Education to Employment - Supporting Youth Participation

Background and context

In November 2020 the Local Government Association (LGA) commissioned York Consulting LLP to undertake a project to support the sector through action learning; to better understand those not in education, employment, or training (NEET); and those at risk of becoming NEET.

The LGA commissioned this work to promote a more integrated and localised system for youth participation. It acknowledges the important role that councils and combined authorities play in the local economy and in ensuring that employers have a skilled workforce.

Project aims

The project aimed to support the local government sector through an action learning approach to:

• better understand the barriers and challenges for councils in fulfilling their statutory duties for young people
• identify solutions to delivering effective support for young people at risk of becoming NEET (not in education, employment or training) or who are NEET.

The project had four outcomes. The project aims and outcomes were met through activities that incorporated action learning, research, development of datasets, two workshops, and consultations.

1) Supporting the sector to identify the challenges and barriers to supporting youth participation and ways to work more effectively on this agenda.

2) Better understanding of the potential benefits of improving youth participation.

3) Sharing learning and emerging findings with participating councils.

4) Consideration of how the learning could be developed into an online resource and toolkit to support councils to commission and deliver services that enhance the current offer for young people.

The Action Learning Approach

Action learning provides a problem-solving approach to the implementation of innovation and organisational change. The World Institute for Action Learning offers the following definition:

“Action Learning is a process that involves a small group working on real problems, taking action, and learning as individuals, as a team, and as an organisation. It helps organisations develop creative, flexible and successful strategies to pressing problems.”

Our approach was based on a consecutive and cyclical process of: Planning, Action, Review and Revise.

Project delivery and approach

The project involved five distinct phases that took place between December 2020 and March 2021. Workshops were delivered virtually using Microsoft Teams. Each stage has been outlined below:

Participants

Councils and/or combined authorities were contacted and asked to express an interest to be involved in the project outlining their challenges or barriers; and to explore and identify potential solutions. The areas for the project were jointly agreed by LGA and York Consulting with a number of considerations including the number of NEETs, the number of ‘not knowns’, and location.

Eleven councils, or groups of councils, participated in the project. This included Peterborough and Cambridgeshire working together plus groupings of Liverpool City Region and Manchester Combined Authority.

• Blackpool Council
• Birmingham City Council
• Derbyshire County Council
• Hampshire County Council
• Isle of Wight Council
• Liverpool City Region (including Halton BC, Liverpool City Council, Knowsley Council, Sefton Council, St Helen’s Council and Wirral Council)
• Norfolk County Council
• Peterborough and Cambridgeshire Councils
• Redcar and Cleveland Borough Council
• Southampton City Council
• Wigan Council (representing Greater Manchester Combined Authority)
• Wolverhampton City Council

All stages of the project were conducted through virtual sessions and via email communication. Participation across different stages of the project is shown below:

What works in promoting youth participation: a review of the literature

 

The role of councils in youth participation

In England, councils have a statutory duty to provide a range of services to their communities. The LGA’s 2018 report, Guidance for New Councillors, states that councils are subject to 1,300 different statutory duties and responsibilities such as education, children’s safeguarding and social care, and community care for the elderly and disabled.

In total, there are 353 councils in England (two-tier or single tier). The structure of local government in England determines the statutory duties applicable to particular councils. Some councils are part of combined authorities, in which service provision may be shared with neighbouring councils. For example, the Liverpool City Region (LCR) is a combined authority centred on Liverpool and incorporating the council districts of Knowsley, St Helens, Sefton, Halton and Wirral. LCR has more devolved control over elements of skills, employment, business support, and transport.

In September 2016, the Department for Education (DfE) released statutory guidance for all councils in England relating to the participation of young people in education, employment, or training. The guidance set out a range of statutory duties aimed to help councils to encourage, enable and assist young people up to the age of 18 (25 for individuals with learning difficulties) to participate in education or training, following on from the Raising the Participation Age (RPA) policy being introduced.

Central to the statutory guidance are responsibilities to both prevent and manage young people who are NEET. Firstly, councils have the responsibility to prevent young people who are currently moving through the education system from becoming NEET and to ensure there is a suitable place secured in education or training for all 16 and 17-year-olds, under the September Guarantee.

