Master Power Point June 24 2014 Data Pack Lite Final

Report
Skills and Employability Service
Launch of Datapack Lite Consultation
24th June 2014
08:30 – 12:30
Mercure Hotel, Parkview Suite
Maidstone
ME17 1RE
Datapack Lite – Consultation
Launch
June 24th 2014
16-19 Year-Olds Participating in Full-Time
Education / Apprenticeships (excluding HE)
Vocational
Students
21%
Apprentices
9%
Higher
achieving
vocational
students
21%
Employers report…
• difficulties recruiting
workers with technical
and STEM skills
(39%) (CBI, 2013).
• school and college
leavers lack basic
numeracy (32%),
literacy (31%), and
experience (55%).
Post-16 Curriculum and Funding
Reforms
Since August 2013, all 16-19 year-olds have been following
study programmes based on their prior attainment at KS4
and focused on enabling them to achieve their learning and
career ambitions. The components are set out below:
Substantial qualification
(academic or vocational)
Meaningful work experience
PROGRESSION TO FURTHER STUDY AND EMPLOYMENT
English and maths to GCSE
A*-C (for those without this)
Other non-qualification or
‘enrichment’ activities
DRIVERS
•
•
•
•
•
•
•
•
•
Destination measures
16 – 18 performance tables
Ofsted inspections
Funding per student
Minimum standards
EFA monitoring
CEIAG
Institutional sustainability
Opportunities for curriculum re-design
Careers Advice and Guidance
Challenge: Ofsted’s review of careers guidance found that only one in five
schools ensured their pupils were receiving effective support.
•
•
•
•
Way forward: In September 2013, we published an inspiration vision,
which recognises that modern careers guidance is about inspiration as
much as advice, and that schools should have closer links with
employers to give pupils real insight into the world of work. To achieve
this we have:
Revised statutory guidance to set clearer expectations of schools. This
was published in April 2014, accompanied by an advice document with
a number of case studies of good practice for schools to draw on.
Strengthened Destination Measures, which show where pupils go on to
after school. These now include employment destinations and we are
making further improvements this year.
Giving the National Careers Service a greater role in local partnership
working, to increase contacts between schools and employers. This
forms a key part of new contracts which begin in October 2014.
16-19 Accountability Reforms
There will be five headline measures in 2016 Tables:
• Destinations - what students do when they leave the provider.
• Retention – the percentage of students who complete their core
programme.
• English and maths – showing the progress of those who did not
achieve a C at Key Stage 4.
• Progress – the progress students make while at school/college.
• Attainment – how well students attain.
• There will also be a range of ‘additional measures’ sitting below the
headline measures and a wealth of subject/gender/grade
information sitting below that.
• Expanding the tables to include outcomes below level 3 from 2017
Transforming Opportunities
General Qualifications Reform
GCSEs
• Reviewed subject content to ensure breadth and depth
• Greater focus on key skills such as numeracy and literacy
• An end to modularity and a reduction in non examination assessment
• A reduction in the use of tiered exams where possible
A levels
• A levels to be linear with more synoptic assessment and all assessment
at the end of two years.
• A level content redeveloped in line with the Mark Smith report to ensure
the qualification adequately prepares students for degree-level study.
• Universities advising on maths, geography and languages A levels.
• AS will be decoupled from the A level, so that the marks do not count
towards the final A level grade.
• General Qualifications Reform
Transforming Opportunities
Substantial Vocational Qualifications and KS5 Reform
• Vocational education still seen as a poor second to academic
study;
• Skills shortages are holding back competitiveness and growth;
• Most vocational qualifications don’t lead to skilled employment.
From 2016:
• Level 3 vocational qualifications reported in performance
tables will need to demonstrate challenging new characteristics
and will be restricted to:
• ‘Technical’ qualifications – for students who have a clear idea
about an occupation they wish to pursue and are already ready
to specialise;
• ‘Applied General’ qualifications – for students who wish to
continue their education and learn in an applied way.
Applied General Qualifications
• For students wishing to continue their general education
at Advanced level through applied learning.
• Equip a student with transferable knowledge and skills.
