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YourFuture - WSBH Careers Hub SEND LMI website

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YourFuture - WSBH Careers Hub SEND LMI website

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Having a job is about so much more than just earning money. It's about feeling valued, becoming independent and personally fulfilled. Use the West Sussex, Brighton & Hove Your Futures site today to help support you to achieve career success in the future.

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Having a job is about so much more than just earning money. It's about feeling valued, becoming independent and personally fulfilled. Use the West Sussex, Brighton & Hove Your Futures site today to help support you to achieve career success in the future.

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Transport & Logistics SEND Careers Guide (S, IC) Sep 2024

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Retail SEND Careers Guide (S, IC) Sep 2024

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Hospitality SEND Careers Guide (S, IC) Sep 2024

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Health and Social Care SEND Careers Guide (S, IC) Sep 2024

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Hair and Beauty SEND Careers Guide (S, IC) Sep 2024

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Environment and Land SEND Careers Guide (S, IC) Sep 2024

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Digital and Tech SEND Careers Guide (S, IC) Sep 2024

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Construction SEND Careers Guide (S, IC) Sep 2024

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SEN Roller Disco – Dolphin Leisure Centre

SEN Roller Discos with Al Jordan Roller Discos are aimed at giving everybody a place to enjoy. If you've ever found a Roller Disco to loud or overwhelming, if you find access an issue, if you feel out of place, this is for you.  The sessions are 1 hour long, with a new speaker layout meaning things are quieter whilst still being able to enjoy the music throughout the hall.  The lights will be low, but not dark and there will be lots more space due to limited numbers.

For more info, any questions or to book tickets, head to www.aljordanrollerdiscos.co.uk or find us on socials @AlJordanRollerDiscos

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LMI Bulletin - May 2024 - Education Development Trust 

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LMI Bulletin - May 2024 - Education Development Trust 

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Added: 05.06.24

Welcome to the May edition of our Inspiring Careers Programme Labour Market Information Bulletin.

In this edition, you will find:

National news

London news

North East news

South news

Useful websites and resources

Dates for your diary

Click the link below to access the bulletin ⬇

Go to the LMI Bulletin

Menu: Navigate to the different sections of the bulletin by clicking the menu icon in the bottom right corner.

with lmi@educationdevelopmenttrust.com.

⭐ Feedback: Tell us what you think of the new format by clicking here.

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A new study looks at how children's education has been impacted by the pandemic - and will continue to do so well into the 2030s.

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Hospitality and Catering SEND Career Poster

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Hospitality and Catering SEND Career Poster

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Health and Social Care SEND Career Poster

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Health and Social Care SEND Career Poster

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SEND Transport & Logistics Career Poster

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SEND Transport & Logistics Career Poster

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https://futuregoals.co.uk/learn/send-support/send-engagement-employer-resources/

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SEND Support for Employers | FutureGoals

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A toolkit for school or college wanting to engage with local employers to support your Special Educational Needs and Disabilities (SEND) education programme.

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Education Development Trust - LMI for our area

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Education Development Trust - LMI for our area

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I am delighted to share with you the latest LMI Bulletin from Education Development Trust, E&C Insights.

E&C Insights covers news, commentary and publications on the labour market.

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Talentino! Newsletter Issue 11 Spring 2023

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Big Bang at School

Does your school need some Big Bang magic? Host an inspiring STEM day filled with amazing science and engineering activities, workshops and project work. Could your students be future app designers, athletes, astronauts or artists? Help them get creative and find their flair for STEM.

The Big Bang at School Blueprint allows you to create a fantastic programme just right for your class and start an extraordinary journey for your students.
Applications for Big Bang at School Blueprint 2023/24 are now open. Apply to take part.
Schools can apply for a bursary of £500 to support them to host a Big Bang at School Blueprint. Apply before 29 November 2023.
Check if you're eligible and apply for a bursary

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Does your school need some Big Bang at School magic? Host an inspiring STEM day filled with amazing new activities.

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NHS I'm in Healthcare online careers programme (KS3 and SEND)

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NHS I'm in Healthcare online careers programme (KS3 and SEND)

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Added: 17/11/22 LM
Remove: TBC
There's an exciting new opportunity that the NHS is making available to KS3 pupils in lower set classes or with Special Educational Needs aligning with Gatsby Benchmarks 1,5 and 8.

Just released are 2 extra modules for study, including roles such as Healthcare Support Workers and Psychological Professions.  All links are on the poster attached.

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Compass+: Strategic benefits for Senior Education Leaders

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Compass+: Strategic benefits for Senior Education Leaders

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If you’d like to subscribe to future editions of Careermag for Inclusion you can do so here.

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Learning4Life  - Sussex Learning Network

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Learning4Life  - Sussex Learning Network

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Set up by Sussex Learning Network in 2021, the Learning4Life Sussex website is part of SLN’s remit to tackle the barriers people from disadvantaged backgrounds face in accessing, participating and progressing through to higher-level education. The website is funded by Uni Connect, which supports the government’s social mobility goals to rapidly increase the number of people from underrepresented groups going on to higher education.

Learning4Life Sussex brings together in one place a wide range of links to trusted and useful websites that provide information to inspire, enable and support you to learn, whatever your stage of life or area of interest – whether you’re still in school, about to leave education, returning to work, supporting someone considering their future options, a careers adviser, teacher or employer. The site’s main sections are:

Learning: For learners of all ages, from primary pupil to mature student – explore the opportunities available to you locally and nationally and the benefits they could bring to you and your family.

Working: For school leavers, employees, returners and career changers – learn about routes into a new job, how to plan your career, gain the right skills and find the resources to help you apply for and get your dream job.

Living: For all learners – browse links that support ‘life’s necessities’– housing, finance, benefits, physical and mental health, and more – while you learn, study, train and navigate your way into the world of work.

Employing: For local employers – find out how you can help local people gain work experience, new skills and confidence and the benefits to your company while you keep up to date with business initiatives and labour trends.

Educating: For educators – discover tried-and-tested career resources and teaching and learning approaches, advice on career progression, training opportunities and much more.

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Whether you're still in school, about to leave education, returning to work, or supporting someone considering their future options, this site is a fantastic resource of links to information and advice* to help you make the best choices.

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Whether you're still in school, about to leave education, returning to work, or supporting someone considering their future options, this site is a fantastic resource of links to information and advice* to help you make the best choices.

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Interpreters available 365 days a year 24 hours a day.

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SignLive One Lochrin Square 92 Fountainbridge Edinburgh EH3 9QA

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Rampion Wind Energy - Visitor Centre Visits

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Rampion Wind Energy - Visitor Centre Visits

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Rampion - education provision - Secondary 2022

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Free downloads Different ways to use What's your strength?® teen pack DOWNLOAD My top strengths worksheet DOWNLOAD What's your strength? ® Glossary DOWNLOAD Skills Snapper Game DOWNLOAD Strengths and interests career planCreated by Mandy Green DOWNLOAD (icon made by Freepik from www.flaticon.com) My multiple intelligences wheel DOWNLOAD Skills Diamond activity...

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Wordless picture book “When the War Came” available now — Beyond Words

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Providing Information about careers in construction

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There is a role in construction for everyone, whether you’re good at maths and sciences, love woodwork or computers, or are great at organising projects.

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The government is determined to level up opportunities for all children and young people - without exception. We are just as ambitious for children and young people with special educational needs and disabilities ( SEND) as for every other child.

The SEND review sets out government's proposals for a system that offers children and young people the opportunity to thrive, with access to the right support, in the right place, and at the right time, so they can fulfil their potential and lead happy, healthy and productive adult lives.

The reforms to the SEND system introduced in 2014 had the right aspirations and since then there has been much to celebrate. It is clear that the system is driven by a hardworking and dedicated workforce. However, despite examples of good practice, too often the experiences and outcomes of children and young people are poor. Parents and carers are frustrated at having to navigate an increasingly complex and adversarial system. Growing tension across the system is causing delays in accessing support and increasing financial challenges for local government.

The SEND review is a response to the widespread recognition that the system is failing to deliver for children, young people and their families.

Over the course of the review, we have listened to a wide range of people, most importantly children, young people and their families. As the review progressed it became clear that alternative provision is increasingly being used to supplement the SEND system. Therefore, we have looked at the specific challenges facing the alternative provision sector, and proposed potential solutions, as part of this review.

The review has identified 3 key challenges facing the SEND and alternative provision system.

1. Navigating the SEND system and alternative provision is not a positive experience for too many children, young people and their families.

2. Outcomes for children and young people with SEND or in alternative provision are consistently worse than their peers across every measure.

3. Despite the continuing and unprecedented investment, the system is not financially sustainable.

A vicious cycle of late intervention, low confidence and inefficient resource allocation

For both families and providers, the review has identified there is significant inconsistency in how needs are met. Decisions are too often made based on where a child or young person lives or is educated, not on their needs.

