Raising the Participation Age Growing the right post-16 provision in Hertfordshire Heads of Sixth – March 2011

What does RPA mean to you? The Raising of the Participation Age (RPA) means that all young people will continue in education or training to 17 from 2013 and to 18 from (Education and Skills Act 2008) ‘Continuing in education and training’ until 18 does not necessarily mean staying on at school. For a young person this means continuing until they have achieved level 3 or reach their 18 th birthday whichever comes first

The choice for young people Young people you are teaching in Year 9 now will be able to choose from: Full-time education in school or college or home education; Work-based learning, such as an apprenticeship; Or part-time accredited education or training 1 day a week, alongside employment, self- employment or volunteering for over 20 hours a week.

RPA on the government’s radar This change will give every young person the best chance to achieve and succeed because: continuing in learning for longer brings benefits for individuals, the economy and society; young people without qualifications are going to find it increasingly difficult to find and keep employment in future; it will prevent the most disadvantaged, disaffected and vulnerable young people missing out, as is happening now, while participation post-16 is voluntary.

The Herts strategic plans Improving participation, retention, achievement and success rates Currently these are: Participation rates: 95.98% Retention rates: 60% (staying on in full time education in schools) NEET figure (March 2011): 270 Achievement: APS per student (all schools and FE) and APS per entry How can we improve these rates further?

Personalised Learning pre-16 to post-16 (Foundation Learning) Focus on progression and destinations For all learners who are not ‘secure at level 2’ Importance of ‘Foundation’ Learning and the 3 components – the pre-apprenticeship pathway Using QCF and working with awarding organisations eg City and Guilds Project Role in facilitation - groups of partners designing the programme together and sharing resources

Promoting Apprenticeships The Hertfordshire Economic Strategy identifies future growth in low Carbon Industries and Bio-Sciences Further work being undertaken to research opportunities for apprenticeships in these sectors What impact could this have on the curriculum in school? NAS and Sector Skills Council working to develop new frameworks in these key sectors. Raising awareness about apprenticeships in schools within IAG services being offered. What information do you have to use with students and parents?

The Apprenticeship Agencies Herts Provider Network (a network of providers offering apprenticeship pathways) National Apprenticeship Service (for details of apprenticeship vacancies) Job Centre Plus (for local vacancies and support) Herts Chamber of Commerce and Industries (for marketing and promotion in the county) How will you interact with these agencies?

Role of Awarding Organisations With over 95% employer recognition for vocational qualifications, City & Guilds is leading the development of qualifications to support apprenticeships, work-based learning routes, employment with training and progression onto vocational courses in FE. Would this knowledge have an effect on the curriculum offer for your school? What qualifications from other awarding organisations might you want to include in your offer? Who would you need to consult with before making this decision?

Building the ‘alternative’ provision Directory of Personalised Learning Opportunities – (25 for LDD) Incorporating social enterprise, outdoor activities and school experiences Joint commissioning to secure the funding Accreditation of programmes – units Health and safety Where does this fit into your planning? How could you use providers effectively post-16?

The issues and the solutions What provision could be designed to ensure that the number of young people who take up a job without training or become NEET after completing Year 11 becomes zero? What does the curriculum offer need to look like? What partners will you need to work with? How can we influence and raise awareness with employers and parents? How can we ‘recruit’ other partners to support the young people?

The HE Route How might RPA affect the competition for HE places? What support might be needed from our local universities to ensure widening participation takes place? (Aim Higher Funding?) What support might you need to provide to help all your students decide whether HE is the right choice (in the light of fee increases) ?