A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?

1. A LONDON REGION POST-14 NETWORK CONFERENCE
Learners and Providers: School, College and
Work-based learning
WELCOME
A Network for Lifelong Learning:
an initiative of the Institute of Education

2. A LONDON REGION POST-14 NETWORK CONFERENCE
New opportunities and benefits of partnership working in
the context 14-19 education and training
Lynn Thackway
Vice Principal for Curriculum Standards and Performance,
A Network for Lifelong Learning:
Barnfield College
an initiative of the Institute of Education

3. Opportunities and benefits of partnership
working in the 14-19 education
and training context
Lynn Thackway
Vice Principal
Barnfield Federation

4. “Benefits of working in a Federation ”

5. Barnfield FE College
• Incorporated in 1993
• Beacon College graded “Outstanding”
• IiP Champion
• 1st FE College Academy Sponsor
• 1st FE College/Academy Federation
• 1st FE College to set up Studio Enterprise
Academy
• 1st FE College to establish an “in-house” PMC
• Highest performing Academy Sponsor
(07/08/09)
• 950 FT staff, 22,000 students, 6 campuses
• £60 million Academy builds underway
• Circa £42 million turnover with healthy reserves

6. Our Vision
“To build Britain’s highest performing
Federation, where customer and
community needs are met, students are
happy, successful, and reach their full
potential”

7. GCSE Results - Barnfield South Academy
100% 100%
90% 2007 90% 2007
80% 80%
70% 70%
60% 60%
2010 50% 2010
50%
(Interim) 40% (Interim)
40% 30%
30% 20%
20% 2011 10% 2011
10% (Projected) 0% (Projected)
0% 5+ A* - C grades (inc
5+A* - C grades E&M)
• In 3 years GCSE grades increased by 45% - best results ever
• In 2008/9 named as one of most improved secondary
schools
• Jan 2010 Ofsted graded Governance, L & M and Capacity to
Improve as Outstanding (Good overall) – never been better
than “Satisfactory”

8. GCSE Results - Barnfield West Academy
100% 100%
90% 2007 90% 2007
80% 80%
70% 70%
60% 60%
2010 50% 2010
50%
(Interim) 40% (Interim)
40% 30%
30% 20%
20% 2011 10% 2011
10% (Projected) 0% (Projected)
0% 5+ A* - C grades (inc
5+ A* - C grades E&M)
• In 3 years GCSE grades increased by 52% - the best results ever
• Named as the most improved secondary school in 2008/9/10
• Jan 2010 Ofsted graded “Outstanding” – never been better
than “Satisfactory “

9. Barnfield Federal Structure & Vision for
Success

10. Federal Benefits
Students First
• Broader curriculum offer (academic & vocational)
• Smoother transition to 18 years & beyond
Staffing
• Working across the Federation
• Sharing excellent practice
Financial Muscle
• Shared services (human/physical)
• Discounted purchasing/joint bids

11. Federal Benefits
Community
• Regeneration
• Cohesion
Brand Impact
• Students
• Staff/community
Future
• Progression to further study & RPA
• Apprenticeships & work related careers

12. New Structure
Barnfield College
Barnfield University
Project
Sponsor Technical
Manageme
Trust College
nt
Company
Barnfield
Academy Studio
Trust - School
Luton Trust

13. Happy Successful Students

14. To conclude, we believe
“Great things happen when the right parts
come together”
“Challenging times – innovative solutions “
Thank you

15. A LONDON REGION POST-14 NETWORK CONFERENCE
The Strategy in London for Young
People
Mary Vine-Morris
Director - London Councils
A Network for Lifelong Learning:
an initiative of the Institute of Education

16. The Strategy in London
for Young People
Mary Vine-Morris
Director London Regional Planning Group

17. The evidence base
• Jointly produced by YPLA and 14-19 RPG
• Regional level analysis with links to local authority
and national figures
• Draft report released to local authorities in May for
feedback. Formal release September 2010
• Key themes of Employer Skills Needs, Participation
and Achievement.

18. London infrastructure overview
 £915m allocated to FE and
school Sixth Form provision in
2010/11
 376 providers funded to deliver
16-18 provision in 2010/11
 Just over two thirds of 16-18
providers are School Sixth Forms
and 15% are FE institutions
 35 Academies funded in 2010

19. Pre-16 attainment
• GCSE attainment (5 or more GCSEs at grade A*-C or equivalent including
English and Maths) in London has risen from 54% in 2008/09 to 58% in
2009/10, which is 4.6 percentile points higher than the national average
• However, there is variation by both:
• Borough performance which ranges between 48% to 71%; and
• Types of learners
70
60
50
40
%
30
20
10 2008
0
2009

20. London’s economy
Expansive economy
 Approx 4.68 million workers
 600,000 people self-employed
High correlation between
qualifications and employability
 88% employment rate for
those qualified to degree, but
 65% rate for those without
Level 2
Employers and Young People
 London employers less likely
to recruit a school or college
leaver and to say young
people are less well prepared
for work.
 Poor attitude/personality or
lack of motivation is a key
issue

