Breaking Barriers Innovations: Education to Employment Interim Report on Stage One – September 2018. Submission to City Council

Dr Jon Bashford GeorgeEvans-Jones NicholasWerran

September 2018 Contents

Executive Summary 5 1. Introduction 16 2. The national and local strategic context for skills requirements from employers and industry 20 3. The factors that influence young people when they are making decisions about career choices 46 4. Communication and the relevance of the local education to employment offer 74 5. Engaging industry in the skills agenda 86 6. Conclusions and Next Steps 92 7. Bibliography 96 4 Education to Employment - Sunderland EducationEducation to to Employment Employment - - Sunderland Sunderland 5

Acknowledgements Executive Summary

This programme of work would not have been possible without the support of the many This is an interim report that presents the issues that Sunderland and similar cities individuals who contributed their time and shared their views and experiences in findings from the engagement undertaken face in developing skills and meeting the interviews. As these interviews were conducted on a confidential basis we cannot as stage one of the Sunderland needs of those children and young people acknowledge the individuals, but they represented a range of organisations and sectors programme. The report is intended to who are NEET and disadvantaged as part including: provide a springboard for discussion and to of an inclusive growth strategy. inform the development of local plans and Sunderland has a good track record on strategies for ensuring radical improvement growth and a strong vision for its long-term in the aspirations and life chances for post economic future. The city has encouraged 16 - 19 year olds in further education, significant inward investment and created training and employment. The primary new employment opportunities by building focus for the programme thus far has been on its strengths and ensuring the right on those who are NEET or disadvantaged infrastructure is in place. However, in line and what this means for the strategic with many other key cities it also faces context for skills requirements from industry some significant challenges, in particular and the local authority, and Together for being able to radically improve the life Children. Additionally, we examine the chances and aspirations of its young factors that influence children and young people including those who are people’s decision-making on employment We are especially grateful to Irene Lucas (Chief Executive Officer, Sunderland City disadvantaged or NEET. Some of the choices, the communication and Council); Fiona Brown (Executive Director of People Services, ); challenges in achieving this are relevance of the local education to Sarah Reed (Director of Strategy, Partnerships and Transformation, Sunderland City highlighted in the report include: employment offer and how to further Council); Jill Laverick (Corporate Affairs Manager, Sunderland City Council); Jane Hibberd engage industry in the skills agenda for this (Head of Strategy & Policy for People & Neighbourhoods, Sunderland City Council); Simon group of children and young people. Marshall (Director of Education, Together for Children) It is also the intention that this report and We also like to thank Professor Philip Garner (University of Northampton) for his advice and the findings can be used to highlight key expertise. 6 Education to Employment - Sunderland Education to Employment - Sunderland 7

The national and local strategic context education providers and central and Academies can raise educational have mental health problems as part of for skills requirements from employers government; attainment; more informed and evidenced based and industry strategies for providing mental health • supporting the local authority and • having a sufficiently mixed curriculum to support to the whole workforce. Although the UK economy has been education providers to raise the be attractive and relevant to a more steadily strengthening in recent years these recognition and perceived value of diverse range of pupil needs, for Local authorities face a difficult task in are challenging times for industry and local vocational training, such as T-Levels example enabling those with less fulfilling their leadership role as they have authorities following years of cuts to public and to ensure that these and other new academic potential to thrive within a responsibility and accountability for services and the ongoing uncertainty over vocational qualifications are part of the vocational pathway in education. vulnerable children and young people but Brexit. For cities like Sunderland that are local education to employment offer; less ability to influence the direction and Having a more inclusive approach to dominated by some large employers and delivery of educational provision. • taking adequate account of the addressing skills requirements should include have a relatively narrow employment base Nevertheless, structures are in place in educational needs and aspirations of greater recognition of the needs and across a diverse supply chain of Small and Sunderland by which the local authority children and young people who are characteristics of those who are NEET. For Medium sized Enterprises (SMEs), the brings together relevant partners such as disadvantaged including those with example, many children and young people challenges can be especially acute. The through the Education and Economic disabilities and who are at risk of who are NEET experience greater levels of strategic context for skills requirements Leadership Boards and the Children’s becoming NEET as part of a local complex needs and problems including includes some important issues for the local Strategic Partnership. It is important that inclusive plan for skills; mental health problems, problems with authority, education providers, industry and the strategy and work of these partnership substance use and challenging family government including: • providing support to SMEs across more boards is increasingly able to operate on backgrounds. There is a need to ensure that diverse supply chains so that smaller an integrated basis supported by robust • the need to raise aspirations and these children and young people have and medium sized employers and and up-to-date evidence and information. opportunities for young people to obtain access to an appropriate range of support business can be part of the offer for There is also an important ongoing higher and more diverse skills levels; services, with capacity for more intensive vocational training and employment; agenda for the inclusion and participation one to one support. • ensuring that the benefits of the of young people in decision-making and • recognising that the type and mix of government’s Industrial Strategy are Mental health is a particular concern planning, including those who are more secondary school and realised for cities like Sunderland and do amongst the NEET groups of young people disadvantaged and NEET. provision varies across the city and that not just feed into larger, more prosperous and there is increasing evidence that those with less capacity and/or fewer cities; mental health is having a detrimental arrangements for collaboration, such as impact on productivity for employees and • strengthening the local area becoming multi-academy trusts, across industry. There may be significant mechanisms for improving collaboration require additional support and benefit in engaging and learning from between the local authority, industry, leadership to ensure that all schools those young people who are NEET and 8 Education to Employment - Sunderland Education to Employment - Sunderland 9

The factors that influence young people sustain a high quality educational offer, The report contains some preliminary which was above average in 2016 to - when they are making decisions about with greater choice and flexibility in analysis Breaking Barriers Innovations have 0.16 in 2017); career choices curriculum and subjects. done of Sunderland’s Progress 8 and • the attainment gap for maths has Attainment 8 scores. It has been included in The strategic context is important and there Educational progress and attainment almost disappeared from 2016 to 2017 the report to indicate that there are are specific actions that are needed to (-3.2 in 2016 to -0.4 in 2017), while the In so far as educational progress and important trends and differences in support local planning and collaboration gap in attainment for English has attainment is a factor that influences the educational attainment that lie below for skills. It is also important that this is increased (from -13.4 in 2016 to -14.7 in employment chances and choices that average Progress 8 scores, for example: informed by greater understanding about 2017); young people make, it is important that the factors that influence young people • the average score for Sunderland as a there is a nuanced and sensitive • in all schools and academies in 2017 when they are making decisions about whole is -0.31 compared to -0.21 for the approach to the data that can better pupils on Free School Meals (FSM) career choices. These factors can be North East and -0.03 for all state funded inform strategy and local skills plans. perform less well on Progress 8 than multiple, but the main ones that have been schools; those not on FSM and the gap is much raised by respondents include: Educational progress and attainment are • if the schools and academies with a larger for those schools that have an measured using national systems known as Subject selection in school – transition from score of below average were brought to above average score for Progress 8; Progress 8 and Attainment 8 scores. These primary to secondary within the average range, the overall are based on results in up to eight • comparison amongst schools and Sunderland score would be improved There is increasing recognition that young qualifications, which include English, academies with above average, from -0.31 to -0.15; people begin to make choices about maths, three English Baccalaureate average and well below average careers early in their education. However, qualifications and three other • there has been a small improvement in scores for Level 4 English and maths this may be an issue for Sunderland and qualifications. the overall gap between girls and boys shows that the schools and academies similar areas where there are outstanding at level 4 English and maths. However, that have performed above average It is not a perfect system and has not been primary schools but a drop in performance there are larger differences in the have a declining performance for without its critics, but it does provide a and ratings at secondary levels. There is a attainment gap between girls and boys pupils on FSM between 2016 and 2017 means to measure progress from the end need for increasing focus on this transition for those schools and academies that (from -24.5 to -33.5): of key stage 2 (age 11) to the end of key and ensuring that aspiration and are performing at average and well stage 4 (age 16). These are key points • there has been a small improvement in engagement with children and young below the average for Progress 8; during which children and young people the attainment gap for pupils from people is maintained. Head teachers are are making decisions that will greatly • in addition to a further decline amongst IMD20 between 2016 and 2017. influential in this and respondents also impact on their future career and boys in the average group (from -0.14 in However, pupils in schools and viewed the development of more multi- employment choices. 2016 to -0.27 in 2017) girls have declined academies with higher needs (as academy trusts as being a way to increase in attainment for Progress 8 (from 0.04, suggested by their relative deprivation) capacity for schools and academies to 10 Education to Employment - Sunderland Education to Employment - Sunderland 11

may receive more attention at Key Influence of parents benefits in terms of raising young people’s and wider use of role models from outside Stage 2 but the apparent benefits of this aspirations and addressing the cycle of the family as a way to raise aspirations. Parental experiences and attitudes to work falls off at Key Stage 4. Furthermore, this disadvantage and poor educational Respondents thought that it was necessary are viewed as a significant influence on effect is masked by the Progress 8 scores attainment. for role models to come from a similar young people, in particular with respect to for all schools and academies. background to those children and young understanding about the employment Parental engagement is something that people they are seeking to influence. Perceptions and misconceptions about the market. industry needs to be doing, not just schools. labour market If parents themselves are engaged in re- There are some concerns about the education, up-skilling and re-skilling this is Children and young people have a variety increasing rates of children and young thought to be particularly helpful for young of perceptions and misconceptions about people being home schooled and the people. Research also suggests that families the labour market, some of which are way in which parental influence may be from disadvantaged backgrounds have positive but many are negative. For impacting on these children and young high aspirations but they need the example, respondents thought that many people. Some respondents thought that information and understanding on how to children and young people are influenced increasing pressures placed on pupils as a mobilise these effectively to achieve better in their career choices by perceptions result of the drive in schools for better outcomes for children. However, the about potential financial rewards, but that Progress 8 and Attainment 8 scores could evidence also suggests that many these can be unrealistic. Respondents also be driving some parents to elect for home practitioners do not have appropriate skills, spoke about the mind set and family schooling, because they would not be knowledge and confidence to work with culture for some young people and how subject to the same pressures on subjects parents, particularly those from deprived negative or unrealistic attitudes about and the national curriculum. communities. employment can affect young people’s Some respondents also reported that more chances of finding work. Influence from peers and siblings pupils were being home schooled and Some respondents thought it was important they questioned if this was a way of Siblings are viewed as having influence, to note that not all young people have avoiding exclusions. Alongside this, there particularly if there are no older siblings that negative attitudes nor severe personal has been a national trend for increasing have progressed to higher education problems and that their aspirations should numbers of children to be excluded from routes. Some respondents thought that the be recognised more. This may be a school that is causing concern. influence of peers could have a bigger significant point as other research has impact on aspirations and breaking the Parental engagement is widely perceived highlighted the dangers in grouping young cycle of disadvantage. by respondents as a priority area for people into a homogenous category of development that can bring significant Many respondents viewed development being NEET. 12 Education to Employment - Sunderland Education to Employment - Sunderland 13

Opportunities for vocational education and that work in supporting children and may simply be a historical branding issue, for example understanding the NEET training young people through education and into but as one of the city’s flagship population and characteristics of employment. programmes it could be worth exploring disadvantage such as young parents and Lack of knowledge and awareness about how to better communicate the other ways care leavers. Also, those with protected vocational training opportunities were Respondents thought that there are in which the programme involves young characteristics including gender, ethnicity, thought to be a factor influencing young barriers for young people and parents in people and businesses throughout the year. disability etc. people’s choices. The focus on Progress 8 navigating routes to employment post 16. and Attainment 8 and the restricted options Work experience is viewed as a good way Some respondents, while appreciating the When talking about the NEET population in for curriculum development were also to promote understanding about different value of the programme, questioned the Sunderland respondents highlighted the thought by respondents to be restricting the employment options. However, degree to which it impacts on complex range of needs amongst this amount of vocational courses available for respondents identified some barriers to this disadvantaged children and young people population, including mental health students. including employer selectivity. Work including those how are NEET. problems, drug and/or alcohol use and experience programmes are viewed as problematic family backgrounds. Respondents thought that vocational The North East LEP is recognised for its working well for the local automotive Respondents also thought it was important options needed to be made available at positive work on developing careers advice industries, but this does not suit all children to recognise the numbers of NEET young an earlier point, for example at 14 years old in schools (Social Mobility Commission, and young people. people that have particular high levels of and that the focus should not only be on 2017). Respondents did recognise that need, for example care leavers, those in those students staying in education. One particularly successful and innovative some schools were improving their the criminal justice system and as a result programme in Sunderland that approach to career guidance and the Communication and relevance of the of being pregnant at a young age. demonstrates this collaboration is the city’s provision of Information Advice and local education to employment offer Respondents thought that working Work Discovery Programme. Guidance (IAG). However, as a national effectively with the NEET population of Ensuring that there is effective programme, respondents had concerns Sunderland’s Work Discovery Programme is young people required more intensive, communication of the local education to about the consistency and quality of IAG in an annual work experience programme one-to-one work. Respondents also employment offer that this is relevant to schools. This was thought to be a particular that has gained national recognition for thought that there was a lack of children, young people and their parents problem when industry were not directly engaging young people with business, knowledge and understanding about how and/or carers is not the sole responsibility of involved in IAG. Respondents expressed and how to encourage them to gain the to work effectively with NEET young the local authority or Together for Children. some concerns about the decline in skills to improve their employability. The people. Rather, this is something that needs to be availability of the local Connexions service. programme involves activities throughout done by all partners working collaboratively Engaging industry in the skills agenda the year, but this was not fully appreciated There is a need to recognise the full diversity including schools and academies, local by all respondents who misunderstood the of children and young people when Respondents expressed concerns that industry, further and higher education and programme to solely be about ‘Work considering communication and relevance young people at risk of being NEET or who social and independent sector agencies Discovery Week’ in June each year. This of the local education to employment offer, 14 Education to Employment - Sunderland Education to Employment - Sunderland 15

