16-19 Accountabilities and their Impact on Curriculum Provision 16-19 Accountability Linda Rose 12 November 2015

The Wolf Review of Vocational Education How can vocational education for 14- to 19-year-olds be improved to promote successful progression into the labour market and into higher level education and training routes? Review informed by over 400 pieces of evidence from the public, visits to colleges, academies and training providers, and interviews and discussion sessions with key partners in the sector. The DfE is implementing all 27 of Professor Wolf’s recommendations, benefiting almost half of all young people over the age of 14.

The aim for 16-19 Education and Training The government’s vision: Every young person leaves education capable of getting a place at university, an apprenticeship or a good job. At age 18, no young person is unemployed or in unskilled employment. To achieve this: Young people need high quality courses that offer pathways to higher level study or skilled employment, give them a solid grounding in the basics, and teach them knowledge and real skills that are genuinely valued by employers. And we need to encourage them to take up this high quality offer. Focus on progress and progression: There is a strong emphasis on progress and progression throughout all the reforms – qualifications that will lead onto further and higher education or employment and an accountability system that measures the progress and progression of students

Vocational Education Reform s 2010-2015 RESTRICTED POLICY Vocational Education Reform s 2010-2015 16-19 Study Programmes inc work experience, English & maths and non-qualification activity New accountability measures to drive changes to vocational qualifications Rigorous standards for 14-19 vocational education Vocational qualifications at KS4 and KS5 and qualification design with employer involvement Traineeships, changes to apprenticeships, UTCs, and 14–16 enrolment in FE colleges Revised funding arrangements, EFA monitoring, Ofsted inspection and minimum standards intervention

Post-16 Curriculum and Funding Reforms Since August 2013, all 16-19 year-olds have been following study programmes based on their prior attainment at KS4 and focused on enabling them to achieve their career ambitions. The components are set out below: Substantial qualification (academic or vocational) Meaningful work experience and/or PROGRESSION TO FURTHER STUDY & EMPLOYMENT English and maths to GCSE A*-C (for those without this) Other non-qualification or ‘enrichment’ activities Destination measures EFA monitoring 16-18 performance tables Minimum standards/ intervention Ofsted inspections Funding ‘per student’

16-19 Vocational Qualifications (from 2014) From September 2014: Level 3 vocational qualifications reported in performance tables from 2016 onwards will need to demonstrate tough new characteristics and will be restricted to: Tech Levels – equip students with specialist skills and knowledge and enable entry to employment or an Apprenticeship in a specific occupation or occupational sector. Applied General qualifications – allow applied study and development of transferable skills within a broad vocational sector and allow progression to higher education. From September 2015: Level 2 vocational qualifications approved for inclusion in 16-18 performance tables from 2017 onwards will be categorised as: Technical Certificates- intermediate technical qualifications for students wishing to specialise in a specific industry, occupation or occupational group. They cover occupations where employers recognise entry at level 2 or where a level 2 qualification is required before students can progress to a Tech Level

New routes to University, an Apprenticeship or Employment GCSE English and GCSE Mathematics Continuing with English and Mathematics For all young people to at least GCSE level + A-levels A range of academic qualifications that support progression into university GCSEs in core subjects At least three choices from: Sciences (Biology, Chemistry, Physics) Computer Science Geography Languages History ACADEMIC Applied General qualifications University-endorsed qualifications that offer the opportunity to gain applied knowledge and skills alongside A-levels + Technical Levels (‘Tech Levels’) Employer-endorsed qualifications for those who want to specialise in a particular occupation or industry sector Optional subjects At least three choices from any combination of: and TECHNICAL Other GCSE subjects e.g. Art and Design Religious Education Music Technical Certificates Employer-endorsed qualifications for those who need initial training before starting a Tech Level or entering a skilled trade Technical Awards High-quality qualifications that equip students with applied knowledge and practical skills Apprenticeships A real job with training that leads to further employment opportunities or studying at university level WORK-BASED + Other qualifications for students with particular needs that do not count in performance tables Traineeships A scheme to help young people who want to get a job or an Apprenticeship but don’t yet have right skills and experience

Summary of accountability changes (from 2016) There will be five headline measures in 2016 Tables: Progress – the progress students make while at school/college Attainment – how well students attain English and maths – showing the progress of those who did not achieve a C at Key Stage 4 Retention – the percentage of students who complete their core aim Destinations - what students do when they leave the provider Closing the gap measures for each of the 5 headline measures based on pupil premium students in year 11 There will also be a range of ‘additional measures’ sitting below the headline measures and a wealth of subject/gender/grade information sitting below that. Expanding the tables to include outcomes below level 3 from 2017 Tables

