Working with Schools Aimhigher in the South West Tuesday 24th January 2006

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Working with SchoolsAimhigher in the South West
Tuesday 24th January 2006
Phil Harley Schools Adviser Action on Access
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Government Policies

• DfES 5 Year Plan
• 14-19 Education and Skills White Paper
• Youth Matters Green Paper

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DfES Five Year Plan

• Greater School Autonomy
• A New Relationship with Schools
• More Successful Schools
• Greater Partnership
• New role for the LEA

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Governments vision

• Largely autonomous schools, linking with the
  community and delivering personalised learning.
• Greater role for parents
• Schools choosing to work in collaboration and
  partnership

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A New Relationship (1)

• Less red tape
• Less clutter
• More intelligent accountability
• More focus on school improvement
• More scope for school leaders to shape the future
• Single standards grant that will replace majority
  of current grants

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A New Relationship (2)

• 3 year budgets in line with school plans
• Shorter sharper and more frequent inspections
  focussed on pupil attainment
• School improvement partners
• The single conversation
• Self-evaluation framework impact measures
• Improved data and information systems
• Easy to access communications

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A New Relationship Partnership

• Collaboration between schools and among
  schools and other educational institutions can
  lead to significant improvements
• Partnership working must not generate
  bureaucracy.
• Institutions can pool resources to provide staff
  development, 14-19 curriculum, education welfare
  service
• Schools choose what partnerships to make no
  imposition.
• DfES prospectus on Education Improvement
  Partnerships

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NETWORKING COLLABORATION
CHALLENGE
SUPPORT
TRUST
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The Work of the SIP

• The SIP will have a limited number of exchanges
  with the schools leadership about how well the
  school is serving its pupils and how the school
  needs to improve.
• The nature of this dialogue will vary from school
  to school. Whilst it is likely to have a common
  core the SIP will make an evidence based
  professional judgement about what issues should
  become part of the debate.

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Focus for the work of the SIP

• How well is the school performing?
• What are the key factors?
• What are the key priorities and targets for
  improvement?
• How will the school achieve them?
• Headteachers performance management objectives
  and LTV of schools performance management
  systems

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School Self Evaluation

• OFSTED School Self Evaluation Form (SEF)
  www.ofsted.gov.uk/sef
• Characteristics of the school
• Views of learners/parents/carers/stakeholders
• Achievements and standards
• Personal development and well-being of pupils
• Quality of provision
• Leadership and Management
• Overall effectiveness and efficiency
• Factual information

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Role of the LEA

• Local Authorities via childrens trusts in charge
  of delivering more personalised, integrated and
  efficient support for teenagers
• Within a system of independent specialist schools
  the LEA will act as the champion of parents and
  pupils
• Strategic leaders
• Draw up an options prospectus for local area
• Commission provision to fill gaps

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14-19 Education and Skills White Paper
Implementation Plan

• A new national curriculum and qualifications
  entitlement
• New functional skills
• Greater stretch
• Greater choice
• 14-19 Partnerships
• Local 14-19 Prospectus

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A National Entitlement

• 14-16 (by 2013)
• NC core English, Maths Science
• NC foundation ICT, PE, Citizenship
• WRL, Enterprise, RE, PSHE
• Choice
• All 14 Specialised Diplomas
• At least one from the arts, DT, the Humanities
  and MFL

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A National Entitlement

• 16-19
• All 14 specialised diplomas
• Functional English, Maths ICT until at least
  level 2 achieved
• Can be part of a Diploma, Apprenticeship or
  general programme
• More stretch at A level more demanding
  questions, extended project and HE modules

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New Diplomas (1)

• General Diploma equivalent of 5 A-C GCSEs
  including English and maths, must pass functional
  elements to achieve a grade C Sep 2009
• Reform of KS3 curriculum to allow mastery of the
  basics

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New Diplomas (2)

• 14 Specialised Diplomas
• 2008 ICT, engineering, health social care,
  creative media industries
• 2009 land based environmental, manufacturing,
  hair beauty, business administration and
  finance, hospitality catering
• 2010 public services, sport leisure, retail
  and travel tourism

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Specialised Diplomas (1)

• Shaped by employers and HE led by Sector Skills
  Councils establishing Diploma Development
  Partnerships
• Provide different route into HE and employment
  but still flexible
• Functional skills at the heart

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Specialised Diplomas (2)

• Structured in three areas
• Functional skills and the personal employability.
  Learning and thinking skills PELTS
• Principal learning sector related
• Additional/specialist learning

