[PPT]PowerPoint Presentation - Home - KELSI · Web viewIntroduction and delivery of new post 16 qualifications and pre 16 technical award Coordinated approach to careers education

ASCL Regional Information Conferences 2016ascl.org.uk/conferences

Maximising Opportunities for Young People in Kent

24 t h November 2016

Education and Young People’s Services


Kent’s Current Performance OFSTED Outcomes • 90% good or better schools (85.4% Secondary)

KS4 attainment – 2016 October DfE data• 63.5% achieving grade C or above in both maths and

English GCSE (62.6% national average)• -0.04 Progress 8 score (-0.03 national average)• 50.3 Attainment 8 (49.8 national average)• 29.5% achieving English Baccalaureate (24.5% national

average) • 94% staying in Education or entering Employment at 16 plus


Kent’s Current Performance Post 162016 October DfE data APS per entry

State funded schools

Kent LA rank/150

SN rank/11

All level 3 31.9 32.9 31 2

A level 30.7 C 30.8 C 56 4

Academic 30.9 C 32.0 C+ 26 2

Tech Level 37.0 36.8 67 4

Applied General Dist+ Dist+ 84 7

Number of students

achieving Tech Bacc

130 20 1 1


NEETs October 2016 NEETS as a percentage of the Year 12 and Year 13 cohort

Total Year 12 Year 13Statistical Neighbour

1.9% 0.9% 2.8%

October 2016

2.45% 1.10% 3.81%


‘Not Knowns’ October 2016 Not Knowns as a percentage of the Year 12 and Year 13 cohort

Total Year 12 Year 13Statistical Neighbour

22.3% 20.7% 23.7%

October 2016

11.9% 9.97% 13.88%


ParticipationParticipation as a percentage of the Year 12 and Year 13 cohort

Total Year 12 Year 13National 74.70%

October 2016

84.31% 88.60% 80.10%


Kent Context Permanent Exclusions October 2016

Latest reported exclusions 46Target 2015 - 2016 32Target 2016 – 2017 24


Apprenticeships

Over 3000 16 -18 year olds on apprenticeships in 2015 – 2016.

That’s a 30% increase on 2014 - 2015


Kent’s Challenges• Acceleration of improvement in numbers of

schools being good, moving from good to outstanding and in young people’s outcomes

• Narrowing gaps at ages 16 and 18• Widening the 14-19 offer at a local level through

collaboration between schools and colleges• Sharing expertise between schools and colleges• Funding and resources – all stakeholders• Retention at age 17


Kent’s Challenges• English and maths progression• Barriers to level 3 progression• A level and applied General outcomes• Introduction and delivery of new post 16

qualifications and pre 16 technical award• Coordinated approach to careers education via

Success at Schools, Kent Choices, Apprenticeships Kent, Ready to work

• Data sharing protocols with FE


Developing new Collaborative Approaches to School Led Support and Improvement

Education and Young People’s Services


Developing a More Secondary School Led Improvement System

• Kent Association of Headteachers engaged in School Improvement through Area Boards and collaborative partnerships

• Leadership Strategy - co produced between the LA and schools and with a focus on system leadership

• Developing school led and more integrated support programmes with Schools/Academies and other partners

• Establishing the new Education Company to increase the resilience of Education Services and maximise income generation and reinvestment in Kent schools


School led peer reviews to support good reflective

practice

11-19 Integrated School Support

Programmes

International Baccalaureate

Programmes IBCP

Development of new MATs and new support

systems for MATs

New High School and specialist subject

networks

Shaping the school improvement strategy and support to meet the changing educational landscape and the needs of Kent schools

Integrated approaches for

supporting vulnerable learners


IB Programmes• Developing new post 16 delivery models through IB

programmes, 21 schools delivering or planning to deliver IBCP

• IBCP programme offers wide ranging learning programme currently showing successful outcomes

• Planning a new level 2 ‘IBCP type’ programme, eg a Kent Baccalaureate

• Extension and enhancement of system leadership through the IBCP

• New relationships and collaborations across subject specialisms

• Identification of further opportunities to develop the Tech Bacc across schools and colleges


Vulnerable Learners• 14 – 24 personalised pathways with clear destinations routes• These routes to include FE colleges, supported internships,

assisted apprenticeships, and supported employment• Reengagement programmes from 16 onwards and ready to work

activities• Effective use of high cost needs funding and specialist teaching

support• Further collaboration between special schools, secondary schools

and colleges• Coordintaed support for young people with mental health issues

from Early Help, CAMHS, Education Helath Need Service and Support


KCC’s interface with Multi Academy Trusts (MATs)

• Planning the expansion of MATs with new sponsors and the DfE

• Increasing the number and diversity of MATs• Supporting MATs to improve outcomes for all learners by

building new relationships with KCC services and providers• Maintaining effective collaborative partnershipsacross the

county to deliver high quality outcomes to Kent’s young people


Core provision• Developing 14 – 19 pathways for all learners through

the use of high quality data, eg LPUK and district data packs

• Reducing NEETS and Not Knowns through effective partnerships including District Participation meetings

• CEIAG specialist network• Careers Enterprise Company programme in 20 coastal

High schools• Kent Choices resources and careers events• Specialist support for vulnerable learners


14 – 19 Progression pathways new traded programmes

The aim of this work is to support all schools to Good and Outstanding

Progress 8New Qualifications

Review and Analysis of post 16 offer Resource Planning

Governor ChecklistOn line Functional

Skillsmaths and English

On line GCSEMaths and English

On line Functional Skills

On line Careers support for

professionals and learners

NVQ level 4 GuidanceFor professionals


14 – 19 Pathways and Qualifications for All Learners• align provision to local labour market trends• avoid duplication• deliver a range of academic, applied general and technical

qualifications at all levels• develop a robust level 3 technical offer endorsed by

employers and the Kent Guilds• provide cost effective provision (there are too many small

teaching groups at level 3)• engage in a systemic review of provision against local and

national indicators


How might 16-19 collaboration be improved in Kent?

