ASCL`s Inspections Specialist Suzanne O`Farrell

Report
Post 16 Issues
ASCL’s Inspections Specialist
[email protected]
Twitter @Ofarrellsuzanne
ascl.org.uk/consultancy
The ContinU Trust
Aims of the session
• Post 16 Funding and implications
• How Ofsted judge Sixth Forms
• Curriculum guidance
• Post 16 Accountability Measures
ascl.org.uk/consultancy
The ContinU Trust
National Picture Autumn 2014
• UCAS 34,000 calls
• Up 3% on last year and more disadvantaged students going
to university but gender gap widening
• As a result of grade deflation – worse at predicting grades
• 2013 of those predicted ABB 25% missed
• 2014 those predicted ABB 33% missed
• ASCL calling for immediate cessation of the reduction of
funding Post 16
• Delay in publishing Post 16 dashboard
ascl.org.uk/consultancy
The ContinU Trust
Update from Mary Curnook
UCAS 1
•
•
•
•
Market dynamics for University admissions changed
Over 50% applicants received 4 or 5 offers 2013
Only 10% of predictions correct across all 3 grades
72% of Independent schools do 2 or 3 facilitating subjects,
53% in state schools
• Proportion of students entered for purely academic in decline
70% in 2008 and 51% in 2012, Participation in L3 growing
• Universities changing as a result - want to attract students
with D/D* from Vocational Education
ascl.org.uk/consultancy
The ContinU Trust
UCAS Update 2
• Widening participation backgrounds
• Girls a third more likely to apply than boys
• In less than decade current trends indicate gap between
girls/boys will be more significant than rich/poor divide
• What university can offer – big leap in confidence, maturity,
aspiration, passion for learning.
• Go to university to create knowledge, in school you receive it
ascl.org.uk/consultancy
The ContinU Trust
16-18 accountability consultation
Headline performance measures
• Progress ( and a combined attainment/completion measure)
• Attainment ( average grade per entry)
• English & maths GCSE ( for students without at least a grade
C at age 16)
• Retention
• Destinations
• Reported on in 4 strands – LV3 academic Applied General,
Technical Level & L2 substantial vocational
• Technical Guide: http://bit.ly/1x0yel1
ascl.org.uk/consultancy
The ContinU Trust
Progress
•
•
•
•
•
4 strands separately reported
Level 3 Academic
Level 3 Applied General
Level 3 Tech level
Level 2 Substantial vocational; qualifications
• New methodology – simpler banded input
• Variable input measures- e.g. Academic KS4 GCSEs only
• Tech & Level vocational – combined completion and
attainment grade
ascl.org.uk/consultancy
The ContinU Trust
Attainment
•
•
•
•
4 strands reported separately
Average grade per entry
Grades- points – totalled – averaged – average grade
Given as a grade, grade+ or grade-
• Minimum standards
• New rules – not yet set
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English and maths situation
• Change measured from highest previous grade
• Measured against the national average change
• Negative movement capped at -1
• D grade students must do GCSE – funding requirement
• Functional skills seen as stepping stone qualifications
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The ContinU Trust
Retention
• 4 strands separately reported
• Measured from end of qualifying period
• To completion of core aim
• Covers whether Y12 shown as AS or A level as core aim
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Destinations
• Will be shown when data is robust
• Currently 201011 year destinations October 2011 to March
2012
• Legislation developed to allow data exchange between
DfE/BIS and HRMC to track employment
ascl.org.uk/consultancy
The ContinU Trust
ascl.org.uk/consultancy
The ContinU Trust
Key Stage 5 Interim Standards
• Fewer than 40% of students achieve an average point score
per entry in vocational qualifications of 194 points
• Fewer than 40% of students achieve an average point score
per entry in academic qualifications of 172 points
• It is possible for a provider to fail the vocational minimum
standard or the academic minimum standard or both. If a
school sixth form or college falls below either the vocational
or the academic point score thresholds the DfE will give
notice to the school or college that their performance is
inadequate and needs to improve.
