Increased Flexibility programmes in partnership with Land-Based Colleges

History Why so important? –Labour Market Challenges –Educational Duty School Visits –Predominantly primary –Relatively small numbers –Specialist programmes (e.g. Maths workshop) –Norfolk Farm Education Link

History Curriculum Box scheme 6 th Form Student Day “Spring Fling” Norfolk Show-Schools Trail Easton Developments –Funded by Clan Trust and Chadacre Agricultural Trust –Schools Liaison Officer –Schools Barn

14-16 Increased Flexibility (1) Started in October 2002 Delivered through the “Greater Norwich Partnership” EC,CCN now 35 schools 280 participants over the two current cohorts Last year 95% of leavers went on to further courses, training or employment 35% progressed to courses at Easton

14-16 Increased Flexibility (2) LSC Funding used for: –Contribution to cost of delivering courses –Contribution to cost of teaching materials and protective clothing –Contribution to transport costs Arrangements –All students complete application forms, visit college and have brief interviews –College staff attend year 9 option events

14-16 Increased Flexibility (3) Arrangements (continued) –Students retained on school role throughout –School retains duty of care –Schools arrange transport to college and college reimburses cost. Qualifications –Level 1: Land Based Industries, Sport & Leisure, Public Services, Land Based vehicle maintenance, Floristry

Increased Flexibility (4) Qualifications: Level 2 –Edexcel 1 st Cert: –Countryside & Environment –Animal Care –Public Services –Sport Attendance One day per week for Year Sept-late May. 252 hours

Increased Flexibility (5) Taught within college by college staff- not a separate schools unit. Students are treated as part of college when on college site Programme consists of practical work and portfolio building College staff training programme

Positives IFP has been an effective replacement for school farms and rural study programmes Offering a unique experience to students Assisting recruitment to rural industries Offers level of industry relevant teaching and facilities not available in schools Many students not successful school performers and this has given them a new chance

Hurdles No increase in funding to reflect large volume increases Transport costs and complexity No security of funding Achieving ownership of the IFP by college staff Coping with demand Geographical challenges Health and safety

Key lessons Integrate delivery so that it becomes core college work Provide staff development Interview prospective students Most successful where the school offers work related learning to all students Deliver as equal partners and be clear about who does what College learning environment

Challenges for the future Coping with further growth Geographical access –Holkham Hall/Alderman Peel Wells Use of ILT approaches Partnership delivery