GMLPF: Annual General Meeting 2019

GMLPF: Annual General Meeting 2019
Welcome to GMLPF AGM & Summer Forum July 2019

AGENDA 9.45 AGM 10.15 GMLPF Update 11.00 Networking Brunch 11.30 Beej Kaczmarczyk – Introduction of Non-Levy Accounts 12.10 Elaine Smith – Importance of Curriculum in the New EIF

Debbie Tagoe Chair GMLPF

Neil Hogan Douglas Fairless Partnership

Resolutions 1. Note Accounts for 2017/18 2. Approve reappointment of Board 3. Endorse proposal that membership fees will be frozen at £375 per annum for full members

Members’ Q&A

Ian Lomas Report on

Programme of Work in Focus on: Greater visibility with members – more engagement and contact Adding value to members activities helping them to become more sustainable Restructuring the organisation to ensure it is fit for purpose and sustainable in its own right Delivering projects and services that support the above

Programme of Work in Work driven by the challenges and opportunities over the last 12 months Understanding the challenges and needs of members – providing a sounding board for ideas / concerns Continued impact of Apprenticeship reform: LCR CA Skills Commission presentation, flagging up impact of non-levy allocation reductions, supporting members with RoATP Devolution – work with CA & members to prepare for devolution of funding including AEB & Skills Capital Funding NEET & Study Programme Ofsted – the introduction of the new EIF

Programme of Work in ASK Programme Focus on projects and activities that generate value, support the market and don’t cut across members’ work Have refocused programme and put in place resource – delivered contract value by Feb 2019 and set to exceed that by end of July 2019 Range of activities

Programme of Work in Initiated a restructure to ensure that our organisational model more fit for purpose Focus on reconfiguring resources to development and member services roles – linked to ASK larger programme – supporting Apprenticeships Community Fund – Mental Health Project Work with CA as part of an ESF Skills for Growth Proposal to manage a 3 year Provider Improvement Fund Further development work Governance Review

Programme of Work in ASK Programme Procurement exercise being rerun in N England Optimistic of extension to December / growth from January Wider remit – support from Year 7 and above Additional resources which will dovetail into work with members

National Lottery Awards for All Programme: Mental Health Project

Awards for All: Mental Health Project Project driven by initial research with members Secured £9,925 from Awards for All 4 key elements Research – what are the challenges & needs Mental Health First Aid training – 2 workshops for members Training for Learners – Apprentices / Apprenticeship Ambassadors Development of GMLPF website – a pin board page providing members with relevant resources

Awards for All: Mental Health Project Opportunity to talk to colleagues today about participating In research In training

Programme of Work in Work Continued work with members ie YPO, public sector procurement Relaunch of local networks – to members and stakeholders Launch a Safeguarding forum – reflecting importance of theme An AEB providers forum – with input from AELP (ensuring other CA feedback is shared) Provider Improvement Fund – 3 year programme(*) of CPD and support to members / providers operating locally Continue to disseminate information

Debbie Tagoe Chair GMLPF

North West FES Reference Group Ofsted Key messages New providers having monitoring visits are equating reasonable progress as being good. All inspectors are highlighting to new providers that this is not the case and an NPMV is not a full inspection Group requested that Ofsted policy team are updated around issues of apprentices having to take level 2 functional skills, but do not have to pass, before they can complete their apprenticeship standard There are no plans for nominee training in line with new EIF – group asked this be taken back to policy to be considered

Group raised the need for nominee shadowing during inspection to support succession within provider base Providers to ensure respond to survey each year with dates they are not available for inspection - providers can if required amend this in year by e mailing Ofsted 2 new HMI recruited in North West – 24 Nationally, possibility of further recruitment drive for new OI in Spring Term call out to ITP’s staff to consider applying

OI and HMI are receiving EIF training in July, FES reference group are to have a ‘run through’ to contextualise for EIF at the next meeting and update on story so far – October 2019 Urged providers to download new EIF which will be used for all inspections from September 2019 – start to work through don’t leave too late Introducing a transition period which will be reviewed after a year GMLPF will be running a series of information sessions/webinars/updates to support providers including today’s session from Elaine Smith – Importance of the curriculum in new EIF

