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Commissioning Support Programme

NASS Conference 9 th October 2009. Commissioning Support Programme. Post-16 Commissioning David Brown. Key challenges. Transition to new commissioning arrangements Funding and planning Institutional co-operation and diverse provision Meeting student needs for the 21 st Century

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Commissioning Support Programme

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  1. NASS Conference 9th October 2009 Commissioning Support Programme Post-16 Commissioning David Brown

  2. Key challenges • Transition to new commissioning arrangements • Funding and planning • Institutional co-operation and diverse provision • Meeting student needs for the 21st Century • Balancing system coherence, realism and idealism • Different forms of partnership ?

  3. The basic commissioning process: • Understand: Understand needs, resources and priorities and agree outcomes • Plan: Map and plan sustainable and diverse services to deliver outcomes • Do: Procure and develop services based on the plan • Review: Monitor service delivery of outcomes and take remedial action if necessary.

  4. What is good practice when it comes to commissioning? • Understanding the needs of users and the community, by ensuring that, you engage with them and use qualitative and quantitative data to establish a strong needs assessment process; • Consulting ‘providers’, well in advance of commissioning new services, working with them to set priority outcomes for that service; • Putting outcomes for users at the heart of the strategic planning process; • Mapping the fullest practical range of providers with a view to understanding the contribution they could make to delivering those outcomes; • Considering investing in the capacity of the provider base, particularly those working with hard-to-reach groups or strategic priority groups/subjects; • Ensuring contracting processes are transparent and fair, facilitating the involvement of the broadest range of suppliers, including considering sub-contracting and consortia building; • Ensuring long-term contracts and risk sharing, wherever appropriate, as ways of achieving efficiency and effectiveness; • Seeking feedback from service users, communities and providers in order to review the effectiveness of the commissioning process in meeting local needs.

  5. Good commissioning for 14-19… • Consistent outcomes focus • Strong needs analysis • Flexible provision: de-commissioning…? • Partnership: LA/CT/Schools & Colleges Between providers • Coherent planning: Capacity, knowledge and co-operation • Integration of all 14-19 services ?

  6. What are the key elements of a transparent commissioning process? • Open and timely sharing of data: financial, student numbers, achievement and capacity • Structured involvement of parties • Clear commissioner and provider roles • Consistent systems • Rationale for decisions based on needs analysis • Communication and review…

  7. NCF: System aims • Place all 0 - 19 commissioning under the leadership of local authorities enabling local decision-making. • Fully integrate the commissioning of services and provision for young people. • Ensure provision for the most vulnerable young people is an absolute priority and at the heart of the commissioning process. • Deliver full participation for all young people who are 17 by 2013 and who are 18 by 2015, with appropriate attention to travel to learn patterns and flexibility for those in employment or FT volunteering. • Provide greater focus on the role of local authorities and Children's Trusts as champions of improved opportunities for young people.

  8. 21st Century Schools White Paper : Progress Update • DCSF Implementation Plan Autumn 2009 • Bill 1st Reading Autumn 2009 • Possible 2nd Reading before end of Dec 09 • Significant attention for DCSF policy teams • Cluster Governance work

  9. NCF Principles • The system will operate in the interests of the learner, addressing learner choice and diversity, and will ensure access to learner entitlements and curriculum pathways for all. • The system will take into account the needs of employers and employability. • Funding will follow the learner, and will be based upon the national funding formula. • The NCF will provide and encourage flexibility for local authorities and other partners in the process, including how learner and economic needs are defined and what provision is commissioned. • Decisions on provision must be based upon analysis of future needs, and the requirements of the reformed curriculum, ensuring that there is sufficient and appropriate provision for all you. • Commissioning should be impartial and provider neutral, securing high quality provision from the most appropriate quality assured providers. • The system must deliver value for money.

  10. Key decisions for local authorities • Key principles which could lead to more provision being commissioned • Key principles which could lead to provision being de-commissioned • Other factors which need to be considered before commissioning decisions are made

  11. Commissioning for 2011 and beyond • Awareness of the timelines • Clarity over existing provision and the difficulties of creating an holistic approach • Achieving consistency of service provision alongside commissioning priorities • Listening to young people and families • Planning for RPA

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