Agenda item

It was reported that the Local Authority had a duty to carry out robust tracking and monitoring of the 16-18 cohort (up to age 25 for those with an Education and Health Care Plan).  It was continued that the authority also offers targeted support (impartial information, advice and guidance) to all young people who were Not in Employment, Education or Training (NEET).

It was noted that monthly outcomes have continued to Doncaster as performing better than regional and national averages.

It was commented that local NEET data was often higher in the autumn than in the spring.  It was explained that this was due to decisions being changed once data became validated.  Members were informed that once the data has been validated, it could be shared with the Panel.

The Panel held a discussion and the following areas were highlighted;

Care Leavers (NEET) – Clarification was sought on the different age ranges referenced in Table 15 (for ages 17-24 Care Leavers) and Table 18 DFE Caseload in Table 18 (for ages 17-21 DFE Caseloads).  Members were informed that historically, the DFE requested Care Leaver data from 17 to 21 years old.  It was explained that there were young people at 22 and 23 years old, with cases that remained open for various reasons.  It was continued that the DFE had agreed that as of April 2023, this age range would be broadened from 17-21 to 17-24 years old

Concern was raised that the NEET percentage for care leavers in Doncaster was high at 30%, although the national figure was higher at around 41%.  It was stated that this figure did not relate directly to housing issues and more towards mental health or substance misuse.

Elective Home Education (EHE) (NEET) - It was questioned whether there was data for those who were electively home schooled and considered at risk of becoming NEET.  Members were informed that data for that particular cohort was not collected as it was not required, although it was felt that this could be considered in the future.   It was added that there was a cohort of EHE young people in Year 11 that were known about.  

Careers Advice – In terms of available careers advice, Members heard that this now sat within the Skills Portfolio (which had recently joined the Education Portfolio) and that it was each secondary school or college’s responsibility to strategically plan and allocate careers leadership for the delivery of impartial advice and guidance to their students.   Members heard that schools could offer opportunities brought on site or accessed off site. It was explained that this took place with the support of the Enterprise Co-ordinators and businesses linking with the schools. Members were informed that there was a framework known as Gatsby Benchmarks that schools worked towards and was recognised as part of the Ofsted Inspection framework.  It was added that young people also had access to the START in Doncaster website (www.startindoncaster.com) live events and open evenings.

Members were informed of the role of Enterprise Co-ordinators, who worked across with skills and received some investment from Opportunity Areas.  It was explained that there were also 3 Enterprise Advisers who supplemented the support provided to schools and worked at a sub-regional level.

Children with Special Educational Needs and Disabilities (SEND) (NEET) – In reference to this data, Members were informed that these were unvalidated figures.  It was outlined that Educational, Health and Care Plan (ECHP) NEET was currently 2.7% and 2.2% for last year (for 16-17 years), which compared to a regional average of 5.4% demonstrated that Doncaster was above reported regional figures.

It was explained that those young people within the SEND NEET cohort was up to 25 years old.  Members heard that if looking at mainstream NEET, they could look to provide subsequently up to 25 years old. 

ACTION The Assistant Director for Education, Skills, Culture and Heritage offered to provide Members with a dashboard. 

Disadvantage Gap – Members expressed concern that the disadvantage gap had widened since 2019 due to the various way groups of pupils had been able to access education and remote learning during the Covid pandemic. 

It was explained that Ofqual had worked with exam boards and provided exam preparation support for subjects as well as making adjustments to content related questions.  Examples of this included;

•        A choice of topics or content on which students were assessed in GCSE English literature, history, ancient history and geography.

•        Provided advance information on the focus of exams to support students’ revision in subjects where there was not a choice of topics.

Member heard how schools were able to make adjustments to curriculum learning for students to manage their exam preparation and also make considerations to reducing the number of subjects entered for.  Finally, a National tutoring programme was put in place for those falling behind and recovery Premium funding was made available for those eligible through Pupil Premium.

Members were informed that digital devices and connectivity initiatives had been put in place throughout 2020 –2022 to support the vulnerable and disadvantaged with their learning.  It was explained that remote learning was made available through different methods and to suit learners and family circumstances.  It was also noted that schools continued to be open to vulnerable learners to access on site/face to face learning.  Finally, Members were assured that safeguards for attendance and access to remote learning became prevalent during times lockdown and self-isolation.

Impact of the Pandemic – Members were concerned about the outcomes of young people going forward following the pandemic and were assured that this had been monitored.  It was explained that work had been undertaken to work with families and schools to support those children.  It was reported that with 4.4% of young people Not In Education, Employment or Training (NEET) had been considered as positive and demonstrated that there had been no significant impact from those children and young people that had endured Covid.

Members heard that all schools had the opportunity to change their curriculums.  It was continued that there was also curriculum recovery assessed live work and a gap analysis was carried out to consider the points of where they were at and identifying what needed to be covered again.

Members were told that the allocation of devices from DFE had concluded September 2022 (although devices were still in place).  It was explained that the Virtual School had commissioned a company to ensure that software updates and safeguarding filters continued to be kept up-to-date.  It was noted that the device remained with the young person including when they moved school.  It was noted that the young person could continue with access to programmes appropriate to curriculums and catch-up with those elements they did not understand through the support of the school.

Minority Groups (NEETs) – In respect of those young people within minority groups who were NEET, it was explained that the data available was below 2% Post 16.  It was noted that data and work was taken by the locality and followed up to ensure that appropriate support was provided to those they have contact with.

Identifying NEET – It was explained that in Year 11, it was in September when this information was checked, before being checked again in October and November.  Members were informed that where gaps were identified, further work would be undertaken to reduce that.

In terms of other Local Authority children that had left care, it was noted that each individual Local Authority was responsible for their own care leavers.  

RESOLVED that the Panel note;

•          The continued work undertaken working closely with colleagues and partners, local post-16 providers, the Education Standards Funding Agency (ESFA) and directly with young people to establish the destinations for the 16-18 cohort.

•          That to fulfil our statutory duties, robust tracking continues on a monthly basis, helping to identify the destinations of the ‘Not Known’ cohort, offer support to those who are NEET, signposting where appropriate and promoting ‘participation in learning’ to increase the number of young people into EET.

•          Young people who are NEET who require more ongoing direct support are referred to the Pathways to Progression Ambition 16-18 NEET Education Standards Fund (ESF) programme.