

Claudia suggested that information on the pathways for main stream young people and the

differences in ASN should be added to the website. Tracey explained that the College and Pinewood

are working together to look at pathways to support the students. They have examples of good

practice at present but they are looking to developing a Transition Passport for the young people

which will include qualifications, Work Experience, and wider achievement (MR note – Claudia

stated that HSK use a Berufswahlpass – see appendix 1 for further information). This would be a

working document which would be continually added to and eventually used with employers. Daniel

explained about the changes to the enrolment procedures introduced by the Scottish Government.

This allows the young person to get the additional support the need by identifying any barriers at the

start of their college career. Tracey continued that the parents are also involved in this document

and agreed to write a summary along with the college of the project including the concepts behind

the project.

Claudia continued with the update on the website and asked for more information on CETS for the

website. Hugh agreed to give a presentation about the work of CETS on Tuesday. He explained that

CETS supports young people to set up Cooperatives as a possible career and give information and

advice about Enterprise.

Claudia suggested that the MEP’s could write a testimonial for the homepage. Daniel felt they could

be asked to attend the work shadowing week and then write a testimonial when they were more

aware of the project.

MR note – Stuart and Michelle to enquire about West Lothian Council protocols for this.

PRACTICE Management Meeting Tuesday 14th November 2017 - notes

Update from yesterday

It is not possible to visit River Kids this week as they are moving to new premises.

ARC will be joining the meeting to explain their programme which has 7 principles of good

transitions

Stuart explained the education structure in Scotland

The Scottish Government decide the direction of travel for Scottish Education which is passed to

Local Authorities by the Depute First Minister who is also the Education Minister.

At the Scottish Learning Festival every Year the Education Minister updates on the progress of the

education initiatives and any new plans. This year he announced that there would be no changes.

The priorities are still - Getting it Right for Every Child (GIRFEC), Curriculum for Excellence (CfE) and

Developing the Young Workforce (DYW).

GIRFEC - http://www.gov.scot/Topics/People/Young-

People/gettingitright/wellbeing

CfE - http://www.gov.scot/Topics/Education/Schools/curriculum

DYW - https://education.gov.scot/scottish-education-

system/policy-for-scottish-education/policy-

drivers/Developing%20the%20Young%20Workforce%20(DYW)

The Chief Executive Graeme Hope is in charge of West Lothian. There are several Depute Chief

Executives with responsibility for various areas. Elaine Cook has responsibility for Education and she

has two Heads of Service with responsibility for education. James Cameron oversees the work of the

MCMC Team, CLD Youth services under the heading of Developing the Young Workforce. The Heads

of Service direct the work of the schools through Head Teachers and Officers of the Council. See

diagram of West Lothian Structure – Appendix 2

Education Scotland produces information to support the

implementation of the curriculum and identifies good practice in

schools. In some cases they produce resources for the curriculum

or advice and support materials. HMI are HM Inspectors of

Education who ensure that all education establishments deliver education to the correct standard.

HMI report on the standards in schools and ensure that schools that are not meeting the standard

improve. See information sheet about Education Scotland and HMI responsibilities- Appendix 3

Skills Development Scotland (SDS) are a Scottish Government

funded organisation that supports young people with careers

advice. They support young people from age 12 onwards.

There was a detailed discussion on the processes in operation in WLC. Claudia was interested in

finding out about the systems that are in place to support all the different courses and relationships.

Pam said that she is going to set up a working group with teachers,

college, employers and parents/carers to help support the

transition of her young people. Young people will be involved in

the work of the group but will not attend all of the meetings. Pam

explained that Education Scotland were very interested in the

views of the Parents/carers and have given money to WLC to help

address the poverty gap. It is hoped that schools will develop

programmes to encourage parents/carers to engage with the

school.

Presentation:

ARC - Association for Real Change

Scott Read Policy Development Worker - presentation to follow

www.scottishtransitions.org.uk

“Improving the experiences of young people with additional support needs

going through transitions”

The Scottish Transitions Forum is supported by the Association for Real Change (ARC Scotland). They

are a charity that promotes the development of high-quality, person-centred support for people

with a learning disability or other support need. They have extensive partnerships with provider

organisations, local authorities, the Scottish Government and people who use services and their

parents and carers across the whole of Scotland.

Principles of good transitions

1. Person centred

2. Coordinated

3. Start early

4. Supported

5. Informed

6. Family/carer support

7. Continued focus on Transitions - accountability

ILF Transitions fund – allows young people who do not have a diagnosis of crisis to get funding for

training – age 16-24.

www.alice.org.uk

Claudia suggested that a link to the PRACTICE homepage would be useful.

