Study Programmes March 27 th 2013

Wolf’s findings lack of coherent programmes lack of opportunities to gain effective skills in Maths and English lack of work experience

What is changing? Funding per student Study programmes Raising Participation Age

Where to find information Study Programmes for year olds Government response to consultation and plans for implementation June arning/Page1/DFE Put this title in Google

What institutions are encouraged to do: - develop programmes which are focused on the education, training and development needs of individual students and enable them to achieve their full potential

These programmes must offer:- b r e a d t h DEPTH P R O G R E S S I O N

Level 1 63% Level 2 77%

Qualifications need to be substantial Level 1, 2 and 3 AS A Level IBCC IB

What is a substantial qualification? It’s a qualification : of sufficient size, weight and relevance to provide a nationally or locally recognised route into a trade, profession or other form of employment, or access to a university or higher education course

Opportunities for: Achieving: Level 2 GCSE Maths Level 2 GCSE English

What do we do about this? EnglishMaths Swale Maidstone Canterbury Ashford Thanet Shepway330345

What do we do about this? EnglishMaths Dover Tunbridge Wells Tonbridge Sevenoaks Gravesham Dartford313240

a national perspective 2007 – % with < C in both English and maths went on to study A/AS levels 9% achieved > C in English 9% achieved > C in Maths 2010 – % > C in English 44% > C in maths

Programmes enhanced by work experience employability skills non-qualification activity

Work Experience on vocational courses at any level, where purposeful work experience is an integral part of their qualification; studying below level 2, who are not able to complete a substantial qualification, where purposeful work experience is likely to be a major part of their Study Programme. These students will be taking qualifications primarily at entry level or level 1; with complex and/or profound learning disabilities and disadvantage, where purposeful work experience may make up most of their Study Programme and may be a Supported Internship. Providers, in discussion with students, need to assess what type of work experience is most suitable.

More guidance Update on the Funding Formula 2013/14 Funding full participation and Study Programmes for young people December 2012

Work experience Most students will benefit from either work experience or other work-related learning or activities. It helps students with their subject choice and destination planning; it can motivate and raise ambition and for some students enables them to secure experience, job-related or specialist skills of direct benefit to their future employment or study goals.

Work Experience 1 The type of work experience students need will vary widely, with Supported Internships available for students with more complex needs. Institutions, in discussion with the student will need to assess what type of work experience and work related activity is most suitable for them given their career aspirations.

Work Experience 2 Study Programmes for students who do not take a substantial qualification would be expected to include substantial work experience and maths and English. In these programmes, which are of equal merit to those Study Programmes built around qualifications, English, maths and work experience should form the majority of the programme time together with non-accredited employment-related activity. For some students a significantly high percentage of work experience may be appropriate.

Work Experience 3. This activity must be planned, timetabled, organised and/or supervised by the institution. Alongside their studies, many students will also look for work experience opportunities independently, or take part time jobs. In such cases this independent work experience or part time work would not be funded as part of the Study Programmes

Volunteering Other activity, such as the Duke of Edinburgh Award, that might lead to an award rather than a formal qualification and as a result is not listed on s96 will not count towards qualification hours, but can count towards non-qualification hours

Programme duration 600 hours

GLH 2007 – 2008 Level 1 41% < 100 hours Level 232%< 100 hours

part time bands student statushours required full time540+ band band band band 1up to 280

Case studies 1 Soraya 4 GCSEs Level 3 BTEC Children’s Care Learning and Development GCSE Maths

Case studies 2 Sharnie level 1 award Maths D English D City and Guilds Diploma in Professional Cookery level 2 Diploma in Professional Food and Beverage Service level 2 GCSE Maths GCSE English

Case studies 3 Adam No qualifications Short taster vocational courses X

School Jeff 10 GCSE A* - C Year 1 4 AS Year 2 3 A levels Continued study Maths and English

Canterbury College Level 1 Carpentry & Joinery Vocational Element – Level 1 Diploma with work experience At least one qualification / does not limit progression. Functional Skills EnglishBased on initial assessment. Stepping stone to GCSE. Required for funding. Functional Skills MathsBased on initial assessment. Stepping stone to GCSE. Required for funding. Personal and Social Development/ Work Experience Meaningful work experience and enrichment to develop employability skills.

Level 2 Engineering Vocational element – Level 2 Diploma At least one qualification of substantial size / should not solely focus on one occupational area. Offers Good progression. English (Functional / GCSE)Based on initial assessment Maths (Functional / GCSE)Based on initial assessment Tutorial programme Including high quality work experience. Canterbury College

Professional Chef at Level 3 Vocational element – Level 3 Diploma English/ Maths Work Experience/ Employability Canterbury College

DfE action to support introduction DfE funding reform Reformed 16 – 18 performance tables New inspection framework Robust minimum standards A more dynamic education market

Destination Measure Why do you believe that the destination measures will be sufficient to hold schools to account? The measures will be published as part of Performance Tables. It will then be for the 'market' or local communities, parents and prospective students to hold schools to account through their choices (and if the local or national press pick it up and run 'league' tables as they do for attainment information) Will inspectors see the destination measures alongside other data when inspecting a provider? Yes, inspectors have all published information available to them. Both the new Schools Framework and the Common Inspection Framework ask inspectors to consider the progression and destinations of students