‘Putting the Learner First’ Hertfordshire Area Inspection OVERVIEW AND KEY ISSUES John Harris - Director – CSF OVERVIEW AND SCRUTINY COMMITTEE December 13 th 2005

Overview Background National Policy Context Progress in Hertfordshire Action for Improvement Timetable for Action Points for Reflection

Background education and training: schools, colleges, WBL Key Objectives  improved stay-on rate in education and training  improved levels of achievement  better match between learning and wider needs of the economy Shared responsibilities: HCC, Learning and Skills Council, and Connexions Service Inspection assesses effectiveness of provision and impact of local strategy Strategy for Hertfordshire: ‘Putting the Learner First’

National Policy Context Three national key drivers to guide us: " The aim of this model is to put learners in the driving seat, able to make informed choices between institutions and about whether to take advantage of another provider's offer. This depends on each institution actively contributing to making the local offer available to all young people and working towards their success at age 19, and on effective facilitation by the LSC and the local authority." (Paragraphs to 11.36) 1.The White paper A curriculum framework

National Policy Context Three national key drivers to guide us: Every child to have the support they need to:  Be healthy  Stay safe  Enjoy and achieve  Make a positive contribution  Achieve economic well-being 1.The White paper Every Child Matters

National Policy Context Three national key drivers to guide us: 1.The White paper Every Child Matters 3.The 5 Year Strategy "14-19 year olds - too many drift, become disenchanted with school or get in to trouble and drop out at 16. Vocational learning is still seen as second best and pupils leave work insufficiently prepared for the word of work."

Progress in Hertfordshire Key Strengths - Strategic Area Review  High levels of participation in learning.  Low levels of NEET.  High progression rate to HE.  Good performance at GCSE.  Good range of Level 3 provision.  Good range and access to provision.  Some high achieving schools at Level 3.

Progress in Hertfordshire  Bold and coherent strategies for  Good strategies to promote collaboration.  Evidence that collaboration has a positive impact.  Very good LEA/schools relationships and communication.  High levels of participation in post-16 learning.  High levels of attainment in some schools. Key Strengths - Area Wide Inspection

Progress in Hertfordshire Key Strengths - Area Wide Inspection  SEN well provided for in mainstream schools.  LSC/CSF working well together.  IAG particularly effective where groups of schools and the local college are collaborating.  Improved success rates within the FE sector.  CSF challenges schools through the Hertfordshire Learning Partnership.

Progress in Hertfordshire Weaknesses - Strategic Area Review  Limited level 2 provision post-16.  Achievement at 18 not as good as it should be.  Limited vocational provision in schools.  Collaborative working is not universal.  Post-16 curriculum in some areas and schools is narrow and limited.

Key Weaknesses - Area Wide Inspection  Lack of clear agreement about urgency and timescales.  Limited shared understanding of the Strategy.  Variation in achievement at KS4 and post-16.  Pass rates in FE at Level 3 for year olds.  Quality of teaching in FE for year olds.  Success rates in work based learning. Progress in Hertfordshire

Key Weaknesses - Area Wide Inspection  Significant recruitment and retention difficulties.  IAG provision not secure in a significant minority of schools and colleges.  Insufficient access to vocational and alternative provision at KS4.  In some areas there is a lack of clear leadership to plan for  Value for money post 16 is unsatisfactory. Progress in Hertfordshire

Action for Improvement  Agreeing a curriculum to which all young people across Hertfordshire are entitled.  Commissioning seven planning areas to organise provision so that this entitlement is made available.  Providing a framework, toolkit and leadership to support the work of each planning area.  Securing impartial advice and guidance, so that young people are encouraged to participate.  Post – Inspection Action Plan Implementation of ‘Putting the Learner First’

Timetable for Action November 2005 Publication of the planning toolkit. November 2005Workshops to support area planning. Groups begin planning for September 06. December 2005Post-Inspection Action Plan March 2006Draft area plans submitted to CSF/LSC. May 2006Area plans agreed and signed off. September 2006Implementation of area plans - first phase. March 2007First review of the progress made in implementing area plans. May 2007Update area plans based on review. September 2007Implementation of area plans - second phase.

Points of Reflection Robust programme of development in place to implement strategy Improving picture in terms of performance by colleges Recent changes in school improvement strategy not reflected in outcomes by the time of the inspection – but evidence of impact in 2005 results Too great a focus on collaboration? Development and implementation of strategy too slow? Political will for transformational change?