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16-18 Statement of intent
• A new “add back” rule
– Any students deferred from 2013 will be “added back” in
2014
– Analogous to KS4 tables
– Designed for students following eg 1 year level 2 followed
by 2 year level 3
• AAB in two facilitating subjects only
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Level 3 value added
• Independent schools included for the first time with data included
in the modelling.
It makes no difference!
Includes AS and Applied A levels this year (rather than just A levels)
No changes in presentation or methodology
No links to MIS to help with ready reckoner
TMs are available and very useful, but hidden!
Future:
Shadow data for 2016 changes available in Spring 2015 addressing:
• New piecewise modelling
• New allocation rules
• Prior attainment based on average GCSE grade
• Expect ‘Core Maths’ to appear at some stage soon
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The ContinU Trust
School sixth form data
dashboard
• Expect Spring 2015
• Quintile approach to C in maths and English – comparator
will be SFC and GFEs
• % with 3 or more A level – of entry
• AAB in 2 or more facilitating subjects
• Level 3 VA by quintile
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The ContinU Trust
Sixth form PANDA
Was withdrawn because of data errors
No changes in format – unvalidated due Dec 2014
Radical changes planned for 2015 in
• Presentation
• Detail
• Statistical significance
Genuine desire to work with sector to make a useful document
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Funding 16-19
• National 2014-15 data published 9 October
Large programme funding from 2016
• When formula protection funding (FPF) ends in 2016 large
programme funding kicks in
• 4 A levels or large Tech Bacs + around £400
• 5 A levels or full IB + around £800
• To qualify must get at least a grade B (or equivalent) in all
qualifications
• Used to stretch brightest students
• Extra funding for large land based programmes
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Tips for census deadline – 29th
• Census for 2 years so back to 2013 and invoice for 20152016. Both years 2013-14 & 2014-15 will impact on your
funding
• Students without GCSE Eng & maths must be studying a LV2
programme (check overseas students)
• Make sure all full time recorded as full time – recording both
qualification ( QANs) and non-qualification ( Planned,
Organised Timetabled) for this year and last
• Retention is per student not per course – completing AS not 2
years
• Disadvantage includes a postcode element
• Retakes – if you can justify for good educational reasons,
include in census
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16-19 Education Stripped to Bare
Bones
• Today’s 17 year olds get just over half the funding of what it
was when today’s 17year olds were born! ( 58%)
• Political imperative with Pre-16
• Funding changed but so have ambitions!
• Government’s aim “ have the opportunity to study coherent,
well thought out programmes which offer them breadth and
depth and do not limit their options for future study or work”
• CBI – “education should foster good behaviour and attitudes”
• Lord Adonis “ Education isn’t just about exam results; it is
about education for character, for community , for citizenship”
ascl.org.uk/consultancy
The ContinU Trust
Ofsted’s recent guidance
• Inspectors should consider
• “ How well students’ personal, social and employability skills
( communication, team work, leadership, taking on
responsibility, problem solving, reflective thinking,
independent inquiry) are developed…”
• Non – qualification activity
• Finance
• Keeping fit & healthy lifestyles
• Community projects, drama music, debating
• However – what is affordable?
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A full time student in post 16 will
be funded if…
…They have a programme of 540 hours
meeting the criteria on page 18
of
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The ContinU Trust
First off….
• You will have something in the
region of £4000 per pupil
(£4,000 is the base rate for a full time A level student
I am ignoring other factors that may modify this value
See EFA formula guidance for detail)
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The ContinU Trust
To consider
• Additional funding for those who have not got English and
maths
• Can lose funding should a student not complete their studies
• Typically the teacher to student ratio to break even is around
19 average class size 18
• Fewer students in classes mean you may not be able to
balance books
• Secondary school ration 15 – 1 with a median expenditure of
£5671 hence the need post 16 for a larger ratio
ascl.org.uk/consultancy
The ContinU Trust
Implications of funding cuts
•
•
•
•
•
•
Reduced curriculum opportunities
Engagement and monitoring of students post 16
Pastoral support
“Breadth and depth” activities whittled back in most cases
Non – qualification type activity
Dilemma of accountability framework
ascl.org.uk/consultancy
The ContinU Trust
You will be able to spend some of
that on teaching costs e.g.