21. Who is in learning?
• 86% of 17 year olds in learning compared to 94% 16
year olds indicating a high dropout rate
• School censuses indicate increase in Year 12 and 13
numbers - in contrast to decrease projected by GLA
and ONS
• Reduction in the number of 16-18 year olds in
employment
• Majority of learners on Level 3 courses

22. Who is not in learning?
Significant fall in participation at 17
• Especially for maintained schools from 16 to 17
• 9% gap in London: above national average and since
2002
• Scale of fall varies across London, ranging from 13% to
2%, with over half of outer London boroughs exceeding
the regional average.
• Further exploration needed on reasons for why learners
leave participation at 17

23. Proportion of NEET Oct 08 – Oct 10
Proportion of 16-18 year olds who are NEET (%)
London England
10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
Feb-09
Feb-10
Dec-08
Dec-09
Jun-09
Jun-10
Aug-09
Aug-10
Oct-08
Oct-09
Oct-10
Apr-09
Apr-10
Source: DfE NCCIS and Connexions

24. NEET by borough October 2010
Strong NEET % Performance
• 5.5% NEET average in London
compared to 6.6% nationally
(Oct 2010)
Specific challenges:
• 11,577 16-18 year olds are
NEET in London
• 14 boroughs have NEET levels
above the London average (Oct
2010)
• Significant borough by borough
variation in both NEET levels
and the groups of those who
are NEET

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England
Average
Average
2009/10
2008/09
2007/08
The average QCDA points score per candidate is the lowest in the country:

26. choice, support, success
priorities for 16-19 education and learning in London 2011/12

27. Strategic Priorities
We are determined to get the best deal for Londoners
and to make the system work for them to secure:
• Choice – high-quality learning for all young people
• Support – help, where it is needed most, to take full
advantage of the opportunities available to young
Londoners
• Success – outcomes that give young Londoners the edge
in higher education and the job market, increasing social
mobility

28. Priority 1: All young people on the education and training
programme of their choice
Why:
• Learners needs paramount
• Institutions have greater freedom to meet needs
• Local authorities have more responsibility to join up services
What does this mean for providers:
• Developing a curriculum informed by a strong evidence base
• Working with other providers to deliver an appropriate
curriculum offer – particularly to address drop out at 17

29. Priority 2: All vulnerable young people will benefit from the
local leadership of post-16 learning
Why:
• Need to better meet the needs of vulnerable learners, particularly
learners with learning difficulties and disabilities
• Need to develop a more inclusive and comprehensive London
offer - because full participation by 2015 means a change in what
is on offer
What does this mean for providers:
• Working with Local Authorities to understand and predict needs
• Working with other providers to deliver a local curriculum offer –
particularly to meet the needs of vulnerable learners

30. Priority 3: All young people to have great opportunities for
work and moving on
Why:
• Unemployment at 18-24 is increasing – and is costly
• The take-up of apprenticeships, although improving, still falls
well short of our aspirations
What does this mean for providers:
• Ensuring learners have a genuine mix of high quality academic,
vocational and applied courses available to them
• Working with local authorities to establish the unmet needs of
NEET young people and helping to secure full participation and
increased achievement

31. Priority 4: All young people get the best support and
guidance
Why:
• Many young people will not make the most of a rich and diverse
offer without impartial CEIAG
• Pressures on budgets means cost-effective solutions are critical
What does this mean for providers:
• Ensuring that learners are on the most appropriate course
• Providing the support which enables young people to achieve
and reach their full potential – track leaver destinations

32. Priority 5: All young people to reach their full potential
Why:
• The gap between the highest and lowest achievers is still too
great
• We still need to drive up the ambition to deliver high quality
provision that significantly exceeds minimum standards
What does this mean for providers:
• Self-regulation - taking responsibility for learner achievements
and value for money
• 14-19 Partnerships need to form a view of the overall
effectiveness of provision in the area – and the ability to
challenge poor performance

33. More information
London Strategic Analysis ’14-19 in
London: an evidence base’
http://www.londoncouncils.gov.uk/policylobbying/children/publications/14-
19andLondonanevidencebase.htm
Regional Statement of Priorities ‘choice,
support, success’
http://www.londoncouncils.gov.uk/policylobbying/children/education14to19/statementofp
riorities.htm

34. A LONDON REGION POST-14 NETWORK CONFERENCE
Data and MI: Looking forward
Mike Pettifer
YPLA Director (external commissioning),
Young People's Learning Agency
A Network for Lifelong Learning:
an initiative of the Institute of Education

35. Data & MI – Looking Forward
Mike Pettifer
Regional Director - London
Young People’s Learning Agency
Championing Young People’s Learning

36. “When nothing is sure, everything is possible.”
- Margaret Drabble
Championing Young People’s Learning

37. The importance of teaching
Championing Young People’s Learning

38. Message from the Ministers
Policy - three simple principles
Freedom – trusting professionals, academies
programme, free schools, studio schools, reducing
bureaucracy, light touch inspection.
Fairness – attainment gap, social mobility, focus on
teaching & learning, choice, restore confidence in
exams system, open up qualifications.
Responsibility – high quality education system, powers
back to the teacher, strong leadership, rigorous
standards, talented teachers, good behaviour.
Championing Young People’s Learning

