4C: How is success in guidance and support recognised?
The following extracts from ALI and Ofsted inspection reports illustrate effective practice in guidance and support.
Adult Learning Inspectorate | OFSTEDThe new education guidance workers had significantly improved the input of the education department to training planning meetings. [...]The guidance link workers had developed a thorough system for collating information and supporting detention and training order reviews.
Training planning for juveniles was well organised, with meaningful, multi-disciplinary reviews involving the young person, Yot workers, and education guidance workers.
A dedicated examination room had also been established. It provided a good focus for learner support and was well used by learning support assistants and other support staff. Support arrangements within education were well planned and focused on the individual needs of the learner. A newly refurbished student support services base was in place with space for careers guidance interviews, examinations and curriculum provision for learners on the foundation level course. The area was light, airy, well decorated and well used.
A peer mentoring programme for selected learners had been introduced recently and offered valuable and appropriate learning opportunities.
Well-trained LSAs now worked effectively as key workers and to provide one-to- one support and classroom/workshop support. Guidance workers provided effective professional support for young people, including strategies to address bullying.
In general, information was well distributed and continuity was provided by having an LSA attached to a group. This promoted good knowledge of individuals and good collection of assessment data to inform reports produced for training planning reviews. [...] Each education group had an assigned LSA who gave support and provided continuity from lesson to lesson as well as basic skills support, links into training planning meetings and improved record-keeping on individuals, especially for the developing behaviour management scheme.
A set of standard computer-based tests provided a profile of levels of attainment [...] Through the special educational needs coordinator (SENCO), there were further assessments, including reading age. Special educational needs statements were followed up with some success and within the limited resources available; those with the greatest need were allocated individual support.
Imaginative developments with well-qualified Connexions personal advisers, partly funded through the establishment and partly through a local Connexions Partnership, had ensured that young people were interviewed by a personal adviser within their first 10 days. Advisers had specific links with groups of youth offending teams facilitating opportunities for young people to be linked into the Connexions Partnerships in their home areas. Video-phones for “face-to-face” contact with home Yot workers and Connexions personal advisers were available but as yet only one interview had taken place. Guidance workers/caseworkers were playing a key role in training planning and review meetings.
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