• Fulfil entry requirements for a range of higher education
courses, either by meeting entry requirements in their
own right or being accepted alongside other
qualifications at the same level.
• They may also enable entry to employment or an
apprenticeship
Transforming Opportunities
Tech Levels
• For students wishing to specialise in an occupation or
occupational group.
• Equip a student with specialist knowledge and skills.
• Enable entry to employment or an apprenticeship in
that occupational group or progression to a related
further or higher education course.
• In some cases they can provide a ‘licence to practise’
or exemption from professional exams.
• Tech Levels cover most vocational subject areas (with
agriculture, horticulture, animal care, and
manufacturing technologies strongly represented).
NEW!
Tech Awards
Approved list of level 2 substantial vocational qualifications
• As we have done at level 3, we propose to publish an approved
list of high quality substantial vocational qualifications at level 2.
• SUBSTANTIAL VOCATIONAL QUALIFICATIONS at level 2
provide students aged 16 to 19 with a route into a skilled trade or
occupation, where employers recognise entry at this level (e.g.
most construction trades, care work and hairdressing). They will
also provide access to Tech Levels
• •Only these level 2 qualifications will be recognised within the top
line performance tables. We propose that this list will apply to
students starting level 2 courses in September 2015.
Maths and English: Policy Ambitions
• Everyone should leave education equipped with the skills to
get a good job, a place at university, or an Apprenticeship.
• Good maths and English are essential for every job.
• From August 2014 students without A*-C must study GCSE
or approved ‘stepping stone’ qualifications as a condition of
funding.
• To support existing expectations, full-time students with a
grade D enrolling from August 2015 and beyond will need
to study GCSE and not stepping stone qualifications. (NB:
does not apply to Traineeships/Apprenticeships).
• Reformed GCSEs are expected to become the national
standard qualification at level 2 in English and maths from
2017.
Maths and English in Kent schools
Achievement post 16
• Source: Success Rate Data 2012 – 2013
English
Maths
Kent %
National %
Kent %
National %
A* - C
14.0
13.8
13.3
15.6
D-G
55.5
48.9
60.0
54.9
pass
69.5
62.8
72.9
70.5
fail
30.5
37.2
29.3
29.5
The extent of the challenge…in 2013
• 12 schools (out of 42) had no students achieving A* C English.
• 1 school had no English passes at all
• 8 schools had no students achieving A* - C Maths.
• 1 school had no Maths passes at all
• Only 2 schools had double digit A* - C passes
• 20 schools had below the national average13.8%
English A* - C rate.
• 27 schools had below the national average Maths
15.6% A* - C rate.
progression
National at age 16
2011
Latest Establishment Post
16
Prior attainment at age 16
Same School
Below Level 1
Level 1, below Level 2
Level 2 without English and Maths
Level 2 incl Eng and Maths
All Pupils
Another School or Sixth Form Below Level 1
College within this LA
Level 1, below Level 2
Level 2 without English and Maths
Level 2 incl Eng and Maths
All Pupils
FE College within this LA
Below Level 1
Level 1, below Level 2
Level 2 without English and Maths
Level 2 incl Eng and Maths
All Pupils
Percentage of Learners by age 19
attaining by 2013
Level 1 Level 2 Level 3 No further
Total
or
or
or
qualifications
Learners above above above
Post 16
5207
27.0
18.7
11.1
29.7
5859
99.9
65.6
33.5
7.2
13167
100.0
100.0
58.4
6.3
128239
100.0
100.0
92.1
0.5
152472
97.5
95.9
84.1
2.2
1481
50.4
35.7
21.7
23.4
3927
100.0
73.5
40.6
3.0
5312
100.0
100.0
60.2
3.6
62422
100.0
100.0
92.3
0.4
73142
99.0
97.3
85.8
1.2
10295
57.0
23.6
4.1
19.7
42261
100.0
63.5
17.9
3.6
37753
100.0
100.0
38.6
2.0
59784
100.0
100.0
76.0
0.6
150093
97.0
84.5
45.3
3.1
Retention %
2012 – 2013
Previous Year 12
Retention
Year 12 Retention
Transition
Retention
Kent
National
Grammar
Schools
Wide Ability
High
LPUK – retention types
93
94
97
91
91
95
94
98
93
91
87
86
91
80
86
77
77
87
69
70
96
95
99
94
93
Overall Retention
In-Year Retention
Sustainability
A number of factors undermining performance at Advanced Level are
linked to the size of the Sixth Form and the curriculum offer.
