Thomas Pocklington Trust – Written evidence (YDP0059)

House of Lords Public Services

Transitions from education to employment enquiry response

About Thomas Pocklington Trust

Thomas Pocklington Trust (TPT) is a national charity supporting blind and partially sighted people, with a focus on education, employment, and engagement. Our student support services support blind and partially sighted learners of 11+ to get the most out of their secondary, college and university education.

We believe that everyone should have the opportunity to thrive in education. That is why we have produced a range of resources and information for students, parents and carers and professionals, on everything related to 11+, post 16 and university education.

You can find out more about our work at www.pocklington-trust.org.uk/student-support

Summary of response

• Low incidence of BPS in employment (27%) has created negative attitudes and cultures, where90% of employers would find it difficult or impossible to employ a BPS person.
• Endorsement and recognition of the CFVI for a holistic and skill development approach for BPS YP.
• Lack of understanding and knowledge of various education and employment schemes for BPS YP, parents and professionals.
• TPT’s effective delivery of VI awareness training for careers advisors from the Careers Enterprise Company.
• The successful outcomes of TPT’s Get set internship programme and work experience opportunity with the financial Times.
• Existing schemes supporting BPS seeking employment are not fit for purpose. Scope for improving the awareness of such schemes by a rigorous promotional campaign is recommended.

General

1. What barriers do young disabled people face when leaving education and entering the job market and workplace? Does this differ between different conditions or disabilities, and if so, how?

Barriers for blind and partially sighted (BPS) young people (YP) moving into employment are systemic and of multiple cause. This can leave many BPS YP to leave education without the skills, awareness, and idea of their career path and how to achieve it.

Recent figures for BPS people who are registered Sight Impaired, or Severely Sight Impaired show 27%are in work. Compared to employment for non-disabled people at 81%, and for all disabled people 52.7% (Employment for blind and partially sighted people | RNIB).

Research from RNIB states 90% of employers would find it difficult or impossible to employ a BPS YP (Employment status and sight loss 2017 | RNIB). Demonstrating significant lack of awareness and understanding amongst employers.

There is a lack of information regarding the potential of people with a visual impairment (VI) and various support systems in place, and how best to adapt the working environment for BPS people. Resulting in experiences of negative culture and attitudes from employers and the wider population. Only 40% of employers feel confident their application processes are accessible for BPS YP (See my skills | Vision Foundation).

Most VI people experience inaccessible applications, assessments, and interview processes. Coupled with challenges in securing the right type of support to find and remain in employment through Access to Work, proves a significant barrier. This is supported in the Lost in transitions: The post school experience of young people with a visual impairment report. Ultimately, these barriers impact on personal finances, social inclusion, independence, and emotional and mental wellbeing (Employment | VI Insight hub).  

Furthermore, a lack of awareness of Access to Work; what it covers and how to apply. Compounded by poor accessibility, making it difficult for BPS people to navigate the system independently. Delays leave people without the technology and support enabling them to work effectively. The assessment and application processes are overly time-consuming. A clear voice of concern that Access to Work doesn’t cover all training based courses and voluntary work, which are additional barriers to future employment opportunities for BPS YP (See my skills | Vision Foundation).

Similarly, through key stages of transition in education. Where YP do not receive information about what UCAS, Student Finance, and Disabled students’ allowance (DSA) are; how to apply or get help when something goes wrong. A result of the education provider and specialist professionals not being aware of various support systems in place (Lost in transitions: The post school experience of young people with a visual impairment). Moreover, parents and professionals working and supporting YP within colleges and universities have a lack of knowledge.

Support for transition is crucial for BPS YP moving through key points of transitions and into employment. Therefore, it is essential to introduce ­a robust and instructive transitions programme early on within education, for positive experiences and successful outcomes. Decisive Government action is required to change these outcomes.

The Special educational needs and disabilities: code of practice stresses the importance of high aspirations for successful transitioning with long-term goal planning starting well before year 9. The process must be enforced to ensure YP leave education with the relevant skills (self-advocacy, use of assistive technology and strong mobility skills).

1. How far do barriers to young disabled people accessing other public services, such as health and care services, present a barrier to young disabled people accessing the workplace?

Through our Student support service, we hear from students and parents concerns about independent living. Cooking, navigation, transport, and meeting people. These essential skills need to be developed with the support and guidance of specialist professionals, such as Qualified teacher for children and young people with a visual impairment (QTVI) and Habilitation officer. They are integral for preparing for the transition into independent living. They can provide awareness around the equipment, apps, and assistive technology available to support independent living an­d how to access them.

These specialist professional services are delivered by Local Authority sensory departments. However, inconsistent funding and fluctuating budgets makes it impossible for BPS YP to access provisions. (Freedom of information report 2022 | RNIB). Additionally, reduction in capacity of mobility services acts as a barrier to employment for YP. Difficulties in accessing these services has a negative effect on YP’s confidence and ability to access employment opportunities.  

