1 Hertfordshire Annual Foundation Learning Conference Wednesday 6 April 2011

2 Conference objectives For participants to:  find out more about the latest developments regarding Foundation Learning  consider curriculum development and share local practice  discuss what needs to need to be in place to secure successful progression and achievement for learners from KS4 to post-16  gather resources and information about the support available as individuals, organisations, consortia and Strategic Area Partnership Groups  network with colleagues from all sectors who working on individualised programmes for Foundation Learning

3 A view from the bridge Sue Owen-Evans

4 The Foundation Learning curriculum framework Vocational/ subject based learning Functional skills Personal and social development learning Initial engagement Information, advice and guidance Adapted from QDCA Provider Delivery Guidance August 2009 Level 2 learning Apprentice- ships Employment/ supported employment Independent living

5 The core principles that underpin Foundation Learning Coherence Personalisation Progression Recognition of achievement

6 Discussion activity  Briefly introduce yourselves on your table  In one sentence capture why you are interested in/ believe in Foundation Learning

7 Foundation Learning and the current political context Freedom White Paper November 2010 Education Bill January 2011 Wolf review of vocational education 3 March 2011 Green Paper SEN and disability 9 March 2011 Consultation on revisions to inspection framework 22 March Fairness Responsibility

88 The Importance of Teaching: White Paper 2010 Key Messages Greater autonomy to innovate Raising standards set by the curriculum – reinstate the basics and implement English Baccalaureate Raising of participation age to 18 by 2015 Sharper accountability - new ‘transparent’ performance measures, to include comparative data Expansion of apprenticeships together with wider access Review of vocational education – clear focus on quality, engagement and progression

9 Scope of the review ‘ To consider how we can improve vocational education for year olds and thereby promote successful progression into the labour market and into higher level education and training.’ The Wolf Report pge 19 P.S. Professor Wolf asked to make practical recommendations ‘to help inform future policy direction, taking into account current financial constraints.’

10 Foundation Learning and the changing face of the labour market Vanishing youth labour market High returns to education and specific qualifications Almost universal aspiration for HE progression High returns to employment experience and apprenticeship Rapid economic change requiring adaptive skills

11 Wolf Report: 27 Recommendations….. 4 accepted…direction of travel still to be decided Recommendations of interest to Foundation Learning include:  At Key Stage 4 schools should be free to offer any qualification they wish from a regulated awarding body.  Emphasis on core learning, especially English and maths for learners. Suggestion vocational learning limited to 20%. End to ‘false’ equivalencies with restrictions on what can be included in performance measures.  Colleges can enrol learners age 14. FE staff should be able to work in schools.  Greater vocational specialism for learners but still an emphasis on a broad curriculum. Post 16 students without English and maths GCSE should still study for them (or alternatives). Greater emphasis on work experience as part of post-16 offer. Funding to follow the learner.  Review of Foundation Learning /policies for lowest attaining quintile of learners pre 16. E

12 Wolf Report: Recommendations that have been accepted Four recommendations accepted immediately: 1. To allow qualified further education lecturers to teach in school classrooms on the same basis as qualified school teachers 2. To clarify the rules on allowing industry professionals to teach in schools 3. To allow any vocational qualification offered by a regulated awarding body to be taken by 14-to19-year- olds 4. To allow established high-quality vocational qualifications that have not been accredited to be offered in schools and colleges in September 2011

13 Foundation Learning and the SEN Green paper  Strong emphasis on preparing for adulthood: access to better quality vocational and work –related learning options to enable young people to progress in their learning post-16  Increased opportunities and support to get and keep a job, to include high quality work experience  Indicator to be introduced in performance tables which gives parents clear information on the progress of the lowest attaining pupils

14 What does all this mean for me and my organisation?

15 Inspection 2012 – consultation on new proposals A broad, balanced and relevant curriculum is a key factor in raising attainment, improving behaviour and attendance and promoting personal development. In schools where the curriculum caters well for the individual needs, abilities and interests of the pupils, there are increased motivation and better outcomes. We propose to include the quality of the curriculum as an important consideration in judging leadership and management. Inspection 2012 Page 13, Paragraph 31

16 Hold firm to the core principles of Foundation Learning Coherence Personalisation Progression Recognition of achievement

17 A personal gaze into the crystal ball for Foundation Learning  Increased focus on attainment of English and mathematics GCSE- varied pedagogy, practical application, recovery and/or consolidation through intensive learning  Broad vocational ‘taster’ learning pre-16, greater emphasis on developing flexible employability skills  Creative harnessing of post-16 vocational expertise into school sector- mixed economy model  Development of Foundation Learning as a pre-apprenticeship model  Strong emphasis on planning for progression, meeting local labour market needs and engagement with employers.