• Evidence suggests a clear correlation between the size of sixth form
and the outcomes achieved.
• It suggests that Sixth Forms need to be of a large enough size to offer
students a breadth of curriculum that allows them to select appropriate
subjects and to be in groups that generate an appropriate learning
environment.
• A small sixth form has fewer than 100 students.
• A viable sixth form will have approximately 150 pupils and small sixth
forms are a financial drain on the school, so there are implications for
standards in KS3 and KS4.
• However small sixth forms can be successful with a focus on vocational and technical courses.
OFSTED
Ofsted will be grading sixth form provision in schools
from September 2014. Their expectations are:
• Offer: learners’ progress to a level higher than
prior attainment with breadth, depth and
substantial qualification outcome;
• Content: relevant to learners’ planned next step
• English and mathematic: opportunities to work
towards grade C or above;
• Leadership: identified leadership and
accountability for the quality of provision and
outcomes
OFSTED
Ofsted will consider:
• the quality of teaching, learning and assessment, including:
the monitoring, review and achievement of challenging
targets set;
• securing opportunities to contextualise learning and
ensuring the relevance and validity of opportunities for
practical application of skills;
• the effectiveness of arrangements to secure well-managed
individual programmes opportunities for learners to make a
real contribution in the workplace as they develop their
skills
• the clarity and impact of communication links between
education and work-place settings to ensure every learner
achieves their potential
OFSTED
Providers will need to consider:
• strategies to engage employers and promote the
value-added by engaging in the provision staff skills
and expertise, identifying staff training needs;
• the potential for partnership working with other
providers to enhance learning;
• the identification of appropriate alternative English
and
• mathematics qualifications to support the transition to
• GCSE over a longer period of time.
Post 16 data report 2013
This report covers:
• Headline indicators
• Gender, SEN, FSM
• Minimum Standards
• Progress
• Value Added
• Retention
This will be available on KELSI and will be sent to
schools.
Next Steps
• Develop further local collaboration between providers
as part of local 14-19 partnerships
• Continue to improve KS4 performance
• Develop new and better learning pathways and
provision including vocational qualifications
• Extend the apprenticeship offer
• Take more action to reduce Year 12 drop out rate
• Provide more support and better provision for
vulnerable learners
• Continue to make better use of the data to re-design
the curriculum offer
The Datapack Lite
Consultation June 24th 2014
Aims
• Summarise key legislative changes that have
occurred which impact upon post-16 learning.
• To revisit the analysis of district economies.
• To review changes made to the curriculum over
the last year.
• To illustrate the impact on participation, attainment
and progression.
• To set the scene for developing the 2015/2016
curriculum.
