Learners and Providers: School, College and Work-based learning

WELCOME

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

New opportunities and benefits of partnership working in the context 14-19 education and training

Lynn Thackway

Vice Principal for Curriculum Standards and Performance, Barnfield College

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

Opportunities and benefits of partnership working in the 14-19 education and training context

Lynn Thackway Vice Principal Barnfield Federation

“Benefits of working in a Federation ”

Barnfield FE College

• Incorporated in 1993

• Beacon College graded “Outstanding”

• IiP Champion

• 1st FE College Academy Sponsor

• 1st FE College/Academy Federation

• 1st FE College to set up Studio Enterprise Academy

• 1st FE College to establish an “in-house” PMC

• Highest performing Academy Sponsor (07/08/09)

• 950 FT staff, 22,000 students, 6 campuses

• £60 million Academy builds underway

• Circa £42 million turnover with healthy reserves

Our Vision

“To build Britain’s highest performing Federation, where customer and

community needs are met, students are happy, successful, and reach their full

potential”

GCSE Results - Barnfield South Academy

• In 3 years GCSE grades increased by 45% - best results ever• In 2008/9 named as one of most improved secondary

schools • Jan 2010 Ofsted graded Governance, L & M and Capacity to

Improve as Outstanding (Good overall) – never been better than “Satisfactory”

0%10%20%30%40%50%60%70%80%90%

100%

5+ A* - C grades (inc E&M)

2007

2010 (Interim)

2011 (Projected)

0%10%20%30%40%50%60%70%80%90%

100%

5+A* - C grades

2007

2010 (Interim)

2011 (Projected)

GCSE Results - Barnfield West Academy

• In 3 years GCSE grades increased by 52% - the best results ever• Named as the most improved secondary school in 2008/9/10• Jan 2010 Ofsted graded “Outstanding” – never been better

than “Satisfactory “

0%10%20%30%40%50%60%70%80%90%

100%

5+ A* - C grades (inc E&M)

2007

2010 (Interim)

2011 (Projected)

0%10%20%30%40%50%60%70%80%90%

100%

5+ A* - C grades

2007

2010 (Interim)

2011 (Projected)

Barnfield Federal Structure & Vision for Success

Federal Benefits

Students First

• Broader curriculum offer (academic & vocational)

• Smoother transition to 18 years & beyond

Staffing

• Working across the Federation

• Sharing excellent practice

Financial Muscle

• Shared services (human/physical)

• Discounted purchasing/joint bids

Federal Benefits

Community

• Regeneration

• Cohesion

Brand Impact

• Students

• Staff/community

Future

• Progression to further study & RPA

• Apprenticeships & work related careers

New Structure

Barnfield College

Barnfield Sponsor

Trust

Barnfield Academy

Trust -Luton

Studio School Trust

Project Manageme

nt Company

University Technical College

Happy Successful Students

To conclude, we believe

“Great things happen when the right parts come together”

“Challenging times – innovative solutions “

Thank you

The Strategy in London for Young People

Mary Vine-Morris

Director - London CouncilsA Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

The Strategy in London for Young People

Mary Vine-MorrisDirector London Regional Planning Group

The evidence base

• Jointly produced by YPLA and 14-19 RPG

• Regional level analysis with links to local authority and national figures

• Draft report released to local authorities in May for feedback. Formal release September 2010

• Key themes of Employer Skills Needs, Participation and Achievement.

London infrastructure overview

£915m allocated to FE and school Sixth Form provision in 2010/11

376 providers funded to deliver 16-18 provision in 2010/11

Just over two thirds of 16-18 providers are School Sixth Forms and 15% are FE institutions

35 Academies funded in 2010

Pre-16 attainment

• GCSE attainment (5 or more GCSEs at grade A*-C or equivalent including English and Maths) in London has risen from 54% in 2008/09 to 58% in 2009/10, which is 4.6 percentile points higher than the national average

• However, there is variation by both: • Borough performance which ranges between 48% to 71%; and• Types of learners

010203040506070

%

2008

2009

London’s economyExpansive economy

Approx 4.68 million workers 600,000 people self-employed

High correlation between qualifications and employability

88% employment rate for those qualified to degree, but

65% rate for those without Level 2

Employers and Young People London employers less likely

to recruit a school or college leaver and to say young people are less well prepared for work.

Poor attitude/personality or lack of motivation is a key issue

Who is in learning?

• 86% of 17 year olds in learning compared to 94% 16 year olds indicating a high dropout rate

• School censuses indicate increase in Year 12 and 13 numbers - in contrast to decrease projected by GLA and ONS

• Reduction in the number of 16-18 year olds in employment

• Majority of learners on Level 3 courses

Who is not in learning?

Significant fall in participation at 17

• Especially for maintained schools from 16 to 17

• 9% gap in London: above national average and since 2002

• Scale of fall varies across London, ranging from 13% to 2%, with over half of outer London boroughs exceeding the regional average.