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The ContinU Trust
Approximating….
• 60% of £4,000 is £2,400
• So one pupil gives you about £2,400 to spend on teaching
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The ContinU Trust
Outside London your average
teacher cost (salary plus on
cost)……..
• …..Will probably be in the region of £44k to £50K
• Let’s keep the sums simple with £45,000
ascl.org.uk/consultancy
The ContinU Trust
Your avarage teacher probably
delivers between 18 and 20 hours
teaching in a week
• Keep it simple with 19 hours out of 25 per week
• A contact ratio of 0.76
• To provide one lesson on a timetable for every period of the
week needs just over 1.3 teachers ( 25÷19=1.32)
• So five option blocks with one five period subject in each in a
25 period week will cost you 1.32 teachers which is
1.32×£45,000 =£59,400
• Say about £60,000
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The ContinU Trust
Where are we?
• One pupil gives you about £2,400 to spend on teaching
• One line of choice in a five block, five period per block option
scheme costs you about £60,000
• So you need about 25 pupils on roll to put on one line of
teaching in your option system!
• They don’t all attend all the lessons so it probably means an
average of around 20 in a teaching group.
ascl.org.uk/consultancy
The ContinU Trust
The big question is..
How many lines of
teaching do I need to
offer a reasponable
curriculum including
Maths and English?
I reckon you may need
a minimum of seven
lines if you have
Vocational and A level
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The ContinU Trust
A minimum of seven lines of
teaching means something like..
Block 1(5 hrs)
Block 2(5hrs)
Block 3(5hrs)
Block 4(5hrs)
Block 5(5hrs)
Maths (A)
Geography
History
English Lit(A)
French
English Lit (A)
Physics
Chemistry
Biology
Maths (A)
Psychology
Art
Economics
Computing
Sociology
German
Business St.
Drama
Geography
English Lan (A)
Retakes (M/E)
Retakes(M/E)
Retakes(M/E)
Retakes (M/E)
Retakes (M/E)
Vocational 1
Vocational 1
Vocational 1
Vocational 2
Vocational 2
Vocational 3
Vocational 3
Vocational 3
Vocational 4
Vocational 4
ascl.org.uk/consultancy
The ContinU Trust
You need 175 students on roll to
afford this comfortably!
ascl.org.uk/consultancy
The ContinU Trust
But….
•
•
•
•
•
You could
Use cheaper staff
Get them to teach more
Have only 4 periods per block
Etc etc
• Nevertheless
• At best you probably need at least 220 pupils in the whole
post 16 section to put on a minimum level of provision without
stripping funding out of the rest of the school.
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The ContinU Trust
Maximising funding
• Ensure census is filled in well and guided learning hours are
all claimed and provided
• Core learning aim – AS /BTEC First – help retention figures
• Record the 540 hours
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The ContinU Trust
Reporting on study programmes
•
•
•
•
Ofsted report: http://bit.ly/1vQtL4z
Study programmes insufficiently individualised
Quality of level 2 Ma and En is too low
Careers guidance weak
• Complete return
• 540 hours essential
• What qualifies?