were already NEET were not work ready Many respondents however, thought that and that industry needs to be more there should be greater co-ordination engaged in addressing these issues. between the regional and local authority However, capacity to work with NEET level strategies for skills, education and applicants and understanding about their employment and individual industry needs as employees are thought to be strategies. lacking. Some respondents gave examples of Some respondents thought that local individual industries where apprenticeships employers lacked medium and long-term are working well. However, there are strategies for addressing these problems. problems regarding general awareness Respondents saw this as being linked to about apprenticeships, for example business imperatives or the ‘bottom line’, feedback suggests that nearly 30% of something that can be particularly difficult learners on apprenticeships didn’t realise for SMEs. For larger employers, the focus is they were on an apprenticeship viewed as being on the existing workforce programme and nearly half (46%) said an and lifelong learning, rather than creating apprenticeship wasn’t their first option. new entry points. There has also been criticism from industry and learners that education providers Sunderland fosters positive relationships aren’t informing young people sufficiently between key stakeholders which are about vocational opportunities. designed to increase engagement Additionally, there is a view that between industry and education, in apprenticeships are not being targeted at particular with schools. Some respondents the right groups and skills base. thought that strategies for increasing Apprenticeships, therefore, were thought engagement between industry and to be failing NEET populations in particular, education needed to start at an earlier especially those from more deprived point in the education cycle, for example backgrounds. at primary school level. Respondents thought that local industry could make more use of the networks that surround schools including parents and communities. 16 EducationEducation to to Employment Employment - - Sunderland Sunderland Education to Employment - Sunderland 17

child’s attainment but no clear evidence perspective and ensuring that all children Introduction that parental expectations could affect and young people have aspirations that later participation in education or can be fulfilled and that they can all share 1 employment. They conclude that this is an in the planned economic growth and area that should be the subject of further renewal, including those with more study, in particular as part of development complex needs and those experiencing Although Sunderland has successfully resilient economy for the future. The of interventions for parental involvement greater disadvantage. replaced its former heavy industries of council is especially concerned that for (Gorard et al. 2012). Moreover, at a national level, there is a shipbuilding and coalmining with new those who face the most complex Education providers sometimes face need to ensure that government sectors of car manufacturing and contact challenges such as young people who are challenges in communicating with parents departments and executive agencies centres and digital, there is wide NEET, these opportunities are simply out of effectively, in particular guaranteeing an understand the context and challenges of recognition that the local economy still reach. accurate message is delivered. There are, in a city like Sunderland and that national offers too narrow a base of opportunity, There are deep generational values some places, good strategies in place to policy and regulation can appropriately especially for young people. It is worth ingrained across the city, stemming from a develop parental engagement, however, support local innovation in overcoming the noting that most of these industries have a history well developed in successful considering that the parents that most challenges. significant requirement for current and industry. The scale and pace of recent need to be engaged are often those most future replacement labour demand, and The Breaking Barriers Innovations’ educational reforms and the condition of reluctant to engage, there is a need for this is coupled with healthy growth Education into Employment programme the city’s economy means that young these strategies to be more focused on projections, particularly for the larger for Sunderland City Council commenced people are experiencing starkly different corresponding with the right cohorts of employers. However, the changing scope in January 2018. career paths and challenges to those of parents. The council’s corporate plan for of the economy and the dominance of a their parents. Despite these generational regenerating the city and protecting select few large businesses in the area differences, parents remain one of the vulnerable children and families has create narrow employment paths for some most significant influencers on a young resulted in a number of schemes and young people. person’s educational and employment programme to address the challenges and The council’s corporate plans and choices (Kintrea, et al., 2011). A review by increase opportunities. However, the strategies are focusing on mapping future the Joseph Rowntree Foundation of the council also recognises that there is a need growth areas and making sure that the right available evidence on the causal impact to understand why existing opportunities kind of skills base is invested in for the future. on educational outcomes of aspirations, aren’t always being utilised or developed But, the city still does not have the volume attitudes, and behaviours of young people fully and effectively. of well-paid jobs necessary to retain more and their parents found an association This is especially important from an inclusion of the younger population and to ensure a between parental expectations and their 18 Education to Employment - Sunderland Education to Employment - Sunderland 19

The programme seeks to address the guide the future conversation with the aim to provide some additional reflections on question: ‘How can aspirations and life of arriving at tangible, placed-based, the trends identified in the data and how chances for post 16 - 19 year olds be recommendations. these relate to the areas of inquiry. radically improved in further education, Methods training and employment?’ In particular, the programme is focused on those who Stage one of the inquiry has used largely are Not in Education, Employment or qualitative data from 20 interviews with Training (NEET) and/or from deprived individual stakeholders including backgrounds or neighbourhoods. There are representatives from the council, local four areas of inquiry: education providers, other public, social and independent sector providers, the • The national and local strategic context Sunderland Youth parliament and for skills requirements from employers academics. An open day was also held and industry. with 25 interested stakeholders to provide • The factors that influence young people information about the programme and when they are making decisions about discuss the issues that participants thought career choices. were important for the local area. The workshop included representation from • Communication and relevance of the Sunderland Children’s Strategic Partnership local education to employment offer. and the Education Leadership Board. In • Engaging industry in the skills agenda. keeping with the confidential nature of the interviews, quotations used in the report This interim report presents the findings from are not attributed to any individual or the first stage of the inquiry. The aim of the organisation. The issues have been report is to summarise the views and identified where several respondents raised opinions of respondents who have been them, if only one or two people spoke engaged in the first stage and to use this as about a particular issue this is stated. a basis for discussions with the council. Importantly, it is a first glance analysis. A Some preliminary, quantitative data chance to gain an initial insight into the analysis has been undertaken on the local challenges facing those are NEET and area educational attainment data. This disadvantaged, and an opportunity to was not part of the original scope but aims 20 EducationEducation to to Employment Employment - - Sunderland Sunderland Education to Employment - Sunderland 21

The national and local strategic workforce” power for all context for skills requirements The UK economy has grown modestly over • infrastructure: a major upgrade to the the last year and employment rates have UK’s infrastructure 2 from employers and industry continued to increase. But the continuing • business environment: the best place to uncertainty over Brexit makes the national start and grow a business and local strategic context for skills The focus of this programme is on children been established to deliver a partnership requirements from employers and industry • places: prosperous communities across and young people, but this must be skills strategy and align education, training challenging. The OECD stated in its the UK considered in the wider context of adult and jobs to help residents and businesses Economic Forecast Summary for May 2018 skills deficits and unemployment in the city. reach their full potential and support The strategy contains a number of key that: For example, Sunderland has a high inward investment. This includes a policies, some of which are particularly percentage of its residents qualified to NVQ commitment to working collaboratively to: “…authorities should stand ready to further relevant to this programme including: Level 1 (or equivalent) when compared increase productivity-enhancing measures on “…maximise opportunity and increase • Establish a technical education system with the region and UK average but has a investment if growth weakens significantly economic inclusivity to transform the city’s that rivals the best in the world to stand smaller percentage of its working age ahead of Brexit. Greater spending on economy into one that is knowledge- alongside our world-class higher population that are qualified to NVQ Levels education and training of low-skilled workers based with higher value and better paid education system 2, 3 and 4 (or equivalent) – with the latter would increase productivity and enhance jobs, greater levels of innovation, new more likely to be earning higher wages: inclusiveness.” • Invest an additional £406m in maths, business generation and rising digital and technical education, “The relatively low skills of the resident employment including: (OECD, 2018) helping to address the shortage of STEM population, coupled with the perceived lack of • strengthening and deepening the The government’s Industrial Strategy (HM skills opportunities to realise individual ambitions, relationship between schools and Government, 2017) sets out a long term results in residents earning less than in- • Create a new National Retraining businesses; plan to boost the productivity and earning commuters. Relatively few of the resident Scheme that supports people to re-skill, power of people throughout the UK. The population are highly qualified and there is still • working with the further and higher beginning with a £64m investment for strategy has five foundations to align the a significant proportion of the working age education sector to address skills and digital and construction training government’s vision for a transformed population that are not in work and are employability for 16 to 19 year olds, economy: • Launch and roll-out Sector Deals – therefore not benefiting from the growing specifically focusing on Science, partnerships between government and economy.” Technology, Engineering and • ideas: the world’s most innovative industry aiming to increase sector Mathematics (STEM) skills; and economy (Sunderland City Council, 2017). productivity. The first Sector Deals are in • a whole University City approach that • people: good jobs and greater earning life sciences, construction, artificial The city’s Education Leadership Board has addresses skills deficits across the 22 Education to Employment - Sunderland Education to Employment - Sunderland 23

intelligence and the automotive sector just to the UK’s economic health but also to project will build on an existing project of education to provide a high quality the achievement of growth that benefits all the same name and establish a seed technical option alongside an academic • Launch a review of the actions that parts of the country.” capital investment fund to help turn option for students aged 16 to 19, known could be most effective in improving the concepts into new businesses or products. as T levels. In 2017 the Department for productivity and growth of small and (Key Cities Group, 2018) Education published the T Level Action medium-sized businesses, including how The Governments’ Post 16 Skills Plan In its report from 2017, the Key Cities Group Plan and confirmed that: to address what has been called the (Department for Business, Innovation and recommended devolved local skills ‘long tail’ of lower productivity firms Skills and Department for Education, 2016) • the first teaching of three T Levels by a budgets to enable cities to support provides a framework to support young small number of providers would start • Agree Local Industrial Strategies that academic-business-government people and adults to secure a lifetime of from September 2020 build on local strengths and deliver on collaboration – further facilitating sustained skilled employment and meet the economic opportunities knowledge transfer but also ensuring • further T Levels would be delivered from needs of the growing and rapidly changing education and skills are geared towards September 2021 introduced in annual • Provide £42m to pilot a Teacher economy. Based on a review by Lord developing the workforce of the future. waves Development Premium. This will test the Sainsbury, the Skills Plan seeks to enhance impact of a £1,000 budget for high- Furthermore, the report states that the regard for technical training options 52 colleges and post-16 education quality professional development for Sunderland Software City has helped over post 16 years so that these are viewed on a providers who will teach the new T-levels teachers working in areas that have 400 businesses access opportunities and par with academic ones. The plan proposes were named on 27th May. Courses in fallen behind skills programme and that it aims to create new technical options, which will cover construction, digital and education and 2,000 new jobs in the digital sector by 2020 college-based and employment-based childcare will be first taught from The Key Cities Group, which includes (Key Cities Group, 2017). In March 2018 the education (apprenticeships), building on September 2020. A further 22 courses will Sunderland and was founded in 2013 brings Business Secretary, Greg Clark announced previous reforms. It states that employers will be rolled out in stages from 2021, which will together more than 20 of the UK’s cities to that £15 million had been awarded to sit at the heart of the system and take the cover sectors such as finance & support them providing a key role in their three projects in the North East including lead in setting the standards. In line with the accounting, engineering and regional economies. In its report in June £5 million of funding for a project led by Sainsbury recommendations the Skills Plan is manufacturing, and creative & design. To 2018, the groups states: Durham University which includes intended to result in streamlining of the be treated on par with A-levels. A key “The Key Cities include some of the most Newcastle University, Northumbria system and the creation of a common component of the T-level qualification is productive and innovative locations in the UK. University and the framework consisting of 15 routes across all the requirement to undertake a high But they also include some of the poorest and to deliver a step change in technical education. The routes will group quality industry placement with an most economically challenging parts. Creating commercialising research and drive occupations together to reflect where there external employer, for a minimum of 45 a policy environment within which all Key Cities economic improvement in support of the are shared training requirements. days. The Department for Education had can achieve the same outcomes as the North East’s technology and industrial committed £500 million specifically for T- This includes a new system of technical national average would be a major boost not sectors. Called Northern Accelerator, the 24 Education to Employment - Sunderland Education to Employment - Sunderland 25

levels and in the autumn budget (2017) the for flexibility and support for students with placement university) after they complete their T Chancellor announced an extra £20 million additional needs, for example those with Level; • Some placements may need to be to support FE colleges to prepare for them. Special Educational Needs or Disabilities longer to enable “threshold confidence” • willing to use their summer holidays to However, although four of the new (SEND) and carers. to be achieved gain experience of work; and providers for T levels are in the North East, The Department for Education issued a none are in Sunderland: Durham Sixth Form • Strong case made for additional • choosing an occupational specialism is consultation in November 2017 to obtain Centre, Gateshead College, New College financial support, particularly for SMEs, a difficult decision. They want views on the major aspects of the Durham and St Thomas More Catholic which would help them to cover experiences of different occupations so proposals for implementing T Levels, and School. additional costs in resources, supervision, they can try a range of specialisms this consultation closed on 8 February 2018 mentoring and pastoral care before they commit to just one. There are also plans to make sure that skills (Department for Education, 2018a). The provision, including T Levels, meets local consultation was limited with respect to Students from 13 different education Schools Reform skills needs, such as plans to introduce Skills local authorities. For example, out of 430 institutions from the North East to the South Led initially by the then Secretary of State Advisory Panels (SAPs) and Local Digital respondents, local authorities/LEPs mad up West, including further education (FE) the Right Hon. Michael Gove MP, there has Skills Partnerships (LDSPs). only 11 of the government’s consultation colleges, sixth-form colleges and school been significant change and reform of the responses. sixth forms were consulted. The main These will work within existing local educational system, not only structural findings were: infrastructures, such as Mayoral Combined Industry recognises the value of work reform, but also change to the content of Authorities (MCAs) and Local Enterprise placements such as the Department for • the opportunity to obtain experience in the school curriculum. Moreover, Partnerships (LEPs), to bring together local Education’s proposal to incorporate industry is the most valuable feature of establishment of Free Schools and the businesses and providers to work together industry placements within T-level the programme; rapid conversion of local authority- to meet current and future skills needs. programmes and the value of young maintained schools into self-governing • worry that there will not be enough people experiencing the ‘real world of academies has characterised the The Education and Skills Funding Agency good employers offering industry work.’ However, in feedback to the government’s position and proved to be a (ESFA) will make additional 16 to 19 Bursary placements in their local area; Department of Education they have formative change across the country. funding available to institutions that are outlined a series of challenges to the • constraints on where they can get to for However, the pace of reform and local delivering T-level industry placements in the delivery of these placements: an industry placement because of make-up of educational provision has not 2018/19 academic year through the available public transport links, travel been uniform. For example in Sunderland: Capacity and Delivery Fund. • Placement opportunities being time and cost; dependent on geographical location • five secondary schools are sponsor led Additional resources may need to be • want T Levels to be as well respected as academies factored in to cater for certain needs, for • Small and micro businesses may not be A levels. They also want the option to example there has been a collective call able to support the 45-60 day • ten have converted to being move onto further study (including 26 Education to Employment - Sunderland Education to Employment - Sunderland 27

