South Holland consortium – preparing for 2013 Wendy Hamilton Patrick Knight Pete Wasley

1. South Holland consortium – preparing for 2013 Wendy HamiltonPatrick KnightPete Wasley

2. Where are we? BOSTON DONINGTON LINCOLNSHIRE HOLBEACH LONG SUTTON SPALDING CROWLAND NORFOLK STAMFORD RUTLAND CAMBRIDGESHIRE

3. Background The local heads had been meeting for several years as SHSH – South Holland Secondary Heads A wider group including school senior leaders, ebp, Cxs, LSC, local FE colleges, district council was also meeting Issue = the two weren’t communicating and therefore planning was disjointed Solution = SHSH widened to become the Strategic Group of SHEP [South Holland Education Partnership]. It now included the 2 local FE colleges, the University of Lincoln, the LSC and the district council

4. Background The wider group became the Operational Group of SHEP A formal meeting structure was arranged so that Strategic Group meetings occur 6 times per year, 7-14 days before Operational Group meetings so that a coordinated agenda can be followed through Other elements of the structure are shown on the diagram The partnership is delivering 2 lines in 2008 [Engineering and IT] and all 10 lines from 2009

5. SH 14-19 Strategic Group secondary and special school heads/ FE principals/CfBT/LSC/district council/ University of Lincoln SHEP organisational structure SH 14-19 Operational Group secondary school DHTs and AHTs/ FEs/University of Lincoln/work based training provider/CfBT/Cxs/EBP/LCC Diploma working Groups C&M/IT/ENG/C&BE/ M&PD/BAF/H&C/H&B/ E&LB/S&AL/RB/T&T/PS secondary and special school/FE/HEI/work based training providers practitioners/CfBT/EBP/ Cxs/employers/SSC and DDP representation IAG Group Cxs/ secondary and special school/FE/HEI IAG staff/CfBT

6. Gleed Girls - Transforming 14-19 Learning

7. Overview Impact of the diploma on the school including curriculum areas and teaching staff How the diploma package for 2009-10 has influenced the options process How FS is being delivered at the College Impact of PLTS and IAG Partnership development The Post 16 Centre Whole staff understanding of 14-19 Areas for development Future planning towards 2013 and all diploma lines / gateways

8. Context South Holland is rural and served by two main centres, Spalding and Holbeach. Food processing remains an important industry – employer links are strong. The consortium diploma lines attract students from across South Holland From a GGTC perspective very few girls (3) opted to follow the Engineering GGTC has 22 students following L2 and 3 IT at its Post 16 Centre A KS5 diploma is a complete programme of study – 1080 glhs in total The character of the college is evolving to meet the demands of 14-19

9. Impact on school Increasing numbers of students opting for applied / diploma courses Cost on staffing – small groups initially Reappraisal of existing facilities for KS4 learners New Post 16 Centre – aspirational for students Staff skills are reappraised – skills audit in 2008-9 Timetabling 2008-9 difficult – lessons being learnt for 2009-10 KS4 options reorganised in 2008-9 Links with sponsors, employers and partnerships (eg: Co-op and Smedleys) Widened horizons with university links (Nottingham Trent, De Montfort, Lincoln)

10. The IT diploma (2008) Line of learning led by Ray Isaacs – experienced in developing Gateway bids (national adviser) Initially small cohort opted for it. In 2009 we have 27 doing L2 in Year 10. L3 numbers not finalised yet. L3 in post 16 had big uptake – students from GGTC, GBS, SGS. PLTS integrated into the method of learning** Direct links with real case studies through links with employers (visits and projects which are applied) Focus on independent and team learning (self managers) FS taught discreetly by specialists at L2 and L3 – IT integrated into PL (principal learning)

11. 2009 Options The college recognised that we had a big IAG issue with our present Year 9s – applied / diploma lines of learning were on the horizon for ALL learners. Pathways for students were devised Data and teacher assessment driven – according to ability across Core Pathways 1 – 4 to differentiate choices Impact on ‘traditional subjects’

