A Supported Employment Pathway is an inclusive approach and transition into meaningful paid work for learners with additional needs.
You should refer to the Supported Employment Framework Model which is a separate document to guide you through a five-stage approach of a supported employment programme.
All learners should have a pathway plan from the earliest of years to assist them with their career aspiration. To find the most suitable job takes time in building confidence and skills to access the job market. Through proven track record this framework will assist you to model a successful supported employment programme/offer.
Some learners require additional support to achieve this, and this framework has been designed to enable the delivery of high-quality supported employment. It follows a 5-stage model to provide sustainable employment for learners with additional needs
This guide has been created by specialist English practitioners with considerable experience of delivering GCSE English Language across a wide range of abilities, including low-level learners, in the further education sector.
The aim of this guide is to provide resources and ideas that will encourage low-level learners, with a grade two or below at GCSE, to read fluently and write effectively.
This resource focuses on the basic skills required for low-level learners to be able to improve their skills in:
Hear directly from a range of employers on how employing young people with special educational needs and disabilities has improved their businesses. The young people benefit but so do the whole workforce and their customers, and of course it’s the right thing to do! If you’d like a copy of this publication, do contact Teresa.Carroll@etfoundation.co.uk
Through storytelling, people with different perspectives can come together and share their common humanity, hopes and goals. The act of telling stories, listening and being listened to in itself, has a positive impact on those learning and working in the SEND system. This publication, Small, powerful everyday things – conversations of humanity in the SEND system, gives us an opportunity to read stories from the perspective of learners, their families and professionals working in the SEND system and to think about how storytelling might inform your work.
When FE and specialist colleges join forces to support each other, this really benefits learners. This report provides examples of where this has happened and also examples of how colleges are exploring with local authorities how to make the SEND system work for learners. Lots of food for thought and ideas that you might want to explore in your own college.
This guide, developed with and for colleges will help you to self-evaluate the effectiveness of your provision for learners with special educational needs and disabilities.
This resource takes the form of a digital story created in PowerPoint in which learners are exposed to a form of simulated coercion by someone with extremist views. As they move through the game at their own pace, they are faced with a series of scenarios and get to choose how they respond. Teacher guidance notes are provided. The resource was created by Natspec and Homefield College,
The idea of doing ‘research’ can make teachers nervous, as research can sound quite technical and best conducted by outside experts. The aim of this guide is to create an accessible and straightforward way for practitioners to undertake research. The guide includes practical examples and useful explanations to support practitioner action research.
This document, created by ETF's Centre for Excellence in SEND (community), outlines approach taken of effectively utilising the National Occupational Standards to ensure cohesion and focus for our community of learning support