Scott will consider who may a useful link for the PRACTICE programme and will pass this on

(including organisations that may be useful for HSK/WLC staff to job shadow.

Presentation:

Skills Development Scotland

Claire Stobie and Helen Garn

Skills Development Scotland (SDS) is Scotland’s national skills body. Who contribute to sustainable

and inclusive economic growth by supporting people and businesses, in each of Scotland’s local

authority areas, to develop and apply their skills. SDS work with partners at national, regional and

local levels.

In every local authority area SDS support individuals to build their career management, work-based,

and employability skills, throughout their career journey; from school, into further learning

opportunities and employment. SDS use skills intelligence to help young people make informed

decisions so they are well-placed to take up the opportunities arising within the local economy, as

well as across Scotland. SDS target delivery of this support to those who need it most, ensuring all

individuals are enabled to achieve their full potential.

(See appendix 4)

SDS Careers Advisor works with ASN schools to offer a tailored 1:1 support service. The service keeps

in touch with ASN young people post school.

Follow-ups for ASN young people will depend on what support is required. Presently this is left up to

the young people and/or their family as other partners may be working with these young people

through the new ‘Integrated Employment Service’.

Pam will speak with their Careers Adviser to discuss how they may reinforce that SDS are there for

young people once they leave Pinewood.

Claudia requested that it would be useful for SDS to summarize what SDS considers the 5 most

important factors for a young person’s successful transition - this would be added to the PRACTICE

website. It would be most useful if SDS could provide concrete examples/case studies for the

website.

MR to contact SDS to arrange a meeting so that this may be passed on to Janet within 4 weeks.

Presentation

CETS is an educational organisation whose aim is to support educational

establishments in embedding co-operative enterprise education into

their curriculum.

All co-operatives are governed by an internationally agreed set of values and principles.

Values

Self-help - co-operatives help people to help themselves.

Self-responsibility - co-operatives take responsibility for, and answer to, their actions.

Democracy - members have an equal say in the way the co-operative is run.

Equality - no matter how much money a member invests in the co-operative, they still have

one vote.

Equity - co-operatives operate in a fair and unbiased manner.

Solidarity - co-operatives share interests and common purposes with their members and

other co-operatives.

Most co-operatives adopt the following ethical values as well:

Openness, Honesty, Social responsibility and Caring for others

Through various funded projects CETs work with schools has included “Cooperate to Succeed”,

and “Young Enterprise”; the creation of SQA accredited courses, and setting up Scottish Schools

of Cooperation.

CETS a promote an alternative option for young people leaving school – setting up a business or

working in/setting up a cooperative collective.

Before Morag Pendry left CETS she worked with Pinewood School to support them as they work

towards becoming a Scottish School of Cooperation (through their Enterprise activities).

Pinewood are currently working with CETS to write course materials to allow their students to

gain further certification for their enterprise activities (such as their community café).

CETS are also supporting Pinewood by facilitating employer engagement activities, including

work experience placements for their students. Partners include Scotmid, Semi-Chem and the

Edinburgh Bicycle Cooperative. These employers will also give their feedback on the ‘Transitions

Passport’.

End of day 2

School Leaver Destinations

School Leaver Destination statistics are now solely published by the Scottish Government and on the Parentzone Scotland section of the Education Scotland website. Initial school leaver destinations for 2015/16, including at local authority level, were published by the Scottish Government in March 2017. The publication can be found here.

Career Information Advice & Guidance

9,296Engagements Individuals

20,383 with

We provided

Summer edition 2017

What we doBy building strong partnerships with providers, funders and influencers of education and training in West Lothian, we drive focus on delivering the programmes that will make a real difference to the local community and economy.

As shown through our Skills Planning Model, we focus on improving the response of education and training to the needs of industry so that people have the best chance of succeeding in the world of work and employers have access to the skills they need.

Who we areAs Scotland’s skills body, our aim is to deliver the very best possible outcomes for Scotland’s people, businesses and the economy by focusing on skills planning and development, putting those skills to work and building fairer and more diverse workplaces. We do this by delivering services for individuals and employers that help them to achieve their ambitions.

With more than 1,200 (full time equivalents) colleagues working across the country in schools, careers centres and partner locations, we are committed to making skills work for communities across Scotland.

Skills Development Scotland:

Making Skills Work for West Lothian

Opportunities for individuals

We want to ensure that people in West Lothian have the right skills and confidence to secure good work, progress in their careers and achieve their full potential in today’s competitive world of work. We provide careers information, advice and guidance, development of career management skills, as well as our Apprenticeship Family offer through Modern, Foundation and Graduate Level Apprenticeships.