To fulfil this duty, councils are expected to employ a range of strategies, in partnership with local schools and education providers, including but not limited to: building their employability skills; the creation of pathways from school to further and higher education; career advice and guidance; the creation of learning opportunities designed for the NEET cohort such as apprenticeships or traineeships, basic skills programmes; enhancing support infrastructures for young people with social and health issues; increasing individualised support for those most vulnerable; and volunteering and intermediate labour markets.

Secondly, councils have the responsibility to manage or reduce the size of the existing NEET population through a range of engagement and transition support strategies. Councils are expected to work with partners from across education, training, business and support services to develop indicators that shows a young person is at risk of becoming NEET (RONIs), such as high levels of absence or truancy, and a tailored strategy to reduce the number of NEET young people in their area. The main focus of this duty is to undertake effective monitoring of destinations and maintaining contact with individuals after they have left education, which is a key element in reducing the number of post-16 unknown destinations for young people in the area. Once councils have identified a young person at risk of NEET status or are NEET, they must engage and provide personalised programmes of support, with action planning well-documented as a key feature of the approach and the means to individualise the support for those with higher or more complex barriers and disadvantaged groups.

National devolution developments and local implications

Councils and combined authorities play an important local leadership role, and their leadership can lead to more effectively targeted services and skills provision that is connected to local communities and the local economy; particularly in addressing local employment challenges and skill shortages. In December 2019, the Learning and Work Institute published a report to model potential skills gaps in England and for eight local areas within England by 2030. It is estimated that by 2030, there could be a shortage of two and a half million high-skilled people and a surplus of six million intermediate or low-skilled people to available jobs. To support the relationship between local labour market, need and skills provision, a bottom-up regional approach means that skill shortages and issues can be tackled at a local level, as proposed by LGA’s Work Local model.

Challenges and barriers

Given that the responsibility for addressing NEET and employment and skills provision resides with so many organisations (including councils), there have been concerns that the commissioning and co-ordination of service provision is too complex and often fails to meet local needs and respond to local priorities.

As a response to these concerns, the LGA published the report Work Local in 2017. The report drew together evidence from existing literature on good employment and skills service delivery with international examples. It examined current and historic initiatives of employment and skills provision in the UK and engaged with councils on the extent in which services meet local needs and are joined up. The report provided an evidence-informed case highlighting the significant challenges facing the employment and skills landscape and UK labour market, what constituted good employment and skills services provision, and the potential benefits of devolution. This informed a new model and key recommendations to Government to develop an integrated and devolved employment and skills service.

NEET Data

Eight of the eleven councils had a higher percentage of NEET young people (16-17 years) compared to national levels (Table 2.2). Liverpool City Region, Greater Manchester Combined Authority and Blackpool Council had the highest proportions of NEET young people (16-17 years) overall. Birmingham City Council (6 per cent), Derbyshire County Council (5 per cent) and Blackpool Council (5 per cent) had the highest proportion of 16-17 years olds in the ‘not known’ group.

Most of the councils (9 of 11) had a higher proportion of NEET young people (16-17 years) with either special education needs and disabilities (SEND) or an EHCP. The rate of children looked after by the council was highest in Blackpool (197 per 100,000) followed by Liverpool City Region (140 per 100,000 in Liverpool City) and Redcar and Cleveland Borough Council (108 per 100,000).

Free School Meals

Across all 11 councils, the proportion of secondary school pupils in receipt of Free School Meals (FSM) ranged from 10 per cent to 39 per cent. Most councils (7 of 11) had levels higher than the national average (16 per cent in England). Councils with greater than 30 per cent of secondary school pupils in receipt of FSM included Liverpool City Region (Knowsley – 39 per cent) and Blackpool Council (33 per cent).

At the beginning of the project YCL researchers engaged with the councils to establish the key challenges and barriers that they and their young people faced.

Barriers and challenges to youth participation

Councils provided feedback on a range of barriers for NEET young people or those at risk of NEET in accessing employment, training, or education opportunities in their area.

Barriers and challenges for young people

The barriers and challenges that young people faced were wide ranging and were mentioned by six or more of councils. They included: the poor emotional or mental health of young people; too few or unsuitable education, training and employment (EET) opportunities; and low levels of aspiration among young people.

Poor emotional or mental health

Many councils identified mental health problems experienced by young people as a barrier to engagement with support services. Some councils identified that such difficulties had been ongoing throughout a young person’s education creating a compound effect, others highlighted the more recent effects caused by the COVID-19 pandemic.