This cycle starts in early years and mainstream schools, where despite best endeavours, settings are often ill-equipped to identify and support children and young people. Inconsistent practice makes this worse.

It is not clear to families what they should reasonably expect from their local mainstream settings, and they lose confidence that these settings can meet their child's needs. As a result, education, health and care plans ( EHCPs) and, in some cases, specialist provision, are seen as the only means of guaranteeing the right and appropriate support.

Increasing numbers of requests for EHCPs and specialist provision means that children and young people face significant delays in accessing support.

Some children and young people, including those with more complex needs, face long journeys to get to school or have to attend a placement outside of their local area, taking them away from their local community.

Financial resource and workforce capacity is pulled to the specialist end of the system so there is less available to deliver early intervention and effective, timely support in mainstream settings. As a result, the vicious cycle continues with outcomes and experiences for children and young people continuing to suffer and costs increasing.

Turning this vicious cycle into a virtuous one

The vast majority of children and young people should be able to access the support they need to thrive in their local mainstream setting, without bureaucratic processes, or the need for an EHCP or a placement in special or alternative provision. They should have their needs identified promptly, with appropriate support put in place at the earliest opportunity.

For some children and young people, specialist provision will be the most appropriate placement for them to be able to learn and succeed. They should be able to access this with minimal bureaucracy.

The green paper is consulting on ambitious proposals to deliver greater national consistency in the support that should be made available, how it should be accessed and how it should be funded. It sets out plans for an inclusive system, starting with improved mainstream provision that offers early and accurate identification of needs, high-quality teaching, and prompt access to targeted support.

An inclusive system will also ensure that children and young people have timely access to specialist services and support, including specialist placements where this is appropriate. This will be underpinned by strong co-production with families and accountability at every level, and improved data collection to give a timely picture of how the system is performing.

A single national SEND and alternative provision system

The review concludes that there is a need for much greater consistency in how needs are identified and supported, so decisions are made based on a child or young person's needs in co-production with families, not where they live or the setting they attend.

We propose to:

establish a new national SEND and alternative provision system setting nationally consistent standards for how needs are identified and met at every stage of a child's journey across education, health and care - parents and carers will be confident that their child's needs will be met effectively in the most appropriate local setting, they will be clear about what support their child is receiving and will be engaged in decision-making at every stage

create new local SEND partnerships bringing together education, health and care partners with local government to produce a local inclusion plan setting out how each area will meet the national standards - when specialist support is needed, the local inclusion plan will set out the provision that is available within the local area, including units within mainstream, alternative and specialist provision

support parents and carers to express an informed preference for a suitable placement by providing a tailored list of settings, including mainstream, specialist and independent - they will continue to have the right to request a mainstream setting for their child

introduce a standardised and digitised EHCP process and template to minimise bureaucracy and deliver consistency

streamline the redress process to make it easier to resolve disputes earlier, including through mandatory mediation, whilst retaining the tribunal for the most challenging cases

Excellent provision from early years to adulthood

The review has heard that we need a more inclusive education system to ensure that children and young people with SEND are set up to thrive.

We will:

increase the total investment in the schools' budget, with an additional £1 billion in 2022 to 2023 to support children and young people with the most complex needs

improve mainstream provision, building on the ambitious schools white paper reforms, through excellent teacher training and development and a 'what works' evidence programme to identify and share best practice including in early intervention

build expertise and leadership, by consulting on a new SENCo national professional qualification (NPQ) for school SENCos, alongside increasing the number of staff with an accredited SENCo qualification in early years settings

invest £2.6 billion, over the next 3 years, to deliver new places and improve existing provision for children and young people with SEND or who require alternative provision

deliver more new special and alternative provision free schools in addition to 60 already in the pipeline

set out a clear timeline that, by 2030, all children and young people will benefit from being taught in a family of schools, with their school, including special and alternative provision in a strong trust or with plans to join or form one, sharing expertise and resource to improve outcomes

commission analysis to better understand the support that children and young people with SEND need from the health workforce so that there is a clear focus on SEND in health workforce planning

fund more than 10,000 additional respite placements and invest £82 million in a network of family hubs so more children, young people and their families can access wraparound support

invest £18 million, over the next 3 years to build capacity in the supported internships programme

improve transition at further education by introducing common transfer files alongside piloting the roll out of adjustment passports to ensure young people with SEND are prepared for employment and higher education

A reformed and integrated role for alternative provision

At their best, alternative provision schools are experts in supporting children and young people whose behaviour or other needs can present a barrier to learning. But, too often the role of alternative provision is unclear, and it is used too late or in a way that is not best focused on children's needs.

To address these barriers, we propose to:

make alternative provision an integral part of local SEND systems by requiring the new SEND partnerships to plan and deliver an alternative provision service focused on early intervention

give alternative provision schools the funding stability to deliver a service focused on early intervention by requiring local authorities to create and distribute an alternative provision specific budget

develop a bespoke performance framework for alternative provision which sets robust standards focused on progress, re-integration into mainstream education or sustainable post-16 destinations

deliver greater oversight and transparency on children and young people's movements into and out of alternative provision

launch a call for evidence, before the summer, on the use of unregistered provision to investigate existing practice

System roles, accountabilities and funding reform

The review has heard the need to align system incentives and accountabilities to reduce perverse behaviours that drive poor outcomes and high costs in the current system.

We propose to:

deliver clarity on roles and responsibilities for all partners, across education, health, care and local government through the new national standards - with aligned accountabilities, so everyone has the right incentives and levers to do their role and be held to account

equip the Department for Education's new regions group to take responsibility for holding local authorities and trusts to account for delivering for children and young people with SEND locally through new funding agreements between local government and the Department for Education

introduce a new inclusion dashboard for 0 to 25 provision giving a timely, transparent picture of how the system is performing at a local and national level across education, health and care

work with Ofsted and the Care Quality Commission to deliver an updated local area SEND inspection framework with a focus on arrangements and experiences of children and young people with SEND and in alternative provision

deliver funding reform through the introduction of a new national framework of banding and price tariffs for funding, matched to levels of need and types of education provision set out in the new national standards - providers will have clarity on how much funding they should expect to receive for delivering support or a service, whilst ensuring the right pricing structures are in place, helping to control high costs attributed to expensive provision

Delivering change for children and families

The publication of the green paper marks the start of a 13-week consultation process, closing on 22 July 2022. We encourage everyone to reflect on the proposals in the green paper and respond to our consultation. Alongside the written consultation will be a series of events to gather additional views and contribute to the overall consultation.

We know that there are immediate changes that can be made now to help stabilise the current system. We are taking immediate steps to stabilise local SEND systems through the safety valve and delivering better value programmes. The proposals set out in the green paper will align with wider reforms around levelling up, including policy set out in the recent schools white paper, as well as the forthcoming independent review of children's social care and wider reforms to the delivery landscape across health and care.

Later this year, following the completion of the consultation, we will publish a national SEND delivery plan, setting out the government's response to the consultation and how the proposals will be implemented. Together, we can ensure every child and young person with SEND and those in alternative provision can thrive and be well prepared for adult life.

To find out more about the SEND review visit sendreview.campaign.gov.uk.

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Summary of the SEND review: right support, right place, right time

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The government is determined to level up opportunities for all children and young people - without exception. We are just as ambitious for children and young people with special educational needs and disabilities ( SEND) as for every other child.

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The Unit for Future Skills is an analytical and research unit within the Department for Education. It has been set up to improve the quality of jobs and skills data, working across government to make this available and more accessible to policy makers, stakeholders and the general public.

This data and research will support a better understanding of current skill mismatches and future demand throughout the country. It will help our skills system respond effectively to deliver good jobs and higher productivity.

Role

Working closely with analysts and data experts across government departments, together with a wide range of external stakeholders, the unit will:​

build up the data infrastructure to create new links between datasets to identify how skills are used in the economy

conduct analysis and present data in new ways to address data gaps and improve our evidence-base

become a centre of expertise on future skills, developing robust methodology and insights on current and future skills needs

The Unit for Future Skills builds on the analysis and research of the Skills and Productivity Board.

Data

The unit has supported the development of new data on the type of employment people undertake after training. You can access the data through our dashboards.

Skills and jobs dashboards

Career pathways dashboard - shows the routes young people take through education and into employment in different industry sectors across regions of England.

Graduate outcomes dashboard - shows the employment and earnings outcomes of higher education graduates by subject studied and graduate characteristics, including new data on the industry sector of employment. Graduate outcomes by provider are also available through existing graduate outcomes statistics.

Further education outcomes dashboard - shows qualification level, employment and earnings outcomes data for apprenticeships and adult further education.

16 to 18 qualifications dashboard - shows detailed qualification level, employment and learning outcomes for 16 to 18 year olds finishing study at further education institutions.

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The Unit for Future Skills is an analytical and research unit within the Department for Education. It has been set up to improve the quality of jobs and skills data, working across government to make this available and more accessible to policy makers, stakeholders and the general public.

