• Experiences of education, health and care plans: A survey of parents and young people.

      Adams, Lorna; Tindle, Angus; Basran, Sabrina; Dobie, Sarah; Thomson, Dominic; Robinson, Deborah; Shepherd, Claire; IFF Research; University of Derby (Department for Education, 2017-03)
      An Education, Health and Care plan (EHC plan) sets out the education, health and care support that is to be provided to a child or young person aged 0-25 years who has Special Educational Needs (SEN) or a disability (SEND). It is drawn up by the local authority after an Education, Health and Care (EHC) needs assessment of the child or young person has determined that an EHC plan is necessary, and after consultation with relevant partner agencies and with children, young people and parents. EHC plans, and the needs assessment process through which these are made, were introduced as part of the Children and Families Act 2014. The Act, and an accompanying SEND Code of Practice1, sets out how local authorities must deliver these, including:• Developing and maintaining these collaboratively with children, young people and parents; • Supporting children, young people and parents to participate fully; • Focusing on securing the best possible outcomes for the child/young person; • Enabling participation by relevant partner agencies, to enable joined-up provision.The SEND accountability framework established in 20152 sets out an approach for assessing SEND provision in conjunction with the Act and SEND Code of Practice. The framework provides structure for improving outcomes and experiences for children, young people and their families and, when applied, seeks to show how the system is performing, hold partners to account and support self-improvement. The framework applies at the local and national levels and to independent assessments of the EHC plan process – such as those carried out by Ofsted. In this context, the Department for Education commissioned a survey of parents and young people with an EHC plan, in order to build a representative national (and, where the data allows, local) picture of how parents and young people in England were experiencing the EHC needs assessment and planning process and the resultant EHC plans. The aim was to assess whether delivery of the EHC needs assessments and planning process and the resultant EHC plans reflected the intentions set out in the Children and Families Act 2014 and the accompanying SEND Code of Practice. The findings would help inform the SEND accountability framework.To achieve these aims the survey sought to answer the following questions: • To what extent do children, young people and families experience the EHC needs assessment and planning process as they are intended to be experienced; • How satisfied are children, young people and families with the EHC needs assessment and planning process and the resultant EHC plan; and • To what extent does this vary by local authority and by groups with different characteristics? The findings presented here and throughout the main report explore parents’ and young people’s responses to the survey questions. The report also explores where experiences of the EHC needs assessment and planning process varied for groups with different characteristics, applying a bivariate analysis approach3. The report only highlights such differences where these are statistically significant4.
    • The gender and age profile of the house building sector

      Shepherd, Claire; University of Derby (NHBC Foundation, 2017-02-06)
      The UK house-building industry is being challenged to deliver a increasing number of new homes. However, it is also facing skills shortages among its workforce, as older workers leave the industry but are not replaced by new entrants. This report aims to establish the diversity of the house-building industry in terms of the age and gender profile of the workforce and is over-reliant on older workers. Women are engaged in house building, but in relatively small numbers and predominantly in office-based roles. The industry is taking steps to tackle the growing skills shortages, but more needs to be done. This report summarizes the actions that have been taken so far, and identifies opportunities for further progress on increasing the diversity of the workforce in the future.
    • Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

      Hooley, Tristram; Shepherd, Claire; Dodd, Vanessa; University of Derby (International Centre for Guidance Studies, University of Derby, 2015-10)
      This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.
    • Pastoral care for young people in the workplace.

      Neary, Siobhan; Parker, Gordon; Shepherd, Claire; University of Derby (University of Derby, 2017)
      This research sets out to explore the range and type of support that employers have in place to support young people’s transition from education to the workplace. As well as exploring the traditional support through induction and training we have also examined additional support which we have defined as pastoral care. Emerging from the research with there was a dissatisfaction for young people with the preparation that they had received prior to leaving education. The grievances centred around two key areas: that schools often focus on academic achievement and transition to university rather than to employment; and topics such as making pension arrangements and dealing with tax and NI contributions were reported as not being adequately discussed at school/college. These activities are core parts of working life for everyone and need addressing so that young people understand and can make informed decisions about their financial futures. Young people are generally happy with the support that they receive from employers. Almost one third of the young people surveyed had a mentor or buddy appointed when they started work and all young interviewees stated that they were aware of someone they could go to for pastoral and/or other kinds of support. Although most had not needed to access such support themselves. Sometimes the person offering support was doing so in an ‘official’ capacity, as someone who had been appointed by the employer or was someone in a managerial role. Sometimes, support was provided more informally, by a ‘mate’ or older colleague, which was often reported as the most valuable type of support.