Academies from local authority control The following table lists the schools and Name Type Education Phase academies by type of provision and • two remain maintained by the local Academy 360 Academy Sponsor Led Mainstream Primary and Secondary educational phases covered: authority Academy - Converter Mainstream Secondary

• twelve provide post 16 educational Castle View Enterprise Academy Academy Sponsor Led Mainstream Secondary

routes Farringdon Community Academy Academy - Converter Mainstream Secondary

• Sunderland has no Studio Schools or Grindon Hall Christian School Free School – Mainstream Primary, Secondary and 16 to 18 University Technical Colleges (UTCs), Kepier Academy - Converter Mainstream Secondary although the local university, the Academy - Converter Mainstream Secondary and 16 to 18 University of Sunderland is the sponsor of two UTCs outside of Sunderland. Oxclose Community Academy Academy - Converter Mainstream Secondary Academy Sponsor Led Mainstream Secondary Many academies around the country have Academy Sponsor Led Mainstream Secondary become Multi-Academy Trusts (MATs). These are groups of schools working in Academy - Converter Mainstream Secondary and 16 to 18 collaboration as one entity to improve and St Aidan's Catholic Academy Academy - Converter Mainstream Secondary and 16 to 18 maintain high educational standards across St Anthony's Girls' Catholic Academy Academy - Converter Mainstream Secondary and 16 to 18 the Trust. MATs are governed through a Academy Sponsor Led Mainstream Secondary single set of members and directors. To Venerable Bede Church of date only four of Sunderland’s Academies1 Academy Academy - Converter Mainstream Secondary have become MATs. Washington Academy Academy - Converter Mainstream Secondary

Argyle House School Other Independent School Primary, Secondary and 16 to 18

Hetton School Community School Secondary

St Robert of Newminster Roman Catholic School Voluntary Aided School Secondary and 16 to 18

Ashbrooke School Other Independent Special School Primary, Secondary and 16 to 18 Academy - Converter Special Barbara Priestman Academy School Secondary and 16 to 18 Academy - Converter Special The New Bridge Academy School Secondary and 16 to 18 Academy - Converter Special Portland Academy School Secondary and 16 to 18 Thornhill Park School Other Independent School Primary, Secondary and 16 to 18

1 Farringdon Community Academy, Portland Academy, Southmoor Academy, Barbra Priestman Academy and Monkwearmouth Academy 28 Education to Employment - Sunderland Education to Employment - Sunderland 29

In addition to significant structural change, requirement for more vocational training being delivered through a course young area are: there have been profound reforms to the that meets the strategic skills needs of people want to be part of.” • Develop a Positive Transitions curriculum too. Most noticeably, the employers and industry. The issues become “It is about meeting the needs of the children Programme for all schools and settings introduction of a new grading system which even more critical for disadvantaged against adhering to the curriculum.” to ensure children are supported at key replaced letter grading, for example in children and young people and those transitions in their education 2017, pupils sat reformed GCSEs in English who are NEET, for whom the pressure for “The curriculum is getting narrower and schools language, English literature and maths for educational attainment is especially are struggling to find teachers.” • Conduct a piece of research to the first time, graded on a 9 to 1 scale. A problematic. For example, the degree of understand why young people, “The curriculum schools are teaching doesn’t focus on traditional academic subjects, as special educational needs and severity of particularly those between Key Stages 3 meet the needs of the young people who are demonstrated through the English and personal problems was thought to be the and 4, disengage from education and at risk of becoming NEET.” International Baccalaureate, and changes biggest factor explaining why this act on the findings to examinations such as the removal of AS population do not do well in English and National educational strategy and • Learn from those schools that make the exams, have further shifted the national maths: regulation is also viewed as having a best use of Pupil Premium and roll out agenda. negative impact in terms of restricting local “Special Educational Needs and personal best practice across the city actions and choices, for example restricting A new secondary school accountability problems mean it’s nearly impossible for them schools and Academies from exercising • Review the role of the Virtual School system was introduced in 2016, involving to do well in basic levels for English or maths.” greater flexibility in the local school and its impact in narrowing gaps in two principal scoring mechanisms, Progress Respondents thought that the way in curriculum: performance for looked after children 8 and Attainment 8. These scores aim to which the curriculum is managed in capture the progress a pupil makes from “There is more that could be done in terms of In particular, the plan states that: schools could be a barrier for some young the end of primary school to the end of key relaxing national regulations, Ofsted is very people: “We know that many young people stage 4. They are a type of value added much key to this.” disengage from education at around age 14 – measure, which means that pupils’ results “For a head, it’s all about curriculum – EBacc “The government strategy needs to focus on in between key stages 3 and 4. We must are compared to the progress of other [English Baccalaureate] is going to be very primary schools, making them more enterprising identify the trigger points to prevent this from pupils nationally with similar prior hard in getting a significant portion of students rather than just having focus on STEM skills.” happening and apply early intervention attainment. Every increase in every grade a into a path that might not be suitable e.g. processes when it does.” pupil achieves will attract additional credit humanities subjects requiring extended writing The Sunderland Children and Young in the performance tables. which some simply can’t do.” People’s Plan (2017-2022) has six priorities (Sunderland Children’s Strategic Partnership, 2017). including: All children and young people There are evident tensions in the drive for “The approach to teaching Maths and English do well at all levels of learning and have improved educational attainment, as to young people at risk of being NEET is ambition and the skills for life (Priority Four). measured through Progress 8 and the changing, but schools need to make sure it’s The planned actions for improvement in this 30 Education to Employment - Sunderland Education to Employment - Sunderland 31

Sunderland NEET population The percentages where activity is not known are higher in Sunderland than the North East average, but below the average for England: The Department for Education provides the framework for increasing participation in education, employment or training and reducing the proportion of young people who % of NEET activity not known are NEET. However, the responsibility and accountability lies with local authorities. In 3.5 fulfilling their role and participation duties, including Raising the Participation Age (RPA) 3 2.5 related duties local authorities need to understand the characteristics and current 2 activity of the young people in their area. Together for Children in Sunderland tracks the 1.5 data on the NEET population monthly. 1 0.5 The most recent statistical release for the proportions of NEET young people aged 16 – 24 0 is to the end of 2016. These figures show that Sunderland has the third largest NEET population aged 16 – 17 in the North East:

Figure 2: Percentages of 16-17 year olds NEET whose activity is not known, end 2016. Source: Department for North East Total number NEET (including not known) Education Local Authority NEET figures, 2016

8 It is worth noting that: 7 6 • From September 2016 the Department for Education relaxed the requirement on 5 authorities to track academic age 18-year-olds. Local Authorities (LAs) are now only 4 3 required to track and submit information about young people up to the end of the 2 academic year in which they have their 18th birthday i.e. academic age 16 and 17- 1 year-olds. 0 • Young people with a current education, health and care (EHC) plan should still be tracked and reported on until their EHC plan ceases, which can occur at any point up to the end of the academic year in which they have their 25th birthday. In the case of Together for Children, they track all SEN pupils up to aged 25, not just those with an EHC plan Figure 1: Proportion of 16-17 year olds recorded as not in education, employment or training (NEET) or whose activity is not known, end 2016. Source: Department for Education Local Authority NEET figures, 2016 32 Education to Employment - Sunderland Education to Employment - Sunderland 33

Refugees, asylum seekers and young adult offenders are excluded from the denominator Throughout the time period the North East and Sunderland have had the highest used to calculate the proportions of young people participating in education or percentages of 16 and 17 year olds who are NEET. There has been a sharper fall in the training, meeting the duty to participate in education or training whose activity is not percentages of those whose participation is not known: known. Percentage of 16 and 17 year olds not known 2012 - 2016

Alongside this change in requirement, the Department for Education also introduced a 18 new performance measure to focus on reducing the proportion of young people whose 16 14 activity is recorded as ‘not known’ as well as those who are NEET. The new measure will 12 be calculated by adding the proportion of young people that are NEET to the proportion 10 2012 8 whose activity is recorded as not known. This new measure will replace the previous 2013 6 2014 ‘adjusted’ NEET figure and indicate how well local authorities are performing at both 4 2015 2 tracking young people and managing the proportion that are NEET. 2016 0 Nationally and regionally the percentages of 16 and 17 years olds known to be NEET has been falling year on year since 2013:

Figure 4 Percentage of 16 and 17 year olds not know 2012-2016 in regions of England The North East and Percentage of 16 and 17 year olds known to be NEET 2012 - 2016 Sunderland have seen a more marked decrease in the percentages of not known since 2015.

9 8 At the end of December 2017, the total number of NEET young people in years 12 and 13 7 (those who have reached the statutory school leaving age) was 196, which is 3.3% of the 6 5 2012 total cohort for years 12 and 13. 4 2013 3 2014 NEET group available for the labour market at end December 2017 2 2015 1 Yr 12 % Yr 13 % Yr 12-Yr 13 Total 2016 0 Cohort total 2921 49.50% 2977 50.50% 5898

NEET Group 73 2.50% 123 4.10% 196

Available to labour market 58 79.50% 82 66.60% 140

Figure 3 Percentage of 16 and 17 year olds known to be NEET 2012-2016 in regions of England Working not for reward 0 1 1.20% 1 Not yet ready for work or learning 0 1 1.20% 1

Start date agreed (other) 1 1.70% 0 - 1

Start date agreed (RPA compliant) 2 3% 4 4.90% 6

Seeking employment, education or training 55 95.30% 76 92.70% 131 34 Education to Employment - Sunderland Education to Employment - Sunderland 35

The following table shows the status of those not available for the labour market (56 or Amongst those known to be in employment: 72.6% are undertaking an apprenticeship; 28% of the NEET group): 16.5% are in employment with training; 5.7% are in full time employment with study for a regulated qualification and 4.1% are in employment with no training. NEET group not available for the labour market at end December 2017 Numbers of young people in employment (end December, 2017) n = 581 Yr 12 Yr 13 Yr 12-Yr 13 Total

Not available to labour 15 41 56 market Apprenticeship Carer 1 1 2

Teenage parents 4 8 12 Full time Illness 5 21 26 employment with study (regulated Pregnancy 4 7 11 qualification) Employment Religious grounds 0 0 0 without training Unlikely to be economically active 0 0 0 Employment with Other reason 1 4 5 training

Illness accounts for the largest percentage of those not available for the labour market (46.4%). Teenage parents account for 21% and pregnancy a further 19.6%. For those in training at the end of December 2017 (304 or 5% of the total cohort) 94.7% were in Education Funding Agency (EFA) or Skills Funding Agency (SFA) work based The following table shows the breakdown for those whose current situation is not known learning; 5% were in traineeships: (356 or 6% of the total cohort).

Numbers of young people in training (end December, 2017) n = 304 Not known at end December 2017 EFA/SFA funded work- based learning Yr 12 Yr 13

Other training (e.g. Current situation not known 44 356 private training organisations)

Training delivered Current situation not known 37 153 through the work programme

Traineeships Cannot Be Contacted 5 10

Refused to disclose activity 0 0

Currency Expired – EET 2 193

Currency Expired – Other 0 0 36 Education to Employment - Sunderland Education to Employment - Sunderland 37

Special Educational Needs and Disability North East NEET by gender

Most children and young people with Special Educational Needs and Disabilities (SEND) 9 will have their needs met in local mainstream settings. However, some of these children 8 7 and young people may not make expected progress, despite efforts to identify, assess 6 and meet their special educational needs. In this situation, Together for Children will 5 conduct an assessment, which normally involves gathering information from the relevant 4 All people or agencies, including the views, interests and aspirations of the parents and 3 Males 2 Females child or young person. 1 Together for Children uses the assessment to determine whether or not additional support 0 and provision is required. This will be provided through an Education Health and Care (EHC) Plan. These plans replace statements of Special Educational need (SEN) and

Learning Difficulty Assessments (LDAs) for children and young people with the most Figure 5 Proportion of 16-17 year olds recorded as not in education, employment or training (NEET) or whose complex needs, from birth up to the age 25. activity is not known, end 2016. Source: Department for Education Local Authority NEET Figures, 2016

The total cohort of SEND children and young people in years 12 and 13 at the end of The following chart shows the percentage differences between males and females at December 2017 was 207. Amongst these the NEET group were 14 (7.1%) and there were ages 16 and 17 for Sunderland: 14 for whom their situation was not known. Sunderland NEET by gender 2016 The number of children and young people in Sunderland with EHC plans at the time of 12 writing this report is 1,261. 10

8

NEET and gender 6 Age 16 Age 17 In 2016 there are differences by gender in the proportions of young people aged 16 and 4

17 who were NEET. Most authorities, with the exception of Newcastle upon Tyne, had 2 more male NEET than female. In Sunderland 6.9% were male and 5.8% female: 0 Male Female All

Figure 6 Proportion of 16-17 year olds recorded as not in education, employment or training (NEET) or whose activity is not known, end 2016. Source: Department for Education Local Authority NEET Figures, 2016 38 Education to Employment - Sunderland Education to Employment - Sunderland 39

There is a slight increase in the percentage difference between males and females in Sunderland at age 17 (from 10.2% males to 9.0% females, compared to 3.5% males at age 16 to 2.6% females).