This data and research will support a better understanding of current skill mismatches and future demand throughout the country. It will help our skills system respond effectively to deliver good jobs and higher productivity.

Role

Working closely with analysts and data experts across government departments, together with a wide range of external stakeholders, the unit will:​

build up the data infrastructure to create new links between datasets to identify how skills are used in the economy

conduct analysis and present data in new ways to address data gaps and improve our evidence-base

become a centre of expertise on future skills, developing robust methodology and insights on current and future skills needs

The Unit for Future Skills builds on the analysis and research of the Skills and Productivity Board.

Data

The unit has supported the development of new data on the type of employment people undertake after training. You can access the data through our dashboards.

Skills and jobs dashboards

Career pathways dashboard - shows the routes young people take through education and into employment in different industry sectors across regions of England.

Graduate outcomes dashboard - shows the employment and earnings outcomes of higher education graduates by subject studied and graduate characteristics, including new data on the industry sector of employment. Graduate outcomes by provider are also available through existing graduate outcomes statistics.

Further education outcomes dashboard - shows qualification level, employment and earnings outcomes data for apprenticeships and adult further education.

16 to 18 qualifications dashboard - shows detailed qualification level, employment and learning outcomes for 16 to 18 year olds finishing study at further education institutions.

Send us feedback on this data through the feedback forms on each dashboard or email ufs.contact@education.gov.uk.

Research

The unit's research programme aims to strengthen the evidence base on skills and skills matching in the economy. It will:

maximise the impact of existing research and insights by building a research network that includes:

government departments

think-tanks

charities

academic institutions

conduct its own programme of research to fill evidence gaps

Latest research projects

Labour market and skills demand horizon scanning and future scenarios - this research report scans the horizon of the labour market over the next 15 to 20 years to identify emerging trends.

Priorities for 2022

The unit is developing a longer-term workplan to improve data and identify insights on skills and jobs through existing and new research. Core to this will be continuing to work with other government departments to bring together different datasets and make these widely available, including through APIs (application programming interfaces).

Priorities for 2022 include:

an improved careers pathways dashboard, providing more detail on which qualifications support employment within a local area

a skills demand dashboard showing what types of jobs are being advertised within a locality

conducting research projects on future skills demand forecasting and a UK specific skills taxonomy

gathering feedback from users to help shape the Unit's products and longer-term priorities

If you are interested in the work of the Unit for Future Skills and would like to get in touch, email ufs.contact@education.gov.uk.

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The Unit for Future Skills is an analytical and research unit within the Department for Education. It has been set up to improve the quality of jobs and skills data, working across government to make this available and more accessible to policy makers, stakeholders and the general public.

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Talentview Construction is your launch pad for an amazing career in the construction industry. 

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Talentview Construction is your launch pad for an amazing career in the construction industry. 

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It’s a fascinating industry to work in because it is so incredibly varied.

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 June edition of our Sussex LSIP e-newsletter.

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 June edition of our Sussex LSIP e-newsletter.

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This month we are highlighting the Digital Sector Deep Dive surveys and events that will be taking place in early June.  Please see the newsletter for information on how to book onto these important virtual sessions.

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What every Careers Leader needs to know  - from Outstanding Careers

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What every Careers Leader needs to know  - from Outstanding Careers

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This unique programme is designed specifically for students going to Uni for the first time. Using the steps below, it will support and guide you through your new journey and allow you to prepare for your next chapter. You’ll have ongoing confidential support throughout the programme and a consistent group of like minded people who are going through the same experiences as you so you know you’re not on your own. This programme is developed with feedback from students who’ve been through the experience, giving you a view of the things they “wish they’d known”

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We’ve updated and relaunched our website to better serve our educators and families in this ever-changing climate. Our flagship course: Preparing Autistic & SEND/SEL Children for School is fully updated to address the new situations we are now facing.

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Education Development Trust LMI Bulletin No 88 May 2022

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Preparing for Adulthood - work experience that works

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Preparing for Adulthood - work experience that works

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A practical guide for employers and education providers to support young people with SEND into meaningful work experience

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Sussex Learning Network - Detailed LMI for the region

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Sussex Learning Network - Detailed LMI for the region

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Using LMI for information, advice and guidance:

Effectively using labour market information (LMI) can help provide robust and timely information, advice and guidance (IAG), helping individuals to realise their occupational aspirations and progress their careers in-line with real labour market demands. Advisers can support their IAG practice by:

identifying which skills are needed to support growth in their region

understanding which jobs are in demand and which sectors are shrinking or growing

informing young people about the range of opportunities available, including apprenticeships, enabling informed decisions about work and study choices.

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Effectively using labour market information (LMI) can help provide robust and timely information, advice and guidance (IAG), helping individuals to realise their occupational aspirations and progress their careers in-line with real labour market demands. Advisers can support their IAG practice by:

identifying which skills are needed to support growth in their region

understanding which jobs are in demand and which sectors are shrinking or growing

informing young people about the range of opportunities available, including apprenticeships, enabling informed decisions about work and study choices.

Using LMI for strategic curriculum planning:
Increasingly, FE colleges and universities are using LMI to help inform curriculum, aligning course offers to meet the exact skills demands of local employers and industry to help ensure the pipeline of skills from education to employment. It can also help with:

employer engagement; forging new work experience/placement opportunities, understanding who's hiring and growth opportunities

marketing and student recruitment; offering courses and qualifications matched to local employment opportunities

business planning and bid developments; building an evidence base of local skills demand and supply and identifying gaps and areas of growth opportunity.

For LMI reports from Emsi for specific areas, click on the pdfs on the right.

Visit our Greener Careers Sussex directory for information on courses available across Sussex and to see the research we have used to inform our work in this area click .

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Effectively using labour market information (LMI) can help provide robust and timely information, advice and guidance (IAG), helping individuals to realise their occupational aspirations and progress their careers in-line with real labour market demands.

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Dimensions works with individuals, families and professionals to support a personalised transition into adult housing and support. People like Edward, Indy, Paul and Jack.

Help for families

In this video, families describe their loved one's transition to supported living, and we provide some guidance for families now in this position:

Our approach to transition planning follows the four pathways of the 'Preparing for Adulthood' guidelines set out by NDTi and the Department for Education.

We want the people we support to live fulfilling, ordinary lives. This means having healthy relationships, a healthy lifestyle and living increasingly independently within their local community. We're able to support almost anyone to live alone or with a few housemates in supported living - you can find detailed information about supported living here.

In some places we work with the local authority, NHS and development partners to create bespoke housing, such as Highgreave, which will act as a stepping stone to more independent living.

Find out more about how Dimensions helps with housing.
We have worked with a wide range of experts with lived experience of transition to produce a free guide for families, carers and professionals to understand the journey from child to adult services, and what support is available. Download it here: Transition - your child's journey into adult services

...it is a frightening time... will they cope with the sudden reduction in structure in their lives? Will their EHC plans ensure they continue to receive the funding they need? Where will they live...

Dimensions family consultant

Helpline for families

Because we know that many families want to hear from other families, we have set up a helpline staffed by our family consultants: all people whose loved ones have been through transition (and not all of whom are supported by Dimensions.) The line is open from 9:30am to 1:30pm, Monday to Friday. Ask them anything.

Phone 0300 303 9161 or email: family.helpline@dimensions-uk.org

Help us understand your Transition experience

Dimensions is currently researching Transition, to better understand the experience of the young adults at the centre of it alongside all those around them: families, colleges and local authorities. We'll publish everything we learn to help make #bettertransitions for everybody.
If you or your loved one have been through transition in the past 5 years, or you are a relevant professional, please complete our survey here.
Find out more about our transition support near you:

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Dimensions works with individuals, families and professionals to support a personalised transition into adult housing and support. People like Edward, Indy, Paul and Jack. In this video, families describe their loved one's transition to supported living, and we provide some guidance for families now in this position: Our approach to transition planning follows the four pathways of the 'Preparing for Adulthood' guidelines set out by NDTi and the Department for Education.

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YouTube resources for Deaf Works Everywhere

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YouTube resources for Deaf Works Everywhere

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Many deaf young people believe their career options are limited. With the right support deaf people can work everywhere, yet they are twice as likely to be unemployed as their hearing peers. But deaf people can be musicians, doctors and electricians – the list is endless.

We’re fighting for better careers support, more work experience and volunteering opportunities, and challenging expectations of what deaf young people can achieve.

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Deaf Works Everywhere is our campaign to get more deaf young people into work - and into jobs that inspire them.

Many deaf young people believe their career options are limited. With the right support deaf people can work everywhere, yet they are twice as likely to be unemployed as their hearing peers. But deaf people can be musicians, doctors and electricians - the list is endless.

We're fighting for better careers support, more work experience and volunteering opportunities, and challenging expectations of what deaf young people can achieve.

You can also view the Welsh translation of this page, Byddar yn Gweithio Mhobman.

Support our campaign

Are you deaf, aged over 18 and want to inspire others?

