The Diploma Gateway

1. School Improvement Service in Partnership with Lincolnshire County Council The Diploma Gateway Briefing for Cluster partners Next steps…

2. Aims of the session • Clarify the reform programme • Develop understanding of the gateway process • Inform strategic collaboration ad discuss how this needs to to be reflected in operational delivery

3. 11-19 Reform • KS3 review • 14-19 new entitlement - changes begin 2008, statutory from 2013 • Post 14 qualification changes • Apprenticeships • A level reform – challenge brightest, (AEA, extended projects) reduction from 6 to 4 units • Introduction of functional skills • Area prospectus / September guarantee - September 2007 Personalisation

4. New National Entitlement 2013 14-16 Statutory key stage 4 curriculum The Arts D&T MFL Humanities All 14 Specialised Diplomas AND 16-19 All 14 Specialised Diplomas Functional skills to level 2

5. Local Planning for delivery Local strategic planning for delivery 14-19 Cluster Diploma line strategic planning groups Diploma line operational planning groups – who, what, where, when, how

6. Why have a Gateway ? The DfES states that it is to ensure: • Delivery of innovative qualifications to a high standard from the start • Provide support for even the best consortia given the scale of challenge • Collaborative structures are built in to local delivery • Links between high quality provision and a good local offer

7. Key messages: • Success will be dependent on partnerships demonstrating they have rigorous and compelling plans to prepare for delivery of the diplomas • DfES expect providers to deliver Diplomas as part of a collaborative local partnership, rather than acting in isolation • Expect partnerships to be prepared to join the functional skills national pilot in Sept 2007 – priority will be given to those who do • Each partnership submits proposal to LA • LA to include covering note for each consortium explaining strengths and rationale • Submission - hard copy and email to be DfES contractor by 5pm 11.12.06

8. Essential features: • Need to demonstrate clear understanding of each diploma line to be offered • Asked to provide a lead contact for the gateway process for single channel of communication (this does not mean a lead institution) • Can concentrate on particular Diplomas – do not have to deliver all 5 • Keen to see partnerships offer all 3 lines at the same time, but not ‘absolute’ requirement. Expect progression routes to be in place by the time young people complete their diplomas • Self assessment against 5 key areas: • Collaboration • Facilities • Workforce • Information, Advice and Guidance • Employer Engagement

9. Process • Develop a summary proposal that explains: • Which institution will offer which components of the Diploma at what level within the partnership • A full self assessment for each area for each diploma line, rating green, amber/green, amber/red or red and explaining: • Where you are now • What you need to do by September 2008 • How you are going to bridge the gap • Proposals assessed by regional panels during Jan – Feb 07

10. Regional Panels • GOEM, DDP’s, HE, QCA, LSC, DfES, National Strategies • Commentary on self assessment prepared by DfES contractor • Panels may: • Access inspection judgments • Visit / contact partnerships to clarify information and gather supporting material • Decisions will be either (for each diploma line): • Ready to pass through gateway • Conditional recommendation to pass through gateway dependent on significant improvement and accessing support to address specific conditions by July 07 • Not ready for Sept 08 • Feedback given on self assessment – highlight specific areas for development, tasks that could be undertaken • If ready or conditional support packages offered to help preparation

11. Rating Green Comprehensive arrangements are in place and are working well Amber/Green Clear arrangements are in place and are working, some issues remain Amber/red Arrangements are partly in place. However significant further development is required Red Arrangements are not yet in place, and much development is required

12. Support from DfES • Learning visits • Workforce development • Capital funding £40m to 40 partnerships for: • Consortia where projects at advanced stage, or where project begun but additional capital essential • Self assessment robust and DfES convinced that money can be spent by March 08 • Apply with self assessment – LA has to provide statement on strategic ‘fit’ Need to demonstrate evidence of how project will: • Provide greater flexibility and choice KS4 and post 16, and increase engagement • Make high quality facilities available to provide professional experience • Enhance collaboration between consortia providers