Structure
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Introduction
Executive Summary
National Agenda
The Economic Landscape
The Local Offer
Participation
Learning Plus UK’s Dashboard
Consultation
Feedback from main data pack
• Head teachers needs
• Colleges feeling that it was too focussed on
schools
Learners
• are all their needs met
• do they have progression pathways to
employment
Sonia McCluskey
SET Training
Catrin Woodend
Head Teacher
The Abbey School
Faversham
Rebecca O’Neill
Brogdale CIC
Using the Data Pack to meet the needs
of vulnerable learners: the Nacro
partnership
Simon Bounds
Using the Data Pack
• NEET hotspots and reasons: Swale & Ashford
• Provision Gap: foundation learning, “preapprenticeship”
• Provision gap: “learner-centred” programmes
using new study programme structure and funding
• Areas of possible future employment
• Information informed gaps analysis to the EFA
The Context
• Nacro using their national EFA allocation
• NB could be increased through sub-contracting
collaboration with local schools/ colleges
• Qualitative Research into the needs and interests
of the NEET groups (CXK & NEET 2 EET)
• Use of networks to:
– Recruit learners (NEET 2 EET)
– Create links with the right agencies
– Develop progression
Vulnerable Learner Groups Involved
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•
•
•
•
Young Offenders
Students with statements- especially EBD
Those at the PRU
NEETs at level 1 or below
Looked After Children
Study Programme 1: AWEP, Restoration
Youth, Sheerness
Core Aim: Foundations for Learning &
Life; Work Experience
Internal Work Experience
ASDAN Employability
Duke of Edinburgh Bronze
External Work Experience
Functional Skills E2- L1
Weekly Reflection on Progress and IAG
Personal & Social development e.g. health
& fitness training
Study Programme 2: Brogdale CIC,
Faversham & Ashford
Core Aim: Work Experience
External Work Experience
ASDAN Employability
Duke of Edinburgh Bronze
Introduction to Horticulture
Functional Skills E2- L1
IAG with particular emphasis on the local
horticulture and agriculture FE and
employment sector
Personal & Social development
Study Programme 3: Alternative Creative, Ashford
Core Aim: Qualifications TBC
External Work Experience
Bronze and Silver Arts Award
Rock school (NVQ) Level 1, 2 and 3
Industry trips and events organisation e.g. Functional Skills E3- L1
Lounge on the Farm festival, Liverpool city GCSE, next year with Towers school
of culture
IAG: instilling realism, pathway to future
FE/ HE courses, self-employment and
entrepreneurship
Progression to their Level 2 and 3
Creative apprenticeships
Personal & Social development quals L1 &
L2: raising aspirations, independent living
skills for LAC, focus on travelling to where
the work is- Canterbury, London…
What Is Collaboration?
Jonathan Smith
Drivers
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•
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14-24 Skills and Employability Strategy
Destination measures
Moral purpose for joint delivery
Ofsted Management and Leadership
Falling rolls / size of KS5
Progression issues KS4 – KS5 vocational
programmes
• Lack of provision for level 1
• RPA
• Narrowing the gap
Definition of Need
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Setting the Direction for Economic Growth
Data Pack Support
Reducing NEETs
Pathways for Vulnerable Learner
LLD
CIC
Alternative Provision/PRU
BESD
Develop New Provision
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High quality blended academic and vocational
2-1-2 Model
Pre Apprenticeship Pathways
Apprenticeship pathways
14-19 progression pathways
Ranging from level 1 - 4
Profile of Provision
• Collectively look at developing solutions that will
overcome barriers by:
• Developing a joint delivery approach to Key Stage
5 with an offer that encourages retention and
attainment at all levels, and a clear progression to
FE, HE and employment
• Focusing particular attention on the attainment of
learners who are below level 1, level 1 and level 2
without English and Maths at age 16
• Raising the aspirations of all Kent learners
What is Needed
• Student centred approach to planning taking into account
individual needs and aspirations starting in year 9
• Focus on achieving goals rather than focusing on specific
provision
• A commitment to provide a local solution wherever possible
• Not limited by what is already available- look at social
enterprise companies/activities, employers, training
providers, maintained and non maintained schools special
and mainstream schools, FE Colleges.
• Pick and Mix 2-1-2 model of delivery
• Creative knowledge of the district providers
• Combining strengths of different types of providers to give
best solution to students
• Curriculum that matches local labour need
Models
Traineeship model 16-24
School
English/maths
Literacy/numeracy
FE
College/Nacro Training
etc.
Provider/employers
Health Social care
Work Experience
Electric Engineering
Catering
14-16
Secondary School/Skills FE College
Centre
English/Maths/ICT
Health & Social care
Electric Engineering
Catering
Training
Providers/employers
Work Experience
Tech level models 16-19
Secondary
School/Skills FE College
Centre
Maths/English
Technical
Literacy/numeracy
Qualification
Training
Providers/employers
WRL Work Experience
Maths/English/Science
WRL Work Experience
STEM technical
Skills and Employability Service
Launch of Datapack Lite Consultation
24th June 2014
08:30 – 12:30
Mercure Hotel, Parkview Suite
Maidstone
ME17 1RE

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