ascl.org.uk/consultancy
The ContinU Trust
Feedback from implementation
of 16-19 study programme
• Ensure 6th forms meet the full requirements
• Ensure new 16-19 performance measures can be used to
hold providers to account for success of study programme
• Ensure systems are in place to monitor all learners’ core
aims and their destinations as they progress
• Identify and disseminate best practice to increase pace of
improvements in provision of teaching maths and English
• Clarify and emphasise key role of work-related, nonqualification activity and work experience
• Through inspection ensure providers are acting on these
recommendations
ascl.org.uk/consultancy
The ContinU Trust
Sixth form provision and CEIAG
• How well students’ personal, social and employability skills
are developed and how well this prepares them for their next
steps in education or at work, including the contribution of
‘non-qualification’ activity and/or work experience and
appreciation of how to approach life in modern Britain
positively
• The extent to which students are supported to choose the
most appropriate courses, taking into account retention and
success rates, as well as destination and progression
information and students’ views
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Post 16 Guide - Achievement
• Progress & achievement with starting points and national
averages
• How well their personal, social & employability skills
preparing for next steps
• Retention, achievement, destinations data
• Progression onto higher-level qualifications
• English/maths progress (those without a C already)
• Progress of different groups – including most able, PP &
vulnerable and closing gaps
• Tracking of VA
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Teaching and learning
• “to promote learning and the acquisition of knowledge
by pupils and to raise achievement”
• No grading of teaching in lessons but can grade
achievement and behaviour
• Impact of the teaching on the learning and learning
over time
• Closer scrutiny of books
• Strengths and weaknesses of teaching observed
across a broad range of lessons
• ‘Develop a culture of scholastic excellence where the
highest achievement in academic work is recognised,
especially in supporting the most able’
• ‘Teachers command respect’
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Quality of Teaching
 Inspectors must not favour a particular or preferred approach
to teaching or planning lessons. It is for a school to determine
how best to teach and engage pupils to secure good or better
learning.
 Inspectors must evaluate the impact of teaching over time
 Inspectors will evaluate whether teaching meets the needs
of, and provides sufficient challenge to, the most able pupils
 Individual lessons are not graded – it is about judging the
quality of teaching over time which includes books,
relationships with students, subject knowledge, homework,
behaviour, marking, progress
 Best use of learning time and independent study time
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The ContinU Trust
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The ContinU Trust
Giving Feedback to teachers
•
If asked inspectors will provide feedback to individuals on
what they have observed, including the evidence they have
gathered about teaching
• Behaviour and achievement may be judged
• Inspectors must ensure feedback does not seem to constitute
a view about whether the teacher is a ‘good’ teacher or
otherwise , or if they ‘taught a good lesson’ or otherwise.
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Post 16 Guide - Teaching
• Monitor, review & assess students’ achievement in relation to
challenging targets
• Ensure students know how to improve – feedback
• Development of personal, social and employability skills
• Contextualises learning and provides relevant opportunities
for practical application of employability skills
• Supports development of students’ skills in English & maths
• Know targets and routinely challenged to exceed them
• Leadership of Post 16 teaching
• Impact of CPD
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Features of Effective Post 16
teaching – from Ofsted!
• Skilled staff knowing their learners’ abilities, prior
attainment and planning interesting and relevant
lessons with a range of activities which engage
students’ interest and motivate them
• Identifying those learners in need of additional help
early and providing support so promptly minimising any
barriers to learning
• Well-structured questioning focusing on deepening
learners’ understanding, with open questions suitably
targeted at learners’ of different abilities
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The ContinU Trust
Features of Effective Post 16
Teaching
•
•
•
•
•
Learners working in pairs and small groups based on ability
Planned independent work, including research, tailored to meet the
needs of individual learners
High levels of support for individual students both within and
outside the classroom
Modifying and adapting lesson plans in the light of informal
assessment of students’ progress and understanding during the
lesson
The use of different text books and other resources, including
reference to virtual learning environments, to meet students’
differing needs
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Ofsted Post 16- Behaviour & Safety
• Focus on students’ attitude to all aspects of their learning
• Pupils’ engagement in their learning and with nonqualification activities to help develop their personal, social
and employability skills
• Behaviour for learning – equipment, notes ( flipped learning)
• CONSISTENCY across staff and subjects
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Judging Leadership & Management
• ‘Judgement will not rely solely on published data’
• ‘Reports will need to explain clearly why a school is
judged as ‘good’ if published data does not support that’
• Effectiveness of Middle Leaders
• Performance Management – have teeth to it
• Evaluate the school’s strengths and weaknesses and
implement rigorous improvement plans
• Impact of CPD
• Alternative Provision
• Reporting to parents
• Curriculum – British Values
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Post 16 guide - Leadership &
management
• How does the curriculum and guidance lead to
comprehensive individual study programmes?
