Funding and Commissioning Briefing

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Adult and Community Learning

• Funding and Commissioning Briefing
• 26 February 2014
• George Allen

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• George Allen Head of Service
• Paul Whitehead Planning Performance Officer
• Gillian Fifield Quality Manager
• Patrick Robinson Commissioning and Contracts
  Manager
• Childrens Services Procurement

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Agenda

• Objectives and Priorities
• Funding and Data Requirements
• Common Inspection Framework (CIF) and Ofsted
• Funding and Commissioning Procedure
• Contacts
• Questions

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BackgroundWhat is Community Learning?

• .a broad range of learning that brings
  together adults of different ages and
  backgrounds, to pursue an interest, address a
  need, acquire new skills, become healthier or
  learn how to support their children.

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BackgroundWhat we currently offer

• Funding Agreements/Service Level Agreements with
  38 providers
• Learning provision in more than 300 venues
• Support for over 18,000 learners
• Accredited courses and learning for personal
  fulfilment
• Activities that meet requirements of the Skills
  Funding Agency and Ofsteds Common Inspection
  Framework (CIF)

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Objectives and Priorities

• Hampshire Futures
• Business Innovation and Skills (BIS) Department -
  New Challenges, New Chances
• Skills Funding Agencys Funding Rules
• Hampshire County Councils Strategic
  Commissioning Plan for Adult and Community
  Learning (ACL) for 2014/15 currently in draft

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New Challenges, New Chances

• Maximise access to Community Learning for adults,
  bringing new opportunities and improving lives,
  whatever peoples circumstances
• Bring local communities together to experience
  the joy of learning and the pride that comes with
  achievement
• Maximise the effect community learning has on the
  social and economic well-being of individuals,
  families and communities
• Collect fee income from people who can afford to
  pay and focus public funding on people who are
  disadvantaged and least likely to participate.

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Skills Funding Agency Funding Rules 2014/15

• Have clear outcomes and appropriate processes of
  evaluation
• Highlight how we will impact in communities and
  operate in partnership
• Adhere to Funding Rules on contracting and
  procurement
• Have a financial plan and develop a local
  strategy
• Achieve aims of New Challenges, New Chances and
  ensure effective learner achievement and
  compliance with data requirements

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Strategic Commissioning Plan for ACL 2014/15

• Highlights Aims and Outcomes for 2014/15
• Provide both a universal and targeted offer and
  support learning where needs are greatest
• Adhere to the requirements of Hampshire County
  Council and the Common Inspection Framework
• Maintain a broad range of innovative learning
  opportunities
• Ensure the development of meaningful partnership
  activities that enable joint working and share
• best practice.
• Changes for 2014/15
• Emergence of Hampshire Futures
• Role of LEPs / City Deal

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• Call-off process for 2014/15
• Based on the Strategic Commissioning Plan and
  Service Specification
• Extension of existing Framework for external
  organisations
• Hampshire County Council departments / schools
  make direct applications

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• Data and Funding Requirements
• Paul Whitehead
• Planning and Performance Officer

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Skills Funding Agency Requirements

• Compliance with Funding Rules 2014/15
• Once released, available online at
  //skillsfundingagency.bis.gov.uk/providers/funding
  rules/
• Learning Agreement
• Enrolment form
• Initial Assessment
• Learning plan
• Record of attendance
• Record and evidence of achievement

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Skills Funding Agency Requirements

• Individualised Learner Record (ILR)
• Five returns per year
• All learner details
• All learning activity
• Achievement
• Summary of children on Family Programmes

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Adult Community Learning Requirements

• Course Details
• Start and end dates, course length, session dates
  and times, prices, venue, tutor, accreditation
  details
• Enrolment form from each learner
• Registers
• Attendance Information
• Achievement Information

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Adult Community Learning Requirements

• Summary of children on Family Programmes
• Summary of learner post-course evaluations

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Adult Community Learning Deadlines

• Course Details
• Publicised course details 6-8 weeks before course
  start for publication on course search facility
• Non-publicised course details as soon as
  finalised
• Details required at least 1 week BEFORE course
  starts

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Adult Community Learning Deadlines

• Enrolments
• Within 2 weeks of enrolment
• Registers and Child data
• Within 2 weeks of course completion
• Learner Evaluations
• Within 2 weeks of end of term

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Common Data Problems

• Course Details
• Course Summary poor quality
• Programme ID not given
• Inconsistent course dates
• Venue and Tutor details not completed
• Level of learning not widely understood
• Subject Sectors omitted

