Quality Assurance

Quality Assurance

Review September 2018
1. U-NEEK Learning’s approach to promoting our provision to young people, employers and referral agencies.

U-NEEK Learning will use a range of methods in order to communicate and market our provision Learning activities. These will include advertising the programme on our website, direct mailing to key agencies engaged with the young people, attendance and recruitment at various forums including distribution of posters and leaflets, media advertising through local community radio stations, advertising in local newspapers. Additionally we will ensure that all Leisure Centres, Sports facilities, education establishments, youth offending services, youth clubs, etc have detailed information about the programme. U-NEEK Learning will also place adverts in the Sports Leaders UK monthly magazine which is distributed widely within the city & county.

U-NEEK Learning will also directly target young people living within supported accommodation and also develop a Schools and community organisation publicity pack whereby it will work with schools and community organisations to promote the programme and recruit young people.

2. U-NEEK Learning‘s experience in dealing with young people who would access our provision.

U-Neek Learning benefits from fully qualified staff that have over 20 years combined experience of working with disaffected young people. Our staff qualifications include ten years of managing and developing an E2E programme along with the transition to Foundation Learning.Additionally, staff have nine years of experience in teaching art, key skills and functional skills, and a wealth of experience in business and enterprise.All staff have the ability to relate to young people and their concerns, are friendly and are experienced in non-judgemental teaching, helping to overcome young peoples’ fears and barriers to learning.

Linda Young-Directoris a qualified Secondary Art Teacher and has been working in Skills for Life for the last eight years.She currently works at a further education college as Lecturer in Skills for Life and has been responsible for the delivery of Key Skills/ Functional to apprentices in 19 vocational areas for the last four years.

Linda has achieved well above average pass rate for learners for SFL exams, including English, maths and ICT at Level 1 and 2, which was noted in the OFSTED inspection.She has worked with over 500 learners to help them achieve a qualification.Prior to this, she worked as a Skill for Life Tutor with the Leicester YMCA, setting up the post and delivering and coordinating SFL across 3 sites.As well as achieving many successes with disaffected young people, to gain Level 1 and Level 2 English and maths qualifications, she has also

organised various extra-curricular projects and activities. For example, organising a digital photography exhibition and project on heritage, in partnership with Chill Enterprises and the Leicester Museum and Art Gallery.

In addition, Linda has worked as a freelance artist and photographer since 2004, has an MA in Photography and has been commissioned to produce work for many organisations in the creative sector.She won an award from Arts Council England in 2009 and since that time has exhibited nationally and has had works published.

Linda has worked with children and young people for over 15 years, in many voluntary roles such as Summer Activity Leader, Sports Coach and more recently as Trustee and Magazine Editor for Takeover Radio Children’s Media Trust and was responsible for strategic developments for training programmes, work experience and budgeting.

Linda’s qualifications consist of:QTS Secondary, MA Photography, BA(Hons) English & Media Studies, 3 A-Level passes, 8 GCSE’s at grade C and above

Jay Treacy – Trainerhas been delivering sessions and taken the lead role on both E2E & Foundation Learning programmes for the past ten years. During this period, Leicester College have conducted lesson observations and Jay has been graded as outstanding in these.Jay has recently achieved a level 4 in “Preparing to Teach in the Long Life Learning Sector”. Jay is anticipating enrolling in additional courses that will further enhance her already impressive teaching skills.

Jay’s qualifications consist of:Level 4 PTTLs, GNVQ (Adv) in Health & Social Care, 8 GCSE’s grade A-C, IAG Level 2, Customer Service Level 2

Sandie Cross – Directorhas over 11 years experience of managing and developing three Educational projects based In Leicester city and county, during this time was responsible for Annual contracts to the value of £255,000 and also secured additional funding. .Sandie has won two consecutive awards for making a difference to young people lives. Within the projects that Sandie managed success where very high and the majority of the young people moved to positive outcomes and achieved valuable qualifications.

Sandie’s qualifications consist of: ILM level 5 Leadership and Management, level 4 Health & Safety, Level 3 ABC Facilitating Learning, Level 2 IAG, Level 2 Customer Service, Level 2 Safe Guarding young people and vulnerable adults, 6 GCSE’s grade A-C .

This track record of successfully supporting some of the most challenging young people over the last 12 years is a testament to the organisation’s experience in supporting young people to access further education, employment or training. The majority of young people have low levels of educational attainment, low self-esteem and confidence, mild learning difficulties and challenging behaviour. When designing its curriculum, the organisation not only fully involves the young people in the process but ensures that their needs and aspirations are core to the curriculum design. This has included specific one-to-one support for learners who struggle to work within a group environment, individual learning plans for those who refuse to engage and work placements which enable the learner to gain practical experience of the working environment.

3. Strategies we currently use, or would propose to implement, to engage and recruit those not participating in education employment or training

The primary strategy U-NEEK Learning has in place is to ensure that the programme is delivered in a non-formal setting, therefore not reflecting the formal school environment. The curriculum design and delivery is specifically aimed at the individual rather than the group and all staff ensure that their practice is non-judgmental, inclusive and transparent. As an organisation, U-NEEK Learning overall commitment is to support young people. It will often engage young people who have failed to be engaged by the service providers. This is based on its commitment to the individual and its understanding and experience of the every day issues they face in their lives. By involving the young people in the design of the curriculum and by setting small steps of achievement and progression, the organisation ensures that the programme is delivered at a pace that the young people are comfortable with. U-NEEK Learning does not raise false aspirations but acknowledges the individual’s achievement rather than overall progression. One simple aspect of engaging individuals is to offer them free breakfast should they arrive 15 minutes before the programme starts. This not only develops group work but also enables the young person to focus their minds as their bodies have been fuelled.