Click on the link below to fill out your details. You can tell us how you would like to work with us. Your support can help raise the aspirations of deaf young people.

About the film

The film and campaign name was created in partnership with deaf young people across the UK, to kick-start the conversation. This is their campaign. We would like to thank all of our deaf role models for appearing in the film, and the deaf cast and crew.

About the campaign

The campaign is taking place in five stages over the next 3 years. You can find out more in the different categories below.

Help inspire deaf young people today

If you are deaf, 18 and over and want to inspire others, we would love to hear from you.

Click on the link below and fill out your details. Your experiences could help the aspirations of deaf young people.

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Deaf Works Everywhere | National Deaf Children's Society

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Deaf Works Everywhere is our campaign to get more deaf young people into work - and into jobs that inspire them. Many deaf young people believe their career options are limited. With the right support deaf people can work everywhere, yet they are twice as likely to be unemployed as their hearing peers.

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Career Guidance for young people with SEND - a blog by Trotman Publishing

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Career Guidance for young people with SEND - a blog by Trotman Publishing

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Get pointers on good practice for supporting students with SEND with their careers education.

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Despite what the title might suggest, this article is not aimed solely at careers leaders and careers advisers working in special schools or other alternative educational settings. Special educational needs and disabilities (SEND) are found across all sections of society and in all educational settings. Sometimes there are identified special educational needs, confirmed by a formal diagnosis and possibly also an Education, Health and Care (EHC) plan, but sometimes individuals can have forms of SEND that are less visible than others and can go undetected for a long time. In this sense, all career development professionals are career development professionals for SEND, as it is highly likely that all will encounter young people with SEND in their careers, knowingly or otherwise.
What is SEND? Listen to the student
According to the Government's SEND Code of Practice, 'A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her'.[1] The broad areas of need as defined by the Code of Practice include:

Communication and interaction (e.g. speech, language and communication needs; autism).

Cognition and learning (e.g. specific learning difficulties such as dyslexia or dyspraxia; moderate, severe, and profound and multiple learning difficulties).

Social, emotional and mental health difficulties (e.g. mental health difficulties, substance misuse, attachment disorder, ADHD).

Sensory and/or physical needs (e.g. sensory impairments, physical disabilities).[2]

As we can see, SEND covers a very wide range of different needs and is not necessarily related to academic ability. It is the responsibility of a career development practitioner to gather information about a student's or client's needs as much as possible to help inform any adaptations that they will need during the guidance process. In a school or college base setting, a student may have an EHC plan or an Individual Education Plan (IEP), possibly supported by reports from other professionals. The school or college Special Educational Need Coordinator (SENCO) will be a great source of information, as will the student's parents or carers. Above all, however, it is vital to speak to students and clients to find out direct from them how they experience their SEND, and what support or adaptations they feel they will need. This is essential, as whatever their diagnosis or whichever category of SEND they fall within, no form of SEND is experienced identically by all individuals who experience it.
Adapting practice
Schools and education authorities have had a duty to provide reasonable adjustments for disabled students since 2002, reinforced by the Education Act 2020. In the context of career education and guidance, this means that the delivery of careers services must be done in a way that takes account of that person's needs and does not discriminate against them in any way. The information gathering mentioned above is vital to this, as the SEND Code of Practice makes it clear that the duty to make reasonable adjustments 'is anticipatory - it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent [...] disadvantage'.[3] So while the fundamental aim of career education and guidance for young people with SEND will be the same as for any other young person - to enable them to make sense of their situation and their options and hopefully make a successful transition to the next stage of their learning or work journey - careers leaders and advisers will need to adjust their usual ways of delivering this.

What reasonable adjustments are made will depend on the individual's needs and specific situation. In educational settings, the SENCO should be able to offer specific advice around what specific adjustments are needed, but the young person should always be included in this conversation as much as possible. It may be that the room layout will need to be adjusted to be made more accessible for young people with physical disabilities and/or those with sensory difficulties. Students with autism and those with processing difficulties may need more time to process questions and to formulate their responses, so careers professionals need to be comfortable with longer silences in guidance interactions and be ready to check understanding and offer clarification when needed. Some types of SEND make it more difficult for people to process metaphorical or complex language, so it is important to be attentive to the choice of vocabulary used. Others may find it difficult to cope with a standard 45-minute career guidance interview, perhaps because of anxiety, sensory needs, or just their capacity to sustain attention for that length of time. In such circumstances a careers professional might need to stagger the guidance process over a series of smaller interactions. Also, some young people with SEND will respond better to visual or kinaesthetic activities and approaches - having access to a 'fiddle toy' can help sustain engagement in guidance activities as in other learning situations, for example - and the format of the action plan might need to be adjusted too. Below is an example of a visual 'mind map' career guidance action plan developed by David Roe at the South West based company for use with young people with moderate learning difficulties:

There is no set-in-stone 'blueprint' here in terms of which reasonable adjustments will need to be made for any given student. The guiding principles are that career guidance for SEND is not always 'business as usual', that adjustments to practice will often need to be made in order for the service offered to be equitable and accessible, and the nature of these adjustments will depend on the type of SEND and the individual concerned.
Collaboration
The Careers and Enterprise Company's excellent guide Transition programmes for young people with SEND outlines a range of principles for good practice, including interagency collaboration and also family involvement.[4] Young people with SEND often face a complex transition from one educational setting to another, or from an educational setting into the workplace. Some of the factors included in such a transition include helping the young person (and often their parents or carers) prepare for an upcoming change in their circumstances, consultation with the new setting (whether this is an educational setting, a workplace, or some combination of the two), forward planning to ensure that reasonable adjustments are put in place, and other factors such as working out the logistics of travel arrangements, etc.

Given the multiple factors that need to be taken into account here, careers professionals need to be comfortable with multi-agency working. Other important professionals who may play an important part in any career-related transition include educational psychologists, occupational therapists, local authority SEN teams, social workers, charities and others. A series of multi-agency meetings may be appropriate in order to ensure that everyone supporting the young person is working coherently and in a joined-up fashion. Keeping the views and feelings of the young person and their family central to this process is key throughout, as this ensures that the process remains client-centred and also recognises the irreplaceable expertise that families can often impart in terms of understanding their children's needs, including outside of an educational setting.
Don't assume!
It can be very easy to fall into the trap of making assumptions about the capacity of young people with SEND and interpret their needs in terms of limitations rather than capacities. This is something that any career development professional will want to avoid in keeping with the general thrust of the Equality Act 2010, the SEN Code of Practice, but also with the Career Development Institute's Code of Ethics.[5]

Society places many barriers in the way of people with SEND. Career development professionals are uniquely placed to challenge such barriers and provide a key role in assisting individuals with SEND in articulating their potential and helping educational institutions and employers recognise this. Some of the barriers that people with SEND experience when they try to advance their careers are based on a misunderstanding of the nature of their needs and their capacities. Acting as an advocate, a careers professional can help articulate the potential benefits of training or employing a young person with SEND. They can also help educational establishments and employers understand what they can do to remove obstacles preventing these young people from being valued and productive learners and employees.

A professional attitude of open mindedness and collaboration is key to delivering any kind of successful career education or guidance intervention. Case studies of young people with SEND - including school and college alumni - can be powerful tools in helping young people recognise their potential and their capacity to achieve career goals as fulfilling as any of their peers.

[1] Department for Education and Department for Health. (2015). Special Educational Needs and Disability Code of Practice: 0 to 25 Years. Statutory Guidance for Organisations which Work with and Support Children and Young People who have Special Educational Needs or Disabilities. UK: Department for Education, p. 25.

[2] Ibid., pp. 97-99; see also Jill Hanson, Geraldine Codina, and Siobhan Neary. (2017). Transition programmes for young adults with SEND. What works? London: The Careers and Enterprise Company, p. 10.

[3] Department for Education and Department for Health., p. 17.

[4] Hanson et al., p. 7.

[5] Career Development Institute. (2019). Code of Ethics. Available from CDI Codes of Ethics (thecdi.net).
Bibliography
Career Development Institute. (2019). Code of Ethics. Available from CDI Codes of Ethics (thecdi.net).

Department for Education and Department for Health. (2015). Special Educational Needs and Disability Code of Practice: 0 to 25 Years. Statutory Guidance for Organisations which Work with and Support Children and Young People who have Special Educational Needs or Disabilities. UK: Department for Education.

Hanson, Jill, Geraldine Codina, and Siobhan Neary. (2017). Transition programmes for young adults with SEND. What works? London: The Careers and Enterprise Company.

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Career guidance for young people with SEND: Some pointers for good practice

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Despite what the title might suggest, this article is not aimed solely at careers leaders and careers advisers working in special schools or other alternative educational settings. Special educational needs and disabilities (SEND) are found across all sections of society and in all educational settings.

