May  2015
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1 .  U-­‐NEEK  Learning’s  approach  to  promo>ng  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  acBviBes.    These  will  include  adverBsing  the  programme  on  our  website,   direct  mailing  to  key  agencies  engaged  with  the  young  people,  aGendance  and  recruitment   at  various  forums  including  distribuBon  of  posters  and  leaflets,  media  adverBsing  through   local  community  radio  staBons,  adverBsing  in  local  newspapers.    AddiBonally  we  will  ensure   that  all  Leisure  Centres,  Sports  faciliBes,  educaBon  establishments,  youth  offending  services,   youth  clubs,  etc  have  detailed  informaBon  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   accommodaBon  and  also  develop  a  Schools  and  community  organisaBon  publicity  pack   whereby  it  will  work  with  schools  and  community  organisaBons  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  qualificaBons  include  ten  years  of  managing  and   developing  an  E2E  programme  along  with  the  transiBon  to  FoundaBon  Learning.    AddiBonally,  staff   have  nine  years  of  experience  in  teaching  art,  key  skills  and  funcBonal  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  -­‐   Director  is  a  qualified  Secondary  Art  Teacher  and  has  been  working  in  Skills  for  Life  for   the  last  eight  years.    She  currently  works  at  a  further  educaBon  college  as  Lecturer  in  Skills  for  Life   and  has  been  responsible  for  the  delivery  of  Key  Skills/  FuncBonal  to  apprenBces  in  19  vocaBonal   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  inspecBon.    She  has  worked  with  over  500   learners  to  help  them  achieve  a  qualificaBon.    Prior  to  this,  she  worked  as  a  Skill  for  Life  Tutor  with   the  Leicester  YMCA,  se\ng  up  the  post  and  delivering  and  coordinaBng  SFL  across  3  sites.    As  well  as   achieving  many  successes  with  disaffected  young  people,  to  gain  Level  1  and  Level  2  English  and   maths  qualificaBons,  she  has  also organised  various  extra-­‐curricular  projects  and  acBviBes.  For  example,  organising  a  digital   photography  exhibiBon  and  project  on  heritage,  in  partnership  with  Chill  Enterprises  and  the
Leicester  Museum  and  Art  Gallery.
In  addiBon,  Linda  has  worked  as  a  freelance  arBst  and  photographer  since  2004,  has  an  MA  in
Photography  and  has  been  commissioned  to  produce  work  for  many  organisaBons  in  the  creaBve   sector.  She  won  an  award  from  Arts  Council  England  in  2009  and  since  that  Bme  has  exhibited   naBonally  and  has  had  works  published.
Linda  has  worked  with  children  and  young  people  for  over  15  years,  in  many  voluntary  roles  such  as
Summer  AcBvity  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  budgeBng.
Linda’s  qualificaBons  consist  of:    QTS  Secondary,  MA  Photography,  BA(Hons)  English  &  Media  Studies,
3  A-­‐Level  passes,  8  GCSE’s  at  grade  C  and  above
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Jay  Treacy  –  Trainer      has  been  delivering  sessions  and  taken  the  lead  role  on  both  E2E  &  FoundaBon
Learning  programmes  for  the  past  ten  years.  During  this  period,  Leicester  College  have  conducted   lesson  observaBons  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  anBcipaBng  enrolling  in   addiBonal  courses  that  will  further  enhance  her  already  impressive  teaching  skills.
Jay’s  qualificaBons  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  –  Director   has  over  11  years  experience  of  managing  and  developing  three  EducaBonal   projects  based  In  Leicester  city  and  county,  during  this  Bme  was  responsible  for  Annual  contracts  to   the  value  of  £255,000  and  also  secured  addiBonal  funding.  .
Sandie  has  won  two  consecuBve  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  posiBve  outcomes  and  achieved   valuable  qualificaBons.
Sandie’s  qualificaBons  consist  of:  ILM  level  5  Leadership  and  Management,  level  4  Health  &  Safety,
Level  3  ABC  FacilitaBng  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  supporBng  some  of  the  most  challenging  young  people  over   the  last  12  years  is  a  testament  to  the  organisaBon’s  experience  in  supporBng  young  people   to  access  further  educaBon,  employment  or  training.    The  majority  of  young  people  have   low  levels  of  educaBonal  aGainment,  low  self-­‐esteem  and  confidence,  mild  learning   difficulBes  and  challenging  behaviour.    When  designing  its  curriculum,  the  organisaBon  not   only  fully  involves  the  young  people  in  the  process  but  ensures  that  their  needs  and   aspiraBons  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  pracBcal   experience  of  the  working  environment.
