raising of the participation age - main presentation
DESCRIPTION
Presentation from the recent Sheffield Raising of the Participation Age Launch on 28th March 2012.TRANSCRIPT
Raising the Participation Age
Sheffield Partner’s Conference
28th March, 2012
Gill Cowan
2
Summary
What does RPA mean?
How far do we have to go?
Roles and responsibilities
Youth Contract
3
What does RPA mean?
The first phase of RPA – full participation of all young people until the end of the academic year they turn 17 – is coming into force in summer 2013. This rises to their 18th birthday in summer 2015.
Young people will be able to choose how they participate, which could be through:
– Full-time education, such as school or college;
– an Apprenticeship;
– Part-time education or training if they are employed, self employed or volunteering for 20 hours or more a week
4
How far have we to go?
Progress towards full participation (using DfE estimates, SFR)
Age 16
Age 17
96.1%
87.2%
60%
70%
80%
90%
100%
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
5
… and in Sheffield
CCIS: December 2011
91.9%86.5%
75%
80%
85%
90%
95%
100%
Age 16 Age 17
Not in educationor training
Not known
In education andtraining
6
Roles and responsibilities Local authorities will be required to:
– Promote the effective participation in education or training of all 16 and 17 year olds resident in their area; and
– Make arrangements to identify young people resident in their area who are not participating.
Learning providers will be required to:
– Promote good attendance of 16 and 17 year olds; and
– To notify their local authority when a young person leaves learning.
7
… and schools have a key role to play
Raising attainment
8
… and schools have a key role to play
• Raising attainment
• New duty to provide Careers Guidance
• KS4 destination measure
– Will show what former pupils go on to do
– Currently finalising publication plans
– Stakeholder group
9
Youth Contract
• New programme of intensive support for up to 12 months
• Target group:o 16 and 17 year oldso who are NEET, ando who have no GCSEs at A* - C
• Public, private and voluntary organisations invited to bid to the YPLA on a sub-regional basis
• Providers will be required to work closely with LAs
• Contracts to be signed by end June
10
Contact Details:
Gill Cowan
http://www.education.gov.uk/childrenandyoungpeople/youngpeople/participation/rpa
11
Responsibility and Opportunity:
Changes to IAG Services from September 2012
Debra NortonCEIAG and Participation StrategyBarnsley MBCRPA Local Leader
12
Education Act 2011
•The Education Act 2011 inserts a new duty, section 42A, into Part VII of the Education Act 1997, requiring schools to secure access to independent careers guidance for pupils in years 9-11. (Duty applied to academies through funding agreement with DfE). Intention to consult to extend the duty.
•Guidance must be presented in an impartial manner and promote the best interests of the pupils to whom it is given. Guidance should also include information on options available in respect of 16-18 education or training, including apprenticeships.
•The requirement for schools to provide a programme of careers education is repealed. (The removal of this provision does not imply that careers education is unimportant.)
13
All about interpretation…
"The new statutory guidance to schools on Section 29 of the Education Act 2011 will underline the new legal duty on schools to secure independent and impartial careers advice and guidance. It will not be sufficient for schools to employ their own careers professional, good though they may be, and then rely on signposting to a website, excellent as that may be.Young people benefit from face-to-face careers guidance. As Lord Hill said in the House of Lords during the passage of the Education Bill, 'Pupils can benefit enormously from support offered in person that raises their aspirations and leads them onto a successful path."
14
Emerging models
The LA continues to offer a service on a subsidised or traded services basis (or a combination of both)
Learning providers, schools and academies work together to commission IAG services. Where satisfaction is high, existing provider. Alternatively, a full commissioning process undertaken and the current provider is considered alongside others in a competitive tendering process.
Individual schools employ their own adviser or develop internal capacity with links to external and impartial services and agencies.
The LA, through it’s commissioning processes, supports the market exploration through providing a list of approved suppliers who meet agreed quality criteria
The LA supports schools and academies to explore the free market in independent and impartial IAG.
15
The Barnsley Experience Less about commissioning (get help!), more about
analysing need Whole school approach to developing IAG
specification…how does it fit with school plans and ethos?
Thinking “differently” about what constitutes high quality, independent and impartial IAG
Developing internal (school/colleges) and external (partnership) capacity
IAG duty becomes an opportunity not an additional burden…..
16
What next?
Building blocks: CEIAG programme quality assured against quality
award External specialist advice secured from provider
with accepted industry standard (matrix) Advisers competent to professional standards
Partnership solutions…..share the responsibility and grasp the opportunity……….