18 Discussion activity  What messages will you take from this input to support you in your work?  How can you harness the core principles to drive the implementation of Foundation Learning across your organisation?

19 Links to key reports  A review of Vocational Education: The Wolf Report  Support and aspiration: A new approach to special educational needs and disability  Ofsted consultation on changes to inspection  The forgotten half: report by DEMOS  Evaluation of the Functional Skills Pilot: commissioned by QCDA

20 Session Three Foundation Learning in Practice

21 Harnessing flexibilities within the Foundation Learning curriculum framework Vocational/ subject based learning Functional skills Personal and social development learning Initial engagement Information, advice and guidance Adapted from QDCA Provider Delivery Guidance August 2009 Level 2 learning Apprentice- ships Employment/ supported employment Independent living

22 Foundation Learning at Key Stage 4 EnglishMathsHumanitySciences OptionsP PSHECitzREPE Model 1 Lang Functional SkillsVocational / SubjectPSD Model 2

23 Implementing FL within the mainstream curriculum Personal and social development 3 x Functional Skills Vocational/ subject learning PSHE PLTS Citizenship PE RE E3 and L1 part of option system All learners, cross curricular One approach adopted by a group of Manchester schools

24 Implementing FL within an extended Key Stage 4 Year 9Year 10Year 11  Underpinning Functional Skills  Vocational /Subject ‘Tasters’ with evidence of achievement  PSD Units  Functional Skills(at appropriate levels)  Vocational/ Subject qualification (award(s)/ certificate size)  PSD qualification  Functional Skills mop –up  Vocational /Subject qualification continued (diploma size/or new qualification)  Employability qual (supported by work experience/ placement) Aspects delivered as part of the KS4 Curriculum supported by some discrete delivery via option system

25 Meeting the needs of different groups of learners Personal and social development 3 x Functional Skills Vocational/ subject learning Motivating disengaged learners

26 Meeting the needs of different groups of learners Personal and social development 3 x Functional Skills Vocational/ subject learning Overcoming barriers to learning

27 Approaches to delivery Individual Provider Holistic in-house delivery Lead Provider Some or all aspects sub-contracted Partnership Delivery Complementary approaches and programmes; shared offer

28 Reflecting on your practice In groups discuss where you are currently concerning the implementation of Foundation Learning. You might like to consider:  What you are trying to achieve i.e. your goal  The progress you have made towards achieving that goal  Strategies/ approaches you have deployed that have been successful  The next steps that need to be taken

29 Session Four Securing effective transition and progression for Foundation Learners

30 Aims  To share and explore ways of developing coherent Foundation Learning progression pathways from and beyond  To explore ways of achieving ‘smooth’ transitions for individuals from pre- to post-16 vocational education  To identify possible barriers to achieving coherence and consider ways of overcoming these

31 Gathering a shared understanding of terminology What do you understand by: Coherent progression pathways? Smooth transitions? Consider the terms as you might apply them to your own Foundation Learners.

32  Performance management indicators reward schools for directing learners towards low-level vocational qualifications not recognised by employers or accepted by colleges as a basis for progression  Achievement of vocational qualifications at school can actually block progression to college courses  Learners leave KS4 without the basic English and maths skills needed to achieve at college and go on to successful employment  Learners are specialising too early and being ‘tracked’ into specific routes which they may not want to pursue  Learners are given poor information about the true value of the qualifications they are being offered  As many as 20% of KS4 leavers are not able to access Level 2 college courses Some of the national progression issues identified by Wolf

33 Group activity  In pairs consider some of the challenges that Foundation Learners are currently experiencing in relation to the topic you have been given.  List these challenges down on the left hand side of the flip chart paper you have been given.  Then on the right hand side against each of the challenges you have raised capture activities and processes that would help to move this aspect forward and make a real difference to the learners.

34 Key considerations  Ensuring your curriculum meets the needs and destinations of your learners  Pivotal role played by CEIAG  Significance of early dialogue between schools and post- 16 providers to map: - interface between pre-16 offer and post-16 progression opportunities - entrance requirements on to specific post-16 courses, including levels of literacy and numeracy  Harnessing local labour market data and engaging with employers  Developing Foundation Learning as a pre-apprenticeship programme

35 Session Five How are we making this work together? The local context

36 Session Six Next steps

37 Useful established resources LSIS support programme website: includes guidance, case studies and information on other support activities such as events and consultancy support DfE have updated their website and the link to Foundation Learning is here - ng ng YPLA website: list of key documents to download via the publications tab QCDA website: includes the FL qualifications catalogue and a practically oriented fact sheet for providers:

38 Less well known…but useful resources Careers Box Leeds City Council Interactive Foundation Learning Toolkit LEACAN Network Case Studies Greater Manchester Challenge

39 As a result of attending this conference what will be your next steps?