1. A Case Study of Progression on a Foundation Degree Amanda Davis Stockport College Eamon O’Doherty University of Salford

2. Objectives: To provide the context of the development of FDs To provide the context of the development of an Early Years Foundation Degree at Stockport To describe the research methodology To provide an analysis of findings from the case study

3. Context Skill gaps identified at the associate professional and technician levels The Foundation Degree established two/three year qualification involving higher level skills and knowledge FDs established in 2001 Collaboration with employers and colleges at the centre of the policy

4. Education 7,164 33% of all enrolments in 2003-04 By 2006 there were 60,925 students enrolled on FDs Early Years and teaching assistants FDs account for the majority of education FDs Education was still one of the key subjects with 30% of enrolments

5. Early Years Senior Practitioner (EYSPFD) FD at Stockport September 2003 first cohort validated JMU Sector endorsed and incentives 44 students enrolled Schools and local nurseries

6. NumberFD Hons September 2003 44 34(77%) 23(68%) September 2004 20 16(80%) 12(75%) September 2005 13 11 9 September 2006 28 September 2007 33 plus 16 on new FD Working with Children and Young people Reasons for decline Reasons for increase 2006

7. Research Methodology Underpinned by critical realism “..the policies always work through actors’ perceptions and choices, and whether people respond appropriately depends on many possible circumstances which are likely to vary between cases, and which researchers should try to identify.” (Sayer, 2000:23)

8. The actor’s perceptions and actions were situated within a wider context of analysis of the development of FDs and Government policy of skills and modernisation. Interviews 50 in 2004-05 Interviews 30 in 2006-07

9. Ethical considerations Tape recorded, transcribed and returned to the students Content Phase 1 2003-04 Life history re education Experience of FD curriculum Experience of work based learning Experience of mentoring Future intentions Thematic analysis using word cut and paste

10. Phase 2 2006-2007 Interviews re progression Experience of curriculum Experience of work based learning Experience of mentoring Employment status

11. Insight from the case study The importance of studying at a local college The affordance of agency ( independent learner) The importance of mentoring ( in school based) The application of theoretical knowledge The lack of involvement of LEAs/Governors/Heads The lack of defined status or career progression

12. Student A The Head at that time was very keen and we’ve got a new head and she’s very into CPD. She encourages people to develop themselves. So the school was encouraging. I had good heads actually, good Deputies as well and the teachers were very supportive as well because if I came across something that I was unfamiliar with I could go to them and they would help me. Were you happy that it was at a local college? It was actually a bonus because I think when you working full time and you have a family and you are expected to do it independently I think a lot of times you put it off because you’ve got other things, priorities. To come to college once a week you know you had a commitment there. You knew you had to come in and you knew that assignments had to be handed in. There was a fixed time, in my opinion I think it was good because it helped me.

13. I had one mentor she left at the end of 2005 and after that I didn’t really have a mentor. She was excellent. Student B Not the school but the member of staff I worked with as a TA, she was Deputy Head and she was saying you can do so much more. You are more capable than this. You should teach and she was really the one who pushed me. But not the school as a whole just the member of staff.

14. How important is it to study at a local college? For me I had a twenty year gap. For me to even walk into, even if I thought I was capable and at the time I wasn’t sure, to go to a university was going to be a huge step. It was hard enough to come back to college and quite scary even though I worked in a school setting. You are different when you become a learner and its like wondering what’s going to happen and I found the staff extremely friendly here and you could go to them. But to go to university where you talking about a much bigger scale was going to be even more scary. So to me it was vital.

15. Student C The motivation was to really see … there was still this burning instinct from when I first left school. It always came down to I wonder if I would really have liked that ? I had the opportunity to see. I’d go into schools when my children were at school and I’d do a slot for hearing children read going on school trips. I did participate at that level and it was just I thought it was my time to see what I wanted to do. I’d looked after the rest of my family for long enough and that was going to be my opportunity.

16. Student C It followed exactly through for me. I maintained the same mentor for my BA honours and I have maintained the same mentor for my GTA programme. One because she was the only one who was prepared to support me at CACHE level and gave me the opportunities that I need for the course requirements and then would talk about it and say you acted on it this was I think this and she would always give me feedback and I found that encouraging. It was a necessary part of the whole process to have one focused person who was willing to support me through it.