Welcome to the Skills Development Scotland briefing for West Lothian, providing you with a snapshot of our work over the year for individuals and businesses in your local area. We hope you find it useful.

From April 2016 to March 2017

My World of Work

Registrations

Modern Apprenticeships

76%Achievementrate for MAs

964MA starts

78%National

average is

1,251MAs

in training as of 31st March

2017Aged 25+

531

242

191

Aged 16-19

Aged 20-24 405

EmployabilityFund starts

Employability Fund

6,078

We supported

In Your Area PageYour local page provides you with key data, labour market information, reports, and further information on the support we provide to individuals and businesses in your area. You can also look up where your nearest SDS office is located.

sds.co.uk/in-your-area/west-lothian

Your Local Contacts

Please don’t hesitate to get in touch with us about any of our products and services or with any questions you may have by using the contact details below.

Area Manager Donald Lumsdendonald.lumsden@sds.co.uk01506 445856

Head of Region Grant McDougallgrant.mcdougall@sds.co.uk01592 622028

Regional Skills Planning LeadPhil Fordphil.ford@sds.co.uk0300 013 5201

Foundation & Graduate-Level ApprenticeshipsDylan Whitedylan.white@sds.co.uk07786021436

Making Skills Work for EmployersWe also help employers in West Lothian to grow and develop their business through investing in skills and developing the workforce of the future. Support includes our Employabilty Services, tailored skills advice and funding for workforce development, redundancy assistance and Our Skillsforce.

Faced withredundancy

From April 2016 to March 2017, our Employment Engagement Team provided 46 companies with skills advice

Complete theCertificate of WorkReadinessEmployers Individuals

45 and

We supported74 to

Employers17

Individualsand 797

skillsdevelopmentscotland.co.uk myworldofwork.co.uk ourskillsforce.co.uk apprenticeships.scot

4.1% 6.2%

NotParticipating Unconfirmed

1.9%16.6%71.2%

2016 Annual Participation Measure (16-19 year olds)Published in August 2016

Education

89.7%(8,348) Employment Training & Personal Development

or

90.4%National Annual

Participation rate is

Management meting November 2017 – Appendix 1

Berufswahlpass – information The career choice pass is an instrument used in 13 states and was

developed and tested as part of the federal project "School - Business /

Working Life". The career choice passport as an instrument with a

recognition effect in schools, in school supervision, in out-of-school

partners and in business. The Federal Employment Agency supports this

work.

There is an online website similar to SDS’s My World of Work – for each

region in Germany. For HSK this is:

http://www.berufswahlpass-nrw.de/los-gehts/

The career choice pass supports young people to orient themselves in the choice of a profession and

accompanies this process.

Orientation in the choice of career:

1. The career choice guide helps students with

their vocational orientation.

2. The career choice passport enables parents,

teachers, career counselling and companies

to support young people on their career

path.

3. The career choice pass introduces the offers

for vocational orientation.

4. The career choice passport helps to

determine the personal strengths profile.

5. The career choice passport is suitable for documenting the path to a career choice.

6. The career choice pass summarizes all necessary documents, which make sense for a

deliberate career choice.

7. The career choice guide helps with life planning.

8.

Content includes

• What can I do? -My activities in the Framework of professional and study orientation

• What am I good at? - Prepare potential analysis: My strengths

• Where do I stand? - A professional careers exploration

• What is missing? - Checklist for your internship

• I would like to? - Check occupations, applications

• What is missing? - Study Preparation in the secondary II

• What is missing? - Checklist "My Application documents "

• What do I already have? - My Applications

• What's up? - Fixture list

West Lothian Council service areasChief Executive

Graham Hope

Depute Chief ExecutiveDr. Elaine Cook

Depute Chief ExecutiveJim Forrest

Depute Chief ExecutiveGraeme Struthers

Head of ServiceFinance & Property Services

Donald Forrest

Head of Education (Learning, Policy and Resources) James Cameron

n Additional Support Needsn Psychological Servicesn Pupil Placementn Youth Servicesn Adult Learningn Community Artsn Active Schools and Community Sportn Outdoor Learningn Instrumental Music Servicen Developing the Young Workforcen Resources including school infrastructure, ICT for learning and teaching and business support to schoolsn Education Maintenance Allowance, free school meals, clothing grants and bursaries

Head of Education (Curriculum, Quality Improvement and Performance) Donna McMastern Education Quality Assurance (early learning, primary and secondary schools)n School performance and improvementn 3-18 Curriculumn Professional learning for school staffn Child Protection service for schoolsn Parental Engagementn Home Education

