Work-based Learning in the Public Sector: 4 th Nov. 2009 Working Together: The Common Core Delphine Garr Workforce Development & Learning Manager Alexandra.

Work-based Learning in the Public Sector: 4Work-based Learning in the Public Sector: 4thth Nov. 2009 Nov. 2009

Working Together:Working Together:

The Common CoreThe Common CoreDelphine GarrWorkforce Development & Learning Manager

Alexandra BurghardtHead of Health, Education and Social Care, Barnet College

BarnetBarnetThe second largest

borough in LondonStrong partnership

workingApproximately 20,000

in the children’s workforce across the partnership

• Enhances skills of the workforce

• Creates greater flexibility for career progression

• Promotes common language and purpose

• Embeds integration

• Builds mutual trust and respect

• Improves outcomes for service users

• Children and young people value it

Why Common Core?Why Common Core?

The Common Core ElementsThe Common Core Elements

• Effective Communication and engagement

• Child and young person development

• Safeguarding and promoting the welfare of the child

• Supporting transitions

• Multi-agency working

• Sharing information

Views from Children Views from Children (1)(1)

• “…Patience and listening skills and has to be friendly. They have to like children and be trustworthy because a child might tell them a secret”

• “They need patience, skill and kindness. They also need to have qualifications to have these jobs”

Views from Children Views from Children (2)(2)

• “These people need all the skills real parents have like being able to cook, clean, work, tidy, be there for the child, be strict but fair, be nice, don't spoil the child and not to cause physical or verbal abuse”

• “They should be willing to work with others even if others are depressed or angry. They have to love their jobs and be very tolerant.”

Involving Young People Leaving CareInvolving Young People Leaving Care

• Importance of payment & training for young people

• Ongoing support

• ‘I was sort of surprised… they really listened to what we had to say’

• ‘I have a feeling they will take on board what we said…’

What’s in it for the Workforce?What’s in it for the Workforce?

• Acknowledgement of prior learning

• Facilitates flexible career pathways

• Continuous professional development

• Transferable credits for further study

• Demonstrates substantial level of learning in its own right

Quotes from staff who attendedQuotes from staff who attended

•I really just felt quite inspired by them…that is the first time I have been on a training course where I have heard young people speak’

•‘I think it was really good to hear from young people first hand, their own experiences… as opposed to talking about it as some kind of case study…’

The Accreditation ProcessThe Accreditation Process• Consulted the workforce

• Consulted our children and young people

• Worked with our partners:

• Middlesex University

• Barnet College

• Health

• PVI sector

•Successful collaboration resulted in meaningful recognition of prior learning.

Approach to Training ProgrammeApproach to Training Programme

• Multi-agency training at both levels

• In-depth one-day training courses on the six areas of expertise (Certificate Level)

• Half-day workshops for professionally qualified (Graduate Level)

• Materials developed to support programme.

How the Accreditation WorksHow the Accreditation Works

• Accredited at two levels by Middlesex University:

• Certificate Level: 60 credits

• Graduate Level: 30 credits

• Certificate Level delivered by Barnet College

• CATS points transferable and valid for five years

Progression RoutesProgression Routes

• Varied opportunities at each level

• Common Induction Standards

• Linked into PQ for social workers

• Early Years Foundation Degree

• Early Childhood Studies Foundation Degree

• Foundation Degree in Integrated Youth Work and Support

• Valid prior learning for EYPS

The heart of it….The heart of it….Common Core SkillsCommon Core Skills

Effective Effective PracticePractice

Improved Improved Workforce Workforce SkillsSkills

Quality Quality service service delivery delivery

for children, for children, young people young people and familiesand families

What is the Take-Up Like?What is the Take-Up Like?

• Programme started in January 2007

• Take up is gaining momentum

• Total trained (April 07 – to date):

• Certificate level: 1157

• Graduate Level: 385

Certificate Level Take-UpCertificate Level Take-UpTotal number of people trained at certificate level

130

139

491

109

120

168 Effective Communication

Child & Young PersonDevelopment

Safeguarding & PromotingWelfare of the Child

Supporting Transitions

Multi-Agency Working

Sharing Information

Graduate Level Take-UpGraduate Level Take-UpTotal number of people trained at Graduate level

69

62

7556

72

51

Effective Communication

Child & Young PersonDevelopment

Safeguarding & PromotingWelfare of the Child

Supporting Transitions

Multi-Agency Working

Sharing Information

Certificate Level DistributionCertificate Level DistributionCertificate Level Inter-agency Distribution

343

250

26

10

159

193

173

21 Local Authority

Schools & Leaning

Higher Education

Private Education

PCT/ Health

Voluntary

Private

Probation

Police

Graduate Level DistributionGraduate Level DistributionGraduate Level Inter-agency Distribution

285

16

1

1

31

35 160

0

Local Authority

Schools & Leaning

Higher Education

Private Education

PCT/ Health

Voluntary

Private

Probation

Police

What have been the challenges?What have been the challenges?

• Common Core not mandatory

• Competing CPD programmes across the workforce

• Low levels of publicity

• Initially too frequent

• Accreditation level confusing

• Lack of time to attend training

Next StepsNext Steps

• Deepen partnership between all stakeholders across the Children’s workforce

• Continue on-going delivery of programme

• Increase publicity for programme

• Implement findings of evaluation project with IDeA.