At the end of December 2017 slightly more females were NEET compared to males:

120

100

80

60 Male Female 40

20 NEET and ethnicity

0 The majority of the NEET group for years 12 and 13 at the end of December 2017 were NEET Group Available to labour market White British (177 or 90%). Amongst the Black and Minority Ethnic (BAME) young people information about ethnicity was not obtained for 68%. This left 2.5% for whom ethnicity was recorded: 1 mixed race; 1 African; 1 any other ethnic group. Three refused to give information on their ethnicity.

The following section contains some preliminary analysis of Sunderland’s Progress 8 and Attainment 8 data. This is intended to provide some insights into the skills issues for children and young people at key stage four and beyond. 40 Education to Employment - Sunderland Education to Employment - Sunderland 41

Readiness for work “There are huge problems with mental health, “Our findings show that mental health emerges The Business Costs of Mental Ill Health at Work it limits young people, and they’re not well as an even more significant challenge than in One of the most common complaints from enough to be able to move into the world of previous years. Over a fifth now report that industry is that young people, especially work.” mental ill health is the primary cause of long- those that are NEET, are not ready for work. £10.6 billion term absence (22% of organisations compared Industry respondents thought that there This is an issue that is of strategic and with 13% in 2016) and there has been a needed to be greater focus on the ‘soft’ economic significance for employers and significant increase in the number of £21.6 billion £3.1 billion skills of employment such as turning up on industry, not just in relation to the NEET organisations that include it among their top time and presenting yourself appropriately population, but also with respect to their three causes of long-term absence. There has in a work setting. However, some entire employment base. For example, also been a significant increase in the number respondents thought that industry lacked there is increasing evidence that mental of reported common mental health conditions, Staff turnover Reduced productivty Sickness absence understanding about the kind of support health problems are having a significant such as anxiety and depression, among that is required to help the NEET population impact on businesses productivity. In its employees in the last 12 months.” What these figures show is that employers find employment and being work ready: latest annual survey exploring issues of and business need to be able to address health, well-being and absence in UK (CIPD, 2018. Page 10) “There is a lack of understanding about young mental health problems amongst their workplaces (based on replies from 1,021 people and employment, and what their needs The Centre for Mental Health (Parsonage workforce, whether or not they come from organisations across the UK covering 4.6 are, some find it difficult to wake up before 10 and Saini, 2017) published figures that a deprived or NEET background. In fact, million employees) the CIPD found that: am and those with mental health problems mental health problems in the UK workforce learning how to better engage with and have a lot more issues. This lack of support can • 86% of organisations have observed cost employers almost £35 billion last year. support prospective employees who are come from high up and from business.” presenteeism2 over the past 12 months, NEET could help employers and industry The updated figures highlight that the when people were unwell but still came address and deal more effectively with the “The young people require more explanations, overall costs are broken down into: into work mental health and wellbeing issues of their they expect more and need better inductions • £10.6 billion in sickness absence; entire workforce. This in turn will bring to employment but it needs a shift in attitude. • Organisations report that stress-related benefits in productivity and reduce costs Wider thinking and support is needed about absence has increased from 31% in • £21.2 billion in reduced productivity at due to the loss of trained employees. In helping these young people.” 2016 to 37% work, or ‘presenteeism’ recent weeks and months, there have Mental health • Organisations have seen an increase in • £3.1 billion in replacing staff who leave been several national news stories bringing reported common mental health their jobs because of their mental health this salient issue to light. Mental health problems were thought to be problems from 41% in 2016 to 55% in especially significant with respect to the 2018 NEET and disadvantaged population of children and young people: The CIPD reports that:

2 The practice of being in work when sick, causing productivity loss, poor health and exhaustion 42 Education to Employment - Sunderland Education to Employment - Sunderland 43

The role of the local authority & Together realistic about what the authority can do.” “The decision making and coordination is effective for addressing local issues with for Children something the local authority could improve, the NEET population: Nevertheless, many respondents thought making decisions across the different Respondents view the local authority role as that there could be a stronger role in terms “The LEP target is for world class information partnership boards together.” essential for strategy and co-ordination of of strategy, co-ordination and decision- and guidance but it is not clear where will this activities and programmes. However, making: But there is a view that decision-making come from for the NEET group. They fall respondents recognised the difficult context could be strengthened with more robust through the net and there is nothing else to “Within Sunderland there are relatively small within which the authority is operating. data collection and analysis: pick them up. We need to recognise that they number of secondary schools, colleges and a Importantly, those who operated within will take longer on the journey, they are in and university, so we should be able to join up “Decision making is important, as recently there either the Council or Together for Children out of crisis and personal, family events, the strategy, but it’s not happening.” was a meeting between health, education and had a clear understanding of the distinct recognition has to be there that they need economic boards to increase the volume of roles both parties fulfil. However, for those “The local authority needs to work more on co- more flexible local solutions.” right decisions which are being made, as these working outside of either organisation, that ordination and decision making.” decisions seem slow. It’s useful to base these “I am doubtful about the aims of the LEP. It will distinction is less well known and In particular, respondents thought that the decisions on empirical, reliable data, to give a work for some of the schools with bright pupils appreciated: local authority could coordinate strategy broad brush to help with these decisions. and solid families, but for the NEET population, “We know the job of the local authority isn’t better with employers: Focusing on the unknowns, which you can’t just that support simply isn’t there. They will take easy, they’re operating in an environment that ask and get an answer.” longer to go through the programmes and “Employers are willing but they need a clear is politically antagonistic to them. Education have more bumps along the way, there has to ask, a strategy, this needs co-ordinating more.” “It would be useful to have an idea of where reforms have taken power and money away be more recognition that there will be difficult the system isn’t working. Having measurable from them, there has been an assault on the Some respondents recognised that more times and it won’t go to plan.” outcomes at the end, knowing the goal, a date role of the local authorities, and they’re the was being done to align employment and and the context of what’s currently happing. Respondents thought that piece meal ones that everyone complains about.” skills strategies with economic growth: Also knowing how it can be self-sustaining as funding of different programmes did not “There are some brilliant, inspirational people “Previously employment and skills were there have been some previous initiatives, work and that there needed to be a that are working in an incredibly difficult separated from business growth in the local which have started but couldn’t continue as broader strategic focus across the local environment.” strategy, with hindsight this was not the best they didn’t have the money, it shouldn’t just be area: thing to do, it was viewed as too hard a living by a funding window.” “There is a long term diminishing role for local “Currently the system sees a problem, funds problem but actually it is fundamental. It has authorities in education, but there are a range Respondents thought that the North East something to address it and expects amazing been changed in 369 strategy document, of things that can be done, for example, LEP had brought some benefits in terms of results, but because of the level of bringing skills agenda in to future growth and Together for Children working with partners on the focus on primary education, but that disadvantage, this doesn’t happen. There has with timelines over 5 – 6 - 9 years where we social worker recruitment but we need to be this regional level of strategy was less to be a more comprehensive, joined up local want to be.” 44 Education to Employment - Sunderland Education to Employment - Sunderland 45

approaches to tackling these problems.”

“People see a problem, fund something and expect widely successful results – but this is not reality, it’s not working, not creating a healthier, coherent economy. People will fill the funding requirements they have to, but piecemeal approaches are not working, they may be successful in themselves not as a totality. One funder looked at 4,000 small charities projects and none had failed, but as a whole they hadn’t actually made a difference.”

“The issues are not being dealt with at a broader strategic level, it needs more co- ordination.”

Respondents thought that young people themselves could be brought into the strategy and decision making more than they were:

“There needs to be a commitment to listen and hear what the people say and be prepared to do something. The young people understand money is short, if they were to explain why something can’t happen, the children are receptive to that, and can come up with compromises.” 46 EducationEducation to to Employment Employment - - Sunderland Sunderland Education to Employment - Sunderland 47

The factors that influence young about careers early in their education. point is really tough for them.” However, this may be an issue for Progress 8 attainment measures are also people when they are making Sunderland and similar areas where there thought to be misaligned with the skills are outstanding primary schools but a drop 3 decisions about career choices needed for employment choices: in performance and ratings at secondary levels: “When speaking to students, the career There are multiple factors that influence ethnicity, gender, disability, being in care options are skills based but the curriculum “The Sunderland position is a primary schools young people when they are making and socio-economic status. doesn’t reflect this. The accountability versus secondary school story. Sunderland even decisions about career choices including: measures of Progress 8 aren’t aligned to the Subject selection in school – transition outshines the geographical neighbours. 97% of needs/wants of year 10/year 11 students and • Subject selection in school – transition from primary to secondary primary schools are good or outstanding, 13th career choices.” from primary to secondary best in the country. A third of primary schools There is very little robust research evidence are academies, the majority are local authority This is particularly linked to the relatively • Quality of subject teaching / on the factors that influence children and led.” fewer multiple academy trusts in engagement young people’s choice of subject at Sunderland: school, especially with respect to STEM “There is a gap in the transition between • Quality of information, advice and subjects: primary and secondary education. It could be “How do you improve the schools if you don’t guidance (IAG) useful to speak to the children earlier about the have the resources? The majority are single “Student choice is a significantly under- • Educational progress and attainment opportunities, stop them from disengaging early academy trusts so don’t have the resources or investigated area. Even where research exists, on, by showing them at an early age what they power that multiple academies have.” • Influence of head of school the lack of resources and expertise severely can work towards.” limits the extent to which the findings can be “Individual schools don’t have the capacity to • Perceptions and misconceptions about relied upon to provide a robust evidence base Some respondents thought that the implement their own curriculum.” the labour market for action…Building capacity in this area is transition points across the educational Some respondents thought that the Head • Influence of parents essential as robust research evidence is system from secondary school up to higher of school was the most significant important not only to ensure that the right skills education were significant: • Influence from peers and siblings influence on choices about curriculum: are available to support the future economic “The main issues are the transition points • Opportunities for vocational education wellbeing of the country but also to better “It depends where a school is situated and between the systems- schools, types of school, and training advise the young people themselves.” how the Head sees the issues and what needs school into HE/FE, then HE/FE into employment. to be done.” In addition to the above there are also (Tripney et al. 2010) More support is needed at each transition differences across demographic groups point. The focus should be on those pupils But, respondents also thought that the There is also increasing recognition that that may be an important factor slipping through the net, because the transition local authority could do more to support young people begin to make choices influencing decision-making, for example 48 Education to Employment - Sunderland Education to Employment - Sunderland 49

individual schools with these problems: Educational progress and attainment in Baccalaureate (EBacc); and Sunderland “Schools make their own decisions about the • three can be either EBacc subjects, curriculum, but by the local authority Progress 8 is a score, which shows how GCSE subjects, or technical supporting them more it might encourage them much progress pupils made between the qualifications from a list approved by to feel more confident to take on some end of key stage 2 (age 11) and the end DfE. challenges through the curriculum.” of key stage 4 (age 16), compared to Attainment 8 scores are based on how well pupils across England who got similar Respondents thought that this was pupils have performed in the eight results at the end of key stage 2. The especially important with respect to qualifications. starting point, known as prior attainment, is increasing the focus on employment skills: calculated using pupil assessments from The introduction of Progress 8 and “The traditional complaint of industry is that the end of primary school (that is, the end Attainment 8 measures was not without young people leave school without the skills of key stage 2, when children are between criticism. Some respondents thought that needed for work, but this is a problem because 7 and 11). The higher a pupil’s Progress 8 the focus on Progress 8 was in fact the schools can’t fit this training in with the score, the more progress they have made detracting from the ability of schools to curriculum.” in comparison with the national average develop more vocational options and to for pupils with similar starting points. attend to the needs of pupils with more In addition to an increasingly restrictive complex learning needs. Despite these curriculum and narrower focus on Progress 8 and Attainment 8 scores are reservations Progress 8 results do provide a attainment in particular subjects, based on results in up to eight robust means of assessing the performance respondents also thought that schools had qualifications, which include English, of pupils and schools at Key Stage 4 and fewer resources to address these issues and maths, three English Baccalaureate beyond. These are also the performance were being driven to find financial and qualifications including sciences, measures by which local authorities are funding alternatives at the expense of computer science, history, geography and judged and therefore provide a useful improving teaching and learning languages, and three other additional comparator. outcomes: approved qualifications. The scores for English and maths are doubled weighted, The following charts show the Progress 8 “Schools are marketing services more to parents meaning they are given twice the scores for the schools and academies in and businesses to generate additional income, importance of other subjects. Of the Sunderland. for example renting out sports facilities. But remaining six subjects: really they should be focusing on how you can generate additional revenue to create the best • three must come from qualifications outcomes for the students.” that go towards the English 50 Education to Employment - Sunderland Education to Employment - Sunderland 51