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Supported Internships - Ambitious about autism 

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Supported Internships - Ambitious about autism 

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Our supported internships programme for young people aged 16-25 with an Education, Health, and Care plan supports individuals in gaining valuable employability skills.

This is a great programme for a young person with an interest in getting into employment.

Listen directly to our previous intern Jake talk about his own experiences and why he recommends the programme.

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Mikey has been a great support on the ward and has helped make it safer through direct and indirect patient care. He also helped on reception, filed patient discharge notes, all with a smile on his face.

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Mikey has been a great support on the ward and has helped make it safer through direct and indirect patient care. He also helped on reception, filed patient discharge notes, all with a smile on his face.

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Volunteering opportunities in Sussex
Amazing Futures
Volunteer with Amaze's peer support project for young people in Brighton & Hove and East Sussex
Brighton & Hove Libraries
Volunteering opportunities with libraries in Brighton & Hove
Brighton & Hove Community Works
Providing help and information about volunteering in Brighton & Hove, Adur and Worthing
Community Base - Volunteer Search
Free service listing volunteer opportunities in Brighton and Hove.
Do-It
Find volunteering opportunities near you
Duke of Edinburgh's Award (DofE)
Programme of voluntary activities available to everyone between the ages of 14 and 25.
The Hangleton & Knoll Project
Volunteering project for young people in Hangleton & Knoll
East Sussex libraries
Volunteering opportunities with libraries in East Sussex.
Whitehawk Inn Brighton (BHT)
Volunteering opportunities in Brighton & Hove
Reach
Volunteer as a trustee for a charity if you have three or more years of professional experience.
Volunteering Matters
Find volunteer opportunities near you.

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Volunteering and supported internships - Amaze

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Volunteering opportunities in Sussex Amazing Futures Volunteer with Amaze's peer support project for young people in Brighton & Hove and East Sussex Brighton & Hove Libraries Volunteering opportunities with libraries in Brighton & Hove Brighton & Hove Community Works Providing help and information about volunteering in Brighton & Hove, Adur and Worthing Community Base - Volunteer Search Free service listing volunteer opportunities in Brighton and Hove.

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The West Sussex SEND Information, Advice and Support Service provides impartial information, advice and support to parents and carers of children who have special educational needs and/or disabilities.

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The West Sussex SENDIAS Website contains information about who we are, what we do and how we work as a service. The website also includes our leaflets, videos, blogs and events.

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About the 'Get the Jump' Skills for Life campaign

The 'Get the Jump' Skills for Life campaign brings together, for the first time, all education and training choices for young people in one place.

For anyone, taking a next step in life can feel daunting. But for a 14-19-year-old young person, making a decision today that could affect the rest of their life can be overwhelming and daunting.

With either too much or not enough information about their choices, young people can struggle to move forward confidently, either taking a 'safe' route or settling for a path they perhaps wouldn't have, had they known the full range of pathways open to them.

This campaign brings together information about all the choices that are available to young people at post-16 and post-18 to help them make an informed decision about their next step and choose the path that is right for them.

Our aim is for every young person to understand what their education and training choices are and to help them get the best start to their working lives.

The campaign covers all education and training options but will specifically spotlight technical education routes, which have lower levels of awareness:

T Levels

Traineeships

Apprenticeships

Higher Technical Qualifications

A 'Get the Jump' Skills for Life content hub has been created on the National Career Service website ( gov.uk/get-the-jump) which contains clear and helpful information about all post-16 and post-18 choices.

Get involved

Support us to spread the word about the 'Get the Jump' Skills for Life campaign and the new content hub on the National Careers Service website, to help young people take the next step on a pathway that is right for them.

Please use and share the resources provided, so that young people can become more informed about the choices available to them.

If you have any questions about the campaign or would like to talk to one of the communications team, please contact GetTheJump.stakeholders@education.gov.uk.

Case studies

Real stories about young people are the lifeblood of the campaign. We know from our extensive research that young people like to hear from other young people, who they can relate to, about their own experiences. They also need to gain a better understanding of what it is like to study a T Level, be an apprentice or work in a particular job or industry to help them find the path that is right for them.

The campaign is designed to help young people see themselves in the different education and training paths, to motivate them to take the next step and reassure them. Authenticity is key. That's why real, peer-to-peer stories are so valuable and important.

If you teach or know a young person who is on, or has taken, one of the education or training routes in our campaign, and they are happy to be featured as a case study, please get in contact with the campaign team: getthejump.stakeholders@education.gov.uk.

Please do not share any identifying personal data, such as full names, initially, however you can share their initials or first name only. All data will be treated in line with data protection guidelines.

We are extremely grateful for all the case studies that are shared with us.

Further resources

You can find further campaign resources:

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Education and training choices at 16 and 18 - campaign toolkit

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The 'Get the Jump' Skills for Life campaign brings together, for the first time, all education and training choices for young people in one place. For anyone, taking a next step in life can feel daunting. But for a 14-19-year-old young person, making a decision today that could affect the rest of their life can be overwhelming and daunting.

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One link to all the resources, to save you hunting around.

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Official Account of National Careers Week CIC. #NCW2022 7th - 12th March 2022

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Gypsy and Traveller cultural awareness training 

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Gypsy and Traveller cultural awareness training 

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With over 25 years’ experience of working with individuals from Gypsy, Traveller and nomadic communities, our Gypsy and Traveller cultural awareness training will suit the needs of your organisation.

After our training you will:

Have a better understanding of the diversity within Gypsy, Roma and Traveller communities as well as cultures, traditions and histories

Have better understanding of the barriers which Gypsy, Roma, Traveller and nomadic people face when accessing public services across health, accommodation, justice and education as well as an improved knowledge on how to support people through these barriers

Be equipped with information to provide more inclusive services to Gypsy, Roma, Traveller and nomadic people

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Training Packages - Friends, Families and Travellers

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With over 25 years’ experience of working with individuals from Gypsy, Traveller and nomadic communities, our Gypsy and Traveller cultural awareness training will suit the needs of your organisation. Have a better understanding of the diversity … Training Packages Read More »

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We believe that every child and young person has a right to learn in a safe environment that is free from bullying and that is affirming towards their culture and way of life.

Gypsy, Roma and Traveller children and young people often experience bullying in schools, have lower levels of attainment and are among those most likely to be excluded from school. Many of the young people we work with tell us that they experience racist bullying from other children but also sometimes from staff members. Many young people feel that their culture and way of life is not recognised or affirmed within the education system. For example, Gypsy, Roma and Traveller histories are not covered in the curriculum and many other aspects of the curriculum fail to consider the lives and experiences of Gypsy, Roma and Traveller pupils.

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A national charity that works on behalf of all Gypsies, Travellers and Roma. We offer advice, consultancy, promote health and wellbeing and contribute to research and policy making.

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Are you updating your school website to ensure it has information specifically aimed at staff, students, parents & carers and employers?
Would you like an example of a strategic careers plan and programme that meets the needs of a students?
Do you need to share how you evaluate your programme or need an example of a Provider Access Statement?
Have a look at the exemplar website from The Castle School for inspiration.  And Woodlands Meed for a local exemplar website.

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The Castle School is very proud of its World of Work Programme, which is designed to help our young people make informed choices about their future and offer support and guidance along the way. Students have the opportunity to go out into the community on work experience placements raising their car…

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Some+people+you+will+see+in+court.pdf (squarespace.com)

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| Free health resources updated

We updated our bowel cancer, cervical and breast screening leaflets with support from Public Health England. The renewed leaflets are now fully in line with current NHS screening programmes and available to anyone who might need them at absolutely no cost.

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All of the resources on this page can be downloaded for free and printed at home. Resources are categorised under health, schools, communities, with chapter extracts from selected books listed at the end.

For coronavirus resources, click here.

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All of the resources on this page can be downloaded for free and printed at home. Resources are categorised under health, schools, communities, with chapter extracts from selected books listed at the end.

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Disability Football - Albion in The Community. 

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Disability Football - Albion in The Community. 

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National teams

We have several disability-specific teams, including some that compete at regional and national level. All our squads, except for our powerchair teams, train regularly at Brighton & Hove Albion's American Express Elite Football Performance Centre in Lancing.

Disability-specific sessions

We run several weekly disability-specific football sessions for people of all ages at venues throughout Sussex.

Pan-disability sessions

We provide inclusive football sessions for players with a disability at venues throughout Sussex. These sessions are open to anyone with a disability who is aged five and over who wants to play regular football. Everyone is welcome and our qualified coaches make sure all the players are given the opportunity to experience the many benefits of taking part in regular sport.

Safeguarding

Albion in the Community is committed to safeguarding and ensuring the protection of all children, young people and adults. We view our responsibility for ensuring the welfare and wellbeing of all children, young people and adults who engage in our activities as our highest priority.

Don't miss a session

Keep up to date with all the latest from Albion in the Community. Sign up for our newsletter here.