Kevin GilmartinASCL Post-16 & Colleges Specialist(ex-Sixth-Form Principal)

Where can a 16 year old study an applied general?

Applied General

Level

Sixth Form

College

FE College

UTC

Studio School

Private training

provider?

School

Kevin Gilmartin

However there are at least 6 types of school…………..

LA Maintained

Academy sponsored

Academy converter

Free School

16-19 Free School

16-19 academy

Independent

Kevin Gilmartin


So…………….13 different types of institution where the same qualification can be studied………..

• How might the educational landscape in Kent be about to change?

Kevin Gilmartin

What curriculum may end up being delivered where?

Sixth Form College

A Levels and Applied

FE College15 technical

routes

UTCdedicated university sponsored

Studio SchoolDedicated local employer led

Private training provider

apprenticeships

SchoolA Levels and

Applied

Kevin Gilmartin

What are the drivers that may force change?• Pro-active LA with clear educational vision• Area Reviews• SFC 16-19 academisation• Insufficient 16-19 funding (forcing closure/merger of school sixth

forms)• Colleges leading/joining an academy chain• The Skills Plan (Sainsbury Review)• Regional commissioners for schools and FE • Local headteacher/principal boards• BIS within DfE• Employer apprenticeship levy

Kevin Gilmartin

So how to change?• All institutions agree on some form of “default curriculum landscape”• Exceptions to the “norm” (there may be many!) - are brokered in a trusted

way–LA? Regional FE and schools commissioners?• The key gatekeepers must participate……….

• Headteachers need to see a win/win scenario

• If accountability and funding pressures are improved then…………

Kevin Gilmartin

16-18 new performance measures • Due Jan17, for students completing Key Stage 5 study in 2015/16 academic year. • 5 headline measures, with supplementary measures below these

Progress, Attainment, En/ma progress, Retention, Destinations• Based on individual qualification outcomes rather than a programme of qualifications.• Four categories of students:

o academic (mainly of A level, AS levels and smaller qualifications such as the EPQ, Core maths and FSM)

o applied generalo tech levelo technical certificate (level 2)

• Only “approved list” vocational quals appear in the tables (applied and technical)• New “Allocation” rule – results count against original provider if a student moves

institution – published when that student finishes their 16-18 study. (Data checking extremely important)

Examples of win/win?•The gov direction is 90% Ebacc – can colleges help schools deliver one of the baskets?

•Colleges running the Applied General for school infill?

•A level students working with Maths & English GCSE resits?

•Colleges running work experience for sixth-form students

•You know the local market……………create the win/win……….

Kevin Gilmartin

Kevin Gilmartin

Delivering Technical Qualifications: a UTC perspective

Steve Leahey Principal, The Leigh UTC, Dartford DA1 5TF Email: [email protected]

Background

• The Leigh UTC opened September 2014• STEM based curriculum delivered to 14-19 year

olds• Longer working day 8.30am – 5.00pm• We specialise in engineering and computer

science• Over 80 SMEs currently support us through

various programmes• Leading provider of Technical Baccalaureate

14-16 year olds

• All students study GCSE computer science• All students choose a pathway of BTEC engineering

or IT (L2)• Students then choose from GCSE product design,

systems and control and art graphics• Further GCSEs in smart product design &

manufacture and IT management• Core GCSE programme of English, maths, science• No Ebacc offered

16-19 year olds

• Technical Baccalaureate, seen as ideal preparation for next stage in our student’s career. The student’s programme consists of a substantial technical qualification L3 BTEC up to 1080 GLH, extended project and core maths.

• This measure is aimed at students who want to pursue a technical career. It gives them the opportunity to be stretched through high quality qualifications. It provides a first-class alternative to the more traditional A level route, ensuring our students have the technical ability employers want.

• Duke of York Awards provide national recognition.

Core Maths• Highly valued by employers• All students in years 12 and 13 required to study mathematics at level 3• Majority study Core Maths.• Blends with UTC specialisms of engineering and computer science

Duke of York awards• Gold Award – Distinctions in technical qualifications• Further evidence through interviews• Project based learning• Team leadership• Work experience

Apprenticeship RouteUTC students successfully completing Tech Bacc now work with local companies and attend the UTC for 1 day a week over 3 years to complete a HNC in engineering.

