Traineeship Staff Support Programme (TSSP) Welcome! Cambridge Regional College, Cambridge 28th April 2014

1.Project Overview - Aims/objectives/outcomes 2.Partner feedback (Homework task) 3.Issues arising from the feedback 4.Action planning: - provider development plan to improve own delivery - contributing material for the ‘How to’ guide LUNCH AGENDA 10am – 1pm (followed by lunch)

Name Organisation Role Looking for ideas to help with …? Introductions

The Education and Training Foundation/AELP bid £715,000 funding in total – national project – 14 successful Purpose - CPD, resources/materials to improve outcomes from traineeship programmes for learners and employers. Strands: – 1. Quality of teaching (eg English and maths, Employability skills) – 2. Engaging with employers and work placements – 3. Robust initial assessment processes – 4. Quality of provision for learners from vulnerable and excluded groups TSSP Programme

Aim: to increase the scale of traineeship delivery in the East of England and to improve the quality of teaching with a focus on English and Maths, employability and basic occupational skills. In doing this we will concentrates, in the main, on developing trainers and assessors to deliver English and Maths with a focus on GCSEs. Our project - Transition from Functional Skills to GCSE English and Maths

Runs from April – July 2014 CRC lead provider ACER project management 3 partner groupings – 6 partners Groupings – – Business Managers/Employer Engagement/WBL – English Specialists – Maths Specialists 5 Workshops support Dissemination event Production of two good practice ‘How to’ Guides Structure of project

Objectives to:  provide you with an opportunity to share your experiences of delivering maths support on Traineeships  gather examples of good practice for collation in a set of a 'How to' guide  identify areas of programme delivery in which you or your staff might like to have support through the project Workshop 3 – Offering Support with maths

Wolf report - recommendations for successful progression into labour market and into higher level education and training. Study Programmes principles - should include a mix of qualification-led and non-qualification activity. Expectation that students: Take at least one qualification of substantial size with rigorous assessment and good progression opportunities Be engaged in either support activity eg tutorial time, study skills and particularly for low attaining students, personal and social development Engage in meaningful work experience, as appropriate, to meet their needs and ambitions Continue with English and maths if they have not achieved GCSE A*-C at age 16. DfE project - started June - finish October 2013 Background – political landscape

Employer defined, led and owned Apprenticeships aimed at new people in new jobs Outcome focused - what apprentices should know, and be able to do, at the end of the apprenticeship Link to professional registration Level 2 in English and maths before completion Independent, end-point, synoptic and graded assessment Encourage diversity and innovation Purchasing power lies with employers Review of Apprenticeships by Doug Richard - Core Principles

Qualifications to be more clearly based on the needs of employers and individuals Regulatory, funding and accountability arrangements designed to deliver training and qualifications which clearly lead to progression into a job or further study Employer ownership of occupational standards and qualifications Design and assessment of qualifications should reflect the best research and international practice Priority for action: To identify those qualifications in maths and English which best enable adult learners to progress to GCSE standard. (Reform of GCSEs planned for Sept 2015) Review of adult vocational qualifications system - Nigel Whitehead, BAE Systems

Marketing traineeships Mapping out the learner journey Eligibility and initial assessment processes Matching with suitable employers Monitoring and assessment Developing high quality work placement opportunities Employability skills training English and maths teaching Developing high quality work placement opportunities Converting work experience placements to job outcomes Exit interviews Progression to jobs, Apprenticeships or other education/training Traineeship programmes - Learner journey

Task – Homework - Partner feedback As a group: Identify issues arising from the feedback Agree tasks to be completed going forward Partner provision

Action Planning Identify effective practice/ resources/hyperlinks to key national resources/reports Identify action for improvement Development Plan – Partner Template

Reminder: Evaluation forms Development plans to be agreed Telecoms to be arranged Thank you for your contribution to this project. Finally …