Executive
Strategy for Learners with learning
difficulties and/or disabilities
Report by:
Caroline Dawes
Date:
10 September 2007
Contact
Officer:
Caroline Dawes
Telephone:
020 7934 9793
Item no: 7
Job title:
Policy Officer
Email:
[email protected]
Summary
This report provides details of the Learning and Skills Council’s (LSC)
Learning for Living and Working in London – A Strategy for Learners
with Learning Difficulties and/or Disabilities. It sets out the need for the
strategy and the significant role for London local authorities to achieve
its objectives.
Recommendation
That Members endorse the strategy and agree for it to include the
London Councils logo.
Strategy for Learners with learning difficulties and/or disabilities
Learning for living and working in London – a strategy for learners with learning
difficulties and/or disabilities
Introduction
1. For the past year, London Councils has supported a regional advisory group developing a
new strategy to enhance progression routes for students with learning difficulties and/or
disabilities (LDD) in London.
2. The strategy is for learners over the age of 16 who have:

Significantly greater difficulty in learning than the majority of people of their age, and/or

A disability that means they are unable, or find it difficult, to use standard education or
training facilities
Around 64,000 people on LSC-funded programmes in London consider themselves to have
a learning difficulty and/or disability.
3. The strategy is founded on a strong evidence base following a London-wide review
commissioned by the Learning and Skills Councils (LSC). The review’s findings reveal that
people with LDD in London are far more likely not to be in employment, education or training
than other people. This represents a wasted opportunity for disabled people, as well as for
employers and the economy. The strategy aims to tackle this disproportionality of access to
work and further education opportunities for people with LDD by facilitating progression
routes into employment.
4. While the advisory group has been led by the LSC, the success of the strategy depends on
the contribution of the key partners, particularly London’s 33 local authorities. Without their
support many of the goals and milestones set out in the strategy will not be attained.
London strategy
5. The strategy was open for consultation during July 2007 and London Councils made a
response following consultation with its member authorities (see Appendix 2). There is a
need for more funding to be allocated for people with LDD, as the current situation does not
enable many students with LDD to achieve their employment aspirations, and the proposal
to use the LSC funding more flexibly is welcomed.
6. The strategy outlines 5 overall goals to achieve by the end of 2009:

To expand employment opportunities and improve progression routes into employment
of different kinds

To provide people with better services through effective partnership working at local,
regional and national levels

To understand better what learners want, the services currently available and what
changes need to be made

To reshape the curriculum so as to support people in achieving their potential for
independent living and employment

To build networks of high quality, accessible provision based around centres of
excellence/ expertise
7. The goals have been translated into annual milestones to ensure that the implementation of
the three-year strategy is on track. The LSC is responsible for delivering these actions, with
support from the strategic partners including London Councils. The key actions that implicate
local authorities are:

Strategic partners to commit to being ‘exemplar employers’ and to act as large employer
test-beds as part of their Disability Equality Scheme

More employment opportunities in a supported environment to be available based on
partnerships between colleges, social enterprises and supported employment agencies

Priority to be given to people with LDD in London’s new European Social Fund (ESF)
programme

Review of strategic partners’ main plans and strategies to ensure that people with LDD
have sufficient priority

Joint funding and investment strategy to be agreed at regional level by the main partners,
including local authorities

Statemented, School Action and School Action Plus learners to benefit from co-ordinated
and effective strategies in all boroughs
8. On a local level, local authorities will need to play a central role in brokering employment
opportunities through partnerships with schools, colleges and local employers; regionally
London Councils will form part of the Multi-Agency Implementation Team tasked with
overseeing the delivery of the strategy and could have a role in ensuring that boroughs work
together to join up relevant services.
9. The strategy has the potential to transform the life chances of students with LDD across
London, ensuring that they find fulfilling employment in a supportive environment, which in
turn could have a hugely beneficial impact on local communities and economies. Partnership
working will be central to the success of the strategy, which is why the LSC have invited
London Councils to endorse the strategy.
Financial Implications for London Councils
There are no specific financial implications for London Councils in this strategy.
Legal Implications for London Councils
None.
Equalities Implications for London Councils
Around 64,000 people on LSC-funded programmes in London consider themselves to have a
learning difficulty and/or disability. Over 56,000 of these are further education students. Over
50% of working age disabled people are economically inactive in the UK (compared with 15% of
non-disabled people).
Appendices

Appendix 1: Executive Summary
The full draft strategy is available to be downloaded at www.livelearnwork.org/.