3.   Strategies   we   currently   use,   or   would   propose   to   implement,   to   engage   and   recruit   those  not  par>cipa>ng  in  educa>on  employment  or  training
The  primary  strategy  U-­‐NEEK  Learning  has  in  place  is  to  ensure  that  the  programme  is   delivered  in  a  non-­‐formal  se\ng,  therefore  not  reflecBng  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  pracBce  is  non-­‐judgmental,  inclusive  and  transparent.
As  an  organisaBon,  U-­‐NEEK  Learning  overall  commitment  is  to  support  young  people.    It  will   open  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  se\ng  small  steps  of  achievement  and  progression,  the  organisaBon   ensures  that  the  programme  is  delivered  at  a  pace  that  the  young  people  are  comfortable   with.    U-­‐NEEK  Learning  does  not  raise  false  aspiraBons  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  holisBc  approach  that  aims  to  address  issues  of  disaffecBon,  low   self-­‐esteem,  confidence  and  low  educaBonal  achievement.  ConsideraBon  is  given  to  learners'   preferred  learning  styles  and  interests  in  order  that  creaBve  learning  soluBons  can  be  further   developed.    Learning  will  take  place  in  a  range  of  se\ngs  and  styles,  outdoor  acBvity,  one  to  one
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coaching,  group  acBviBes,  discussion  projects,  external  presentaBons,  work  placements  and   volunteering
U-­‐Neek  Learning  aims  to  develop  successful  partnerships  with  employers  through  the  use  of   placements,  apprenBceships  and  pracBcal  work  experiences,  opening  up  opportuniBes  for  young   people  to  aGend  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  educaBon   se\ng  and  develop  clear  access  routes  from  the  project  to  educaBon  providers
4.
Details  of  exis>ng  rela>onships  with  organisa>ons  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:
➢ Prospects    via  referral  form
➢ Leicester  College  via  referral  form
➢ County  council    direct  access  via  support  staff
➢ All  Schools,  direct  access  via  support  staff
➢ Independent  Learning  Centre  and  Pupil  Referral  Unit,  via  referral  form  and  support   staff
➢ 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. Induc>on  process
U-­‐NEEK  Learning  implements  a  four  week  inducBon  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.    AddiBonally,  U-­‐NEEK  Learning  feels  that  this  will  reduce  learners  opBng  out  of  the   programme  aper  only  a  few  weeks  as  the  inducBon  will  fully  prepare  them.    Within  the  four   week  inducBon  the  organisaBon  will  include  the  following:
➢ Code  of  Conduct  and  Health  and  Safety  training.
➢ Awareness  of  self  and  others.
➢ Equality  and  diversity.
➢ Group  dynamics.
➢ Team  building.
➢ Styles  of  learning.
➢ Development  of  group  ground  rules.
➢ BKSB  Assessment  and  IniBal  Assessment.
➢ Individual  Learning  Plan.
➢ Signing  of  Learning  Agreement.
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➢ Develop  lines  of  communicaBon  with  parents,  carers  and  support  workers.
This  inducBon  process  would  be  evidence  based  and  every  learner  would  have  to  show,   within  their  porrolio,  that  they  have  completed  the  inducBon  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  innovaBve  acBviBes  to  assist  in  overcoming  young  peoples’   fears  and  barriers  to  learning,  which  will  include  using  new  technologies,  group  work  and  delivering   acBviBes.
6.
U-­‐NEEK  Learning’s  approach  to  monitoring  and  reviewing  progress  of  learners
As  part  of  U-­‐NEEK  Learning’s  support  and  apercare  programme  we  ensure  that  each   individual  learner  develops  a  personalised  acBon  plan  which  includes  the  development  of   their  ‘Shield  of  AspiraBon’.    This  shield  is  split  into  four  areas  and  the  learner  is  asked  to   create  a  collage  idenBfying  where  they  are  now,  where  they  want  to  be  in  six  months  Bme,   what  they  need  to  do  to  achieve  this  and  what  barriers  stop  them  from  ge\ng  there.    This   shield  is  then  used  as  a  basis  to  plan  the  individual  work  stream  of  the  young  person,   alongside  the  programme  curriculum.    AddiBonally,  core  compulsory  elements  of  the   curriculum  will  include  the  BSKB  assessment  and  strategies  to  increase  aGainment  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  organisaBon  has  a  clear  equal  opportuniBes  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  organisaBon  will   ensure  that  equality  and  diversity  is  built  into  everything  it  does.    This  will  be  achieved   through  pracBcal  workshops,  group  work,  one-­‐to-­‐one  work  and  ciBzenship.
As  part  of  its  commitment  to  the  learners,  U-­‐NEEK  Learning  will  support  them  to  set  clear   and  realisBc  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   educaBon,  employment  or  training.    U-­‐NEEK  Learning  will  achieve  this  by  further  developing   its  successful  partnerships  with  employers  through  the  use  of  placements  and  pracBcal  work   experiences,  supporBng  individuals  to  develop  their  confidence  and  self-­‐esteem  and  address   the  barriers  they  have  to  the  formal  educaBon  se\ng.    AddiBonally,  it  will  develop  clear   access  routes  from  the  project  into  other  educaBon  providers.