• Further exploration needed on reasons for why learners leave participation at 17

Proportion of NEET Oct 08 – Oct 10

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

Oct-08

Dec-08

Feb-09

Apr-09

Jun -09

Aug-09

Oct-09

Dec-09

Feb-10

Apr-10

Jun-10

Aug-10

Oct-10

Proportion of 16-18 year olds who are NEET (%)

London England

Source: DfE NCCIS and Connexions

NEET by borough October 2010

Strong NEET % Performance

• 5.5% NEET average in London compared to 6.6% nationally (Oct 2010)

Specific challenges:

• 11,577 16-18 year olds are NEET in London

• 14 boroughs have NEET levels above the London average (Oct 2010)

• Significant borough by borough variation in both NEET levels and the groups of those who are NEET

GCE A Level achievement• The average QCDA points score per candidate is the lowest in the country:

• 698.8 points compared to 744.8 nationally (2009/10)• There is also significant variation between outer and inner London

QCDA Level 3 Point Scores Per Candidate

0.0

100.0

200.0

300.0

400.0

500.0

600.0

700.0

800.0

900.0

1000.0

Barking

& Dag

enha

mBarn

et

Bexley

Brent

Bromley

Camde

n

Croydo

nEali

ng

Enfield

Greenw

ich

Hackn

ey

Hammers

mith &

Fulham

Haring

ey

Harrow

Haveri

ng

Hillingd

on

Houns

low

Isling

ton

Kensin

gton &

Che

lsea

Kingsto

n upo

n Tha

mes

Lambe

th

Lewish

amMert

on

Newha

m

Redbri

dge

Richmon

d upo

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mes

Southw

arkSutt

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Tower

Hamlet

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Waltha

m Fores

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Wands

worth

Wes

tmins

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2007/082008/092009/10

London Average

England Average

choice, support, success

priorities for 16-19 education and learning in London 2011/12

Strategic Priorities

We are determined to get the best deal for Londoners and to make the system work for them to secure:

• Choice – high-quality learning for all young people

• Support – help, where it is needed most, to take full advantage of the opportunities available to young Londoners

• Success – outcomes that give young Londoners the edge in higher education and the job market, increasing social mobility

Why:• Learners needs paramount

• Institutions have greater freedom to meet needs

• Local authorities have more responsibility to join up services

What does this mean for providers:• Developing a curriculum informed by a strong evidence base

• Working with other providers to deliver an appropriate curriculum offer – particularly to address drop out at 17

Priority 1: All young people on the education and training programme of their choice

Why:• Need to better meet the needs of vulnerable learners, particularly

learners with learning difficulties and disabilities

• Need to develop a more inclusive and comprehensive London offer - because full participation by 2015 means a change in what is on offer

What does this mean for providers:• Working with Local Authorities to understand and predict needs

• Working with other providers to deliver a local curriculum offer –particularly to meet the needs of vulnerable learners

Priority 2: All vulnerable young people will benefit from the local leadership of post-16 learning

Why:• Unemployment at 18-24 is increasing – and is costly

• The take-up of apprenticeships, although improving, still falls well short of our aspirations

What does this mean for providers:• Ensuring learners have a genuine mix of high quality academic,

vocational and applied courses available to them

• Working with local authorities to establish the unmet needs of NEET young people and helping to secure full participation and increased achievement

Priority 3: All young people to have great opportunities for work and moving on

Why:• Many young people will not make the most of a rich and diverse

offer without impartial CEIAG

• Pressures on budgets means cost-effective solutions are critical

What does this mean for providers:• Ensuring that learners are on the most appropriate course

• Providing the support which enables young people to achieve and reach their full potential – track leaver destinations

Priority 4: All young people get the best support and guidance

Why:• The gap between the highest and lowest achievers is still too

great

• We still need to drive up the ambition to deliver high quality provision that significantly exceeds minimum standards

What does this mean for providers:• Self-regulation - taking responsibility for learner achievements

and value for money

• 14-19 Partnerships need to form a view of the overall effectiveness of provision in the area – and the ability to challenge poor performance

Priority 5: All young people to reach their full potential

More information

London Strategic Analysis ’14-19 in London: an evidence base’

http://www.londoncouncils.gov.uk/policylobbying/children/publications/14-19andLondonanevidencebase.htm

Regional Statement of Priorities ‘choice, support, success’

http://www.londoncouncils.gov.uk/policylobbying/children/education14to19/statementofpriorities.htm

Data and MI: Looking forward

Mike PettiferYPLA Director (external commissioning),

Young People's Learning AgencyA Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

Championing Young People’s Learning

Data & MI – Looking Forward

Mike PettiferRegional Director - LondonYoung People’s Learning Agency

Championing Young People’s Learning

Championing Young People’s Learning

“When nothing is sure, everything is possible.”