39. Message from the Treasury
Spending Review - three simple principles
Fairness – Achieve comparable funding by 2014/15.
Economic growth – Achieve full participation for 16/17s by
2015.
Reform – Decisively narrowing the attainment gap.
Championing Young People’s Learning

40. Simplification – what does it actually
mean?
DO Z D V F R P H EDF N W R W K H SO HDVDQ W I DF W W K DW W K HU H DU H R Q O
a+ / 0 HQ F N HQ
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“Making the simple complicated is commonplace; making the
complicated simple, awesomely simple, that’s creativity.” -
Charles Mingus
Championing Young People’s Learning

41. The first rule of chess, exchange and simplify…
Championing Young People’s Learning

42. The secret life of data…
“In god we trust, all others must
bring data.”
Edward Deming
Championing Young People’s Learning

43. DCSF BIS
Learning & Skills Council
Performance Systems Curriculum Quality Funding
Process Capital Allocations National Priorities
Regional Priorities Regional Planning Groups
Sub-regional offices Partnership Teams Local Priorities
GTC JACQA QCDA GOs
Local Authorities BECTA OFSTED RDAs TDA
Schools Food Trust Audit Commission
PROVIDERS
Championing Young People’s Learning

44. OFSTED EFA DFE BIS Skills Funding Agency
Funding Statement Skills Investment Strategy
data derived automated funding system
TRANSPARENT DATA ACCESSIBLE DATA
LAs
Accountability
PERFORMANCE – RESULTS – PERFORMANCE - RESULTS
PROVIDERS – PROVIDERS - PROVIDERS
CUSTOMERS - CHOICE - CUSTOMERS Championing Young People’s Learning

45. “An unsophisticated forecaster uses statistics as
a drunken man uses lamp posts – for support
rather than for illumination.” - Andrew Lang
• Collect your data well.
• Use your data intelligently.
• Submit accurate data.
• Data = funding.
• Data measures results.
• Get used to other people seeing
it.
• Evidence progression.
Championing Young People’s Learning

46. Sail your own ship
Don’t wait for detailed guidance.
Don’t expect a proposed structure.
Don’t expect all the answers.
Do expect a clear vision with a clear
set of expected outcomes.
Do expect clarity where it’s
necessary.
Do take the initiative.
Championing Young People’s Learning

47. Technology - Idle Speculation and
hopefully food for thought
“When speculation has done its worst, two and two still
make four”
Samuel Johnson
“In practical life the wisest and soundest people avoid
speculation.”
George Earle Buckle
Championing Young People’s Learning

48. Oranges are not the only fruit –
technology and the future of education
Have you had your
five a day?
Championing Young People’s Learning

49. Government data released
Secure Data Cloud
www.education Private, public or both?
Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App
Championing Young People’s Learning

50. The way young people, parents and
carers make decisions as consumers is
coming to an educational establishment
near you…be ready.
Championing Young People’s Learning

51. A LONDON REGION POST-14 NETWORK CONFERENCE
Voices from across the state and independent
sectors – learners talking about their 14-19
experiences
Ann Hodgson and Ken Spours
Institute of Education
A Network for Lifelong Learning:
an initiative of the Institute of Education

52. Voices from across the
sector: learners talking
about their 14-19
experiences
Ann Hodgson and Ken Spours
Centre for Post-14 Research and
Innovation

53. Why research learner
perspectives?
• Important to talk with people who actually experience
education
• They are grounded, reflective and pragmatic and have
good ideas about teaching, learning and assessment
• It provides a counter-balance to the views of policy-
makers and education professionals
• It is part of reflective practice for professionals
• Researching their views is educational for learners and
shows respect (but it is very important to act on the
findings from research)
• Student perspectives are a powerful tool for change with
staff
53

54. Four research projects
• Kingswood Area Progression Project (KAPP)
• Development of the Sixth Form Baccalaureate
(SFBac)
• Reviewing the 13-19 curriculum in independent
schools
• North East Lincolnshire 14-19 Progression Project
54

55. Different angles on learner
perspectives
•KAPP - individual advice and guidance (IAG), course choices at Key
Stage 4 (including the Diplomas) and post-16, views on study at Key
Stage 4 and post-16, institutional choices post-16, HE and career
intentions and the recession
•SFBac - 16-19 sixth form college experience of A Levels, BTEC and
enrichment programmes and SFBac proposals for a broader and more
holistic curriculum
•HMC 13-19 curriculum – the independent school curriculum and how
it prepares them for GCSE, A Levels and higher education
•North East Lincs – the 14-19 curriculum, progression opportunities
linked to wider economic regeneration of the area
55

56. The curriculum at
Key Stage 4
• GCSE has cachet with learners and there are concerns about the
currency of other Key Stage 4 qualifications
“I’m not sure about the Diplomas – they’re new. I’d rather stick
with the safer options”
“BTEC is learn, copy and forget”
• GCSE is seen as a good preparation for post-16 study –
particularly in terms of examination techniques
• Learners echo teachers’ concerns about spoon-feeding to pass
examinations at KS4
• Modularity is popular with most learners
• The importance of choice, practical and active learning, a mix of
theory and practice, interest in and being good at the subject, a
variety of learning and teaching styles
• ‘Vocational/applied subjects’ are often not as practical as learners
have been led to believe – “too much writing”
56

