Partnership working

The Scottish Government is working with More Choices, More Chances Partnerships in each local authority to implement the strategy.

The partnerships have representatives from the local authority and from other agencies, such as Skills Development Scotland, further education colleges, Job Centre Plus, the NHS, employers’ groups and the voluntary sector.

The More Choices, More Chances Partnerships across the country have adopted a number of diverse approaches to the development of policies and practice.

The following themes have been identified as contributing to the positive impact their work has on the lives of young people requiring more choices and more chances.

Partnership

• Partnership working between schools, agencies and the voluntary sector is on an equal footing with good practical working relationships happening on the ground.
• All partners involved, including schools, are looking beyond the present and next steps towards the medium term (post-19).
• Driving forces within a local authority partnership come from a wide range of services, for example education, Careers Scotland and economic regeneration, and responsibility does not fall solely to one area.
• Local voluntary sector organisations are important partners in planning and delivering the curriculum and recognising the achievements of young people, working with them in school and with the school.
• Existing partnerships, strategies and working practices are audited, identified as of use and enhanced or adapted. Any gaps in provision can be met by developing new ways of working.

Support

• Young people requiring more choices and more chances are identified early and strategically using a wide range of holistic indicators.
• Supporting relationships are built up over time using a 'key worker' approach which overlaps both pre-16 and post-16 stages.
• Key workers can come from a variety of backgrounds, for example CLD or voluntary and private sectors, and are able to develop a less formal relationship with young people, similar to a school support assistant role.
• Relationships between the school, young person and parents/carers are established early and are supportive in nature.
• Attendance and other issues are identified and addressed promptly using effective partnership working, for example key workers and Education Welfare officers making joint home visits.

Provision

• Schools have considered their management structure and adapted it to improve the effectiveness of the provision they offer.
• Strategies used are personalised to the individual needs of young people both in terms of the curriculum and support processes.
• Strategies are used that bridge the dividing line between pre-16 and post-16 provision by utilising the skills and experiences of colleagues who normally work with adults, for example staff from Job Centre plus and Skillseekers, to work with young people in school.
• The curriculum includes the development of literacy, numeracy and other areas relevant to the needs of the young person. It also recognises achievement, develops employability skills and supports and cultivates positive attitudes and behaviours such as self-confidence, resilience and conflict management.
• A wide breadth of learning opportunities is utilised and young people have an input into the focus of activities.
• Achievements are recognised using the wide range of awards available from a variety of providers such as ASDAN, Duke of Edinburgh's Award, John Muir Trust, Prince's Trust, Youth Achievement Awards and SQA.
• The wider role of the local authority as a major employer is utilised to widen the provision of More Choices, More Chances, for example in offering work experience or shadowing opportunities.
• Funding is used to directly support young people, where appropriate, for example purchasing zone cards for travel to and from employment or training.
• Autonomy is given to frontline partners, empowering them to take appropriate action when required.
• Innovative and creative ways of delivering the curriculum are used to make it more appropriate to the needs of young people.

Evaluation

• Accurate use of evaluative data, including attainment, achievement, attendance and exclusion figures, is used both before and after intervention to assess impact.
• Regular reviews with the young person, parents/carers and all relevant partners are built into the provision.
• Lessons learned from evaluation have an impact on future provision.