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Working with Local Authorities – what does it mean to us? TdBD May 2009.
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Transcript of Working with Local Authorities – what does it mean to us? TdBD May 2009.
![Page 1: Working with Local Authorities – what does it mean to us? TdBD May 2009.](https://reader036.fdocuments.in/reader036/viewer/2022081519/56649eb25503460f94bb8bf6/html5/thumbnails/1.jpg)
Working with Local Authorities – what does it mean to us?
TdBD May 2009
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The Background - LSC
• Created 2001, with the merger of FEFC and Training and Enterprise Councils (TECs)
• Responsible for planning and funding all post 16 Further Education
• National Office in Coventry, 47 local offices• National Office oversaw placements to Independent
Specialist Colleges (ISCs)• 2006, creation of regional LLDD teams and reduction
in size of local teams
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Machinery of Government (MoG) Progress
• June 2007 DfES became DCSF and DIUS. • Apprenticeships , Skills, Children and Learning
Bill, 4 Feb 09• LAs to have duty for securing education and
training for all 16 -19 & 19-25 LLDD 1/04/10 • Young People’s Funding Agency ( YPLA)
receive grant Letter 16 -19 & 19-25 LLDD • Skills Funding Agency (SFA) 19+ or 25+ LLDD
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Current place
• LLDD Knowledge transfer : LSC to LAs • Connexions 139 / 140 consultation out• Connexions commissioned for up to 3 years • Commissioning Support Unit LA based• 14-25 strategies in place in many LAs• Financial and planning shadow arrangements
in place in LAs
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LA driversIdentify key national and local drivers for change • LAA and CYPP• The Children’s Plan• 21st Century Schools• National Challenge• 14-19 Agenda guidanceAnalyse need / demand for services Analyse the results of performance reviews + benchmark with
other authoritiesIdentify key directions for change / implications Develop procurement and market management plans
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What’s missing?
In public policy:• Grasp of the issues around shift from national to local • A bridge between LSC / LA cultures• Time for a planned transition• Understanding of the unintended consequencesOn the ground in practice:• Capacity to manage role moves plus the day job• Learner focused change management process• Capacity in all areas to re-shape to new vision • LA commitment to secure provision• Clarity around placement for learners and parents
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Two different games
The LLDD ball the LSC is throwing is a National paradigm• National funding framework• National capital process• National data processes, sets and standards• Secured provisionThe SEN ball the LA is catching is a local paradigm • Spot purchasing growing into Outcomes’ based commissioning• Local political capital priorities • Local indicator sets• Locally and politically described relationships
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What gets in the way? 1
• Flexibility of funding – policy / practice divide– Viability of providers dependent on “core business” of long
term placements. Outreach / indirect services often seem a “loss leader”
– Local Authorities struggling to meet costs of existing placements under Gershon Efficiencies– inhibits imaginative and collaborative thinking
– Commissioning still in early stages of development – few areas in a position to think about commissioning innovative new services and “placement as last resort” approach dominant. Limited pooled budgets.
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What gets in the way? 2
• Culture:– Relationships between LAs and providers are mostly
positive but complex histories in some areas– Provider culture can be resistant to change – core business
“secure” for 200 years etc. “Business” language unfamiliar / uncomfortable for staff and Board. Charity “fantasy”.
– LA culture can be resistant to collaboration - most officers have a NMISS “horror story” about fee increases or quality. Illusions of “Tesco” charities.
– Gap between LA commissioning policy and practice
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Toolkit for survival - external
• NASS Outcomes’ framework for National Schools Contract - needs individualising
• NASS Guiding principles on Outcomes’ for 3 National Contracts & National Strategies Achievement for All - Outcomes’ based
• Commissioning support website / networks• Children's Trust Board• Aiming Higher for Disabled Children funding• ESF / LSC funding for Supported Employment• New markets gaps being identified• Aggressive collaboration strategy
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Toolkit for survival - internal
• Accurate market analysis – in what ways does the market really need your expertise?
• Reshaping your provision – have you the capacity to deliver what the market wants today?
• Internal structure – does it support tomorrow?• Value chain analysis –what do parents / LAs etc think they are
buying?• Unit costing – how much does it really cost?• Partnership – could you work more effectively / spread the risks
more evenly?• Parents – are you shaping and directing their energies? • Quality – don’t wait for the lightning to strike
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What will they have to commission?
In a ideal world, some of the following:• Teaching and learning provision which meets the needs of
young people with complex, medical or therapeutic needs • Specialist knowledge and expertise, which can be evidenced
by nationally recognised qualifications• The breadth of services provided including therapies and
medical • A curriculum focus on independent living• Residential provision which provides additional opportunities
for learning, transference and application of skills and can cover respite and short breaks
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What can you do today?Basic immediate advice would be:• Contact your LA and find out what is going on with regard to
14-25 provision• Uncover any local data on the LA drivers• Contact all your local Non-maintained Specials Schools
(through NASS) and ask for help• Focus your Board on the need for change • Look at the flexibility of your management structure• Review your capacity and identify your gaps • Plan for partnership now to fill your gaps• Do not dilute your specialism