The  project  offers  young  people  the  opportunity  to  access  this  provision  formally  up  to  12   months  aper  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,  leGers   and  home  visits.
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1.1.   Health  and  Safety  Policy
There  is  a  wriGen  procedure  in  place  for  the  development,  consultaBon  and  implementaBon   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  organisaBonal  structure  detailing  duBes  and  responsibiliBes
• the  arrangements  secBon  covers  all  the  provider’s  undertakings  and  as  a  minimum   the  following
➢ audit  and  review
➢ risk  assessment,  including  COSHH  &  fire
➢ staff  competencies,  training  CPD  etc
➢ working  environment
➢ equipment  materials  &  safe  systems  of  work
➢ learner  provision
➢ accident/disease  invesBgaBon  &  reporBng
➢ emergencies
➢ ve\ng,  including  risk-­‐banding
• communicaBon   of   the   policy,   specifically   in   relaBon   to   those   responsible   for   the   health,  safety  and  welfare  of  learners
• the   policy   is   reviewed   in   line   with   annual   audit   recommendaBons   and/or   organisaBonal  changes
• adequate   consultaBon   and   communicaBon   of   proposed   revision/changes   to   the   policy
2.
Risk  Assessment
There  is  a  wriGen  procedure  in  place    for  risk  assessment  which  is  audited  and  documentary   evidence  of/that
• a  Corporate  risk  assessment  idenBfying
➢ specific  areas  of  risk  for  example;  occupaBonal  driving,  lone  working,  learners   on/at   employer/placement,   and/or   work   experience   locaBons,   off   campus/ site  acBviBes,  sub  contract  providers  etc
➢ areas/issues  requiring  general  assessment
• general  risk  assessment  covering  specific  areas/issues  of  risk  and  all  the  following
➢ COSHH,  materials  etc
➢ fire  and  emergencies
➢ working   environment,   including   documented   checks/inspecBons   which   are   adequate  in  content  &  frequency
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➢ manual  handling
➢ first  aid
• risk  assessments  consider  those  at  increased  risk,  children,  young  persons,  those   with  learning  difficulBes  and/or  disabiliBes,  new  and  expectant  mothers  etc
• risk  assessments  inform  Personal  Emergency  EvacuaBon  Plans  (PEEPs)
• risk   assessments   idenBfy   and   record   significant   hazards   and   suitable   and   sufficient  control  measures  implemented
• assessments  detail  the  assessor  and  review  schedule
• assessments  are  reviewed  on  schedule  and  in  the  event  of  incidents,  accidents  or   changes  to  the  organisaBon’s  undertakings  and/or  legislaBon.
2. Staff  Competencies
There  is  a  wriGen  procedure  in  place  for  assessing  staff  competencies  including  training  and
CPD  which  is  audited  and  documentary  evidence  of/that
• a  named  competent  person  for  H&S  maGers
• the  competent  person  is  idenBfied  within  the  organisaBonal  structure  of  the  H&S   policy
• it   is   evident   from   the   annual   report,   reviews   and     development   plan     that   the   competent   person   has   the   authority   and   autonomy   to   influence   the   organisaBon’s  management  of  H&S  at  the  highest  level
• there  is  a  named  responsible  person  for  fire  safety
•   the   responsible   person   is   idenBfied   within   the   organisaBonal   structure   of   the
H&S  policy
• the   responsible   person   has   the   authority   and   autonomy   to   influence   the   organisaBon’s  fire  management  at  the  highest  level
• there  are  sufficient,  suitably  experienced  and/or  trained  and  competent  persons   to   undertake   ve\ng   including   risk-­‐banding   of   employer/placements   and   work   experience  locaBons
• there  are  sufficient,  suitably  experienced  and/or  trained  and  competent  persons   to   undertake   monitoring   of   learners   at   employer/placements   and   work   experience  locaBons
• there   are   sufficient   trained   first   aiders   and/or   appointed   persons   for   the   provider’s  working  environment
• there  are  sufficient  trained  members  of  staff  to  act  in  the  event  of  a  fire  or  other   emergencies  at  the  provider’s  premises
• staff   undertaking   specific,   general   and   fire   risk   assessments   have   appropriate   competencies
• staff   undertaking   any   of   the   above   acBviBes   are   appraised/assessed   including   their   compleBon   of   documentaBon   to   ensure   competence   at   the   appropriate   level  and  compliance  with  the  provider’s  H&S  management  system
• the  appraisal/assessment  idenBfies  training  needs
• training  needs  are  addressed  and  tested/evaluated
3.   Working  Environment
There   is   a   wriGen   procedure   in   place   for   the   checking   and   maintaining   of   the   working   environment  and  welfare  faciliBes  which  is  audited  and  documentary  evidence  of/that:
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• areas,   locaBons   and/or   environments   are   inspected   to   ensure   a   safe   and   healthy   working  environment  is  maintained
• inspecBons  are  undertaken  at  a  frequency  based  on  the  degree  of  risk
• issues  idenBfied  during  inspecBon  requiring  acBon  are  addressed
• a  review  of  inspecBons  is  undertaken  to  ensure  idenBfied  acBons  are  implemented
• implementaBon  of  remedial  acBon  is  included  within  the  audit  process.
