1. What makes a good education in Kent?
19th January 2018
Oakwood House
Maidstone

2. Strategies to pathways to learning and employment or training
apprentice4kent
linking young people to employers offering apprenticeships
readytoworkkent
linking young people to training opportunities
NEET tracking
ensuring young people not in education, employment or training are offered support to be so
These first slides demonstrate what strategies are in place to ensure young people have a surer start .
These are contained in the 14 – 24 Strategy developed by the Skills and Employability team

3. Curriculum change Qualifications
ensuring providers understood the full range of qualifications available post 16 and their appropriateness for learners, including applied general and tech levels
IBCP
a global approach to curriculum build with breadth and depth supplying skills for the economy
The transition year
building year 12 learning for those young people not yet ready for level 3 learning
The International Baccalaureate® (IB) Career-related Programme (CP) is designed for students aged
CP students undertake a minimum of two IB(International Baccalureate) Diploma Programme (DP) courses, a core consisting of four components and a career-related study. Chosen from existing national qualifications, A levels, applied general or tech level.
28 schools in Kent follow this programme.
For CP students, DP courses provide the theoretical underpinning and academic rigour of the programme; the career-related study further supports the programme’s academic strength and provides practical, real-world approaches to learning; and the CP core helps them to develop skills and competencies required for lifelong learning.

4. Career Education
Career network represented by 12 leading coordinators from across Kent , each working with colleagues in their districts.
Engagement with the Careers Enterprise Company with 2 Enterprise Adviser Networks in Kent, Thanet and West Kent.
Kent Guilds representing 8 sectors across Kent
The Careers Enterprise Company
We inspire and prepare young people for the fast-changing world of work
We are the national network that connects schools and colleges, employers and career programme providers to create high-impact careers opportunities for young people
We build local networks, back proven ideas, find out what works.
We have an important role to play in the recently published careers education strategy and guidelines which have important action points to be completed this year.
Kent Guilds
The Guilds have been established to provide strategic advice and an informed perspective to identifying the need for skills succession and all forms of progressive employment including Apprenticeships, Traineeships and Work Experience .The Local Authority in collaboration with partners want to raise the profile of the sector and promote it as a progressive employment pathway, whilst meeting the skills needs of the economy.
It will support:
apprenticeships
workforce development
education, employment and skills

5. The Apprenticeship Agenda
By the end of this year we aim to ensure the number of apprenticeships for year olds increases to 4,000, and for success rates for completion to be at least 81%. By 2020 we expect the number to increase to 4,600 and success rates to be in excess of 83%. Kent’s maintained schools will meet the 2.3% public sector target of employed apprentices, which is 293 based on current headcount.

6. FSM headline measures Grammar schools – post 16
These next three slides demonstrate the differences in prior attainment and outcomes of FSM learners in schools.
FSM students in Grammar schools (of which there are 94) come in with lower prior attainment and average a C+ at level 3 rather than B_
They do however average a Dis+ in applied general qualifications, similar to their non FSM colleagues.
There are only 294 FSM students in Kent post 16 school provision.

7. FSM headline measures High schools – post 16
There are 129 FSM students in Kent’s High Schools.
There is a 14 point difference in GCSE prior attainment dat.a.
However on average they score similarly to non FSM students in A levels and academic qualifications.
Does this say anything about teaching and learning strategies?
FSM students achieve slightlyless well in applied genral and tech qualifications.

8. KS4 2016 FSM non all pupils Gap Eng SNA /11
FSM
non
all pupils
Gap
Eng
SNA
/11
Average Attainment 8 Score per pupil
35.9
52.1
50.4
16.2
12.7
14.1 9
Average Progress 8 Score
-0.62
0.03
-0.04
0.65
0.50
0.57 6
Percentage achieving A*-C in English & Maths
33.1
67.2
63.7
34.1
27.8
30.5 10
Percentage achieving English Baccalaureate
7.0
32.1
29.5
25.1
16.7
18.1 11
gap+=difference between FSM and non FSM
Eng= the gap in England
SNA=statistical neighbour
/11 ranking out of 11, showing position of Kent: 11 is the lowest

9. Destinations – latest available
This table shows the differences between the destinations of the disadvantaged and the non disadvantaged.
The boys’ data is interesting as well.
Fewer boys sustain any education destination, attend higher education institutions,.
More boys are attracted to apprenticeships.

