Progress Whole organisation approach Who's responsible? A resource designed to raise awareness of responsibility and measuring impact. The aim of this presentation is to emphasise the importance of the Study Programme as a whole entity. Staff who work independently may have positive results/outcome in their own areas or topics however the Study Programme should be seen as a whole programme if learners are going to get the most benefit from the programme.

how to use this resource Rationale/Outline Ofsted inspections have repeatedly found that provision of study programmes are a concern highlighting: - A lack of clear understanding of individual learner progress, often as a result as ineffective tracking process or regular progress review. - A limited understanding of learner starting points, and a lack of rigour in the targets set for them.  Suggestions on how to use this resource Use the notes and questions under the power point slides to prompt discussion in groups. Teams can reflect on: How do we achieve a whole provider approach to the study programme? Within the components of the study programme, all learners will progress at different rates, how do we capture this? Impact A change in mindset and culture to focus on a whole provider approach to learner progress in the study programme including destination and career routes. Raised awareness of responsibility and measuring impact to improve the progress of learners. Discuss examples of learners enjoying areas of the Study Programme and how this impacts on progress. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

Making progress Are your learners making good progress through their study programme? Is the learning programme segmented? Do staff take responsibility just for their own section? Who takes responsibility for managing the learners’ progress across the whole Study Programme? It is everyone's responsibility and therefore no-one takes responsibility? Is responsibility only questioned when a learner makes slow progress? Group discussion Challenge any obstacles to barriers. Encourage positive promotion of taking responsibility and a joined up approach. Consider the questions in blue - discuss. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

Components of a study programme IAG Main Learning Goal Maths English Enrichment Work experience This is a basic overview of the main components of a study programme. Your organisation may use different terminology, for example vocational training replacing main learning goal. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

Good progress – in isolation Within the components of the Study programme, all learners will progress at different rates. If the skill or activity comes easily or is enjoyable this could impact positively on progress. If the task or skill is too challenging or difficult this could potentially slow down a learner’s progress. Discuss examples of learners enjoying areas of the study programme and how this impacts on progress. Discuss any common themes about areas of challenge or difficulty. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

Completion of programme Tracking progress Main Learning Goal Maths English Enrichment Work experience Update as appropriate. Completion of programme This illustration is designed to show how each learner’s progress would look different if mapped and documented like this. Tracking progress, attendance, skills development – there are many aspects of learners progress that contribute to making good progress. For example agreeing with learners the number and of type of enrichment activities is very important. Therefore enrichment could be measured by attendance. If the same learner is struggling to make progress in English and/or maths they can still be congratulated at the progress/attendance on enrichment. Discuss the challenges and issues of staggered progress. (Potential early leavers if one area drags behind significantly.) Update as appropriate. The overall completion of programme could also be tracked based on the progress of components. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

collaboration or silo? Working in isolation or silos does not help learners to visualise the Study Programme as a whole. The silo effect can negatively impact on learners’ progress. Putting the learner at the heart of the programme and creating targets that map to the learner’s milestones will have a significant impact on learners’ progress. This is an image of silos to illustrate how team or departments work independently rather than collaboratively. The term silos is often used – this illustration could be exchanged for a different one if preferred. (You can customise this PP to suit your own organisation) The most important questions for discussion are: Working in isolation or silos does not help learners to visualise the Study Programme as a whole. Does our organisation work in silos? The silo effect can negatively impact on learners’ progress. To what extent does this impact on our learners? Putting the learner at the heart of the programme and creating targets that map to the learner’s milestones will have a significant impact on learners’ progress. How can we work collaboratively to ensure our learners make good progress? Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

Tracking progress - milestones Main Learning Goal Maths English Enrichment Work experience Completion of programme Discuss the concept of tracking learners’ milestones across all areas. Comparing progress/attendance, skill development across all areas will help to reduce the silo effect and encourage a new way of tracking progress across the ‘whole’ programme. Consider learners being encouraged to agree milestones, timeframe and then draw and track their own progress. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

Whole organisation and learner centred approach. Plan and set targets with each learner. Review learner’s progress against agreed milestones Consider the study programme as a whole. Measure the learner’s progress within skills, knowledge and behaviour. Focus on progress and provide additional support for areas making slower progress. Positive reinforcement of progress. knowledge Behaviour Skills Heading slide in. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

Impact on learners “I would like run my own restaurant one day. In lessons our teacher talks about our work placement and the differences between a training kitchen and a commercial kitchen. She also emphasises the importance and relevance of maths and English – especially if I want to run my own business and work both back and front of house. I know what my next tasks are and how they will help me to achieve.” Tinishia, GFE College Consider asking staff to produce quotes like this and to encourage learners to give quotes. Education and Training Foundation: Progress – whole organisation approach Find more resources at www.excellencegateway.org.uk

For more information contact www.excellencegateway.org.uk