Jon Malone

Sara WoodwardDeputy Principal, Broadstairs Campus

East Kent College

14-to-16 Technical Progression Routesin Further Education Colleges

14-to-16 direct enrolment in further education colleges

Since September 2013, further education colleges and sixth-form colleges have been able to enrol, and receive direct funding from the Education Funding Agency (EFA) for 14-to-16-year-oldsEligibility for funding:• Dedicated 14-to-16 area within college• Dedicated 14-to-16 leadership• Ofsted grade 1 or 2• Readiness to Open ChecklistFull-time provision for 14-to-16-year-olds is inspected under the Common Inspection FrameworkSept 2016 -18 colleges nationally delivering 14-to-16 direct enrolment


14-to-16 Technical School launched in September 2016 at Broadstairs campusVision – to offer a high quality, level 2 Key Stage 4 technical pathwayInitial recruitment of 21 year 10 students


2015-16 Two technical pathways (21 students in year 10)• Catering and Hospitality• Early Years and Health and Social Care

2016-17 Two additional technical pathways (50 students in years 10 & 11)

• Construction and Engineering• Creative Media Production and Performing Arts


Curriculum model – 9 GCSE equivalent

GCSE English LanguageGCSE English LiteratureGCSEs in Core and Additional ScienceGCSE Computer Science or Geography or History2 Technical Awards in core technical pathwayBTEC in BusinessBTEC in Art or SportReligious Education, Sex & Relationships Education


What is the added value?• Industry standard learning environments• Work related learning and work experience• Progression pathwaysOutcomes to date• 13 of 21 (62%) year 10 students achieved grade C or

above in Core Science in summer 2016• Low rate of fixed term exclusion


Is there a silver bullet for 14-to-16 recruitment?

“Schools may see 14-16 recruitment as a threat, but there is a way to make it work.”

“My college confronted this potential issue head on and chose to wrk together with a local secondary school. Instead of seeing us as a direct competitior, the school embraced our 14-16 Career College provision as a unique opportunity to further the education of some of its most progressively-minded pupils – by meeting their needs in a way the school by itself did not.”

(A Maynard FE Week 13/11/16)

Role of Colleges in raising 14-to-16 achievement and promoting

progression • Lower ability students who find an academic curriculum

too challenging• Students who are becoming disengaged or at risk of

exclusion• Partnership working with schools• Start in year 10 if possible• Core vocational qualification, English, maths, ICT, PSD• Case studies of Anthony, Declan, Finlay, Ladislav, Lily,

Louis

Post-16Progression

Coffee

A county that works for everyone – colleges, schools and local authority collaboration in KentDavid Smith; Director of WorldSkills Engagement, AoC

‘Change is going to come’ (Theresa May 5 October 2016)

Skills for productivity (Sainsbury et al):• Reform of professional and technical education• Skills Plan and 15 routes• Apprenticeship Levy and 3 million starts by 2020• English and maths conditionality

Social mobility (Milburn et al)• Grammar school options/new sixth form provision• Destinations data in accountability frameworks• Single UCAS style portal for 16+, 18+ and higher education

SEND, mental health and inclusion (Scott et al)• Educational Health and Care plans – high needs• Mental health care capacity• Alternative provision and ‘off plan’ needs

Collective leadership in Kent and Medway of the ‘hard agenda’

Sainsbury, Skills Plan and the reform of Professional and Technical Education

• 15 Routes and Pathways – collaborative planning and careers, relevance to national and local employment and skills priorities

• Experience of work – imaginative employer engagement

• Higher skills agenda (L4 and 5) and specialisation (Kent WBL University?)

• English and maths and county wide capacity and progress checks

• Apprenticeship offer to balance the interests of learners, employers and tax payers

• Transition year programmes and ‘bridging’ arrangements

Action on social mobility (Justine Greening – Sec of State for Education, Women and Equalities)

• School and college ‘leaders of place’ – opportunity areas, Kent/Medway pathfinders?

• Agreeing accountability on destination measures and on impact measures

• UCAS style common portal and application systems

• Integrating transport and skills policies – especially re specialised provision

• Shining a light on low quality apprenticeships, level 1 provision and alternative (to school) provision

• A devolution vision for productivity AND social mobility in Kent and role models for the messaging

SEND, mental health stretch and county wide system improvement

• Audit of capacity, expertise and communication systems (re EHC plans, re health support, re trained and experienced staff

• Adoptive and looked after children, best practice and parental expectations

• Therapies, CAMHS, high needs and specialist care – funding transparency and open and honest dialogue

• ‘Off plan’ needs and assessment system – transfer of information at 16

• A modern, well publicised ‘county wide’ alternative provision system

• 19 + and preparation for adulthood; access to traineeships and apprenticeships for SEND

Opportunities: national and in the Kent context

• New government, ministers, departmental responsibilities

• National Schools Commissioner (Sir David Carter) and FE Commissioner (Richard Atkins CBE)

• OFSTED, Amanda Spielman and a ‘post charisma’ approach?

• Area Based Review of Kent and Medway Further Education and Skills: Transaction and Restructuring facilities

• SELEP and the devolution agenda – European funding 2016-2020

• Opportunity areas; Careers and Enterprise Development; Education and Training Foundation; Education Endowment Foundation; Gatsby and more

• The Kent collaborative history (Kent FE, KCC Skills and Employability, Access and Widening Participation, Thames Gateway Employment and Skills et al)

So….for a county that works for everyone..

• Define and refine the ‘hardest to do’ list

• Identify and bring together a collective leadership and talent capacity

• Research and agree a) innovative and best relevant practice and b) potential funding and resources for united action

• Define what success would look like – impact measures and timescale

• Seek and utilise ‘champions and role models’ to carry the narrative

• AND get on the front foot with government and national agencies by offering ‘solutions and pathfinders’ to challenges that face everyone!

Apprenticeship Funding

Some things to consider………………• Strategic Direction & Workforce Development Strategy –

• Where do apprenticeships fit within your strategic plans?• Do you have senior level commitment? • What is the business case for delivering apprenticeships ? • How will you measure / report this?

• Resources – • What infrastructure will you need to support the delivery of your apprenticeship

programme? (people, facilities, accommodation, premises, materials, partners)

• Process/Systems – Who is going to use and manage the Digital Apprenticeship Service?