The average score for Sunderland as a whole is -0.313 compared to -0.21 for the North East Progress 8 scores: Comparison between 2016 and 2018 and -0.03 for all state funded schools. y e t n i s y i a n y i r e The schools and academies can be grouped by their Progress 8 scores, into those that are t t h m u i p s n t s r e i n o u a y r l e d u y y t o c y h a m y mm m n l y t x c m m C m o e m y s 0 m r E i l e e O A m mm e d C l above average, average and well below average. 6 e oo a d d e m e d a o w y r y d e 3 h a a t n e d c a i e a c P C Ha c c i w o d m a y c n c A S d a k c V A A e e u a n A m A k c g n r r d s A o n e e c a o l n a e i A o d i i o t l d b t c r d n mm s t M c p r

a 4 i r A d a o x r e c a i e a The schools and academies in Sunderland scoring well below the average (WBA ) in 2017 A B B C F G H K C O 0.5 are: 0 • The New Bridge Academy (-2.64) • (-0.72) -0.5 • Barbara Priestman Academy (-1.74) • Academy 360 (-0.59) -1 • Portland Academy (-1.30)5 • Kepier Academy (-0.57) -1.5 • Red House Academy (-1.24) -2

2016 2017 Comparison of average Progress 8

The following chart shows a comparison of average Progress 8 scores if different 1 combinations of schools are included or excluded: 0.5 0 Without Special WBA (including -0.5 All schools schools Without all WBA special) -1 0 -1.5 -0.05 -2 -2.5 -0.1 -3 ' l e r s w l e c l o -0.15 s n C … y y r i y e e l i f g u o oo o i y y & R t m o d m o h o d oo G m V i m r m g m e h e e t y c h r l e t H r s h e l n y d e d e ss

' -0.2 c B i i t B S t d m e a e d a a d y d s h u l h S a m b e e C c a c a il n n l e s w o n c d i e d o i c c c o b h i A a A s e n s E R d S A a l ' -0.25 h a R n A m A a u a N t c n o r C r W d t c w S B h a n e A o n t e S e d A n h A a a h i l t e N t T -0.3 T A C r V S t o S e P

h -0.35 T Figure 8 (WBA = Well Below Average i.e. Academy 360, Barbara Priestman Academy, Hetton School, Kepier 2016 2017 Academy, Red House Academy, St Anthony's Girls' Catholic Academy, The New bridge Academy and Washington Academy)

Figure 7 Progress 8 scores for Sunderland Secondary Schools and Academies 2016 and 2017

3 Grindon Hall LOWCOV (less than 50% of pupils included in calculation of the measure) and Portland 4 A school is marked as well below average because its score is lower than -0.5 and its upper confidence Academy NE (did not enter any pupils or students for the qualifications covered by the measure) – therefore interval is lower than 0. not included in the local authority overall score. 5 The New Bridge Academy, Barbara Preistman Academy, and Portland Academy are all schools that cater for students with a variety of special educational needs and as such these schools’ score are not comparable to mainstream schools’ statistics 52 Education to Employment - Sunderland Education to Employment - Sunderland 53

While the exclusion of those schools that are well below average brings the overall Gender and attainment: Level 4+ English and maths (2016/2017) Sunderland average Progress 8 score to being similar to the regional average, it does not There has been a small improvement in the overall gap between girls and boys at level 4 have a significant impact in terms of reaching the national average for state schools. English and maths: The following chart shows the percentage of pupils across schools and academies that are Gender gap Level 4+ English and maths 2016 to 2017 average and above, below average and well below average:

70 70 60 60 Percentage of pupils by average Progress 8 scores 50 50 40 40

50 30 30

45 20 20 10 40 10 0 0 35 -10 -10 30 Boys Girls Gap Boys Girls Gap

25 Figure 10 overall gap between girls and boys at level 4 English and maths 2016 and 2017 20 However, there are larger differences in the attainment gap between girls and boys for 15 those schools and academies that are performing at average and well below the 10 average for Progress 8:

5 Gender gap by average progress 8 scores 2016 to 2017 0 Above average Average Well below average Above average Average Well below average 0 Figure 9 the percentage of pupils across schools and academies that are average and above, below average and well below average -2

-4

If the schools and academies with a score of below average were brought to within the -6 2016 average range, the overall Sunderland score would be -0.15. The impact would be the -8 2017 same if the entire well below average schools were brought up to average. -10

-12

-14

-16

Figure 11 differences in attainment for those schools and academies that are performing at average and well below the average for Progress 8 2016 and 2017 54 Education to Employment - Sunderland Education to Employment - Sunderland 55

For those schools that perform above average at Progress 8 there has been a very large Attainment gap for English 2016 to 2017 decline in the attainment gap for Level 4 English and maths, while for those schools Average+ Average Well below average performing average or well below average at Progress 8, the gap has increased. The 0 difference is particularly marked for those schools and academies that are preforming -2 average for Progress 8 (from -2.8% in 2016 to -7.9% in 2017). -4

-6 2016 Differences in attainment by gender for English and maths (2016/2017) -8 2017 100 100 -10

80 80 -12 60 60 -14 40 40 English English -16 20 Maths 20 Maths -18 0 0

-20 -20 Figure 13 attainment gap for English between schools that are above average, average and well below average in Progress 8 scores 2016 and 2017 -40 -40 Girls Boys Gap Girls Boys Gap As before, the largest decline in the attainment gap is in those schools and academies Figure 12 Differences in gender attainment English and maths 2016 and 2017 with an average Progress 8 score (from -9.4 in 2016 to -16.2 in 2017). Gender and average Progress 8 The above graph shows that the attainment gap for maths has almost disappeared from 2016 to 2017 (-3.2 in 2016 to -0.4 in 2017), while the gap in attainment for English has A complex picture emerges when average Progress 8 scores are compared by gender between 2016 and 2017. In the above average group girls have continued to improve increased (from -13.4 in 2016 to -14.7 in 2017). There are also differences in the attainment (from 0.06 in 2016 to 0.13 in 2017) and boys have also improved in this group (from -0.19 in gap for English between schools that are above average, average and well below 2016 to -0.12 in 2017). However, in addition to a further decline amongst boys in the average group (from -0.14 in 2016 to -0.27 in 2017) girls have declined in attainment for average in Progress 8 scores: Progress 8 (from 0.04, which was above average in 2016 to -0.16 in 2017).

In the well below average group of schools and academies girls have declined (from -0.66 in 2016 to -0.75 in 2017) and boys have seen an even sharper decline (from -0.42 in 2016 to -0.99 in 2017). 56 Education to Employment - Sunderland Education to Employment - Sunderland 57

In all schools and academies in 2017 pupils on FSM perform less well on Progress 8 than Gender gap by school and Academy groups 2016 to 2017 those not on FSM and the gap is much larger for those schools that have an above 2016 2017 average score for Progress 8. 0.2 1.5 0.1 1 Comparison of Progress 8 for pupils on Free School Meals (FSM) 2017 0 -0.1 0.5 Well below -0.2 Girls 0 Girls Average+ Average average -0.3 0 -0.4 Boys -0.5 Boys -0.5 -1 -0.6 -0.2 -0.7 -1.5 Average+ Average Well below Average+ Average Well below -0.4 average average P8 All

-0.6 P8 FSM Figure 14 Progress 8 gap by gender for all schools and academies 2017

The Progress 8 gap by gender for all schools and academies shows how much the gap has -0.8 increased between boys and girls: -1

Gender gap all schools and Academies 2016 to 2017 -1.2

2016 2017 Figure 16 Comparison of Progress 8 for pupils on Free School Meals 2017 Girls Boys Girls Boys 0 0.2 Comparison of attainment for all pupils on FSM English and maths 2016/2017 -0.05 0.1 80 0 -0.1 -0.1 -0.15 60 -0.2 -0.2 -0.3 40

-0.25 -0.4 20 -0.3 -0.5

Figure 15 Progress 8 gap by gender for all schools ad academies 2016 and 2017 0

Progress 8 and disadvantage -20

-40 There are various ways in which disadvantage is measured in Progress 8 data including FSM NO (16) FSM YES (16) GAP (16) FSM NO (17) FSM YES (17) GAP (17) pupils on free school meals (FSM), numbers receiving Pupil Premium and those residing in Figure 17 Comparison of attainment for al pupils on FSM English and maths 2016 and 2017 areas affected by disadvantage, for example the lowest 20% of the Indices of Multiple Deprivation (IMD20) and those regarded as being in the lowest 20% under Income Deprivation Affecting Children measures (IDAC20). 58 Education to Employment - Sunderland Education to Employment - Sunderland 59

Comparison by lowest 20% indices of deprivation 2017 Comparison amongst schools and academies with above average, average and well Between 2013 and 2017 there has been a slight decline in the numbers of pupils below average scores for Level 4 English and maths shows that the schools and from the lowest 20% Indices of Multiple Deprivation (IMD20), from 40.93% of all pupils academies that have performed above average have a declining performance for pupils in 2013 to 40.05% of all pupils in 2017: on FSM between 2016 and 2017 (from -24.5 to -33.5):

70 FSM attainment gap Level 4 English and maths 2016 to 2017 60

Average + Average Well below average 0 50

-5 40 IMD20 2013 -10 30 IMD20 2017

-15 2016 20 2017 -20 10

-25 0 Above Average Average Well below -30 Average

-35 Figure 19 Indices of Multiple Deprivation in all schools 2013 and 2017

Figure 18 Comparison amongst schools and academies with above average, average and well below average scores Level 4 English and maths 2016 and 2017 In actual numbers the decline amongst all students from IMD20 from 2013 to 2017 was 215 (16%). For those schools and academies that performed above average The schools and academies that have performed average for Progress 8 show an for Progress 8 there has been a slight increase in pupils from IMD20 (from 27.7% in improvement for pupils on FSM (from -26.3 to -21.8). Those that performed well 2013 to 30.07% in 2017). below average have seen a decline in performance amongst pupils on FSM (from - There has been a small improvement in the attainment gap for pupils from IMD20 24.3 to -31.9). between 206 and 2017. 60 Education to Employment - Sunderland Education to Employment - Sunderland 61

The above graph shows that although pupils from IMD20 preform less well Comparison of attainment for all pupils from IMD20 English and maths 2016/2017 compared to those that are not from IMD20, there has been a small improvement in 70 the attainment gap at Level 4 English and maths between 2016 and 2017 across all

60 schools and academies.

50 Comparison on Level 4+ English and maths by those from IMD20 and those not from 40 IMD20

30

20 80

10 70

0 60 IMD20 ('13) No IMD20 Yes ('13) Gap ('13) IMD20 No ('17) IMD20 Yes ('17) Gap ('17) 50 Figure 20 Comparison of attainment for all pupils from IMD20 English and maths 2016 and 2017 40 IMD20 NO

30 IMD20 YES Comparison amongst schools and academies with above average, average and 20 well below average scores Level 4 English and maths for pupils from IMD20: 10

0 Above Average Average Well below Average 0 Above Average Average Well below Average -2

-4

-6 Figure 22 Comparison on Level 4+ English and maths by those from IMD20 and those not from IMD20

-8 2016 The above graph also shows a consistent pattern, whereby those pupils from IMD20 -10 2017 preform less well than those not from IMD20 for all schools and academies. -12

-14 However, comparisons of pupils from IMD20 against Progress 8 do not show a

-16 consistent pattern.

