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Zarah Lowe, 14-19 Deputy for Surrey LSC

Zarah Lowe, 14-19 Deputy for Surrey LSC. Introduction: Chapter 1. 01. The Big Picture. Young People have an ‘entitlement’ to a high standard of education across England. The 14-19 reform programme will raise the Participation Age (RPA) to 18.

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Zarah Lowe, 14-19 Deputy for Surrey LSC

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  1. Zarah Lowe, 14-19 Deputy for Surrey LSC

  2. Introduction: Chapter 1 01

  3. The Big Picture • Young People have an ‘entitlement’ to a high standard of education across England. • The 14-19 reform programme will raise the Participation Age (RPA) to 18. • The September Guarantee will ensure that every young person who wants one has a suitable place in learning by age 18. • The qualifications will be streamlined into four main routes. All 4 routes will incorporate functional skills in English, maths, ICT and personal, learning and thinking skills.

  4. Chapter 2: Qualifications 02

  5. Qualifications • There will be 4 main learning routes: • Apprenticeships • Diplomas • Foundation Learning Tier • General Qualifications (GCSEs and A Levels)

  6. Apprenticeships • Entitlement to off-the-job training • Apprenticeship completion rates reached 63%. • Requirement to undertake high quality theoretical and competence based learning integrating functional skills and personal, learning and thinking skills.

  7. Diplomas • Principal Learning: the compulsory core to give knowledge and skills in a work-related context. • Generic Learning: to give young people the functional skills and the personal, learning and thinking skills that HE and employers say must be improved. • Additional and Specialist Learning (ASL): to give learners the option to add depth and breadth to their studies.

  8. General Qualifications • Revised A Levels incorporate increased stretch and challenge • Interdisciplinary study encouraged • Coursework discouraged, replaced by controlled assessment enabling better task management • Extended project to prepare for University

  9. Foundation LearningTier • FLT progression pathways each have 3 components: • Functional skills (in English, maths and ICT) • Personal learning and thinking skills • Subject and vocational learning

  10. Support for Young People 03

  11. Support for Young People • Every young person needs to have the right information to want to stay on in learning and achieve by having the right IAG. • Personal tutors can support young people through key transition stages in learning e.g. at age 16 and 14. • They can offer support practically, financially (EMA) or personally.

  12. Support for YoungPeople • A new emphasis will be placed on schools to encourage all young people to progress in learning. • A post 16 progression measure will show the proportion of young people who continue in learning and achieve. • More training will be offered for teachers and others about all options.

  13. Support for YoungPeople • More guidance will be available early in 2009, and additional funding over 3 years. • Alignment is needed between the online prospectus, the Common Application Process (CAP) and National Apprenticeship Vacancy Matching Service (NAVMS). • Improved Management Information systems eg. MIAP and the development of ULNs. • Build on good practice from third sector in piloting Entry to Learning schemes.

  14. Strengthening Collaboration: 14-19 Partnerships 04

  15. 14-19 Partnerships • Throughout England it is the responsibility of consortia, 14-19 Partnerships and local authorities to deliver the entitlement. • 14-19 Partnerships are a subgroup of Children’s Trusts and determine the strategy for 14-19 across any given Local Authority area.

  16. 14-19 Partnerships • Diploma Entitlement: guidance to follow on local delivery of entitlement next year (09). • There is a need for more flexible start date provision. • Continued emphasis on partnership working including compatible timetables, transport and facilities.

  17. 14-19 Partnerships • Consortia are required to involve students in the design, delivery and evaluation of IAG. • Gateway 3 will have a pilot Student Voice initiative, best practice will be shared. • Independent schools will be encouraged to join consortia as full or associate members. Standard protocol will be developed.

  18. 14-19 Partnerships • More guidance will follow about 14-19 Partnerships and effective consortia working. • Support will be offered to develop overall collaborative infrastructure: good practice of curriculum models will be disseminated and aligned timetables. • Partnerships will work across boundaries.

  19. The Local Delivery System 05

  20. Context • “… our delivery model remains one with as small a degree of national prescription as we can achieve, as much local flexibility as possible and mechanisms through which different parts of the country can learn from each other about what works.”

  21. Context • “..need to ensure that we do not overburden schools, colleges, local authorities or any of our delivery partners with bureaucracy….”

  22. Role of Local Authorities • 14-19 Partnerships “strengthened”. • Duty to co-operate in Children’s Trust arrangements with more specificity on 14-19 Plans. • From 2013: duty to secure place in learning for all 16-19 year olds resident in area, including access to all diplomas and the broader entitlement. • Plan to deliver 100% participation by 2015: guidance to follow.

  23. Role of Local Authorities (2) • From 2010 develop 16-19 Commissioning Plan to include: • Provision own area • Provision other areas, YP LA • Apprenticeships • Expanding 6th Form Colleges (designation) “other institutions can apply” • Impact of Academies • Impact of local collaborative arrangements. • Suitable 14-19 facilities for delivering entitlement aligned with ‘my place’investment in youth facilitiesand coherent strategy..

  24. Role of Regional Planning Groups • Scrutinise 16-19 Commissioning plans to ensure: • Coherent • Consistent assumptions • Common data • Within regional budget • Delivery of 14-19 entitlements • Work with RDA to ensure local skills needs • RDA co-chair RPG with LAs

  25. Role of YPLA • Small NDPB supporting LAs. • Core functions include: • Ensuring the coherence of plans • Funding and budgetary control at National and Regional levels • Developing national frameworks and providing support for planning and commissioning

  26. The Role of the YPLA (2) • Undertaking national commissioning and contracting where appropriate. • Ensuring LAs provided with data, management information and strategic analysis to make intelligent commissioning decisions. • Power to intervene if risk of non delivery by LAs. • Joint chairs JACQA.

  27. The end to endprocess • 14-19 Plan Partnership • ↓ • Dialogue local providers • ↓ • LAs 16-19 commissioning plan • ↓ • Plan agreed sub-regional → RPG → YPLA • ↓ • YPLA fund LAs → providers

  28. Watch this space! • Blueprint for YPLA • Guidance on commissioning process • Guidance on capital arrangements • Data/MI systems to support processes • FfE piloted in schools 6th form from Sept 2009

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