HERTFORDSHIRE LEA

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HERTFORDSHIRE LEA

• SCHOOLS ACHIEVING SUCCESS

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Introduction to the White Paper

• Every child, whatever their circumstance
  requires an education that equips them for work
  and prepares them to succeed in the wider
  community and society
• The curriculum must be modernised

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Key Reforms

• Giving successful schools more freedom
• Encouraging all schools to build distinctive
  ethos
• Building new links with the world of enterprise
  and higher education
• Reforming the 14 curriculum
• Intervening where necessary to tackle poor
  quality provision

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Second Term Overview

• Government dedicated to
• Opening secondary education to a new era of
  engagement with the worlds of enterprise, HE and
  civic responsibility
• Building the curriculum particularly beyond 14
  with far better opportunities for vocational and
  academic studies
• Encouraging all schools to build a distinct ethos
  and centre of excellence, whether a specialist
  school or by some other means

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Achieving High Standards for All Supporting
Teaching and Learning (1)

• New initiatives to support the needs of gifted
  and talented
• Continued commitment to ICT developments.
• Every excluded pupil to receive full-time
  education in a PRU by 2002 - expand PRU provision
• Commitment to preventative strategies, including
  Learning Mentor programme.
• Publication of results for 14 year-olds, improve
  information to parents - publish information
  value each school adds to its pupils results

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Achieving High Standards for All Supporting
Teaching and Learning (2)

• Training for teachers to include behaviour
  management in future.
• Encourage agencies and schools to work together
  to prevent children dropping out of school.
• Commitment to education with character.
• Commitment to work experience for all, and to
  providing broader experience of work through more
  focussed education business links.
• Commitment to mentoring.

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Meeting Individual Talents and Aspirations at
14-19 The Individual

• Young people who have learned how to reason,
  think logically and creatively and take
  increasing responsibility for own learning
• Consider express sets, fast tracking and more
  early entry to GCSE and advanced qualifications
• National Mentoring Network character building
• Value added indicators to be revised for 14 and
  16 year olds - to be published with raw data from
  2002
• Consultation on 14 -19 phase to look at
  structural barriers to coherent phase, including
  organisation, funding and inspection
• Challenge assumption that all pupils proceed
  through the system at the same pace

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Vocational Education Achieving High Standards
for All

• Vocational education has been persistently
  undervalued as a route to success and policies
  have tended to reflect the structures that exist,
  not the needs of the individual young people. As
  a result, far too many have been failed by the
  system
• Despite serious attempts over the years to
  raise the status of vocational education the
  problem still remains
• It will be necessary to create greater space at
  KS4 of National Curriculum
• Insufficient flexibility at present
• Current system of disapplication for vocational
  work is unsatisfactory

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Vocational Education Achieving High Standards
for All

• More opportunity for vocational study look
  forward to a time when many more young people
  have some experience of vocational education
• Radical improvement needed in vocational
  education and training
• Need for recognition of achievement in both
  academic and vocational
• Programme of reform to vocational qualifications
  based on higher standards and greater recognition
  of high quality routes to success

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Meeting Individual Talents and Aspirations at
14-19 Vocational Education (1)

• For first time an opportunity of a predominantly
  vocational programme for those with the aptitude
  - significant WRL from 14
• Vocational programmes from 14 to degree level
• Create greater space at KS4 - want flexibility
  at KS4 insufficient flexibility at present
• Current system of disapplication for vocational
  work is unsatisfactory

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Meeting Individual Talents and Aspirations at
14-19 Vocational Education (2)

• Make high quality vocational options available to
  all young people which are widely recognised and
  offer opportunities for entry to HE
• Work Experience strengthening vocational
  pathways provide broader experiences of work
  through more focussed education business links
• Review of how young peoples knowledge and
  understanding of business and enterprise can be
  further developed by Sir Howard Davies to
  report in January 2002

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Meeting Individual Talents and Aspirations at
14-19 Work Related Learning (3)

• All young people can benefit from work experience
• Ensure in future that it is high quality
• More opportunity for vocational study - look
  forward to a time when many more young people
  some experience of vocational education
• Programmes might include significant element of
  WRL from 14, followed by MA or full-time
  vocational study at college and the Foundation
  Degree

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Meeting Individual Talents and Aspirations at
14-19 Vocational GCSEs (4)

• Introduction of vocational GCSEs in Sept 2002,
  available to all schools from Sept 2003 - no
  pilots
• VGCSEs will play significant role in extending
  vocational opportunities and raising status of
  the vocational route
• Want more able students to pursue mixture of
  vocational academic courses