• review  of  documented  inspecBons  is  included  within  the  audit  process
• persons   responsible   for   monitoring,   review   and/or   audit   have   the   authority   and   autonomy  to  fulfil  their  duBes
5.   Learner  Provision
There  is  a  wriGen  procedure  in  place  for  the  delivery  of  suitable  and  sufficient  informaBon,   instrucBon  and  training  which  is  audited  and  documentary  evidence  of/that:
• learners  receive  suitable  and  appropriate  inducBon  when  starBng  with  the  provider   and  prior  to  being  placed  into  specific  training  locaBons,  employer/placement  or   work  experience  locaBons
• more   specific   inducBon   is   provided   as   the   learner   moves   to   other   environments   controlled  by  the  provider
• learners   receive   suitable   and   appropriate   inducBon   when   starBng   at   an   employer/ placement  or  work  experience  locaBons
• informaBon,  instrucBon  and  training  is  delivered  throughout  the  training  programme
• learners   understanding   of   inducBon   and   ongoing   informaBon,   instrucBon   and   training  is  tested  to  confirm  understanding
6.   Accident  Inves>ga>on  and  Repor>ng
There   is   a   wriGen   procedure   in   place   for   the   invesBgaBon   and   reporBng   of   accidents,   diseases  and  dangerous  occurrences  etc  both  contractually  and  legislaBvely  which  is  audited   and  documentary  evidence  of/that:
• learner   accidents/diseases   occurring   at   the   provider’s   premises   are   appropriately   invesBgated  and  reported  within  sBpulated  Bme  scales  on  forms  HS001  and  AF1
• learner   accidents/diseases   occurring   at   employer/placements   contracted   to   the   provider  are  appropriately  invesBgated  and  reported  within  sBpulated  Bme  scales  on   forms  HS001  and  AF1
•   learner   accidents/diseases   occurring   at   the   sub-­‐contract   provider   premises   are   appropriately  invesBgated  and  reported  within  sBpulated  Bme  scales  on  forms  HS001   and  AF1
• learner  accidents/diseases  occurring  at  employer/placements  contracted  to  the  sub-­‐ contract  provider  are  appropriately  invesBgated  and  reported  within  sBpulated  Bme   scales  on  forms  HS001  and  AF1
• learner   accidents   occurring   off   campus,   educaBonal   visits,   field   trips,   outdoor   acBviBes   etc     are   appropriately   invesBgated   and   reported   within   sBpulated   Bme   scales  on  forms  HS001  and  AF1
• preventaBve   measures   idenBfied   during   accident/disease   invesBgaBons   are   implemented
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•  accident/disease  invesBgaBon  reports  are  used  to  inform/review  risk  assessments,   changes  in  policy/procedure,  risk  banding  of  employer/placements,  work  experience   locaBons  and  staff  development
• sufficient  and  suitably  competent  staff  are  in  place  to  invesBgate,  report  accidents/ diseases  and  negoBate  and  monitor  the  implementaBon  of  preventaBve  measures
7.   Emergencies
There  are  wriGen  procedures  in  place    for  fire,  first  aid  and  other  foreseeable  emergencies,   derived  from  risk  assessment,  which  are  audited  and  documentary  evidence  of/that:
• all  staff  and  learners  are  informed  of  emergency  procedures
• learners  understanding  of  emergency  procedures  is  tested
• emergency  procedures  are  rehearsed  and  outcomes  recorded
• records   of   emergency   rehearsals   are   used   to   inform   risk   assessments,   policy   and   inducBon
8.   Ve\ng
There   is   a   wriGen   procedure   in   place   for   ve\ng   employer/placements   including   work   experience  locaBons  which  is  audited  and  documentary  evidence  of/that
• ve\ng   process   clearly   idenBfies   occupaBonal,   organisaBonal   and   combined   risk   banding
• ve\ng  is  undertaken  prior  to  placing  learner/s
• ve\ng  is  undertaken  prior  to  agreeing  to  fund  learning
• completed  ve\ng  documents  are  subject  to  a  quality  assurance/check  procedure
• quality  assurance/check  of  ve\ng  documents  inform  on  the  suitability  or  not  of  the   placement
• quality   check   of   ve\ng   documents   inform   changes   in   policy/procedures   and   staff   development
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