Post-16 provision and the Children and Families Act 2014 Alison Boulton

A brief history Pre-Warnock: some specialist colleges supporting post-war rehabilitation 1978 Warnock report notes lack of post-16 provision (10% leavers in FE) Developed through 1980s – 250 courses in 1987 1992 F&HE Act: have regard to the requirements of students with learning difficulties or disabilities 1996 Tomlinson report: Inclusive Learning 130,000 students in FE colleges

Post-16 options 339 colleges in England, including land based 846,000 16 -18 year olds & 2 million adults. 16,521 high needs 66 specialist colleges 2,984 high needs Sixth form colleges 1,602 high needs Work based learning 550 high needs Apprenticeships

An adult setting Preparing for adulthood needs an adult setting and adult expectations The dedicated schools grant must not be used to fund places or top-up for 19 to 25 year olds in special schools and special academies (School and Early Years Finance (England) Regulations 2014) ‘We believe that the needs of 19 to 25 year olds with education, health and care plans can be better met outside schools’.

C & F Act – why does it matter? Because it is about improving the life chances of young people with learning difficulties and/or disabilities Young people’s views & wishes are central Young people should participate in decision making (legally from 16, but sooner if possible) Young people have access to the tribunal post-16 for the first time

New duties for colleges To admit students who name college on their EHCP To co-operate with LAs – reciprocal To have regard to the Code To use ‘best endeavours’ for all students with learning difficulties or disabilities

16 - 19 & 19 – 25 year olds Young people have responsibility from 16 What are the implications for colleges? 19-25 year olds with a plan can have more time in education to achieve their outcomes 19 + without a plan are funded through the Skills Funding Agency

Have regard to the Code Not a quick read! Applies to all staff across the college – how to disseminate and train Post-16 throughout the code, but some specific sections

Use ‘best endeavours’ What else would we do? Use best endeavours to secure the special educational provision that the young person needs, above and beyond usual support (& alongside reasonable adjustments) With or without plans All staff across the whole college

Best endeavours 2 It means: Understanding aspirations & outcomes Getting students on the right programme Providing support to promote independence Monitoring support and progress Holding annual reviews (if EHCP) Supporting transition onwards

Good outcomes for adult life Employment Living more independently Participating in the community Good health and wellbeing

Study programmes New personalised curriculum framework: Main learning aim either accredited or non-accredited – links to Natspec’s Rarpa work Work experience (and SIs) English and maths – literacy & numeracy – functional/contextualised

The RARPA 5 stage process Aims appropriate to individual learner or groups Initial assessment to establish starting point Identification of challenging learning objectives: initial, renegotiated and revised Recognising & recording progress and achievement on programme (formative assessment): teacher feedback to learners, learner reflection, progress reviews End-of-programme assessment - teacher & learner - review of overall progress and achievement

Funding – the challenge New complex approach for all ‘high needs students’ – those who cost more than £6,000 to support – in 3 parts: E1, E2 & E3 Biggest challenge – Local Authorities assess, plan, commission and fund places Colleges work with multiple LAs – plethora of policies, practice and paperwork! 33-50% annual turnover of students What do LAs actually want to commission – best or cheapest?

Any questions? http://www.natspec.org.uk/children-families-bill/ http://www.preparingforadulthood.org.uk/