-18 The following chart shows a comparison of schools and academies in the Progress 8 -20 scoring groups by the Progress 8 scores for pupils from IMD20. Figure 21 Comparison amongst schools and academies with above average, average and well below average scores Level 4 English and maths for pupils from IMD20 2016 and 2017 62 Education to Employment - Sunderland Education to Employment - Sunderland 63

Progress 8 comparison IMD20 Attainment gap IMD20 across school and Academy groups

Well below 0.2 Above Average Average Average 0.2 0

0 -0.2

-0.2 -0.4 P8 All P8 YES IDM20 -0.4 -0.6 P8 Yes IDM20 P8 NO IMD20 P8 No IMD20 -0.6 -0.8

-0.8 -1

-1 -1.2 Above Average Average Well below -1.2 Average

Figure 23 Comparison of all schools and academies in Progress 8 scoring groups by scores for pupils in IMD20 Figure 24 all schools P8 attainment in relation to the number of students IDM20

What the above graph indicates is that pupils from IMD20 in schools and academies that As previously stated the above analysis of Progress 8 and Attainment 8 scores is score above average or average for Progress 8 have less progress than those not from preliminary. It has been included in the report to indicate that there are important IMD20, the opposite is true for pupils in the group that score well below average. trends and differences in educational attainment that lie below average Progress 8 scores, for example, the findings on gender and disadvantage. In the latter group pupils that do not come from IMD20 have a Progress 8 measure of -1.07, while those that do come from IMD20 have a score of -0.89. This may indicate that pupils in In so far as educational progress and attainment if a factor that influences the these schools and academies with higher needs (as suggested by their relative employment chances and choices that young people make, it is important that deprivation) receive more attention at Key Stage 2 but that, as indicated by the previous there is a nuanced and sensitive approach to the data that can better inform graphs, this effect falls off at Key Stage 4. This effect is masked by the Progress 8 scores for strategy and local skills plans. all schools and academies: 64 Education to Employment - Sunderland Education to Employment - Sunderland 65

Perceptions and misconceptions about and higher ranking jobs, there is evidence to because it encourages policy-makers to focus the biggest influencer in making choices the labour market suggest that aspiration is weaker too.” on the symptoms rather than the causes of about their child’s career.” disengagement. By branding young people Respondents thought that many children Some respondents thought it was “We had someone join a team on work NEETs, official statistics identify them as a and young people are influenced in their important to note that not all young experience; they were 18 and had been NEET. problem to be addressed by public policy but career choices by perceptions about people have negative attitudes nor severe I know she helped to care for two younger fail to focus on why they became disengaged potential financial rewards, but that these personal problems and that their siblings who had special education needs and in the first place.” (Gracey and Kelly, 2010) can be unrealistic: aspirations should be recognised more: a lot going on at home. One day she just sent Influence of parents a text to say she wasn’t coming in to the office “Money, earning potential is an incentive, the “There are a significant number of young anymore. I’m not sure whether anyone link to their desire for particular lifestyles, but people who are attracted to the opportunities Parental experiences and attitudes to work followed up with her to see whether there they need real world expectations, they can’t from the college and are keen to develop are viewed as significant influence on were things that could be done to help her all be footballers or pop stars.” their skills and use the opportunities.” young people: remain in the workplace and also help her The Sunderland Youth Parliament also “The danger is that we assume all children are “We have had young children saying “I don’t family.” spoke about the importance of financial suffering from these issues, but it’s not the case. need to work; mummy and daddy don’t”.” Respondents thought that young people incentives for young people: There are a relatively small number of young “Every child we speak to has ambitions and were very influenced by what their parents people who are caught in the wider issues, “In Sunderland there is a gravitation towards dreams but there is a parent role that happens know when it came to understanding which are becoming health issues that affect getting employed and earning money, behind closed doors that is very hard to about the employment market: their ability for planning and making career immediate gratification, before they think engage with, a cycle of disadvantage that decisions.” “Young people tend to know what their about furthering their education.” perpetuates itself.” parents know, they are not really aware of the “We shouldn’t just focus on the NEET Respondents also spoke about the mind set “What limits these young people is the lack of reality about where the job market is going, population, we need to think about the and family culture for some young people parental support, for example we had a young how wide it is.” aspirations of all children, Sunderland may and how negative or unrealistic attitudes woman who didn’t speak, avoided eye contact have a higher percentage of NEET young Home schooling about employment can affect young for first few months then one day she said that people but it still a relatively small number.” people’s chances of finding work: every time she goes home her dad says she is Respondents thought that it was important This may be a significant point as other ‘shit’. It dashes her hopes and expectations, her for the local authority to consider the “Some of it is about the mind-set and culture of research has highlighted the dangers in parent feeling that she is not doing well. Maybe potential impact of home schooling on the young people, there is an expectation that grouping young people into the category its jealousy, maybe the father did not do well preparing children and young people for you’ll still get given things even if you don’t of being NEET: and doesn’t want to see the child do better.” work: work.” “The term NEET is itself unhelpful, partly “The biggest barrier are parents, they are also “Lack of attendance at school is a barrier to a “Where there is a lack of career progression 66 Education to Employment - Sunderland Education to Employment - Sunderland 67

lot of this, because it causes wider issues, such variety of reasons for electing to home the least able to actually provide a good home “There is a role in terms of up skilling the as reliability, perseverance, punctuality etc. This school their children, some of which may schooling environment.” parents, and giving them information so results in young people who are unable to stick be positive but some may be negative: they’re also educated. It’s also about helping Home schooled children are not classed as to routines.” them to know where to explore the information “…these various reasons are not mutually vulnerable by virtue of being home and who to ask. Teachers could also be up “We need to look closer at why the young exclusive and for some children at least several schooled, however, the draft guidance skilled so that they can explain the relevance people don’t attend school. To solve this of them may apply. When local authorities states that local authorities should keep of what students are learning to the real world. attendance issue, the role models in the home engage with home-educating families they home educators and home education For example practical uses of trigonometry or make a difference.” should bear in mind this diversity.” support organisations informed about algebra.” Ofsted inspections. Also, if children who are A recent report by the BBC claimed that (Page 6) being home educated are deemed to be There is a perception that parental home schooling had increased across the Some respondents thought that increasing vulnerable then the draft guidance states engagement falls off at secondary school: country by 40% in the last three years: pressures placed on pupils as a result of that: “The rule seems to be the younger the “Across the UK 48,000 children were being the drive in schools for better Progress 8 “Ofsted will look at the way each local children, the better the engagement. Nursery home-educated in 2016-17, up from about and Attainment 8 scores could be driving authority deals with this issue, in particular the schools are very good at engagement, but 34,000 in 2014-15. Mental health issues and some parents to elect for home schooling, ways in which it identifies children who are not the older the children are the parents seem avoiding exclusion are two reasons parents because they would not be subject to the receiving suitable education and what steps less engaged. This may be because the gave for removing children from classrooms.” same pressures on subjects and the the local authority takes to deal with that.” parents aren’t involved as much anymore, national curriculum. (BBC Online News, 2018). such as in taking the children to school.” (Page 8) Some respondents also reported that more The number of children Electively Home Children and young people themselves pupils were being home schooled and Parental engagement Educated at the time of writing the report is may also be creating barriers by not they questioned if this was a way of 131 (academic year 2016-2017). Parental engagement is widely perceived informing their parents about things they avoiding exclusions: by respondents as a priority area for are doing in school: The Department for Education are currently “Schools are increasingly putting pupils onto development that can bring significant consulting on home education and have “Children themselves seem to keep their home schooling, it is often associated with benefits in terms of raising young people’s called for evidence on greater oversight of parents separate. Some parents are shocked problems in the school environment, possibly aspirations and addressing the cycle of children whose parents elect to educate by the work their children do as they don’t get as a means of avoiding a formal exclusion disadvantage and poor educational them at home (Department for Education, to see it often, and are then impressed by their which looks bad for the school.” attainment: 2018a). work when they do see it.” “Those students that are being home schooled Accompanying draft guidance for local are from the more deprived families, they are authorities states that parents may have a 68 Education to Employment - Sunderland Education to Employment - Sunderland 69

Parental engagement is also viewed as truancy and improve attendance levels in employment market is doing, for example, Research also suggests that families from essential for ensuring that children and a school: number of digital jobs required next few years.” disadvantaged backgrounds have high young people are aware of employment aspirations but they need the information “There were huge attendance issues, now for “We should open up the city’s Work Discovery opportunities: and understanding on how to mobilise any student that misses a lesson, the parent is Programme to parents and ensure those young these effectively to achieve better “Parents are really important to engage with, sent 7 texts: one to say the child is off, the other people who are more likely to become NEET outcomes for children (House of they aren’t aware about the opportunities for 6 detailing exactly what lessons they’ve are given targeted IAG support and most Commons, 2014). young people, unless parents know people missed.” definitely access the opportunities available from different industries, it’s hard for them to through Work Discovery.” However, the evidence also suggests that Parental engagement is something that keep in touch with what is happening.” many practitioners do not have industry needs to be doing, not just “It would be a real test for the partners across appropriate skills, knowledge and “There is a nub of an older parental population schools. The benefit of parental the city to put collective efforts into targeting confidence to work with parents, who hark back to the previous industrial past, engagement is vastly increased beyond a support to those young people who show the particularly those from deprived they don't really understand what is there today strict educational context if parents are signs of becoming NEET, but are supported to communities. (The Scottish Government, for children. Younger parents are more likely to increasingly engaged with industry and remain engaged in EET.” 2016). This was also a concern expressed adapt and be up to date with this.” have a comprehensive understand of the If parents themselves are engaged in re- by respondents: evolving labour maket: “We are not making enough from the parental education this is thought to be particularly “Parents do not have a good understanding network, particularly in schools.” “If doing an employment programme, it is wise helpful for young people: about career options and education at all, to engage parents at the start so you have “We don't want every parent to be a qualified “Parental influence can be positive or negative, schools are missing a trick by not engaging them on board and they don’t undermine the careers counsellor, so we need balance in what if parents understand the opportunities that are with them more on this. Parents put themselves kids, these programmes work best when we want parents to know and how to help there they can be a very positive influence. As in the hands of schools and expect to be parents are broadly supportive and involved.” them help young people navigate the parents learn more, that in turn influences their guided by the school, but I’m not sure the education and employment routes.” “Industry needs to work more with the whole own career decision for example re-entering schools have that knowledge or are willing to family unit, Nissan are good at doing this, we education, up-skilling and re-skilling which in do it.” Most respondents thought that more could could learn more from their programmes, turn influences young people’s decision making be done to use technology and digital replicate this with other employers.” about education and careers.” innovations: “Industry could do more work with parents, it “Adult learning skills for parents are also “There is a lack of understanding about the does work but it is quite intensive and we need needed, to support them to act as role models impact of technology and social media.” to direct messages for parents better as these and encourage the children to follow in their One respondent spoke about using text are not penetrating through the schools. It is footsteps.” messages to parents to help reduce important to explain to parents what the local 70 Education to Employment - Sunderland Education to Employment - Sunderland 71

There are examples where co-education of benefits as it affects behaviours and attitudes “There are some significant attitudes around “Using national role models, sport and parents and young people known as family to learning across the whole family.” (van sending children to university. In those families entertainment figures, has been problematic learning programmes, has had a positive Steensel et al, 2011). where they have never previously been to but they can be used well to raise aspirations. impact on aspirations and promoting socio- university, certain courses would be helpful, for The difficulty is in knowing who at a more local There is also evidence that family learning economic resilience: instance financial management guidance to level can fulfil these roles?” approaches have a positive impact on understand the implications of these courses, “Family learning is a powerful method of closing the attainment gap for “We need role models to talk to young people, also careers guidance to understand the best engagement and learning which can foster disadvantaged pupils: explaining that you’re not tied to one route ways into getting into different careers.” positive attitudes towards life-long learning, and can move and change.” “Embedding family learning across education, promote socio-economic resilience and Some respondents thought that the health and socio-economic policies is crucial “Teenagers are less responsive to parents and challenge educational disadvantage.” influence of peers could have a bigger to closing the poverty-related attainment may be more responsive to other role models (Scottish Family Learning Network, 2016) impact on aspirations and breaking the gap.” such as youth works, teachers.” cycle of disadvantage: Evidence from 2013 showed significant (The Scottish Government, 2016) One respondent highlighted the good progress in children’s attainment levels “Peers are a bigger influence than parents, they work being done by the North East Local when they were educated alongside their Influence of siblings and peers cannot break the cycle if they’re around low Enterprise Partnership (LEP) on providing parents: aspirational peers.” Siblings are viewed as having influence, volunteer mentors from the business “Engaging the most disadvantaged parents in particularly if there are no older siblings Peers were also seen as a potential source community: their children’s education, while simultaneously that have progressed to higher education of role models to create positive change: “Good work is being done, the LEP has set up offering them the chance to learn themselves, routes: “Peers are closer to people’s lived experience, a volunteer mentors programme for middle- can improve pupils’ attainment by 15 “If a young person has never had anyone in they can be ambassadors and positive achieving young people, the mentors are percentage points and improve a child’s their family who has been to university, how do models.” people from business or an employer who reading age by six months.” (National Institute they cope with the idea they’ll have £30,000 have time to spend with students or groups of of Adult Continuing Education (NIACE), 2013) “What about young people aged 19 to 23 who worth of debt after?” students.” have successfully passed through and have a It can have positive impacts on aspiration stable lifestyle, are these better role models for However, some respondents questioned and addressing disadvantage: the younger kids?” the degree to which this programme was “Educational interventions involving the whole being realised in Sunderland: Many respondents viewed development family make a significant difference not only to and wider use of role models from outside “I am doubtful that the LEP mentoring the aspirations and attainment of children, but the family as a way to raise aspirations: programme is having much effect in also to the skills, confidence and ambition of Sunderland yet.” their parents. Family learning has long-term 72 Education to Employment - Sunderland Education to Employment - Sunderland 73

“The North East is getting a good reputation for “Some can’t get English and maths “The quality of schools is a big thing, but not the “There is a mismatch between academic skills this work, but it is not being realised in qualifications, we need to value other only thing. Some young people don’t know and vocational ones, SME’s can’t afford Sunderland as it should be, the main achievements more than we do; this is a about the opportunities on offer. There are apprenticeships so their skills needs are not beneficiaries are young people in Newcastle.” national problem.” vocational course they can embrace but they being met.” don’t know about these.” Respondents thought that it was necessary This is also thought to be a problem with for role models to come from a similar incentives between schools, further Respondents thought that vocational background to those children and young education colleges and universities: options needed to be made available at people they are seeking to influence: an earlier point, for example at 14 years old “We need to get the incentives between and that the focus should not only be on “There are fewer positive role models for the kids schools, colleges and universities right for more those students staying in education: from a background of cycles of deprivation vocational training routes.” and disadvantage.” “We should be looking at starting more “The pipeline is not right for what jobs are vocational courses at 14 years old and bringing “Sunderland do have 80 city ambassadors but there, we are generating a lot of young children out of school and into a different form these are too removed from the poor, deprived people at HE who will be disappointed and of education.” base.” even at FE the pathways are not right, for example computer games development “There are more sixth forms where children can Opportunities for vocational education and attracts students but at the end of it there is no stay on in the same school until 18, however this training volume of jobs.” doesn’t help those who are not going to stay The focus on Progress 8 attainment and the on, just the ones who would have stayed on “Certain courses attract the students in, but restricted options for curriculum anyway.” then there aren’t jobs in that sector available. development were thought by respondents There’s a huge problem in terms of incentives There is also thought to be a mismatch to be restricting the amount of vocational between schools, colleges and university. Too between the type of skills that were being courses available for students: many people going to university for the taught or made available and the changes “There are young people who are not enjoying amount of jobs there are. We can’t have 50% that have taken place in the local labour school or college and would rather do of people walking into graduate jobs.” market, for example the move towards to a vocational skills to make them more service economy: Lack of knowledge and awareness about employable.” vocational training opportunities were “The kind of jobs that are being created now thought to be a factor influencing young are service orientated, there is a mismatch people’s choices: between the old skills and the need for modern skills that fit the local labour market.” 74 EducationEducation to to Employment Employment - - Sunderland Sunderland Education to Employment - Sunderland 75