Progress Measures Two progress measures: Value added measure for academic and Applied General qualifications – based on L3VA Completion and Attainment measure for Tech Levels and Technical Certificates (at level 2) Both measures will show the progress of students compared to others taking the same subject nationally In addition: the value added measure will compare students with the same starting points The completion and attainment measure will treat non completion as a fail. These measures will form the basis for new progress based minimum standards

Attainment and Destination Measures Attainment measure Retaining average point score per entry measure Removing average point score per student measure Will show separate APS (expressed as a grade) for academic, Applied General, Tech Level and Technical Certificates (at L2). Destination measures Headline measure will be % of young people in sustained education, employment and/or training

English and maths progress measures Measure holds schools & colleges to account for students who did not achieve GCSE C grade in English or maths at key stage 4 Each student’s progress is compared against students with same prior attainment in English or maths. Outcomes will be presented in the same format as the main progress measures. Stepping stone qualifications eligible for funding will be included in the measure. The highest English and maths grade a student has achieved will be the baseline for the calculation. A ‘one grade’ cap will be applied to negative scores.

Retention Measure Student must be retained to end of core aim Measure is aligned to funding methodology Calculated at end of key stage 5 Covers level 3 and vocational qualifications at level 2 6 week qualifying period is allowed at the start Three supporting pieces of information: L3 students returning in year 13 Students who are retained but not assessed Students transferring onto lower level aims

The post 16 skills system is vital for driving economic growth and productivity The world is changing: technology and global competition We have a productivity challenge (Fixing the Foundations, HMT) We must deliver the skills the economy needs, now and in the future Need to be dynamic and responsive Need to ensure no-one is left behind

We have an ambitious plan for Technical and Professional Education in this Parliament Clear, high quality professional and technical routes to employment 3 million Apprenticeships National Colleges and Institutes of Technology … we need strong education and training institutions which have high status and are genuine centres of expertise…. We need to ensure that we have the right balance of provision, including capacity to deliver three million apprenticeships by 2020. Nick Boles, Minister of State for Skills, 2015

Apprenticeships Sutton Trust - Levels of Success A recent Sutton Trust Report found that: Higher apprenticeships at level 5 result in greater lifetime earnings than undergraduate degrees from non-Russell Group universities. The earnings potential of an advanced apprenticeship at level 3 is slightly better than that of someone whose highest qualification is at A level.

Apprenticeship growth Your Priorities – We understand that you want to prioritise further growth, delivering 3 million Apprenticeship starts in this Parliament and pressing ahead with the reform of Apprenticeships We are committed to delivering three million apprenticeships in this Parliament. That is equivalent to more than one apprentice starting every minute of every day over the next five years. We will continue to roll out employer-designed standards in all areas of the economy. We will also continue to roll out Degree Apprenticeships which combine a degree with practical skills gained in work and deliver valuable high-level technical skills

Delivery so far New apprenticeships published on gov.uk Recent Announcements Over 1200 businesses in over 140 sectors involved in the Trailblazers – with new groups forming each month. The existing 140 have delivered ,or are in the process of developing, over 350 standards. 55 new apprenticeships ready to deliver as the standard; assessment plan and funding cap are all approved. We moved to a rolling monthly deadline for submission of standards and assessment plans on 27 August. In March we announced a voucher funding mechanism to give employers greater control over funding for training. 21 August - Consultation launched on proposals to introduce apprenticeship levy in 2017. Closed on 2nd October. From 1 September 2015, all bids for government contracts worth more than £10 million must demonstrate a clear commitment to apprenticeships. 21 August - 59 new apprenticeship standards developed by Trailblazer groups of employers and businesses have been approved.

What do these changes mean for you? Think about the information, advice and guidance you give students at the start of their study programmes Make sure students are aware of all the study and training options open to them Make sure they are enrolled on the right course for them – not only do they have to achieve, but they have to be retained and they have to show progress from their starting point or compared to others nationally Grow the links you have with other education providers, universities and employers so that students go on to a positive destination Ensure stretch and challenge so that students achieve the highest grade possible Check which qualifications count in performance tables – and make a conscious decision that a non-counting qualification is in the best interests of the student Make sure every student without English and maths GCSE at grade C or above is taking a literacy or numeracy qualification Anything else?

Questions Questions?