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CHAPTER FOUR PROVIDER AND YOUNG PEOPLE'S PERSPECTIVE

4.1 This chapter presents the evidence collected from interviews with 18 provider staff and 24 young people as part of the case study visits. It also makes some reference to interviews with 61 members of school staff, which were conducted as part of the evaluation of DtS phase 1 (for further information see Spielhofer et al., 2006). The chapter begins by examining the links between the different projects and the DtS strategy. A typology of the different types of provision is presented along with information about how the target groups were identified. Evidence related to inter-agency working and initial perceptions related to outcomes are then explored, along with identified key learning points and good practice recommendations.

Links to the Determined to Succeed Strategy

Perceived relevance of DtS to the "at risk" group

4.2 Interviews with school staff revealed that interviewees felt that DtS had enormous potential to make a difference to all pupils' experiences of education and to their learning gains and outcomes. Furthermore, the majority of school staff felt that DtS was relevant to all pupils and should not be targeted at those in the "at risk" group only. However, several interviewees said that, although it was relevant to all, certain types of pupils (such as those who were less academically able) could particularly benefit. A few respondents (four) working in the secondary sector felt that DtS was more relevant to disaffected pupils, as illustrated by the following quote:

"It helps disengaged learners most, those that are switched off, it is a way of engaging them as they can see a real, practical product at the end."

Awareness of DtS among project staff

4.3 The majority of the 18 provider staff interviewed had previous experience of working with the "at risk" group. A number of interviewees had previously been involved in youth work with disadvantaged young people and several had a background in social work. Both of the further education ( FE) colleges visited had existing links with the secondary schools in their area and had been offering vocational education opportunities for S3 and S4 pupils for a number of years. Two interviewees did not have any previous experience of working with the target group. One of these interviewees had previously worked in industry and one was a Newly Qualified Teacher ( NQT).

4.4 All of providers reported that they had heard of the DtS strategy, although only about one-third reported that they were familiar with the specific aims and objectives, particularly the aspects of DtS relating to vocational education. Most of these interviewees were working within a school setting (or had previously worked in a school) or they were working closely with LA staff who were involved in implementing DtS.

4.5 Although awareness of the specific aims and objectives of the DtS strategy was relatively low among providers, when asked whether or not DtS had impacted directly on their provision for the "at risk" group, many interviewees felt that it had done so. Interviewees reported that the DtS strategy had:

• Provided additional funding so that provision could be expanded - " DtS funding has enabled us to roll out our provision"
• Led to the creation of new types of provision - "This project has come about because of DtS so it is a direct result of the funding that the project has been set up and my post has been created"
• Led to more collaboration in terms of provision within the LA - " we are working much more collaboratively as an LA to provide facilities and it has become a lot more co-ordinated"
• Led to increased demand for vocational education and more of a focus on the courses available - " since DtS and there has been an increase in demand and there is more concern about what the pupils are doing and how it fits in to form a whole"
• Encouraged more of a focus on enterprise activities within existing provision - " It probably has had an impact because of the kinds of projects and enterprise activities we have been running".

Typology of provision

4.6 Overall, about half of the projects visited were specifically targeted and designed for the "at risk" group. The remaining projects were not intended to solely involve the "at risk" group. However, schools were reported often to select pupils from this group because places were limited and staff felt that these particular pupils would benefit most. In some cases, projects had been piloted with disaffected pupils initially but were now being offered more widely (this was particularly the case with the vocational education opportunities, in response to DtS Recommendation 2). All of the projects visited were targeted at secondary-age pupils. The majority were aimed at the pre-16 age group, although two were used with S5 and S6 pupils.

4.7 The ten provider case studies were offering provision that can be divided into 6 broad categories. These categories are:

• Alternative curriculum projects
• Vocational education programmes
• Transition to work programmes
• Outdoor education projects
• Volunteering projects
• Pupil support projects.

4.8 It is worth noting that there is some overlap between these categories and that some providers were offering more than one type of project. Some of the alternative education provision, for example, included elements of vocational education and/or outdoor education. Furthermore, some of the vocational programmes also focused on supporting transition. The different types of provision and what these entailed are discussed in more detail below.

4.9 Five of the providers were offering alternative curriculum projects which were all targeted at pupils in the "at risk" group (some or all of the pupils involved had additional support needs). The majority of these providers were based near to, or were linked to, secondary schools. Most of these projects were long-term sustained projects for pupils usually from S2 upwards. In some cases, young people were attending the provision on a full time basis, while in others the projects were used to support pupils attending mainstream school. Activities included studying for Standard Grades, vocational education, key skills and extra curricular activities (usually involving outdoor activities). The projects were run and managed by a range of staff including teachers, youth workers, and support staff. The projects were usually funded by the LA, but in some cases projects had been set up with DtS funding.

