1. Working with Local Authorities – what does it mean to us? TdBD May 2009

2. The Background - LSC Created 2001, with the merger of FEFC and Training and Enterprise Councils (TECs) Responsible for planning and funding all post 16 Further Education National Office in Coventry, 47 local offices National Office oversaw placements to Independent Specialist Colleges (ISCs) 2006, creation of regional LLDD teams and reduction in size of local teams

3. Machinery of Government (MoG) Progress June 2007 DfES became DCSF and DIUS. Apprenticeships, Skills, Children and Learning Bill, 4 Feb 09 LAs to have duty for securing education and training for all 16 -19 & 19-25 LLDD 1/04/10 Young People’s Funding Agency ( YPLA) receive grant Letter 16 -19 & 19-25 LLDD Skills Funding Agency (SFA) 19+ or 25+ LLDD

4. Current place LLDD Knowledge transfer : LSC to LAs Connexions 139 / 140 consultation out Connexions commissioned for up to 3 years Commissioning Support Unit LA based 14-25 strategies in place in many LAs Financial and planning shadow arrangements in place in LAs

5. LA drivers Identify key national and local drivers for change LAA and CYPP The Children’s Plan 21st Century Schools National Challenge 14-19 Agenda guidance Analyse need / demand for services Analyse the results of performance reviews + benchmark with other authorities Identify key directions for change / implications Develop procurement and market management plans

6. What ’ s missing? In public policy: Grasp of the issues around shift from national to local A bridge between LSC / LA cultures Time for a planned transition Understanding of the unintended consequences On the ground in practice: Capacity to manage role moves plus the day job Learner focused change management process Capacity in all areas to re-shape to new vision LA commitment to secure provision Clarity around placement for learners and parents

7. Two different games The LLDD ball the LSC is throwing is a National paradigm National funding framework National capital process National data processes, sets and standards Secured provision The SEN ball the LA is catching is a local paradigm Spot purchasing growing into Outcomes’ based commissioning Local political capital priorities Local indicator sets Locally and politically described relationships

8. What gets in the way? 1 Flexibility of funding – policy / practice divide – Viability of providers dependent on “core business” of long term placements. Outreach / indirect services often seem a “loss leader” – Local Authorities struggling to meet costs of existing placements under Gershon Efficiencies– inhibits imaginative and collaborative thinking – Commissioning still in early stages of development – few areas in a position to think about commissioning innovative new services and “placement as last resort” approach dominant. Limited pooled budgets.

9. What gets in the way? 2 Culture: – Relationships between LAs and providers are mostly positive but complex histories in some areas – Provider culture can be resistant to change – core business “secure” for 200 years etc. “Business” language unfamiliar / uncomfortable for staff and Board. Charity “fantasy”. – LA culture can be resistant to collaboration - most officers have a NMISS “horror story” about fee increases or quality. Illusions of “Tesco” charities. – Gap between LA commissioning policy and practice

10. Toolkit for survival - external NASS Outcomes’ framework for National Schools Contract - needs individualising NASS Guiding principles on Outcomes’ for 3 National Contracts & National Strategies Achievement for All - Outcomes’ based Commissioning support website / networks Children's Trust Board Aiming Higher for Disabled Children funding ESF / LSC funding for Supported Employment New markets gaps being identified Aggressive collaboration strategy

11. Toolkit for survival - internal Accurate market analysis – in what ways does the market really need your expertise? Reshaping your provision – have you the capacity to deliver what the market wants today? Internal structure – does it support tomorrow? Value chain analysis –what do parents / LAs etc think they are buying? Unit costing – how much does it really cost? Partnership – could you work more effectively / spread the risks more evenly? Parents – are you shaping and directing their energies? Quality – don’t wait for the lightning to strike

12. What will they have to commission? In a ideal world, some of the following: Teaching and learning provision which meets the needs of young people with complex, medical or therapeutic needs Specialist knowledge and expertise, which can be evidenced by nationally recognised qualifications The breadth of services provided including therapies and medical A curriculum focus on independent living Residential provision which provides additional opportunities for learning, transference and application of skills and can cover respite and short breaks

13. What can you do today? Basic immediate advice would be: Contact your LA and find out what is going on with regard to 14-25 provision Uncover any local data on the LA drivers Contact all your local Non-maintained Specials Schools (through NASS) and ask for help Focus your Board on the need for change Look at the flexibility of your management structure Review your capacity and identify your gaps Plan for partnership now to fill your gaps Do not dilute your specialism