What makes a good education in Kent? 19th January 2018 Oakwood House Maidstone

Strategies to pathways to learning and employment or training apprentice4kent linking young people to employers offering apprenticeships readytoworkkent linking young people to training opportunities NEET tracking ensuring young people not in education, employment or training are offered support to be so These first slides demonstrate what strategies are in place to ensure young people have a surer start . These are contained in the 14 – 24 Strategy developed by the Skills and Employability team

Curriculum change Qualifications ensuring providers understood the full range of qualifications available post 16 and their appropriateness for learners, including applied general and tech levels IBCP a global approach to curriculum build with breadth and depth supplying skills for the economy The transition year building year 12 learning for those young people not yet ready for level 3 learning The International Baccalaureate® (IB) Career-related Programme (CP) is designed for students aged 16-19. CP students undertake a minimum of two IB(International Baccalureate) Diploma Programme (DP) courses, a core consisting of four components and a career-related study. Chosen from existing national qualifications, A levels, applied general or tech level. 28 schools in Kent follow this programme. For CP students, DP courses provide the theoretical underpinning and academic rigour of the programme; the career-related study further supports the programme’s academic strength and provides practical, real-world approaches to learning; and the CP core helps them to develop skills and competencies required for lifelong learning.

Career Education Career network represented by 12 leading coordinators from across Kent , each working with colleagues in their districts. Engagement with the Careers Enterprise Company with 2 Enterprise Adviser Networks in Kent, Thanet and West Kent. Kent Guilds representing 8 sectors across Kent The Careers Enterprise Company We inspire and prepare young people for the fast-changing world of work We are the national network that connects schools and colleges, employers and career programme providers to create high-impact careers opportunities for young people We build local networks, back proven ideas, find out what works. We have an important role to play in the recently published careers education strategy and guidelines which have important action points to be completed this year. Kent Guilds The Guilds have been established to provide strategic advice and an informed perspective to identifying the need for skills succession and all forms of progressive employment including Apprenticeships, Traineeships and Work Experience .The Local Authority in collaboration with partners want to raise the profile of the sector and promote it as a progressive employment pathway, whilst meeting the skills needs of the economy.   It will support: apprenticeships workforce development education, employment and skills

The Apprenticeship Agenda By the end of this year 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.

FSM headline measures Grammar schools – post 16 These next three slides demonstrate the differences in prior attainment and outcomes of FSM learners in schools. FSM students in Grammar schools (of which there are 94) come in with lower prior attainment and average a C+ at level 3 rather than B_ They do however average a Dis+ in applied general qualifications, similar to their non FSM colleagues. There are only 294 FSM students in Kent post 16 school provision.

FSM headline measures High schools – post 16 There are 129 FSM students in Kent’s High Schools. There is a 14 point difference in GCSE prior attainment dat.a. However on average they score similarly to non FSM students in A levels and academic qualifications. Does this say anything about teaching and learning strategies? FSM students achieve slightlyless well in applied genral and tech qualifications.

KS4 2016 FSM non all pupils Gap Eng SNA /11   FSM non all pupils Gap Eng SNA /11 Average Attainment 8 Score per pupil 35.9 52.1 50.4 16.2 12.7 14.1 9 Average Progress 8 Score -0.62 0.03 -0.04 0.65 0.50 0.57 6 Percentage achieving A*-C in English & Maths 33.1 67.2 63.7 34.1 27.8 30.5 10 Percentage achieving English Baccalaureate 7.0 32.1 29.5 25.1 16.7 18.1 11 gap+=difference between FSM and non FSM Eng= the gap in England SNA=statistical neighbour /11 ranking out of 11, showing position of Kent: 11 is the lowest

Destinations – latest available This table shows the differences between the destinations of the disadvantaged and the non disadvantaged. The boys’ data is interesting as well. Fewer boys sustain any education destination, attend higher education institutions,. More boys are attracted to apprenticeships.

Maths and English 2017 – post 16 3466 post 16 students were entered for English qualifications in their post 16 learning, schools and colleges.( they did not achieve a or more in their KS4 cycle) This is a condition of ESFA funding. On average FSM students , of which there were only in schools 59 in this measure,made 0.57 progression (ie not a whole grade) A similar analytical narrative can be made for maths. Notice an average regression in the maths progression rate.

Level 2 and level 3 performance Percentage of 19 year olds qualified to Level 2 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 non FSM 71.4 72.4 74.7 78.2 79.5 81.6 83.1 85.4 86.9 88.0 88.8 87.9 FSM 36.9 37.1 42.3 47.2 49.8 54.2 59.6 60.1 62.2 67.6 72.0 66.7 gap 34.5 35.3 32.4 31.0 29.6 27.4 23.5 25.3 24.6 20.4 16.8 21.2 Percentage of 19 year olds qualified to Level 2 with English and Maths 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 non FSM 52.3 52.6 53.3 55.6 56.3 58.6 59.8 61.1 64.7 66.5 69.2 71.5 FSM 18.5 17.9 19.9 19.8 22.4 25.0 26.5 27.3 29.2 31.6 35.8 37.0 gap 33.8 34.7 33.4 33.9 33.6 33.3 35.5 34.9 33.5 34.5 Percentage of 19 year olds qualified to Level 3 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 non FSM 46.9 47.6 48.7 49.7 50.1 52.2 54.1 55.1 56.8 57.4 59.3 58.0 FSM 14.3 14.8 16.7 18.5 19.0 20.4 21.4 22.0 24.6 25.1 29.1 25.5 gap 32.6 32.8 32.0 31.2 31.1 31.8 32.7 33.1 32.1 32.2 30.1 32.5 Level 2 gap appears to be closing Level 2 gap with English and Maths is as high as it was in 2005 So is the level 3 gap.

KS5 Retention (LPUK 2016 – latest available) Tech level retention is weak. Are FSM students part of this?

Young People Not in Education, Employment or Training (NEET)   January 2016 January 2017 total year 12 year 13 NEETs as a percentage of the Year 12 & Year 13 (16-17 academic age group) 3.3% 2.5% 4.0% 3.0% 1.9% 4.1% Not Knowns as a percentage of the Year 12 & Year 13 (16-17 academic age group) 5.4% 3.2% 4.4% Participation as a percentage of the Year 12 & Year 13 (16-17 academic age group) 90.9% 95.1% 86.8% NEET & Not Known as a percentage of the Year 12 & Year 13 (16-17 academic age group) 3.8% 8.4% 6.1% Continuing reduction in neets and not knowns total but challenges still in year 13 participation - retention issues predicated perhaps on poor option choices and lack of clear destination routes arising from individual study programmes. Summing up To ensure progression and sustained destinations Improve progression in Math and English, seen as the barrier to level 3 progression Make full use of the range of qualifications and experiences to skill young people to take an active part in the economy – A levels are not the only solution Develop careers education, advice and guidance to inspire young people to aspire beyond adopted constructs Develop quality employer engagement (including post 16 work experience) to support work readiness, expand horizons and skills: latest strategy and guidance asks for at least 7 such engagements in a years 7 to 13 programme – data suggests that this reduces the chances of becoming NEET by 80% Expose learners to the wide variety of opportunities to continue learning post 16, which will include further education, and apprenticeships at all levels Develop neet prevention packages Ensure engaging study programmes which retain students and enhance skills and knowledge Make use of labour market information to prepare for skills gaps locally and wider to avoid increasing youth unemeployment (and especially in Swale and Thanet)