4.10 Three of the ten providers visited were offering vocational education programmes. Two of these were FE colleges and one was a vocational education centre, although some of the provision at the centre was college-based. These providers were offering a programme of vocational education opportunities to pupils in S3 and S4, in a range of different subject areas including horticulture, first aid, floristry, construction, painting and decorating, and hair and beauty. These programmes were delivered over the sustained period of a year or more, most commonly, over two years, and they were generally taught by college tutors or, in some cases, by employers. The courses were usually hands-on, practical courses, often taught in a simulated environment or a real work situation, and were usually accredited courses. In most cases, the young people attended two or three sessions per week and were given additional learning support where necessary. Some of the providers also offered support for young people making the transition from school to work or further education. DtS funding was being used to support these programmes.

4.11 One of the providers was operating a transition to work programme. The programme was aimed at S6 pupils at a special school who wanted to progress onto employment, but needed additional support to do so. Pupils were given enhanced careers advice and support that was tailored to their specific needs. The young people were given help with writing CVs, arranging work placements and finding suitable employment or further education opportunities. The project was a short-term support programme and was delivered by a dedicated member of staff who was employed by the LA. Pupils usually attended a series of sessions which were delivered on a one-to-one basis in school.

4.12 Two distinct outdoor education experiences for young people were offered by a provider. Both projects offered a flexible programme with a range of activities that were adapted to suit the individuals involved. The activities were organised by youth development workers and young people could choose to take part. The projects aimed to help young people develop new skills and build positive relationships. The projects were being offered to pupils from S1 to S6. DtS funding had been used to support the work this provider was offering.

4.13 One provider was offering volunteering opportunities for young people. The provider offered a flexible, adaptable programme aimed at helping young people develop relationships with their local community. The programme was designed on an individual basis to help to broaden young people's horizons and help them gain future employment. The programme was delivered by youth development workers and involvement was optional to pupils from S1 to S6. A proportion of DtS funding had been allocated to the provider by the LA.

4.14 A pupil support project for young people was offered by a provider. The focus of the programme was on promoting pupils' personal and social development and developing confidence. The project, which was set up using DtS funding, aimed to help pupils in the "at risk" group to overcome issues such as bullying that could lead to disaffection, and was delivered by youth workers within school. The young people (from S1 to S6) usually attended two sessions per week for six weeks and took part in activities and discussions in small groups.

Common characteristics

4.15 There were several common characteristics across the different projects or programmes visited. The providers tended to work with small groups of young people (no more than 13) and usually offered:

• Personalised learning opportunities tailored to individual needs
• Informal, flexible approaches to learning
• A focus on practical hands-on activities
• A focus on developing skills
• Elements of choice and autonomy
• On-going consultation and discussion
• On-going monitoring, review and assessment.

4.16 A minority of the providers made attempts to involve parents in provision and a few provided integrated multi-professional interventions and had staged assessment procedures in place.

4.17 Generally, the provider staff felt that the young people did identify with and have ownership of the different projects. However, in relation to ownership, interviewees indicated that this could vary depending on the project. Some of the staff running vocational programmes felt that the college environment could be overwhelming and there were less support structures in place for pupils. The vocational centre was slightly different as it offered a base for young people and staff were on hand to offer support. The member of staff based at the centre explained the differences between the college provision and the centre provision and how they had tried to overcome these issues:

"Those whose courses were based here feel a lot more ownership over the centre and that is less so for those who go to college. In college they have to cope with a big space and they are the youngest ones there in a big college. It is not practical to run all the courses here and we do have to use the college but what we are doing this year is that we are having an induction here at the start so they know the staff and the building".

4.18 The majority of respondents felt that ownership developed over time and could be facilitated by:

• Consulting young people as much as possible - "giving them more choice and consulting with them helps"
• Helping young people to build positive relationships with staff - "we work hard to build relationships with them and to provide a supportive environment"
• Making the provision different from school - "One of the assets we have here is that most people working here have come from industry and they treat the pupils more like they would at work and the pupils respond well to that".

Activities enjoyed most and least

4.19 Staff said that the young people tended to enjoy the practical hands-on activities best and that their preferences often reflected their immediate interests. In relation to vocational learning, these interests were often quite gender-stereotypical. The most popular courses for boys were engineering, car maintenance and construction, whereas, the girls often preferred hair and beauty and childcare. Some staff felt they needed to do more to help the young people "realise that there is more out there and they can do other things too". Outdoor activities (including sports and recreation) were popular with both boys and girls.

4.20 Interviewees reported that the young people tended to dislike activities that were more classroom based and those that involved too much writing. One project co-ordinator, for example, explained:

"Anything that requires them to sit down and write things - I think for some of them they find that difficult and their skills in that area are not very good so they struggle".