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Disability Football - Albion In The Community

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We have several disability-specific teams, including some that compete at regional and national level. All our squads, except for our powerchair teams, train regularly at Brighton & Hove Albion's American Express Elite Football Performance Centre in Lancing. We run several weekly disability-specific football sessions for people of all ages at venues throughout Sussex.

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West Sussex - SEND and Inclusion Strategy 2019-2024

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West Sussex - SEND and Inclusion Strategy 2019-2024

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In West Sussex we want all children and young people to the gain the skills and confidence they need to live well in their community. Children and young people should be supported and nurtured through an educational system that responds to their circumstances, learning needs and abilities in order to prepares them for adulthood. To help up to achieve this vision we have co-produced a SEND and inclusion strategy with parent carers, young people, education providers and professionals from social care, health and education

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Page Updated: 20th May 2021

In West Sussex we want all children and young people to the gain the skills and confidence they need to live well in their community. Children and young people should be supported and nurtured through an educational system that responds to their circumstances, learning needs and abilities in order to prepares them for adulthood. To help up to achieve this vision we have co-produced a SEND and inclusion strategy with parent carers, young people, education providers and professionals from social care, health and education. Together, we have identified the following three priorities for our work:

Priority: Knowing our children families well (an inclusive, person centred approach) Children and young people and their families will:

Have their educational needs understood and planned for as early as possible

Feel they belong and are valued

Be confident partners in the planning for their future, including at times of transition

Understand and have confidence in the SEND services available in West Sussex, whether that is within health, education, social care or the voluntary sector.

Priority: Meeting the needs of children and young people through our schools, educational settings and services West Sussex will have:

A skilled, confident and resilient workforce, able to meet the educational, social and emotional needs of all children and young people

A range of high quality schools, settings and services, where good practice is celebrated and shared

A consistent graduated approach that will "assess, plan, do and review" the support that has been put in place to meet the needs of each child and young person with SEND.

Priority: Working together towards solutions (collective responsibility) Everyone involved in supporting the needs of West Sussex children and young people will:

Experience services, systems and processes which support schools and settings to meet needs and to access timely, appropriate and relevant information

Think creatively to develop solutions that meet the needs of children and young people with SEND as close to home as possible, ideally within West Sussex

Have quality assurance in place to ensure consistent, effective and inclusive provision and practice

Use data and intelligence to plan together to meet current and projected needs of children and young people.

This page contains a copy of the Special Educational Needs and Disability (SEND) and Inclusion Strategy for 2019-2024 and copies of action plans and reports to highlight the progress that has been made. To access more information click the arrows to expand the text.
SEND Strategy Board Meeting Notes

April and May 2021 Documents

January 2021 Documents

December 2020 Documents

September 2020 Documents

May 2020 Documents

January 2020 Documents

Updates before the final SEND Strategy was released

UPDATE 04/02/2019 - The final version on the Special Educational Needs and Disabilities (SEND) and Inclusion strategy is now available to read here.

UPDATE 17/12/2019 - As part of the SEND and Inclusion Strategy we are keen to hear the view of schools, education settings, pupils and parent carers. A short film has been made capturing some thinking on inclusion, a sample of the SEND strategies schools are using and how schools and settings work with each other and professionals to meet the needs of pupils. We would encourage you to join our conversation and get involved in the delivery of the SEND and Inclusion Strategy by emailing [email protected]

UPDATE 15/07/2019 - Read the SEND Inclusion Strategy Consultation Response here

UPDATE 09/07/2019 - A letter has been issued about the proposed SEND and Inclusion Strategy 2019-2024 from Richard Burrett, Cabinet Member for Education and Skills, Paul Wagstaff, Director for Education and Skills and Helen Johns, Head of Inclusion and SEND. Read letter here

Have your say on SEND and Inclusion Draft Strategy 2019-24

This survey is no longer active.

The West Sussex draft Special Education Needs and Disabilities (SEND) and Inclusion Strategy has been published for comment.View survey comments.

Please share with all that may be interested and encourage them to comment on the proposals. The consultation ends Friday 14 June 2019.

The draft SEND and Inclusion Strategy has been co-produced during the spring term 2019, with a wide representation of stakeholders - more than 150 people have participated in the development workshops and events. The stakeholders have included parent carers, young people, education providers and other professionals from across social care, health and education. Together, we have identified the key work priority areas which are outlined in the strategy.

This draft strategy is a starting point that will be refined and further developed in response to feedback.

SEND & Inclusion Newsletter
You can view all past SEND & Inclusion Newsletters on the Local Offer SEND & Inclusion Newsletter web page

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Page Updated: 20th May 2021 In West Sussex we want all children and young people to the gain the skills and confidence they need to live well in their community. Children and young people should be supported and nurtured through an educational system that responds to their circumstances, learning needs and abilities in order to prepares them for adulthood.

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West Sussex County Council - Pathways to Adulthood

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West Sussex County Council - Pathways to Adulthood

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Currently being updated but the detail remains the same . 2021

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Please note this page is in the process of being updated. The principles still remain however the SEND Pathways to Adulthood Strategy is no longer used.

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Our three core employment programmes provide an extended transition between the education environment and world of work:

SUPPORTED EMPLOYMENT PROGRAMME (SEP)
A one-year structured study and training programme, four days per week, where all candidates complete a registered qualification and discover their career potential. On this programme, candidates get to experience essential high levels of social interaction with customers, employers and also their peers.

SUPPORTED INTERNSHIP PROGRAMME (SIP)
A one-year programme based mostly in the workplace of a partnered employer. Through our accredited Centre with Open Awards (a national Awarding Body), candidates receive a Level 1 certificate in ‘Skills in further learning and employment’. This includes developing positive behaviour in the workplace, learning how to be assertive and managing stress at work. This enables our candidates to better cope in a busy and often unfamiliar work environment.
75% of candidates are offered paid employment positions through this programme.

WRAP AROUND PROGRAMME (WAP)
Our WAP is designed to support and sustain candidates who transition into paid work. A high level of continued support from a Training Mentor is provided to candidates in functional literacy, communication and social skills, money handling and independent travel training.

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We create bright futures for people with learning disabilities.

Our vision is for all people with learning disabilities to be valued in the workplace, to thrive in life and feel included as members of society.

Watch to find out how we work with employer partners in Brighton & Hove and across Sussex, to change lives of our candidates and their families.

Team Domenica is a place that welcomes you with open arms. I feel like I have consistently learnt new things... I now have a paid job and being in the workplace feels really rewarding. I get a lot out of being employed, I feel like I have potential.

Sam, Team Domenica candidate, in paid work at Pizza Pilgrims

Team Domenica provides innovative employment programmes to support young people with learning disabilities, referred to as our 'candidates' to more accurately reflect and emphasise their role as people ready for paid work.

Our holistic approach is personalised to each candidate, with the aim to develop their independence, confidence, communication, and work skills ready for employment.

The work of Team Domenica is not just about supporting candidates to gain work skills, confidence and independence; it's also about giving hope and changing the lives of our young people and their families forever.

The huge impact of Team Domenica's work is best seen through the eyes of our candidates, their families and our fantastic employer partners. Click the button below to view their stories.

Creating futures for people with learning disabilities.

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Team Domenica - creating bright futures for people with learning disabilities.

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Team Domenica supports people with learning disabilities, through innovative programmes, aimed at developing their independence, confidence and work skills.

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Colleges currently offering supported internships:

Chichester College, including Brinsbury and Crawley campuses; Brighton Metropolitan College including Worthing Broadwater and Central Brighton campuses

Surrounding area - Brighton Metropolitan College, Team Domenica in Brighton, Plumpton College.

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Supported internships are work based study programmes. Most of the week is in a workplace of your choice, with one day at college.
They are for young people aged 16 to 24 who have an Education Health and Care Plan and who need help to move into employment.

Supported internships are based in the workplace with support for both the student and the employer. This support is gradually reduced over time as and when appropriate. The placement is unpaid and usually lasts for about a year.

For the young person, the internship should contribute to long-term goals and fit with their working capabilities. However, they are given the support they need to make a success of the experience.

For the employer, the internship must meet a real business need. There is the potential of a paid job at the end of the internship for some young people if they reach the required standard, but this does not always happen. However, the experience gained in the workplace is always very valuable.

Alan Seeley shares his experience of his internship and the positive progression he took to secure paid employment:

Colleges currently offering supported internships:

Chichester College, including Brinsbury and Crawley campuses; Brighton Metropolitan College including Worthing Broadwater and Central Brighton campuses

Surrounding area - Brighton Metropolitan College, Team Domenica in Brighton, Plumpton College.

This list changes from time to time and so it is best to contact the college or provider directly to ask if they are running supported internships in the year in question.

What training and support do you get from the college?

All interns will be allocated a job coach for the duration of the internship. The core role of the job coach is to provide tailored support to young people to enable them to gain, learn from, develop in and maintain their internship and to make a positive progression on to paid sustainable employment. They also work closely with the employer to provide support for both them and the intern. They will agree the required standards the intern must meet with the employer before the start of the internship.

