1 / 29

Post-16 Strategy 2019-2020

Post-16 Strategy 2019-2020. Why do we need a Post-16 Strategy?. Our ambition is for every young person in Haringey to thrive b y having every chance to achieve their best in educational and employment outcomes,

jdouglas
Download Presentation

Post-16 Strategy 2019-2020

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Post-16 Strategy 2019-2020

  2. Why do we need a Post-16 Strategy? Our ambition is for every young person in Haringey to thrive by having every chance to achieve their best in educational and employment outcomes, and be inspired and supported to raise their aspirations and develop the skills they need for the future

  3. Underlying principles • Young people in England are required to continue in education or training until at least their 18th birthday and the statutory guidance ‘Participation of young people in education, employment or training’ sets out our responsibility to- increase participation and - reduce the proportion of young people who are not in education, employment and training (NEET). • The ‘Careers guidance and access for education and training providers’ statutory guidance ‘ was issued in October 18, which is structured around the Gatsby Benchmarks and includes the requirements and expectations of schools. • Reformed GCSEs AS and A levels have more demanding content and a new grading scale and the content of reformed AS and A levels will be refreshed and will be linear rather than modular qualifications. The ‘Post 16 Skills Plan’ (DfE and Dept. for Business, Innovation & Skills July 2016) sets out the governments technical education reforms and the ‘T Level Action Plan’ (DfE 2017) details progress in the delivery of T Levels which are being introduced from 2020.

  4. Underlying Principles • Statutory guidance for vulnerable young people includes ‘Promoting the education of looked-after children and previously looked-after children’ and ‘Extending Personal Adviser support to all care leavers to age 25’ (Department of Education (DfE) February 2018), plus additional statutory guidance on the roles and responsibilities of ‘The designated teacher for looked-after and previously looked-after children’. • Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014 is contained within the ‘SEND Code of Practice’ (DfE and Dept. of Health & Social Care 2015)

  5. The Challenge Valerie Hannon HEP conference June 2019

  6. The Challenge

  7. The Challenge Valerie Hannon

  8. KS4 Attainment Key Stage 4 attainment measures (2017/18) Source: GCSE results in England 2017/18 (DfE) As shown in the table above, attainment in Haringey at Key Stage 4 for 2016/17 and 2017/18 is good with performance across most measures very close to national results and Progress 8 scores in the borough continue to show that pupils in Haringey have higher attainment outcomes than their national peers with similar prior attainment.

  9. KS4 Attainment

  10. KS4 Attainment 8 There are particular groups who achieve lower scores in the borough, although the sometimes relatively small number of pupils in each group should be taken into account (shown in brackets). Black Caribbean and Black African pupils achieve notably lower scores than the borough average which is a trend that has also been seen in previous years.

  11. KS5 Attainment A level and other 16 to 18 results – schools & colleges (2017/18 revised) Source: A level and other 16 to 18 results: 2017/18 (DfE) *England (state-funded) At Key Stage 5 A level results in Haringey are as strong as they are at Key Stage 4 with the Average Points Scores (APS) above the level for London and England for both of the last two years. However, vocational results are worse with the APS for Applied General qualifications lower than both London and England in 2016/17 and 17/18. It should be noted that the number of students for vocational qualifications has reduced significantly in all areas over the last two years.

  12. KS5

  13. Meeting the Challenge in Haringey

  14. Meeting the Challenge in Haringey • Collaboration between the Schools, Colleges, Alternative Providers, LA and EHP will ensure the needs and ambitions of all young people are met. • Aschools-led system of improvement has been established in the borough with Haringey Education Partnership (HEP) aiming to meet the challenge of ensuring that all children and young people in Haringey achieve the best possible outcomes and flourish through an effective partnership of schools. • HEP builds on an existing culture of collaboration, working to continue raising standards and promoting a shared commitment to provide the very best education to the children and young people of Haringey no matter what the governance of a school is.

