Raising of the Participation Age - Main Presentation

Raising the Participation Age

Sheffield Partner’s Conference

28th March, 2012

Gill Cowan

2

Summary

What does RPA mean?

How far do we have to go?

Roles and responsibilities

Youth Contract

3

What does RPA mean?

The first phase of RPA – full participation of all young people until the end of the academic year they turn 17 – is coming into force in summer 2013. This rises to their 18th birthday in summer 2015.

Young people will be able to choose how they participate, which could be through:

– Full-time education, such as school or college;

– an Apprenticeship;

– Part-time education or training if they are employed, self employed or volunteering for 20 hours or more a week

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How far have we to go?

Progress towards full participation (using DfE estimates, SFR)

Age 16

Age 17

96.1%

87.2%

60%

70%

80%

90%

100%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

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… and in Sheffield

CCIS: December 2011

91.9%86.5%

75%

80%

85%

90%

95%

100%

Age 16 Age 17

Not in educationor training

Not known

In education andtraining

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Roles and responsibilities Local authorities will be required to:

– Promote the effective participation in education or training of all 16 and 17 year olds resident in their area; and

– Make arrangements to identify young people resident in their area who are not participating.

Learning providers will be required to:

– Promote good attendance of 16 and 17 year olds; and

– To notify their local authority when a young person leaves learning.

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… and schools have a key role to play

Raising attainment

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… and schools have a key role to play

• Raising attainment

• New duty to provide Careers Guidance

• KS4 destination measure

– Will show what former pupils go on to do

– Currently finalising publication plans

– Stakeholder group

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Youth Contract

• New programme of intensive support for up to 12 months

• Target group:o 16 and 17 year oldso who are NEET, ando who have no GCSEs at A* - C

• Public, private and voluntary organisations invited to bid to the YPLA on a sub-regional basis

• Providers will be required to work closely with LAs

• Contracts to be signed by end June

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Contact Details:

Gill Cowan

[email protected]

http://www.education.gov.uk/childrenandyoungpeople/youngpeople/participation/rpa

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Responsibility and Opportunity:

Changes to IAG Services from September 2012

Debra NortonCEIAG and Participation StrategyBarnsley MBCRPA Local Leader

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Education Act 2011

•The Education Act 2011 inserts a new duty, section 42A, into Part VII of the Education Act 1997, requiring schools to secure access to independent careers guidance for pupils in years 9-11. (Duty applied to academies through funding agreement with DfE). Intention to consult to extend the duty.

•Guidance must be presented in an impartial manner and promote the best interests of the pupils to whom it is given. Guidance should also include information on options available in respect of 16-18 education or training, including apprenticeships.

•The requirement for schools to provide a programme of careers education is repealed. (The removal of this provision does not imply that careers education is unimportant.)

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All about interpretation…

"The new statutory guidance to schools on Section 29 of the Education Act 2011 will underline the new legal duty on schools to secure independent and impartial careers advice and guidance. It will not be sufficient for schools to employ their own careers professional, good though they may be, and then rely on signposting to a website, excellent as that may be.Young people benefit from face-to-face careers guidance. As Lord Hill said in the House of Lords during the passage of the Education Bill, 'Pupils can benefit enormously from support offered in person that raises their aspirations and leads them onto a successful path."

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Emerging models

The LA continues to offer a service on a subsidised or traded services basis (or a combination of both)

Learning providers, schools and academies work together to commission IAG services. Where satisfaction is high, existing provider. Alternatively, a full commissioning process undertaken and the current provider is considered alongside others in a competitive tendering process.

Individual schools employ their own adviser or develop internal capacity with links to external and impartial services and agencies.

The LA, through it’s commissioning processes, supports the market exploration through providing a list of approved suppliers who meet agreed quality criteria

The LA supports schools and academies to explore the free market in independent and impartial IAG.

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The Barnsley Experience Less about commissioning (get help!), more about

analysing need Whole school approach to developing IAG

specification…how does it fit with school plans and ethos?

Thinking “differently” about what constitutes high quality, independent and impartial IAG

Developing internal (school/colleges) and external (partnership) capacity

IAG duty becomes an opportunity not an additional burden…..

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What next?

Building blocks: CEIAG programme quality assured against quality

award External specialist advice secured from provider

with accepted industry standard (matrix) Advisers competent to professional standards

Partnership solutions…..share the responsibility and grasp the opportunity……….

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Raising the Participation Age

The Sheffield GuaranteeDee Desgranges

SheffieldSheffield

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City Wide - 2011 Y11 Destinations

No response0.8%

Part Time Employment0.3%

NEET4.7%

Moved out of contact0.4%

Full TimeTraining (non emp)4.9%

Employment with Training4.2%

Employment without Training

1.2%

Full Time Education83.5%

SheffieldSheffield

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NEETs by Community Assembly Area

Academic Age16-18 NEET (%)by Community Assembly Area (3 February 2012)

