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Support and training for trusted adults in Norfolk


		11-16 schools

		6th form schools

		Colleges

Summary

Trusted adults are central to the success of Norfolk's key stage 4 engagement programme. A two-day training course for trusted adults took place before the engagement programme was launched to learners and their families, and there were regular support meetings for trusted adults every half-term.

Introduction and Background

There first phase of Norfolk's key stage 4 engagement programme was centered around Norwich, where NEET figures (not in education, employment or training) are relatively high. All 12 secondary schools in Norwich and the local pupil referral unit contributed financially to the programme by identifying and providing trusted adults to mentor learners on the programme. Most of the trusted adults were learning mentors or behaviour support workers, and the majority of them mentored more than one learner.

For the first phase of the programme, 225 learners were identified using strict criteria relating to attendance, behaviour, attainment and links with external agencies. The number of identified learners ranged from two in one school to 46 in another.

Approach

The need to underpin provision with high quality and regular support, advice and guidance from trusted adults was highlighted in the original QCA key stage 4 engagement programme template. Before launching the engagement programme to learners and their families, the local authority provided a two-day training course for trusted adults.

The two-day training course included sessions on:

an introduction to the key stage 4 engagement programme
the role of the trusted adult, and how this was similar to or different from their current role
the role of Connexions Personal Advisers and how they can be used to support trusted adults
support available for trusted adults, including dates for network meetings every half-term
confidentiality and how to be a good advocate for their learners
the first conversation with the learner and how to introduce the programme positively
approaches to encourage parental support
target setting and how to complete student profiles

The programme was launched at Norwich City Football Club in November 2006, and the trusted adults accompanied their learners, and their learners’ families, at the launch event. The event took the form of a ‘market place’ of existing and future external provision available through the programme and was extremely well attended (possibly due to the venue and the refreshments!).

Signs of Success

Every term, a student profile is completed during a mentoring meeting between the trusted adult and the learner, with targets set relating to the original criteria for identification. These profiles are held centrally to help monitor the progress of learners. There have been significant improvements in attendance, behaviour and attainment for the 225 young people identified for the first phase of the programme.

As a result of the programme:

learners have built up strong positive relationships with their trusted adults as they feel that they are contributing to decisions about their learning pathways
trusted adults are building positive relationships with learners’ families
attendance is improving as trusted adults follow-up any absence
schools have recognised the difference trusted adults are making and are allocating adequate time for them to meet with their learners regularly
some trusted adults are choosing to accompany their learner(s) to new provision until the learner is confident to attend on their own and
trusted adult networks are well attended.

Conclusions

For learners on the edge of education, the trusted adults have been the essential support that some of these young people have needed. The role of trusted adults has been taken seriously by partnership organisations and schools and they have received effective training and support throughout the programme. The intensive support provided by trusted adults has been central to the success of the programme to date, and will continue to be so.