The programme will also provide a holistic approach that aims to address issues of disaffection, low self-esteem, confidence and low educational achievement. Consideration is given to learners' preferred learning styles and interests in order that creative learning solutions can be further developed.Learning will take place in a range of settings and styles, outdoor activity, one to one coaching, group activities, discussion projects, external presentations, work placements and volunteering

U-Neek Learning aims to develop successful partnerships with employers through the use of placements, apprenticeships and practical work experiences, opening up opportunities for young people to attend college courses though their future employers.Our ability to develop confidence and self-esteem will address the barriers that some young people have to the formal education setting and develop clear access routes from the project to education providers

4. Details of existing relationships with organisations and agencies that are likely to refer young people to our provision

U-NEEK Learning currently receives referrals from Prospects, Schools , Leicester College, Youth Offending Service, Health and Social Care, William Bradford, John Cleveland College, Burbage Independent Learning Centre and North Warwickshire & Hinckley College) Leicestershire county council

The current referral processes:

Ø  Prospects via referral form

Ø  Leicester College via referral form

Ø  County council direct access via support staff

Ø  All Schools, direct access via support staff

Ø  Independent Learning Centre and Pupil Referral Unit, via referral form and support staff

Ø  All Colleges, via referral form

These arrangements are either formalised through contracts or established methods of working and will be part of any future arrangement through both the above and future memorandums of understanding.

5.  Induction process

U-NEEK Learning implements a four week induction programme as it feels that this will give learners a real hands-on opportunity to both experience the project and develop clarity as to the commitment required from them and the level of work they will be expected to complete. Additionally, U-NEEK Learning feels that this will reduce learners opting out of the programme after only a few weeks as the induction will fully prepare them. Within the four week induction the organisation will include the following:

Ø  Code of Conduct and Health and Safety training.

Ø  Awareness of self and others.

Ø  Equality and diversity.

Ø  Group dynamics.

Ø  Team building.

Ø  Styles of learning.

Ø  Development of group ground rules.

Ø  BKSB Assessment and Initial Assessment.

Ø  Individual Learning Plan.

Ø  Signing of Learning Agreement.

Ø  Develop lines of communication with parents, carers and support workers.

This induction process would be evidence based and every learner would have to show, within their portfolio, that they have completed the induction successfully prior to moving on to the main programme. We will develop and plan the delivery of a flexible and responsive learning programme. We will develop innovative activities to assist in overcoming young peoples’ fears and barriers to learning, which will include using new technologies, group work and delivering activities.

6.  U-NEEK Learning’s approach to monitoring and reviewing progress of learners

As part of U-NEEK Learning’s support and aftercare programme we ensure that each individual learner develops a personalised action plan which includes the development of their ‘Shield of Aspiration’. This shield is split into four areas and the learner is asked to create a collage identifying where they are now, where they want to be in six months time, what they need to do to achieve this and what barriers stop them from getting there. This shield is then used as a basis to plan the individual work stream of the young person, alongside the programme curriculum. Additionally, core compulsory elements of the curriculum will include the BSKB assessment and strategies to increase attainment levels.

U-NEEK Learning sees equality and diversity as fundamental to everything it does and as such ensures its provision is open to everyone regardless of ability, race, gender, sexuality and religion. The organisation has a clear equal opportunities and diversity policy. All staff are trained in equality and diversity and all work delivered or designed is done so within a framework of equality and diversity. Within the specific curriculum the organisation will ensure that equality and diversity is built into everything it does. This will be achieved through practical workshops, group work, one-to-one work and citizenship.

As part of its commitment to the learners, U-NEEK Learning will support them to set clear and realistic targets with achievable milestones. Part of this process will be preparing them for the working environment and/or giving them the confidence to go onto further education, employment or training. U-NEEK Learning will achieve this by further developing its successful partnerships with employers through the use of placements and practical work experiences, supporting individuals to develop their confidence and self-esteem and address the barriers they have to the formal education setting. Additionally, it will develop clear access routes from the project into other education providers.

The project offers young people the opportunity to access this provision formally up to 12 months after leaving the programme and informally as long as they need help and support. Staff will also track the young person over a 12 month period via monthly phone calls, letters and home visits.

1.1. Health and Safety Policy

There is a written procedure in place for the development, consultation and implementation of health and safety policies which is audited and documentary evidence of/that:

·  a policy statement signed by a Director (or equivalent) and dated

·  the statement contains an unequivocal commitment to the health, safety and welfare of learners

·  the statement contains a commitment to provide a safe and healthy working environment for all persons

·  a clear organisational structure detailing duties and responsibilities

·  the arrangements section covers all the provider’s undertakings and as a minimum the following

Ø  audit and review

Ø  risk assessment, including COSHH & fire

Ø  staff competencies, training CPD etc

Ø  working environment

Ø  equipment materials & safe systems of work

Ø  learner provision

Ø  accident/disease investigation & reporting

Ø  emergencies

Ø  vetting, including risk-banding

·  communication of the policy, specifically in relation to those responsible for the health, safety and welfare of learners

·  the policy is reviewed in line with annual audit recommendations and/or organisational changes

·  adequate consultation and communication of proposed revision/changes to the policy

1.2.  Risk Assessment

There is a written procedure in place for risk assessment which is audited and documentary evidence of/that

·  a Corporate risk assessment identifying

Ø  specific areas of risk for example; occupational driving, lone working, learners on/at employer/placement, and/or work experience locations, off campus/site activities, sub contract providers etc

Ø  areas/issues requiring general assessment

·  general risk assessment covering specific areas/issues of risk and all the following

Ø  COSHH, materials etc

Ø  fire and emergencies

Ø  working environment, including documented checks/inspections which are adequate in content & frequency