13. Workforce Demonstrate clear understanding of what type of staff will be needed to deliver the Diplomas. Commit to provide the necessary support and development of your workforce. For current members of the workforce, show an understanding of training required for these very different qualifications, including how they fit alongside other training demands, and the demand for training amongst the local workforce. For new members of the workforce, show an understanding of how such staff will need to be recruited from outside the current workforce, and how you will achieve this. Indicate your willingness to take part in the functional skills pilot

14. Workforce • Outline the relevant strengths and gaps within your current workforce, and number of current staff likely to be involved in delivering this Diploma • Explain what staff you will need to deliver this Diploma in Sep 08, including how you have arrived at this assessment • Set out how you will ensure the necessary recruitment and training of staff so the workforce are well place to deliver this Diploma

15. Employer engagement Development of effective employer links critical to Diploma delivery Show how you will work with employers to deliver work related and sufficient high quality work placement opportunities for young people studying the Diploma Demonstrate how you have built on existing local mechanisms eg EBP to forge strong and mutually beneficial links with local employers – eg for work placements, learning resources, visits and mentoring Employers must be actively involved in helping your consortium plan

16. Employer engagement • Outline your current links with employers and employer organisations, including and assessment of the existing capacity for high quality work placements in your area • Detail how you intend to work with employers so that by Sep 08 you have the most effective and sufficient Diploma provision in place • Explain how you will develop relationships with local employers and employer organisations to achieve your plans for Sep 08

17. Facilities The resources, equipment and accommodation to deliver high quality applied and practical teaching and learning, within a context that clearly reflects employment needs to be in place for each diploma line. Need to explain how each member of the consortium will be able to utilise the facilities and where responsibility for delivering and managing the facilities lies. • Detail what relevant facilities you currently have, and any shared use between consortium members • Outline what facilities you plan to put into place to deliver high quality applied and practical teaching from Sep 08, and how they will be used by young people across the consortium • Set out your plans for making the necessary improvements to your existing facilities between now and Sept 08, including how these developments are to be funded

18. Collaboration To deliver in 08, need to be part of a consortium – • Encompass all relevant members • Demonstrate clear understanding of roles and accountabilities of each member • Collaborative structures for funding and organisation should be in place to support delivery • All young people of all abilities able to access diplomas • Effective and appropriate arrangements for transport, timetabling, curriculum development, administration and quality assurance • No requirement that that institution must collaborate on teaching and learning of any particular diploma, but must demonstrate appropriate access arrangements for those elsewhere in the consortium

19. Collaboration • Outline how and where you have collaborative arrangements that are working well now, and where you have identified that more needs to be done • Explain what collaborative arrangements will be in place in your consortium for September 2008 to deliver these objectives • Set out your plans for delivering the necessary changes for September 2008, including the key milestones between now and then

20. Information, advice and guidance (IAG) Demonstrate that effect IAG in place or how you will develop effective and timely IAG on curriculum choices and progression routes for all young people, integrated with overall careers programme Include work to raise aspirations and encourage future participation and attainment Plans in place to to challenge stereotyping Show how all young people and parents/carers receive good IAG in relation to Diplomas, be they high or low attaining IAG strategy should offer clear links to local employers and HE opportunities, with links to Aim Higher IAG should include range of approaches to help young people make effective choices

21. Information, advice and guidance (IAG) • Outline current arrangements for IAG, both strengths and weaknesses. State where these are collaborative across the consortium • Set out what IAG will be on offer for Sep 08, and how you will ensure impartial and timely advice, challenge stereotype, address different attainment groups, and connect to employers and HE • Explain how you will make the required improvements to IAG so young people can make informed decisions about their options for Sep 08

22. Capital Support Apply on no more than 2 sides of A4 covering: • Overall details of project, how it fits with 14-19 vision for partnership, how it links with future BSF planning • Involvement of providers in partnership, how funding will be used, overall cost, details of other funding sources • The outcome that will be achieved as result of additional investment

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