Governance Review As part of plan to take forward GMLPF Timely to review Board arrangements, articles and structure Looking to reinvigorate local networks – 4 in total plus sectoral ones Expand Board to 6-8 members Survey asked if members were interested in joining – some positive feedback Looking to recruit owners and / or senior managers

Networking Brunch

GMLPF: Annual General Meeting 2019 Beej Kaczmarczyk
Introduction of non-levy employers and providers to the apprenticeship service: positioning your organisation to maximise apprenticeship opportunities Beej Kaczmarczyk

The changing apprenticeship market
GMLPF: Annual General Meeting 2019 The changing apprenticeship market A government priority, especially for year olds Transition from frameworks to standards New funding system for levy and non-levy employers Concerns over availability of funds to train apprentices for all employers, but especially non-levy ….. though there might be some modest good news here, i.e. increases in allocations Quality of apprenticeship training under significant scrutiny – results of monitoring and inspection visits Concerns over the continued viability of apprenticeship providers Lots of uncertainty and confusion still, e.g. funding bands, administration, bureaucracy, rule changes, EPA

Main changes to apprenticeship funding 2019 to 2020
GMLPF: Annual General Meeting 2019 Main changes to apprenticeship funding 2019 to 2020 Rate of co-investment for non-levy employers reduced from 10% to 5% - opportunities for growth and/or ‘delaying starts’ Transfer of annual funding for levy employers increased from 10% to 25% - opportunities for smaller employers and providers Extension of the apprenticeship service to non-levy employers and providers Clarifications 20% off-the-job training Recognition of prior learning Eligible costs of training and assessment End-point assessment Subcontracting New RoATP process

Questions to start with
GMLPF: Annual General Meeting 2019 Questions to start with How many of you already use the apprenticeship service in any way or form? In what ways do you use other than for the funding of apprenticeship training? How many of you use the service to pay for, or, to be paid for the provision of apprenticeship training? How many of you have received transfers of apprenticeship funding through the service? What are your impressions of the service in terms of ease of use, accessibility, functionality, accuracy, value ? How many of you have already applied to join to the trial/test?

Examples of current uses
GMLPF: Annual General Meeting 2019 Examples of current uses This service is for people who want to become apprentices. They can search by job type, or geographically, or by industry sector.

GMLPF: Annual General Meeting 2019 Examples of current uses This service is for training providers to post vacancies and manage applications in behalf of employers offering apprenticeships.

GMLPF: Annual General Meeting 2019 Examples of current uses This service helps employers manage the whole process. Through it, they can view their apprenticeship levy funding, add apprentices, sign employer agreements (for example, if they transfer unused apprenticeship funds to other organisations) and manage their PAYE details.

Introduction to the apprenticeship service
GMLPF: Annual General Meeting 2019 Introduction to the apprenticeship service “The Education and Skills funding Agency (ESFA) has opened an Expressions of Interest (EOI) for small and medium sized employers and supporting training providers that currently have a non-levy contract to help the ESFA in its initial phase, to test the system functionality of the apprenticeship service for employers who do not pay the levy.” From August to December, a small number of employers who do not pay the levy and their associated providers will be able to set up accounts on the apprenticeship service through the first test phase.

Trial/test phase Employers must have an apprenticeship vacancy that will result in an apprentice starting in August, September or October 2019 The training provider should already have a contract to support employers who not pay the levy, and have money left in their non- levy funding allocation Applications will be submitted as a joint bid between employers and providers (who must be on the RoATP) Likely to be a ‘modest’ number of apprenticeship starts in the first phase Allocated on a ‘first come first served basis’ Second test phase likely later in the year – watch out for the expression of interest

End-to-end journey for all customers
GMLPF: Annual General Meeting 2019 End-to-end journey for all customers Many users, with different needs People who want to become apprentices Employers who are offering apprenticeships Training providers End-point assessment agencies Government

