Hertfordshire Foundation Learning Leads
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Transcript of Hertfordshire Foundation Learning Leads
1
Hertfordshire Foundation Learning
LeadsTuesday 29 March 2011
Sue Owen-Evans
Hertfordshire Foundation
Learning Leads Meeting
Wednesday 29 June 2011
Sue Owen-Evans
2
Objectives for the day
For participants to: review progress made with FL and
celebrate success explore the opportunities and challenges
presented by developing FL as a pre-apprenticeship pathway
share examples of good practice and take forward approaches and ideas that work
identify key levers that can be used to engage senior leadership teams
harness new FL resources
3
A view from the bridge
….but why this bridge?
Sue Owen-Evans
44
Current state of play
Emerging national and localmessages
Wolf YPLA
Raising of participation age
SEN Green Paper
Herts CC apprenticeship
strategy
Ofsted
CEIAG
Key messages from YPLA re FL post-16 Greater flexibility generated by:
• Unlisting of Functional Skills• Unlisting of Entry Level 1 (personal progress) offer for LLDD
learners • Weekly funding for learners not ready to take qualifications • Use of non-externally accredited provision where
appropriate• Widening the offer of accredited qualifications beyond QCF
Issues providers need to address• Recognising and responding to prior attainment• Focusing on needs and destinations of learners and using
these to drive the curriculum offer
5
6
16-19 Bursary Scheme
7
EMA Developments
823 schools + 16 PRUs who sourced 61 alternative providers
Provision accessed by 10% of Yr 9-11 studentsMore boys than girls, 69% SEN, one third had been excluded
at some point• Quality variable – suggestion for APs to register with DfE and for provision to be QAd by school and evaluated by Ofsted
• Two thirds tailored students’ KS4 curriculum around AP, one third did not. Need to ensure students do not fall behind.
• Home organisations need to define clear success criteria for AP programme from outset
• Information given to AP about students consistently weak – no SEN or behavioural details or levels of literacy and numeracy
• Finding and commissioning AP at its best when supported by LA directory and when LA provides guidance on quality assurance and safe guarding
• Monitoring of attendance good – but home organisations do not track behaviour and attitude. Few schools systematically monitor progress of skills or personal development
• Links usually in place between home institution and AP prior to placement starting – best practice face to face contact between student, parent and provider
• On placement visits vary in frequency, 11 never visited, 13 visited less than once every six month, 11 visited weekly
Ofsted report on alternative provision June 2011
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0
5
10
15
20
25
Dacorum BSS North Herts South East Herts
St Albans & Harpenden
South West Herts
Welwyn, Hatfield & East Herts
UnknownGreenAmberRed
RAG ratings for FL implementation by SAPG
10
14 (14%)
47(46%)30(29%)
11(11%)
RAG ratings for FL implmentation across Herts CC(Schools and joint FE and school provision)
Red
Amber
Green
Unknown
11
What has been most successful in supporting and engaging schools?
Targeted, small scale projects that support partnership working and that meet an identified need
Effective use of funding to both generate and grow sustainable provision
Proactive use of the FL co-ordinator role as a focus for advice
Using findings of a student voice questionnaire to highlight curriculum need and drive change
Identifying beacons who lead by example and bring others with them
Building on established FE provision that is well respected and has the buy in of SLT in schools e.g Headstart
Setting up a focused FL Development/FL strategy group with a clear brief
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What difficulties have been encountered when working with
schools?
Uncertainty created by reductions in funding and lack of govt direction with education policy
Profile of some schools which makes it difficult to get a foot in the door
Perception of GCSE as the gold standard by parents and some SLT
Time and cost associated with EV and IV training UTC and studio school developments
13
How are you tackling these challenges?
On your tables pick two of the difficulties that have been listed
Share strategies and approaches that you are, or that you will deploy, to find a positive way forward
14
What is working well with FE and alternative providers?
Building relationships with key staff in FE and alternative provision
Partnerships that are emerging between FE and schools and schools and training providers
Flexibility that is being built into the FE offer i.e. import/export model, length of programmes, different starting points during the year
Finding and growing alternative provision Using alternative provision to build sustainability
within the schools
15
What challenges have emerged when working with FE and alternative providers ?
Funding programmes – rising costs, the movement to cost recovery models as core funding goes
Undoing perceptions that some SLT have about the quality of alternative provision
Transition and progression from pre to post-16, especially for LLDD
Commissioning new providers – finding them, securing quality and value for money
Ensuring that when alternative provision is delivered on-site the culture of the school environment is recognised
16
How are you tackling these challenges?
On your tables share strategies and approaches that you are deploying to address: transition and progression procurement of services to get the best deal
Focus of FL work across SAPGs 2011/12• Driving accredited PSD into the curriculum
• Sharing successful approaches to Functional Skills
• Building cost effective, sustainable provision through supporting targeted partnership working that meets an identified gap
• Addressing issues to do with progression
• Developing and monitoring FL as a bridge into apprenticeships
• Harnessing existing networks and meetings to keep the momentum of FL moving forward – some to act as task and finish groups to address key elements such as marketing FL and CEIAG
• Target amber/red providers with support
Next steps
• What two immediate actions will you take from today?
• How would you like to see these FL sessions developing for 2011/12? - Who should attend? - How could the sessions
be structured? - What could the content
cover?