Hertfordshire Foundation Learning Leads

1. Hertfordshire Foundation Learning Leads Hertfordshire Foundation Learning Leads Meeting Tuesday 29 March 2011 Sue Owen-Evans Tuesday 29 March 2011 Sue Owen-Evans

2. Conference objectives For participants to: • find out more about the latest developments regarding Foundation Learning • consider curriculum development and share local practice • discuss what needs to need to be in place to secure successful progression and achievement for learners from KS4 to post-16 • gather resources and information about the support available as individuals, organisations, consortia and Strategic Area Partnership Groups • network with colleagues from all sectors who working on individualised programmes for Foundation Learning

3. A view from the bridge Sue Owen-Evans

4. Foundation Learning and the current political context Fairness Responsibility Freedom White Paper November 2010 Education Bill January 2011 Wolf review of vocational education 3 March 2011 Green Paper SEN and disability 9 March 2011 Consultation on revisions to inspection framework 22 March 2011 4

5. The Importance of Teaching: White Paper 2010 Raising standards set by the curriculum – reinstate the basics and implement English Baccalaureate Review of vocational education – clear focus on quality, engagement and progression 5 Greater autonomy to innovate Key Messages Sharper accountability - new ‘transparent’ performance measures, to include comparative data Expansion of apprenticeships together with wider access Raising of participation age to 18 by 2015

6. Scope of the review ‘ To consider how we can improve vocational education for 14-19 year olds and thereby promote successful progression into the labour market and into higher level education and training.’ The Wolf Report pge 19 P.S. Professor Wolf asked to make practical recommendations ‘to help inform future policy direction, taking into account current financial constraints.’

7. Four key areas of focus • Improving the organisation of the 14-19 vocational offer (funding, institutional suitability, accountability and incentives, development and delivery of qualifications) • Clarifying the appropriate target audience ( age young people should start to engage with vocational education) • Creating guiding principles that underpin content, structure and teaching methods (how vocational education can respond to the current and future labour market, how it can reduce NEETs) • Improving positive destinations( work, apprenticeships, HE, FE)

8. Foundation Learning and the changing face of the labour market 8

9. Wolf Report: 27 Recommendations….. 4 accepted…direction of travel still to be decided Recommendations of interest to Foundation Learning include: At Key Stage 4 schools should be free to offer any qualification they wish from a regulated awarding body. Emphasis on core learning, especially English and maths for 14-16 learners. Suggestion vocational learning limited to 20%. End to ‘false’ equivalencies with restrictions on what can be included in performance measures. Colleges can enrol learners age 14. FE staff should be able to work in schools. Greater vocational specialism for 16-19 learners but still an emphasis on a broad curriculum. Post 16 students without English and maths GCSE should still study for them (or alternatives). Greater emphasis on work experience as part of post-16 offer. Funding to follow the learner. Review of Foundation Learning /policies for lowest attaining quintile of learners pre 16. E

10. Wolf Report: Recommendations that have been accepted Four recommendations accepted immediately: 1. To allow qualified further education lecturers to teach in school classrooms on the same basis as qualified school teachers 2. To clarify the rules on allowing industry professionals to teach in schools 3. To allow any vocational qualification offered by a regulated awarding body to be taken by 14-to19-year-olds 4. To allow established high-quality vocational qualifications that have not been accredited to be offered in schools and colleges in September 2011

11. Foundation Learning and the SEN Green paper • Strong emphasis on preparing for adulthood: access to better quality vocational and work –related learning options to enable young people to progress in their learning post-16 • Increased opportunities and support to get and keep a job, to include high quality work experience. • Indicator to be introduced in performance tables which gives parents clear information on the progress of the lowest attaining pupils

12. Inspection 2012 – consultation on new proposals A broad, balanced and relevant curriculum is a key factor in raising attainment, improving behaviour and attendance and promoting personal development. In schools where the curriculum caters well for the individual needs, abilities and interests of the pupils, there are increased motivation and better outcomes. We propose to include the quality of the curriculum as an important consideration in judging leadership and management. Inspection 2012 Page 13, Paragraph 31

13. What does all this mean for me and my school?

14. Hold firm to the core principles of Foundation Learning Personalisation Coherence Recognition of achievement Progression

15. A personal gaze into the crystal ball for Foundation Learning • Increased focus on attainment of English and mathematics GCSE- varied pedagogy, practical application, recovery and/or consolidation through intensive learning • Broad vocational ‘taster’ learning pre-16, greater emphasis on developing flexible employability skills • Creative harnessing of post-16 vocational expertise into school sector- mixed economy model • Development of Foundation Learning as a pre-apprenticeship model • Strong emphasis on planning for progression, meeting local labour market needs and engagement with employers.