There will also be one day a week in college when the young person will develop skills necessary for the workplace, such as literacy or maths related to the work they are doing. At some colleges this takes place with other supported interns and at other colleges it is on a more personal basis.
Information for Employers:
What is a Supported Internship Job Coach?

What is a Supported Internship Job Coach? Summary Document Further Reading:

Gov.uk Supported Internships

Preparing for adulthood

What is a Supported Internship?

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Supported internships are work based study programmes. Most of the week is in a workplace of your choice, with one day at college. They are for young people aged 16 to 24 who have an Education Health and Care Plan and who need help to move into employment.

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Various courses supporting an inclusive education offer.

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Our website uses cookies for non-essential purposes: to personalise the website, improve your user experience and record online activity. By using our website and agreeing to our Privacy and Cookie policy, you consent to our use of cookies. I Accept

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Our website uses cookies for non-essential purposes: to personalise the website, improve your user experience and record online activity. By using our website and agreeing to our Privacy and Cookie policy, you consent to our use of cookies. I Accept

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Naturally Talented Me is an innovative, free to use profiling platform, designed to help jobseekers identify and promote their natural talents to employers. This is a particularly useful resource for young people with SEND who find it challenging to promote themselves well using a traditional CV.

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Naturally Talented Me - Show employers what you're made of

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NTM has the answer. It uses artificial intelligence and an intuitive and engaging Q&A to help jobseekers identify and promote their natural talents. By combining video, images and supporting documents, NTM automatically creates a three-dimensional, visual profile that highlights each individual's full potential, helping employers to source and hire new talent more accurately.

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Your Future Black Country - Shape your future

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Your Future Black Country is a fabulous tool kit for the students to use. It gives them a visual look at the job sector in a way they are able to understand LMI seeing what jobs are available at their level of ability without making them feel undervalued

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We set up a café that would provide personalised work training programmes in an environment that provided day to day social interaction and business opportunities. And cake.

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How to ask for an Experience of the Workplace - SEND activity

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How to ask for an Experience of the Workplace - SEND activity

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This activity should enable students with SEND to think about the job roles they would like to experience, who they need to contact to obtain a Work experience placement and to research and investigate the people and employers they should make contact with to request a work experience placement

Included in this resource is:

Ask for Works Experience Activity

Ask for Works Experience overview

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How to ask for Works Experience SEND activity | CEC Resource Directory

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This activity should enable students with SEND to think about the job roles they would like to experience, who they need to contact to obtain a Work experience placement and to research and investigate the people and employers they should make contact with to request a work experience placement

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This programme contains a series of lesson plans, employer project briefs, video content and resources to support young people with SEND in all settings to consider their next steps.  The content aims to develop awareness of key sector areas and raise the aspirations of young people with SEND and showcase the different pathways available to them.

Suitable for young people with SEND in all settings with resources aimed at the 2 specific groups:

1. Typically unlikely to take GCSE/Level 2 qualifications

2. Typically likely to take GCSE/Level 2 qualifications

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My Skills My Future | CEC Resource Directory

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This programme has been collated from resources across our partners and network to support young people with SEND under the two groups identified in the SEND toolkit. It contains lessons around employability skill development , employer projects and engagement videos all to support young people in t…

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SEND Resources - The Careers and Enterprise Resources Directory 

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SEND Resources - The Careers and Enterprise Resources Directory 

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This activity will provide students with the challenge to research and identify a different job role for each of the letters of the alphabet. Section two is a more detailed research-based activity, which where necessary, they may require additional support.

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This activity will provide students with the challenge to research and identify a different job role for each of the letters of the alphabet. Section two is a more detailed research-based activity, which where necessary, they may require additional support.

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Explore and find local volunteering opportunities – search areas of particular interest such as animals or environment

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Do IT | Connecting people to do good things

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Do IT | Connecting people to do good things

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Do IT helps people build meaningful connections, do good things, and feel healthier and happier as a result.

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Fighting hunger, tackling food waste

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Keeping our volunteers safe

We strongly recommend that any volunteers in higher risk groups do not apply to volunteer with us at this time (i.e. those aged 70 years and above, those with underlying health conditions, pregnant women, and those with a weakened immune system). While we welcome your support, we would not want you to increase your level of risk by coming into contact with more people. You can continue to support us by spreading the word about the work we do online through your social networks.

In addition to this, in line with government advice we ask that you don't come and volunteer for FareShare if any of the following is true:

You are experiencing common Covid-19 symptoms such as a high temperature or a new, continuous cough.

You live with someone who is experiencing those symptoms

You have been in close contact with someone with confirmed coronavirus in the last 14 days

If you are waiting for a COVID-19 test result

If you have returned from abroad in the last 14 days, please view the 'Return to the UK' guidance for the country you have travelled from in the government's travel advice to decide whether it would be safe for you to volunteer.

We also have a number of steps in place to help us remain in operation whilst reducing the risk to our staff and volunteers. To keep our volunteers safe and reduce transmission of any viruses we advise all our volunteers to do the following:

Clean your hands and mobile phone on arrival

Clean your hands when you blow your nose, sneeze or cough, eat or handle food

Clean your hands at a minimum every hour if not doing any of the above

Avoid touching your eyes, nose, and mouth with unwashed hands

Wipe down shared keyboards and phones after every use

Do not share food or eat from open packets of food that others have used (e.g. crisps, biscuits)

Do not shake hands, hug or otherwise use physical contact to greet people

Keep at least two arm lengths from other people where possible, even when having conversations

Avoid public transport for journeys to our sites where possible

Avoid working with others and holding meetings in small rooms or rooms without good ventilation

FareShare UK now advises that masks are worn in all parts of our operations, unless eating/drinking - even if 2 metre social distancing is deemed as being achievable. We now feel that the increase in risk of transmission of the virus for ourselves and then to our families/extended households warrants a more cautious approach than is currently mandatory.

We also have in place:

Information on arrival so people are aware that if they should or should not be in the building

Hand washing guides and soap are available at all sinks

Suitable anti-viral soaps and hand sanitisers that kill the virus

Safeguards and advice on handling food safely

Staff to ensure that frequently touched objects and surfaces are cleaned and disinfected daily

The three-tier approach restrictions are being categorised into medium, high and very high depending on the infection rate of the virus across areas of the UK. You can find a list of the areas effected, plus the details of the tiered system. The majority of restriction being introduced are for our personal lives and revolve around the social aspect of this. Travelling to volunteer, or for work, is acceptable.

Please look out for any differences in Scotland, Wales and Northern Ireland.

If you have any questions about the risk reduction measures, please contact the Volunteering Team at [email protected]

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We strongly recommend that any volunteers in higher risk groups do not apply to volunteer with us at this time (i.e. those aged 70 years and above, those with underlying health conditions, pregnant women, and those with a weakened immune system).

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Support volunteering with the NHS

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Why volunteer in health and care?

Many NHS organisations and charities need help from volunteers. This is a great way to support the NHS and get involved in your community. Local NHS Trust websites usually include details of how to get involved.

Volunteers are crucial to the NHS's vision for the future of health and social care, as partners with our skilled staff, not as substitutes for them. There are more than 300 types of role in the NHS alone, providing challenging and rewarding opportunities for people of all ages and backgrounds. Some can be a one-off, like a hospital garden makeovers or fundraising. Others can last for months or even years, like running a hospital radio show, helping with administration in a hospice or taking part in advisory groups.

Youth volunteering

Many NHS organisations are opening up volunteer roles for young people from the age of 16, and some now offer youth volunteering programmes for 16 and 17-year-olds. Young volunteers not only have a positive impact within the NHS, the experience they gain is often beneficial for them. For example by developing skills such as team working and problem-solving which are crucial for future success in education and the workplace.

NHS Cadets

NHS Cadets is an exciting programme being rolled out across England in partnership with St John Ambulance. It supports 14-18-year-olds from communities with less access to volunteering to find out what it is like to work in health and care, and to consider this as a future career choice. NHS Cadets learn first aid, develop their leadership and practical skills, and are offered rewarding healthcare volunteering opportunities. Further details are available on the St John Ambulance website.

How to get involved

There are different ways to support the NHS depending on the type of volunteering role that you are looking for. Examples and sources of information are given below.

1. Regular volunteering for your local hospital or ambulance trust: There are many volunteering options in hospital settings such as ward and department volunteers, administrative support, fundraising, patient participation groups or Foundation Trust governors. Each hospital is likely to have a choice of volunteering options, coordinated by a Volunteer Service Manager. Ambulance Trusts also have a range of volunteering roles from providing patient transport to being a Community First Responder who supports and reassures patients while an ambulance is on the way. Information about how to get involved will be on NHS organisation websites and you can find contact details here for your local NHS organisations.

Some voluntary roles may also be advertised on NHS Jobs.

2. Regular volunteering for an organisation that works with the NHS: Voluntary organisations support the NHS in a wide range of ways which give extra help and comfort to patients and reduce pressure on our staff. The following websites include useful information.