Head of Planning, Economic Development and Regeneration Craig McCorriston n Environmental Health and Trading Standardsn Development Planningn Environment Planning and Climate Changen Education Planningn Development Managementn Building Standardsn Economic Developmentn Community Regeneration and Employabilityn Community Planning

Head of Service Social Policy Jane Kellock

n Community Caren Criminal & Youth Justicen Children & Familiesn Health Improvement

Head of ServiceOperational ServicesJim Jack

n Roads & Transportationn NETS, Land & Countryside Servicesn Recycling & Waste Servicesn Facilities Management/Inprintn Fleet & Community Transportn Public Transport

Head of ServiceHousing, Customer and Building Services Alistair Shaw

n Housing Needn Housing Strategyn Housing Operations n Customer & Community Servicesn Performance & Changen Building Services

Head of ServiceCorporate ServicesJulie Whitelaw

n Corporate Communicationsn Civic Centre Admin n Performance & Improvement n HR Servicesn IT Servicesn Legal Servicesn Corporate Procurement

n Audit, Risk and Counter Fraud Unitn Revenues Unitn Property Management and Developmentn Financial Management Unitn The Advice Shopn Construction and Design

NOVEMBER 2016 westlothian.gov.uk

PRACTICE – November 2017

West Lothian Employability

Award

Wes

Education Scotland

PDSP (Policy Development Scrutiny Panel

Developing Young

Workforce Steering Board

November 2017

West Lothian College

Transition Passport

(Pilot-Pinewood School)

Employers

More Chances, More Choices

HMI - Her Majesty’s Inspectorate

e Steering Board

Appendix 5

CETS

Parents

Skills Development Scotland

Chances, More Choices

ERASMUS PRACTICE Meeting Notes Wednesday 15th November 2017

Overview for the day

Discussion on the timetable for the next two days.

Summary of the progress

To do list

Planning for the final meetings

Structure developed in HSK

Future development of the project post 2018

Structure in HSK

THINK TANK - In order to help develop a common understanding between the 2 countries Claudia summarised the

PRACTICE structure and progress in HSK. Monthly management meetings (@2-3 hours) are held where all partners

attend. Members found that this did not allow sufficient time to discuss everything and so a 1 day ‘away day’

meeting was introduced. These meetings allow HSK partners to develop and nurture the new connections formed

between their organisations as a result of the PRACTICE programme.

PRACTITONERS - Practitioner meetings also take place every 6 to 8 weeks. The meetings include input from partners,

teachers and wider staff involved in the programme. A KAoA representative is also present at the meeting to allow

information to be shared. The focus for these meetings is directed by management meetings although the

conversations are two-way, allowing practitioners to feedback and identify other focus as appropriate. Staff will be

certificated/ credited for their work at the end of the project.

USERS - There is an intention to introduce a third level in this structure allowing for students input. The students

participating in February’s mobility will be asked for feedback on the programme

Changes within the HSK structure to date

The new Head Teacher of the vocational school has now moved on. Werner will remain the link to the school.

Doris Bier has been replaced by Janet Henke. Janet is keen to be involved in the project and attends both the

management meetings and the practitioner meetings

Jurgen was not involved at the start of the project and has had some time out for personal reasons. However he

continues to be the contact for Arbeit Meschede-Soest.

There have been some changes within the practitioner group but the number of participants has been maintained.

Diagnostic paperwork

The diagnostic sheets have been a very important development in HSK and will be given to parents at the parents’

evening next week. This will allow time for the paperwork to be completed in order to trial.

Presently the students are not very aware of the programme but this will change after next week when they will be

told about the mini certificates.

Mini Certificate – the young people gain a certificate from the Chamber of Handy Crafts. Employers know that the

certificate is of value. Currently, employers are not keen to have young people with behavioural issues as employees.

However, having this certificate will demonstrate that these young people are very motivated in this apprenticeship

area. It is hoped that employers will employ a young person who has this this certificate, rather than someone from

a mainstream school.

The above structure was developed because of a need to help support staff and students and to allow reporting on

the progress of the project.

Structure in West Lothian

In West Lothian the structure and practitioners have essentially remained the same (other than Morag Pendry from

CETS retiring).

West Lothian College/ West Lothian Council Partnership

Historically, the links between West Lothian Council and West Lothian College are very strong, and this partnership

working extends into a number of areas, most notably for this project this link extends into the ‘Developing the

Young Workforce’ initiative.