What does the apprenticeship service offer employers?
GMLPF: Annual General Meeting 2019 What does the apprenticeship service offer employers? Advertise an apprenticeship vacancy – find and recruit Select a suitable apprenticeship standard or framework Select a suitable provider to deliver their apprenticeship training Select a suitable end-point assessment organisation Manage their apprenticeship funding – forecasting availability of funds, adding apprentices, transfers of funds from levy employers Have control over the amount of apprenticeship funding paid to their training provider on their behalf Manage job applications Give real time feedback on the quality of training provision Provide the government with apprenticeship data

Benefits “Moving non-levy employers onto the apprenticeship service will give small and medium sized businesses a greater choice of quality training providers, and the opportunity to have more control over apprenticeship training decisions for their business”. “By releasing all employers and providers from the previous contracting system, the government is enabling employers to exercise genuine choice over the apprenticeships that they wish to offer and any registered provider needed to support the training”. “Better intelligence to maximise employer apprenticeship training spend”.

Requirements of the provider
GMLPF: Annual General Meeting 2019 Requirements of the provider You must have a contract to offer training to employers who don’t pay the apprenticeship levy You must have funding capacity available to train apprentices You must be on the RoATP at the point of submission You must have an established relationship with the employer You must not be subject to a market exit strategy or have any restrictions on new starts at the point of submission and commencement of the training You must not be currently in receipt of an apprenticeship funding transfer from another employer, and you will not be able to accept a transfer during the course of the test

The transition phase During the transition period, more details will be released shortly, the ESFA will continue to run contracts with providers who have won provision through ESFA procurements for apprenticeship starts with non-levy employers. The contracts will provide stability and access to training in the marketplace to ensure a gradual and managed transition to the apprenticeship service. This will give the ESFA time to create the right service functionality to meet employer needs.

Feedback from current users – a mix
GMLPF: Annual General Meeting 2019 Feedback from current users – a mix The service has enabled over 17,000 levy-paying employers to take control of their apprenticeships Employer ease of use and satisfaction scores have consistently been positive since launch. The ‘find an apprenticeship’ function has processed nearly 6 million transactions since its launch in 2016, and when surveyed, gained a user satisfaction rate of 90%. Transfer of funds from levy employers has not been administratively easy and also with certain restrictions Some dissatisfaction with the find the training provider option – incorrect information about availability of frameworks and standards, multiple entries for the same provider Other comments …..

Issues arising from the transition
GMLPF: Annual General Meeting 2019 Issues arising from the transition Concerns that the funds to support non-levy employers are very tight, and this is forcing smaller training providers out of the market You cannot use the test to make up for loss of funding or loss of allocation – ‘first come first served’ and maximum numbers of new starts per employer Closer links between Ofsted and the service could impact negatively on poor quality providers

What about me? Q – Why should I get involved in the trial/test phases? A – This will provide you with the opportunity to work with your partner employer(s) to test the whole service and its applicability to non-levy employers before the system is rolled out nationally in 2020, so you can accustomise yourself to it Q - I currently do not have a contract to deliver training to non- levy employers, but I am a subcontractor to a main training provider who does A – You can take part in the test but use the main training provider’s information on the application form

What should you do next? Talk to your non-levy employers about getting involved in the the next round of the trial/test Make sure you both meet the criteria for applying Use this an opportunity to shape a service that will work for you and your employer partners Identify opportunities to work collaboratively as providers in your local area and region in preparation for 2020

Opportunities for providers
GMLPF: Annual General Meeting 2019 Opportunities for providers Focus on recruitment of year old apprentices who, when funds are scarce, are a government priority, and it may need to find more money to honour commitments Reduction in the co-investment rate for non-levy employers could increase demand for apprenticeships Cap on apprenticeship wages could also increase demand Changes in the funding bands for apprenticeships could improve revenue and margins Transfer of funds from levy employers to non-levy employers could increase numbers and revenue Transition to apprenticeship service could increase your scope and reach – better marketing opportunities A good monitoring or inspection visit could improve your reputation and future business