• Finance/Funding –What budget is needed to support the infrastructure required? Is the size, scale and scope of the apprenticeship programme you are proposing to deliver matched by the size of your Levy?

• Quality Assurance – How will you monitor quality / data / success?

Approved for Delivery so far

• Over 1400 businesses in over 100 sectors involved

• 146 ‘approved for delivery’

• Over 2500 starts so far

• Around 30% of standards so far are for Higher and Degree apprenticeships

What will employers need to do?

Existing apprentice employers can review the standards available and in

development and establish:• Which of these would fit within their business roles?

• Which would replace the current frameworks delivered?

• Which new areas of delivery they can introduce to their business?

• Where the gaps are and therefore need to be developed?

Start talking to providers:• What would delivery look like for them now?

• Consider if they can deliver any of this themselves?

• What services would they need from their providers

• Ask for a costing plan to deliver new standard?

• Ask if they have accessed the Education & Training Foundation support?

The Digital Apprenticeship Service programme

Find an apprenticeship

Find apprenticeship

training

Recruit an apprentice

Manage your apprenticeships

Provider readiness

Employer readiness

(Live)

Find assessment

organisations

Find a standard or framework

Find a training provider

For training providers For employers Register Pay my

provider

Get the best from our new digital apprenticeship service?

The digital apprenticeship service is made up of several projects:

Key milestones- dates subject to change

NovemberDecember • Further employer guidance from HMRC on how to

calculate and pay the apprenticeship levy

January • Levy employers set up their Manage your apprenticeships account

April • Levy paid

May • Service live• Make levy commitments

To 2020 • All employers to use the service

From Subject Received SizeCategoriesZeena Cala RE: % Females in STEM Apprenticeships 20:28 33 KB

What you can do now

Read further – go to https://www.gov.uk/government/collections/apprenticeship-changes

Plan your apprenticeship spending - https://estimate-my-apprenticeship-funding.sfa.bis.gov.uk/

Check out the draft regulations for the calculation, payment and recovery of the Apprenticeship Levy - https://www.gov.uk/government/publications/draft-legislation-regulations-for-the-calculation-payment-and-recovery-of-the-apprenticehip-levy

https://www.gov.uk/government/collections/apprenticeship-changes


https://estimate-my-apprenticeship-funding.sfa.bis.gov.uk/

https://estimate-my-apprenticeship-funding.sfa.bis.gov.uk/

https://www.gov.uk/government/publications/draft-legislation-regulations-for-the-calculation-payment-and-recovery-of-the-apprenticehip-levy




More information

• Our main hub page on apprenticeship reforms updated with all of the latest information:

https://www.gov.uk/government/collections/apprenticeship-changes• Published standards and those in development:

https://www.gov.uk/government/collections/apprenticeship-standards

https://www.gov.uk/government/publications/apprenticeship-standards-in-development• Guidance for developers of standards:

https://www.gov.uk/government/publications/future-of-apprenticeships-in-england-guidance-for-trailblazers

• Easy reference listing of all standards:

https://www.gov.uk/government/publications/apprenticeship-standards-list-of-occupations-available

• Online survey for feedback on EOIs, standards and assessments plans:

https://www.gov.uk/government/publications/apprenticeship-standards-changes-to-the-process-for-approvals


https://www.gov.uk/government/collections/apprenticeship-standards

https://www.gov.uk/government/publications/apprenticeship-standards-in-development







https://www.gov.uk/government/organisations/skills-funding-agency

https://sfacontactforms.azurewebsites.net/employer-enquiry

https://sfadigital.blog.gov.uk/2016/10/25/what-is-the-digital-apprenticeship-service/

Key changes since August

In August, we published our proposals for apprenticeship funding. Since then, we have been listening to employers, training providers and other stakeholders to help us develop our final position. The adjustments we have made will help ensure that the reforms benefit more employers and apprentices.

Proposals in August Final funding policy

Expiration of digital funds after 18 months

Extended to 24 months – helping employers to prepare for the new system and to adapt training programmes

Support for 16-18 year old apprentices - £1000 payment to employers and training providers

Retaining the £1000 payments plus extra government funding to provide a transitional 20% uplift for providers training 16-18 year olds on a framework. Also applies to 19-24 year olds formerly in care or have a Education and Health Care plan

Removal of disadvantage uplift Retain a simplified version of current system for one year to support those on a framework from disadvantaged areas. This is whilst we review the best way to support disadvantaged groups

Funding bands

Every apprenticeship will be placed in a funding bandThe upper limit of each funding band will cap the maximum:

• amount of digital funds an employer who pays the levy can use towards an individual apprenticeship.

• that government will ‘co-invest’ towards, where an employer does not pay the levy or has insufficient digital funds

Employers can negotiate the best price for the training they require

• If employers want to spend more than the funding band limit, using their own money, then they will be free to do that.

• Funding bands do not have a lower limit.

Number Band limit

1 £1,500

2 £2,000

3 £2,500

4 £3,000

5 £3,500

6 £4,000

7 £5,000

8 £6,000

9 £9,000

10 £12,000

11 £15,000

12 £18,000

13 £21,000

14 £24,000

15 £27,000

Training providers receive:• An additional £600 for training an apprentice

from top 10% of deprived areas, £300 for next 10% range and £200 for the next 7% range

Funding bands for frameworks

We will allocate each individual framework pathway to:

• the nearest funding band based on the current rate of funding the government pays providers for training adult apprentices but with some extra support…

16-18 uplift• Transitional support of 20% of funding band

maximum paid directly to training providers • Also applies to 19-24 year olds formerly in care

or have Education and Health Care plan

STEM Support

Additional support in areas of disadvantage

• For all STEM framework pathways we will increase the current government-funded adult rate by 40% at Level 2 and 80% at Level 3 and above, and then allocate these frameworks to the nearest funding band.