- Margaret Drabble

Championing Young People’s Learning

The importance of teaching

Championing Young People’s Learning

Policy - three simple principles

Freedom – trusting professionals, academies programme, free schools, studio schools, reducing bureaucracy, light touch inspection.

Fairness – attainment gap, social mobility, focus on teaching & learning, choice, restore confidence in exams system, open up qualifications.

Responsibility – high quality education system, powers back to the teacher, strong leadership, rigorous standards, talented teachers, good behaviour.

Message from the Ministers

Championing Young People’s Learning

Message from the Treasury

Spending Review - three simple principles

Fairness – Achieve comparable funding by 2014/15.

Economic growth – Achieve full participation for 16/17s by 2015.

Reform – Decisively narrowing the attainment gap.

Championing Young People’s Learning

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“Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that’s creativity.” -

Charles Mingus

Simplification – what does it actually mean?

Championing Young People’s Learning

The first rule of chess, exchange and simplify…

Championing Young People’s Learning

The secret life of data…

“In god we trust, all others mustbring data.”

Edward Deming

Championing Young People’s Learning

DCSF

Learning & Skills Council

BECTA

GTC JACQA QCDA GOs

Audit Commission

TDA

Schools Food Trust

Performance Curriculum QualitySystems

Capital Allocations

Funding

Process

RDAs

Regional Priorities

Sub-regional offices

National Priorities

Partnership Teams

Regional Planning Groups

OFSTED

Local Priorities

Local Authorities

PROVIDERS

BIS

Championing Young People’s Learning

Skills Funding AgencyDFE BISEFAOFSTED

Funding Statement Skills Investment Strategy

TRANSPARENT DATA ACCESSIBLE DATA

data derived automated funding system

Accountability

CUSTOMERS - CHOICE - CUSTOMERS PROVIDERS – PROVIDERS - PROVIDERS

PERFORMANCE – RESULTS – PERFORMANCE - RESULTS

LAs

Championing Young People’s Learning

• Collect your data well.• Use your data intelligently.• Submit accurate data.• Data = funding.• Data measures results.• Get used to other people seeing

it.• Evidence progression.

“An unsophisticated forecaster uses statistics as a drunken man uses lamp posts – for support rather than for illumination.” - Andrew Lang

Championing Young People’s Learning

Sail your own ship

Don’t wait for detailed guidance.Don’t expect a proposed structure.Don’t expect all the answers.

Do expect a clear vision with a clear set of expected outcomes.Do expect clarity where it’s necessary. Do take the initiative.

Championing Young People’s Learning

Technology - Idle Speculation and hopefully food for thought

“When speculation has done its worst, two and two still make four”

Samuel Johnson

“In practical life the wisest and soundest people avoid speculation.”

George Earle Buckle

Championing Young People’s Learning

Oranges are not the only fruit –technology and the future of education

Have you had your five a day?

Championing Young People’s Learning

www.education Private, public or both?

Secure Data Cloud

Government data released

Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App

Championing Young People’s Learning

The way young people, parents and carers make decisions as consumers is coming to an educational establishment

near you…be ready.

Voices from across the state and independent sectors – learners talking about their 14-19

experiences

Ann Hodgson and Ken SpoursInstitute of Education

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

Voices from across the sector: learners talking about their 14-19 experiences

Ann Hodgson and Ken SpoursCentre for Post-14 Research and Innovation

53

Why research learner perspectives?

• Important to talk with people who actually experience education

• They are grounded, reflective and pragmatic and have good ideas about teaching, learning and assessment

• It provides a counter-balance to the views of policy-makers and education professionals

• It is part of reflective practice for professionals

• Researching their views is educational for learners and shows respect (but it is very important to act on the findings from research)

• Student perspectives are a powerful tool for change with staff

Four research projects

• Kingswood Area Progression Project (KAPP)

• Development of the Sixth Form Baccalaureate (SFBac)

• Reviewing the 13-19 curriculum in independent schools

• North East Lincolnshire 14-19 Progression Project

54

Different angles on learner perspectives

•KAPP - individual advice and guidance (IAG), course choices at Key Stage 4 (including the Diplomas) and post-16, views on study at Key Stage 4 and post-16, institutional choices post-16, HE and career intentions and the recession

•SFBac - 16-19 sixth form college experience of A Levels, BTEC and enrichment programmes and SFBac proposals for a broader and more holistic curriculum

•HMC 13-19 curriculum – the independent school curriculum and how it prepares them for GCSE, A Levels and higher education

•North East Lincs – the 14-19 curriculum, progression opportunities linked to wider economic regeneration of the area

55

The curriculum at Key Stage 4• GCSE has cachet with learners and there are concerns about the

currency of other Key Stage 4 qualifications“I’m not sure about the Diplomas – they’re new. I’d rather stick

with the safer options”“BTEC is learn, copy and forget”

• GCSE is seen as a good preparation for post-16 study –particularly in terms of examination techniques

• Learners echo teachers’ concerns about spoon-feeding to pass examinations at KS4