4.21 The young people interviewed reported liking a range of different vocational subjects and activities. Several of those interviewed said that they liked "everything", as illustrated by the following quote from a pupil who had been attending college two days per week: "there is not much I haven't enjoyed, to be honest". Others said that they had particularly enjoyed meeting different people. Often they had met up with pupils from different schools and had made new friends as a result. Several of those interviewed said they had really liked the teachers and the informal teaching styles that were adopted as these often differed from those that were used more commonly at school - "I just like the atmosphere - they talk to you in a more of a jokey way".

4.22 Most of the young people did not report disliking anything that they had been doing as part of the project/programme they had been involved in. A few reported disliking some of the specific activities they had been involved in at college (such as sanding walls or clearing up), usually because they thought these activities were "boring".

identifying the target group

Characteristics of the young people

4.23 There were some common characteristics relating to the young people involved in the different projects/programmes, but there were also differences depending on the type of provision. Some of the providers were working with a mixed group, with a range of ages and abilities. However, most interviewees reported that a high proportion of these pupils were at risk of becoming NEET in the long term. A deputy principal at an FE college described the group of pupils who were involved in the vocational programme:

"I think the majority are at risk of becoming disengaged - some would just carry on at school if they were not coming here and would come out with a couple of good grades, but there are others who would drop out of school altogether because they are just not motivated".

4.24 Providers often reported that they were working with young people who were not high achievers and some young people had specific learning difficulties or social and emotional difficulties. Some of the providers were working exclusively with the "at risk" group and these young people often had additional support needs and recognised problems related to family background issues, behaviour, attendance and alcohol misuse or drugs. Some of the young people were looked-after (in the care of the local authority) and others had been permanently excluded from mainstream school. A member of staff described the young people he worked with:

"They are all boys that I have just now and they all have SEB difficulties [social emotional and behavioural difficulties] and their education suffers because of that. The problems they have are social problems - a lot of the children in mainstream also have these social problems and they are able to cope with it but others can't and they experience difficulties. They are all disaffected and disengaged when they come".

Those working exclusively with the "at risk" group tended to work more with boys but the other providers were working with both genders.

Recruitment procedures

4.25 Provider staff were asked to describe how young people were recruited onto the different projects and programmes. In the majority of cases, this was done through schools (usually via guidance). Several other forms of recruitment were also mentioned by one or two interviewees including the police, Youth Justice, social work, educational psychologists, parents and also self-referral. One of the providers had a joint assessment team. The project co-ordinator explained the referral process and how this worked in practice:

"We have a joint assessment team which is a multidisciplinary team involving guidance, social work, school management team, health and educational psychologists. They come into this system via guidance so if a child is having problems in school then they would have a meeting with all these professionals and they would decide on the steps to take"

4.26 Most of the providers had set criteria relating to the kind of young people that their projects were aimed at (this was particularly the case with the alternative curriculum projects which were usually targeted specifically at the "at risk" group). Some of the projects were optional and were open to a range of pupils with mixed abilities. As discussed in paragraph 4.6, one of the projects had been piloted with the "at risk" group but was now being opened up more widely and offered to more pupils. The project co-ordinator explained the recruitment process and the changes they had made this year:

"Last year they were all referred but this year it has been put out to schools that it should be offered across the board which kind of fits with the DtS element in that it is for all. Schools will have interpreted this differently and due to the limited places and the practicality it probably won't be offered to all. I think what most schools have done is that they have identified young people who they think will benefit most".

4.27 All of the young people interviewed said they had been given a choice as to whether or not they wanted to be involved in the projects or programmes visited. Even those young people who had been targeted by schools or providers were given a choice as to whether or not they wanted to take part. The majority said they had chosen to get involved because they thought the provision would be dissimilar from school, as illustrated by the following quote: "I thought it would be different to school, that you'd have more freedom - that was the main attraction". Several of those interviewed said they had decided to take part because they thought the activities would help prepare them for life after school. A boy attending a vocational course at college explained: "I thought it would give me options and equip me better for what I want to do".

4.28 All of the young people anticipated that the projects/programmes they were going to be involved in would be different from school and most found this had turned out to be the case. In particular, they reported that they were:

• Given more choice and had more options open to them - "you can do different things and they give you more options"
• Treated more like adults - " I thought it would be different from school and it is, it is completely different. You get treated like an adult not like school kids and they give you more respect"
• Given more freedom and autonomy - "I guess I thought it would be more relaxed. I knew I wouldn't have to wear school uniform. I thought the rules would be different and the classroom stuff would be different"
• Able to meet new people and make new friends - "there are different people to get to know and to speak to"
• Able to experience a work environment - "it is like a real work situation and I can learn about what it would be like to work there".

Assessment of learning, development and support needs

4.29 Most of the providers asked for referral or assessment information when young people joined the project/programme. This was used initially to assess each individual's learning, development and support needs. However, some interviewees said they preferred to make their own judgements about individuals, as they often responded differently when taken out of the school environment. This is illustrated by the following comment from one project co-ordinator:

"We ask for referral information because we need to know what their needs and issues are. Some of what we receive can make for scary reading when you look at what it happening in their home lives and some of them have aggressive behaviour. What we find though is that when you take them out of the environment that causes all that negative behaviour and you put them somewhere where I would like to think they feel valued and respected, they do behave quite differently."