Additional support

16-18 year olds

Government will pay £1,000 to employers, and a further £1,000 to training providers if

they train a 16-18 year old apprentice

Disadvantaged young people

Government will pay £1,000 to employers, and a further £1,000 to training providers if

they train 19-24 year olds leaving care or who have a Local Authority Education and

Healthcare plan

Additional learning support

We will pay training providers up to £150 a month to support these learners, plus

additional costs based on evidenced need

English and Maths trainingTo meet minimum standards of English and

maths we will pay training providers £471 for each of these qualifications (Level 1 and 2)

Small Employers

Employers with fewer than 50 employees will have 100% of the training and assessment costs

covered when training a 16-18 year old (or 19-24 year old formerly in care or has a Local Authority

Education, Health and Care plan

Funding rules

Transferring funding During 2018 we will introduce means for employers to

transfer up to 10% of the levy funds to another employer with a digital account, or to an ATA

Funding rules

Prior qualificationsTrain any individual to undertake an apprenticeship at a higher level than a qualification they already hold

An individual can be funded to undertake an apprenticeship at the same or lower level to acquire substantive new skills

Cross-border funding

Applying a single test through the English system: based on whether the apprentice’s main place of employment is England.

‘Workplace’ is where the apprentice is expected to spend the majority of their time during their apprenticeship.

Getting the most out of Post 16 fundingAlan Shaw

Getting the most out of Post 16 funding

Covering The Funding Formula Common Issues Approaches to delivery


The Funding Formula

Four key elements determine the funding through the formula: Number of students National funding rates Characteristics of the institution and the historic delivery Characteristics of the student


The Funding Formula

Data driven process Universal approach for post-16 provision No quick fixes – lagged methodology Historic data is used to calculate funding


Common Issues - Data Condition of Funding - maths and English A number of automatic corrections 15/16 and 16/17 Business case process Thresholds

for cases affecting lagged numbers, 5% of students or a minimum of 50 students, whichever is lower;

for cases affecting the full time/part time split and other factors an overall impact of 5% on total funding or £250,000, whichever is lower;

for other cases not covered above, we will review the cases individually


Common Issues English and maths condition of funding

Data issues: Core Aim flags Recording of planned hours National Curriculum Year See the interactive tool:

https://www.gov.uk/government/publications/interactive-post-16-school-census-tool





Approaches to Delivery Study Programmes

FE Sector Sixth FormsFunding Band 2014/15 2015/16 2014/15 2015/16Full Time >=540 Hours 69.59% 69.11% 91.76% 94.64%Part Time - 450+ Hours 17.90% 18.33% 3.57% 3.62%Part Time - 450-539 Hours 4.80% 4.88% 1.84% 0.74%Part Time - 360-449 Hours 1.95% 2.50% 1.17% 0.68%Part Time - 280-359 Hours 0.62% 0.69% 0.22% 0.13%FTE <=279 Hours 5.14% 4.49% 1.44% 0.20%Grand Total 100.00% 100.00% 100.00% 100.00%



540-599 600-699 700-799 800-899 900-999 Over 10000

5

10

15

20

25

30

35

40

Average Planned Hours for Full-Time Students – Kent Institutions 2015/16



Kent FE Sector Sixth FormsMain Programme Type 2014/15 2015/16 2014/15 2015/16Academic 3.01% 2.63% 68.82% 64.55%Vocational 96.99% 97.37% 31.18% 35.45%Grand Total 100.00% 100.00% 100.00% 100.00%

National FE Sector Sixth FormsMain Programme Type 2014/15 2015/16 2014/15 2015/16Academic 21.79% 21.66% 75.03% 72.31%Vocational 78.21% 78.34% 24.97% 27.69%Grand Total 100.00% 100.00% 100.00% 100.00%


Approaches to Delivery Sub-contracting

Whole programme sub-contracting by schools to be phased out

For the avoidance of doubt, this restriction only applies to whole programme sub-contracting arrangements. We do not propose to prohibit collaboration with local partner schools, or sub-contracting with other local partners for some elements of a student’s programme, where this is serving their educational needs and is managed and monitored in line with this guidance.

https://www.gov.uk/government/publications/funding-guidance-for-young-people-sub-contracting-controls




FINLAND

•Broad Curriculum•Specialist Post 16•No Time Wasted•Employer Engagement

MY POST 16• Grammar• Attendance• Year 11 Year 12• Last 2 years• Common Room/ Study Room

• 3 Routes

NEW STRUCTURE

Monday

Tuesday

Wednesday

Thursday Friday

8:45 -9:00 Tutor Time09:00-10:00 D

Enrichment Day

D

Resit/ Supervised Study Day

D10:00-11:00 D B D11:00-12:00 B C B12:30-13:30 B C B13:30-14:30 C Ac C14:30-15:30 Ac Ac C15:30-16:30 Ac Ac

ENRICHMENT• Outside Speakers• Study Skills• Conversational Language

• Citizenship• Life skills• Emergency first aid• Road safety• Mindfulness

THE FUTURE

•Parents• IBCP•Business & Sport•Fill every hour

Jon Watson

Head of The Canterbury High School(part of The Canterbury Multi-Academy Trust)