• Modularity is popular with most learners• The importance of choice, practical and active learning, a mix of

theory and practice, interest in and being good at the subject, a variety of learning and teaching styles

• ‘Vocational/applied subjects’ are often not as practical as learners have been led to believe – “too much writing”

56

Information, advice and guidance for progression• The most highly rated IAG activities were:

• Options evenings• Institutional information booklets/prospectuses• Taster sessions• Work experience• Assemblies• Individual interviews (but the majority of learners did not experience these)

• The least highly rated were:• Nationally produced leaflets and booklets• Websites and on-line planning tools (e.g. Plan it)

• The importance of families and individual teachers in making choices

• A minority of students are aware of institutional self-interest in post-16 staying-on - others collude with it - ‘familiarity factor’

57

16-19 learning

• Students on mixed programmes at KS4 likely to opt for A Levels• Big step up from GCSEs to A Levels because of spoon-feeding in Years 10

and 11• Support for modular assessment• Teachers important for success at A Level – in particular those who

encourage independent learning and a ‘seminar approach’• Enjoyment of the subject/course – a major motivator• Extra curricular activities are prevalent and very important to learners in the

independent sector and sixth form colleges• The value of undertaking independent research (e.g. EPQ) – seen as good

preparation for university• The importance of choice and being treated like an adult• The importance of hands-on experience for learners on vocational

programmes• The work-based route and apprenticeships in demand, but relatively few

opportunities 58

59

Conclusions (1)

• Learners will not be agents of radical change – they are likely to make traditional qualifications choices (e.g. the A Level route)

• Many also likely to make safe institutional choices based on familiarity (e.g. sixth form)

• Learners prioritise the ‘exchange value’ of qualifications, but can be won over to ‘use value’

• In all sectors they are aware of the importance of gaining qualifications and the need to do well in a competitive HE and labour market

• Nevertheless there is a desire for a more innovative curriculum approach – more active and practical learning and a chance for independent study in depth

60

Conclusions (2)

• Learners across the sectors have many common messages about qualifications, teaching, learning and assessment

• However, learners in the state sector are much more likely to take mixed general/applied programmes both in Key Stage 4 and post-16 – the independent sector overwhelmingly offers GCSEs and A Levels

• Aspirations for the future that differ on an attainment and class basis

• A significant minority of learners want to be in the labour market/Apprenticeship – problems of the lack of a strong work-based route

• 14-19 learners potentially have multiple identities – exam achiever, researcher, worker, consumer, volunteer, friend, family member - but the current system does not actively harness, develop or recognise these

• The importance, therefore, of a more holistic curriculum and accreditation system that is both meaningful and challenging

61

Web addresses

The Kingswood Area 14-19 Progression Project (2008-2013)http://www.ioe.ac.uk/research/32731.html

Developing and Piloting a Sixth Form Baccalaureate (2009-2011)http://www.ioe.ac.uk/research/33699.html

13-19 Education in HMC Schools (2009-10)http://www.ioe.ac.uk/research/36430.html

Reviewing transition and progression at 14+ in North East Lincolnshire (2010-11)

http://www.ioe.ac.uk/research/49007.html

Workshops

Workshop A: The LA role in the new contextLinda McPhee – London Borough of Richmond upon Thames

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

The LA role in the new context

Where are we now and where are we going

Aims of the session

An overview from the Richmond upon Thames partnership perspective Opportunities and challenges Workshop discussions to share other LA

perspectives

Leadership and management of 14-19 partnership Responsibilities include regional, local

networks Key partnership groups Education and business links Effective quality assurance arrangements Training and advisory support

Where are we now?

Schools all considering Academy status LA will become a commissioner of

services Actively identifying gaps for support Promotion of services

through SLA

Changing landscape for Richmond Partnership Currently strong level of support for core

curriculum but… Active Partnership continues to exist:

Headteachers working collaboratively on post-16 provision; Deputy Headteachers committed to good quality shared provision opportunities

Shared Diploma and vocational course options opportunities

Successful shared courses

Hair & Beauty Construction Engineering Food preparation Diploma in IT AS Critical Thinking

Collaborative provision for Foundation Learners Recognition of establishing right kind of

provision within Richmond upon Thames Collaboration essential to ensure richer

and engaging offer and environment for all young people Transition arrangements must be smooth Progression partners needed to ensure

whole range of routes available

New shared provision for Foundation Learners Bicycle maintenance Carousel course offering a range of units

from City & Guilds Award in skills – Home maintenance Diploma – Caring for children Diploma –Travel and tourism

Richmond Education Business Partnership Keeping a balance between direct

experience of work, understanding work and enterprise and skill building Streamline work experience service Build a portfolio of work related

learning activities Service survival – funding likely

to disappear

Challenges

If not Diploma, then what? Continuing to offer central college

courses at 14+ IAG – ongoing need to find better ways of

supporting those in danger of NEET and those for whom uni will be financially daunting!