A holistic approach must be taken to their education and skill development. Requiring more than academic rigour for an effective transitions process from education to employment. This is evidently defined within the Curriculum framework for children and young people with a visual impairment (CFVI). The framework sits alongside and is integrated within the academic curriculum. It focuses on the importance developing lifelong skills which enable young people to navigate today’s society.

The CFVI is an outcome of the inconsistent specialist provisions BPS YP access across the U.K. In partnership with Royal National Institute for the  Blind (RNIB), visual impairment centre for teaching and research (VICTOR) at the University of Birmingham, and Thomas Pocklington Trust (TPT), have called on the government to endorse and formally recognise the framework in policy across the nati­­ons. If implemented correctly, the framework can empower more BPS YP into employment with confidence. 

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Scope of the inquiry

2.    We have not focused this inquiry specifically on the experiences of young people with an Education, Health, and Care plan when they leave education and enter employment. What are your thoughts on this approach, and are there particular benefits or drawbacks to it? What other focused approaches could the inquiry take?

We agree with the approach of having a broader focus beyond those with EHCP’s. This is vital to ensure that BPS YP are included in the scope of the enquiry.

Less than half of BPS YP have an EHCP. Those with a VI without an EHCP often miss out on early opportunities of careers interventions, which occurs during the review process in Year 9 of secondary education. BPS YP should not miss out on vital careers education, information, advice, and guidance (CEIAG) based on the severity of VI and level of specialist support they receive. It should be available at early stages of their academic journey, to avoid YP developing their own stereotypes and barriers to future options. 

The Freedom of information report 2022 | RNIB, estimates 30,453 CYP aged 0-25 are known to visual impairment services. From this, 40% are in receipt of EHCP’s, 40% are in receipt of special education need (SEN) support and remaining are still waiting for assessments or unknown. With this, all YP registered with a VI should receive equitable access to specialist careers support and provisions, regardless of the severity of their condition. This should not be dependent upon having an EHCP to unlock and access this support. However, this figure is an underestimate of the actual number of children and young people known to a service.

This is one of many student experiences from our Give me access to college: Blind and partially sighted students' locked out of post 16 education report. It finds inconsistent provision across England, and the arbitrary use of EHCP’s when moving into FE settings.

Support for young disabled people

3.    How effectively do education systems provide careers advice, guidance and support which meet the needs and career aspirations of young disabled people? How could this be improved, and what examples of good practice are there in the UK and abroad?

The Good careers guidance: perspectives from the SEND sector have highlighted the importance of raising aspirations for young disabled people within specialist schools and colleges. Ensuring standards of the Gatsby benchmarks are met, which is essential for every young person.

We recognise that there has been engagement with the good practice and benchmarks leading to quality careers advice and guidance within specialist educational needs and disability (SEND) settings. However,, the benchmarks are not met for BPS YP within mainstream education settings. There is failure to deliver quality careers and transitions advice for this group of learners in mainstream schools and colleges. This is significant, 70% of YP with a VI attend mainstream settings, compared to 2% attending specialist settings (RNIB: What we know about education).

As highlighted in our CEIAG report, inconsistent offer of careers services  in mainstream school and college settings is failing YP and leaving significant numbers in a vulnerable position without necessary information, guidance and experiences to make informed decisions for their future.

The above is a direct requirement from the Gatsby benchmark ‘Addressing the needs of each pupil’, but from enquiries from YP, parents, and professionals from our student support service, this tailored approach to deliver an inclusive careers programme is far from reality.  It goes on to say,

Advisors from our student support service regularly receive enquiries which contradict the guidance outlined above. We have YP struggling to conceptualise the prospects of being employed and being a part of wider society due to their VI.

Evidently, a disjointed and inconsistent careers services is being delivered to BPS YP throughout their academic journey. To provide a more efficient and equitable careers service. QTVI’s and special education needs coordinator’s (SENCOs) need to work collaboratively with academic staff and career professionals. Enabling YP to receive high quality advice and information about their career options, and to build upon a sound foundation careers pathway.

CEIAG support for BPS YP should address their VI in a  positive and aspirational manner. Ensuring that they can make realistic decisions for the future and are aware of the different types of support available to facilitate them on their chosen pathways. Research shows there is a failure to provide consistent CEIAG support (CEIAG report | TPT).

More needs to be done to ensure that:

• The Good Careers Guidance and Gatsby benchmarks are adopted to ensure BPS CYP in mainstream education access quality careers advice
• Careers advisors and QTVI’s must work in partnership to ensure the right advice at the right time. 