“Mental Health problems have been a main barrier. EEO’s have all stated that a number of young people are ‘not in the right head space’ confidence and self-esteem is an issue – a big part does tend to be due to Covid.”

“A number of the young people who are NEET state mental health issues as barriers to accessing employment, education or training. Some young people are experiencing issues with their mental health earlier on in education. For some, by the time they have left mainstream education, become NEET and entered academic year 12, the level of support they have had for this may have been minimal. For some in this cohort building new and trusting relationships to support the young people moving from NEET to EET is taking longer and the young person’s issues are more complex.”

 Even when mental health needs are identified, there is evidence that it may not be soon enough, or not the right type of support, to avoid young people becoming NEET:

“The availability of mental health support for young people can be delayed. Once support is available it may not meet a young person’s needs. This can result in the young person not having explored their issues in any great depth which means they still may not be prepared to move into EET.”

Too few EET opportunities

Too few opportunities for the NEET group was consistently identified as a barrier. There was perceived to be a mismatch between the needs of NEET young people and the available EET provision. In some instances, a lack of qualifications was holding young people back:

“[A] ‘fixation’ by some young people to just retake maths and English GCSEs in order to get back into education or apprenticeship, but with no provider to just deliver this.”

The impact of COVID-19 and related changes to the range of jobs available were also an issue.

“Market Shrinkage …… we have had a number of providers pull out of the marketplace and leave some significant gaps in the sorts of provision a lot of our existing NEET young people are looking for.”

Low levels of aspiration

Negative experiences of school and a history of exclusion were a significant barrier. This group of young people had few aspirations and were highly likely to withdraw from EET opportunities:

“Many of our NEET young people have had a poor experience of school. They may have had several fixed-term exclusions or been permanently excluded and/or have attended alternative provision and leave secondary school with very few qualifications. These young people are more likely to withdraw early from post-16 provision.”

The most common barriers and challenges for NEET young people

Access to EET provision is the most commonly cited barrier by the LAs (Table 2.1), followed by poor mental health and low aspirations.

Table 2.1: Most common barriers for engaging NEET young people

The barriers faced by councils and delivery partners

Participating authorities provided details of the barriers they have faced in delivering services and providing support for NEET young people and those at risk of NEET.

Having insufficient resources (both finances and staff capacity) was identified by nearly all of the councils. Other key barriers related to limited opportunities and the suitability of apprenticeships and/or jobs, and the lack of suitable provision locally. This was seen by some to be inflexible and not well matched to the needs of the NEET group.

Finance and resources

Councils reported facing resource challenges. Internal budgets had been stretched and this had impacted on the staff resource and capacity to deliver engagement activity. One council outlined a reduction to SEND support resulting from limited budgets:

“We have seen the team reduced by 50 per cent. We also previously had specialist SEND Careers Advisers. This has impacted on our ability to deliver more preventative work, which is required; focussing on those children who are at risk of NEET through earlier/targeted intervention.”

External funding sources had been reduced and restricted. One council discussed the impact of a historical reliance on ESF and ESFA funding sources:

“ESFA Issues - Restrictive funding regimes - Historically we have relied on ESFA and ESF funding which is a barrier to a co-ordinated approach across prevention and response to NEET.”

One council had experienced a significant reduction in their staff resource in recent years:

“Dramatic reduction in NEET worker cohort over the last three years – from 6.8 to 1.8.”

Another council referenced the more general limitations of budgets and pointed out their lack of influence over 16-18 providers and provision, which constrains the availability of training opportunities.

“Limited resources – as with all councils, budgets are very tight, this limits resources.  Influence over 16-18 provision - The council has no direct financial lever to support 16-18 providers locally. Lack of routes to apprenticeships.”

Availability and quality of EET opportunities

The availability and quality of EET opportunities was mentioned frequently. There was seen to be a lack of routes to apprenticeships and appropriate support in place:

“Apprenticeships are good, high quality vocational opportunities for young people, there need to be a range of routes into these for those who are NEET, for some this may be through Traineeships, but others respond well to supported employment /intermediate labour market programmes.”

Some councils outlined barriers due to the limited provision in their area. There was discussion of how well this aligned with the needs of NEET young people and the location of provision:

“Limited provision types (geographical/special/providers). Lack of apprenticeship opportunities.”