Apprenticeships opportunities

Creating local apprenticeship opportunities and ensuring the route is accessible to young people

Emerging picture 2011 onwards

Ongoing negotiations with internal & external partners Positive trend towards local team

mergers Working together on Quality Assurance

arrangements

Think global, present a local face

Workshop B: Foundation LearningSharon Grainger – London Borough of

Newham

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

THE PERFECT SCHOOL SYSTEM…???

EVERY ‘ROUND’ PEG FITTING NEATLY INTO

A ‘ROUND’ HOLE

WHY SCHOOLS MAY NEED NAP 2011

The expectation is that all will be assessed at 16

using GCSEs.

A*-Cs = Level 2

D-Gs = Level 1

60 %

A* - C

Level 2

40 %

D - G

Level 1

THE PERFECT ASSESSMENT SYSTEM…???

THE PERFECT KS4 CURRICULUM…???

IN REALITY…EVERY SCHOOL HAS ‘SQUARE’ PEGS THAT DON’T FIT INTO THOSE ‘ROUND’ HOLES

Entry Level and Low Level 1 Learners whose needs are not best met by GCSEs

Those who are disaffected and disengaged from the KS4 curriculum becoming truant.

Those whose behaviour is difficult to manage in a formal education context and require alternative provision.

Entry 3 to Entry 1

LEVEL LEARNER

Level 1 LEARNER

DISENGAGING SCHOOL

REFUSER

CHALLENGING BEHAVIOUR at

Risk of Exclusion

Entry 1 to Entry 3

LEVEL LEARNER

The number of learners for Foundation Learning

Total FL cohort: 480–800,000

Out of a total of nearly three million

14-19 learners, around 500,000 –800,000 (roughly

25%) are expected to be suitable for

Foundation Learning

PERSONALISED LEARNING

FOCUS ON PROGRESSION

ENGAGEMENT & PARTICIPATION

COHERENCE & FLEXIBILITY

SKILLS ATTAINMENT & QUALIFICATIONS

RAISED ASPIRATIONS

FURTHER LEARNING & EMPLOYMENT

SPORTS LEADERSHIP

CHILD DEVELOPMENT

RETAIL

CREATIVE MEDIA

CONSTRUCTION

MOTOR VEHICLE ENG.

HAIR & BEAUTY

Work skills

Work skills

Work skills

Work skills

Work skills

Work skills

Work skills

The Foundation Learning curriculum model

Vocational/ subject based

learning8-40 credits

Functional skills

15 credits

Personal and social

development learning

3-21 credits

14-19 destinations

Initial engagement

18–70 credits in total

Information, advice and guidance

Personalisation Foundation Learning programme for Learner ‘x’ ‘X’

Foundation Learning programme for Learner ‘Y’

Vocational/ subject based

learning

Functional skillsPersonal and

social development

learning

Vocational/ subject based

learning

Functional skills

Personal and social development

3.2

Provider Course Area NOS. Vocational PSDAPE Media Eco Fashion Creative/Media 10 NOCNAPE Media TV/Film Production Creative/Media 10 NOCN

APE MediaRadio Broadcast Sound & Music Creative/Media 10 NOCN

Beckton Activities Engineering (Mot Vehicle) Engineering 12 C &G

METS Engineering (Mot Vehicle) Engineering 10 ASDANMETS Hair & Beauty Hair & Beauty 8 ASDANMETS Trade Skills (Construction) Construction 8 ASDAN

LANDMARK Principle Learning in Retail Retail 10 EDEXCEL

Peacock Academy Sports Leadership Sport & Leisure 10 EDEXCEL Work SkillsPeacock Academy Hair & Beauty Hair & Beauty 10 EDEXCEL Work SkillsPeacock Academy Performing Arts Creative/Media 10 EDEXCEL Work Skills

Pitstop Engineering (Mot Vehicle) Engineering 8 C &G

Newtec Childcare Health & Soc Care 20 CACHE

Building Craft College Construction Construction 16 C &G

John Laing Construction Construction 15 C &G

Docklands Riders Engineering (Motor Cycle) Engineering 6 C & G

Skillshop Trade Skills (Construction) Construction 10 C &G C.o.P.E.

NEWTEC

B. C. C.JOHN LAINGS

METS SKILLSHOP

20

50

APE MEDIATHE PEACOCK ACADEMY

40

THE PEACOCK ACADEMY

LANDMARK

DOCKLANDS RIDERS B.A.C.METS

PITSTOP

THE PEACOCK ACADEMYMETS 18

36

10

10

Ape MediaApple Pie Enterprises Ltd ( Ape Media ) is an

East London based:• Creative Industries Training • Event Management and • Production CompanyIt is a ‘not for profit’ organisation located inthe Crypt of St. John’s Church in Stratford.APE offers professional training courses and produces amazing work, from:• Radio production• Fashion shows• Dance• Music• Drama• TV productionThe APE ethos is ‘ Developing Talent,Revitalising the Industry’

Eco Fashion Design Course

TV/Film Production Course

Radio Broadcastingand Sound and Music Technology

Newtec provides high quality Early Years and Childcare training from Entry Level up to Level 6. Additionally, through classroom-based and outreach programmes they provide ESOL, Literacy and Language support and a Return to Study programme, to meet the needs of the local and ethnically diverse communities.