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Specialised Diplomas (3)

• Level 1 just under half curriculum time
• Level 2 just over half curriculum time
• Level 3 same time as 3 A Levels

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Specialised Diplomas (4)

• Learning through a realistic work environment
  (25)
• Learning in a workplace (Min 10 days)
• ICT
• Projects
• Working with other institutions

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Functional Skills

• Ready for accreditation Sep 2007
• Integrated into Apprenticeships
• Incorporated into English and ICT GCSE from Sep
  2009 and in maths from Sep 2010
• Level 2 functional skills would be obtained via
  the GCSEs

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More stretch

• AS levels recognised as part of KS4 performance
  tables
• More stretching A level questions in both general
  and specialised diplomas
• Extended project from 2010 can be entry
  requirement for HEIs
• HE modules now able to be delivered in schools

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Assessment

• Managing Information Across Partners (MIAP)
  Project common data definitions, improved data
  sharing ULN!
• Reduction in assessment burden
• Institute of Educational Assessors
• Improved access to qualifications

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Local delivery

• Stronger local authority role working in
  partnership with LSC to improve 14-19
  partnerships
• Local prospectus
• Accountability remains with home institution
  through SIP and Ofsted and decisions on course
  provision rests with school

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Progression (1)

• Increasing attainment of level 2 by 19 year olds
  from 67 to 70 in 2006
• Increasing no completing apprenticeships by 75
  by 2007/8
• Increasing no in education at 17 from 75 to 90
  by 2015

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Progression (2)

• Improving IAG at key transition points
• Systems to track learners from 2008 local
  authorities will be responsible
• 14-16 Re-engagement programme
• New progression measure to show
• No leaving school and going on to achieve level 2
  and no achieving level 3 by 19
• Published in school profile from Sep 2007

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White Paper Higher Standards, Better Schools for
All

• Reforms set in context of
• Self-governing trusts
• Academies
• New funding arrangements
• Parent power
• A personalised curriculum
• Lighter touch for good schools
• Better discipline
• Local authorities as champions of young people

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Every Child Matters

• Five outcomes
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

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Youth Matters (1)

• Empowering Young People Things to do and Places
  to go
• Local Authorities to provide services young
  people want
• Young People as Citizens Making a contribution
• Promoting a stronger culture of volunteering

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Youth Matters (2)

• Supporting Choices Information, Advice and
  Guidance (1)
• Impartial, accessible advice free from
  stereotyping
• Clear minimum expectations of IAG young person
  and parents should receive
• Schools and colleges accountable for the maximum
  progression of their students

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Youth Matters (3)

• Supporting Choices Information, Advice and
  Guidance (2)
• Responsibility for commissioning IAG devolved
  from Connexions to Local Authorities
• Schools, colleges and childrens trusts working
  in partnership to commission IAG
• If provision perceived as poor schools and
  colleges can commission IAG directly
• Arrangements in place by 2008

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Youth Matters (4)

• All Young People Achieving Reforming Targeted
  Support
• Local Authorities via childrens trusts in charge
  of delivering more personalised, integrated and
  efficient support for teenagers
• Emphasis on prevention and early intervention,
  changing behaviour through support and challenge

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Attainment remains strongly linked to deprivation
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Aimhigher Guidance

• ASGs will decide allocation of funds to schools
  and colleges
• Money will not be ring-fenced, schools decide
  priorities
• Accountability for money through DfES
• No significant monitoring burden on school
• Avoid disrupting existing activity
• Schools working in collaboration
• 16-19 Gifted and Talented provision

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Working with Schools (1)

• Initial issues
• Criteria for distributing the money
• Staffing issues
• Tracking the students
• Teaching and learning responsibilities
• School voice on ASGs
• Changing the culture

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Working with Schools (2)

• A New Relationship for all
• Financial accountability no longer the issue
• Monitoring school activity not the issue
• Key issue is impact of actions and interventions
  on attainment

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Working with Schools (3)

• Opportunities for Aimhigher to
• Continue to raise the profile
• Promote local partnerships
• Broker new relationships
• Support the local prospectus
• Work with schools existing partners

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Working with Schools (4)

• Aimhigher can specifically
• Support progression measures
• Support specialised diplomas
• Give guidance on progression pathways
• Support impact measures via SEF
• Act as experts for brokerage role of the SIP

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Working with Schools (5)

• The key needs to be identify a schools priority
  and integrate Aimhigher aims
• and principles