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Meeting Individual Talents and Aspirations at
14-19 Work-based Routes (5)

• Entry standards for MAs in Autumn 2001 -
  introduction of Technical Certificates
• Routes 14 will increasingly take place across a
  range of institutions and in the workplace
• 38M for work related placements from 2002. KS4
  pupils (40,000) will study at a college or with
  training provider for 1 or 2 days a week
  throughout KS4.
• Work-based provision to be strengthened and
  expanded through upgrading Modern Apprenticeships
  with 180M investment over 3 years

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Meeting Individual Talents and Aspirations at
14-19 Partnerships (6)

• Continue development of Creative Partnerships-
  open up wide range of learning opportunities
  -DoE, ASDAN, more activities to assist transition
  from school to adult life
• Over next 3 years ensure every child pre-16 has
  opportunity to participate in STEM business link
  activity
• Want a coherent and effective 14-19 phase -
  changes to long-established structures.
• Tackle institutional and systematic barriers to
  14-19 phase
• LSC has powers to fund work experience and links
  between education and employers for 14-19 year
  olds

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Meeting Individual Talents and Aspirations at
14-19 Legislation (7)

• Legislate to make sure that there is sufficient
  curricular flexibility at Key stage 4 to
  implement proposals for 14-19 education
• Remove legislative barriers to collaboration
  between schools and between schools and FE
  colleges.
• Make sure that students have access to high
  quality advice and guidance at key points of
  choice in order that they are better placed to
  take charge of their decisions. Legislation will
  be used to secure this if necessary

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Meeting Individual Talents and Aspirations at
14-19 Awards and Reporting (8)

• School performance tables will be revised to
  reflect all available routes
• Achievement for 14-19 in both academic and
  vocational to be recognised
• An overarching award will do this (Graduation
  Certificate) - cover challenging goals in formal
  qualifications, but in other achievements such as
  volunteering might also be recognised

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Meeting Individual Talents and Aspirations at
14-19 - Further Consultation (9)

• The Debate
• The Government wishes to promote debate about
  how to implement further improvements in
  education and training for 14-19 year olds and
  achieve the necessary changes to long established
  structures. We want to make sure that vocational
  and work-based learning instils the same
  confidence as academic courses and
  qualifications.

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Meeting Individual Talents and Aspirations at
14-19 - The Debate - Consultation (10)

• How to increase choice for young people from 14
• How to encourage young people to stay in
  education and training beyond 16
• How to ensure - and where desirable extend -
  breadth in post 16 academic curriculum
• How to break down traditional prejudice against
  vocational education - enable more students to
  pursue mix of vocational and academic routes,
  which include some that are predominately
  vocational

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Meeting Individual Talents and Aspirations at
14-19 - The Debate - Consultation (11)

• How to challenge the assumption that all pupils
  should proceed through the system at the same
  pace
• How to tackle the institutional and systemic
  barriers to the 14-19 phase, encouraging schools
  and colleges to co-operate in providing a broader
  range of options more suited to the individual
  students needs
• How to ensure rigorous assessment

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Modernising Structures Deregulatory Proposals

• Remove barriers to FE lecturers teaching in
  schools and to sharing staff
• Allowing pupils to be based in colleges and with
  training providers during compulsory education
• Removing barriers to a more flexible curriculum
• Removing legislation that prevents implementation
  of new 14-19 strategy
• Removing obstacles to partnership working
  organisation, funding and inspection
• Enabling new partners and sponsors to come into
  the system
• Removing barriers that prevent schools sharing
  expertise

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Schools Achieving Success Legislative
Proposals

• Amend legislation to enable more students to
  take Key Stage 3, GCSE and advanced
  qualifications earlier in their school lives to
  allow them to broaden or deepen their studies,
  spend more time on vocational options, undertake
  voluntary activity or move to advance level study
  early.

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Modernising our Structures Deregulating Teacher
Employer Provisions

• Enable co-operative approaches with other schools
  and institutions in Further and Higher Education
  by removing the assumption that schools provide
  education only through employing teachers
• Increase flexibility for permitting innovative
  approaches by providing for the main staffing
  provisions to be secondary legislation and
  guidance.

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Excellence, Innovation and Diversity Specialist
Schools

• Flexible and diverse system - specialist schools
• Beacon schools
• Working Towards status
• Successful schools greater autonomy - possibly
  opt out of elements of NC
• Set up Innovation Unit
• Develop and extend specialist schools - new
  specialisms in science engineering and business
  and enterprise plus mathematics and computing
• Hertfordshire in DfES Pathfinder Diversity
  Project