4.30 The majority of providers also carried out their own assessments to determine individual learning, development and support needs. The young people's needs were usually reviewed on an individual basis and additional support was withdrawn or extended where necessary. Most providers were able to assign individual "support workers" to provide help for young people where it was needed. A project co-ordinator explained the way this worked:

"Some people might require a support worker attached to them when they go to college or when they come here. Others might need additional help with reading and writing. We then monitor how they are doing when they start. A couple of young people last year started with a support worker but then that was withdrawn because they didn't need it anymore".

Induction procedures

4.31 All but one of the providers offered the young people an induction when they started the project or programme. However, it is worth noting that the different inductions varied considerably. Most offered inductions that introduced the young people to the project environment and the activities they would be involved in. One of the providers offered a two-week induction programme that included group activities and team building exercises. Another provider involved parents in an initial induction meeting and feedback was given to parents throughout the project to involve them in the provision. The staff coordinating this project felt that involving parents right from the start had lead to positive outcomes:

"We found that getting parental involvement was key to success; we found that getting them involved from the start and calling them every week to give them an update was a really good way of getting their buy-in and they saw it as the school trying something new and for some of them it was the first time they got some positive feedback about their children".

4.32 Only the transition to work programme did not start with a formal induction. Project staff felt that this was not necessary as young people were receiving advice and support on a one-to-one basis.

OUTCOMES FOR YOUNG PEOPLE

4.33 As highlighted in paragraphs 4.7 to 4.14, the providers that were visited offered a range of provision, and they were targeted at different types of young people. Consequently, it is important that the outcomes of these projects for participants are assessed with reference to the initial nature and needs of the young people, and the types of provision that they were involved in. This was summed up by one member of staff, who was working with a group of disadvantaged and disengaged young people:

"Sometimes progress in our eyes is very slight, but for [the young people] it is a major step forward".

4.34 Both provider staff and young people were asked about the outcomes of participation in the projects. Provider staff were asked what outcomes they were expecting young people to achieve as a result of participating in their programmes, while young people were asked how they had changed since starting the activities. At a general level, it appeared that participation had helped to keep the young people engaged in some form of learning, as many of the participants reported that they would not be attending school, if they had not become involved in the alternative provision.

4.35 Encouragingly, 23 of the 24 young people interviewed stated that they would recommend the project to other young people. Furthermore, it is worth noting that the one young person who said that he would not recommend the project did so because did not want large numbers of pupils involved as he preferred to work in small groups.

4.36 The specific outcomes for young people identified by staff and participants could be divided into the following categories, which are discussed in further detail below:

• Achievement of qualifications
• Personal development
• Development of skills
• Impact on future choices.

Achievement of qualifications

4.37 Members of staff at eight of the ten providers reported that one of the main aims of their provision was for young people to achieve a qualification. The young people at these providers were working towards a range of qualifications, including Standard Grades, Scottish Vocational Qualifications, Scottish Progression Awards and Access courses, as well as other awards and certificates, such as the Millennium Volunteers Award, Leadership in the Community, and first aid certificates. Some of the certificates awarded were externally accredited, while others were created by the providers themselves.

4.38 Although some of the young people were unsure what specific qualifications they were working towards at the provider, others indicated that they valued their qualifications and other achievements. One male pupil who was undertaking a vocational course at an FE college, emphasised the value he placed on the qualifications and certificates he had achieved:

"They are very important to me...they will help me in the future; if I want to get on a different course or get a job, then it will be a head start....when you learn stuff in school, you just move onto the next bit and you don't get a certificate, but things like that matter when you are trying to get a job".

Personal development

4.39 In addition to achieving qualifications, the main expected outcomes for young people identified by provider staff related to the development of their personal and social skills. Most commonly, staff indicated that they anticipated improvements in young people's confidence and self-esteem as a result of them taking part in the projects. More specifically, several interviewees stated that they hoped by participating in this provision, young people would feel more positive about their self-worth, and their potential to achieve.

4.40 These expectations were supported by the views of the young people themselves, as many of those interviewed felt that their confidence and self-esteem had improved as a result of participating in this provision. This was summed up by a pupil who was attending a vocational education centre, who explained that he had changed "dramatically" since he started to attend the centre. He added:

"When I first started I had low self-esteem, but it has built up my self-esteem coming here and built up my confidence...it is the best thing that has ever happened to me".

Many of the young people also felt that they had become 'more grown up' as a result of taking part in the projects, and welcomed the opportunity to be given ' more responsibility and more freedom'.

