Kirklees Council

The 2013 Centre for Policy Studies in Education (CPSE) seminar series was a reflection on the 50 years since the publication of the Newsom report within the context of an English education system that has retained many of the features that Newsom sought to redress. This paper outlines some of the issues raised in these seminars and identifies some of the core themes around system coherence and system design. The debate is lodged within public perceptions of 14-19 education and the deeply held historical understandings of what education should be. The academic –vocational divide is a fundamental framing of such discussion. It surfaces in 14-19 curricular provision, in what we include and what we exclude. It results in a continuity of educational hierarchies which underlie curriculum planning in education. The paper explores the question whether we have (and should have) one system of 14-19 or an emerging separate system of vocational education post 16 which is subordinated to the stronger academic tradition. Questions of system definition and coherence bedevil questions of system design. The voice of young people, educators, educational researchers and employers are identified within the paper as crucial partners in the formation of 14-19 education. However, implicit understandings about the current nature of 14-19 education continue to elude the proper articulation of such voices and present significant barriers to securing a better coincidence of education and the preparation for adult life.

ABSTRACT Improving the quality of places is a crucial element in addressing the inequalities that exist across the UK. While standardised tools exist to structure conversations about place, the extent to which these capture inequalities remain unclear. This study examined the utility of the Place Standard Tool (PST) as a means of understanding inequalities in relation to place. A dataset of 8,218 PST responses collected in the north of England, and the PST itself, were analysed using an inequalities lens with a particular focus on the qualitative data collected through the tool. The results showed that despite limits to the demographic data recorded by the PST such as the lack of ethnicity and disability data, key themes relating to protected characteristic groups were captured in the data. The analysis identified the themes of ethnicity, gender, physical mobility, economic status, and housing situation as particularly prominent within the dataset, and reflects on how these themes affect people’s relationships with place. In its current form, the PST demonstrates an ability to improve understanding of inequalities in relation to place. However, extra consideration, particularly relating to ensuring the PST is applied equitably, and some adaptation of questions would unlock its full potential. Improving the quality of demographic data collected is a key part of improving the accuracy and equity of data collection. Responding proactively to gaps in response rates during data collection exercises can improve the overall quality of data collected, particularly for minority groups. Considering equitable and accessible ways to collect data using the Place Standard Tool is key to fulfilling its potential as a tool for examining inequalities in relation to place.

Objective:To evaluate the feasibility and acceptability of the Takeaway Masterclass, a three-hour training session delivered to staff of independent takeaway food outlets that promoted healthy cooking practices and menu options.Design:A mixed-methods study design. All participating food outlets provided progress feedback at 6 weeks post-intervention. Baseline and 6-week post-intervention observational and self-reported data were collected in half of participating takeaway food outlets.Setting:North East England.Participants:Independent takeaway food outlet owners and managers.Results:Staff from eighteen (10 % of invited) takeaway food outlets attended the training; attendance did not appear to be associated with the level of deprivation of food outlet location. Changes made by staff that required minimal effort or cost to the business were the most likely to be implemented and sustained. Less popular changes included using products that are difficult (or expensive) to source from suppliers, or changes perceived to be unpopular with customers.Conclusion:The Takeaway Masterclass appears to be a feasible and acceptable intervention for improving cooking practices and menu options in takeaway food outlets for those who attended the training. Further work is required to increase participation and retention and explore effectiveness, paying particular attention to minimising adverse inequality effects.

Purpose – The learning disability nursing role in the multi-professional Youth Offending Team (YOT) enables the recognition, acknowledgement and understanding of the needs of people entering the Criminal Justice System (CJS) and provides a platform to ensure appropriate identification, assessment, planning and delivery of care ensuring successful completion of the Order and subsequent recidivism and reduction in reoffending. The purpose of this paper is to share the experience of working with young people who have committed a crime and are found to have unmet or undiagnosed additional needs. Design/methodology/approach – This paper seeks to consider how learning disability nursing skills compliment the range of expertise in the multi-professional YOT and discusses the case of a young woman and her experience of the CJS from pre-sentence to completion of the Order. Findings – Working together enables effective care delivery to ensure the needs of the person are recognised, understood and acted upon and achieves a balance between welfare for the person and justice and understanding for the victim. Originality/value – This paper’s value is to demonstrate that recognition of need enables the appropriate intervention and delivery of care. Through working together a reduction in young people returning into the CJS as well as building skills and understanding in staff working with young people with additional needs can be achieved.