Conclusion Questions & Answers

GMLPF: Annual General Meeting 2019 Elaine Smith July 2019
Education Inspection Framework (EIF): the importance of curriculum; are you prepared? Elaine Smith July 2019

Outcomes from the session
GMLPF: Annual General Meeting 2019 Outcomes from the session Differences between the CIF and EIF Implications for curriculum: Offer Design Plan Delivery Outcomes INTENT IMPLEMENTATION IMPACT

Process V Outcomes This Photo by Unknown Author is licensed under CC BY-SA CIF & EIF CIF is broadly outcome-based EIF is focussed more on process – intent and implementation (impact is outcomes) Curriculum was small element of L & M in CIF now at core of QoE - looking at through TLA

EIF Substance and integrity Rich curriculum, well taught, leading to learners achieving their all Based on academic research and pedagogy – firs time in 26 years. - a review of the international educational effectiveness research base - a programme of research on curriculum - a study on teacher well-being a study on managing challenging behaviour. Resulted in a framework which looks at what is taught and how the teachers develops and implements the ’best way to teach it’ for each leanrer

Substance and Integrity in Education : curriculum matters, as it defines the knowledge & experiences that learners will receive Substance : All learners exposed to the best that’s been thought and said Learners achieve highly Set up to succeed Integrity : Every learner treated as an individual with potential to be unlocked Staff are experts in their subject or field – less data gathering or process managing Reward/celebrate for doing the right thing What does this mean for you? Curriculum matters, as it defines the knowledge and experiences that learners will receive beyond their home environment. To this extent, what is taught and how (Biesta, 2009), and who is included (Young, 2013), appear to be key principles of curriculum design. Biesta (2009) argues that a lack of attention to the aims and ends of education has led to a reliance on a ‘common sense’ view of education. A focus on academic achievement in a small number of curriculum domains or subjects is one example of the common sense approach.

Key Summary: rich curriculum, taught well, leading the learners achieving their all Focus on what learners learn through the curriculum, rather than over-reliance on performance data Stop ‘teaching to the test’ New judgement on behaviour and attitude (separate to personal development) – reassure parents/carers New Quality of Education key judgement (3 I’s) with Curriculum Intent, Implementation and Impact at the heart Deep body of knowledge and skills Even further focus on education; less on data – holistic ‘Quality of Education’ Data will inform the inspection, but the conversation will focus on education/curriculum, holistic oversight Stop off-rolling and gaming

Quality of Education: rich curriculum, taught well, leading to learners achieving their all (cont) Intent aims of programme; knowledge, skills and behaviours to be gained at each stage. Meets the needs of learners and the wider community Implementation translate framework over time into content, structure, sequence and narrative with an institutional context Impact evaluate what knowledge and skills learners have gained against expectations; measuring attainment, progress, and destinations What and how is learnt

Being taught the best of what has been thought and said
GMLPF: Annual General Meeting 2019 Being taught the best of what has been thought and said Broad and rich learning Wider reading Broad range of subjects – including harder subjects Courses designed to lead to jobs, rather than to maximise numbers Useful English, maths and digital skills taught to support vocational training Coherently planned curriculum, sequenced and delivered well Prof discussion What is taught how well it is being taught How is it setting them to succeed at the next stage HMCI