10. Maths and English 2017 – post 16
3466 post 16 students were entered for English qualifications in their post 16 learning, schools and colleges.( they did not achieve a or more in their KS4 cycle) This is a condition of ESFA funding. On average FSM students , of which there were only in schools 59 in this measure,made 0.57 progression (ie not a whole grade)
A similar analytical narrative can be made for maths.
Notice an average regression in the maths progression rate.

11. Level 2 and level 3 performance
Percentage of 19 year olds qualified to Level 2
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
non FSM
71.4
72.4
74.7
78.2
79.5
81.6
83.1
85.4
86.9
88.0
88.8
87.9
FSM
36.9
37.1
42.3
47.2
49.8
54.2
59.6
60.1
62.2
67.6
72.0
66.7
gap
34.5
35.3
32.4
31.0
29.6
27.4
23.5
25.3
24.6
20.4
16.8
21.2
Percentage of 19 year olds qualified to Level 2 with English and Maths
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
non FSM
52.3
52.6
53.3
55.6
56.3
58.6
59.8
61.1
64.7
66.5
69.2
71.5
FSM
18.5
17.9
19.9
19.8
22.4
25.0
26.5
27.3
29.2
31.6
35.8
37.0
gap
33.8
34.7
33.4
33.9
33.6
33.3
35.5
34.9
33.5
34.5
Percentage of 19 year olds qualified to Level 3
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
non FSM
46.9
47.6
48.7
49.7
50.1
52.2
54.1
55.1
56.8
57.4
59.3
58.0
FSM
14.3
14.8
16.7
18.5
19.0
20.4
21.4
22.0
24.6
25.1
29.1
25.5
gap
32.6
32.8
32.0
31.2
31.1
31.8
32.7
33.1
32.1
32.2
30.1
32.5
Level 2 gap appears to be closing
Level 2 gap with English and Maths is as high as it was in 2005
So is the level 3 gap.

12. KS5 Retention (LPUK 2016 – latest available)
Tech level retention is weak. Are FSM students part of this?

13. Young People Not in Education, Employment or Training (NEET)
January 2016
January 2017
total
year 12
year 13
NEETs as a percentage of the Year 12 & Year 13 (16-17 academic age group)
3.3%
2.5%
4.0%
3.0%
1.9%
4.1%
Not Knowns as a percentage of the Year 12 & Year 13 (16-17 academic age group)
5.4%
3.2%
4.4%
Participation as a percentage of the Year 12 & Year 13 (16-17 academic age group)
90.9%
95.1%
86.8%
NEET & Not Known as a percentage of the Year 12 & Year 13 (16-17 academic age group)
3.8%
8.4%
6.1%
Continuing reduction in neets and not knowns total but challenges still in year 13 participation - retention issues predicated perhaps on poor option choices and lack of clear destination routes arising from individual study programmes.
Summing up
To ensure progression and sustained destinations
Improve progression in Math and English, seen as the barrier to level 3 progression
Make full use of the range of qualifications and experiences to skill young people to take an active part in the economy – A levels are not the only solution
Develop careers education, advice and guidance to inspire young people to aspire beyond adopted constructs
Develop quality employer engagement (including post 16 work experience) to support work readiness, expand horizons and skills: latest strategy and guidance asks for at least 7 such engagements in a years 7 to 13 programme – data suggests that this reduces the chances of becoming NEET by 80%
Expose learners to the wide variety of opportunities to continue learning post 16, which will include further education, and apprenticeships at all levels
Develop neet prevention packages
Ensure engaging study programmes which retain students and enhance skills and knowledge
Make use of labour market information to prepare for skills gaps locally and wider to avoid increasing youth unemeployment (and especially in Swale and Thanet)