Running alongside the training programmes, is the provision of affordable, effective, and integrated children's services through the four nurseries, mobile crèches and Children's Centre that are firmly established in the Borough.

Newtec

Peacock AcademyThe Peacock Gym is an east London charity and community club, which strives towards “improving the quality of life through sports”. Our educational programmes are designed for students who learn best in an active and experimental way. We aim to support the social, emotional and learning needs of young people in the 21st Century as well as celebrating what young people CAN do. We currently offer the following courses:

•Sports and fitness award•Sports leadership Award•ABA Boxing certificate•Chess Federation Award•First Aid certificate•Health and Safety Award•Wider Key Skills Qualifications•Hair and Beauty Courses

+++

Participation

Sports Leadership

Engagement

Team Work

+++

Hair & Beauty

Achievement

Progression

Skills

The Course consists largely of understanding andmaintaining the different systems that are necessaryon a motor vehicle and performing standardmaintenance and servicing operations on a car.Behind this there is essential health and safetytraining and key aspects of work training type issuessuch as timekeeping, understanding and followinginstructions, working both on their own and as part ofa team.

Training will take place at the Pitstop Training Centreworkshops at Upton Avenue, E7. Pitstop is a workinggarage, working on real customers’ cars to obtain realwork place training opportunities. In most cases, thestudents will be doing their training and assessmentson real road-going vehicles. Near the end of thecourse, students will get the chance to observe firsthand the working of all the vehicle systems by takingpart in an off-road driving session.

Beckton Activities Centre

The Beckton Activities Centre is a centre where young people can learn new things, socialise and have fun! Currently we run projects in building PCs from scratch, I.T. support, maintaining and repairing motorbikes, building a kit car, as well as a Technical Music Project (making music on computers). Children and young people can also play table tennis or just come to meet in a safe and friendly environment.

The College was founded in 1893. For over 100 years we operated from the site of the original Building Crafts Training School, located in central London, before moving in 2001 to a brand new, and much larger building in Stratford, East London. Demand for our courses has grown so rapidly that already a further extension has been planned.

More locally, the College provides craft training options for local schools and courses in basic skills for construction for adults changing career or returning to work. Taken together, these courses open up opportunities for residents in East London who wish to learn the skills needed to gain employment in the large number of major construction projects in the Thames Gateway, including the 2012 Games.

John Laing Training provides a working partnership with local schools. They promote active engagement of young learners through the Foundation Learning Pathway, supporting the development of their life skills and vocational options

Docklands Riders is a Community Interest Company established in 2007 to address the issues and problems of illegal motorcycle riding and to provide a controlled environment for the riding of off-road motorcycles.

In addition to this we also provide accredited courses in motorcycle maintenance.

It was established with the assistance and support of the London Borough of NewhamCouncil

We are METS - a training initiative set up and run by experienced, professional educators. METS stands for Manor Education and Training Solutions, and we run The Techshop, Studio E12 and Trade Skills E12.

We aim to…

• increase, through innovative learning programmes, skills, confidence and achievement levels in young people who are disengaged and disaffected from mainstream education and falling short of academic attainment.

• support Young People’s entry into mainstream progression routes through entry-level accreditation, offering underpinning knowledge and a practical skills base.

TechshopThe

This course is designed as a pre-Vocational and Work Skills learning programme providing a personalised curriculum to match fit the learner’s ’Spiky’ profile.

Learners will be required to work within small teams and carry out a schedule of workshop based practices leading to - the stripping and the rebuild of team Go-karts & individual mountain bikes. Through this process the participants will learn about mechanical engineering principals & practices and gain an understanding of the various metallic and non-metallic materials used in the design of a Go-Kart and a Mountain Bike. Hence, enabling the learners to work towards possible progression pathway – Engineering Diploma.

Introduction to Mechanical Engineering (Karting& Bikes)

Studio E12 is a training facility developed by Manor Education & Training Solutions Ltd. (METS). Learners at entry Level with an interest/ability in the filed/s Hair & Beauty. More importantly, an interest in pursuing personal development through a vocational based learning programme within a team setting.

This course is offered with two distinct parts to encourage personal and group development within a team setting - vocational and employability skills. Learners will be required to work within small groups and follow an individual learning plan covering workshop based practices and Certificate in Employability (ASDAN) to help raise their vocational & employability skills.

Introduction to Hair Dressing and Beauty

Landmark Training is a registered charity and company limited by guarantee and is based in Stratford, East London. It was founded in 1978 as Newham Community Employment Projects Ltd. It offers training and educational courses to young people aged 14-25 living in East London.