Personalised Learning Pathways

Comprehensive education for boys and girls in partnership with Simon Langton Grammar School for Boys’

School for ‘all the talents’

Pathways

11- (13) 14 EBacc + foundation but includes drama, dance and ‘red box’

(13) 14- 16 EBacc + options including the idea of pathways with G&T sport/performing arts and Inclusion & Engagement personalised provision

16 – 19 A comprehensive and inclusive pathway provision

14 – 19 Pathways

(13) 14-16

EBaccCore

Driven by need for

attainment & Progress 8

EBacc/core

An increasingly

narrow range of options (13)

14-16

Driven by Pot 3 Points

Sport

Performing Arts

Practical Learning

Inclusion & Engagement

16 – 19

An A level pathway

A Vocational Pathway (BTEC)

An elite Sport Pathway

An elite Performing Art Pathway

An Occupational and Entrepreneurial Pathway

A High Needs/ Skills for Life Pathway

16-19 Pathways

• Academic

• A levels

• CHS

• SLBG

• CHS/SLBG

• Tute

• Tutor model

• Vocat -ional

• BTEC in a variety of areas

• Also includes BTEC courses related to Sport and Performing Arts

• Sport

• elite provision within specialist discipline by professional coaches

• Combines with sports programmes (nutrition, sports pysch, fitness & flexibility etc)

• Perform-ing Arts

• Elite provision within specialist discipline by industry professionals

• Combines with industry programmes

• Occupat-ional

• Programmes leading to industry relevant qualifications in ‘specialist facilities’

• Also possible enterprise activities in terms of setting up businesses

• High Needs/Skills for Life

• Bespoke personalised programmes or small group programmes delivered both on and off site

• Specialist staff back up

But, it is possible to mix ‘n’ match across pathways and levels of

outcomes(GCSEs available only in maths, English and science)

How ?

The 6th form Timetable08.55 Period 109.50 Period 210.45 Break11.00 Period 312.00 Period 41.00 Lunch2.00 Period 53.00 Period 64.00 Period 75.00 Period 86.00 End of 6th form day

Staffing contracts have changed (but a lot is good will)

Some courses delivered by partner school

Some courses offered on a tutor model

Some courses offered using IT remote learning (TUTE)

Some programmes largely delivered contracted to 3rd party providers on an on roll/off site model

Sport and Performing Arts benefit from professional infrastructure

Performing Arts now planning first year of university course

Flexibility of offer, flexibility of combinations, flexibility of levels; flexibility of ‘entry requirement’;

flexibility of time

Has it worked ?Different students, different aptitudes, different abilities, different skills and different needs.

Size matters.Only a large 6th form can offer the variety of courses,

the variety of levels and the variety of experiences necessary to prepare young adults for their next step.

September 2013 = 333 students (when Canterbury 6th form consortium ended)

September 2014 = 415 students



However, this model may not be sustainable given the changes that are coming

The Abbey School

CURRICULUM OFFER

A Business and Enterprise Academy

Curriculum Pathways14 - 19

The Abbey School

Upper School Pathways (Y9-Y11)


• Guided choices based on prior

attainment

• Higher ability academic profile

• Achieving Level 5+ in all subjects

including MFL

• Target A*- B in Year 11

• To go on to academic AS/A2

subjects

• Encouraged to study the Ebacc

• Focused on Progress 8 and

Attainment 8

The Abbey School



• Middle and lower ability

academic profile

• Achieving 2-3 Level 5 scores

• Target A*- C in Year 11

• To go on to Level 3 courses or

college

• Encouraged to study certain

subjects

• Focus on quality not quantity; will

be expected to achieve 8

subjects

The Abbey School



Additional options for all pathways

Sports Science;

Psychology;

Performing Arts (Dance or Drama);

Media;

Food Technology;

Art and Design;

Business Studies;

Health & Social Care;

Information Technology

Textiles

The Abbey School

16 – 19 Curriculum


Football Academy Abbey School External students

IBCP Vocational Academic

BTECsBusiness Studies Extended.CertBusiness Studies DiplomaCriminology DiplomaCreative Digital Media Prod.Financial StudiesHealth & Social CareICT Extended CertificatePerforming ArtsProduction ArtsSport -------------PRACTICE-------------

A LevelsArt & DesignArt & Design TextilesBiologyBusinessEnglish LiteratureFrenchGeographyHistoryMathsMedia Studies-----PROGRAMME

DIPLOMABusiness ManagementFilmHistoryIT in a Global SocietyGlobal PoliticsMathematical StudiesPsychologySocial & Cultural AnthropologyTheatreWorld of Religion

REFLECTIVE------

UNIVERSITYLevel 2 E/M retakes Level 2 E/M retakes

COLLEGE/UNIVERSITYAPPRENTICESHIP Level 2/3

EMPLOYMENT WITH TRAINING Des

tinat

ion

16-1

9 co

urse

sIn

take

Strategies to support the curriculum in KS4/KS5

The Abbey SchoolA Business and Enterprise Academy

Dedicated staff- Pastoral support x 2 in KS4 non-teaching

- Work experience/Business Links Co-ordinator non-teaching

- Pastoral Support Manager and Cover Supervisor KS5

- Heads of Year

- RSL KS5

- EWO x 2

Strategies to support the curriculum in KS4/KS5


Work experience- Year 10: local and national placements (many in London),

Leeds Castle, Canterbury Cathedral, London Chambers,

Head offices of many fashion companies

- Year 12/13: every year 12 student has a placement

- IBCP: longer placements over the year linked to service

Business Mentors and Business Links strategy


• Companies and individuals linked to specific curriculum

subjects and pastoral themes

• Support by providing:

