Skills and Employability ServiceLaunch of Datapack Lite Consultation

24th June 201408:30 – 12:30

Mercure Hotel, Parkview SuiteMaidstoneME17 1RE

Datapack Lite – Consultation Launch

June 24th 2014

16-19 Year-Olds Participating in Full-Time Education / Apprenticeships (excluding HE)

Vocational Students 21%

Higher achieving vocational students 21%

Apprentices9%

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

English and maths to GCSE A*-C (for those without this)

Other non-qualification or ‘enrichment’ activities

PROGRESSION TO FURTHER STUDY AND EMPLOYMENT

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 OpportunitiesGeneral 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 OpportunitiesSubstantial 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).

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.

NEW!

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.

 

progressionNational at age 162011

Percentage of Learners by age 19 attaining by 2013

Latest Establishment Post 16 Prior attainment at age 16

TotalLearner

s

Level 1or

above

Level 2or

above

Level 3or

above

No furtherqualification

sPost 16

Same School Below Level 1 5207 27.0 18.7 11.1 29.7

Level 1, below Level 2 5859 99.9 65.6 33.5 7.2

  Level 2 without English and Maths

13167 100.0 100.0 58.4 6.3

  Level 2 incl Eng and Maths 128239 100.0 100.0 92.1 0.5

  All Pupils 152472 97.5 95.9 84.1 2.2

Another School or Sixth Form

Below Level 1 1481 50.4 35.7 21.7 23.4

College within this LA Level 1, below Level 2 3927 100.0 73.5 40.6 3.0

  Level 2 without English and Maths

5312 100.0 100.0 60.2 3.6

  Level 2 incl Eng and Maths 62422 100.0 100.0 92.3 0.4

  All Pupils 73142 99.0 97.3 85.8 1.2

FE College within this LA Below Level 1 10295 57.0 23.6 4.1 19.7

Level 1, below Level 2 42261 100.0 63.5 17.9 3.6

  Level 2 without English and Maths

37753 100.0 100.0 38.6 2.0

  Level 2 incl Eng and Maths 59784 100.0 100.0 76.0 0.6

  All Pupils 150093 97.0 84.5 45.3 3.1

LPUK – retention types

Retention % 2012 – 2013

Kent National Grammar Schools

Wide Ability High

Previous Year 12 Retention 93 94 97 91 91

Year 12 Retention95 94 98 93 91

TransitionRetention 87 86 91 80 86

Overall Retention

77 77 87 69      70

In-Year Retention96 95 99 94       93

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

• 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 WoodendHead Teacher

The Abbey SchoolFaversham

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, “pre-

apprenticeship”• 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

• 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, SheernessCore Aim: Foundations for Learning & Life; Work Experience

Internal Work Experience ASDAN EmployabilityDuke 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 & AshfordCore Aim: Work Experience

External Work Experience ASDAN EmployabilityDuke 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, AshfordCore Aim: Qualifications TBC

External Work Experience Bronze and Silver Arts AwardRock school (NVQ) Level 1, 2 and 3

Industry trips and events organisation e.g. Lounge on the Farm festival, Liverpool city of culture

Functional Skills E3- L1GCSE, next year with Towers school

IAG: instilling realism, pathway to future FE/ HE courses, self-employment and entrepreneurshipProgression 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

• 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

• Setting the Direction for Economic Growth• Data Pack Support• Reducing NEETs• Pathways for Vulnerable Learner• LLD• CIC• Alternative Provision/PRU• BESD

Develop New Provision

• 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

ModelsTraineeship model 16-24School 

FE College/Nacro etc.

Training Provider/employers

English/mathsLiteracy/numeracy

Health Social careElectric EngineeringCatering 

Work Experience

14-16Secondary School/Skills Centre

FE College Training Providers/employers

English/Maths/ICT Health & Social careElectric EngineeringCatering

Work Experience

Tech level models 16-19Secondary School/Skills Centre

FE College Training Providers/employers

Maths/EnglishLiteracy/numeracy

Technical Qualification

WRL Work Experience

Maths/English/Science STEM technical WRL Work Experience

Skills and Employability ServiceLaunch of Datapack Lite Consultation

24th June 201408:30 – 12:30

Mercure Hotel, Parkview SuiteMaidstoneME17 1RE