• High quality teaching in English and maths
• Tracking and intervention
• Monitoring quality of teaching and ensure teachers have
skills to deliver high-quality study programmes
• Provide high-quality impartial IAG
• Effectiveness of partnerships to provide meaningful work
experience and non-qualification activities
• Collaboration with other providers
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The ContinU Trust
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The ContinU Trust
What is
?
The TAHS Passport is a unique document
which will be used to record and evidence
personal and academic skills gained whilst in
the 6th form at Thomas Alleyne’sHigh School.
• Students are in charge of their own ‘PASSPORT’ and
will provide evidence for the skills and/or personal
attributes contained within it.
• Throughout year 12 they will need to collect evidence
which demonstrates each criterion has been met.
• This would largely involve visual evidence or
signatures/comments from appropriate individuals
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The Criteria…
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Ofsted….Collaborative provision
Inspectors should investigate how well collaborative arrangements for
extending the curriculum work ‘on the ground’ to establish whether:
– Timetables between institutions are effectively matched so
…pupils do not miss lessons or other activities as a result of
collaborative arrangements
– Transport and travel arrangements between collaborating
institutions are reliable and enable students to be punctual
– There is time for teachers and subject leaders in collaborating
organisations to plan together
– There are systems to coordinate and report on attendance and
punctuality information.
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Preparing for an inspection
• Accurate Self Evaluation – planning and impact
• SDP linked clearly to the SEF
• Governance confidence with data and impact of challenge
and support – post 16 link governor?
• Whole staff understanding of key issues
• Impact of CPD
• Website
• Case studies
• Literacy Policy – what is seen in practice?
• Assessment Policy
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Preparing for an inspection 2
• Data – Predict what questions will be asked. Construct your
answers, have your evidence ready
• Monitoring and tracking of pupil progress – hard evidence
that students are progressing
• Know the framework – read descriptors carefully
• Evidence for judging the quality of teaching over time
• Lesson planning – give the messagewe know our students.
• ‘Be masters of your own destiny”
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Checklist to have ready
•
•
•
•
•
•
•
•
•
•
•
•
Summary of SEF – accurate, clear and concise
Current Post 16 improvement plan – clear milestones
Timetable, staff list and times & pre-planned interruptions
Post 16 attendance ( by groups if necessary)
Summary of data you wish to present
Behaviour, exclusion, racist, bullying logs
Details of collaborative work and quality assurance processes
Evidence of monitoring of quality of teaching and learning
Documented work of governors and evidence of their impact
Destinations, retention, NEET data
‘Passport’ type activities, employability skills
External evaluations of the 6th form & post 16 student
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Maximising
Key
Stage
5
• Set of core values post 16 – can students articulate the vision?
•
•
•
•
•
•
•
•
•
•
•
Induction period? Work over summer
Use of student voice in teaching and learning issues
Leadership certificate endorsed by local employer/university
Display boards – on target, destinations, photos
Teacher absence protocol
Published set of assignment deadlines
Post 16 teaching and learning group
Bullet point summaries of Chief Examiner reports
Meticulous reporting of attendance/punctuality
Grade attitude to learning and independent study
Marking and impact
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Post 16
A levels
• First teaching in 2015: English language, English literature, English
language and literature, biology, chemistry, physics, psychology, art
and design, business studies, computing, economics, history and
sociology. Updated version is here:
• http://ofqual.gov.uk/documents/update-on-the-reforms-being-madeto-as-qualifications-a-levels/
• First teaching in 2016: Mathematics, further mathematics, modern
foreign languages (MFL), ancient languages, and geography.