Appendix 2: Consultation Response
Appendix 1: Learning for Living and Working in London – A Strategy
for Learners with Learning Difficulties and/or Disabilities
Executive Summary
1. The strategy aims to make the most of the talents of learners with learning difficulties and/or
disabilities (LLDD) in London. Its sets out to transform the current system for LLDD who are
looking to find progression routes into work, by aiming to achieve the following over an eight
year period:
 more and better provision available locally in London
 more opportunities for progression for learners
 a greater focus on employment and independent living
 a more holistic approach to people’s needs.
2. There is a strong case for enabling more LLDD to find long-term employment opportunities.
The strategy highlights that 50% of working age disabled people are economically inactive
(compared with just 15% of the non-disabled population) and that almost 20% of the working
population are disabled. This represents a huge wasted opportunity for disabled people,
employers and local economies.
3. The Learning and Skills Council (LSC) commissioned a London-wide review as part of
developing the strategy. This review has informed the setting of goals and milestones set
out in the strategy and has identified a strong groundswell of support, enthusiasm and
commitment from partners for working towards the kinds of change proposed in the strategy.
4. An implementation plan will be worked up during the consultation phase (over Summer
2007) to be published in the autumn of 2007. Like the strategy itself, the implementation plan
will be a multi-agency document with detailed action commitments and lead responsibilities
to be agreed between partners.
5. The strategy proposes developing a new funding and investment framework for London. The
LSC provides £1.47 billion for people with LDD nationally. There is scope for changing the
balance of provision within existing resources to be more responsive and appropriate to
learners’ requirements. The LSC will also work with other planning and funding agencies to
align programmes and funding, drawing on funding for learning and skills, health, social care,
transport and other programmes.
6. Five broad goals are set out within the strategy to be achieved over the next three years,:

To expand employment opportunities and improve progression routes into
employment of different kinds
There are not enough options for adults leaving LSC funded provision and too few
progression routes into employment. Most young people with LDD want an earlier and
stronger focus on employment and on learning that leads to work. Therefore, employers
need brokerage support to manage perceived risks and make necessary adjustments to
be able to offer appropriate opportunities.

To provide people with better services through effective partnership working at
local, regional and national level
Currently, there is insufficient collaboration between partners particularly at points of
transition. Research indicates that a more person-centred approach and more strategic,
planned and effective use of public funding is needed. Cross-border arrangements
should be negotiated to reflect the fact that the requirements of people with LDD will not
all be met within particular borough boundaries.

To understand better what learners want, the services currently available and what
changes need to be made
People with LDD have a wide range of needs, aspirations and goals, which are often
combined with non-skills barriers. Furthermore, people with LDD from some black and
minority ethnic groups are less likely than others to access available services. To
overcome these barriers the views of learners, parents and carers should be reflected in
the prioritisation and design of provision and employers should be heavily involved in
developing opportunities for progression into employment.

To reshape the curriculum so as to support people in achieving their potential for
independent living and employment
Currently, there is not enough choice for school leavers; there are too many pre-entry
programmes; there is a provision gap for people with Asperger’s Syndrome; and there is
a substantial unmet need for people with mental health difficulties. More flexible delivery
and funding arrangements would enable people to have more personalised and effective
provision.

