Everyday in the UK, 1,800 young people are excluded from school, with many more at crisis point in their education. These young people often grow up in poverty, and typically, many will have experienced family breakdown, have been in care, are known to the police, become involved in gang culture and have very low aspirations. The TLG model represents a unique opportunity to reach disaffected young people in communities in Reading. By providing a programme which is tailored to individual needs as well as intensive one-to-one support, young people are able to over the hindrances of their past. These issues, and the TLG model, represent a unique opportunity to reach its community. The recent “Breakthrough Britain” report (written by the social justice policy group) identified educational failure as one of the key policy areas surrounding social justice and raising people out of poverty in the UK. The report highlighted that “almost every aspect of social breakdown is connected with educational failure. Education is also key in explaining the inequality gaps between advantaged and disadvantaged groups in terms of health, living standards and social participation.” Like attainment at school, participation in further or higher education is strongly influenced by people's social and economic background. TLG Reading will give young people from deprived communities the opportunity to lift themselves out of the vicious circles of poverty and a second chance of success with their education. The facts are that: •There is an estimated 1.3. million children living with parental drug or alcohol abuse. •65% of young offenders have been excluded or truanted regularly. •2/3 of the prison population have been excluded from school. •44,000 school leavers are unable to read and write. •Over 50% of excluded children fail to get any A-C GCSEs. TLG has commissioned Dr Andrew Morris, Director of The School of Education at Hope University to carry out feasibility studies to ensure the need and viability of a TLG Centre in Reading. This study involved consultation with local young people, secondary schools and the Head of Behaviour and attendance for the Local Education Authority. The conclusion of the report confirms the need and viability of a TLG Centre in Reading, ‘I have no hesitation in recommending that TLG progresses with its plan to establish a centre in Reading. Ofsted have identified the need to increase the provision for excluded and pre-excluded students. Reading's Children and Young People's Plan includes a response to this criticism, setting a 90% target for excluded pupils receiving at least 20 hours tuition per week. To meet this target, the Plan refers to progressing discussions TLG with whom Reading’s Head of Behaviour and Attendance had a meeting last year.’ 24 Super Output Areas in Reading rank within the 20% most deprived SOAs in England for the education, skills and training domain, 11 of these are with the 10% most deprived and 3 are in the 5% most deprived in England. The wards involved in the latter group are Church and Whitley. Children's Services in Reading maintained its Grade 2 status in the recently published Ofsted Annual Performance Assessment for 2008. Ofsted noted that permanent and fixed term exclusions had fallen below the national rate for secondary school. However, the low percentage of young people on both fixed term and permanent exclusions receiving a minimum of 20 hours tuition per week remains an area for development. The Lighthouse Group will use a system of Key Performance Indicators to measure both the success of an intervention with a young person and also the overall performance of the centre. Our average attendance for a Centre is 82% and 96% of young people who leave TLG are successful in reintegrating into mainstream education, training and employment. Quantitative measures and targets are: •Overall Attendance of Pupil – 80% •Pupils attendance at mainstream school following a placement at the TLG Centre – 90% •Attainment of GCSE equivalent qualifications during and after the placement (Usually Wider Key Skills as well as Bronze Silver or Gold ASDAN awards) – Bronze ASDAN and one Wider Key Skill •Length of time spent at the centre – 12 weeks •Overall attendance at after school activities – 40% •Measures of behaviour through positive rewards system •Outcome after young person has left the centre (currently measured after 6 months). Success would be if the young person is still engaged in education, employment or training – 90% •A written assessment of progress of young person will be given to the school the pupil will be reintegrated back into. Qualitative measures and targets are: •The ultimate test of effectiveness is the outcomes achieved by young people and observed by parents, carers and teachers. •Feedback based on behaviour within school; observation of attitudinal shifts eg: goal setting, awareness of others. •Follow up Interviews and questionnaires with parents and students •Richter scale measurements which help assess attitudinal changes •Through My Day – An interactive self evaluation tool to record each young person’s progress and to give feedback where appropriate. The ultimate test of our effectiveness is the outcomes achieved by our young people and observed by parents, carers and teachers. In addition to the feedback gained through individual reviews of young people, we routinely evaluate our performance. The way in which the work is benefiting local people is demonstrated through the comments of parents, students and partner organisations who believe that TLG is impacting the lives of many. “I wish every child could have the experience of TLG. It was a dream for my son.” (Parent) “The help and encouragement I’ve received has made me want to carry on in education.” (Anahita, Student) “The work that TLG does is fantastic. Particularly at working with young people at risk of exclusion and getting in there early before things go wrong.” (David Cameron MP, Leader of the opposition) “I think the quality of support at TLG is fantastic. There is a very strong partnership that is built upon the key players around the young person.” (Teacher) The total cost of the project for the first year is £224,732 which includes capital (£58,600), equipment (£21,688), set-up (£79,255) and revenue costs (£65,189). We will receive £27,000 per annum from our partner as well as £1,800 per pupil in fees from referring schools and agencies which means that once the Centre is up and running, it will be sustainable. We do however need support with the initial costs and would therefore appreciate your help in getting the Centre off to a strong start!