1. Do staff in schools and other education settings providing careers guidance and advice have the appropriate training and resources to support the needs and aspirations of young disabled people?

VI is a low incidence condition, education staff and other education providers will rarely come across YP with a VI in their career. Therefore, those providing careers advice and transitions information will not have the appropriate training and resources available to support BPS YP.

Through our student support service, we regularly have enquiries from YP considering specific careers, asking how they might get there. We are often called to advise upon subject or career specific aspirations requiring specialist advice, which are not fully explored by careers and education professionals, due to lack of training and knowledge of those professionals. Requirements to providing personal careers guidance, clearly stated in the Gatsby benchmarks is obviously not always being met. Further limiting the pool of role models available for BPS YP to aspire to.

Further supporting the evidence in our CEIAG report­, of the disjointed and uncoordinated effort from key professionals (careers advisors, QTVI’s and SENCO’s). Due to a lack of appropriate communication between these services and deficiency of specialist knowledge.  Our research finds QTVI’s are often having to meet gaps in CEIAG provision, despite concerns that they are not qualified to do so.

Within our education team at TPT, we have developed tailored training for those specialists and non-specialist professionals providing CEIAG for YP with a VI.

We have recently delivered workshops to the Careers and Enterprise Company (CEC), and previously to Careers Development Institute (CDI)  on supporting BPS YP through key transition points, and ensuring information regarding future options are shared. This programme has been a success with a 100% satisfaction rate.

2. How far do staff in education settings engage with employment support services and schemes such as Access to Work, supported internships, or disability employment advisors to support young disabled people?

Much more needs to be done in this area to ensure BPS YP have the information and advice necessary to successfully move into the workplace.

Through student engagement we have found many YP are not aware of the various options available when moving into post-16 education and have very little knowledge about financial support when transitioning into HE. This includes support schemes such as DSA and Access to Work. Essentially impacts on BPS YP’s progression into employment, as many feel they are unable to work.

Since the discontinuation of specialist SEND career advisors, generic career advisors have filled the gap. However, there is a deficiency of knowledge and skills within this sector, particularly regarding sensory disabilities. This has been acknowledged by the Careers Enterprise Company, who have highlighted the need for more work around this area by up skilling their career advisors. Training and a joined-up approach to working with specialists is essential.

4. How far do employment support mechanisms such as Access to Wordπk or Disability Employment Advisors meet the needs of young disabled people entering the job market for the first time? How could these services be improved?

There is a shortage of awareness and knowledge of Access to work for BPS YP moving into employment.

Access to work is over-loaded and a lengthy process for YP starting work with a new employer. Time taken from the initial application to receiving support, equipment, and other reasonable adjustments, means that support and adjustments are often not in place until well after the young person would have started their role. TPT welcomes attempts to redress this situation and the introduction of the online application portal has been beneficial.

From our Employment services, we are aware Access to Work does not provide adequate technology training required for equipment issued, which can leave many YP without the proficient assistive technology skills needed to perform their duties and responsibilities in the workplace. Sufficient training must be provided which meets the needs of individuals.

This extends to assessors from Access to Work, who have a lack of specialist knowledge of different disabilities, impacting upon how well individual needs are met. More specialist training is required for those working with BPS YP to provide tailored support and advice.

Often knowledge gaps exist with Disability Employment Advisers on the specific challenges of VI. Support is available from charitable organisations such as RNIB, TPT and others. But there is not always awareness of these support services (Employment for blind and partially sighted people in 2019 | RNIB).

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1. What is the first point that a young disabled person would engage with an employment support scheme, and how are such schemes communicated to young disabled people?

For BPS YP, introduction of the scheme is often too late. Such schemes need to be introduced very early on. ‘Preparing for adulthood’ is essential, this enables the young person to shape their career path and feel more confident in knowing they have the capacity and ability to work and be financially independent.

5. What are young disabled people’s experiences of the transition from education-based support to employment-related support? Do young disabled people face barriers to accessing support during this transition? Could these services be better linked, and if so, how?

When a BPS YP leaves education to pursue a job, their support will vary significantly. Prior to leaving education, support would have likely been offered, although the quality of this support will again vary significantly.

The pathway from education-based support to employment related support is not formalised and is often reliant on specialist professionals’ knowledge and awareness of what is out there. 

The Get set progress internship programme by TPT, was established to provide BPS people an opportunity to enter the workplace. To gain meaningful work experience, develop skills and knowledge and support to find permanent employment.  

The programme has been incredibly effective in achieving this objective with 85% of participants finding permanent employment after 66 months.

The programme is looking to expand and offer 25 Internships in partnerships with organisations across the country. 

