The Diploma Gateway

1
The Diploma Gateway
School Improvement Service in Partnership with
Lincolnshire County Council
Briefing for partnerships

• Next steps

echapman_at_cfbt.com randerson_at_cfbt.com
14-19 Partnership Co-ordinators sczabaniuk_at_cfbt.co
m - Lincoln, Grantham and Gainsborough shutson_at_cf
bt.com - Boston and Lincs East whamilton_at_cfbt.com
- S Holland and Wolds sbettle_at_cfbt.com -
Sleaford and Bourne, Stamford and Deepings
2
Aims of the session

• Clarify the reform programme
• Develop understanding of the gateway process
• Inform strategic collaboration ad discuss how
  this needs to to be reflected in operational
  delivery

3
Outline of the Session

• 9.30 Introduction to the gateway
• 10.10 Round 1 lessons learned
• Timeline for preparing the bid
• 10.20 Addressing workforce / facilities
• 11.00 Coffee
• 11.15 Addressing IAG Employer engagement
  Collaboration
• 12.20 Summary / Evaluation

4
11-19 Reform

• KS3 review
• 14-19 new entitlement - changes begin 2008,
  statutory from 2013
• Post 14 qualification changes
• Apprenticeships
• A level reform challenge brightest, (AEA,
  extended projects) reduction from 6 to 4 units
• Introduction of functional skills
• Foundation learning tier (FLT)
• Area prospectus / September guarantee -
  September 2007

Personalisation
5
New National Entitlement 2013
14-16
Statutory key stage 4 curriculum
All 14 Specialised Diplomas
The Arts DT MFL Humanities
AND
16-19
All 14 Specialised Diplomas
Functional skills to level 2
6
Local Planning for delivery
Local strategic planning for delivery
14-19 Partnerships
Diploma line strategic planning groups
Diploma line operational planning groups who,
what, where, when, how
7
Components of diploma
Principal Learning Specific to each diploma
approx 50 of time should be applied learning
(application in work or work related contexts)
Generic learning Functional skills En / MA / ICT
assessed as discrete units Personal, learning and
thinking skills embedded in principal
learning Project assessed discretely Work
experience Planning and Review
In 2008 these will be drawn from existing
qualifications
Additional / specialist Learning Additional GCSE
/ A level /other academic qualifications Sector
specific qualifications
8
Why have a Gateway ?

• The DfES states that it is to ensure
• Delivery of innovative qualifications to a high
  standard from the start
• Provide support for even the best consortia given
  the scale of challenge
• Collaborative structures are built in to local
  delivery
• Links between high quality provision and a good
  local offer

9
Key messages

• Success will be dependent on partnerships
  demonstrating they have rigorous and compelling
  plans to prepare for delivery of the diplomas
• DfES expect providers to deliver Diplomas as part
  of a collaborative local partnership, rather than
  acting in isolation
• Each partnership submits proposal to LA
• LA likely to have to make judgment on bid prior
  to forwarding to DfES (ie determine strengths and
  rationale)
• Submission to Eileen Chapman (email
  echapman_at_cfbt.com) BY 29th OCTOBER 2007

10
Essential features

• Need to demonstrate clear understanding of each
  diploma line to be offered
• Asked to provide a lead contact for the gateway
  process for single channel of communication (this
  does not mean a lead institution)
• Can concentrate on particular Diplomas do not
  have to deliver all 5 new lines (or all 5 from
  round 1)
• Keen to see partnerships offer all 3 levels at
  the same time, but not absolute requirement.
  Expect progression routes to be in place by the
  time young people complete their diplomas

11
What will you need to provide?

• The bids will have 3 parts
• Partnership information form
• Generic summary your partnerships 14-19
  strategy how your partnership is planning to
  meet the entitlement by 2013 partnership
  strategies for workforce development, employer
  engagement, IAG, facilities
• Details for delivery of each specific diploma
• We are surmising that they will still require
• A full self assessment for each area for each
  diploma line, rating green, amber/green,
  amber/red or red and explaining
• Where you are now
• What you need to do by September 2009
• How you are going to bridge the gap

12
Ratings

• Green
• Comprehensive arrangements are in place and are
  working well
• Amber/Green
• Clear arrangements are in place and are working,
  some issues remain
• Amber/red
• Arrangements are partly in place. However
  significant further development is required
• Red
• Arrangements are not yet in place, and much
  development is required

