THE KINGSWOOD PARTNERSHIP

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THE KINGSWOOD PARTNERSHIP Developing an
Inclusive Curriculum 20th September, 2007 David
Turrell Headteacher and Chair of the Kingswood
Partnership  
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THE KINGSWOOD PARTNERSHIP Incorporating 14 19
Education at Downend School The Grange
School Hanham High School Kingsfield
School Mangotsfield School The Sir Bernard
Lovell School and City of Bristol College
- Soundwell Centre  

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Context
Six 11 19 schools containing approx. 7,000
pupils (including 820 Post 16
students) City of Bristol FE College providing
for 18,000 students (including one site in
Kingswood area) Kingswood - low unemployment
- high of self-employed / small
employers - very low HE experience of
parents - 2005 5 x A - C GCSE 52
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Kingswood Partnership

• A Partnership core team
• 14 - 19 Co-ordinator
• Assistant 14 - 19 Co-ordinator
• Business Links Development Manager
• Offsite Student Support Manager
• Extranet Development Manager
• Music Development Co-ordinator
• Administration/Finance/Data/Network support

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Level 3 Provision
Year 12 Level 3 Matrix
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Kingswood Partnership

• The Kingswood Partnership
• Management structure Executive/Curriculum/Implem
  entation
• An agreed three year development plan
• Annual subscriptions/Fees structure
• Quality Assurance framework
• Common Post 16 timetable/single specifications
• Common Post 16 applications/assessment/guidance
  systems
• Shared database/website/prospectus
• Common calendar where necessary eg
  INSET/parents evenings
• Shared professional development/extra-curricular
  activities

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The Kingswood Partnership Development Pathfinder

• learning from the first Pathfinder
• collaboration, coherence, challenges of change
• distributed leadership
• an advocate model
• a model for professional learning

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Building Capacity

• Key Dimensions
• culture
• organisational structure
• strategy
• systems/infrastructure
• human resources
• Kingswood Partnership
• individual level
• institutional level
• partnership level
• Features of the Kingswood Partnership
  infrastructure
• a collaborative model

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The Kingswood Partnership Organisational Structure
5. Financial Arrangements Chair of Kingswood
Partnership and Task Group
6. Communication of Purpose Philosophy ILRC
There is also an additional DfES Pilot Engagement
Programme 7. Specialised Diplomas, all led by
CBC with a minimum of 3 school involvement
Land-based Environment
Manufacturing
Hair Beauty
Business Admin Finance
Hospitality Catering
Public Services
Sport Leisure
Retail
Travel Tourism
THE KINGSWOOD PARTNERSHIP PLUS Employers
Training
Providers
Other FE Providers
Higher Education
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Issues of Manageability Finance and Logistics

• Building Capacity
• Restructuring Finance
• Transportation
• Long term planning
• Timetable and curriculum
• Adapting accommodation

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• COMMON TIMETABLING
• FOR DIPLOMA DELIVERY

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Specialised Diplomas
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Specialised Diploma Structure
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Specialised Diplomas
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14-19 DEVELOPMENT PATHFINDER
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The Sir Bernard Lovell SchoolSpecialised
Diplomas September 2007
Yr10 Curriculum Framework Draft v2 (inc.
General Dip. Pathway) _____________________
__________OPTIONS_______________________________
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Specialised Diplomas

• Cross Partnership Principal Learning Day for
  2006
• Monday for Year 10 (up to six hours)
• Courses from options which will form basis of
  first 5 Diplomas
• Includes college link and H/SBL/G shared courses
• No movement between centres this year
  (insufficient lead
• time for guidance)
• Greater opportunities for WBL eg engagement
  programme
• Subject staff developing teaching programmes
  accordingly

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Specialised Diplomas September 2007

• 1½ day, 1 Principal Learning, ½ Additional
  Specialised
• Rules of combination may need to be developed
  between Additional Specialised and Principal
  Learning
• Conflict between requirements from Specialist
  School Status and SD
• Level I and Level II may need to be the same
  generic programme in Year 10
• Consequences of SD may need to travel for GCSE
  options/General Diploma