4.41 Project staff reported that they were expecting changes in young people's behaviour as a result of participating in the projects. These changes included improvements in their communication and team-working skills, and their attendance and behaviour in school. Such changes in behaviour were reported by a number of the young people themselves, with most of these indicating that they were now better behaved in school. This was illustrated by one young person attending an alternative education centre, who explained why his behaviour and attendance had improved:

"My behaviour in class has improved because I want to stay in the group...if you don't come into school, you get chucked out; it happened to one guy and I don't want it to happen to me".

4.42 Improvements in young people's attitudes towards school and learning were also anticipated by several provider staff, and in fact a small number of pupils reported that their motivation and performance at school had improved since taking part in the projects.

Development of skills

4.43 Of particular importance for provider staff and young people were the effects that projects had on participants' skills. As well as course-related skills that young people were developing through the qualifications they were working towards (such as cooking, painting and decorating and horticulture), gains were reported in young people's work-related skills, including their interview skills, problem-solving skills and their ability to write a CV, and also in their literacy and numeracy skills. Both staff and young people hoped that these skills would help them progress onto further education or employment, as described by one male pupil: "It gives us new skills, so we've got a better chance of getting a job in the future, so I won't be on the dole".

Impact on future choices

4.44 Another of the main expected outcomes from young people's participation in the projects visited related to their future choices. A number of provider staff hoped that the projects would help to raise young people's aspirations and enable them to make informed choices about their future career plans. Other interviewees indicated that they anticipated that the skills and qualifications that pupils had achieved as a result of taking part in the projects would increase their chances of making a positive transition into further education or employment.

4.45 The extent to which young people's participation in the projects had had a direct impact on their future choices varied. While some young people intended to follow a pre-existing career interest, others stated that they had been directly influenced by the activities they had been involved in. Young people reported that they had not only been able to discuss their future plans with provider staff, but they had also been given the opportunity to "try different things out". This was particularly the case for young people who were undertaking vocational courses, as these gave them a "taster" of different careers. This is illustrated by a comment from one male pupil who now planned to start an Apprenticeship in painting and decorating after leaving school as a result of taking a course at a vocational education centre: "it helped you decide what you wanted to do because you could have a go at it".

Factors facilitating successful outcomes

4.46 Provider staff were asked to comment on the factors which they felt facilitated successful outcomes for young people, and, on the whole, these were consistent with the responses of young people regarding why they felt they had been able to achieve positive outcomes at the projects. It is also worth noting that the factors identified are generally consistent with the findings from the review of relevant literature, reported in Chapter 2.

4.47 Many of the young people were involved in out-of-school provision, and this opportunity to learn in a different environment was welcomed by both provider staff and young people. Many of the young people interviewed had had negative experiences at school, including instances of bullying, lack of achievement, boredom and dislike of particular teachers, and nearly all the respondents stated that they did not enjoy school. Thus, as illustrated by the following comment by a member of staff at a vocational education centre, the new environment was a key factor in facilitating successful outcomes for young people:

"I think the fact that we are not a school is what makes it a success for a lot of them. They are almost at loggerheads with the school and can't get past that...they just see it as negative. When they come here they are getting away from that environment. They just enjoy being in a fresh new environment".

4.48 The positive relationships that young people were able to build with provider staff were also identified as key in facilitating successful outcomes for young people. Most of the young people enjoyed the more informal, relaxed approach that staff adopted at the projects, and reported that they appreciated being treated as adults by staff, by being given "more respect", "trust" and "freedom" by staff. This was reinforced by one member of staff, who stated that they adopt an "unconditional positive regard" towards all participants, in order to try to improve young people's self-esteem and their attitudes towards authority figures and other adults.

4.49 The fact that providers tended to work with smaller numbers of young people than in schools meant that young people were often able to receive more one-to-one attention and support. Provider staff reported that they found it easier to build a rapport with young people and to establish positive, supportive relationships with them due to the small group sizes, and this was welcomed by the young people. This is illustrated by the comment of one young person, who appreciated the continuity of staffing he received:

"In school, you have seven different classes in a day with seven different teachers all in one day...in college, I have one class for the whole day and one teacher."

4.50 Several provider staff emphasised the importance of providing appropriate activities for the young people, as they felt that this was key for both engaging the young people and enabling them to achieve successful outcomes. Provider staff highlighted the need for activities to be appropriate for young people in terms of content and delivery, and, in particular, to accommodate the different learning styles of participants. Interviewees particularly mentioned young people's preference for practical activities. Several members of staff also identified the need to encourage young people to develop ownership of the activities, by involving them in decision-making and giving them an element of responsibility.

4.51 The links that providers established with schools were also seen as an important factor in facilitating successful outcomes for young people, as interviewees felt that positive relationships between the different institutions enabled better communication about young people's support needs, and progress, and more continuous support for the participants.

Factors hindering successful outcomes

4.52 Despite the facilitating factors outlined above, provider staff identified a number of factors that they felt acted as barriers to young people achieving successful outcomes on projects, and they highlighted the challenges in trying to overcome these barriers.

