The new Learning, Skills and Employment Partnership has been formed out of previous arrangements creating a group that can explore and address issues affecting all of these areas strategically.
We have a strong family of schools and education providers working together in the city – the Brighton & Hove Education Partnership. All schools in the city are members of cluster partnerships, the chairs of which meet regularly to discuss ongoing work and vision. There are also Secondary, Primary and Special School Partnerships, with a vision for improving attainment through support and challenge and a commitment to working together for all the city’s school students. These partnerships are driving forward in collaboration with the Local Authority on a self-improving system.
The third iteration of the City Employment and Skills Plan (CESP) has been published, providing a coherent and coordinated approach to employment and skills for the residents of Brighton & Hove and a vision for how to strengthen the city’s economy.
There is a well-developed network of alternative education providers for post-16 who are well placed to meet the needs of those young people who are seeking next steps. The Council engages with these providers and there is close collaboration between these alternative education providers and the YES team, to ensure needs are met.
Alternative education providers have also been supported through the development of the ON2 brand to encompass the learning previously delivered under the e2e (entry to employment) banner. ON2 providers are now those delivering Entry Level and Level 1 Study Programmes.
A Vulnerability Index (Risk of Not in Employment, Education and Training NEET Indicator) has been developed to support schools with the early identification of young people at risk of NEET enabling them to put in place interventions to support them. This Index is also used to flag up to post-16 providers those who will require additional support to remain in learning.
In May 2015 the city’s provision for children with special educational needs and disabilities was inspected. Several schools were involved in the inspection including hosting visits from inspectors and arranging for them to meet with groups of staff, governors, children and parents. The inspectors praised services for their unwavering focus on the overall needs of children and young people who have a special educational need or disability. They also found that pupils in both special and mainstream schools are overwhelmingly positive about how they are supported to make progress.