1. Study Programmes: Modelling & Operation Project

2. Aim
To support strategic leaders and those involved in governance in developing good quality personalised study programmes that offer all learners the opportunity to successfully progress to;
skilled employment
apprenticeships
higher level study
Ofsted survey into the early implementation of 16 – 19 study programmes – Oct 2014
“While many independent learning providers have made good use of the flexibility of the study programmes in offering individual programmes for learners at or below level 1, too few learners without level 2 qualifications at age 16 progress to programmes at level 2 quickly enough”

3. Commissioned and funded by the Education and Training Foundation
Managed by AELP
In partnership with the 157 Group & UCL Institute of Education
Overseen by an Expert Panel of key stakeholders and providers from across the sector
Supported by two sub-groups
Ofsted survey into the early implementation of 16 – 19 study programmes – Oct 2014
“FE and skills providers should
identify the senior leader who is accountable for the full implementation of the requirements of the 16 to 19 study programmes
carry out a full review of their 16 to 19 provision and make any necessary changes to ensure that it meets the full requirements and principles of the 16 to 19 study programmes
ensure that senior leaders are held to account by those responsible for governance for fully meeting the requirements of the 16 to 19 study programmes”

4. Study programmes 12 feasibility studies Explored issues such as
provision of maths & English
access to work experience
new demands on management structures, IT systems and staff development
strategies for developing truly personalised programmes
ways to build on prior attainment and individual aspirations and career goals
Ofsted survey into the early implementation of 16 – 19 study programmes – Oct 2014
“Too many of the providers have not changed their provision sufficiently or quickly enough. Too many learners did not progress to a higher level of study from their prior attainment to meet their educational and career aspirations.”

5. Lessons learnt from the Feasibility Studies
Planning needs to start early, at a strategic level
Whole institutional strategies need to be in place before departmental or team planning
Staff development should focus on the holistic nature of POS
Use the flexibility of POS to enhance the use of diagnostics in developing individual learning programmes
Use technology and web access to enhance and track learning
POS add impetus to regional solutions. Area-wide strategies can be developed for minority subjects, work experience, access to high grade equipment

6. Lessons learnt from the Feasibility Studies
Restructure academic staffing: give status to a programme co-ordinator role with a student caseload
Develop new reporting structures and tighter tracking systems to support students
Enhance tutorial support to map the learner journey
Use technology to improve information sharing
Web-based management information and timetabling systems should also be utilised
There are good web-based advice and guidance systems which can be supported by light touch supervision in learning centres. Prevent sessions too can draw on centralised resources.

7. Lessons learnt from the Feasibility Studies
English and mathematics - establish a balance of centralised and discreet provision
Embedding in context is viewed as best
Where E&M are centralised, the coordinator’s role is vital, to emphasise the holistic nature of the programme
POS require enhanced support for learning strategies and behavioural issues
More opportunities can be created for blended & flipped learning
The need for enhanced support for learning strategies and behavioural issues may have implications for the creation of more and improved learning centres

8. E-Guide
Designed to provide clear, up-to-date guidance to leaders and those responsible for governance
Set appropriate vision and strategic direction
Enable providers to deliver high quality, personalised Study Programmes that offer real progression into employment, Apprenticeships or further study

9. E-Guide Developed with input from a group of experienced practitioners
Draws on guidance from DfE, Ofsted and previous support materials
Features provider practice taken from the feasibility studies that modelled solutions to common challenges in delivering study programmes
Includes questions from a new Self Assessment Tool to enable providers to begin to evaluate provision
Topics that the feasibility studies explored included, effective utilisation of staff, supporting learners with social and emotional needs, British Values & Prevent, reporting & recording on MIS, timetabling to support personalised programmes, role of SP co-ordinators, tutorial support, Maths & English

10. E-Guide
4 sections
Components of a study programme
Supporting learners
Curriculum planning
Provider performance – accountability & performance monitoring
Easy to access information using a Navigation Panel
Links to further sources of information & policy documents
Good practice tips (strategic & operational)
Components of a study programme section includes - Qual and non- qual. activities, English and maths (clarification around conditions of funding for E&M), delivery models, improving work related learning.
Supporting learners – CEIAG, induction and initial assessment, personal development, behaviour & welfare, Prevent Duty
Curriculum Planning – staff capacity, partnership working, timetabling
Provider performance – accountability, inspection, Quality Achievement Rates, internal monitoring, reporting, data

11. Self-Assessment Tool
Most effective if completed as a team activity at 2 levels
Operational & curriculum management teams
Those responsible for governance & leadership
Operational teams should include those managing sub-contracted provision, together they should identify their perception of the strengths and issues of current practice (with evidence to support their judgements)
The completed tool should then be passed to those responsible for governance and leadership so that they can discuss the operational feedback, identify areas for improvement and actions to be taken and later revisit the tool to review progress implementing the actions and the impact on organisational performance.

12. Self assessment tool
Tool is organised into the same 4 sections as the guide
Two steps
Evaluation of practice - RAG rating against the statement
Improving practice
Links - the resources are available on the AELP website:
Study Programme Modelling and Operation Self-Assessment Tool
Study Programme Guide
Sections
Components of study programmes
Supporting learners
Planning the curriculum
Provider performance