‘Putting the Learner First’

Hertfordshire 14-19 Area Inspection

OVERVIEW AND KEY ISSUES

John Harris - Director – CSF OVERVIEW AND SCRUTINY COMMITTEE

December 13th 2005

Overview• Background• National Policy Context• Progress in Hertfordshire• Action for Improvement• Timetable for Action• Points for Reflection

Background• 14-19 education and training: schools, colleges, WBL• Key Objectives

improved stay-on rate in education and training improved levels of achievementbetter match between learning and wider needs of the economy

• Shared responsibilities: HCC, Learning and Skills Council, and Connexions Service

• Inspection assesses effectiveness of 14-19 provision and impact of local strategy

• 14-19 Strategy for Hertfordshire: ‘Putting the Learner First’

National Policy Context

Three national key drivers to guide us:

"The aim of this model is to put learners in thedriving seat, able to make informed choicesbetween institutions and about whether to takeadvantage of another provider's offer. Thisdepends on each institution actively contributingto making the local offer available to all young people and working towards their success at age 19, and on effective facilitation by the LSC and the local authority." (Paragraphs 11.33 to 11.36)

1. The White paper 14 -19 - A curriculum framework

National Policy Context

Three national key drivers to guide us:

Every child to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being

1. The White paper 14 -19

2. Every Child Matters

National Policy Context

Three national key drivers to guide us:

1. The White paper 14 -19

2. Every Child Matters

3. The 5 Year Strategy

"14-19 year olds - too many drift, becomedisenchanted with school or get in totrouble and drop out at 16. Vocationallearning is still seen as second best andpupils leave work insufficiently prepared for the word of work."

Progress in Hertfordshire

Key Strengths - Strategic Area Review

High levels of participation in learning. Low levels of NEET. High progression rate to HE. Good performance at GCSE. Good range of Level 3 provision. Good range and access to provision. Some high achieving schools at Level 3.

Progress in Hertfordshire

Bold and coherent strategies for 14-19. Good strategies to promote collaboration. Evidence that collaboration has a positive impact. Very good LEA/schools relationships and

communication. High levels of participation in post-16 learning. High levels of attainment 14 - 19 in some schools.

Key Strengths - Area Wide Inspection

Progress in Hertfordshire

Key Strengths - Area Wide Inspection

SEN well provided for in mainstream schools. LSC/CSF working well together. IAG particularly effective where groups of schools and the

local college are collaborating. Improved success rates within the FE sector. CSF challenges schools through the Hertfordshire

Learning Partnership.

Progress in Hertfordshire

Weaknesses - Strategic Area Review

Limited level 2 provision post-16. Achievement at 18 not as good as

it should be. Limited vocational provision in schools. Collaborative working is not universal. Post-16 curriculum in some areas and schools is narrow

and limited.

Key Weaknesses - Area Wide Inspection

Lack of clear agreement about urgency and timescales. Limited shared understanding of the 14-19 Strategy. Variation in achievement at KS4 and post-16. Pass rates in FE at Level 3 for 18-19 year olds. Quality of teaching in FE for 14-19 year olds. Success rates in work based learning.

Progress in Hertfordshire

Key Weaknesses - Area Wide Inspection

Significant recruitment and retention difficulties. IAG provision not secure in a significant minority of

schools and colleges. Insufficient access to vocational and alternative provision

at KS4. In some areas there is a lack of clear leadership to plan

for 14-19. Value for money post 16 is unsatisfactory.

Progress in Hertfordshire

Action for Improvement

Agreeing a 14 -19 curriculum to which all young people across Hertfordshire are entitled.

Commissioning seven planning areas to organise provision so that this entitlement is made available.

Providing a framework, toolkit and leadership to support the work of each planning area.

Securing impartial advice and guidance, so that young people are encouraged to participate.

Post – Inspection Action Plan

Implementation of ‘Putting the Learner First’

Timetable for ActionNovember 2005 Publication of the planning toolkit.

November 2005 Workshops to support area planning.Groups begin planning for September 06.

December 2005 Post-Inspection Action Plan

March 2006 Draft area plans submitted to CSF/LSC.

May 2006 Area plans agreed and signed off.

September 2006 Implementation of area plans - first phase.

March 2007 First review of the progress made in implementing area plans.

May 2007 Update area plans based on review.

September 2007 Implementation of area plans - second phase.

Points of Reflection• Robust programme of development in place to

implement 14-19 strategy• Improving picture in terms of performance by colleges• Recent changes in school improvement strategy not

reflected in outcomes by the time of the inspection – but evidence of impact in 2005 results

• Too great a focus on 16-19 collaboration?• Development and implementation of 14-19 strategy too

slow?• Political will for transformational change?