  15. Next Steps - Outcomes • Priorities for 2019-20 to be agreed at Strategy Group Meetings • Links to be established for HEP Curriculum Project - Lead practitioners identified- Working group established for Year 7 - Subject networks to be re-established

  16. Next Steps - Outcomes • Post-16 Conference (term 1 2019)Inspiring our Learners in and beyond the classroom • Thinking Deep – strategies to improve metacognition (PiXL6) • Strategies to achieve A/A* • Careers in the future and progression opportunities now

  17. Next Steps: Careers Advice and Guidance “ The world of work is constantly shifting. Careers that were availableten years ago no longer exist and new ones are changing all the time. We must engage with young people not just as they are about to leave full time education, but all the way through their time in education” Martin Warner, Director at Secret Talent and Enterprise Adviser “We have been delighted with the impact of the Enterprise Adviser Network. Our Enterprise Advisers have become a critical friend, enabling us to offer the girls opportunities that we previously wouldn’t have considered.” Ricky Archer, Assistant Head, Sarah Bonnell School

  18. Next Steps: Careers Advice and Guidance • All schools were invited to attend a meeting in the autumn term around strengthening CiAG.Proven and trusted software packages were sourced to allow students to explore both university and apprenticeship offers. These included: • Unifrog – a system which allows young people to compare different universities and apprenticeships – including potential earnings from each pathway.Sophie Oulton, area manager for Unifrog offered a discount to HEP schools wishing to purchase the system. • CareerSoft gave a presentation in its three platforms, Using JED (Job Explorer Data Base) to explore career opportunities, Higher Ideas (University Choices) and Business Maker+ (Ideas for young entrepreneurs).A free trial was offered to all HEP schools wishing to use the system. • A presentation on achieving the Gatsby Benchmark and obtaining the CEIAG award was given by Bob Neame, the CEIAG Manager for London • A successful approach to helping young people into Graduate Apprenticeships was highlighted by Carlo Liu - Employability and Progression Lead – Westminster Kingsway College • Maryam Darby from the Skills Builder Partnership, active in Tottenham, explained how schools could access funding to support careers guidance from younger pupils.

  19. Next Steps: Careers Advice and Guidance • Post-16 booklet – The Haringey Offerto be reissued October 2019 • Careers event to be held at Alexandra PalaceNovember 2019 • Careers event to be opened to years 10 to 12 • HEP and all providers to work with Bob Neame (CEIAG)to achieve accreditation for the Gatsby Benchmark

  20. Next Steps: Careers Advice and Guidance • All providers to have a LEAN adviser • All learners to meet the Gatsby benchmark for encounters with employers Why the Enterprise Adviser Network is important Source: Anthony Mann, Education and Employers Taskforce

  21. Next Steps: Careers Advice and Guidance • Benefits for schools and colleges • Build links with local and national businesses • Create a careers strategy and business engagement plan • Get careers and sector insight from business professionals • Join a national network of Careers Leaders

  22. Destinations Currently 53.9% of Haringey learners leave the borough for their post-16 education against 46.1% educated in borough. However when we look at the east-west divide, 75% of learners leave the east of the borough compared with 25% from the west. This would suggest either that the offer does not match the needs of the students, or that they find it difficult to make the transition from east to west of the borough.

  23. Destinations Student destinationsafter KS5 (2016/17) - state-funded mainstream schools & colleges Source: Key stage 5 destination measures 2016/17 for the 2015/16 cohort (DfE) Table LA13 The majority of students (86%) are in ‘sustained education or employment’ following completion of Key Stage 5, which is slightly lower than England and London. The proportion in ‘any sustained education’ destination (68%) is higher than England (61%) but closer to London (70%) which is consistent with levels across inner London boroughs in general. There are still only a small proportion of young people choosing an apprenticeship.