Meeting the needs of NEET groups

Particularly for young people with additional barriers and/or needs, many councils felt that available pathways to EET were unsuitable. One council noted the lack of pathways for young people with a SEND, the offer for the post 16 years group and suitable employment opportunities:

“Post 16 education offer and quality – including Lack of training at Level 1-2 / employment opportunities / SEND pathways.”

Across all stages of the project there was discussion of the challenges for NEET young people who have additional issues and barriers. This included young people with mental health problems, those with a SEND and those who have been in care. Barriers associated with meeting their specific needs were a key focus. Many felt that employers were reluctant or misunderstood these NEET sub-groups:

“Lack of employer cooperation. For young people with learning difficulties and disabilities it is the age-old problem of employers unwilling to offer them opportunities or to understand their needs.”

It was noted that young people with mental health problems, disabilities and/or undiagnosed special needs were not able to access appropriate EET provision. The limited availability of mental health services was an additional barrier for young people in moving forwards:

“These have been heightened and increased during COVID-19. Alongside this we have a lack of specialist post-16 SEMH provision and young people often have to wait for too long, in order to access specialist support services, eg, CAMHS.”

The most important barriers and challenges for councils

The most important barriers related to funding and/or resources available to councils (Table 2.2), followed by limited EET opportunities linked to lack of provision.

The challenge of COVID-19

The COVID-19 pandemic had resulted in additional challenges and barriers for councils over the 12 months from March 2020. It had impacted negatively on the delivery of services and support as well as on NEET young people themselves in a variety of different ways.

COVID-19 barriers and challenges for councils

The COVID-19 regulations had significantly reduced opportunities to access and engage with young people.  In the absence of face-to-face dialogue with NEET young people, the authorities and providers had moved online. However, it was noted that levels of engagement with the online provision varied, with those already in the ‘harder to reach’ group being the least likely to participate in online activity.

“Advisers unable to carry out face to face interventions and struggling to engage virtually.”

“Unable to carry out ‘Door Knocks’ – an effective way of engaging young people who have slipped through the net.”

“Some of the courses/provision run by the council for this cohort ceased in the interim whilst delivery was moved to on-line and/or a blended learning approach that was deployed during 2020.”

Telephone and online communication were often regarded as less effective than face to face contact. Many felt that the amount of contact they had with young people had reduced overall and had been less intensive. Some young people did not want to use the technology and had declined to take part:

“Very difficult for our commissioned service to get young people to engage over the phone.”

However, in some instances the online approach was embraced alongside other channels of communication. Councils had put a lot of effort into providing an online service and reaching out to young people via a range of communication channels:

“Although since March there has been not face to face work with our NEET or Not Known cohorts, we have provided a remote service ensuring young people have access to us via phone, text, email, Facebook, regular mailshots/letters.”

The COVID-19 pandemic has had significant and on-going impacts on service delivery and the engagement of young people.  Some councils re-instated face to face activity when this was possible, explaining that this was critical to the initial engagement of young people.

“Some young people won’t speak on the phone or engage in virtual meetings. Face to face meetings have started to be re-introduced but transporting young people in cars is not allowable (the initial hand holding).”

During the periods of lockdown, it was noted that some young people became de-motivated and lost their normal routine and structure. This had resulted in much lower levels of engagement. A key result of limited face to face contact was rising levels of unknowns.

“Tracking not knowns has been a challenge with limited door knocking and face to face contact.”

COVID-19 Barriers and challenges for NEET young people

The COVID-19 pandemic had thrown up many barriers for young people, these primarily related to the availability of support and provision, and young people’s own sense of wellbeing and self-worth.

Many of the participating councils outlined that the number of employment and training opportunities had reduced and become more limited than had previously been the case. This reflects the negative impact that pandemic has had on local economies and the struggle for many businesses to remain viable (in particular in the retail and hospitality sectors where jobs for young people are common):

“There have been less employment opportunities or apprenticeships. We have found more young people are attempting to go onto sixth form or college than in previous years but those where this is not appropriate and may in the past have got employment without training, are now finding themselves NEET and so our NEET figures are slightly higher.”

“We know that there has been an overall reduction in available employment (eg apprenticeships) and access to traditional methods (eg  face-to-face) of delivering training, or education opportunities for 16 – 17-year-olds.”