13
Gateway assessment - Regional Panels

• Role of LA in next round unclear, may be asked to
  rate bids
• GOEM, DDPs, HE, QCA, LSC, DfES, National
  Strategies
• Commentary on self assessment prepared by DfES
  contractor
• Panels may
• Access inspection judgments, including progress
  checks
• Visit / contact partnerships to clarify
  information and gather supporting material
• Decisions will be either (for each diploma line)
• Ready to pass through gateway
• Conditional recommendation to pass through
  gateway dependent on improvement and accessing
  support to address specific conditions by July 08
• Conditional recommendation to pass through
  gateway dependent on improvement and accessing
  support to address specific conditions by
  December 08
• Not ready for Sept 09
• Feedback given on self assessment highlight
  specific areas for development, tasks that could
  be undertaken
• If ready or conditional support packages offered
  to help preparation

14
Suggestions in readiness for preparing the bid
15
Lessons from Round 1

• Start preparation NOW dont wait for final
  guidance
• The bid is being prepared on behalf of the whole
  partnership the bid does not belong exclusively
  to the lead contacts or their institution
• Communication amongst partners and within
  institutions
• Clarity of roles and responsibilities
• Ensure that roles of FE / WBL/ Schools /
  employers are appropriately identified
• Clear statements with factual examples
• Support from SLT needed to release staff to
  prepare bid
• Ensure that all gateway criteria are addressed
• Assume no knowledge by reader!
• Essential that each bid is signed off by
  strategy group
• Get someone to proof read
• Continue with your planning once bid submitted
  dont wait for results

16
Process - look at timeline

• 14-19 partnership strategy group need to decide
  if bid to go ahead who the delivery partners
  will be, and who lead contact will be
• All delivery partners to meet to determine
  current position check all have copies of QCA
  criteria
• Attend subject briefing sessions with all
  partners
• Audit share findings
• Draft bid consult finalise sign off -
  submit

17
Workforce

• Demonstrate clear understanding of what type of
  staff will be needed to deliver the Diplomas.
• Commit to provide the necessary support and
  development of your workforce.
• For current members of the workforce, show an
  understanding of training required for these very
  different qualifications, including how they fit
  alongside other training demands, and the demand
  for training amongst the local workforce.
• For new members of the workforce, show an
  understanding of how such staff will need to be
  recruited from outside the current workforce, and
  how you will achieve this.

18
WORKFORCE - Strong Bids

• Understanding of Type of Staff Required
• Analysed in Detail
• Range of skilled staff available/ audit details
• Strong industry staff and vendors
• College has specialist staff
• Training Requirements for Current Workforce
• CPD plans outlined
• Plans in place for training and improving skills
• Focus on school staff gaining industrial
  experience
• Focus on teaching for practical learning
• Emphasis on diploma content and IT in a business
  environment
• New Recruits-recruitment and training
• Detailed analysis clear on gaps to be filled
• Additional 3.5 staff needed
• Detailed analysis of need and training required
• Good detailed calculation
• The school will appoint a teacher with recent
  industrial experience

19
Workforce

• Outline the relevant strengths and gaps within
  your current workforce, and number of current
  staff likely to be involved in delivering this
  Diploma
• Explain what staff you will need to deliver this
  Diploma in Sep 09, including how you have arrived
  at this assessment
• Set out how you will ensure the necessary
  recruitment and training of staff so the
  workforce are well place to deliver this Diploma

20
Facilities

• The resources, equipment and accommodation to
  deliver high quality applied and practical
  teaching and learning, within a context that
  clearly reflects employment needs to be in place
  for each diploma line.
• Need to explain how each member of the consortium
  will be able to utilise the facilities and where
  responsibility for delivering and managing the
  facilities lies.

• Detail what relevant facilities you currently
  have, and any shared use between consortium
  members
• Outline what facilities you plan to put into
  place to deliver high quality applied and
  practical teaching from Sep 08, and how they will
  be used by young people across the consortium
• Set out your plans for making the necessary
  improvements to your existing facilities between
  now and Sept 08, including how these developments
  are to be funded

21
FACILITIES - Strong Bids

• TL Replicating Workplace Experience
• Good facilities in place or planned
• Fed College has CoVE status
• Shortfall to be met by Capital Bid
• Facilities available across the partnership
• Good range of facilities across members
• New centre being built
• Specialist Facilities access for whole
  consortium
• In place or planned
• Collaborative sharing of facilities
• Plans in place for sharing facilities
• Already delivering Engineering through IFP
• College facilities already open to all members
• Lead School facilities will be shared
• Working in Partnership Trust

