Hilary MooreHilary Moore

Regional Practitioner Regional Practitioner DfES, Standards UnitDfES, Standards Unit

Success for All

LSC and DfES joint strategy

Standards Unit established November 2002

Meeting needs, improving choice

Putting teaching, training and learning at the heart of what we do

Developing leaders, teachers, trainers & support staff of the future

Developing a framework for quality and success

The Strategy – Launched 19 November 2002The Strategy – Launched 19 November 2002

LSC leads on Themes

1 & 4

DfES Standards Unit leads on Themes

2 & 3

Standards UnitStandards UnitVision & ValuesVision & Values

• Transforming teaching, training & learning and promoting excellence.

• Evidence-based - building on best practice.

• Working collaboratively.

• Embracing innovation & e-learning.

• Ensuring robust evaluation.

• Improving the quality of leadership, management & workforce development.

• Regional network supporting teaching & learning and workforce development.

Theme 3Theme 3The StrategyThe Strategy

• Targets for college teachers to be qualified: 90% full-time, 60% part-time by 2006. All except new entrants by 2010.

• Modernising pay, recruitment & retention incentives.

• Strong leadership & management via Centre for Excellence in Leadership.

• Improving Initial Teacher Training.

Developing leaders, teachers, trainers and support staff of the future

Theme 2Theme 2The StrategyThe Strategy

Putting teaching, training and learning at the heart of what we do

• Tackling variable standards.

• Standards Unit staffed with sector expert practitioners and secondees.

• Identify, develop & disseminate best practice learning materials & training programmes in priority curriculum areas.

• Improved exploitation / integration of e-learning & NLN Online to the learning & skills sector.

Teaching quality varies by curriculum area

Per cent of colleges marked unsatisfactory or worse

Based on 165 inspections

0

2

4

6

8

10

12

14

16

18

20

Const

ructi

on

Engin

eerin

g

Found

ation

Scienc

e & M

aths

Hairdr

essin

gIC

T

Land

-Bas

ed

Hospi

tality

Busine

ss A

dmin

Human

ities

Health

& S

ocia

l Car

e

Visual

Arts

Englis

h & L

angu

ages

%

Theme 2Theme 2PrinciplesPrinciples

Putting teaching, training and learning at the heart of what we do

• “Scaleable” approaches.

• Creating "pull" (in marketing terms).

• And “chain reactions”.

• Leading to professional learning communities.

• And individual subject learning coaches

• Networks of expert practitioners and subject professions.

• With a sense of urgency to tackle poor practice.

Theme 2Theme 2The Priorities

Putting teaching, training and learning at the heart of what we do

• Phase One curriculum areas – business studies, construction, science & Entry to Employment (e2e).

• Phase Two curriculum areas – maths, health & social care, ICT & land-based studies.

• Phase Three Modern Foreign Languages, Engineering , ACL, ITT

• Small-scale trials, large-scale piloting, evaluation and national rollout.

Timeline

Se

pte

mb

er

20

03

Ja

nu

ary

20

04

Ma

y

20

04

Se

pte

mb

er

20

04

Ja

nu

ary

20

05

Ma

y

20

05

Se

pte

mb

er

20

05

Ja

nu

ary

20

06

Ma

y

20

06

Phase 1 Priority Curriculum Areas

Phase 2 Priority Curriculum Areas

Phase 3 Priority Curriculum Areas

keyPilotsTrialsRoll Out

Impact on learner outcomes

Impact and Outcomes

Priority Curriculum areas:increases to 2007-2008 in:

• Success rates.

• Numbers of institutions, teachers and learners reached.

• Teaching and learning inspection grades.

Teaching & learning - Success Rate Improvement Targets

Success rates

Construction Science & Maths

Business Studies

2001/02 58% (colleges)

40% (WBL)

68% 60% (colleges)

38% (WBL)

2007/08 72% (colleges)

65% (WBL)

77% 72% (colleges)

65% (WBL)

Learners Teachers Providers

Summer 2003

800 60 30

September 2004

1.1 million 55,000 3,000

September 2005

2.2 million 105,000 3,000

Teaching & Learning - Volumes

National transformation model

• Resources distributed to all providers in Autumn term 2004 and second phase

subjects in September, 2005

• Provider engagement in transformation model gained within the region

• SU Regional subject leads to support providers (first four subjects in post)

• Subject learning coaches identified by all providers to act as main instrument of

transformation

•Alternative engagement model identified for small providers

•Subject coach programme delivered – LSDA consortium

•Regional subject learning coach networks established supporting Teaching,

Training and Learning

Second Phase of Subjects

• ICT 10th June

• Maths 27th June

• Health and Social Care 5th July

• Land based 6th July

London events