Councils were aware that moving services online would result in some young people being unable to access the provision. This was seen to be due both to a lack of IT skills and access to the internet (described as digital poverty). There were particular challenges for providers delivering vocational training who were unable to deliver courses because of restrictions:

“Some learning providers [are] unable to provide vocational element of learning ie vocational tasters, due to a lack of placement availability and/or regulations around class/group bubbles.”

The wellbeing and mental health of young people was perceived to have deteriorated as a consequence of COVID-19 and the associated regulations. An increase in mental health problems, apathetic attitudes, low motivation levels, and fear and anxiety, all impacted on and affected young people. This had resulted in disengagement with services and support, a reluctance to attend provision, and poor decision-making:

“For those young people who were previously nervous about leaving their home and mixing with others, this has exasperated their issue.”

“Nervousness [among young people] in relation to attending college and training due to COVID (although some prefer online programmes).”

“Family and/or young person anxious about being outside home.”

Furthermore, the isolation of young people had resulted in lost social connections and for some help was required to meet a need for food and/or other basics. This was acknowledged by one council:

“Increased need levels to support with other actions including food and other essentials.”

Some councils considered that the COVID-19 pandemic had impacted negatively on decision making and resilience. Examples include expectations of courses and training not being met, lower levels of interest in accessing support, and poor decision making that led to withdrawal from courses:

“Post 16 education not always meeting young people’s expectations and limited support provided by some providers.”

“Motivation - during lockdown young people seem less interested in accessing support.”

“2020 GCSE process has resulted in young people enrolling on the wrong level course. In addition, undertaking challenging subjects with less support, leading to early leavers.”

Current activity and innovations implemented by councils

Through the dialogue with authorities, we were able to outline their current activities and specifically those that they regarded as innovative. In general, these had already been implemented, although some were planned. Activities related to four main areas: project and programmes; specialist staff and teams; marketing and events; and monitoring and reporting systems. Some examples have been included below:

Below, examples of current activities and innovations in place to reduce the number of NEET and ‘not known’ figures in local areas have been included under three key headings: working with providers; engaging NEET young people, and meeting employment and skills needs. Discussion during Workshop One provided further information about implemented activities and highlighted specific examples.

Working with providers

One council has established a NEET Provider Forum. This included representatives from a wide range of agencies including education and training providers, YOS and third sector partners.

“DWP / YOS / Early Help / Housing all sit on the multi-agency NEET Provider Forum, alongside education and specialist third sector organisations.”

A proactive approach in one council had helped to increase the skills of NEET staff who had not had formal IAG training. This has been undertaken alongside a network meeting and contact building, to improve relationships and communication with training providers

“[The council] carried out a Training Provider (TP) Network meeting where 23 training providers attended the meeting. We now have an understanding of what provision is available for young people. This has upskilled EEO’s and they can now sign post any NEET young people to an appropriate provider.”

Engaging NEET young people

In one council improvements to the NEET Communication Strategy have been put in place. This included an online jobs club, webinars and drop-in sessions (three times per week) alongside a more joined up approach to working with training providers.  A virtual workshop was delivered to NEET young people by a small consultancy company in another council. This included healthy living activities and inspirational speakers alongside follow-up engagement activities.

A Young Chamber programme in conjunction with the Chamber of Commerce included behind the scenes events for young people in Years 10 and 11. This provision was moved online in response to COVID-19.

In Blackpool (case study 1) they have developed a new vision to support NEET young people as described below.

Meeting employment and skills needs

Labour market information has been sourced from the Chambers of Commerce and utilised to gain insights and understanding of the local economy and skills needed in one council area. Insights from this exercise had subsequently been shared with local schools to improve the match between skills and demand.

Solutions and innovations

Councils provided feedback on the solutions and actions they had either implemented or planned, to overcome barriers and challenges for service provision and support (Table 2.3). Many of these addressed different or enhanced approaches to communication utilising both new and existing channels and digital tools or resources.

Participating councils outlined local actions to promote engagement of NEET young people and specific NEET sub-groups, many had developed new online resources, and implemented campaigns using social media and phone technology. Effective communication with young people was recognised as vital in achieving engagement and inspiring young people to seek and take up EET opportunities.

