Specialist Youth Workers (SYW) programme - East Lothian Council: What did you learn?
This section contains observations and reflections from the partner’s involved in delivering the project, specifically detailing advice and guidance, challenges and solutions and lessons learned from their perspective.
The project started much quicker than expected. Creating more time and capacity in the initial planning stages would provide opportunities to communicate and scaffold expectations of the project more readily. In turn, this establishes consistency of shared objectives and outcomes across the different settings and ensures clarity of reporting.
There were challenges with the supply and demand of the SYW resource and their funding criteria which restricts contractual hours of work. SYWs proactively mitigate this by prioritising support in accordance with need, engaging with young people for a time-limited period and providing clarity on their role and remit to ensure that the support they are providing is the ‘right’ support for the young person.
Establishing a presence within the busy school environment can be challenging due to the varying availability of designated spaces within the building and in-depth understanding of the purpose of the SYW project and their approaches. SYWs continue to build relationships with school staff to encourage joint planning to allocate space within the curriculum and the building. It is anticipated that the work of the SYWs will increasingly link with school improvement plans to better align support and continue to strengthen a cohesive partnership and raise awareness of the youth work model.
There is disproportionate allocation of resources when measured against the population of each of the six areas in East Lothian. Some areas have larger populations and greater need but receive the same SYW resource. Funding remains the barrier to increasing the resource, which the team of SYWs mitigate by collaborating and sharing practice where possible and relevant.
Establishing shared expectations and aligning cross-sectoral outcomes with all partners from the outset is recommended. This includes agreeing a shared approach to monitoring and tracking data, and clarity on reporting progress measures. A regular review cycle or calendar of meetings would also have been beneficial to address unexpected situations that arise as part of the staff’s delivery within the schools and embed self improvement.
Having a shared communication strategy that provides information on the different approaches delivered by a youth work partnership would help to scaffold expectations on the unique role and purpose of SYWs, as part of the CLD profession, governed by the CLD Standards Council. This would increase the autonomy and understanding of the roles and responsibilities appointed to those working in the partnership. It is better to do this in the initial planning stages, in advance of recruitment.
Attendance data does not always reflect the true and complex picture of absence as there are a number of school refusers, students on part-time timetables and students who attend school but don’t attend classes. It is not simply a case of children and young people who do not come into school. There are a number of challenges from the legacy of COVID-19, notwithstanding the compounding cost of living crisis and the fiscal operating environment. Continuing to work more creatively in partnership with others will be key to tackling school attendance issues.