57. Information, advice and
guidance for progression
• The most highly rated IAG activities were:
• Options evenings
• Institutional information booklets/prospectuses
• Taster sessions
• Work experience
• Assemblies
• Individual interviews (but the majority of learners did not experience these)
• The least highly rated were:
• Nationally produced leaflets and booklets
• Websites and on-line planning tools (e.g. Plan it)
• The importance of families and individual teachers in making choices
• A minority of students are aware of institutional self-interest in post-
57
16 staying-on - others collude with it - ‘familiarity factor’

58. 16-19 learning
• Students on mixed programmes at KS4 likely to opt for A Levels
• Big step up from GCSEs to A Levels because of spoon-feeding in Years 10
and 11
• Support for modular assessment
• Teachers important for success at A Level – in particular those who
encourage independent learning and a ‘seminar approach’
• Enjoyment of the subject/course – a major motivator
• Extra curricular activities are prevalent and very important to learners in the
independent sector and sixth form colleges
• The value of undertaking independent research (e.g. EPQ) – seen as good
preparation for university
• The importance of choice and being treated like an adult
• The importance of hands-on experience for learners on vocational
programmes
• The work-based route and apprenticeships in demand, but relatively few
58 opportunities

59. Conclusions (1)
• Learners will not be agents of radical change – they are likely to make
traditional qualifications choices (e.g. the A Level route)
• Many also likely to make safe institutional choices based on familiarity
(e.g. sixth form)
• Learners prioritise the ‘exchange value’ of qualifications, but can be won
over to ‘use value’
• In all sectors they are aware of the importance of gaining qualifications
and the need to do well in a competitive HE and labour market
• Nevertheless there is a desire for a more innovative curriculum
approach – more active and practical learning and a chance for
independent study in depth
59

60. Conclusions (2)
• Learners across the sectors have many common messages about
qualifications, teaching, learning and assessment
• However, learners in the state sector are much more likely to take mixed
general/applied programmes both in Key Stage 4 and post-16 – the
independent sector overwhelmingly offers GCSEs and A Levels
• Aspirations for the future that differ on an attainment and class basis
• A significant minority of learners want to be in the labour
market/Apprenticeship – problems of the lack of a strong work-based route
• 14-19 learners potentially have multiple identities – exam achiever,
researcher, worker, consumer, volunteer, friend, family member - but the
current system does not actively harness, develop or recognise these
• The importance, therefore, of a more holistic curriculum and accreditation
system that is both meaningful and challenging
60

61. Web addresses
The Kingswood Area 14-19 Progression Project (2008-2013)
http://www.ioe.ac.uk/research/32731.html
Developing and Piloting a Sixth Form Baccalaureate (2009-2011)
http://www.ioe.ac.uk/research/33699.html
13-19 Education in HMC Schools (2009-10)
http://www.ioe.ac.uk/research/36430.html
Reviewing transition and progression at 14+ in North East Lincolnshire
(2010-11)
http://www.ioe.ac.uk/research/49007.html
61

62. A LONDON REGION POST-14 NETWORK CONFERENCE
Workshops
Workshop A: The LA role in the new context
Linda McPhee – London Borough of Richmond
upon Thames
A Network for Lifelong Learning:
an initiative of the Institute of Education

63. The LA role in the new context
Where are we now and where are we going

64. Aims of the session
 An overview from the Richmond upon
Thames partnership perspective
 Opportunities and challenges
 Workshop discussions to share other LA
perspectives

65. Leadership and management of 14-19
partnership
 Responsibilities include regional, local
networks
 Key partnership groups
 Education and business links
 Effective quality assurance arrangements
 Training and advisory support

66. Where are we now?
 Schools all considering Academy status
 LA will become a commissioner of
services
 Actively identifying gaps for support
 Promotion of services
through SLA

67. Changing landscape for Richmond
Partnership
 Currently strong level of support for core
curriculum but…
 Active Partnership continues to exist:
Headteachers working collaboratively on
post-16 provision; Deputy Headteachers
committed to good quality shared
provision opportunities

68. Shared Diploma and vocational course
options opportunities

69. Successful shared courses
 Hair & Beauty
 Construction
 Engineering
 Food preparation
 Diploma in IT
 AS Critical Thinking

70. Collaborative provision for Foundation
Learners
 Recognition of establishing right kind of
provision within Richmond upon Thames
 Collaboration essential to ensure richer
and engaging offer and environment for
all young people
 Transition arrangements must be smooth
 Progression partners needed to ensure
whole range of routes available

71. New shared provision for
Foundation Learners
 Bicycle maintenance
 Carousel course offering a range of units
from City & Guilds
 Award in skills – Home maintenance
 Diploma – Caring for children
 Diploma –Travel and tourism

72. Richmond Education Business
Partnership
 Keeping a balance between direct
experience of work, understanding
work and enterprise and skill building
 Streamline work experience service
 Build a portfolio of work related
learning activities
 Service survival – funding likely
to disappear

73. Challenges
 If not Diploma, then what?
 Continuing to offer central college
courses at 14+
 IAG – ongoing need to find better ways of
supporting those in danger of NEET and
those for whom uni will be financially
daunting!