Communication and the “Businesses and employers would rather have Sunderland Work Discovery Programme students they’re familiar with to offer work One particularly successful and innovative relevance of the local experience placements, so that they can get a programme in Sunderland that good use out of it, but also so they know that 4 education to employment offer demonstrates this collaboration is the the young person wants to be there.” Sunderland Work Discovery Programme. “It’s still an old boys network in terms of getting Sunderland’s Work Discovery Programme Ensuring that there is effective Work experience work experience, industry needs to be clearer has gained national recognition for communication of the local education to Respondents thought that there are about roles and nature of the relationship, engaging young people with business, employment offer and that this is relevant barriers for young people and parents in tapping into the broader networks. For and how to encourage them to gain the to children, young people and their parents navigating routes to employment post 16: example, can parents trade in work skills to improve their employability. and/or carers is not the sole responsibility of opportunities with other parents where they the local authority. In fact, the statutory “People only know the job market at a Each year more than 1000 young people work in an area? But it needs to be individually requirement to provide information, advice, certain point in time, however they don’t and more than 40 local businesses take matched for the business to get something out and guidance (IAG) is in the hands of the necessarily know what it’s like today. It part in the programme. Young people are of it.” schools. Together for Children Early Help depends on how wide your support involved in a wide range of challenges historically offered to provide second network is, and what information you’re Work experience programmes are viewed and activities including participation in language acquisition (SLA), but this was being fed by who and when. When I as working well for the local automotive workshops, inspirational lectures and refused. The schools can still choose to buy speak to young people not many know industries, but this does not suit all children exciting demonstrations from industry. The this provision from whomever else they wish. what they want to do. They don’t have a and young people: programme is very prominently Together for Children’s statutory clear idea, and there are just spikes of communicated and marketed and has “There are lots of sector based work academies requirement does extend however to interest.” high profile events at the with other companies; Barclays, contact providing IAG to SEN children and looked and at business locations across the city. “There seems to be little proactive searching centres etc. Students can get work experience after children. Beyond the statutory from young people about the career options with Nissan, they get a guaranteed interview, Some of the activities and challenges that requirement, to get the most out of all they may have.” and if not successful with Nissan, the NAC group young people have been able to do have available provisions, this is something that will try and get the young people into their included taking part in brick laying and needs to be done by all partners working Work experience is viewed as a good way supply chain, but not every young person wants welding demonstrations to constructing a collaboratively including schools and to promote understanding about different to be engaged in the car industry.” racing car and learning how to build and academies, local industry, further and employment options. However, control an 8ft high robot. The activities are higher education and social and respondents identified some barriers to this designed to be fun and engaging while independent sector agencies that work in including employer selectivity: having a serious message that showcases supporting children and young people through education and into employment. 76 Education to Employment - Sunderland Education to Employment - Sunderland 77

the diversity of jobs that are available “In Sunderland there is the Work Discovery • Management information services “The sign posts for careers advice are not as locally across a wide range of sectors. Week but apart from that, there isn’t anything strong as they used to be, Connexions has • Careers information service that is really coordinated.” been decimated, nine gone and only one left, Respondents to this inquiry clearly • Marketing services it’s a real problem, schools are being asked to recognised the value and collaboration This may simply be a branding issue, but as pick this up but it’s not working, it doesn’t involved in the programme: one of the city’s flagship programmes it More specifically: support the right people.” could be worth exploring how to better “Work Discovery is a brilliant programme, which • Connexions IT provisions6; outline job communicate the other ways in which the “In terms of careers guidance, it is really has thousands of children attending, and sees searches and CV support programme involves young people and important in secondary curriculum but it has the employers engaging with young people.” businesses throughout the year. • Qualification pathways from academic been diminished. We use what is left of the “Work Discovery is a really good tool, it kicked (A-Level) support to vocational Connexions service but that has virtually Some respondents, while appreciating the off about 5 years ago and at first the schools disappeared.” value of the programme, questioned the • Advertise and direct young people to proved to be barriers, but it has changed degree to which it impacts on 6th forms, universities and post 18 Sunderland Careers’ Centre provides dramatically now, we are constantly in touch disadvantaged children and young opportunities confidential advice and support on a with schools & pupils.” people including those how are NEET: group and one-to-one basis They are also Connexions also have a Parent Pathway This also now includes participation at involved in assessments for EHCs and have “The youngsters who engage with the Work programme that includes ensuring parents primary school level: independent SEND support. Discovery Programme are the ones who are have access to Personal Advisers in schools, “Primary schools have been involved with the going to do well anyway.” colleges, Connexions centres, and others. In Talent Match is led by the ‘Wise Group’ Work Discovery programme for about a year.” addition Connexions seeks to ensure that and delivered by Remploy. It engages with Careers guidance parents have access to their online 18-24 year olds to help them find work off Although the programme was initially Connexions are the statutory body set up resources and hard copy materials and the back of their own enterprise and called Work Discovery Week, it now involves to provide advice, information and they will inform parents of where these can specifically targets those furthest away activities throughout the year, but this was guidance and much of their work is done be found. They also seek to engage parents from the job market facing service not fully appreciated by all respondents: in coordination with Sunderland City in feedback. boundaries to work. “The Work Discovery Week is excellent and Council and/or Together for Children. In Respondents expressed some concerns The North East LEP is recognised for its helps large numbers of young people, general, Connexions provide the following: about the decline in availability of the local positive work on developing careers energising the young people and employers, • Work experience placement (via Connexions service: advice in schools (Social Mobility but it is one week, a big show business event, Connexions Hub) Commission, 2017). Respondents did the disadvantaged groups need longer term “Connexions as an agency, have had a recognise that some schools were support, something more intensive.” • Continuing professional development number of cut backs.” improving their approach to career

6 Previously, there was a certified IT zone but this is no longer in operation. 78 Education to Employment - Sunderland Education to Employment - Sunderland 79

guidance and the provision of Information schools about what employers want. This “Care leavers (looked after by the local authority via fostering) and young offenders are NEET.” Advice and Guidance (IAG). should be tied in with Progress 8 and looking The total number of children in Sunderland who started to be looked after in the year more at apprenticeships.” “Having a Director of Careers in the school ending March 2017 was 335; this was a 39% increase on the previous year. responsible for IAG, basically the same as Understanding the NEET population Children who started to be looked after during the year ending 31 March Gatsby benchmarks7, has been a very good When talking about the NEET population in 350 move and should be recommended to other Sunderland respondents highlighted the 300 schools.” complex range of needs amongst this 250

“Young people are not navigating routes to population, including mental health 200 employment well, due to decline in support for problems, drug and/or alcohol use and 150 children at key stages of their lives, there is a problematic family backgrounds: 100 recent push to re-introduce careers advisers “A lot of the NEET population have complex 50 into schools, they have to be good though.” needs, not just English and maths, they have 0 However, as a national programme, complex mental health needs, low self-esteem 2013 2014 2015 2016 2017 respondents had concerns about the and a lack of confidence.” Figure 25 Children who started to be looked after by Local Authority during the year ending 31 March consistency and quality of IAG in schools: “Many have problems with drugs, mental The number of care leavers aged 17 and 18 at the end of March 2017 for Sunderland was “The national offer for careers advice is patchy, health, multiple disadvantage…” 65. Amongst these, 43% were NEET. the government could improve this a lot.” Respondents also thought it was important % Care Leavers in education, training or employment This was thought to be a particular problem to recognise the numbers of NEET young 64 when industry were not directly involved in people that have particular high levels of IAG: need, for example care leavers, those in 62 the criminal justice system and as a result “Everybody still complains about career 60 of being pregnant at a young age: advice. It’s still a case of being lucky to get the 58 chance to speak to someone, and they’re not “There are more in care and not in typical 56 getting the opportunity to connect with family settings.”8 different employers from different backgrounds 54 “There are a number of NEET young people so they get a narrow view.” 52 who are pregnant and also in justice system.” Sunderland “We need more tailored advice on Figure 26 Percentage in education, training, or employment in Sunderland, the North East, and England employment options and more knowledge in

7 In 2013 Gatsby commissioned Sir John Holman to research what pragmatic actions could improve career 8 OFSTED identified that NEET figures for CLA 16-18 years group was better than national average. The 18-21 guidance in England and subsequently he developed the Good Career Guidance Benchmarks. years care leavers group however have much higher NEET figures 80 Education to Employment - Sunderland Education to Employment - Sunderland 81

The percentage of NEET who were pregnant or parenting was 9% compared to 4% for the Some respondents thought that the “Knowing what constitutes effective practice North East and 3% for England (Department for Education, 2017): problems were exacerbated by cuts in in this area is hard.” services, particularly access to mental “We continue to gaze at a problem that has NEET - % Pregnant or Parenting health services for care leavers and been here for a long time, the move to action children and young people in school: 10 is the hardest thing.” “Care leavers often suffer from mental health 9 Recognising the needs of different 8 problems, but the services are being taken demographic groups 7 away from schools.” 6 Respondents were asked if they thought “There is an absence of provision to support 5 that there were different issues and needs young people with mental health problems 4 regarding support for employment for because there isn’t the funding, the needs are 3 different demographic groups, many rising and the funding is falling.” 2 thought that the needs were the same: 1 Respondents thought that working “Nothing really that stands out, most of the 0 effectively with the NEET population of Sunderland North East England work being done is in line with the national young people required more intensive, one- picture for different demographic groups.” Figure 27 Percentage who are pregnant or parenting in Sunderland, the North East, and England to-one work: “The needs of different groups are very similar, “They should be receiving one-to-one, they want the same things. There could be additional support but the resources are not some systemic issues but there isn’t anything there for this.” inherent. It depends on the different schools “Support and funding are being taken away by they went to.” schools and the young people are disengaging “All of the young people have such individual because they don’t have access to these needs that it’s hard to put them all together in services.” to one group.” Respondents also thought that there was a lack of knowledge and understanding about how to work effectively with NEET young people: 82 Education to Employment - Sunderland Education to Employment - Sunderland 83

Gender “Almost all of the recent employment high profile experience that could be used “We need to do more to educate the minority applications were male. Obviously it is open to to inspire girls and young women from other ethnic communities on the size of the labour Some respondents did recognise issues with girls too, we offered a contract to one girl for a schools into science careers. market. The council recently organised a respect to gender and education: year but it didn’t work. The girls simply aren’t careers event for the BME community. The low Ethnicity “In the North East there has been increasing interested in this type of employment.” levels of knowledge about the local labour disengagement amongst white working class Sunderland has a relatively low percentage market surprised people, but they were able to “I’ve not witnessed differences between girls males.” of Black and Minority Ethnic (BAME) inform them and let them know what the and boys but have been told that it is hard to populations (4.3%), however the commutable options are from Sunderland. “The obvious problem is with girls in STEM recruit women engineers. But we do need percentage of BAME children and young Some thought Asda/Sainsbury’s/retail was the subjects.” diversity in the work force, not just for people aged 0 to 24 years is higher (6.8%)9. largest sector but actually this is reducing in Sunderland but nationally.” Respondents thought that these differences Respondents did recognise the need to size.” were not played out once a young person However, one respondent cited the engage more with these communities on Disability was on an employment route: example of Rolls Royce and how having education and employment: apprenticeships for young women could Respondents thought that the council “The success rates between boys and girls are “BAME population is low and we are not good act as positive role models for others: could do more with employers to support similar.” at engaging with them, and we don’t have the employment opportunities for disabled “The local primary school has Rolls Royce on specialist support for these as do with disability.” “We have similar numbers of males and females children and young people: the doorstep, they have female with similar success rates, generally no real “There are low population numbers of BAME apprenticeships coming in and these can be “The council needs to do more work with difference.” populations in North East, but that doesn’t a powerful role model, changing perceptions employers on disability, it is not a priority for a mean we shouldn’t engage more with them.” “We have good representation of girls and for young girls.” lot of firms and smaller firms lack the resources boys, there’s not a huge problem with gender Based on the Work Discovery model, the to support this adequately. There is poor co- In 2016, 19 female 6th form students from difference.” council recently organised an event with ordination on this area.” St Anthony’s Girls’ Catholic Academy went key business sectors for the local BAME Although respondents recognised that to the Johnson Space Centre in Houston, “With regards to disabilities we are not clued communities to explain career there are issues with attracting more female Texas as part of NASA’a Girls in STEM up enough on it, a little bit scared. There is a opportunities. Respondents thought that young people to some industries such as programme to attract more girls into need to work more with schools on this.” the event was very informative as there construction or engineering: science careers. The Sunderland 6th were many misconceptions amongst For example, one respondent spoke about formers were intended to act as science “We need more girls in engineering but they are community members about local careers the NHS England disability advisor role and ambassadors on their return, including a difficult target group, girls’ perceptions about and the employment market: how this could be used to more effect in presenting an account of their week to the the nature of the work stop them seeing this as Sunderland: rest of the academy. This is the type of an opportunity.” 84 Education to Employment - Sunderland Education to Employment - Sunderland 85