- Case studies;

- Practical experience;

- Mentoring individuals/groups

- Career orientated

• Generated through HT/Business Links co-ordinator visiting

and promoting courses

• Links clearly mapped to course outlines

Business Links & Business Mentors


Business Links:

• Idea Works (training academy) - 1 year• Age UK• Oxfam• Macknade

Business Mentors:

• Cairns Research – science research/ICT apprenticeship• Gloss Interiors – student business networking groups• Barclays – Global Head of Banking Controls/Corporate Finance

& Mergers & Acquisitions• Lloyds Bank – Finance; Accounts; Budgets• London Business School – workshops used at the LBS

targeting careers

Enterprise Days


Year 11 and Year 12 Careers Fairs:

Enterprise Days


The Big Interview:

Amicus Horizon provide 10+ personnel to support a 2 day

programme

Business Incubator Units


Supporting the curriculum:

• Edible Culture

• Kessons Physiotherapy

• Fellgrove – arborologist

• Lighthouse Fostering

• Language UK

• Mighty Fine Things

• Marshmallow Heaven

Dover Grammar School for Girls

• The 7 year journey• Collaboration in the Dover Deal and Sandwich

Area

Developing Skills in Year 7 that will prepare students for KS 4 & 5

Developing Aspirations of students so that the expectation is Sixth Form and then University

Moral responsibility to ensure that all students follow the best path for them

The 7 year journey

7 Key areas for consideration: Spoken Language Skills Reading and Note making Written responses and SPaG Use of Number and Problem solving Acquisition of knowledge Organisation Attitude to Learning

7-4-7

The aim of the year 7 competencies is to ensure that all students have the requisite skills they need to make sustained progress throughout their school career. The competencies are cross curricular, skills based and form the basis for all learning

Aims

We track all students 3 times a year During the first tracking period in November

the 7 competencies are assessed by all teachers along with a current grade (1 – 9) in English and Maths based on their performance to date

To track the competencies staff assess whether each student is Emerging, Expected or Exceeding

Tracking

Emerging – Students are not yet working at the level expected – highlighted as Red

Expected – There are no concerns regarding aptitude and they have the skills they require for progress in year 7 – highlighted Amber

Exceeding – Students are working above the expected level – highlighted Green

The aim of tracking is not only to highlight areas of concern but to close the gap in skills proficiency in year 7 better equipping them for the future

Tracking (cont)

Is there a pattern of strength or weakness across year 7 classes in a particular department

When comparing a subject with other subjects, do competency judgements match

For students working below the expected level what interventions do students need

Are strategies in place to support the vulnerable students

Improving Provision

The Dover Deal and Sandwich Headteachers are developing a shared vision to enhance students life chances within the area

Some families have children at more than one school in the area

The trajectory of schools within the area is taking an upward trend despite the social deprivation

This area has the highest percentage of good or outstanding primary schools in Kent

Collaboration

New spirit of openness between local school which has broken down old barriers and fostered a collaborative working environment

The Headteachers set the agenda but are grateful for the advice that the school improvement advisor Phil Leyland has to give

Nearly all schools involved. Headteachers are keen to also develop collaborative working with the colleges

Collaboration (cont)

Post 16 engagement Reduction of Neets in the area Shared timetables DDS aspiring Headteacher programme Teach Meet Event Training opportunities across the area Middle Leaders training

Areas of collaboration

A cohesive approach which fosters good relationships between schools

Shared expectations and frustrations Best possible outcomes for all students in

the Dover Deal and Sandwich area

Benefits

Broad and balanced Lower School curriculum leading to success in the Upper School.

Personalised pathways vs Ebacc.

Careers Education and Guidance.

14-19 Curriculum Provision - MGSG

Academic success underpinned by strong pastoral care and support.

Mayfield Minds programme (developed since visit to Finland).

Extensive student support and peer mentoring programme (strong feature of Finnish schools).

Encourage involvement in extra-curricular activity and outdoor education (Finnish Schools on the Move).


Large number of external students join sixth form.

To continue to promote personalised pathways and be interested in working in partnership with KCC, other schools and colleges in helping to deliver the new technical programmes especially in Science & Engineering.


14-19 Landscape: Future Developments and Post-16 Skills Plan ImplementationKent County CouncilDavid Smith24 November 2016

Today’s Sessions

• Secondary School Improvement and 14-19 Pathways• Post-16 accountability measures and new qualifications• Qualification changes and Technical Qualifications• Opportunities from Progress 8• 14-16 Technical Progression Routes• School/College Collaboration• Vulnerable Learners• English and mathematics• Employer engagement and apprenticeships• Post-16 Funding• International comparison

45 minutes on …

14-19 Landscape: Future Developments and Post-16 Skills Plan Implementation

Agenda

• An Individual Task• Some numbers• The Post-16 Skills Plan, Technical Routes and ‘curriculum’

models• Needs, supply and demand• Area Based Reviews• A Small Group Task• Discussion

• Assumption – we can’t do what needs to be done alone

Individual Task

• If a School Head …• What are the top three things that FE Colleges could do to help

you in your role?• If a College Principal …• What are the top three things that Schools could do to help you

in your role?• If an other stakeholder …• What are the top three things that FE Colleges and Schools

could do to help you in your role, thinking as an employer?

