1. 14-19 Centre Research Study Impact of 14-19 Educational Reforms in Schools and Colleges in England This project was funded by QCDA

2. Labour government’s 14-19 reform programme

3. CReSt 14-19: a multiple Case Study 2009-2010 1,000,000 words of data

4. CReSt 14-19: a multiple Case Study Centres as cases Sampling cases Sampling cases during the period of the research 2009-10 Longitudinal research Project advisor Annual Conference Data collection Centre visits Interviews, focus groups, documentary evidence Online questionnaires Ethical Considerations Data analysis Reporting

5. DESCRIPTION OF CENTRES VISITED 2009-10 11-16 SCHOOL5 11-19 SCHOOL1 13-19 SCHOOL1 16-19 SIXTH FORM COLLEGE3 ACADEMY1 FURTHER EDUCATION COLLEGE2 INDEPENDENT1 SPECIAL EDUCATION CENTRES3 SPECIALIST COLLEGE1 Total18 LOCATION OF CENTRES VISITED 2009-10 NORTH7 CENTRAL2 SOUTH9 Total18 URBAN/CITY6 SUBURBAN/SMALL TOWN6 RURAL6 Total18

6. First level codes

7. Implementing the 14-19 reforms a view from schools and colleges

8. Rolling out the reforms – the top-down model Parliament Civil service Local authorities Schools & colleges

9. What happens in practice – the bottom-up model Interpretation

10. Policy tests What do our students need? What do our stakeholders and community need? Best interest How long is this policy likely to last? Will this policy have continued political support? Longevity Is there an attractive funding stream associated? Can we continue to fund this? How will this affect the shape and capacity of the organisation? Sustainability

11. Policy tests Can this be done locally? Do other policies complement or conflict with this? (locally or nationally) Coherence Is this similar to previous policies? Is it better than previous policies? Doppelganger Are we required to do this by law? Are we obliged to do this by regulators? Is a powerful stakeholder (eg LEA) pressing for this? Compliance

12. The 14-19 Reforms - The policy intent Policy coherence/Reform The Diploma Perceptions Curriculum demands, retention and resources Policy, uncertainty and funding issues Functional skills Barriers to success Raising the participation age Alternative qualifications - BTECs

13. The student experience and their views on the reforms

14. Student voice and participation There is no group whose view is more important in terms of 14-19 reform than the young people themselves, that is why it s critical that the student voice is heard, at both local and national level... To make sure the student voice can be heard more than before we are strengthening the requirement for consortia to demonstrate their interaction with young people... (DCSF, 2009, pg 12, paras 38-39 CReSt – including student perspectives: 45 focus groups (Y11, Y13, disengaged and Y10 and/or 12 where applicable) questionnaires

15. Methodological stance re: young people (i) To seek data in relation to the specific reform on inclusion of the student voice (ii) To consult with students about their educational experience (iii) To specifically consult with young people about their views on the 14-19 reforms

16. Curriculum and assessment: changes and pressures achieving good grades was one of the most important aspects of their education Examinations, qualifications, and access to a range of these Young people and their education – what is important: Influence on learning, modular structures, range of qualifications, currency, fairness, ‘balanced individuals' Qualifications and examinations – views and perceptions: Areas of pressure - dominance of assessment in their lives vs need for qualifications optimising opportunities, relationships with teachers, examinations changing in situ Assessment: pressures, relationships and changes

17. Views on 14-19 Reforms Raising of the Particiaption Age ‘not for everyone’ not law but individual choice GCSES/A levels A* at A2: more pressure, what is its worth? Exams being too easy – unfair and unfounded? Coursework – a fairness issue Starting GCSEs too early? Diplomas/BTECs Broad range of qualifications welcome Diplomas – harder than excepted, what is it worth? BTECs - very popular ‘a different way of doing things’ Reforms in General Amount of reforms, speed of reforms, qualification proliferation Exams here to stay – fairness, external, useful Funding cuts – university places and jobs 14-19 Reforms