Beyond school

The role for FE

NAHT 2014

Alison Boulton

A brief historyA brief history

• Pre-Warnock: some specialist colleges supporting post-war rehabilitation

• 1978 Warnock report notes lack of post-16 provision (10% leavers in FE)

• Developed through 1980s – 250 courses in 1987 (Skill survey)

• 1992 F&HE Act: have regard to the requirements of students with LDD

Inclusive Learning Inclusive Learning

• 1996 Tomlinson report: Inclusive Learning

• 130,000 students in FE colleges

• Not the same as integration – best match between learning environment, the student and the learning task

• Focus on organisation's capacity to understand and respond to individual requirements (not a deficit model)

Further education sectorFurther education sector

• 339 colleges in England

• 846,000 16 -18 year olds & 2 million adults

• Often a ‘second chance’

• Strong vocational element

• Responsive – meeting workforce needs

All change!All change!

Like all education sectors, massive changes

Funding – from September 2013

Curriculum – from September 2013

Legislative framework – from

September 2014

Funding 1Funding 1

• New approach for all ‘high needs students’ – those who cost more than £6,000 to support – in 3 parts: E1, E2 & E3

• Biggest challenge – Local Authorities assess, commission and fund places

• What do LAs actually want to commission – best or cheapest?

Funding 2Funding 2

• 150 LAs x 65 specialist colleges x 220 GFEs = a lot of potentially different systems

• Colleges work with multiple LAs – each with their own systems and paperwork

• Limited guidance initially, so much confusion

• Time consuming and bureaucratic,

and still a long way to go!

Study programmesStudy programmes

New personalised curriculum framework for FE, comprising:Main learning aim either accredited or non-accredited – links to Natspec’s Rarpa workWork experienceEnglish and maths - functional

The RARPA 5 staged process

1. Aims appropriate to an individual learner or groups of learners (clearly stated learning aims)

2. Initial assessment to establish the learner’s starting point

3. Identification of appropriately challenging learning objectives: initial, renegotiated and revised

4. Recognition and recording of progress and achievement during programme (formative assessment): teacher feedback to learners, learner reflection, progress reviews

5. End-of-programme learner self- assessment; teacher summative assessment; review of overall progress and achievement

Children & Families Act 2014Children & Families Act 2014

• Part 3 Special Educational Needs

• 0-25 system

• Young people and/or parents are central

• Education Health & Care plans (EHCPs) replace statements and LDAs

• Each LA’s Local Offer describes the provision that is available

Code of practiceCode of practice

• Applies to colleges for first time

• Major revision following consultation

• Sets out how the system works

• Is the basis of appeals

Working together – sharing practice

How can schools and colleges work together to improve opportunities for young people and ensure that provision is in their best interests?