Landmark has a contract to offer Foundation Learning and apprenticeships in administration and customer service. Landmark is part of the East London Training Alliance (ELTA) and is involved with several European Social Fund (ESF) projects.

Principal learning in Retail Business

Performance figures for GCSEs and examples of the qualifications usedwithin FLT Progression Pathways, QCF qualifications and functional skills

PERSONALISED LEARNING

COHERENCE & FLEXIBILITY

1 Day

2 Days X 12

=X 12

=

60 GLH per term120 GLH per term

Level 1 Award Guided Learning Hours (GLH): 60-130

Guided Learning Hours (GLH): 130-360Level 1 Certificate

Level 1 Diploma Guided Learning Hours (GLH): 370+

YEAR 10 YEAR 11

ConstructionAward

Construction Foundation Diploma

RetailAward

Sports Lead Award

EngineeringAward

Child CareAward

Hair & BeautyAward

Hair & BeautyFoundation Diploma

TV/Film Production

Award

Radio Broad. Sound/ Music Technology

Eco Fashion Design Award

Radio Broadcast. / Sound/ Music Technology Foundation Diploma

WorkSkills

WorkSkills

WorkSkills

ConstructionAward

EngineeringFoundation Diploma

Sports Lead Award

EngineeringAward

WorkSkills

ConstructionAward

Sports LeadershipFoundation Diploma

Sports Lead Award

EngineeringAward

WorkSkills

RetailAward

Child CareAward

Hair & BeautyAward

RetailFoundation Diploma

WorkSkills

RetailAward

Child CareAward

Hair & BeautyAward

Child CareFoundation Diploma

WorkSkills

TV/Film Production

Award

Radio Broad. Sound/ Music Technology

Eco Fashion Design Award

TV / Film ProductionFoundation Diploma

WorkSkills

TV/Film Production

Award

Radio Broad. Sound/ Music Technology

Eco Fashion Design Award

Eco FashionFoundation Diploma

WorkSkills

Carousel model based on 2 days of Vocational FL/PSD….based on I.A.G.

SKILLS ATTAINMENT & QUALIFICATIONS

PERSONALISED LEARNING

Easy-to-assemble BTEC qualifications that stack up to job success and career development across the four skills pathways

WorkSkills

BTEC Award in WorkSkills (Entry Level 3)

BTEC Award in WorkSkills (Level 1)

• Personal Life Skills, •Sustainable Employability Skills, •Work Placement Skills and •Skills for Business.

SKILLS ATTAINMENT & QUALIFICATIONS

NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).

Eco Fashion Design Course

TV/Film Production Course

NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).

Radio Broadcasting and Sound and Music Technology 3 x OCN Level 1/2 and 1 x City & Guilds level 1 certificate in Sound and Music Technology (7603)

SKILLS ATTAINMENT & QUALIFICATIONS

Motor vehicle maintenance & repairs / motorcycle

VRQ Level 1 motor cycle, City & Guilds 4101

SKILLS ATTAINMENT & QUALIFICATIONS

Motor vehicle repair and maintenance. Entry Level 3

and Level 1

City and Guilds 3902- at award, certificate and diploma level.

SKILLS ATTAINMENT & QUALIFICATIONS

Introduction to Hair & Beauty with Employability Skills

Certificate in Employability L1 / L2 (ASDAN)

Introduction to Mechanical/Automobile Engineering with Employability Skills

Certificate in Employability L1 / L2 (ASDAN

Introduction to Construction with Employability Skills

Certificate in Employability L1 / L2 (ASDAN

SKILLS ATTAINMENT & QUALIFICATIONS

Motorcycle Maintenance, Servicing and Repair

City and Guilds 3902 Entry Level 3

SKILLS ATTAINMENT & QUALIFICATIONS

Peacock Gym Academy

Sport & Active Leisure.

BTEC Entry Level 3 & BTEC Level 1

Hair & Beauty

BTEC Level 1, BTEC Level 2

SKILLS ATTAINMENT & QUALIFICATIONS

Basic Construction Skills

City & Guilds 6218 – 1 Multi Skills Programmecovering two areas; Carpentry; Plumbing

SKILLS ATTAINMENT & QUALIFICATIONS

Basic Construction Skills Qualification

City & Guilds 6218 Level 1 Qualification pathways to an Award, a Certificate or a Diploma based on the number of credits achieved.

SKILLS ATTAINMENT & QUALIFICATIONS

Principal learning in Retail BusinessEdexcel Level 1 Foundation Award / Certificate/ Diploma

SKILLS ATTAINMENT & QUALIFICATIONS

CACHE Level 1 Foundation Award / Certificate/ Diploma

Caring for Children

KS4 CORE ( 15 Hrs.)

English (+1) + (F.S)

Mathematics + (F.S.)

Science

ICT + (F.S.)

Physical Education

Religious Studies

Personal Dev. Ed.

