2 Some Changes Academies; UTCs; Free Schools Changing nature of Teacher Training;“Death threat for dozens of PGCE courses after seven are forced to close,” TES 10/06The abolition of EMAConvergence in Post 16 funding; “Our priority with the 2011/12 funding allocation has been to protect the main programme of learning and education,” YPLAReduction in funding for enrichmentDiminishing role of LAs
3 Leadership focus Remaining true to you values Reviewing provision and assumptionsFocusing on students and their needsStreamlining provisionConsidering a range of models that address timetables, time allocations, choices and collaborative models
4 “More for Less” Some options: Cross subsidisation of key provision Reduction in time allocation for subjectsReduction in tutorial contact timeReduction in enrichment activitiesFocus on core provision onlyIncreased reliance on “good will”Out sourcing certain functions
5 Prioritising Maximising funding Retention, achievement and success Students’ needsadvice & guidanceSupportProgressionTracking and monitoringIndependent learningOther skills ( note taking, revision, citizenship, enterprise…)Maximising fundingRecruitment levelsRetention, achievement and success
6 Models5 to 1.5 Hours for A levels :changing culture in relation to teaching and learning within the school/college. Need for CPD and developing consistency & confidence within curriculum teams to provide structured and independent tasks. Developing the VLE.Lunchtime and evening provision for ‘minority’ subjectsTraining and using students to deliver supportSigning in system for 1:1 interviews without group tutorialsReducing tutorial time and focusing in on very specific functionsNo tutorials with all of the tracking carried out within lessons with specialist Post 16 staff available and present in the sixth form area to advise & support students‘Buying in’ a team of specialist staff to deliver UCAS, careers, organise visits
7 Challenging Assumptions Does the allocation of additional time lead to better attainment and produce better students?Do we need tutors at Post 16?How much do staff value being tutors?Could a small number of specialist staff oversee the progress of Post 16 students?Why shouldn’t schools ‘buy in’ independent expertise to organise & provide enrichment? It could conceivably be cheaper and of better quality. Couldn’t the funding that is spent on tutorials be better spent?