Study Programmes: Modelling & Operation Project

Aim To support strategic leaders and those involved in governance in developing good quality personalised study programmes that offer all learners the opportunity to successfully progress to; skilled employment apprenticeships higher level study Ofsted survey into the early implementation of 16 – 19 study programmes – Oct 2014 “While many independent learning providers have made good use of the flexibility of the study programmes in offering individual programmes for learners at or below level 1, too few learners without level 2 qualifications at age 16 progress to programmes at level 2 quickly enough”

Commissioned and funded by the Education and Training Foundation Managed by AELP In partnership with the 157 Group & UCL Institute of Education Overseen by an Expert Panel of key stakeholders and providers from across the sector Supported by two sub-groups Ofsted survey into the early implementation of 16 – 19 study programmes – Oct 2014 “FE and skills providers should identify the senior leader who is accountable for the full implementation of the requirements of the 16 to 19 study programmes carry out a full review of their 16 to 19 provision and make any necessary changes to ensure that it meets the full requirements and principles of the 16 to 19 study programmes ensure that senior leaders are held to account by those responsible for governance for fully meeting the requirements of the 16 to 19 study programmes”

Study programmes 12 feasibility studies Explored issues such as provision of maths & English access to work experience new demands on management structures, IT systems and staff development strategies for developing truly personalised programmes ways to build on prior attainment and individual aspirations and career goals Ofsted survey into the early implementation of 16 – 19 study programmes – Oct 2014 “Too many of the providers have not changed their provision sufficiently or quickly enough. Too many learners did not progress to a higher level of study from their prior attainment to meet their educational and career aspirations.”

Lessons learnt from the Feasibility Studies Planning needs to start early, at a strategic level Whole institutional strategies need to be in place before departmental or team planning Staff development should focus on the holistic nature of POS Use the flexibility of POS to enhance the use of diagnostics in developing individual learning programmes Use technology and web access to enhance and track learning POS add impetus to regional solutions. Area-wide strategies can be developed for minority subjects, work experience, access to high grade equipment

Lessons learnt from the Feasibility Studies Restructure academic staffing: give status to a programme co-ordinator role with a student caseload Develop new reporting structures and tighter tracking systems to support students Enhance tutorial support to map the learner journey Use technology to improve information sharing Web-based management information and timetabling systems should also be utilised There are good web-based advice and guidance systems which can be supported by light touch supervision in learning centres. Prevent sessions too can draw on centralised resources.

Lessons learnt from the Feasibility Studies English and mathematics - establish a balance of centralised and discreet provision Embedding in context is viewed as best Where E&M are centralised, the coordinator’s role is vital, to emphasise the holistic nature of the programme POS require enhanced support for learning strategies and behavioural issues More opportunities can be created for blended & flipped learning The need for enhanced support for learning strategies and behavioural issues may have implications for the creation of more and improved learning centres

E-Guide Designed to provide clear, up-to-date guidance to leaders and those responsible for governance Set appropriate vision and strategic direction Enable providers to deliver high quality, personalised Study Programmes that offer real progression into employment, Apprenticeships or further study

E-Guide Developed with input from a group of experienced practitioners Draws on guidance from DfE, Ofsted and previous support materials Features provider practice taken from the feasibility studies that modelled solutions to common challenges in delivering study programmes Includes questions from a new Self Assessment Tool to enable providers to begin to evaluate provision Topics that the feasibility studies explored included, effective utilisation of staff, supporting learners with social and emotional needs, British Values & Prevent, reporting & recording on MIS, timetabling to support personalised programmes, role of SP co-ordinators, tutorial support, Maths & English

E-Guide 4 sections Components of a study programme Supporting learners Curriculum planning Provider performance – accountability & performance monitoring Easy to access information using a Navigation Panel Links to further sources of information & policy documents Good practice tips (strategic & operational) Components of a study programme section includes - Qual and non- qual. activities, English and maths (clarification around conditions of funding for E&M), delivery models, improving work related learning. Supporting learners – CEIAG, induction and initial assessment, personal development, behaviour & welfare, Prevent Duty Curriculum Planning – staff capacity, partnership working, timetabling Provider performance – accountability, inspection, Quality Achievement Rates, internal monitoring, reporting, data

Self-Assessment Tool Most effective if completed as a team activity at 2 levels Operational & curriculum management teams Those responsible for governance & leadership Operational teams should include those managing sub-contracted provision, together they should identify their perception of the strengths and issues of current practice (with evidence to support their judgements) The completed tool should then be passed to those responsible for governance and leadership so that they can discuss the operational feedback, identify areas for improvement and actions to be taken and later revisit the tool to review progress implementing the actions and the impact on organisational performance.

Self assessment tool Tool is organised into the same 4 sections as the guide Two steps Evaluation of practice - RAG rating against the statement Improving practice Links - the resources are available on the AELP website: http://www.aelp.org.uk/topics/details/study-programmes-and-traineeships/ Study Programme Modelling and Operation Self-Assessment Tool http://www.aelp.org.uk/file/?id=2637&type=item Study Programme Guide http://www.aelp.org.uk/file/?id=2640&type=item Sections Components of study programmes Supporting learners Planning the curriculum Provider performance