Award in Work SkillsEntry Level 3 / Level 1

City & GuildsDiploma in

EngineeringLevel 1

Introduction to Construction

with Employability Skills Certificate in Employability L1

KS4 CORE ( 15 Hrs.)

English (+1) + (F.S)

Mathematics + (F.S.)

Science

ICT + (F.S.)

Physical Education

Religious Studies

Personal Dev. Ed.

Award in Work SkillsEntry Level 3 / Level 1

InCACHE

Looking After Children

NVQDiploma in

Hair & BeautyLevel 1

Award

KS4 CORE ( 15 Hrs.)

English (+1) + (F.S)

Mathematics + (F.S.)

Science

ICT + (F.S.)

Physical Education

Religious Studies

Personal Dev. Ed.

Award in Work SkillsEntry Level 3 / Level 1

NOCONDiploma in

Level 1

Award inTV/Film Production

Radio Broadcasting and Sound and Music Technology

Entry 3 to Entry 1

LEVEL LEARNER

Level 1 LEARNER

DISENGAGING SCHOOL

REFUSER

CHALLENGING BEHAVIOUR at

Risk of Exclusion

Entry 1 to Entry 3

LEVEL LEARNER

Engaged

Participating

Skilled

Qualified

Aspiring

Progressing

Learning

Employable

The evolving role of work-based learning

Ali KayeDirector, Work Based Learning Alliance

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

London Work Based Learning Alliance

Ali Kaye – Director

The Evolving Role of Work Based Learning

London Region Post-14 Network Conference

Tuesday 1st February 2011

London Work Based Learning Alliance

• Network of work based learning providers

• 125 Independent and FE College members

• Apprenticeship and Foundation Learning

• Membership services

• Research and Development

• Funding and Contract updates

• Information and Intelligence

London Work Based Learning Alliance

The Evolving Role of Work Based Learning: Influencing factors

• Policy Drivers

• The Learner Offer

London Work Based Learning Alliance

The Evolving Role of Work Based Learning: Policy Drivers

• 16-18 offer

• Apprenticeships

• Level 3 Apprenticeship offer

• Raising of the Participation Age

• EMA

• 14-19 local agendas

London Work Based Learning Alliance

The Evolving Role of Work Based Learning: Learner Offer

• Level 3 – the Apprenticeship offer

• Functional Skills deferred to 2012

• SASE – Specification of Apprenticeship Standards for England

London Work Based Learning Alliance

The Evolving Role of Work Based Learning: Learner Offer

Foundation Learning

• Up to five qualifications entry to level 1

• Success = qualifications

• Loss of EMA

• Learner Impact

• Provider Impact

London Work Based Learning Alliance

The Evolving Role of Work Based Learning: FL Learner Impact

• Turned off by qualifications

• Walking away from exams

• Lack of vocational work experience

• The emerging learning environment?

London Work Based Learning Alliance

The Evolving Role of Work Based Learning: FL Provider Impact

• Where is the wbl focus?

• Funding imperatives – the golden five

• Selective recruitment

• Progression or qualifications driver

• The emerging learning environment?

London Work Based Learning Alliance

The Evolving Role of Work Based Learning: diverse offers

• Increasingly strong Apprenticeship offer at level 3 and beyond

• Entry to level 2 wbl offer - how far does FL meet the need?

• Youth unemployment will drive an offer?

The developing role of apprenticeships

Graham HoyleCEO, Association of Learning Providers

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

Skills and Young People: A Different Approach?

Ken WarmanPrincipal and students, BSix College

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

SF BAC: SKILLS FOR YOUNG PEOPLE

A comprehensive sixth form college

The East End Context

National Policy and Skills

BSeven Extended College brings together:

BSix Sixth Form Bac

Opportunities for students

Credits

• Sports • Societies ••50 credits

• Leaders, Reps, Ambassadors•100 credits

• Super Reps and Mentors• Pem-Brooke & QMUL••200 credits• Student Union Executive• Learning Advocates• Work Skills

•••

400 credits

Levels of achievement

• 150 creditsBAC

• 200 creditsBRONZE

• 500 creditsSILVER

• 800 creditsGOLD

• 1,000 credits PLATINUM

Providing the evidence

• Attendance Records, ILPs, ReportsCore

• Handouts, World of Work recordsTutorial

• Records, Output, Witness Statements.Activity

• Skills, values, breadthReflection

• An account of aboveValidation Presentation

Implementing the Bac

Target = 50 student applicants

Outcome = 74 and still growing

Students aiming higher

Friends joining in

Existing Bac students will…

Conference conclusions: a plenary discussion

A Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE

Thank you for attendingWe hope you have a safe journey home

Please complete your feedback form in the back of the booklet and leave it with your

badge on the registration tableA Network for Lifelong Learning:

an initiative of the Institute of Education

A Network for Lifelong Learning:

A LONDON REGION POST-14 NETWORK CONFERENCE