NCVO (National Council for Voluntary organisations) web page 'I want to volunteer' for everything you need to know to get started.
Volunteering Matters for volunteering opportunities in your local area.

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Many NHS organisations and charities need help from volunteers. This is a great way to support the NHS and get involved in your community. Local NHS Trust websites usually include details of how to get involved. Volunteers are crucial to the NHS's vision for the future of health and social care, as partners with our skilled staff, not as substitutes for them.

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What Works - Involving Young People in Volunteering

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What Works - Involving Young People in Volunteering

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A useful report

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An overview of Innervate's career guidance provision

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Innervate Career Services - overview of our services

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Offering Careers Guidance and next steps for students, parents and teachers in Brighton, Hove & Sussex

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Gain access to expert careers advice and tips, online resources and face-to-face guidance

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New schools portal

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Our Marketing and Schools Liaison Team would usually be visiting your school over the coming months to communicate with students about the opportunities available at Plumpton College post GCSEs. Unfortunately due to COVID-19 these visits aren't currently possible.

That's why this Schools Portal has been set up, designed to help provide you with the information we would normally deliver in person.

Within this portal you will find:

We hope that this information, along with the rest of our website and our brand new prospectus will help answer some of your questions and give the knowledge needed to make an informed decision about next steps after school.

However if you have any further questions please don't hesitate to email our Enquiries, Advice & Guidance team at enquiries@plumpton.ac.uk

Or, if Career Leaders would like to get in touch to see how the Schools Liaison team can assist with any school career events you're looking to host virtually please don't hesitate to email schoolsliaison@plumpton.ac.uk

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Our Marketing and Schools Liaison Team would usually be visiting your school over the coming months to communicate with students about the opportunities available at Plumpton College post GCSEs. Unfortunately due to COVID-19 these visits aren't currently possible. That's why this Schools Portal has been set up, designed to help provide you with the information we would normally deliver in person.

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Current LMI data to share with students to help you to achieve Benchmark 2

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New Careerometer - access LMI from your own school or college website

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Careerometer is a freely available widget provided by the LMI for All service. It is an easy way to get access to labour market information on your own website. Careerometer is the new, updated version of our Careerometer (version 1) widget developed early on in the project. This widget has enhanced browser and website compatibility and displays more data. Instructions on how to embed and format to your needs is detailed.

Careerometer is being widely used and has been embedded in a number of organisational websites and not estimated to be used in over 160 websites across Great Britain, including for example:

An online careers magazine, which a number of other websites point to as a resource (Moving On magazine).

Online UK-wide careers resources.

Higher education institutions, higher education and colleges consortia websites

Schools, academies and UTC websites

Further education colleges and sixth forms websites

Career organisations and services

Using Careerometer? Please drop us an email and let us know at LMIforAll.dfe@education.gov.uk

Here it is in action:

To use the widget in your site, you need to paste one or two lines of code into your HTML website source, at the position where you want the widget to appear. In WordPress, for example, the HTML source is the "text" version of your website (there is a switch at the top right of the WordPress editor).

To use the widget with its default settings, paste this line:

<iframe src="https://www.lmiforall.org.uk/cm2/index.html" width="900" height="460"></iframe>

If you would like to show only 2 cards, paste this one:

<iframe src="https://www.lmiforall.org.uk/cm2/index-2cards.html" width="600" height="460"></iframe>

Embedding on WIX Websites

To embed the widget on a WIX website, open the website editor and select the place where you want the widget to appear. Then, go to Add → More → Embeds → HTML iFrame, and add a new iFrame component. The component will ask for an address. Put in " https://www.lmiforall.org.uk/cm2/index.html " (without the quotes), and confirm. Note: do not put in the full widget code given in the other examples- this will not work. WIX also does not allow you to configure the number of cards or colours.

Note on Certificates and https sites

If your site is running over a secure connection (the address begins with "https://" or you see a green lock in the address bar), you have to embed the widget securely as well, or it will not run properly. To do that, simply change "http://" in the embedding code to "https://".

Configuring the widget

You can configure how many cards to display and whether to pre-set/pre-load any job data by embedding the widget directly, like so:

<div class="cm2-widget" cards="2" preset="3112,1115"></div>
<script src="//www.lmiforall.org.uk/cm2/careerometer2.js"></script>

This will display 2 cards, and preload data for electrical technicians (SOC code 3112) and chief executives (SOC code 1115). You can specify more cards than you have preset SOC codes, in which case the widget will just leave the remaining cards empty. If you run a job information site, you may want to use the widget to display information about a particular job in your site's sidebar. You can do this easily by displaying just one preset card.

If want to preload a card with the UK average data you can do this:

Making the widget work on a mobile

The widget by nature is not completely responsive, but it does work on mobile. If you are embedding it using the an iframe method, this is intended strictly for desktop computers or tablets and will always display 3 cards side by side. However, using the following embedding code:

<div class="cm2-widget" cards="1" preset="3112"></div> <script src="//www.lmiforall.org.uk/cm2/careerometer2.js"></script>

That should give you a widget without an iframe that contains only one card (small enough to fit on a mobile screen).

Contextualising the widget

We suggest that you add some text to introduce Careerometer. The following is a suggestion, so please feel free to amend to reflect your users.

Careerometer can be used to explore and compare key information about occupations, help you learn about different occupations and identify potential careers.
It provides access to a selection of UK headline data relating to pay, weekly hours of work and future employment prospects for different occupations, as well as description of the occupation.
Simply type in the title of the job you are interested in and the widget provides a series of options from which you can select the most relevant to you. You can then look up another two occupations and compare. You can also select 'display the UK average' and compare the information with the occupation you have selected.

Changing the widget card colours

It is also possible to override the colours that the individual cards use. The following will draw 3 cards, use a bluish tone for the first card, a green tone for the second card, and leave the last card's colour to chance:

<div class="cm2-widget" cards="3" colours="#003399,green"></div>
<script src="//www.lmiforall.org.uk/cm2/careerometer2.js"></script>

Note that embedding the widget directly may cause it to use some of your site's CSS styles. In WordPress or a CMS system, this may cause the widget to look strange; you'll have to adjust your styles and scripts accordingly.

Problems?

The widget is intentionally designed to be as non-intrusive as possible when you embed it, and not override any parts of your site layout. We've tested this in common site environments, but if the widget makes your site look weird (or the widget itself looks weird), or if you have any other questions, please contact the LMI For All team. You can view how the widget is supposed to look on an empty page, here.

Please note that the widget does not work at all on Internet Explorer 8 or older, and works best on current web browsers.

Here are a few examples of how others are using Careerometer in their websites:

Looking for Careerometer 1 (the previous version)? You can find information here. Please note that Careerometer 1 is no longer actively supported, and may break some embedding websites.

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Careerometer is a freely available widget provided by the LMI for All service. It is an easy way to get access to labour market information on your own website. Careerometer is the new, updated version of our Careerometer (version 1) widget dev [...]

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LMI for Construction in Coast to Capital LEP

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LMI for Construction in Coast to Capital LEP

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National Development Team for Inclusion ( NDTI)

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National Development Team for Inclusion ( NDTI)

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Resources to support SEND students, parents, families and carers

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National Development Team for Inclusion
We are a social change organisation working to enable people at risk of exclusion, due to age or disability, to live the life they choose. Through our change and development work, research and evaluation and best practice examples, we inspire and support policymakers, services and communities to make change happen - change that leads to better lives

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National Development Team for Inclusion - a social change organisation working to enable people at risk of exclusion, due to age or disability, to live the life they choose. Through our change and development work, research and evaluation and best practice examples, we inspire and support policymakers, services and communities to make change happen - change that leads to better lives.

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Toolkit to support students with SEN

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Webinar: Running your own inclusive Careers event

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Webinar: Running your own inclusive Careers event

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A fantastic webinar from East Sussex LEP

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A how to : Running your own careers event for young people with SEND

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Disability Confident module

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NAW2021 Interview Prep & Questions  including Disability Confident

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Step by step resources to support Employers and Enterprise Advisers when working with young people with SEND. Designed to increase levels of confidence in providing experiences and encounters of work, these resources will not only benefit young people with SEND, but also your business and workforce.

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Supporting Employers: Working with Young People with Special Educational Needs and Disabilities (SEND)

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Maths resource

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Bucks Skills Show Online 2020: SEND Maths with Adviza

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Developed by the Inspiring Worcestershire Careers Hub team these activities will provide SEND students with an understanding of how to write a CV

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These activities can be conducted during lessons, while working remotely or as part of homework activities.

The design of the resource will allow for this activity to take place over an extended period of time and can be delivered in sections to suit the pace which meets the needs of the student.

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These activities can be conducted during lessons, while working remotely or as part of homework activities. The design of the resource will allow for this activity to take place over an extended period of time and can be delivered in sections to suit the pace which meets the needs of the student.