  24. Next Steps: Exclusions and AP • Haringey is carrying out an AP review which is expected to report shortly. • Following the recommendations of the Timpson review, HEP, schools and colleges will work together to: • Research the reasons for FTE and PEX exclusions, and the links to SEND/BAME/ • Disadvantage • Identify routes to support learners at risk of becoming permanently excluded • Reduce the number of permanent exclusions in Haringey • Reduce the disproportionate representation of BAME and SEND learners in exclusion figures • Work with schools and AP providers to better prepare students for a return to main-stream education • Improve the outcomes for any young people who cannot return to mainstream • Work with all providers to ensure an individualised, flexible offer at KS4 and at post-16 • Identify Support Routes (e.g. Social Care/CAMHS/Haringey Gold/Family Support Workers) and maximising co-working

  25. Next Steps: Exclusions and AP Main AP Providers: The Octagon, Haringey Tuition Serviceand CONEL College The Octagon The academy supports up to 58 learners who have experienced difficulties with their learning and behaviour in mainstream school. KS3: English, Mathematics, Science, ICT, PE Vocational-based subjects and extra support for literacy and numeracy. KS4: GCSE English, Mathematics, Science, History, Art and PE. Vocational courses which include Sports Leadership, Food technology and the Arts Award.

  26. Next Steps: Exclusions and AP • Main AP Providers: The Octagon, Haringey Tuition Serviceand CONEL College • The Haringey Tuition Service • An interim service for students aged 5-16 who, for a variety of medical, emotional and complex learning needs, are not able to attend mainstream school. • The service enables young people to return to their original school or to start special school after a period of specialist support. • Students are taught in a variety of settings according to need. This includes the Tuition Centre, the student’s home and local schools. • Referral to the Haringey Tuition Service are made by the medical professionals, including Children and Adolescent Mental Health Services (CAMHS) and SEND Panel. • Schools are also able to make referrals for children who do not meet the threshold for medical support but who might benefit from specialist intervention. In these circumstances schools are expected to fund the interim placements.

  27. Next Steps: Exclusions and AP • Main AP Providers: The Octagon, Haringey Tuition Service and CONEL College • CONEL College • CONEL currently offer both full and part-time provision at KS4Approximately 65 learners follow full-time courses and a further 25 attend part-time • The full-time provision can include :ESOL specific programmesGCSEs in English, maths, science Functional skills qualifications in English, maths and ICT Vocational qualifications in Sport, Construction, Hair and BeautyLevel 1 NOCN awards for employment skills and personal development • Unique and tailored provision to suit the individual needs of learners

  28. Next Steps: Employment for EHC and SEND learners • Current Position • Training opportunities not leading to jobs • Not a widespread understanding of what is positive and possible • Interests of young people not being matched to possible jobs • Ambition • 7% of people with learning disabilities to be in paid employment • An increase in the number of young people with EHC plans placed in Supported Internships • From age 14, annual review of EHC plans to include section n future employment planning – including a risk assessment and the support needed • Appropriate skills (training) CPD for staff • Post-16 and Employment Strategies to include people with learning disabilities and young people with SEND • Job Centre Plus to provide accessible information for Local Offer • My AfK to deliver new programme for ≈7 young people with EHC plans • Harrington’s setting up hub for Supported Internships in Hornsey from September 2019 • Explore vocational continuity between Riverside School and Haringey VI form College • Explore possibility of Haringey Council providing Supported Internships

  29. Next Steps: NEETs and Unknowns • The proportion of NEETS in recent years has remained between 1-2% in line with the national average. However, the numbers of "Not Knowns" are stubbornly high at approximately 8% thereby 'disguising' the true figure of NEETS. Haringey is in the bottom quartile nationally for combined 'NEETS andNot Knowns'. This is in part reflects the lack of compulsion on schools to submit accurate data for the September Guarantee. Haringey LA has made this a priority and are working closer with schools to ensure accurate returns. • The LA follow up 'unknowns' well after the official school leaving date. They have set a target to reduce this combined figure to4%. • HEP could facilitate work closer with schools to ensure PLASC return on destinations due the first week in October is completed. • Early identification of potential NEETS, and flagging them to the LA, would help in tracking the young people after they left school/college.

More Related