The Foundation Learning Tier an overview

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The Foundation Learning Tier - an overview

• Leicestershire Foundation Learning Tier event
• 24 June 2009
• Bill Leivers - VESA

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14-19 Reforms the four Suites of Learning

• The Diploma (estimated eventually 40 of cohort)
• Revised GCSEs and A levels
• Apprenticeships (estimated eventually 20 of
  cohort)
• and now!
• The Foundation Learning Tier

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FLT the basics

• Four Progression Pathways designed to meet the
  needs of each individual
• - PP to Foundation Diploma/GCSEs or other
  appropriate destinations (aka 14-16 PP!)
• - PP to Supported Employment or Independent
  Living (post-16)
• - PP to First Full Level 2 (post-16)
• - PP to Skilled Work or Apprenticeship (post-16)
• Personalised, flexible, credit based
• Enables learners to take a series of small steps
  where appropriate and bank credit.

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FLT the basics

• Students have Individual Learner Records
  accessible through Individual Learner Numbers
  (MIAP system as per Diplomas!)
• FLT requirements include the need for
• - effective initial assessment
• - individualised programmes illustrated and
  monitored through ILPs
• - effective student support and careful
  monitoring of progress and achievement

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FLT the basics

• Accommodates spiky profiles and achievement of
  credit based quals. at Level 1 and below
• All quals. must be on the QCF and the progression
  Pathway catalogue (latest example available)
• QCF will replace the NQF and all quals are being
  spring cleaned and creditised by Awarding
  Bodies and QCA and placed on the QCF

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FLT the basics

• Most schools/colleges delivering FLT programme
  over 1.5 to 2 days per week alongside core GCSEs
  similar to diploma model
• Students will achieve a package of credit based
  quals., with no requirement for a wrapper but
  we have other ideas!
• In pilot phase so far, most students are at risk
  of disengaging and are based in Inclusion Hubs

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FLT the basics

• However huge potential for mainstream delivery
  of FLT to much wider group of learners more
  about this later!

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Three Strands (in all pathways)

• Functional Skills English, Maths, ICT
• Personal Social Development (PLTS)
• Subject and Vocational Learning

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Latest news!

• 4 separate Progression Pathways being replaced by
  a single PP which will provide more flexibility
  and frameworks tailored to individual needs and
  aspirations.
• (Copies of QCA/LSC Foundation Learning Tier
  Interim Guidance provided)

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Latest news!

• Merging of FLT and Key Stage 4 Engagement
  projects. Non-FLT KS4 EP schools required to take
  steps to move to an FLT framework in 09/10 (not
  big bang however!)
• Name change (welcome!) FLT will stay, generic
  title for PPs being devised

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Latest news!

• Moves to enhance the profile of FLT along side
  other 14-19 suites of learning.
• Promotion to Premier League!

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Moving to a single pathway (QCA diagrams)
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Progression and destinations
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Part 3

• Overview of the current pilot, highlighting best
  practice

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So what is happening at the moment?

• Leicestershire and Leicester City submitted bids
  for involvement in the 2008 2010 14-16 PP pilot
  and were successful, along with 13 other Local
  Authorities
• The two projects account for one third of the
  number of students involved nationally (national
  total 600)
• Both projects are regarded as beacon projects
  by QCA

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The Leicestershire/Leicester 14-16 PP Pilot -
details

• Managed by QCA
• 9 County (160 students) schools and 7 City (80
  students) and involved
• County schools
• Guthlaxton, Countesthorpe, King Edward V11
  Melton Mowbray, Burleigh, Lutterworth, John
  Cleveland, Bosworth, Maplewell Hall, William
  Bradford

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Progress so far? (local perspective, but
reflects national picture)

• Generally, very positive progress
• Student engagement very strong
• 9 out of 16 schools are using NOCN Stepup for all
  or part of Voc. and PSD aspects of the
  Progression Pathway
• Others using Cert. sized quals such as ABC L1
  Certs.
• Students largely very positive about their
  programmes

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Issues?

