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evident that not all young people are aware of this.

Another interesting statistic from the 'Barriers to participation' report, is that young people who are NEET in particular, placed 'a lot of importance on financial considerations when deciding what to do post-16 and were significantly more likely to experience finance as a barrier or constraint'. Again through funding the Education Maintenance Allowance (EMA) and SB (Skill Build) learning grant allowances money is available when in training or education however it is likely that they feel it is 'not sufficient to engage them in education or training'. The report suggests that from its findings that there is a need for financial support for those that are at risk of becoming NEET and that work-based routes would benefit many young people therefore being given the opportunity to combine learning with paid employment.

One of the solutions to this problem is the Skill Build programme and its conception was to tackle this problem. WAG currently funds an all-age preparatory and National Vocational Qualification (NVQ) skills training programme for both younger people (16-18) and adults, entitled Skill Build. The programme is aimed at learners who are vocationally unfocused and who may lack confidence, have poor motivation and/or poor Basic Skills. The programme aims to provide learners with the key personal and employability skills and qualifications to enable them to effectively enter the labour market and retain sustainable employment.

The Skill Build programme offers those not in employment (unemployed, or inactive) work related skills including pre-NVQ learning, vocationally focused NVQ at levels 1, 2 and 3, Literacy and Numeracy, Basic Skills, and key employability skills, in simulated work settings or with real employers, offering work placements as part of improving the participant's job skills and prospects.

I consider the most important development this year within Skill Build is the acknowledgement that the learners in this sector are increasingly lacking in motivation and displaying challenging behaviour. I have carried out research through wider reading and attended training

Challenging Behaviour was summarised as 'Challenging behaviour is any form of behaviour that interferes with learning or normal development, is harmful to the child, other children or adults, or puts a child at risk of later social problems or educational underachievement', (The Elton Report 'Discipline in Schools' 1989). We also discussed how this statement is relevant for both youth and adult Skill Build students as either can display challenging behaviour. Types of behaviour were described as low or high level with low level examples such as poor time-keeping, not listening, excessive talking, preventing others from working and not getting on with work. Whilst high level examples were shouting (at pupils & staff), physical assault, fire setting and throwing items. We also looked at strategies to cope with this and discussed the Behaviour for Learning Model (Davies & Garner 2007) which encourages making the learning fun and stimulating, making lessons relevant to the student, making learning inclusive for all learners and getting to know your students i.e. their interests, issues, learning style. We should also be aware that behaviour (good or bad) breeds behav