“NHS England have someone who is employed Disadvantage to promote employment by disabled people The demographic factor that respondents’ but no one in Sunderland has taken this up. We thought was most relevant for the NEET are missing a golden opportunity but it is hard population was disadvantage: to know who the right person is to engage with.” “Working Class, middle ability boys is where the problems are.” Another respondent spoke about the need to provide a realistic level of expectation “The gap in Sunderland is around deprivation. and skills matching for disabled young In order to target some of the challenges for people: young people, the deprivation within these groups needs to be addressed.” “Access to work placements and engaging with the world of work is limited for SEND “The differences in opportunities are more pupils…we need to provide a very honest about where people live.” account of what the young people are able to Respondents thought that the local do, trying to break down the embarrassment authority inclusion strategy needed to be factor, especially those who have autism and more aligned with the strategies for how they can engage in the work place.” education, skills and employment: Some respondents were also concerned “The strategy around inclusion was targeted on that employers may say they are disabled those who don’t access the employment friendly but were not in reality: market but it did struggle with the people side “A number of organisations say they are of things as it wasn’t written by the correct disability friendly, but in reality they really aren’t people. It wasn’t integrated with the rest of the – this is usually because they simply don’t know employment strategy.” how.” “The economic development strategy was “We have no disabled young people, the written by economic advisors, it wasn’t strong working environment doesn’t accommodate to on the people side, the inclusion strategy was them, and it’s heavy engineering, very hard to a bolt on and not integrated into other core accommodate for disabled people.” strategies, so we have struggled more with the inclusion agenda, but we are doing it in bite size chunks.” 86 EducationEducation to to Employment Employment - - Sunderland Sunderland Education to Employment - Sunderland 87

strategies for addressing these problems: “Larger corporations can provide long-term Engaging industry in the careers, they are recognising the challenges, “Employers’ expectations are high but it isn’t a for example creating touch points along skills agenda simple case of supply and demand for skills. someone’s career where you are entitled to 5 Employers lack medium and long term some sort of audit and analysis of skills and recruitment strategies for skills that match the direction. Virgin Money, Sage, Northumbrian local population.” Employer strategies time work the financial cost of a uniform Water, NHS, have started to create a career can be burdensome for someone on low Respondents saw this as being linked to strategy of life long careers.” As noted above respondents expressed wages. Not having the correct dress is business imperatives or the ‘bottom line’, concerns that young people at risk of being Engagement between industry and therefore not always a choice and can something that can be particularly difficult NEET or who were already NEET were not education have adverse effects on a wider range of for SMEs: work ready: ‘soft skills’. Sunderland does have various “It is difficult for commercial companies to work “The mental health issues of young people programmes for increasing engagement Capacity to work with NEET applicants in this area.” need to be addressed before the route to between industry and education, in and understanding about their needs as employment.” “These strategies from large organisations do particular with schools. employees are thought to be lacking: eventually trickle down to the SMEs. It is the “They lack low level skills in maths, English and IT, Some respondents thought that strategies “One of biggest gripes of employers is that difference between altruism and social but also the soft skills, being able to get to work for increasing engagement between young people don't turn up on time, they are motivations versus the bottom business line. on time, knowing how to present themselves, a industry and education needed to start at not work ready, have poor work attitudes and SMEs view things as the bottom line.” lot struggle with this.” an earlier point in the education cycle, for how they present themselves in the workplace “NEETs can be harder to work with and require example at primary school level: “The main problem is awareness that they are can be poor but employers don't know how to patience. It is difficult with a SME who may not not work ready – turning up on time, work with these young people.” “Why aren’t these employer programmes have the expertise and resources to specifically appropriate behaviour, dress, knowing how or hitting hard enough? Maybe it’s the cure “Businesses need to remember that these are focus on the needs and problems.” when to turn in sick, conforming with the ‘soft rather than prevention method, they are not just young people- they need mentoring in skills’ as well as the hard skills. We can’t expect For larger employers, the focus is viewed as engaging early enough.” both soft and hard skills, it is a perfect example them to have the hard skills before they’ve being on the existing workforce and lifelong of badly managed transition points. The “We need to plant the seed early, at primary started, that comes with training, but the soft learning, rather than creating new entry expectations are rarely aligned. It is very school level. More children taking part in skills should be there.” points: important that business and education careers led events with industry involvement.” There becomes a more acute issue when providers make clear what is required.” “Employers aren’t doing enough to offer entry “There should be more integration of roles there is a cost attached to these level roles, they still want graduates.” Some respondents thought that local between industry and schools, especially expectations. For example, even for part employers lacked medium and long-term 88 Education to Employment - Sunderland Education to Employment - Sunderland 89

influence in primary school – get it earlier rather Apprenticeships by government by 10% per month. • 86% of learners recognise their scheme than later.” Government views the apprenticeship levy has benefit to their future career; In April 2017, Government funding of as an opportunity for schools to improve Other respondents recognised that more apprenticeships changed in England with • 2% were unemployed immediately their skills base. The local authority is was being done to engage employers at the introduction of the apprenticeship levy after their apprenticeship finished, but responsible for informing the school whether primary school level: and a public sector target on this rose to 9% after one year; they need to take into account the levy. For apprenticeships. The latter, although “Nissan are particularly good, they do MATs, it is the responsibility of the sponsor, or • 70% were very satisfied with their welcome, has placed an added strain on significant work with primary schools.” the main employer. opportunity, 5% were dissatisfied; local authorities are now expected to Respondents thought that local industry become providers of adequate At the end of 2017, apprenticeships were • 56% joined immediately from school or could make more use of the networks that apprenticeships. down 61% on figures at the end of 2016. college, 33% joined from a previous surround schools including parents and Data from the government’s progress report employer, and 12.5% were NEET before The apprenticeship levy applies to communities: in May 2018 (Department for Education, starting; companies with more 250 employees with 2018c) shows: “Industry is not making enough use of the the aim that 2.3% of a company’s staff • 60% reported improvements in English, parental network around schools, work to get would be enrolled on an apprenticeship. • Improvement from May 2017: 37% are Maths, and IT; and communities more engaged in schools could Companies are then charged at a rate of now ‘new starts’ rather than existing • 72% said apprenticeships exceeded help, sponsoring, giving time, tapping in to 0.5% of their annual pay bill, if this exceeds employers. This compares to 3% in 2016 expectations, 21% said their business employment networks via parents.” £3 million. and represents a total of 494,900. expectation had been met. Many respondents however, thought that The government have recently • The standard measurement of a There are problems regarding general there should be greater co-ordination announced that from April 2019 Small and successful apprenticeship has shifted awareness about apprenticeships, for between the regional and local authority Medium Enterprises (SMEs) who previously away from a qualification basis to a skills example in the learners feedback report level strategies for skills, education and didn’t qualify for the levy will now join the and knowledge basis. cited above 30% didn’t realise they were employment and individual industry scheme. The aim is to make the market The Government has not published data on an apprenticeship programme and strategies: more demand led and give employers surrounding disadvantaged young people nearly half (46%) said an apprenticeship more say. It is a particularly salient reform “Sunderland is disjointed and particularly and apprenticeships, and is still considering wasn’t their first option. There has also for Sunderland, which as a high proportion disadvantaged, there is not as much the approach it will take on how they been criticism from industry and learners of SMEs. The Council also have coordinated activity with employers in collect these data. that education providers aren’t informing responsibility to act on behalf of any other Sunderland as in surrounding authorities, for young people sufficiently about vocational body under their remit e.g. Fire & Rescue The Department for Education’s evaluation example there is much more coordination in opportunities. and Schools. However, local authorities from learners on apprenticeships North Tyneside.” have their apprenticeship fund topped up (Department for Education, 2017b) shows: 90 Education to Employment - Sunderland Education to Employment - Sunderland 91

Some respondents gave examples of “The apprenticeship levy is an unmitigated it’s not enough, there are still gaps but when we individual industries where apprenticeships disaster for government, might as well give talk about skills and competencies, it is about are working well: them the money back. Those who pay are more than just trading a certificate for a job but doing well for their own groups of employees, that is seen as the path of least resistance.” “… 10-15% of employees are apprentices. They for example they can up skill current staff but can’t always offer employment after, but in the Apprenticeships were thought to be failing the Levy is not being used well to bring on new 10 years they’ve ran it, none of the apprentices NEET populations in particular, especially staff. In time it will be a bigger problem has gone on to be unemployed immediately those from more deprived backgrounds: because we are not creating the right career after.” choices and it restricts opportunities for the “The numbers taking apprenticeships is falling, “There are more focused discussions with target groups of young people who need at the top end there are more options and industry about apprenticeships.” help.” choices, this end is holding up but the drop off is at the disadvantaged end, the kids with more “The public sector are putting in systems, but it There is a perception amongst problems.” takes a long time to put procurement respondents that the apprenticeship arrangements in place and to get more system is too complex, especially for However, the Youth Parliament thought that apprenticeships built in to this.” smaller employers: there was a lack of university level apprenticeships: However, on the whole respondents “Employers are not engaging with thought that apprenticeships were not apprenticeships because they seem too “There is less of a focus on degree level being targeted in the right ways, for complex and yet this is the area that is apprenticeships.” example focusing the apprenticeship levy needed, especially with SMEs.” on existing employees rather than Also, there is a view that apprenticeships attracting new entrants: are not being targeted at the right groups “Most employers are only using the levy for their and skills base: existing employees, it is very short term, there is “Lower skilled apprenticeships are available, a finite amount you can do on this and in the they are a route forward, but at the national man time they are missing the opportunity to level, they are usually picked up by the lower bring on more new people.” skilled, older workers, whereas the national “The apprenticeship levy could be used more marketing is pitching them more at younger creatively, as it was intended to develop new people.” employment roles and meet the skills deficits.” “Only 3% of all apprenticeships are in digital, 92 EducationEducation to to Employment Employment - - Sunderland Sunderland Education to Employment - Sunderland 93

• respondents have also made calls for the education to employment offer Conclusions and greater collaboration across including additional support to enable Next Steps partners/partnerships with clear them to provide work experience and 6 leadership to ensure that skills and apprenticeships. employment strategies are co-ordinated Next steps effectively; Achieving a radical improvement in the As system leaders for skills, economic There are different ways in which the next • parental engagement is widely viewed aspirations and opportunities for young growth and inclusion local authorities steps from this report can be developed, as one of the most significant factors people, particularly those who are NEET is need to have effective strategies and including further and wider engagement that can influence decisions made by not something that can be realised in the mechanisms for collaboration by which with local stakeholders on the issues raised, young people about career and short term. The strategic context for skills they can address the complex and inter for example with parents and young employment choices and there is scope and employment, nationally and locally is related issues for children and young people, educational providers and to improve and strengthen parental challenging and a number of important people but also their parents and families industry. The local authority may also wish involvement in education and skills, and developments such as the Industrial and with system partners. The city’s to identify a particular cohort such as IAG; Strategy and vocational skills plans are still strategic partnerships (Education and vulnerable children and/or boys who are being worked through. For cities such as Economic Leadership Boards, and the • there are some strong foundations to not fulfilling their earlier educational Sunderland there are additional challenges Children’s Strategic Partnership) provide build on for communicating the local promise; increasing participation of girls related to the makeup and mix of the local this foundation, and should work together education to employment offer, such as and young women in STEM subjects or employment base and historical trends of to develop effective strategies with wider the Work Discovery Programme, but working with those in the most deprived generational disengagement and low stakeholders, including local employers. there is a need to consider ways in neighbourhoods. One or more of these aspirations. which this and similar programmes can cohorts could be the subject of The findings in the report highlight a be more targeted and relevant for those subsequent inquiry with a view to For NEET populations there are some acute number of issues and point towards some who are disadvantaged and/or NEET. identifying specific, locally tailored difficulties including the level of personal areas that are deserving of further solutions and innovations. needs such as mental health problems, attention. For example: At a national and regional level there is a being in care, young parents and coming need to ensure that policy and related Further local programme work will need to • there is a need for more nuanced and from a background of deprivation. It is also government funding benefits cities like be at the request of, and funded by, the sensitive analysis of educational important that the NEET population and Sunderland, and is not solely concentrated local authority, possibly alongside partners progress and attainment data, so that disadvantaged children and young people in larger urban areas with bigger and more from industry. skills issues relating to specific groups more broadly are understood, for example prosperous populations. Smaller supply can more readily understood and Nationally, BBI intends to hold a round they do not constitute a homogenous chain businesses and SMEs also need to be responded to; table with stakeholders from government, group. more fully involved in local development of 94 Education to Employment - Sunderland Education to Employment - Sunderland 95

national regulators, industry and stakeholders from across the educational and skills sector. The purpose of the round table will be to explore the issues raised in the report and how central policy and strategy initiatives can be better utilised to address some for the areas of concern that have been raised.

BBI hopes that the leadership team from Sunderland City Council will take an active part in this roundtable, alongside authority leaders from the range of key cities.

If sufficient interest can be gained from industry partners a national summit will be held towards the later part of 2018. This will enable broader engagement with a wide range of stakeholders from across the country.

Finally, BBI would like to publish and disseminate this report so that the findings can be read and discussed more widely. 96 EducationEducation to to Employment Employment - - Sunderland Sunderland Education to Employment - Sunderland 97

HM Government (2017)Industrial Strategy Building a Britain fit for the future. Cm 9528. London: Bibliography HM Government.

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