1. Foundation Learning at Huntingdonshire Regional College Innovation within Foundation Learning for 2015 to 2018

2. Overview Foundation learning opened in 2012/13 Growth in numbers and quality Increased success rates 94% and 99% in 15/16 Development of the provision recognising the study programme ethos. Inclusion of value added work experience.

3. Foundation Learning 2015 – 162016 – 172017 – 18 Focussed and invigorated learning curriculum. To promote greater English and maths skills through a contextualised and engaging new curriculum. Clear focus on personalising the learner journey. Maintain high quality work experience opportunities. Growth in student numbers to meet the changing demands of society. Outcome for learners to be focussed on career progression, traineeships, apprenticeships and employment. Flexible approach to funding to ensure that the hardest to reach are engaged. Review outcomes for learners to redefine the curriculum offer. Responses to national agenda and growth in the sector.

4. Work experience

5. Foundation Learning Focus on preparation for learning through vigilant monitoring of attendance. Integration of study programmes. Inclusion of Personal and Social Development. Integration of maths and English development. Enrichment opportunities including, National Citizenship Service, Equalising Skills Competitions. Focus on progression onto full-time vocational routes, traineeships and apprenticeships.

6. Foundation Learning Focus on greater professionalisation of learning mentors. Maintain importance of retention, achievement, success and progression.

7. External verification feedback 14/16 and Foundation Learning were praised for using a variety of assessment methods, following the robust College procedures for quality and one in which students make good progress. The visit also highlighted that effective safeguarding procedures and learner support mechanisms were in place. The teaching team were highly praised on their learner feedback; which was highlighted as both supportive and developmental, with a clear passion for continuous improvement; stretching and challenging lifelong learning for all learners. The EV commended the team as “focussed and strive at all times to improve the quality of the learning experience for learners and that the centre was very well run.”

8. Case Study What is your name and age? Prompt – full name and age in years. Male student, 18 years old (nearly 19). Male student said he doesn’t know if he is autistic or not and said I’d have to talk to his Mum who knows about all of that. What types of qualifications do you have? Prompt - levels, types, number. Studying: English, Maths & IT. What types of work experience and employment have you had? Prompt - duration, types, sectors, type of people you worked with. Vodafone – 1 day in store. Jubilee Park – weekends – grounds/general maintenance. HRC – IT Department – really liked and would like to work there. On your life journey who and/or what has helped you? Prompt – school, college, friends, family, sports clubs, youth clubs. Tutors. … and who and/or what has hindered you? Nobody. On your career into employment journey who and/or what has helped you? Prompt – school, college, friends, family, sports clubs, youth clubs, other people, employers. Job Coach organised Vodafone and HRC IT. Family (Mum) organised Jubilee Park. … and who and/or what has made this difficult for you? No. Worry about not knowing where to look for jobs in the future. How would you describe yourself? Prompt – what do people like most about you? how would you describe me? how do you think I might describe you? Helpful, like technology – understand it, knowledgeable.

9. Collaboration TREDU College, Finland. There were opportunities to work with our learners in classes and also at Leonard Cheshire. This gave our visitors a really good practical understanding about our study programmes and work experience and to work with students to find out how they prepare for adulthood and working life. A number of the sessions were focussed on sharing information about the English and Finnish education system, support mechanisms to enhance the learner experience, curriculum design and personalising the learning journey. Comparisons were made about the quality assurance processes of both organisations and the changing government agenda and challenges in which we all work extremely hard to promote high quality vocational, education and training.

10. Collaboration Working in the community – feedback Thank you for inviting HOPE to join the Equality and Diversity meeting you held at Huntingdon Regional College today. It was extremely valuable to hear from other Placements how they are also working with yourselves to support Work Experience Placement with the Work Coach support. It was clear that this is an extremely positive way forward for these young people to experience Work in real environments, with the support that they need. It highlighted that with support, people with a significant disability on the Autism Spectrum, have a lot to offer to employers and that this is a way forward for all involved.

11. Developing opportunities 14 – 16 alternative provision Started 2013 – 1 small cohort from 3 schools 2014/15 – 2 cohorts – personalised programmes 2015/16 – continued development increased partnerships with additional schools Course offer improved and established.

12. 14-16 provision Enquiry Complete Referral Form Multi-agency meeting Assessment - English and maths Transitional Period Communication to confirm short-term targets

13. Leading the way into the future of Foundation Learning at California Road. Are there any questions?