Using the local job market analytics enables us to work with the interns from the start to identify potential employment and improve their chances of gaining paid work during the programme. One of the largest industries is Hospitality, hence our securement of the paid work for the intern mentioned above. Another intern has been placed within the NHS which is the largest employer in the local area and others within Retail and Care, the second and third largest. Using the Career Explorer platform on the Skills Builder website has enabled interns to assess for themselves how matched their skills are to these vocations and chart their development. When interns begin the programme, they are guided through the curriculum and how to complete Learning Outcome sheets at the beginning of each day. Initially they have support to match each essential skill to the planned activities, but by the end of the first term, they record these independently and no longer require tutor prompts. From the start they also become used to the importance of assessment, with clear targets to develop the eight skills across all activities in training, work and everyday life. The impact of this work is recorded through their ILPs every six weeks. Interns have outlined pride in their improved benchmark scores, with Teamwork being the most recorded and ‘champion’ badges made. Passport completion has also allowed them to continually reflect on the matching of skills to practical activities and the completion of examples has provided further opportunity to celebrate success. Interns also start the year with assessments in English, maths and Digital skills and monitor this development over the year. They are encouraged to match essential skills to these, for example, focusing on maths when problem solving and English during Speaking and Listening tasks. Interns continue to require support to recall targets and progress made, so the development of summary target tracking sheets for interns and staff working alongside them, has helped them keep track of their progress, marking off and dating achievements.

Progress is tracked through intern’s ILPs and shared Excel reports where all staff including Employment Support Officers, Job Coaches and tutors monitor and up-date records of achievement. Examples can be seen through the progress made towards levels of independence to complete set job specifications, that have been matched to individual essential skill targets on placement. One learner’s scores went from 1 to 7 this year by linking the development of his independence to Aiming High. Interns sit with staff to go through the visual indicators on the progress tracker and celebrate achievement against each task. The creation of new SMART targets is based upon the completion of new tasks at work, or matched to activities in training that support these, as well as those transferring to everyday life. The record of progress made towards skills on specific progress sheets are collated for ILP reviews, proving invaluable for interns to self-reflect prior to these meetings. These 1:1 sessions allow for feedback directly to the intern and comments shared with parents and employers. It can provide insights on progress, for example, this year an intern was alerted to under-achievement at work. They had been given this information in training as an Aiming High target had not been achieved. Through the reflection in tutorial, they were able to bring their skills back up, benefiting the intern and the employer. The Skills Builder Benchmark platform has also allowed for direct reflection on skills being developed or not and the impact of these at work and in everyday life. There has been an increase in Benchmark scores this year over the last, due to the relaxation of set assessment phases. This has suited learners better so they can use the achievement of ILP targets and examples recorded on passports to inform their understanding before re-assessment. As interns can complete Benchmark assessments individually, they have been able to gain more assistance in understanding some of the language that in the past, some have struggled with. Verbal differentiation using examples provides clarification for those that need it when addressing the advanced stages and mastery of skills. As indicated, the interns have celebrated achievement through the making of champion badges and the most developed skill across the board was Teamwork. This can be illustrated through one intern who has been working at the Bus Interchange. He had targets to share his ideas, influence the team and take responsibility for his own tasks. He completed these by helping others to move equipment, express his views on making improvements and by showing initiative to complete tasks for a colleague that got pulled away to a different job. He was also able to evidence these skills during training too, through activities such as cooking, assembling furniture and making group decisions when volunteering. As interns progress throughout the year, they continue to use Skills Builder Benchmark scores to revisit their CVs, as well as passport examples and feedback reports to up-date their profiles and skills sections. By using the Skills Based CV guide, they have been able to demonstrate clear progress made from when they first arrived to when they are ready to leave us. This is true of their understanding of interview conduct as well, with interns clearly showing a greater ability to ‘sell themselves’ more towards the end of the year.