22
Information, advice and guidance (IAG)

• Demonstrate that effect IAG in place or how you
  will develop effective and timely IAG on
  curriculum choices and progression routes for all
  young people, integrated with overall careers
  programme
• Include work to raise aspirations and encourage
  future participation and attainment
• Plans in place to to challenge stereotyping
• Show how all young people and parents/carers
  receive good IAG in relation to Diplomas, be they
  high or low attaining
• IAG strategy should offer clear links to local
  employers and HE opportunities, with links to Aim
  Higher
• IAG should include range of approaches to help
  young people make effective choices

23
IAG - Strong Bids

• IAG Integrated
• Good range of IAG in place
• Good Existing Service - Clear plan to build on
  this
• Good detailed plan to improve
• Raising aspirations and Progression
• Good progression and links with H Ed
• EBP Diploma ready campaign
• Working with Aim Higher and with local HE
• All abilities
• Area Prospectus-course information, cap
• Stress on all ability nature of the Diploma
• Tackling Stereotypes
• Range of taster sessions being planned
• Girls into Engineering taster days
• Emphasis on gender rebalancing
• With examples of good practice
• Explicit intention to challenge stereotypes,
  including use of role models

24
Information, advice and guidance (IAG)

• Outline current arrangements for IAG, both
  strengths and weaknesses. State where these are
  collaborative across the consortium
• Set out what IAG will be on offer for Sep 08, and
  how you will ensure impartial and timely advice,
  challenge stereotype, address different
  attainment groups, and connect to employers and
  HE
• Explain how you will make the required
  improvements to IAG so young people can make
  informed decisions about their options for Sep 08

25
Employer engagement

• Development of effective employer links critical
  to Diploma delivery
• Show how you will work with employers to deliver
  work related and sufficient high quality work
  placement opportunities for young people studying
  the Diploma
• Demonstrate how you have built on existing local
  mechanisms eg EBP to forge strong and mutually
  beneficial links with local employers eg for
  work placements, learning resources, visits and
  mentoring
• Employers must be actively involved in helping
  your consortium plan

26
EMPLOYER ENGAGEMENT - Strong Bids

• Employer involvement in the planning
• Range of employer links and involvement
• Plans in place
• Good Previous practice
• Clear plans to Engage employer
• Clear plan to involve employer more intensively
• Drawing on existing Mechanisms EBP
• Employer Forum
• Young apprenticeship- employers
• Chamber of Commerce
• Involvement of EBP
• Part of Care Ambassador scheme
• Very Good direct local links
• EBP clearly involved in developing plans
• Use of Business support group

27
EMPLOYER ENGAGEMENT - Strong Bids

• High quality Work Experience
• Good placement with plans to develop further
• Need to develop to meet specific needs of Diploma
• Good existing practice clear plans
• Employer involvement learning resources, visits
  and mentoring
• Some aspects in place
• Already involved through SSC and SSDA and good
  plan to intensify
• Plans in place
• Plans to develop
• Good existing practice practical examples
• Good plan to enhance business support group

28
Employer engagement

• Outline your current links with employers and
  employer organisations, including and assessment
  of the existing capacity for high quality work
  placements in your area
• Detail how you intend to work with employers so
  that by Sep 09 you have the most effective and
  sufficient Diploma provision in place
• Explain how you will develop relationships with
  local employers and employer organisations to
  achieve your plans for Sep 09

29
Collaboration

• To deliver in 09, need to be part of a consortium
  
• Encompass all relevant members
• Demonstrate clear understanding of roles and
  accountabilities of each member
• Collaborative structures for funding and
  organisation should be in place to support
  delivery
• All young people of all abilities able to access
  diplomas
• Effective and appropriate arrangements for
  transport, timetabling, curriculum development,
  administration and quality assurance
• No requirement that that institution must
  collaborate on teaching and learning of any
  particular diploma, but must demonstrate
  appropriate access arrangements for those
  elsewhere in the consortium

30
Collaboration - Strong Bids

• Partnership
• Wide included schools, Fed Colleges, WBL and
  Employers
• History of Collaboration
• Young Apprenticeship programme / Link with Aim
  Higher GT Summer school / HE links /
  Collaboration for delivering BTEC Successful IFP
• Consortium Roles
• Collaborative agreements in place or planned
• Roles clearly set out
• Diploma
• Understanding of the range of the Diploma/ good
  grasp of content
• Access to Diploma Line for all YP in area
• Arrangements in place for all learners in area to
  access Diploma
• Good access plan for all learners

31
Collaboration

• Outline how and where you have collaborative
  arrangements that are working well now, and where
  you have identified that more needs to be done
• Explain what collaborative arrangements will be
  in place in your consortium for September 2009 to
  deliver these objectives
• Set out your plans for delivering the necessary
  changes for September 2009, including the key
  milestones between now and then