PILLAR ONE.
Student
Website includes dedicated page for care experienced applicants/students
Applications to college – applicants can indicate at point of application their care status and are then directed by our student services team to the Designated Teacher (DT).
Designated Teacher (DT) – engages with CES from point of application, through enrolment and then as allocated progress advisor during time at college. Support includes participation in Yr11 PEP, pre-visits and regular support meetings once enrolled.
In partnership with virtual colleges, we follow a monitoring process that can involve post-16 PEP meetings and regular feedback opportunities, particularly at key moments in the year such as following assessment points.
Finance/transport – all CES are supported to apply for the bursary that can fund transport, college resources and help overcome any barriers to participation, up to £1,200.
Pastoral / student support – All students are allocated a Personal Tutor who they see weekly. The allocated Student Progress Advisor, who has a role similar to a year leader, is also the designated teacher in College. This is to ensure continuity of care throughout the process of applying to the College, completing studies and then moving to a positive destination post-College.
The College has a strong ‘Health and Wellbeing’ team that includes a Counselling Team, Nurse and other associated partners that support care-experienced students when necessary. This may include negotiating the impact of trauma or mental health or signposting to other agencies with more nuanced experience and support available.
In partnership with virtual colleges, we follow a monitoring process that can involve post-16 PEP meetings and regular feedback opportunities, particularly at key moments in the year such as following assessment points.
CES champions – we have designated staff within the pastoral (DT), careers and student services teams with specific knowledge of support available for CES.
Careers – all CES invited to careers meet in 1st half term of Yr1 for introduction to the service, early insight into future plans, headstart on possible work experience etc.
NNECL
“The College is a member of the National Network for the Education of Care Leavers. Partnering with NNECL, the College is committed to supporting care experienced students through further education and onto a positive destination. Barton Peveril has been awarded NNECL’s Quality Mark accreditation for our work with care experienced students.
“NNECL was delighted to work with Barton Peveril College, one of the first sixth form colleges to achieve our Quality Mark. The College provides a high level of personalised, all-round support for care experienced students, taking into account their individual needs and aspirations.”
– Patricia Ambrose, NNECL Director””
Moving on Up Network’
– link to website: https://amazingapprenticeships.com/moving-on-up/
– Barton Peveril is now a member a of the ‘Moving on Up Network’, accessing resources and opportunities for our care leaving students considering apprenticeships as their post-college destination.
PILLAR TWO.
A robust employment offer
In the past year the college has made employment/apprenticeship offers to individual students who are completing college and becoming care leavers. we would continue to consider these opportunities on a case-by-case basis.
– current or ex-students can be supported by our careers team to complete applications for posts either at the college or as part of ongoing support for ex-CES seeking employment
Our HR team are currently investigating options with our recruitment partners to include a declaration from applicants who are care leavers. This declaration is not currently included on applications but consideration is being requested to either a tick box or a written encouragement for declarations to be made within supporting information.
In the case of this being agreed:
– we would commit to offering all care leavers an interview
– we would provide clear feedback to unsuccessful care leaver candidates
We could consider promoting appropriate employment opportunities in advance of being more broadly advertised to partners relating to care leavers – DTs at other colleges, the CLC, SUN network etc.
The DT at college would be the special point of contact but we could also designate one of our HR team to develop specific understanding of the nuances associated with care leaver applicants.
Apprenticeship opportunities are currently advertised as full-time roles with training funded by the apprenticeship levy.
If care leaver status is able to be indicated, then we would guarantee interview, pre-interview support and personal feedback if unsuccessful. Successful candidates could be allocated a mentor alongside their line manager. All successful applicants receive a comprehensive induction to the college and access a range of well-being benefits.
PILLAR THREE.
Community
The college has strong links with each of our contributing virtual colleges and positive relationships with our feeder schools that further enhance the opportunities for CES.
We are contributing partners within the Southern Care-Experienced Network facilitated by SUN (Southern Universities Network). This network has already led to face-to-face meetings with local universities with the aim of connecting our current CES with care leavers in HE. Initially we are looking to produce some short video interviews to help bridge the gap between our communities.
The college is developing a working group of ‘CES Champions’ with designated staff from relevant teams sharing good practice and, on a termly basis, reflecting on CES provision within the college. This group includes current students, one of whom is an ambassador for the charity Become. This is helping integrate our CES into our broader college community.
We will look at providing concessions for CES attending ticketed college activities such as shows and musical events. Enrichment activities with additional cost are already subsidised or paid for by the college e.g. Duke of Edinburgh courses, first aid qualifications.