Interns are supported through 1:1 direct tutorial, 1:1 help in training as required, 1:1 Job Coach assistance at work as needed, and group support provided by peers. The curriculum is largely project based providing interns with the opportunity to focus on specific themes. This year these have been communication, well-being, healthy living/independent living skills, problem solving and social responsibility. Evidence of impact can be seen through the development and achievement of targets within each project. During the communication work, for example, two interns had targets to not interrupt and use appropriate topics during conversations. Another wanted to work on talking to people less familiar to them. They were able to work on these throughout the mock interview tasks. They received positive feedback from the Governor who conducted the interviews and were able to record this progress. During the healthy living/independent living project, all learners began cooking at home as a direct result of the simple meal preparation activities. They were able to demonstrate target progression in things such as Creativity, sharing ideas for recipes, follow instructions, and overcome difficulties through practical problem solving in the kitchen. This skill extended into the problem solving project incorporating Teamwork and Leadership skills. Interns have had a variety of games and activities to explore including a visit to an escape room, lego and boat building challenges, and flat-pack furniture assembly. Interns have demonstrated the impact through the achievement of targets. For example, one needed to show she could encourage others to get more involved, so took on a leadership role when assembling furniture. One needed to explore pros and cons and contribute to group decisions, showing they could do this within the challenges by reviewing objectives and facilitating the sharing of ideas. Two considered logical sequencing and asking for help, applying these to all activities by creating steps for required actions and seeking support from others. All interns were able to record progress made on tracking documents informing achievement and completed new target setting, using benchmarks where appropriate. Interns have linked this work to their workplace. When considering communication at work for Speaking and Listening, they researched styles they tend to use such as passive, passive-aggressive, aggressive and assertive and chose which should be applied to different situations. Several realised they needed to be more assertive and have used strategies to demonstrate this both in training and at work. They have recorded various situations at work where they have been using problem solving skills, choosing if they are required to work independently on these or follow a group approach, as outlined by initial research.

Interns continue to reflect on their targets at work, in everyday life and in training each week, recording any progress made at the start of each session. They complete sections of their passports every week, being encouraged to go through each skill systematically, to provide examples where skills have been used, outside of their main targets as well. Other areas within their ILPs are tied in with each skill, for example, Staying Positive is linked to their ability to demonstrate resilience and tolerance and Aiming High is often associated with levels of independence, as most have this development on their EHC plans. Interns have continued to use peer support this year and maintain these skills to improve Teamwork. One has supported another to travel independently during a planned visit to volunteer and another shared new meal preparation skills during our cooking project. They have been discussing what they have been learning in their workplace independently and they have helped each other to develop personal skills as a result of this sharing. Enabling them to share experiences of which skills they have used in work has facilitated greater meaning behind the term ‘transferable’. Every week, interns evaluate their progress at work and have shown this constant reflection keeps essential skills relevant. They have shown through games such as the one demonstrated at the BASE conference, that enhancing their understanding of how skills are used in various working environments, allows them to appreciate others more, thus developing their sense of empathy as well. As part of their focus on all aspects of wellbeing, (linked to Staying Positive and Aiming High), interns have shown they can challenge themselves to improve by reflecting on their comfort zones. They also tackle stress and anxiety at work, drawing on Teamwork and Leadership skills to communicate with others more. Several learners have developed targets based on this work this year. An example is where an intern struggled to identify and regulate her emotions. She took part in various activities and developed her ability to identify when things were too difficult (Aiming High), and to keep trying when things went wrong (Staying Positive). At her final review she has reflected on how much more confident she now feels dealing with problems as they arise.

The final project this year has been one linked to social responsibility. The interns have been able to demonstrate the full range of essential skills during volunteering at a Red Cross depot and through supporting a local theatre charity to improve its outdoor facilities. Skills used have included gardening, cleaning, processing clothing donations, ordering stock for resale and listing on eBay. They have also taken part in litter-picking to give back to the local community. Targets developed have included: speaking to individuals and groups of people they don’t know, initiating conversation, asking open questions and thinking about what people already know, setting goals whilst securing the right resources, taking responsibility for completing own tasks, prioritising these, resolving unhelpful conflicts, relaying information, keeping the team up to date, and supporting others through mentorship. It has been clear to see the increase in confidence from all interns at their final reviews, recording their achievements across the various activities. Whilst on the volunteering placements, the interns have also been able to interview employers directly about their understanding of essential skills and how important these are in the workplace. They have been able to do this within their own working environments, building their appreciation and improving their understanding. This learning has been evident through personal target work such as presentations based on workplace achievement. One intern has created a PowerPoint on his work at the Bus Interchange to demonstrate the targets for Creativity; to use mind mapping, to influence others through the use of facts and examples, and speaking in front of others. He has been able to present this to his class and it was shared with the wider team. As a result, he was asked to present again at a local conference as part of The Pledge, raising the profile of essential skills and their application between educational providers and employers, sharing best practice. This has provided a perfect opportunity for this intern to celebrate his achievements and add this to his CV.