To build networks – or campuses – of high quality, accessible provision based
around centres of excellence/ expertise
There is provision in London which is of insufficient quality and/or is insufficiently focused
on progression or skills for independent living and employment. In addition, some young
people with profound and complex conditions are studying in residential provision far
from home because there is insufficient provision locally of the right kind and quality to
meet their needs. Providers need to work together to deliver individual learning
programmes which draw flexibly on different kinds of provision and give people more
personalised and effective provision. Staff must have the right skills and confidence to
work with people with complex or profound difficulties or with mental health difficulties.
Appendix 2:
Consultation response from London Councils on:
Learning for Living and Working in London – A Strategy for people
with learning difficulties and disabilities
1. Do you agree with the description of the challenges set out in this strategy?
London Councils agrees with these descriptions of the issues and welcomes this strategy’s
approach to tackling them. There is a clear outline of how this work will be financed, which is key
to determining the success of the strategy.
The strategy makes it clear that the planning and management of transition arrangements as
young people with LDD move to adult services is critically important. Local authorities have a
key role in this process. The emphasis on London Councils as a strategic partner in this strategy
acknowledges the role that local authorities will play in delivering this strategy and its
implementation plan.
In the light of a recent announcement by the Department for Children, Schools and Families that
funding of 16-19 education will be transferred to local authorities from the LSC, some of the
strategy’s milestones could have greater implications for local authorities after 2010/11 (the
anticipated changeover date). It might be worth mentioning this change in context briefly under
the ‘national thinking’ section as a potential new challenge and how some of these milestones
will need to be adapted as further details about responsibilities are clarified.
We fully support the principles behind the 5 goals. The translation of the goals into the tangible
actions outlined will enhance greatly the life opportunities for adults and young people with LDD.
2. Do you support goal 1 and its milestones: to expand employment opportunities and
improve progression routes into employment of different times?
London Councils is happy to endorse this goal and its subsequent milestones. We support the
joined-up approach to develop more employment opportunities in a supported environment by
developing partnerships between schools, colleges, social enterprises and employers. This work
could be developed through existing 14-19 partnerships led by local authorities, which already
bring together these key agencies. A specific work strand could be set up under the auspices of
the 14-19 partnerships to focus on brokering local partnerships between learners and
employers.
Our consultation with local authorities on this strategy has revealed that there is local agreement
on the need for additional work-based learning opportunities and bespoke support packages for
LLDD.
3. Do you support goal 2 and its milestones: to provide better services through effective
partnerships working at local, regional and national levels?
Strong partnership working will be a key factor in the success of this strategy and London
Councils intends to be a significant partner in the delivery of the implementation plan. At a
borough level the emphasis on using existing structures, rather than creating new systems, will
be welcomed by the local authorities. At a regional level, London Councils have already agreed
their commitment to this strategy.
Further comments from local authorities on the proposed milestones around funding include:








A system needs to be set up to review previous and existing commissioning practices as
part of the attempt to gain a greater understanding of how national strategies and
processes work.
Consultation with learners has revealed that often their aspirations are not met due to
funding shortfalls. It is important that this strategy does not raise expectations that it is
not able to deliver.
Colleges need to use funding in more innovative ways with an increased emphasis on
the individual rather than the provision or specialist resource.
Commissioners should be encouraged to identify outcomes they are looking for rather
than the provision and or number of places on offer.
Commitment to increased funding is needed that targets the development of learning
experiences which may or may not include residential provision.
Call for the LSC (or relevant funding bodies) to use this as an opportunity to re-direct
some of its funds to provide local, appropriate educational and vocational provision with
residential experience.
There is a need for additional pre-entry level FE provision in local colleges.
The suggestion to use LSC funding more flexibly is welcomed, it would be helpful if it
could be used for individuals as well as funding centres.
4. Do you support goal 3 and its milestones: to understand better what learners want,
the services currently made available and what changes need to be made?
This goal and its milestones outlines a clear way forward for partners, learners and employers to
shape the direction and progression of how this strategy is delivered, which London Councils
welcomes.
5. Do you support goal 4 and its milestones: to reshape the curriculum so as to support
people in achieving their potential for independent living and employment?
It is currently unclear what local authorities role will be in relation to 16-19 education once the
funding has been transferred. If they have a planning role (as the LSC has done) then they will
have a greater responsibility in relation to this strategy. In particular, the issues around more
flexible delivery and changes to funding arrangements will need to be looked at in more detail
with local authorities if they have a strategic role in how and where the funding is channelled.
Our consultation with local authorities also raised the need for mechanisms to be established to
create opportunities for young people to have a greater influence in designing and developing
the curriculum. Alongside this process, training providers should also develop a range of
appropriate support packages to assist young people's access to education and/or training.
6. Do you support goal 5 and its milestones: to build networks – or campuses – of high
quality accessible provision based around centres of excellence/ expertise?
London Councils supports this area of work and will work with local authorities on any particular
aspects of setting up these networks as they arise.
Our consultation with local authorities flagged up the fact that whilst centres of excellence can
be a positive response to localised need and provide a good use of resources, both financial and
human, there needs to be a commitment to ensuring that they have the capacity and enough
qualified staff to provide for a wide range of disabilities.
Are there any other issues you would like to raise?
Realigning existing funding streams distributed by the main planning and funding agencies in
London (including funding for care, health, employment and transport support from local
authorities) to prioritise LLDD will be a major challenge that will require a great deal of further
discussion and planning with a number of partners. This is noted in the strategy, but is a
particular concern for local authorities and, as such, it needs to be a priority for the
implementation group to pick up.
The LSC’s aim to change the balance of their own funding agreements (including potentially the
SEN block grants) may have a negative impact on current provision for other post-16 learners
and these potential consequences need to be considered by the LSC. The LSC also needs to
take into account the fact that local authorities may have a role in planning where funding is
allocated for post 16 learners from 2010.