• Number and range of quals. on the QCF is limited
  (especially at E Level) Some Awarding Bodies
  slower than others in developing FLT friendly
  quals.
• However, QCF likely to be much more
  comprehensive in Sept. 09
• Limited support (so far) for the delivery of
  Entry and L1 Functional Skills
• Local cpd has helped
• ILPs underdeveloped
• However, it is a 2 year pilot!
• Schools already considering these issues
• for next year

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The William Bradford experience

• Part of the pilot project, 2008 2010
• Working with 20 Yr 10s in Inclusion Hub
• Use of NOCN Stepup as basis of FLT Progression
  Pathway programe
• Beginning with PSD element
• Many of students on track to achieve full Stepup
  diploma well above min. requirement for FLT!

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• Curriculum development in this area cites the
  emphasis on a structured yet flexible and
  personalised approach to planning and delivery
• Adopting a different model of delivery for the
  two learner cohorts involved in the test and
  trial has been significant
• Within Year 10, a group of 20 learners, many who
  have statements of special educational need have
  begun a programme where the emphasis centres
  heavily around personal and social development
  and group working.
• Within Year 11, an alternative model has been
  adopted to meet the needs of around 18 learners
  involved within the Inclusion Centre, many of
  whom had disengaged from the curriculum and
  were likely to become part of the NEET group -
  not in employment, education or training
• Not in employment, education or training

Every Child Person matters
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Every Child Person matters
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• Reduced exclusions by 29.5
• No permanent exclusions compared to 6 last year
• 85 of students have progressed from FLT to BTEC
  level 2 course
• 95 of students have applied for post 16 college
  courses
• Increased positive attitude to learning and
  education
• Increased attendance
• Inclusion team fully supportive of curriculum
• Inclusion team extremly keen to progress the
  curriculum

ANTICIPATED IMPACT Increased CVA for low
achieving boys
Increased GCSE 5 to C
Reduced NEET
Greater transfer
to post 16
Every Child Person matters
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• Current year 9 10 students are fully engaged
  within FLT and are already accessing level 2
  courses
• Students are more positively engaged within
  social, emotional aspects of learning with staff,
  parents, carers and each other
• Behaviour around the college corridors and
  generally has been noted as Calm and orderly by
  Ofsted

ANTICIPATED IMPACT Greater self esteem
Increased
aspirations
Positive relationships
Greater outlook for the
future
Develop and believe in a learning culture

Every Child Person matters
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Wider issues being addressed

• FLT fit with Foundation Diplomas?
• Need to work with post-16 institutions to ensure
  understanding and smooth progression to post-16
• Need to work with applied learning providers (FE,
  Work Based Learning Providers) to make the
  transition from NQF to QCF quals providing what
  students/schools want!

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Part 5

• Coming on board

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Coming on board?

• QCA desire to expand the project in Sept 2009 as
  a stepping stone in phased implementation
  between 2010 and 2012 and full rollout in 2013
• Existing schools can include next years Yr 10
  cohort.
• New schools can join. Already Longslade have
  agreed. County and City 14-19 Partnerships are
  fully supporting expansion

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Coming on board?

• Imperative to move beyond inclusion hubs
• Huge potential for developing an engaging
  curriculum for those students for whom a full
  GCSE programme is not appropriate
• DCSF estimate that 200,000 students should be
  on FLT programmes

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Incentives?

• Helping to shape the FLT this is a genuine
  pilot!
• Providing a much needed curriculum framework as
  soon as possible
• CVA benefits minimum FLT programme can generate
  50 of L1 threshold (not including core GCSEs).
  Larger programme can generate up to 170 of L1
  threshold (Including core GCSEs) Paper provided
  to illustrate

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Funding and support available

• Funding project management costs and supply
  cover and expenses for meetings, cpd etc
  provided. No funding for actual provision (KS4 EP
  funding available?)
• Reporting termly, to QCA, by Bill Minimum data
  burden on schools
• Excellent support, monitoring and evaluation
  through LSIS (LSN)

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Funding and support available

• County/City consortia operate as one for meetings
  and cpd sharing best practice etc.
• Bill and VESA provide consortium support through
  half termly meetings and LSN/LSIS supported cpd
  events
• Individual school support available through Bill
  and LSN/LSIS consultants
• LA links and support though Cath Powell and Chris
  Connearn

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Timescale

• Schools/colleges may join the pilot from Sept
  2009
• In view of short timescale, will need to move
  quickly to ensure all aspects in place
  (Readiness Tool/Action Plan available)
• For some, Sept. 2010 start will be more realistic