• The list of A levels which have been accredited so far is changing
daily – it is updated here:
• http://ofqual.gov.uk/qualifications-and-assessments/qualificationreform/accredited-reformed-qualifications/
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• Assessment will normally be by examination only, except in
subjects where some non-examined assessment is the best
approach, such as history or computing
• Assessment will be available only in the summer
• The new A and AS levels will continue to be graded from A to
E, with an additional A* grade available at A level only.
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Post 16 2014-15
• From Sept 2014 studying appropriate qualifications in maths and
English (for students who have not achieved a grade A*-C)
becomes a condition of funding – updated guidance can be found
https://www.gov.uk/government/policies/improving-the-quality-offurther-education-and-skills-training
• New guidance on other 16-19 study requirements
https://www.gov.uk/government/publications/16-to-19-studyprogrammes-advice-on-planning-and-delivery
• ASCL guidance regarding A/ AS level
• http://www.ascl.org.uk/utilities/documentsummary.html?id=A7C44B50-F002-4403-9468B77C83A255E2
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Post 16
2014-15
Specifications for the new AS and A levels in the first group of
subjects with schools from September 2014 onwards.
September 2015 first teaching of the new, standalone AS
qualification and linear A levels in the first group of subjects.
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Post 16 vocational
2014-15
• From September 2014 vocational qualifications at level 3 will
be classified as either Tech levels or Applied General
qualifications – if they are approved for performance tables
• Tech levels – are for students wishing to specialise in a
specific industry, occupation etc. and enable entry to
apprenticeship or other employment or progression to HE
• Applied General - are for students wanting to continue their
education through applied learning, and which fulfil entry
requirements for a range of higher education courses
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• External assessment: a minimum of 25% of the content
externally assessed for SVQL2 qualifications, 30% for TL and
40% for AG
• Synoptic assessment: to help a student develop appreciation
of the connections across a subject
• Employer involvement: For TL and SVQL2 only. Employers
must be involved in the delivery and / or assessment of these
qualifications.
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Post 16 2014-15
• Lists of Technical awards will be published on the DfE
website in November 2014 – for teaching September 2015 –
these will be updated in January 2015
• Lists of technical and vocational qualifications to be updated
in January 2016
• Core maths specifications will become available –”autumn”
• November 2014 DfE will publish a list of core maths
qualifications which will be included in the level 3 maths
measure in 2017 performance tables
• Updated list of what counts in the 2016 performance tables
is https://www.gov.uk/government/publications/vocationalqualifications-for-14-to-19-year-olds
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Useful documentation and
websites
• http://www.spa.ac.uk/documents/NETT/NETT_Unconditional
_Guide.pdf
• - http://www.ucas.com/data-analysis
• http://www.ofsted.gov.uk/resources/transforming-16-19education-and-training-early-implementation-of-16-19-studyprogrammes
• http://www.ofsted.gov.uk/resources/school-inspectionhandbook
• http://www.ofsted.gov.uk/resources/framework-for-schoolinspection
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Whilst the information provided at this event was correct to
the best of the knowledge of the presenters and
organisers, neither ASCL nor Professional Development
can accept liability if at a later date this should prove not to
be the case. Nor can they be held responsible for any
errors or any consequences resulting from its use.
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For further support: contact ASCL Professional Development for
the latest information, including bespoke consultancy or training
in your school or college - email [email protected]
Information on the lesson observation DVD sets can be found at
www.ascl.org.uk/lessonobservations
Interested in joining ASCL? All members of the senior leadership
team, including business managers and senior support staff are
eligible to join ASCL. Visit www.ascl.org.uk/offers or email
[email protected] to find out more about the latest
introductory membership offer and further details on joining.
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