7.58.2 8

1.9

5.56.9

11.211.3

0

2

4

6

8

10

12

14

No

rth

Eas

t

East

Sou

th

Ce

ntr

al

Sou

th E

ast

No

rth

ern

Sou

th W

est

Cit

y W

ide

SheffieldSheffield

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NEETs by VYP

Total number of NEET by Vulnerable Group - March 2012

187

251

6760

37

0

20

40

60

80

100

120

140

160

180

200

220

240

260

280

300

BME – Black MinorityEthnic

LDD – Learning Disabilitiesand Difficulties

TM – Teenage Mothers LAC / CL – Looked AfterChildren, Care Leavers

YO (any disposal, anytime) – Youth Offending

SheffieldSheffield

21 SheffieldSheffield

NEET 16-18yr olds by Qualification Level (March 2012)

9

155

97103

59 54

108

180

0

50

100

150

200

One

or

mor

eA

Lev

els

Min

imum

of 4

GCS

Es A

-C

Betw

een

1&3

GCS

Es A

-C

Min

imum

of 3

GCS

Es D

-E

Min

imum

of 3

GCS

Es F

-G

Non

Exa

m

Not

Kno

wn

Aca

dem

icLe

vel N

otRe

cord

ed

NEETs by Qualification Level

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The Sheffield GuaranteeDfE Phase 3 Trial

Sheffield Vision

Through partnership working we will ensure timely and supported access toappropriate learning and training provision, enabling seamless transition to

adulthoodand employment for all 14-19+ year olds

Sheffield RPA Plan with 6 Strands:

1. Strategic Leadership. 2. Planning for the Future.3. Knowing the Cohort. 4. Mix and Balance. 5. Support to Progress. 6. Awareness and Aspiration.

SheffieldSheffield

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Strand One: Strategic Leadership

SheffieldSheffield

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What we said we would do….

‘Create a shared understanding of the implications of the legislation, the scale of the challenge for Sheffield and

make it everyone’s responsibility’

RPA Steering Group – schools/ colleges/ work based training/ IAG/social services/vcf/strand leads/ universities/ NAS/elected member

Work strands running – wider membership

Aligning commissioning and resources

Provider networks

Partnerships around vulnerable young people

SheffieldSheffield


Strand Two: Planning for the Future



‘develop a ‘transitions entitlement’ from pre to post 16 with the necessary support structures in place to meet the needs of vulnerable

young people’

Administration: effective and robust administrative arrangements to support transition e.g. transfer of records including performance data, joint meetings, common procedures

Social and Personal: improving learners and carer’s familiarity with the post 16 setting, ensuring appropriate pastoral support, improving retention

Curriculum: appropriate levels, continuity, learning how to learn in new settings, pathways to progression

Pedagogy: continuity of teaching & learning across phases, cross phase professional support and dialogue

Autonomy: ensuring learners are seen as active participants in the process


Strand Three: Knowing the Cohort


What we said we would do…

‘Plan post 16 learning and training based on real time intelligence; develop data tools to identify those at risk of not participating’

•Places plan – trajectory to 2015 and beyond

•RONI pre 16

•RONI – post 16

•Data sharing platform

•Deep dives and learner feedback


Strand Four:Mix ‘n’ balance of Provision


What we said we would do….‘Develop quality assured progression pathways through sectors

and across providers and flexible holding provision’

Map, connect and promote a coherent and seamless pathway through the curriculum at all levels with agreed progression opportunities/ admissions criteria

Create flexible provision to provide a guarantee at all times of

the year including holding and access programmes

Devise hub and spoke structures with providers and community based youth teams to work in community settings to offer first steps engagement leading to mainstream

Develop bridging and ‘half’ level programmes across the provider network; connecting the standard curriculum levels for those needing smaller steps

Use an enterprise/entrepreneurial theme to bundle a range of qualifications into a coherent learning programme as an ‘apprenticeship’ to self employment


Strand Five:Support to Progress



‘Developing a multi agency approach to meeting the needs of the most vulnerable’

Create a ‘virtual’ vyp team – better understanding and linkages

Create and embed the Community Youth Teams

Progression planning - through to 18 (25 if LDD) via a learning & support plan

Sharing information in a timely and appropriate manner

Influencing the design and delivery of provision and services

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Strand Six:Awareness and Aspiration

SheffieldSheffield

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What we said we would do…

‘Launch a multi faceted campaign to increase to promote the benefits of staying in learning longer’

Communications campaign – magazine, pay slips, poster, app….

Events – piggy backing, bespoke

Commission an RPA drama production

Web sites – www.sheffieldinteractive.co.uk portal for all things youth

RPA ambassadors – from all sectors including parents

SheffieldSheffield

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Next Steps

Understand roles and responsibilities- engaging schools better

Embed the elements of a successful transition – push and pull

Plan for the cohorts coming through – not more of the same Ensure that provision meets needs– skills trajectory from

KS4 Align provision and support around the most vulnerable Normalise!

SheffieldSheffield


Workshops A1 & B1: Knowing the Cohort, Managing Expectations and Meeting Needs

Facilitator: Deborah Parker

Room: 122

Workshops A2 & B2: Mix and Balance of Provision: Matching Supply and Demand

Facilitator: Henry Hui

Room: 124

Workshops A3 & B3: Support to Progress

Facilitator: Vicky Moss

Room: 151

Workshops A4 & B4: Supporting Vulnerable Young People

Facilitators: Peter Mitchell, Cheryl Plant, Amanda Brookes

Room: Main Hall

Workshops