Curriculum sets aims for: Content – learned to long-term memory Knowledge – not isolated information Skills – capacity to perform, drawing on what is known Behaviours – expected and needed for intended destination Curriculum design – aims, coverage, content, structure and sequence Curriculum delivery – teaching methods (pedagogy) and assessment (formative and summative) What and how is learnt – knowledge of subject and the knowledge of effective teaching methods. Quality of Education: rich curriculum, taught well, leading to learners achieving their all Research – teachers need to know how to teach that subject, and, more generally, how to teach. These three types of essential knowledge are known as: Content knowledge, pedagogical knowledge and pedagogical content knowledge. Content knowledge can be defined as teachers’ knowledge of the subject they are teaching, pedagogical knowledge as teachers’ knowledge of effective teaching method pedagogical content knowledge as teachers’ knowledge of how to teach the particular subject or topic. for example, developing learners’ conceptual knowledge through summarising and questioning strategies (cognitive activation) Based on LMI, employer involvement and learner destinations Curriculum design: Course/subject aims: qualifications, personal & social development, progression Coverage: K, S & Bs to be gained at each stage Content: learned to long-term memory Structure: knowledge deeply understood, skills performed, drawing on what is known Sequencing: incremental learning; formative and summative assessment (book-end tests set at beginning and end of each topic)

Curriculum intent – offer, design and plan
GMLPF: Annual General Meeting 2019 Curriculum intent – offer, design and plan Based on: Labour market intelligence – local jobs local context skills gaps Employer involvement – design, delivery and assessment Learner/ apprentice destinations Closing the loop – thought process/rationale Offer – big picture meeting the needs of above ‘menu’ – subjects/courses/levels Design – structure Plan is the detail how delivered

Curriculum Planning Planning as a progression model Destination of learners Understanding the knowledge that needs to be learnt The skills and behaviours that need to be developed Assessment: Of learning For learning As learning takes place Content and how it is taught and assessed note NOT over assessed – fit for purpose assessment – timely and appropriate Personalised from starting points and aspirations – IA/DA/ALN and support/challenge –role of progress tutors and apps reviews – essential Summative Formative Memory building – short tests, repeat questions Formative assessment is not just about what learners know or can do, but also about the way that teachers themselves use assessment. Teachers can use assessment to help them plan lessons, adapt lessons to measured gaps in knowledge and skills, and if necessary re-teach where problems persist. To do this effectively requires pupils to be assessed at the start of a unit of learning, so that instruction can be adapted to the level that pupils are starting from. Misconception has arisen that assessment needs to consist to a large extent of the provision of detailed written feedback and so-called ‘deep’ marking (Independent Teacher Workload Review Group, 2016), or of the production of photographic evidence on every aspect of child development. As the review above suggests, this is far from the case, and verbal feedback is an appropriate form of feedback in many cases.

Beyond academic year and levels – bigger picture over time review entry criteria L2 & L3 ? Assessment driven? test what learners/apprentices have learnt; not just what they already know Firm and common understanding of the curriculum intent: curriculum and subject leads agree matrix, plans, outcomes and sequencing with delivery teams This is YOUR curriculum – is it considered and fit for purpose? Factors Beyond years/levels – balance ease of access with completion and achievement Differentiation reflects the range of ability levels and challenges all Group profiles reflect each learner’s ILP and are used and updated to extend learning Use of technology in & between sessions Do managers review and check this? Planned Actual

Curriculum Planning – ‘learning is defined as an alteration of long term memory. If this hasn’t altered then nothing has been learnt’ Layers of knowledge and curriculum enable progress from individual starting points Build in opportunities for learners to practice what they know Sequencing leads knowledge to becoming understanding 10.45 Cognitive load theory in relation to SoW novice V expert – Sweller, Ayres, Kalyuga 2011 Learning and knowledge: ensure this is happening and progress is being made Building long-term memory – inspection is assessing learner long-term memory (deep learning) Definitions: Learning: acquisition of knowledge and skills through study, experience or being taught Memory: factually by which the mind stores and recalls information Knowledge: facts, information and skills acquired through experience or education

Learning and making progress
GMLPF: Annual General Meeting 2019 Learning and making progress Learning happens when people have to think hard Superficial V deep learning

Capturing, reviewing and monitoring starting points
GMLPF: Annual General Meeting 2019 Baseline assessment – what, when and how? Capture, review and monitor Impact on duration of induction Clarity of expectations of what to capture Milestones and expectations of progress Learner induction – what currently happens? Capturing, reviewing and monitoring starting points Role of progress tutors and reviews for Apps – reviewing , recording and monitoring progress + early intervention ,

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