4.53 Most commonly, the barriers identified related to the personal circumstances and home backgrounds of the young people. In some cases, the young people were reported to be coping with personal or family difficulties that acted as barriers to their engagement, while in others, the young people had parents who did not adequately support them, as illustrated by the following comment from one interviewee: "If there is no one at home expecting anything of them then they don't believe they can achieve anything".

4.54 Given the complex support needs that many of the young people have, providers emphasised the need for them to receive adequate support. However, a number of interviewees were concerned that many young people do not have access to consistent and continuous support while they are not at the provider. These respondents felt that there should be a more "joined-up" approach to the support that young people receive, so that any outcomes they achieved were more likely to be sustained long-term. One member of staff, for example, commented that one of the main barriers for young people was:

"Not having the constant support throughout the whole week, so it's more of a drip-drip effect, rather than a consistent approach, and so outside problems interfere with our work with them".

4.55 Other barriers mentioned by provider staff included low self-esteem and confidence among participants, pressures that young people face in school, and a lack of knowledge of young people's support needs. In addition, although many of the young people welcomed the increased freedom that they were given as part of this provision, one member of staff at an FE college felt that this could act as a barrier for some young people:

"The organisational freedom they get hinders some of them because some of them need more structure or they just drift...there are diversions for some of them....there are massive differences in the social skills they have and for some of them that is a barrier".

Monitoring and evaluation strategies

4.56 Investigation of the systems that providers had in place to monitor and evaluate their provision revealed that these systems could be divided into three categories:

• Monitoring of the involvement of individual participants
• Evaluation of participants' progress and outcomes
• Evaluation/review of the project as a whole.

4.57 All ten of the providers implemented some form of individual-level monitoring. Most commonly this involved the monitoring of young people's attendance at the project, while only a few projects reported that they monitored pupils' behaviour, their progress and their plans for the future. The methods by which projects tended to monitor young people's attendance, behaviour and progress included the following:

• Attendance registers
• Behaviour plans
• One-to-one review meetings
• Observation checklists
• Daily written assessments.

4.58 Two providers reported that they shared this monitoring information with schools, particularly information about young people's attendance. One interviewee, for example, described:

"Every morning I check that everyone is here and that they have arrived safely. They are all registered in each class and that [information] goes straight to the school that morning so that the school knows where they are".

4.59 Two other providers, both of which were schools that were providing activities for the "at risk" group, had close contact with parents, and provided them with regular feedback about their attendance and behaviour.

4.60 Four of the providers reported that they had undertaken formal evaluations of young people's progress and outcomes as a result of their participation in the projects. These evaluations included asking young people for their feedback on the activities they had been involved in, and their perceived outcomes from these activities; consulting project staff and school staff about their perceptions of young people's outcomes; and collecting and analysing detailed records of participants' progress over time. The frequency of these evaluations varied from regular evaluations of each activity or session that pupils were involved in, to one-off evaluations, either at a mid-point or at the end of young people's participation in the project. A further two providers reported that although they did not undertake any formal or systematic evaluation, they regularly gathered feedback from participants and school staff, through informal discussions and observation.

4.61 Five providers stated that they carried out reviews of their provision as a whole. These reviews involved internal staff meetings, in which staff reflected on their own practices and reviewed the progress and achievements of participants, as well as review meetings with schools, and other partners involved in supporting the young people, such as the youth service.

INTER-AGENCY WORKING

Links with other organisations

4.62 Most of the providers had established links with other organisations to assist them in supporting the young people they were working with. The organisations identified by interviewees included:

• Careers Scotland
• FE colleges
• Training providers
• Youth work
• Voluntary organisations
• Police service
• Youth Justice
• Health agencies
• Children's services within the LA
• Employers.

4.63 Providers identified three main reasons for establishing these links, as follows:

• To help with the delivery of provision - four providers reported that they had linked with other organisations, such as FE colleges and training providers, to assist with the delivery of projects to young people, as they were able to draw on their expertise or facilities
• To provide additional support to young people - given the complex support needs of some young people in the "at risk" group, a number of providers emphasised the importance of participants receiving adequate and continuous support, to help them with issues that might act as barriers to their learning. Three providers reported that they linked with other organisations, including Careers Scotland, social work and housing services, in order to ensure that young people received support both within and outside the projects
• To help with the recruitment of young people onto projects - three providers indicated that they received referrals from organisations such as Youth Justice and Children's Services.

4.64 Although providers were involved in some inter-agency working, many interviewees reported that they would like to expand their links with other organisations, and in particular, to establish further links with local employers. A number of providers also identified the need for a more "joined-up" approach to provision for the "at risk" group, and better sharing of information about the young people. Although in two LAs, there was reported to be a multi-agency approach to working with these young people, this did not appear to be widespread across the other LAs visited (as discussed in Chapter 3). One member of provider staff, for example, explained:

"There is no multi-agency approach as yet. In some cases, it is not due to lack of intention, but just due to bad coordination and communication".

