Successfully using the QCFSuccessfully using the QCF to fund provision for

t d t ith t l h lth diffi ltistudents with mental health difficulties

Breaking down the barriers to education, employment and training for people with mental health needs

Mental health conditions and young people

• 1 in 4 young people between 15-24 will experience a mental disorder in any 12 month period

• 15 - 24 years old is the peak period for the onset of mental disorders

• Mental health issues are responsible for 65 70% of Burden of• Mental health issues are responsible for 65 - 70% of Burden of Disease for young people aged15-24

• Mental and substance use disorders frequently coexist (70% ofMental and substance use disorders frequently coexist (70% of help seeking cohorts)

• Pathways for young people to access health resources are limited as use of standard GPs is under-represented in this age group

• Although most young people experience recovery fromAlthough most young people experience recovery from symptoms of mental disorders, there is a significant negative impact on longer term vocational pathways and economic

ti i tiparticipation

Rationale

• To provide access to education for young people in Portsmouth & surrounding

areas who are recovering from mental health issuesareas who are recovering from mental health issues

• To ease the transition back into full-time education

• To offer opportunities for meaningful employment

• To provide a flexible response to learner needs, including outreach

• T id f i ti ti d i t• To provide a safe, reassuring, non-stigmatised environment

• To support learners with a Core of health / relapse preventionpp p p

• Unique provision OUTSIDE of LDD

Keeping Well

• Sessions delivered by Occupational / Mental Health specialists

• Keeping Well plans

• Dedicated support time from Early Intervention staff – support worker

sufficient, not necessarily trained workersufficient, not necessarily trained worker

• Supported by work on relevant qualifications

• New build opportunity - dedicated learning environment / suitable facilities

Curriculum 2007/2008

• City and Guilds 3071 Certificate in Self-Development through Learning (Learn

Power) combined with elements of Getting Connected

•• NOCN Units selected by student based on individual aims and outcomes

• Key Skills / Basic SkillsKey Skills / Basic Skills

• Vocational Tasters (accredited)

• NCFE Certificate in Volunteering (L2)

• Fundraising and social activities

Curriculum 2008/2009

• NOCN units/QCF units/ EDEXCEL Workskills

• Key Skills/Basic Skills/Accredited vocational tasters/team delivery

• NCFE Certificate in Volunteering Skills L2

• Community Project – Skateboard Park

• Flexible programme and individual learning pathwayFlexible programme and individual learning pathway

• Joint meetings to plan for transition and progression

Curriculum 2009/2010

• Using Award/Certificate/ structure to facilitate roll on/roll off approach ( 3 or 7

units ) and allow early accredited achievement

•• Community Project – former Headspace client – art student – personal story

boards display

• Consistency in staff / core team

• Role boundaries - health and education

• Extend length of day / progressionExtend length of day / progression

• Full time / Part time (16-25s/adults) – Step Up / Step down

Curriculum 2010/2011

• Move to part time provision for all students with age group extended to 25+ -

flexible learner led attendance agreements and personal learning plansflexible learner led attendance agreements and personal learning plans

• NOCN Level 1 Award in Skills towards Progression (early achievement)

• Units of Study: Induction to Study, Personal Confidence and Self

Awareness(in Keeping Well) Understanding and using Number PunctuationAwareness(in Keeping Well), Understanding and using Number, Punctuation

and Grammar

• Progression to additional suitable Award or the Certificate

• V i l i h h d lifi i D b 2010• Vocational tasters with attached qualifications post December 2010

• Project yet to be decided – nature of group key j y g p y

Support and monitoring

• Keeping Well sessions

• Learning Support/Travel support

• MoodleMoodle

• Attendance monitoring and follow-up

• Measurement of therapeutic outcomes

• Flexibility and ‘time outs’

• End of programme independent Focus Group

Outcomes and Successes (1)

“I am a completely different person. I sit on the

bus and look around and it’ll be like ‘this ain’tbus and look around, and it ll be like this ain t

me; Suzie would never do this!’ and I still get

shocked today. I know I’m not going to take it for

granted I am just a new person I’m happier moregranted. I am just a new person. I m happier, more

outgoing and I’ve learned to laugh at myself now

and not take life too seriously. For once, I actually

want to live and I’m enjoying my life!”want to live, and I m enjoying my life!

Outcomes and Successes (2)

Analysis of student data, which shows evidence of year on year continuous

improvement in this group of students’ retention and achievement;. To date:

• 39 students have completed the programmep p g

• 50% progress to further education or employment

•• 25% progress to study at a higher level

• C&G Certificate in Self Development - Success

• 2007/2008 – 50% success

• 2008/2009 75% success2008/2009 – 75% success

• 2009/2010 – 100% success

• Internal Certificates part time students 2009/2010 – 100% success

Moving On (1)

• Roll on/roll off programme• Roll on/roll off programme

• Ist enrolment onto Level 1 Award in Skills Towards Enabling P i (NOCN St U )Progression (NOCN Step Up)

• Work on a number of units (PSD, Literacy and Numeracy based) with particular focus on two (for early Award)

• Jump between Award (2 units – 6 credits) to Certificate (7 units –p ( ) (21 credits) and Diploma (14 units – 39 credits)

• Ensure well on way to achieving Certificate before changingEnsure well on way to achieving Certificate before changing qualification aim from Award to the Certificate

• Due to funding and transfer implications – put achievement throughDue to funding and transfer implications – put achievement through for Award and re-enrol onto Certificate

• Similar process for the Diploma• Similar process for the Diploma

Moving On (2)

• Funded regardless of which but obviously more funding for the• Funded regardless of which – but obviously more funding for the highest qualification

• L b i t i i i t i t i di id l it d• Labour intensive process in registering onto individual units and tracking units against students

• Ensuring retention of all portfolios as evidence for unit completion

• Base room works well with PCs readily availabley

• 2009/2010 first year of using these qualifications in this way –NOCN not preferred Awarding Body, but largest bank of unitsNOCN not preferred Awarding Body, but largest bank of units

• Diploma GLH only 350 – top up to 450 with Edexcel Work Skills qualificationqualification

• The perfect world – selecting units of the QCF rather than specific qualificationsqualifications

Moving On Success

St t 09/10 N ti lStarts 09/10 Success

National Average

NOCN Award

13 100% N/A

NOCN Certificate

6 100% 94%

NOCN Diploma

8 88% N/ADiploma

Lessons Learned

• College focus on education / liaison with mental health staff to organise extra

mental health support where requiredmental health support where required

• Necessity for wider partnership working / Mental Health / Housing / JCP

• Acquisition of resources- impact on flexibility e.g musical instruments

• Consistency of staff / differing year cohorts

• L l f diff ti ti / li ti / bilit• Levels of differentiation / personalisation/ability

• Value of project and volunteering workp j g

• How to sustain funding?

Evidence based education, quality improvement & informing policy

Highbury CollegeCollege

NIACELSIS

National leadership & peer mentoring

Highbury College

S th tEast Southampton College

East Berkshire College

Resources (1)

Resources (2)

Emerging evidence based learning for mental health and wellbeing

sue ward@highbury ac uk Tel 023 9232 8673sue.ward@highbury.ac.uk Tel. 023 9232 8673