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Collaborative Issues

• Quality Assurance data, protocols, reporting
  recording
• Access to programmes
• Suitability of accommodation
• Professional Learning
• Developing common culture
• Expanding capacity
• Financial
• Common e-learning platform

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• CASE STUDIES

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• KEY STAGE 3

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Purpose

• Continuity Progression KS2-3 (7-19)
• Motivated Learners - occurs when students feel
  in control of their learning feel confident
  feel connected with others (Walker Kelly 2002)
• learners engaged more deeply in their learning -
  able to interconnect and interrelate knowledge,
  skills and dispositions (Learning to Learn)
• Outcomes - learning is relevant and provides for
  individual needs and learning styles

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Principles Shifting the model of learning

• Personalising Learning nine gateways
• SATs/DFES pilots - by condensing and increasing
  emphasising motivation and engagement
• Shared teaching intentions based on outcomes and
  pursued through whole-school actions
• Social Emotional competence/literacy
• Learning to Learn (metacognition/enquiry)
• Teaching learning style requires critical
  reflection

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January 2004..

• DEVELOPMENTAL PATHWAYS
• cognitive gender social emotional learning
  styles maturation

Thinking Being an enquiring reflective learner
Emotional Intelligence Being socially
emotionally competent
LEARNING DOMAINS
COMMUNICATION SKILLS Able to create, communicate
and convey ideas clearly and with confidence. To
critically interpret and evaluate linguistic,
numerical and graphical information
SOCIAL RESPONSIBILITY Self-Motivated, Responsible
and Ethical Citizens with a positive vision for
their individual and collective futures
INTERNATIONALISM Different cultural perspectives
illustrate the richness of the subject and the
cultural influence on knowledge and learning
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Building on Key Stage 2 international practice
the curriculum design process

• Personalising multidisciplinary Study Blocks to
• Reflect school character and innovation - who
  should have an input?
• Areas of learning - ownership and responsibility
• Pupil Voice
• Learner interactions within study blocks
• Enquiry Skills
• Views of stakeholders

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Implications 3a Timetable yr 7 8
20 curriculum time ½ yr blocks 4 classes
timetabled simultaneously
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Year 9 Pre-Diploma
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Further implications

• Professional Learning (valuing teachers as
  lifelong learners)
• Curriculum entitlement statutory requirements
• Specialist Teams new professional roles emerging
  - leadership
• ICT provision e-Learning - Digital Competence
• School design access to facilities etc.
• Assessment related to outcomes
• Guidance, Mentoring - Enterprise and Futures
  planning
• Parent and community support

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QUALITY ASSURANCE
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Quality Assurance

• Clear purposes shared by all Partnership members
• the framework will be an instrument for enhancing
  quality it will
• provide a normative framework for working with
  quality
• inform decision making
• generate evidence which will enable internal and
  external stakeholders to validate the quality of
  provision
• celebrate best practice
• In order to guarantee a common student
  entitlement across the Partnership centres

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Quality Assurance

• Quality Principles
• The Kingswood Partnership has adopted the
  following quality principles
• there is public, explicit commitment to quality
• there is continuous improvement of outcomes and
  methods
• outcomes are student focussed
• the Partnership leadership will enable
  contributions from all within the
  organisation/organisations
• common, continued professional learning for all
  staff is promoted
• The quality standards set for the
  Communication of Philosophy and Purpose will be
  incorporated into the Quality Assurance Framework

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Quality Assurance

• The Kingswood Partnership Quality Assurance
  Framework will have Quality Systems which are
• relevant and manageable
• student focussed
• transparent
• evidence-based
• and which invest in staff

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Quality Assurance

• The initial strands for the framework are
• Teaching and Learning
• Assessment
• Achievement
• Retention
• Leadership and Management
• Common Staff Development