17
Raising the Participation Age
The Sheffield GuaranteeDee Desgranges
SheffieldSheffield
18
City Wide - 2011 Y11 Destinations
No response0.8%
Part Time Employment0.3%
NEET4.7%
Moved out of contact0.4%
Full TimeTraining (non emp)4.9%
Employment with Training4.2%
Employment without Training
1.2%
Full Time Education83.5%
SheffieldSheffield
19
NEETs by Community Assembly Area
Academic Age16-18 NEET (%)by Community Assembly Area (3 February 2012)
7.58.2 8
1.9
5.56.9
11.211.3
0
2
4
6
8
10
12
14
No
rth
Eas
t
East
Sou
th
Ce
ntr
al
Sou
th E
ast
No
rth
ern
Sou
th W
est
Cit
y W
ide
SheffieldSheffield
20
NEETs by VYP
Total number of NEET by Vulnerable Group - March 2012
187
251
6760
37
0
20
40
60
80
100
120
140
160
180
200
220
240
260
280
300
BME – Black MinorityEthnic
LDD – Learning Disabilitiesand Difficulties
TM – Teenage Mothers LAC / CL – Looked AfterChildren, Care Leavers
YO (any disposal, anytime) – Youth Offending
SheffieldSheffield
21 SheffieldSheffield
NEET 16-18yr olds by Qualification Level (March 2012)
9
155
97103
59 54
108
180
0
50
100
150
200
One
or
mor
eA
Lev
els
Min
imum
of 4
GCS
Es A
-C
Betw
een
1&3
GCS
Es A
-C
Min
imum
of 3
GCS
Es D
-E
Min
imum
of 3
GCS
Es F
-G
Non
Exa
m
Not
Kno
wn
Aca
dem
icLe
vel N
otRe
cord
ed
NEETs by Qualification Level
22
The Sheffield GuaranteeDfE Phase 3 Trial
Sheffield Vision
Through partnership working we will ensure timely and supported access toappropriate learning and training provision, enabling seamless transition to
adulthoodand employment for all 14-19+ year olds
Sheffield RPA Plan with 6 Strands:
1. Strategic Leadership. 2. Planning for the Future.3. Knowing the Cohort. 4. Mix and Balance. 5. Support to Progress. 6. Awareness and Aspiration.
SheffieldSheffield
23
Strand One: Strategic Leadership
SheffieldSheffield
24
What we said we would do….
‘Create a shared understanding of the implications of the legislation, the scale of the challenge for Sheffield and
make it everyone’s responsibility’
RPA Steering Group – schools/ colleges/ work based training/ IAG/social services/vcf/strand leads/ universities/ NAS/elected member
Work strands running – wider membership
Aligning commissioning and resources
Provider networks
Partnerships around vulnerable young people
SheffieldSheffield
25 SheffieldSheffield
Strand Two: Planning for the Future
26 SheffieldSheffield
What we said we would do….
‘develop a ‘transitions entitlement’ from pre to post 16 with the necessary support structures in place to meet the needs of vulnerable
young people’
Administration: effective and robust administrative arrangements to support transition e.g. transfer of records including performance data, joint meetings, common procedures
Social and Personal: improving learners and carer’s familiarity with the post 16 setting, ensuring appropriate pastoral support, improving retention
Curriculum: appropriate levels, continuity, learning how to learn in new settings, pathways to progression
Pedagogy: continuity of teaching & learning across phases, cross phase professional support and dialogue
Autonomy: ensuring learners are seen as active participants in the process
27 SheffieldSheffield
Strand Three: Knowing the Cohort
28 SheffieldSheffield
What we said we would do…
‘Plan post 16 learning and training based on real time intelligence; develop data tools to identify those at risk of not participating’
•Places plan – trajectory to 2015 and beyond
•RONI pre 16
•RONI – post 16
•Data sharing platform
•Deep dives and learner feedback
29 SheffieldSheffield
Strand Four:Mix ‘n’ balance of Provision
30 SheffieldSheffield
What we said we would do….‘Develop quality assured progression pathways through sectors
and across providers and flexible holding provision’
Map, connect and promote a coherent and seamless pathway through the curriculum at all levels with agreed progression opportunities/ admissions criteria
Create flexible provision to provide a guarantee at all times of
the year including holding and access programmes
Devise hub and spoke structures with providers and community based youth teams to work in community settings to offer first steps engagement leading to mainstream
Develop bridging and ‘half’ level programmes across the provider network; connecting the standard curriculum levels for those needing smaller steps
Use an enterprise/entrepreneurial theme to bundle a range of qualifications into a coherent learning programme as an ‘apprenticeship’ to self employment
31 SheffieldSheffield
Strand Five:Support to Progress
32 SheffieldSheffield
What we said we would do….
‘Developing a multi agency approach to meeting the needs of the most vulnerable’
Create a ‘virtual’ vyp team – better understanding and linkages
Create and embed the Community Youth Teams
Progression planning - through to 18 (25 if LDD) via a learning & support plan
Sharing information in a timely and appropriate manner
Influencing the design and delivery of provision and services
33
Strand Six:Awareness and Aspiration
SheffieldSheffield
34
What we said we would do…
‘Launch a multi faceted campaign to increase to promote the benefits of staying in learning longer’
Communications campaign – magazine, pay slips, poster, app….
Events – piggy backing, bespoke
Commission an RPA drama production
Web sites – www.sheffieldinteractive.co.uk portal for all things youth
RPA ambassadors – from all sectors including parents
SheffieldSheffield
35
Next Steps
Understand roles and responsibilities- engaging schools better
Embed the elements of a successful transition – push and pull
Plan for the cohorts coming through – not more of the same Ensure that provision meets needs– skills trajectory from
KS4 Align provision and support around the most vulnerable Normalise!
SheffieldSheffield
36 SheffieldSheffield
Workshops A1 & B1: Knowing the Cohort, Managing Expectations and Meeting Needs
Facilitator: Deborah Parker
Room: 122
Workshops A2 & B2: Mix and Balance of Provision: Matching Supply and Demand
Facilitator: Henry Hui
Room: 124
Workshops A3 & B3: Support to Progress
Facilitator: Vicky Moss
Room: 151
Workshops A4 & B4: Supporting Vulnerable Young People
Facilitators: Peter Mitchell, Cheryl Plant, Amanda Brookes
Room: Main Hall
Workshops