74. Apprenticeships opportunities
 Creating local
apprenticeship
opportunities and ensuring
the route is accessible to
young people

75. Emerging picture 2011 onwards
 Ongoing negotiations with internal &
external partners
 Positive trend towards local team
mergers
 Working together on Quality Assurance
arrangements

76. Think global, present a local face

77. A LONDON REGION POST-14 NETWORK CONFERENCE
Workshop B: Foundation Learning
Sharon Grainger – London Borough of
Newham
A Network for Lifelong Learning:
an initiative of the Institute of Education

79. WHY SCHOOLS MAY NEED
NAP 2011
THE PERFECT SCHOOL SYSTEM…???
EVERY ‘ROUND’ PEG
FITTING NEATLY INTO
A ‘ROUND’ HOLE

80. THE PERFECT ASSESSMENT SYSTEM…???
The expectation is that all 60 % 40 %
will be assessed at 16
using GCSEs. A* - C D-G
A*-Cs = Level 2
Level 2 Level 1
D-Gs = Level 1

81. THE PERFECT KS4 CURRICULUM…???

82. IN REALITY…EVERY SCHOOL HAS ‘SQUARE’ PEGS
THAT DON’T FIT INTO THOSE ‘ROUND’ HOLES
Entry Level and Low
Level 1 Learners whose
needs are not best met
by GCSEs
Those who are
disaffected and
disengaged from the KS4
curriculum becoming
truant.
Those whose behaviour
is difficult to manage in a
formal education context
and require alternative
provision.

83. Entry 1 to
Entry 3 to Entry
Entry 3
1 Level 1
LEVEL LEARNER
LEARNER
LEARNER
CHALLENGING
DISENGAGING
BEHAVIOUR at
SCHOOL
Risk of
REFUSER
Exclusion

84. The number of learners for Foundation
Learning
Out of a total of
nearly three million
14-19 learners,
around 500,000 –
800,000 (roughly
25%) are expected
to be suitable for
Foundation
Learning
Total FL cohort:
480–800,000

86. PERSONALISED LEARNING
COHERENCE & FLEXIBILITY
ENGAGEMENT & PARTICIPATION
SKILLS ATTAINMENT & QUALIFICATIONS
RAISED ASPIRATIONS
FOCUS ON PROGRESSION
FURTHER LEARNING & EMPLOYMENT

87. Work skills CHILD DEVELOPMENT
Work skills CONSTRUCTION
Work skills CREATIVE MEDIA
Work skills HAIR & BEAUTY
Work skills MOTOR VEHICLE ENG.
Work skills RETAIL
Work skills SPORTS LEADERSHIP

88. The Foundation Learning
curriculum model
Vocational/
subject based
learning
8-40 credits
Initial 14-19
engagement Personal and destinations
social Functional
development skills
learning
15 credits
3-21 credits
18–70 credits in total
Information, advice and guidance

89. Personalisation
Foundation Learning Foundation Learning
programme for Learner ‘x’ programme for Learner ‘Y’
‘X’
Vocational/ Vocational/
subject based
subject based learning
learning
Functional
Personal and skills
Personal Functional social
and social skills development
development learning
3.2

90. Provider Course Area NOS. Vocational PSD
APE Media Eco Fashion Creative/Media 10 NOCN
APE Media TV/Film Production Creative/Media 10 NOCN
Radio Broadcast
APE Media Sound & Music Creative/Media 10 NOCN
Beckton Activities Engineering (Mot Vehicle) Engineering 12 C &G
METS Engineering (Mot Vehicle) Engineering 10 ASDAN
METS Hair & Beauty Hair & Beauty 8 ASDAN
METS Trade Skills (Construction) Construction 8 ASDAN
LANDMARK Principle Learning in Retail Retail 10 EDEXCEL
Peacock Academy Sports Leadership Sport & Leisure 10 EDEXCEL Work Skills
Peacock Academy Hair & Beauty Hair & Beauty 10 EDEXCEL Work Skills
Peacock Academy Performing Arts Creative/Media 10 EDEXCEL Work Skills
Pitstop Engineering (Mot Vehicle) Engineering 8 C &G
Newtec Childcare Health & Soc Care 20 CACHE
Building Craft College Construction Construction 16 C &G
John Laing Construction Construction 15 C &G
Docklands Riders Engineering (Motor Cycle) Engineering 6 C&G
Skillshop Trade Skills (Construction) Construction 10 C &G C.o.P.E.