12. The 2013 choice available to young people must include: All 14 Diplomas: • Engineering; Society, Health and Development; IT; Creative and Media; Construction and the Built Environment; Land based and Environment; Manufacturing and Product Design; Hair and Beauty; Business, Administration and Finance; Hospitality; Public Services; Sport and Active Leisure; Retail Business; Travel and Tourism. AND At least one course in each of the following areas: • the arts; • design and technology • humanities; • modern foreign • to take a course in all four areas if desired

13. How the pathways look

15. Functional Skills / PLTS IT diploma is the pilot. It is setting the agenda for next year. FS taught in core for KS4 diploma students FS taught in post 16 by Maths / English specialists (2.5 hours per week per subject) from Sept 2009. PLTS – the IT approach: Enquiry Participation Team work Introductory task – ‘road safety campaign’ PLTS mapped to each mini assignment / integral to each activity Presentation skills / critical thinking / reflective learning Regular feedback against criteria The model for C&M, BAF and SH&D in 2009-10

16. Staff Diploma Gateways in 2009-10 and beyond have implications not just for students !…. Staffing skills audit – who are our potential practitioners? Multi skilled teachers need recruiting – as staff move on Foundation subjects in options are suffering – staffing needs are evolving Need to offer Additional and Specialist learning – teachers with languages, practical skills, IT and performing arts backgrounds sought For C&M diploma a wide variety of staff involved Resistance to change from some – employability issues in future

17. The Post 16 Centre Built using LSC funding (£4 million) Raising aspirations among students Raising expectations among stakeholders Diploma gateway delivery fundamental in securing the new build in Sept 2008 Applied learning inc BTECs / NVQs part of the package Staffing redeployment Students from across S. Holland

18. The future Staff training on Diploma delivery – heavy investment in CPD essential (sustainability) New diploma lines require strategic approach to new staff appointments Increase engagement with employers – current economic climate ? Assistant Head to oversee Applied courses 14-19 Non-teacher admin / promotions / marketing manager for Post 16 FS embedded in KS3 and KS4 PoS Balancing the traditional curriculum with the 14-19 agenda

21. Low aspirations & disengagement Narrow(!) horizons Local not global perspective The Fens Talented children & staff Specialist Status Engineering & Languages Curriculum innovation IFP South Holland food economy SHEP Diplomas

22. Specialisation • Adding value • Mechanisation & high technology • Globalisation • Transport infrastructure • ‘Cerberus’ factory • Houmous, red pepper, caramelised onion, coriander and lime, guacamole • M&S dips

23. IFP • Diplomas • Partnership & collaboration • Strategic & operational • Co-ordinated approach • IAG • Early options • Common timetabling • Diplomas and other courses

24. 25 Diploma students in current Y10 • 27 Y9 signed up for Diplomas in September 2009 • 12 Y11 opting for level 3 BAF Diploma • Functional Skills Pilot • Extra funding

25. Enjoyment • More ICT opportunities • Clear pathway • More flexible use of time • More relaxed style of teaching • More relevant work experience • Positive integration in other places of learning • Good resources • Guinea pigs - students & teachers not sure how it all fits together

26. Health • Education • AND • Transport

27. Is two half days the best model? • Cost benefit effect on timetable? • Developing partnership capacity altruistically • Tracking, monitoring and mentoring • Managing students off site

29. Partnership Strengths Heads willing to work together and share responsibility for delivering the 14-19 agenda, and committed to attending Strategic Group meetings Heads willing to allow staff the time to access the available time and plan for effective delivery Proactive Operational Group including DHTs/AHTs willing to move the agenda forward

30. Strengths Pro active IAG group and strong Cxs support and leadership Diploma line of learning leads distributed across the partnership, not focused on one or two institutions Practitioners prepared to put in the time to develop the new courses and willing to travel the sometimes long and complicated journeys to access training

31. Partnership Areas for development Further work on the implications for the rest of the KS4 curriculum and investigating broadening collaborative provision to include GCSEs and other qualifications Broadening post-16 collaboration Using the George Farmer Apprenticeship work with the LSC to broaden the local post-16 Apprenticeship offer Finalising collaborative QA procedures Working through the implications of RoCPA and measuring whether we have the local capacity to deliver the necessary courses and, if not, filling the gaps

32. Areas for development Supporting the schools in the partnership that are just preparing to dip their toes in the diploma waters Working with the county council to develop a sustainable access plan Looking at roll out of Foundation Learning Tier and implications across the partnership