Annual 14 – 19 Maximising Opportunities for Young People in Kent 5th October 2017 The Mercure Maidstone The purpose of these slides is to provide an update on where Kent is now with its benchmarked outcomes and to suggest innovation and implementation of good practice to blend positive accountabilities for the school and purposeful outcomes for the learners, which includes positive experience and usable skills which can contribute to the contentment of the individual developmentally and his or her succesful role in economic activity.

KS5 Minimum Standards Academic Standards (LPUK 2016 – latest available) This tables refers to the new post 16 minimum standards. It is disappointing that a selective authority has 0% for academic progression. This measure hits grammar schools hardest since it is a measure of progression from individual starting points. High schools can achieve positive progression with grades E at A level. Grammar schools ( though all schools really) need to convert grades C and B at A level to A and A*

KS5 Minimum Standards Applied General Standard (LPUK 2016 – latest available) Slightly better than the academic standard

KS5Progress in English and Maths (LPUK 2016 – latest available) 0.15 progression Progress in Maths -0.14 regression On average students of GCSE English in post 16 are achieving 0.15 of agrade better than at the end of KS4. Alarmingly they are achieveing 0.14 of a grade less in mathematics. An innovative programme for students without English or maths at a standardd pass might include aspects of literacy and numeracy blended with technical learning. Colleges are reporting increasing numbers of students without required grades.

KS5 Retention (LPUK 2016 – latest available) Retention has been measured differently for the last two years. The DfE now looks at retention of the principal aim of a learner’s study programme. Lack of retention in this aim will mean non receipt of ESFA funding for that student. There are many reasons for non retention but good guidance, expectations, planning for destinations, learning support could make a big impact here. This measure seems not to reflect the number of students who do not make the transition year 12 – year 13.

KS5 Closing the Gap LPUK 2016 latest available FSM Non FSM L3 completions 79 3,044 KS4 points on entry 43.4 47.7 % students 5+ A* - C EM 74.6% 90.3% % students 5+ A* - C 80.3% 94.6% A level APS 30.3 C 34.4 C Academic APS 31.0 C 35.6 B- Applied General APS 37.5 Dis+ 37.6 Dis+ Tech Level APS 33.8 Dis 34.6 Dis The first question to ask here is why so few FSM students pass the gates into level 3 provision in schools. Given the prior attainment of these learners, it is notable how well they do in technical learning. Schools should consider new qualifications for a portion of their cohort, where they can.

Post 16 school offer 2016 Grammar schools appear to ignore technical qualifications, even though Applied General qualifications validate the route to university, their intention in fact. Too many A levels are offered in High Schools with low outcomes. 4 schools offer the IB diploma with improving year on year APS.

Post 16 school offer 2016 Notice the absence of languages, Chemistry and Physics and the popularity of Psychology and Sociology. How do these offers support careers in the arts, engineering, health, finance?

Current NEETs academic years 12 and 13 not yet quite on target for 2017, the current NEET rate demonstrates the work of Skills and Enmployability’s tracker division and its participation and progression managers. Schools are responding to this cohort – we shall hear from them at the conference. Offering skills to perceived potential NEETs at KS4 would be an excellent action. Innovation ( and a bit of risk taking!) might see some students studying functional skills rather than GCSE thus offering the opportunity of apprenticeship. These students too could take advantage of a transition year in year 12 which might include maths and English, good guidance, a level 2 technical qualification and work experience however configured. This reflects the post 16 Skills plan strategy.

Apprenticeships By 2018 we aim to ensure the number of apprenticeships for 16-18 year olds increases to 4,000, and for success rates for completion to be at least 81%. By 2020 we expect the number to increase to 4,600 and success rates to be in excess of 83%. Kent’s maintained schools will meet the 2.3% public sector target of employed apprentices, which is 293 based on current headcount.

Guilds Hospitality, Catering, Leisure & Tourism Engineering and Advanced Manufacturing Science Construction and the Built Environment Health and Social Care The Land Based Sector Creative and Media Finance The Guilds seek to address the lack of engagement between the education sector and the world of work by providing an interface between employers and education & training providers.

CEC Like the Guilds, The Careers Enterprise Company supports collaboration between the world of work and education. Kent now has two Enterprise Adviser Networks, West Kent and Coastal Schools, comprising 40 schools. Each school has, or will have, an Enterprise Adviser, working with SMT, to develop employer engagement.

14 – 24 Learning, Employment and Skills Strategy 2017 - 2020 The recently revised 14-24 Learning, Employment and Skills Strategy for 2017-2020 is now available on KELSI in the latest ebulletin. It continues to provide a coherent framework for supporting Kent’s young people and adults to become more highly skilled and work ready; and reviews the positive achievements to date and sets out further opportunities and priorities for improvement.