91. NEWTEC 20
B. C. C.
JOHN LAINGS
50
METS
SKILLSHOP
APE MEDIA 40
THE PEACOCK ACADEMY

92. THE PEACOCK ACADEMY
METS
18
DOCKLANDS RIDERS
B.A.C. 36
METS
PITSTOP
LANDMARK 10
THE PEACOCK ACADEMY 10

94. Ape Media
Apple Pie Enterprises Ltd ( Ape Media ) is an
East London based:
• Creative Industries Training
• Event Management and
• Production Company
It is a ‘not for profit’ organisation located in
the Crypt of St. John’s Church in Stratford.
APE offers professional training courses
and produces amazing work, from:
• Radio production
• Fashion shows
• Dance
• Music
• Drama
• TV production
The APE ethos is ‘ Developing Talent,
Revitalising the Industry’

95. Eco Fashion Design Course
TV/Film Production Course
Radio Broadcasting
and Sound and Music Technology

96. Newtec
Newtec provides high quality
Early Years and Childcare
training from Entry Level up to
Level 6. Additionally, through
classroom-based and outreach
programmes they provide ESOL,
Literacy and Language support
and a Return to Study
programme, to meet the needs of
the local and ethnically diverse
communities.
Running alongside the training
programmes, is the provision of
affordable, effective, and
integrated children's services
through the four nurseries,
mobile crèches and Children's
Centre that are firmly established
in the Borough.

97. Peacock Academy
The Peacock Gym is an east
London charity and community
club, which strives towards
“improving the quality of life
through sports”. Our educational
programmes are designed for
students who learn best in an
active and experimental way. We
aim to support the social,
emotional and learning needs of
young people in the 21st Century
as well as celebrating what young
people CAN do. We currently
offer the following courses:
•Sports and fitness award
•Sports leadership Award
•ABA Boxing certificate
•Chess Federation Award
•First Aid certificate
•Health and Safety Award
•Wider Key Skills Qualifications
•Hair and Beauty Courses

98. Sports Leadership
Team Work
Engagement
Participation
+

99. Achievement
Progression
Skills
+
Hair & Beauty

100. Training will take place at the Pitstop Training Centre
workshops at Upton Avenue, E7. Pitstop is a working
garage, working on real customers’ cars to obtain real
work place training opportunities. In most cases, the
students will be doing their training and assessments
on real road-going vehicles. Near the end of the
course, students will get the chance to observe first
hand the working of all the vehicle systems by taking
part in an off-road driving session.
The Course consists largely of understanding and
maintaining the different systems that are necessary
on a motor vehicle and performing standard
maintenance and servicing operations on a car.
Behind this there is essential health and safety
training and key aspects of work training type issues
such as timekeeping, understanding and following
instructions, working both on their own and as part of
a team.

101. Beckton
Activities Centre
The Beckton Activities Centre is a
centre where young people can
learn new things, socialise and
have fun! Currently we run
projects in building PCs from
scratch, I.T. support, maintaining
and repairing motorbikes, building
a kit car, as well as a Technical
Music Project (making music on
computers). Children and young
people can also play table tennis
or just come to meet in a safe and
friendly environment.

103. The College was founded in 1893. For over 100
years we operated from the site of the original
Building Crafts Training School, located in
central London, before moving in 2001 to a
brand new, and much larger building in Stratford,
East London. Demand for our courses has
grown so rapidly that already a further extension
has been planned.
More locally, the College provides craft training
options for local schools and courses in basic
skills for construction for adults changing career
or returning to work. Taken together, these
courses open up opportunities for residents in
East London who wish to learn the skills needed
to gain employment in the large number of major
construction projects in the Thames Gateway,
including the 2012 Games.

105. John Laing Training provides a working
partnership with local schools. They
promote active engagement of young
learners through the Foundation Learning
Pathway, supporting the development of
their life skills and vocational options

106. Docklands Riders is a Community Interest
Company established in 2007 to address
the issues and problems of illegal
motorcycle riding and to provide a
controlled environment for the riding of off-
road motorcycles.
In addition to this we also provide
accredited courses in motorcycle
maintenance.
It was established with the assistance and
support of the London Borough of Newham
Council

107. We are METS - a training initiative set up and
run by experienced, professional
educators. METS stands for Manor Education
and Training Solutions, and we run The
Techshop, Studio E12 and Trade Skills E12.
We aim to…
• increase, through innovative learning
programmes, skills, confidence and
achievement levels in young people who are
disengaged and disaffected from mainstream
education and falling short of academic
attainment.
• support Young People’s entry into mainstream
progression routes through entry-level
accreditation, offering underpinning knowledge
and a practical skills base.

108. The Introduction to Mechanical
Techshop Engineering (Karting& Bikes)
This course is designed as a pre-Vocational and Work Skills learning programme providing
a personalised curriculum to match fit the learner’s ’Spiky’ profile.
Learners will be required to work within small teams and carry out a schedule of workshop
based practices leading to - the stripping and the rebuild of team Go-karts & individual
mountain bikes.
Through this process the participants will learn about mechanical engineering principals &
practices and gain an understanding of the various metallic and non-metallic materials used
in the design of a Go-Kart and a Mountain Bike. Hence, enabling the learners to work
towards possible progression pathway – Engineering Diploma.

