This ESF-funded programme provided 14- to 16-year-olds who were disadvantaged or disengaged from education an opportunity to engage in training and work-related experience alongside fulfilling compulsory elements of the National Curriculum. Participants spent one day each week engaged in practical activity designed to motivate and hold their interest while getting a taste of what it would be like to work in a profession. During the year-long course, learners achieved level 1 or equivalent qualifications. Courses were delivered by a number of partners (many of whom specialised in working with disengaged learners) and included vehicle maintenance, hairdressing, fitness and outdoor activities, childcare, animal husbandry, horticulture, health and safety, and construction skills such as bricklaying, plastering, carpentry and tiling.

The Live and Learn programme was promoted actively through schools and delivery was achieved in a partnership between Connexions (who assessed learner needs and completed individual learning plans); schools and colleges attended by the learners; training providers (who delivered the one-day vocational placements); and the Herefordshire Council team, who managed the project and monitored and reviewed student progress. The vocational component strengthened participant’s confidence and social skills, and supported improved engagement in the compulsory curriculum programme which they attended during the rest of the week.

Benefits included:

• Improved behaviour patterns and confidence.
• Improved social and communication skills.
• Some achieved higher level qualifications such as City & Guilds Progression Award Level 2, Health & Safety In The Workplace, delivered by the Educational Development Service through an extensive vocational range of extended work experience placements.
• Vocational skills and more informed identification of suitable career paths.
• Collaborative approach from providers and schools gave a continued support for the learner.

A retention rate of 78% who continued for the first full year is a positive result for this target group, many of whom have learning difficulties, behaviour problems, lack of motivation and other barriers to participation in mainstream education. Some of those who did not complete the year discovered too late that they did not have sufficient interest or aptitude in the course selected; because these are accredited programmes, requiring a year-long commitment, participants could not readily change to another course mid-year. Short courses might have suited some participants better, but the longer courses offered accreditation and engagement with a group over a longer period. For those who continued, the benefits surpassed results that would have been derived from a shorter course. However, different approaches would benefit different clients and for those unable to sustain a year-long duration, short courses are an option the team would consider in future. Short courses would allow learners to broaden their interest and acquire basic skills in a range of occupations that they may not consider if a year-long commitment were required. The project lead team identified regular learner contact with project coordinators and close attendance monitoring – leading to early intervention and additional support where required – as a key feature to increasing retention.