Interns have shared their experiences of what they have received from education institutions and employment related support. Alongside this, there are some observations from the Head of the Programme on what is needed to improve: 

Some BPS interns identified when leaving education, a lack of planning on what happened next with no handover to other employment related support service. Leaving them to navigate this on their own. This was across mainstream and specialist settings at FE and HE

A lack of awareness of what support is available. Many not knowing what is available, what they need and where to get it. Therefore, referral pathways need to be established and more formalised between education providers and employment related support with a smoother, longer transition. 

The Internship programme has highlighted areas education-based support and employment related support services can strengthen.

• Assistive technology (AT) proficiency. Being a proficient user of AT is vital when entering the workplace. Although many BPS YP are skilled in the basic AT; what is needed in the workplace is slightly different. Therefore, recommendations of upskilling are needed. Specifically, in Microsoft Office suite to be offered continuously through education and employment related services. 
• Pro-active approach to employment support. More targeted, holistic intervention is required for YP with a VI. Bringing in employment support within education settings would be hugely beneficial, as it would identify both where they want to be, and the skills and knowledge they need to obtain to get there. Preparing for job searching, Interviewing, and managing in the workplace should be a consistent offer regardless of where someone lives and level of education.

We strongly support the Department for Work and Pensions (DWP) development of the Health Adjustment passport | DWP.

Public services as good employers

6. How accessible are careers in public services to young disabled people when they are first entering the job market? Are there public services which very effectively recruit disabled people, and services where significant improvement is needed?

From engagement with BPS YP they are more likely to move towards working in the public sector. A potential consequence of the lack of awareness and accessibility for BPS employees within the private sector, highlighted in section 1 of this enquiry. Further research would provide better understanding to this outcome.

1. What could public services employers learn from best practice elsewhere, including overseas, about recruiting and retaining young disabled people? What are the barriers to implementing such good practice?

Accessing quality work experience placements is vital in enabling YP with a VI transitioning successfully from education into work. Many BPS YP struggle to access work experience placements. These barriers include:

• Lack of access to mobility support learning routes to a placement and around the building 
• Lack of awareness from staff about VI, and how to best support BPS YP on placement.
• Lack of funding to supply assistive technology for work experience, as Access to Work is not available, and schools are often unwilling to lend tech out on placement due to insurance concerns.
• Struggles to access a placement as employers are not confident in understanding the capabilities of BPS YP.
• Accessible recruitment practice, including web page design.

TPT recently collaborated with the Financial Times to offer a bespoke quality work experience placement for BPS YP. 18 participants joined across the UK for the weeklong programme, remotely via Google Meet. The week was a huge success. The Financial Time’s Diversity and Inclusion Partner, Jacqui Dobson was extremely impressed by the group.

For many YP work experience placement is their first taste of what the world of work is like. It is vital that they have a positive experience as a negative one can hugely impact on the confidence of YP. What their future capabilities will be, and their experience on placement can immensely impact someone’s future aspirations.  

Support for employers

6. How effective are government programmes which support or encourage employers to employ disabled people, particularly young disabled people? Does this differ by condition or disability? How could they be improved?

Throughout this response, evidence indicates that government programmes supporting disabled YP are not fit for purpose, particularly for those with a VI seeking employment. Scope for improving the awareness of such schemes by a rigorous promotional campaign is recommended.

a)    What steps could be taken to improve awareness and uptake of relevant government support schemes?

Government needs to place significant effort to increase the awareness and positively promote the Access to Work programme to employers. Many employers are not aware of the benefits of the scheme and assume there will be significant costs associated with assistive software, support, and travel for BPS employees.

The same push and promotion needs to be applied to the Disability confidence scheme, which encourages employers to think differently about employing disabled people, and to make a movement of change. 

b)   What actions could employers be taking without Government support? What barriers prevent them doing so?

Technology plays an integral role for BPS employees. Employers need to procure computer systems and software which is accessible and compatible with assistive technology; checking accessibility must be an essential part of procurement processes.

Employers need to ensure they are committed and adhere to legal requirements for digital services and systems required by the Equality act (2010) and Public Sector bodies (website and mobile applications) (No. 2) accessibility regulations (2018), to avoid  discrimination against people with disabilities.  

Enforcement of the rights of disabled people in the workplace

8.    How effectively are the rights of disabled people upheld and enforced in the workplace? What barriers do young disabled people face in accessing the support (including legal support) that they need and are entitled to? How could enforcement mechanisms be improved?

TPT do not provide legal services support for BPS YP transitioning into work. We have a referral service into RNIB employment and equality services.

For this enquiry response we agree and support the comments and recommendations provided by RNIB.

1. Is the present legal framework sufficient, in theory and in practice, in dealing with disability discrimination faced by young disabled people transitioning from education to work?

For this enquiry response we agree and support the comments and recommendations provided by RNIB.

https://committees.parliament.uk/submission/#/evidence/3167/upload

22 September 2023