109. Introduction to Hair Dressing and Beauty
Studio E12 is a training facility developed by Manor Education & Training Solutions Ltd.
(METS).
Learners at entry Level with an interest/ability in the filed/s Hair & Beauty. More
importantly, an interest in pursuing personal development through a vocational based
learning programme within a team setting.
This course is offered with two distinct parts to encourage personal and group
development within a team setting - vocational and employability skills. Learners will be
required to work within small groups and follow an individual learning plan covering
workshop based practices and Certificate in Employability (ASDAN) to help raise their
vocational & employability skills.

110. Landmark Training is a registered
charity and company limited by
guarantee and is based in Stratford,
East London. It was founded in 1978
as Newham Community Employment
Projects Ltd. It offers training and
educational courses to young people
aged 14-25 living in East London.
Landmark has a contract to offer
Foundation Learning and
apprenticeships in administration and
customer service. Landmark is part of
the East London Training Alliance
(ELTA) and is involved with several
European Social Fund (ESF)
projects.
Principal learning in Retail Business

111. Performance figures for GCSEs and examples of the qualifications used
within FLT Progression Pathways, QCF qualifications and functional skills

112. PERSONALISED LEARNING
COHERENCE & FLEXIBILITY
1 Day X 12 = 60 GLH per term
2 Days X 12 = 120 GLH per term
Level 1 Award Guided Learning Hours (GLH): 60-130
Level 1 Certificate Guided Learning Hours (GLH): 130-360
Level 1 Diploma Guided Learning Hours (GLH): 370+

113. YEAR 10 YEAR 11
Sports Lead
Engineering
Construction Construction
Engineering Construction
Sports Lead Sports Leadership
Engineering
Construction Work
Award Award Award Foundation Diploma Skills
HairRetail
Child Beauty
& Care HairRetail
& Beauty Child Care
Hair & Beauty HairRetail
Child Beauty
& Care Work
Award Award Award Foundation Diploma Skills
Eco Fashion
TV/Film
Radio Broad. Eco Fashion
TV/Film
Radio Broad. TV/Film
Eco Fashion
Radio Broad.
TV /Eco Sound/
Film Production
Radio Broadcast. / Fashion Music Work
Production
Design
Sound/ Music Production
Design
Sound/ Music Production
Design
Sound/ Music
Technology
Award Technology
Award Technology
Award
Foundation Diploma
Technology Foundation Diploma Skills
Carousel model based on 2 days of Vocational FL/PSD….based on I.A.G.

114. SKILLS ATTAINMENT & QUALIFICATIONS
PERSONALISED LEARNING
WorkSkills
Easy-to-assemble BTEC qualifications
that stack up to job success and
career development across the four
skills pathways
• Personal Life Skills,
•Sustainable Employability Skills,
•Work Placement Skills and
•Skills for Business.
BTEC Award in WorkSkills (Entry Level 3)
BTEC Award in WorkSkills (Level 1)

115. SKILLS ATTAINMENT & QUALIFICATIONS
Eco Fashion Design Course
NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).
TV/Film Production Course
NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).
Radio Broadcasting and Sound and Music
Technology
3 x OCN Level 1/2 and 1 x City & Guilds level 1 certificate in
Sound and Music Technology (7603)

116. SKILLS ATTAINMENT & QUALIFICATIONS
Motor vehicle maintenance &
repairs / motorcycle
VRQ Level 1 motor cycle, City & Guilds 4101

117. SKILLS ATTAINMENT & QUALIFICATIONS
Motor vehicle repair and
maintenance. Entry Level 3
and Level 1
City and Guilds 3902- at award, certificate and diploma level.

118. SKILLS ATTAINMENT & QUALIFICATIONS
Introduction to Hair & Beauty
with Employability Skills
Certificate in Employability L1 / L2 (ASDAN)
Introduction to Mechanical/Automobile
Engineering with Employability Skills
Certificate in Employability L1 / L2 (ASDAN
Introduction to Construction
with Employability Skills
Certificate in Employability L1 / L2 (ASDAN

119. SKILLS ATTAINMENT & QUALIFICATIONS
Motorcycle Maintenance, Servicing and Repair
City and Guilds 3902 Entry Level 3

120. SKILLS ATTAINMENT & QUALIFICATIONS
Peacock Gym Academy
Sport & Active Leisure.
BTEC Entry Level 3 & BTEC Level 1
Hair & Beauty
BTEC Level 1, BTEC Level 2

121. SKILLS ATTAINMENT & QUALIFICATIONS
Basic Construction Skills
City & Guilds 6218 – 1 Multi Skills Programme
covering two areas; Carpentry; Plumbing

122. SKILLS ATTAINMENT & QUALIFICATIONS
Basic Construction Skills
Qualification
City & Guilds 6218 Level 1
Qualification pathways to an Award, a
Certificate or a Diploma based on the
number of credits achieved.

123. SKILLS ATTAINMENT & QUALIFICATIONS
Principal learning in Retail Business
Edexcel Level 1 Foundation Award /
Certificate/ Diploma

124. SKILLS ATTAINMENT & QUALIFICATIONS
Caring for Children
CACHE Level 1 Foundation Award /
Certificate/ Diploma

125. Award in Work Skills KS4 CORE ( 15 Hrs.)
Entry Level 3 / Level 1
English (+1) + (F.S)
Introduction to
Construction Mathematics + (F.S.)
with Employability Skills
Certificate in Employability L1 Science
ICT + (F.S.)
City & Guilds
Diploma in Physical Education
Engineering
Level 1 Religious Studies
Personal Dev. Ed.