4.65 In some LAs, schools were working in clusters to implement DtS. In these areas, close liaison between schools had usually taken place and, in some cases, operating as a cluster had prompted schools to work together on linked projects. Some secondary schools had made specific efforts to link with their feeder primary schools to aid the transition from P7 to S1. However, the NFER research team did not find any evidence of schools working together in clusters to develop provision specifically aimed at pupils in the "at risk" group, although, in some cases, individual schools were accessing the same provider. Interviews with LA staff in other areas showed though that some such provision had been targeted at the transition between primary and secondary schools, although no such projects were visited as part of this study.

Support from the Local Authority

4.66 Providers were asked about the support they had received from their LA in helping them run their projects, and most of the provider staff interviewed reported that they had received financial support from the LA, and were in regular communication with personnel at the LA, often the DtS co-ordinator.

4.67 Interviewees were generally satisfied with the level of support they received from their LA, although three members of staff, from three different LAs, reported that they would like more recognition and appreciation from their LA, and further promotion of their work. One staff member, who was employed by the LA, also reported that she would like more contact with the LA and better support and supervision:

"There is a difference between support and supervision. I don't feel I have had adequate supervision. I supervise staff and I would like to have supervision too, so that I have somewhere to offload and to explore my own personal development".

CHALLENGES AND LESSONS LEARNED

Challenges in working with young people in the "at risk" group

4.68 In general, providers did not perceive there to be many challenges in working with young people in the "at risk" group. Although a few providers indicated that the behaviour of some of the young people could, at times, be difficult to manage, others stressed that "the young people themselves aren't the issue". Rather, these providers argued that the main challenges they encounter are associated with setting up and running provision for these young people (such challenges are discussed in detail below).

4.69 Where provider staff did identify challenges in working with the young people, these most commonly related to outside influences that might negatively affect the young people and interfere with the work providers were doing. These included young people's home backgrounds and personal circumstances, as illustrated by the following comment:

"We need to maintain the engagement level of young people, but what they have been doing the night before can affect how they behave the next day".

This was reinforced by another member of staff who felt that they were competing with other influences on the young people:

"You spend a limited amount of time with them in relation to everything else and you hope that the work you are doing gets through to them".

4.70 A few providers found it challenging to overcome participants' low self-esteem, while others noted the challenge of overcoming young people's negative views of education and adults. One project manager, for instance, made the following comment:

"If you deliver it in a normal class, you've immediately got the barrier that they'll behave as if they were in a normal class and you're their teacher"

Challenges in running provision for young people in the "at risk" group

4.71 Providers identified a range of challenges that they had encountered in setting up and running provision for young people in the "at risk" group. Most commonly, these related to the difficulties providers faced in securing adequate funding to deliver appropriate provision for the young people. Related to this, providers complained about the lack of facilities and resources they had, often due to a lack of funding, and the constraints this placed on what provision they were able to offer young people. One member of staff, for instance, who was working with young people with social, emotional and behavioural difficulties, expressed regret that they were not able to offer the young people more practical learning experiences:

"We would like to try and be able to offer the technical subjects, but we don't have the equipment and the resources. We are not very well resourced; we just have two rooms and no proper equipment".

4.72 Many of the providers also highlighted that one of the main challenges they encountered related to gaining credibility with other organisations, due to the negative perceptions that some other practitioners, particularly school teachers, had of their provision. The manager at one alternative curriculum project, for example, explained:

"Because we're not dressed like them they don't treat us like fellow professionals, which leads to obvious tensions...many of them feel that education is about 28 young people in a classroom and not this kind of extra support...some of them also see it as rewarding bad behaviour and that pupils are acting up to be put on this programme".

4.73 Other challenges mentioned by provider staff included finding appropriate staff, ensuring that staff were adequately trained and supported in their work with young people in the "at risk" group, and having sufficient time to deal with the administrative aspects of running a project.

Recommendations

4.74 Based on their own experiences, provider staff were asked to identify good practice recommendations that they would give to other providers with regard to developing and delivering provision for young people in the "at risk" group. Interviewees were specifically asked for recommendations relating to identifying the target group, providing relevant activities, monitoring progress and achieving and sustaining outcomes for young people.

4.75 With regard to identifying and engaging the target group, interviewees made several recommendations. These included:

• Establishing clear criteria for the types of young people at which provision is aimed
• Not relying too heavily on information on young people provided by other organisations - "don't judge them based on referral information...make your own assessments"
• Ensuring that providers have sufficient information on the support needs that young people might have - "we need to be informed in terms of their needs and any problems that we might need to be aware of"
• Ensuring that young people are given a choice to participate in the provision - "ensure that it is something the young people want to do...if they don't it is more trouble than it is worth".