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Quality Assurance

• Each strand will be developed with the same four
  components
• Common Criteria, with grading. Exemplar
  templates will be developed for each grade, in
  each strand
• Standards Common standards will pertain to each
  strand
• Processes and procedures a core set of
  processes will be used across and within centres
• Quality Cycle It is considered critical to
  effective implementation that a common cycle for
  Quality Assurance is used across the Partnership
  which will link with each Centres own
  self-evaluation systems. In the case of the
  Partnership schools this will take account of the
  need to inform the continued updating of the SEF.
  For the City of Bristol College, links will be
  made between the Partnerships Quality Assurance
  cycle and the Colleges own well established
  Quality Assurance system.

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WORK BASED LEARNING
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WORK BASED LEARNING

• Key Questions
• How can employers and training providers be more
  centrally involved in the curriculum offer 14
  -19?
• Do we need a common model of approach for
  employer engagement?
• What are the opportunities for E-Partnerships?
• What protocols do we need to put in place?
• How can employer links be sustained?
• How would the role of a Business Links Manager
  support this?

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WORK BASED LEARNING
Kingswood Partnership examples Off-site
Education Work2Learn Programme Health and Safety
visits
Student Support Manager
Business Links Manager

• Employer focus groups
• Industrial Trust
• KP employer database
• Western Training Providers Network
• Health and Safety visits
• Liaison with key staff in other centres
• Events and activities on and off-site
• UKCAF Finance Academy (level 3 work based)

• National EBP Network
• Numeracy and literarcy pilot projects
• FSSC Focus Group (BA and F Diploma)
• Diploma Development Groups
• UBHT podcast
• Virtual academies
• International work experience and projects

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EQUITABLE FINANCIAL ARRANGEMENTS
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Equitable Financial Arrangements

• Post-16
• The Kingswood Partnership has an agreed Fees
  Structure for all Post-16 courses based upon LSC
  funding -
• Funding follows the Learner

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An example of existing Financial Arrangements
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Equitable Financial Arrangements

• The administration of the Kingswood Partnership
  Financial Arrangements is carried out centrally
  based upon information provided by each centre.

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Equitable Financial Arrangements

• Pre-16
• Following the announcement on 25 June 2007 re
  specific formula funding for Diploma provision we
  would want to apply our Post-16 principles to
  Post-14
• We are awaiting further details

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PROFESSIONAL LEARNING
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Professional Learning

• Centres have identified Lead Subject
  Specialists for each Line of Learning
• Lead Subject Specialists have been given
  remitted time in next years timetable to prepare
  for delivery
• One focus for this remitted time will be PL
• This will include - KP network meetings /
  input from KP vocational deliverers incl. CoBC
  / input from other KP staff incl. PDC/FS/EP /
  input from SSAT / input from DABs / input from
  local HEIs / input from employers

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FOUNDATION TIER
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Foundation Tier

• Anyone over the age of 14 learning below level 2
• Schools (mainstream and special) pupil referral
  units, alternative settings
• FE colleges (general and specialist) in discrete
  provision for learning difficulties/disabilities,
  or on more general programmes
• Adult, community or family learning, or
  voluntary, charitable or other settings (eg
  offender learning)

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Foundation Tier

• Produce a more coherent system at entry level
  and
• level one, underpinned by a credit system and
  planning/funding infrastructure, with progression
  pathways to level 2

Entry 1
Entry 2
Entry 3
Level 1
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Engagement

• The Partnership is developing a co-ordinated
  approach to
• Earlier effective identification of target
  groups
• Re-start programme delivery
• Roles of KP Offsite Student Support Manager and
• Business Links Manager
• Common protocols to support programmes
• Linkages with existing programmes provision
• Progression routes and transitional support
• Student progress review
• Evaluation of Re-Start programmes
• Employer twilight information sessions

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THE KINGSWOOD PARTNERSHIP Students Working
Off-Site at February 2007