126. Award in Work Skills KS4 CORE ( 15 Hrs.)
Entry Level 3 / Level 1
English (+1) + (F.S)
Award
In Mathematics + (F.S.)
CACHE
Looking After Children Science
ICT + (F.S.)
NVQ
Diploma in Physical Education
Hair & Beauty Religious Studies
Level 1
Personal Dev. Ed.

127. KS4 CORE ( 15 Hrs.)
Award in Work Skills
Entry Level 3 / Level 1
English (+1) + (F.S)
Award in
TV/Film Production Mathematics + (F.S.)
Science
NOCON
Diploma in ICT + (F.S.)
Level 1
Radio Broadcasting Physical Education
and Sound and
Music Technology Religious Studies
Personal Dev. Ed.

128. Entry 1 to
Entry 3 to Entry
Entry 3
1 Level 1
Engaged Aspiring
LEVEL LEARNER
LEARNER
LEARNER
Participating Progressing
Skilled Learning
CHALLENGING
DISENGAGING
BEHAVIOUR at
SCHOOL
Risk of
Qualified REFUSER Employable
Exclusion

129. A LONDON REGION POST-14 NETWORK CONFERENCE
The evolving role of work-based
learning
Ali Kaye
Director, Work Based Learning Alliance
A Network for Lifelong Learning:
an initiative of the Institute of Education

130. London Work Based Learning
Alliance
Ali Kaye – Director
The Evolving Role of Work Based Learning
London Region Post-14 Network Conference
Tuesday 1st February 2011

131. London Work Based
Learning Alliance
• Network of work based learning providers
• 125 Independent and FE College members
• Apprenticeship and Foundation Learning
• Membership services
• Research and Development
• Funding and Contract updates
• Information and Intelligence

132. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Influencing factors
• Policy Drivers
• The Learner Offer

133. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Policy Drivers
• 16-18 offer
• Apprenticeships
• Level 3 Apprenticeship offer
• Raising of the Participation Age
• EMA
• 14-19 local agendas

134. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Learner Offer
• Level 3 – the Apprenticeship offer
• Functional Skills deferred to 2012
• SASE – Specification of Apprenticeship Standards for England

135. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Learner Offer
Foundation Learning
• Up to five qualifications entry to level 1
• Success = qualifications
• Loss of EMA
• Learner Impact
• Provider Impact

136. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: FL Learner Impact
• Turned off by qualifications
• Walking away from exams
• Lack of vocational work experience
• The emerging learning environment?

137. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: FL Provider Impact
• Where is the wbl focus?
• Funding imperatives – the golden five
• Selective recruitment
• Progression or qualifications driver
• The emerging learning environment?

138. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: diverse offers
• Increasingly strong Apprenticeship offer at level 3 and beyond
• Entry to level 2 wbl offer - how far does FL meet the need?
• Youth unemployment will drive an offer?

139. A LONDON REGION POST-14 NETWORK CONFERENCE
The developing role of apprenticeships
Graham Hoyle
CEO, Association of Learning Providers
A Network for Lifelong Learning:
an initiative of the Institute of Education

140. A LONDON REGION POST-14 NETWORK CONFERENCE
Skills and Young People: A Different
Approach?
Ken Warman
Principal and students, BSix College
A Network for Lifelong Learning:
an initiative of the Institute of Education

141. SF BAC: SKILLS FOR YOUNG PEOPLE

142. A comprehensive sixth
form college

143. The East End Context

144. National Policy and
Skills

145. BSeven Extended
College brings together:

146. BSix Sixth Form Bac

147. Opportunities for
students

148. Credits
50 credits • Sports
• Societies
100 credits • Leaders, Reps, Ambassadors
200 credits • Super Reps and Mentors
• Pem-Brooke & QMUL
• Student Union Executive
400 credits • Learning Advocates
• Work Skills

149. Levels of achievement
BAC • 150 credits
BRONZE
• 200 credits
SILVER
• 500 credits
GOLD • 800 credits
PLATINUM • 1,000 credits

150. Providing the evidence
Core • Attendance Records, ILPs, Reports
Tutorial • Handouts, World of Work records
Activity • Records, Output, Witness Statements.
Reflection • Skills, values, breadth
Validation • An account of above
Presentation

151. Implementing the Bac
Target = 50 student applicants
Outcome = 74
and still growing
Students aiming higher
Friends joining in

152. Existing Bac students
will…

153. A LONDON REGION POST-14 NETWORK CONFERENCE
Conference conclusions: a plenary discussion
A Network for Lifelong Learning:
an initiative of the Institute of Education

154. A LONDON REGION POST-14 NETWORK CONFERENCE
Thank you for attending
We hope you have a safe journey home
Please complete your feedback form in the
back of the booklet and leave it with your
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badge on the registration table
an initiative of the Institute of Education