16. Links to key reports • A review of Vocational Education: The Wolf Report http://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00031-2011 • Support and aspiration: A new approach to special educational needs and disability http://www.education.gov.uk/childrenandyoungpeople/sen/a0075339/sengreenpaper • Ofsted consultation on changes to inspection http://www.ofsted.gov.uk/ • The forgotten half: report by DEMOS http://www.demos.co.uk/files/The_Forgotten_Half_-_web.pdf?1300105344 • Evaluation of the Functional Skills Pilot: commissioned by QCDA http://www.qcda.gov.uk/qualifications/7587.aspx

17. Discussion activity • What messages will you take from this input to support you in your work? • How can you harness the core principles to drive the implementation of Foundation Learning across your SAPG or organisation?

18. Session Two Exchanging Practice

19. Reflecting on your practice Spend ten minutes on your own jotting down the progress you have made with implementing FL across your SAPG or organisation. You might like to consider: • What you are trying to achieve i.e. your goal • The progress you have made towards achieving that goal • Strategies/ approaches you have deployed that have been successful • Next steps that need to be taken • A centre or local partnership where effective practice is emerging – what is making this happen? How could this be used to support others to move forward?

20. Sharing practice Share the progress you have made with a colleague. Be prepared to feedback some key messages from your discussion under these two themes: • Factors that support success • Challenges that need addressing

21. Session Three Addressing some key challenges

22. Learning Records Service http://www.learningrecordsservice.org.uk

23. Mantra: ‘Collect once – use many times’ • Unique Learner number (ULN) is a10 digit number issued to learners aged 14+ • Achievement of all qualifications logged against this number and stored within a Personal Learning Record (PLR) • PLR set up by the Skills Funding Agency who shares it with partner organisations (e.g. schools, colleges, universities and awarding bodies) that learner agrees can see information. Learner has choice to opt-out of sharing record with these organisations at any time. • ULN mandatory within the individualised learner record post-16 • Skills Funding Agency has further information relating to the personal learning record and the QCF at: http://qcfiguide.skillsfundingagency.bis.gov.uk/personal-learning-record.aspx

24. Useful established resources LSIS support programme website: includes guidance, case studies and information on other support activities such as events and consultancy support www.excellencegateway.org.uk/foundationlearning DfE have updated their website and the link to Foundation Learning is here - http://www.education.gov.uk/schools/teachingandlearning/qualifications/foundationlearning YPLA website: list of key documents to download via the publications tab http://www.ypla.gov.uk/ QCDA website: includes the FL qualifications catalogue and a practically oriented fact sheet for providers: http://www.qcda.gov.uk/8153.aspx

25. Less well known…but useful resources Careers Box http://www.careersbox.co.uk/index.php Leeds City Council Interactive Foundation Learning Toolkit http://www.foundationlearningtoolkit-educationleeds.org/ LEACAN 14-19 Network Case Studies http://www.leacan.org.uk/casestudies2010/?menuID=5E5B59 Greater Manchester Challenge http://www.gmcfoundationlearning.com/

26. Session Four Securing effective transition and progression for Foundation Learners

27. Aims To share and explore ways of developing coherent Foundation Learning progression pathways from 14-19 and beyond To explore ways of achieving ‘smooth’ transitions for individuals from pre- to post-16 vocational education To identify possible barriers to achieving coherence and consider ways of overcoming these

28. Gathering a shared understanding of terminology What do you understand by: Coherent progression pathways? Smooth transitions? Consider the terms as you might apply them to your own Foundation Learners.

29. Some of the national progression issues identified by Wolf Performance management indicators reward schools for directing learners towards low-level vocational qualifications not recognised by employers or accepted by colleges as a basis for progression Achievement of vocational qualifications at school can actually block progression to college courses Learners leave KS4 without the basic English and maths skills needed to achieve at college and go on to successful employment Learners are specialising too early and being ‘tracked’ into specific routes which they may not want to pursue Learners are given poor information about the true value of the qualifications they are being offered As many as 20% of KS4 leavers are not able to access Level 2 college courses

30. Group activity version 1 • How far does the picture that Wolf paints relate to your local provision? • What challenges are you facing in relation to securing successful transition and progression for your learners? • How can pockets of existing good practice be harnessed to overcome some of these challenges? • What other ideas and approaches would help?

31. Group activity version 2 • In pairs consider some of the challenges that Foundation Learners are currently experiencing in relation to the topic you have been given. • List these challenges down on the left hand side of the flip chart paper you have been given. • Then on the right hand side against each of the challenges you have raised capture activities and processes that would help to resolve this situation and make a real difference to the learners.

32. As a result of this discussion what will be your next steps?