16-17 Education and Training – Media View

SchoolsNEETS

Further Education

16-17 Education and Training – As was end 2013



16-17 Education and Training – Reality end 2013

The Post-16 Skills Plan

• The Post-16 Skills Plan is an “… ambitious framework to support young people and adults to secure a lifetime of sustained skilled employment and meet the needs of our growing and rapidly changing economy.”

• “We face a major challenge: the pressing need for more highly skilled people, trained effectively, to grow the economy and raise productivity, and ensure prosperity and security for individuals.”

• “Our ambition is that every young person, after an excellent grounding in the core academic subjects and a broad and balanced curriculum to age 16, is presented with two choices: the academic or the technical option.”

The Post-16 Skills Plan

• “… most importantly, employers must play a leading role. Employers, working with expert education professionals …”

• “Each programme will include a ‘common core’, which applies to all individuals studying that route and is aligned to apprenticeships (including English and maths requirements, and digital skills), followed by specialisation towards a skilled occupation or set of occupations.”

Technical Routes

Curriculum Models

• Movement away from funding qualifications

• 16-19 Study Programmes• Apprenticeships• Technical Pathways

• Focus on employment and employability

The decline of the ‘middle’

Issues

• Supply - Providers• Demand - Learners• Need - Economy

Area-Based Reviews

London Research

Interviews• Chairs• JARDU• GLA• Principals and Chairs of Governors

Seminars• Senior Leaders• Curriculum Leaders

London ABR Findings

• Building pathways• Consideration of travel to learn patterns• Meeting specialism needs

• Logic A• Logic B

Logic A

• A central focus on FE economic viability with discussions about mergers, FE estates and longer-term cost savings.

• A partial system approach with the relative exclusion of schools; general education; the marginalisation of sixth form colleges and little input from wider stakeholders.

• A ‘sprint’ over a course lasting a few meetings where economic aims trump the progression aims.

• Lack of consideration of the needs and voices of employers and learners.

• Preserves the competitive spirit, albeit with larger and more federated players.

Logic B

• A focus on the improvement of vocational specialisation and progression pathways for all; developing the curriculum and the engagement of wider social partners, particularly employers.

• Space for the involvement of employers and economic strategists.

• A pan-regional approach based on a holistic citywide picture and strong cross borough and sector frameworks.

• Strong sub-regional ‘skills ecosystems’ within a pan-regional view of the distribution of vocationally specialist provision.

• A longer and more inclusive ABR process.

Group Task

In Groups of Three or Four …• School Heads, thinking as College Principals …• What are the top three things that Schools could do to help you

in your role?• College Principals, thinking as School Heads …• What are the top three things that FE Colleges could do to help

you in your role?• School Heads, College Principals and other stakeholders

thinking as employers…• What are the top three things that FE Colleges and Schools

could do to help you in your role?

14-19 Landscape: Future Developments and Post-16 Skills Plan ImplementationKent County CouncilDavid Smith24 November 2016

Simon Cook

Principal & Chief ExecutiveMidKent College

• Improving maths and English outcomes pre 16

• Making use of pre 16 Tech awards to enhance progression

• Making use of post 16 level 2 Technical Certificates

• Making use of level 3 Tech levels and Applied General qualifications

• Using EFA funding creatively to offer 4 year progression programmes

• IB programmes leading to degree apprenticeships

• Develop IBCC programmes that lead to higher & degree apprenticeships

Maximising opportunities within institutions (1)

• Developing Tech Bacc opportunities

• Revised maths and English programmes post 16

• Engaging employers to deliver aspiration

• Making effective use of pupil premium at pre 16

• Working to improve outcomes for vulnerable learners, for example

by preventative NEET activities and ensuring pathways for these

learners

Maximising opportunities within institutions (2)

• Peer review by developing experienced, high quality systems leaders to work alongside School Improvement Advisers

• High School project to facilitate working across schools that ensure improved outcomes

• Maximising outcomes for vulnerable learners through engagement with special schools and PRUs by developing 14 -24 personalised pathways and actioning the NEET strategy

Maximising opportunities collaboratively

• To work collaboratively across districts and areas in order to develop programmes of learning with reduced duplication of courses which facilitate transition to other places of learning and which prepare students to progress to the next level, rather than fall back.

Next Steps

14 – 19 conference (such as today) will be an annual eventFebruary 10th 2017 - Maximising Opportunities with the New Qualifications• A half day training session to inform and support schools to understand the DfE

changes to technical education both pre and post 16 and the introduction of technical and professional education post 16 that enable progression into HE, apprenticeships, self-employment and jobs with training.

• Guidance on developing 14-19 progression pathway including technical qualifications with Progress 8.

• An awarding body’s perspective on how a ‘vocational’ curriculum can be built from KS4 To KS5 illustrated by emerging curriculum models and a project approach to delivery backed by employers

• An example of how to build professional learning placements into the Post-16 programmes of study with a focus on developing skills and competencies valued by employers.

• Impact of the new qualifications on performance measure

Future Conferences

• North

• East

• West

Outcomes from workshops this afternoon

The aim of this work is to support providers to become Good to Outstanding or Requires Improvement to Good

Working with the LA 14-19 progression pathways

Progress 8New Qualifications

Review and Analysis of post 16 offer Resource Planning


maths and English

On line Careers support for

professionals and learners

Governor Checklist


On line GCSEMaths and English

NVQ level 4 GuidanceFor professionals

Documents

[PPT]PowerPoint Presentation - Home - KELSI · Web viewIntroduction and delivery of new post 16 qualifications and pre 16 technical award Coordinated approach to careers education