NGA works closely with our partners, will ensure that all publicity and recruitment for the project reaches individuals from all backgrounds in a manner sensitive to their needs, for example, using language and design that they will engage with or providing adapted versions of material to those who require it (such as large print for those with visual impairments).
NGA monitoring systems will record the ethnicity of client and organisations, whether outputs/outcomes are equal for all, identify under-represented/under-performing groups and work with those to put in place measures to improve provision as required. NGA will make all reasonable adjustments to ensure all their young people and adults and staff have full access to support and he training.
NGA has established financial and administrative management procedures that will apply to any scheme; a supervision process that sets targets and supports staff; separate cost centres to ensure the reconciliation of spending; and ongoing contract monitoring to ensure delivery meets requirements.
NGA’s evaluations will also make use of both client and staff feedback and case studies as a method of assessing the impact of the programme. All these young people and adults will be encouraged to provide feedback throughout the programme as appropriate.
At the end of the project evaluation will be carried out to determine actual achievements against planned targets and outcomes
- Working with clients
- Funding
- Managing crises
- Business planning
- Recruitment challenges (staff and clients)
- Marketing, publicity and advertising
- Organisational problems
- Training needs (general and specific)
- Advice and guidance (change direction / more challenging clients)
- Parental support
- Bid writing
- Project management – new build, refurbishment or relocation
- Clients becoming more challenging
- Staff training
- Inspection readiness
NGA works with organisations, staff, parents and carers to:
- Provide liaison role between these young people and adults and the home support agencies, social services and staff
- Provide practical support and advice around Statements of Special Educational Needs, Education, Health & Care Plans (EHC plans) , SEN Code of Practice as well as funding issues and dealing with Local Authorities
- Advise and provide information to parents/cares around issues such as anxiety led behavior related to transition to school/college life/ residential, settling in
- Support and develop the social skills, coping skills associated with transition to a new environment (school/residential/ college life)
- Direct parents /carers towards appropriate agencies for related support and advice
- Offer regular contact and advocate on their behalf if consented) with staff, managers, and other agencies
- Provide updates and progress reports on these young people and adult’s transition
NGA works on support needs to:
- Enable these young people and adults to identify skills, strengths, weaknesses and area for development and support
- Look at receiving care homes, college’s courses, training and employment opportunities
- Become familiar with receiving institution’s systems, procedures and expectations
- Develop good working relationship with these young people and adults and staff /carers
- Monitor and evaluate these young people and adult’s progress
- Reinforce developmental skills, habits routines
- Integrate where possible with the wider community
NGA works on development needs to:
- Help develop and review individual care plans, EHC plans and learning targets
- Advise and support teaching and care staff around issues such as selection, assessment, curriculum, teaching content, certification
- Advocate on behalf of these young people and adults
- Advise and support staff on these young people and adult’s needs, issues, etc.
- Work with these young people and adults on an individual basis
- Provide tutorial support
- Prepare materials to support these young people and adults and staff who work with them
NGA works on social and emotional support to:
- Enable these young people and adults to develop their social and communication skills
- Provide with these young people and adults with emotional support strategies
- Enable the peer group to develop and support the process of taking part in college/school life
- Help families and carers to ensure there is continuity of support for these young people and adults
- Challenge bad behaviour
- Reinforce good behaviour