For some groups (care leavers and young people with a SEND) a personalised and tailored approach offering intensive one to one support was deemed to be the most effective. For example, in some cases this involved one-to-one sessions with a coach and/or wrap around support that addressed wider issues such as housing. However, it was acknowledged that such an approach is demanding of staff time and resources. Nonetheless, many participants reported that this was central to reducing ever widening inequalities among the most vulnerable young people.

Another area of focus was on employer and/or provider engagement. New meetings, forums and partnerships were planned or already in place. Plans were made to raise awareness of apprenticeships and to support key sectors in providing opportunities for young people. Some councils identified in-house opportunities specifically for NEET sub-groups such as care. This included ring-fencing a proportion of council apprenticeships specifically for young people with experience of care. Efforts were made to match young people with opportunities and to provide support during the initial phase of their training, work experience or employment.

The need to intervene earlier to provide support and identification of young people at risk of NEET was an area for action. This generally involved enhanced work with schools, liaison with school contacts, improvements to data collection, and system reviews.

Improved approaches to communicating with young people were the most frequent activities outlined by authorities, followed by new interventions, projects and approaches to delivering support and/or engagement. Further details on the activities reported by participants are discussed below.

Communicating with and marketing to young people

Videos have been used to promote services and to support young people in taking up opportunities. Examples include First Day Nerves (focused on starting a new job) and the use of You Tube as a platform for promotional material.

Social media campaigns constitute an area for action. In one council this was based around results day and called ‘You Do You’. Facebook has been used to circulate newsletters and promote opportunities to young people.

In one council a WhatsApp group aimed to support young parents by encouraging self-help, helping with home schooling, providing wellbeing information and offering advice and support in relation to parenting and relationships.

Resource development

In Hampshire and the Isle of Wight (IoW) a package of online provision and support was made available to young people. Online engagement with employers was a focus of this package of activities. Case study 2 below outlines the range of activities and online resources developed by the council. In this case, after initial challenges, the move to remote delivery in schools and young people’s homes worked well, enabling Hampshire County Council (HCC) to continue to identify and support the most vulnerable young people and the wider cohorts. It also increased adviser capacity, enabled young people to access opportunities across the whole of Hampshire, reduced rural isolation, and increased engagement from harder to reach cohorts.

Events and bringing young people together

Councils outlined a range of events and activities designed to bring groups of NEET young people together. In addition to apprenticeship workshops this included plans for one-stop-shop provision such as Youth Employment Hubs designed to engage both EET providers and young people. In one council, the weekly Work Club continued throughout the COVID-19 lockdown and had a very positive impact on the number of young people participating.

With an emphasis on building social connections and skills, one council had introduced buggy walks for young parents.

In Norfolk an innovative project using a wide range of engagement activities to bring young people together helped to build confidence and progression into EET opportunities. Case study 3 outlines how a positive activities project was delivered and the outcomes that it achieved for young people preparing for EET opportunities.

Work with providers and employers

Working with employers is important but increases demands on them. It was noted that being able to offer young people more flexible placements (such as part time opportunities) would be useful. Colleagues taking part in Workshop Two reported that some employers do not have a full understanding of skills among the NEET group and tend to solely focus on GCSE results. This can be a significant barrier to engagement and can result in young people feeling disaffected and de-motivated. In one council, work with other departments (Economic Development) has been useful specifically in relation to sharing labour market and skills evidence.

Intervening earlier

In order to challenge a culture of school exclusions (seen as contributing to the risk of becoming NEET) one authority outlined planned improvements to the Pupil Referral Panel; introducing greater scrutiny in relation to alternative provision, and elective home education. 

An Education Improvement Partnership (School Heads and College Principals) is working together in one authority to improve outcomes for children and young people – such as revision of the transition strategy.

The Pathways for All project (NEET prevention) is an evidence-based approach to improving systems, and to pilot Engagement Coaches who will provide support over the key transition periods (Year 11 summer transition and early months at college).

Support for NEET groups and to meet specific needs

Provision of bespoke and intense one-to-one support for NEET sub-groups (including care leavers and those with a SEND status) is demanding of staff time. Workshop Two participants considered that perhaps it would be better to have a longer lead in time for these groups and for their support needs to be effectively funded and resourced. It was suggested that this should commence in Year 10 (14-15-year-olds). This development would enable identification of support needs; the involvement of other agencies; and address how the level of service can be maintained throughout each young person’s journey. One council has a Virtual College specifically for care leavers.