4.76 Providers were able to identify a wide range of recommendations relating to the provision of appropriate activities for young people in the "at risk" group, both in terms of the content and delivery of activities. The most common suggestions included:

• Offering a wide range of activities that young people can choose from
• Offering a flexible approach to activities, which can be changed to fit individual's needs
• Consulting young people about the activities, and involving them in decision-making as much as possible - "I try to get them to buy into the programme by asking them want they want to do...[it] keeps them focused"
• Ensuring that activities are appropriate for young people's abilities and interests - "it is important to make it achievable so that you are not setting the young people up to fail"
• Ensuring that staff are adequately trained to deliver activities to the target group, and ensuring that staff are appropriately supported.

4.77 Providers did not provide many recommendations for monitoring the progress of young people, apart from the need to build in time for monitoring and evaluation, to ensure that there is continuous monitoring of young people throughout their involvement in the project, and to give young people regular, one-to-one feedback on their progress.

4.78 As reported in paragraphs 4.46 to 4.51, interviewees identified a range of factors that they felt could lead to successful outcomes for young people, including giving young people the opportunity to learn in a different environment, fostering positive relationships between participants and staff, and providing one-to-one support. These factors were echoed in the recommendations that interviewees made regarding the achievement of successful outcomes. Other recommendations included:

• Making the young people the focus of the provision - "make it clear to the young people that the programme is about them and that they deserve to have something that addresses their needs; it starts with when they come and we say to them, "this is about you; you've got the right to get something out of school", rather than, "this is a privilege""
• Making engagement, rather than achievement, the focus of the provision and value the development of soft skills in young people - "don't be too strict and put young people under pressure to achieve...just concentrate on engaging them"
• Adopting a more informal, anti-discipline approach - "I had to be clear in my mind at the outset that, because of their backgrounds, I would be anti-discipline...instead, we discussed the ground rules between us about what would be acceptable and unacceptable behaviour....too many people tell them what to do and how to behave".

4.79 Only a minority of providers gave good practice recommendations regarding sustaining successful outcomes, and in fact, a number of interviewees felt that this was a significant challenge of their work. However, where comments were given, provider staff identified the need to follow up activities with young people over time, and to ensure a "joined-up", multi-disciplinary approach to supporting young people in the "at risk" group, to ensure that outcomes are sustained even after they have left the projects.

Improvements for the future

4.80 When asked if there were any ways in which the project they were involved in could be improved, 19 of the 24 young people interviewed stated that there were not, and that "it is good as it is". Two young people mentioned additional activities that they would like to take part in at the provider, while the same number stated that they would like to be given more choice about the activities offered to them, as illustrated by the following comment from a female pupil attending an FE college: "They should give us more choice and let us decide what we want to do". A further two pupils reported that they would like to spend more time at their particular provider.

4.81 It is interesting to note that some providers reported that they were planning to respond to some of the issues mentioned by young people. One provider, for example, was planning to offer participants more choice and flexibility in the activities they provided. Another intended to extend the length of time that young people were on their project, as they felt that the young people would benefit from more sustained support.

4.82 On the whole, providers did not anticipate any major changes to their provision, but many planned to refine their practices. In addition to those mentioned in the previous paragraph, the changes identified by interviewees included:

• Increasing links with local employers
• Offering a wider range of activities
• Expanding their provision to include more schools/ young people
• Further promotion of their work.

MAIN FINDINGS

4.83 This chapter presented the findings from the interviews with provider staff and with young people participating in the projects. The key findings emerging from this data were as follows:

• Although awareness of the details of the DtS strategy was relatively low among provider staff, most thought that DtS had impacted directly on their provision for the "at risk" group
• About half of the projects were specifically targeted and designed for young people in the "at risk" group. The remaining projects were not intended to be solely targeted at these young people, although it was perceived that these particular pupils would benefit most from the provision. Young people were generally recruited onto projects through schools
• The case-study providers were offering a range of types of provision, including alternative curriculum projects, vocational education programmes and pupil support programmes
• A range of outcomes for young people were identified by both the provider staff and the participants interviewed, including the achievement of qualifications, personal development, the development of skills and impacts on future choices
• Factors, such as learning in a different environment, receiving one-to-one support and having the opportunity to build positive relationships with adults were perceived to facilitate successful outcomes for young people. The home backgrounds and personal circumstances of young people were identified as the main barriers to the achievement of successful outcomes
• Although all of the providers implemented some form of individual-level monitoring of participants' attendance and behaviour, formal evaluation and review of their provision were less common
• Most of the providers had established links with other organisations, most commonly to help with the delivery of their provision, to provide additional support to young people, and to help with the recruitment of participants
• Providers were generally satisfied with the support they received from their LA, although a few interviewees reported that they would like more recognition, and further promotion of their work
• Providers identified a range of challenges that they had encountered in setting up and running provision for young people in the "at risk" group. These included difficulties securing adequate funding, a lack of facilities and resources and difficulties gaining credibility with other organisations.

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