This includes provision for pupils completing SQA courses within the college during the ‘travel column’ and on Friday

afternoons (when the schools are closed). West Lothian College provision complements the courses on offer during

the Senior Phase. Courses on offer include Foundation Apprenticeships. These diverse and flexible learning

approaches to learning offer students greater personalisation and choice in their studies.

PRACTICE has provided an opportunity for the Council, Pinewood, the college and CETS to work innovatively

together to reflect upon the vocational system in HSK and to consider additional vocational experiences for ASN

young people in Pinewood School. These experiences may include; college experiences/ accredited courses, work

inspiration activities (visits, extended placements etc) and producing a ‘Transition Passport’ which may be similar to

the Berufwahlpass in Germany.

This post-school ‘transition passport’, initially trailed by students from Pinewood School, would be a final report for

children which would be passed on to the college/employers, and would include a statement of wider achievement.

The passport would serve to empower young people, and allow them to lead their own transition.

CETS will also provide CPD opportunities for Pinewood School staff and West Lothian College staff, work taster

opportunities, the opportunity for Pinewood staff to rewrite CETs Enterprise course materials to make them more

appropriate for the young people in Pinewood School.

West Lothian partners are in communication with SDS, SRUC Oatridge and other partners to enquire how they may

support/further enhance this resource.

Michelle updated the meeting of the structure for producing the Transition Passport in West Lothian (see appendix

5)

PR for PRACTICE

The PRACTICE project has been featured in the local press and the council website. Stuart presented the project to

the council’s ‘Policy Development Scrutiny Panel’ (made up of senior council officials and elected members) at the

beginning of 2017. Michelle demonstrated that PRACTICE was also included in the publication “Work placements

and work inspiration activity in secondary schools”.

Stuart demonstrated the website ‘Positive Destinations’ http://www.positive-destinations.co.uk

Follow-ups from this management meeting

To do list:

• West Lothian to send information for the PRACTICE Homepage within 4 weeks, including:

• A short description of what each partner does (including the informal partner SDS and ARC who

presented to the group)

• Five ‘key words’ from SDS, ARC and the UK project partners (which 5 things are most important for a

successful transition)

• Links to organisations which have been highlighted during the management meeting

• A draft copy of the ‘Transition Passport’

• Michelle and Stuart to determine Protocol for contacting MEPs

• Identify the date for the Celebration event in West Lothian – June 2018

Planning for the final meetings

Stuart and Michelle enquire about council protocols around contacting the MEP’s both to invite them to the

celebration event in June and to enquire about the possibility of a discussion/comment in the EU parliament.

Final Management meeting

Dates in June and September TBC, all relevant partners and associates should be invited.

• In the UK this could include; SDS, training providers, ERASMUS in London, Jamie Hepburn, Head of

Education Executive, Twinning Association, Education Scotland and Lord Provost

• HSK will do the equivalent.

Future development of the project post 2018

A short discussion around the possibility of another Erasmus application was briefly discussed.

End of meeting

Role and status

Education Scotland was established on 1 July 2011 by the Cabinet Secretary for Education and Lifelong Learning as a

new public body, charged with supporting quality and improvement in Scottish Education and thereby securing the

delivery of better learning experiences and outcomes for Scottish learners of all ages.

The organisation’s status as an Executive Agency means that it operates independently and impartially, whilst

remaining directly accountable to Scottish Ministers for the standards of its work.

independence of inspection, review and reporting within the overall context of the National Performance

Framework. It is headed by a Chief Executive who is responsible to Scottish Ministers, within the terms of this

framework document, for its management, performance and future development.

Education Scotland was established on 1 July 2011 by the Cabinet Secretary for Education and Lifelong Learning as a

new public body, charged with supporting quality and improvement in Scottish Education and thereby securing the

experiences and outcomes for Scottish learners of all ages.

The organisation’s status as an Executive Agency means that it operates independently and impartially, whilst

remaining directly accountable to Scottish Ministers for the standards of its work. This status safeguards its

independence of inspection, review and reporting within the overall context of the National Performance

Framework. It is headed by a Chief Executive who is responsible to Scottish Ministers, within the terms of this

ument, for its management, performance and future development.

Appendix 3

Education Scotland was established on 1 July 2011 by the Cabinet Secretary for Education and Lifelong Learning as a

new public body, charged with supporting quality and improvement in Scottish Education and thereby securing the

The organisation’s status as an Executive Agency means that it operates independently and impartially, whilst

This status safeguards its

independence of inspection, review and reporting within the overall context of the National Performance

Framework. It is headed by a Chief Executive who is responsible to Scottish Ministers, within the terms of this