Additional support and cross partnership working for vulnerable young people has proven to be very successful in one authority. This includes those who are looked after, have left care, are attached to the youth offending service, or are supported by the SEND team. The council has been proactive in supporting these young people who are NEET or at risk of NEET, including effective use of virtual case conferences.

Throughout the COVID-19 pandemic another authority has continued to deliver its Young Parent Project, providing guidance and support via smart phones (preferred by most of the young people who don’t necessarily use laptops or always have good broadband).  WhatsApp had been particularly successfully in engaging this group and advisers have used it to support young people in completing welfare benefit and housing applications.

In case study 4 from Liverpool City Region Combined Authority, outlines how challenges to engaging young people who have been in care have been addressed. A variety of approaches have been successfully used including improved matching of care leavers to apprenticeship opportunities, an employability programme to initiate positive engagement, and using Employability Coaches to provide enhanced support.

In Redcar and Cleveland, a range of actions are planned to address the rising number of young people who have been in council care and the often-complex challenges that this group face. Case study 5 below outlines how an approach that includes ring-fenced opportunities, mentoring, showcasing successes and improved co-ordination, will bring about significant improvements in services and support for care leavers.

Reviewing and research

Councils sought to gain insights into specific issues through a process of research and/or review. In one authority this was undertaken to better understand the reasons that lie behind long-term NEET. The focus was on two key questions: Are the right services in place for NEET young people? and What different kinds of support do these young people need to achieve better outcomes?

One council has commenced a process in response to a lack of EET provision that meets local needs. This involved sending out a Gaps in Learning Provision form to providers. The results from completed forms will be collated and there are plans to send these to the Education and Skills Funding Agency (ESFA).

Data sharing

Schools and colleges are required to share destination data but not necessarily contact details. In one council it had been challenging to track the figures for those aged 18 and above. Participants noted that the number of ‘not knowns’ had increased among this older group.

Following up the ‘not known’ group during the COVID-19 pandemic (with regulations restricting face-to-face visits) had been challenging. In one area gaining the information flow from schools had in some instances been very difficult and particularly for those in Year 11 (aged 15 to 16).

The regulations around data sharing were regarded as unclear. Many of the Workshop Two participants concurred with the view, that clarity is needed regarding both the legality and validity of data sharing consents given.

Partnerships and collaborations

Many councils had formed new partnerships and collaborations to take forward their proposals.  This, alongside reviews and research, offered a mechanism for identifying gaps, creating and implementing improvements, and progressing a more co-ordinated and strategic approach for councils.

In one council a targeted NEET project will be a jointly delivered between the council’s Children’s and Employment Services. This it is hoped will assist in building the capacity of the Children’s Services workforce and will develop young people’s employability skills.

Case Study 6 outlines how Birmingham City Council have worked with partners from different sectors to promote youth participation and to reduce the number of young people who are ‘not known’. The council has been open minded in its approach and taken an innovative approach to engaging young people.

Responding to the challenge of COVID-19

Changes to approaches to communication were a central plank of the response from authorities to COVID-19 regulations. Creative approaches were essential to maximise young people’s engagement.

Case study 7 outlines the response during the COVID-19 pandemic from Wolverhampton City Council whose approach, involving ‘virtual duty advisers’ aimed to address low levels of motivation and to offer more flexible services for NEET young people.

 In Greater Manchester combined authority (case study 8) a Task Force was created in response to the challenges for young people arising from the COVID-19 pandemic. This included seeking the views and input of young people themselves and then acting on feedback received.

World Institute for Action Learning

• Local Government Association. Guidance for new councillors (2018) (PDF)
• A full list of functions of local authorities in England can be found in the Appendix of the UK Parliament’s briefing, Local government in England: structures.
• Skills and apprenticeships in the Liverpool City Region
• Participation of young people: education, employment and training: The September Guarantee (DfE, 2014) requires local authorities to find education and training places for 16-17 year olds.
• Institute for Employment Studies. Supporting disadvantaged young people into meaningful work (2020).
• Melville., D., Bivand., P. (2019). Local Skills Deficits and Spare Capacity.
• Local Government Association. Work Local: Our vision for an integrated and devolved employment and skills service. (2017).
• Local Government Association. Re-thinking youth participation for the present and next generation: education to employment. (2020).
• Local Government Association. Work Local: Making our vision a reality. (2019)