1. 14-19 education and skills Next Steps – Natspec 19 May 2009 Robin Goddard 14-19 Education Advisor, NW

2. Delivering 14-19 Reform : Next Steps Four clear priorities are attached to the concept of a 14-19 entitlement for all young people: a high quality learning route for all young people integrated services to support all young people stronger local partnerships and consortia arrangements the establishment of the right delivery arrangements at a local, regional, and national level.

3. What prompted the reforms? Raising the participation age –Ensuring that young people have appropriate and worthwhile activities and educational development, up to the age of 18 is socially beneficial –This requires diversifying the range of options available for them and providing effective IAG –Good IAG will be supported by clarity among employers and the public about different qualifications and how they interrelate – which needs a simplified qualifications structure Up to 10% of 16-18 year olds are NEET UK was recently placed 21st of OECD counties for post 16 participation

4. What prompted the reforms? Meeting the skills gap challenge –The 2006 Leitch review of skills in the UK explained that the UK education system needed to adapt to meet current and future skills requirements in a globalised environment –Employers have echoed the call for more functional skills, project skills and sector relevance in education Closing the achievement gap –Gender, race, disability and socio-economic background are still strong predictors of attainment By 2020 there will be 5m fewer low-skilled jobs in Britain than today The top 10 jobs that will be demanded in 2010 did not exist in 2004

5. A new legal framework Education & Inspections Act 2006 Duty on LA to secure access to the Diploma entitlement for all pupils Duty on schools (together) to make Diploma entitlement available to all pupils Education & Skills Act 2008 Duty on LA to put in place arrangements to promote cooperation with 14-19 providers and partners as part of Children’s Trust Raising the Participation Age arrangements Apprenticeship, Skills & Learning Bill 2009 Transfer of 16-19 funding to LAs – with associated commissioning responsibilities Duty on schools and colleges to collaborate to enhance well-being of children

6. An expansion in the current 14-19 offer: a Foundation Learning Tier of qualifications the new Diploma route new functional skills embedded throughout the system a revised secondary curriculum strengthened GCSEs and A levels expansion of Apprenticeships learning entitlement to all new qualifications and curricula from 2013 Alongside: the continuous drive to raise standards plans to raise the participation age to 18 by 2015 Curriculum Reform

7. The Four Routes Curriculum Reform Unless there is clear evidence of need, or where young people are studying in informal non-accredited provision, all publicly funded qualifications for young people will fall within one of four routes, as follows: Apprenticeships, with all young people suitably qualified entitled to a place from 2013 Diplomas, in 17 subject areas that will be in place by the end of 2011 the Foundation Learning Tier, with progression pathways that will roll out nationally from 2010 onwards General Qualifications such as GCSEs and 'A' Levels.

8. 14-19 Qualifications Strategy: Four National Suites 14-19 key national suites and frameworks GCSEs, A Levels Functional Skills Foundation Learning Tier Progression Pathways Foundation Learning Tier Progression Pathways

9. Long term ambition beyond 2013, no immediate change Commitment not to withdraw public funds from existing qualifications with high learner take up until four national routes are fully matured Evidence-based decisions on funding Managed transition to new system, designed to minimize impact on providers, and safeguard learner interests. What does this all mean for schools and colleges?

10. Learning Routes – some of the principles and key challenges All young people should have the opportunity to tailor their learning programmes to meet their specific demands The core of generic learning – Personal Learning & Thinking Skills and Functional Skills – will move to a central place in the curriculum Clear pathways of progression should be available from all learning opportunities A simpler qualification system should be in place underpinned by new regulatory framework of JACQA How can all routes be developed over time so that they appear to young people and parents as equally valuable and coherent options?

11. The Right Support for all Young People A range of initiatives designed to support choices and unlock the potential of new learning opportunities Transfer of Connexions to LA commissioning New Quality Standards for IAG Statutory guidance on the principles of Impartial Careers Education Raising aspirations and challenging stereotypes Information on the full range of learning opportunities available The 14-19 prospectus and Common Application Process Specific Support at key points of transition Targeted Youth Support Access to positive activities

12. Key Developments The Right Support Local Authorities strengthening their Cnx commissioning arrangements to ensure that support reaches all young people who need it Schools and colleges auditing their IAG provision against the new quality standards 14-19 Prospectus in place in all areas but still developing as a comprehensive tool Local 14-19 partnerships are taking on IAG as an area wide issue New national IAG strategy to be published this summer

13. 14-19 Partnership – the growing importance Provide a stable framework for delivery of 14-19 education as part of the Children’s Trust in light of the new range of statutory duties Ensure that resources held by the different partners are used to best effect Determine the best way to fund capital needs from the sources available such as BSF, Local Authorities’ devolved capital allocation and the LSC. Provide leadership to Diploma consortia, ensuring that their plans for curriculum delivery are consistent with the needs of the local area Ensure that the framework for delivery of 14-19 supports collaboration across local authority borders Secure an analysis of learner needs and capacity in the system to inform commissioning Oversee the development of detailed local implementation plans for 14-19 education which show how the needs of learners will be met across the area

14. 14-19 Partnership – Roles & Responsibilities Agrees the long-term vision for providing for all 14-19 year olds across an area Develops strategies and plans for the full range of 14-19 reform priorities based on a sound understanding of the needs of learners and the quality of provision and services. This includes ensuring coherent strategies and planning for: achieving LAA targets meeting entitlements (incl. Diplomas, FLT, Apprenticeships,RPA) employer engagement and work-related learning IAG support join-up with the wider youth agenda workforce development facilities supporting and advising the local authority and LSC in their commissioning roles

15. 14-19 Partnership – Evolving structures One example Six Working Groups, each chaired by a member of the 14-19 Strategic Partnership Board to ensure consistency, to focus on: entitlement workforce IAG vulnerable learners employer engagement; and transfer of 16-19 funding. Membership ensures those areas that need to be engaged are represented and embed 14-19 requirements into their strategic plans e.g. Finance, HR, Planning etc.

16. Local partnerships of strong successful institutions Collaborative working What it is Making the very best available to learners across the local area Increasing motivation and attainment through a more diverse curriculum offer Sharing risk through strong quality safeguards and growing trust What it’s not Any reduction of the distinctiveness and character of individual schools / colleges An end in itself

17. Local partnerships – some of the key challenges Developing a shared view of the local priorities and consensus on how to achieve them as a community of learning providers Taking joint responsibility for all learners across the area rather than just an institutional perspective Ensuring that membership and structures are fit for the enhanced role Building the links including joint QA arrangements which enable the confidence of each institution, young people and parents in the collaborative offer Ensuring that crucial issues such as IAG and transport are seen holistically as overarching factors crucial to success Moving to a joint commissioning perspective based on learner needs

18. Delivering 14-19 Reform : Next Steps The 14-19 Vision a high quality learning route for all young people integrated services to support all young people all young people participating in learning to 18 and succeeding local solutions to delivery which match local circumstances, as part of a strong national framework

19. Further information & questions Queries, feedback - email: 14-19.communications@dcsf.gsi.gov.uk Reforms in general + Newsletter subscription: www.dcsf.gov.uk/14-19 www.dcsf.gov.uk/14-19 Regional advisor robin.goddard@dcsf.gsi.gov.uk