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Common Data Problems

• Enrolments
• No course code or details
• Invalid date of birth
• Old enrolment forms used
• Previous surname/address not used

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Common Data Problems

• Registers
• Sessions not initialled by tutor
• Achievement not recorded
• Front sheet not signed by tutor and countersigned
  by centre manager

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Next Call-Off

• Bid for realistic amount
• Targets are distinct learners
• Distinct learners per programme
• Overall learner target
• Assessed on outcomes and cost
• Accredited programmes prioritised
• Include any additional costs
• Refer to Notes tab on spreadsheet

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Payment Arrangements

• External provider process
• Agree learner numbers submitted
• Sent PO number and invoice amount
• Submit invoice quoting PO number
• No PO No payment
• HCC provider process
• Agree learner numbers submitted
• Sent parked journal

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Adult and Community Learning

• Common Inspection Framework (CIF)
• and Ofsted
• Gillian Fifield

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Adult and Community Learning

• Provision that meets quality requirements of
• Ofsteds Common Inspection Framework for Further
  Education (FE) and Skills 2012
• Skills Funding Agency Funding Agreement Quality
  Assurance and Raising Standards
• Legislation and Statutory regulations including
• Health and Safety, Equality and Diversity,
  Safeguarding
• Awarding Organisations and the NCFE Investing in
  Quality (IIQ) standards

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Adult and Community Learning

• Good leadership and management
• Meeting the needs of learners
• Competent and appropriately qualified staff
• Continuous Professional Development (CPD)
  opportunities
• High standards in teaching, learning and
  assessment
• Accreditation and progression opportunities
• Safe, healthy and supportive learning
  environments

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Adult and Community Learning (2)

• Equality of access to learning opportunities
• Promotion of equality and diversity throughout
  the service
• Support for learners, including support in
  English, maths and functional skills, to meet
  their learning goals and personal objectives and
  progress to further learning
• Learner and learning support
• Minimise drop out rates, deliver high completion,
  achievement and success rates
• Close equality gaps

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Performance Indicators Quality of Teaching and
Learning (from Service Spec)

• Course documentation in place for all courses
  including clear Course Information identifying
  detailed learning outcomes and learners
  progression routes currently being audited
• Planning and recording documentation contained in
  Tutor Course Files need for regular review by
  Centre staff
• Learner and tutor evaluation - and evidence of
  how feedback is used
• Planned programme of OTLs for all tutors, each
  year
• Timely submission of classroom observation
  reports as well as Action Plans from sample
  OTLs
• Health and Safety Risk Assessments completed,
  signed by tutor and regularly updated
• Single Central Safeguarding Record up-to-date
  and includes details of annual training for staff
• Timely return of Self-assessment Report (SAR) and
  Quality Improvement Plan (QuIP) needs to
  contain evaluative statements and accurate
  judgements

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Qualified Staff

• Quality requirements (Service Spec)
• Learning delivered by competent and appropriately
  qualified tutors
• Subject specialist qualifications and/or
  experience
• Minimum of PTLLS or equivalent and working
  towards further qualifications (New
  qualifications being introduced for new tutors)
• Regular CPD
• For FEML and Functional Skills Level 5 subject
  specialist teaching qualifications

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Tutor qualifications and professional expertise

• New qualifications introduced for new tutors from
  Sept 2013 to replace PTLLS CTLLS and DTLLS
• Level 3 Award in Education and Training
• Level 4 Certificate in Education and Training
• Level 5 Diploma in Education and Training
• In addition, new Professional Standards for
  Teachers and Trainers in England consultation
  concluded 18 Feb 2014
• Focus on tutors English and maths skills

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Accreditation

• Priorities for 2014/15 (SCP)
• A broad and innovative range of learning
  opportunities including courses leading to
  qualifications and accredited outcomes
• Quality requirements (Service Spec)
• Accredited provision must be available to
  learners eg Units from the QCF Investing in
  Quality (IIQ) Licence
• For targeted learning, priority for funding for
  courses that lead to appropriate qualifications
  and/or certificates of achievement
• Accreditation costs, including internal
  verification, should be included in the bid for
  funding

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Accreditation (2)

• New Maths and English qualifications
• Flexible - programmes can be tailored to meet
  learners individual needs.
• Suitable for learners who have gaps in English /
  maths skills eg need to learn specific skills to
  complete a qualification
• Progression from Entry Level 1 through to Level 2
  and on to full Functional Skills qualifications.
• Step by step approach - bite sized units 10 - 30
  hours
• Each unit targets precise individual skills in
  English or maths increases the likelihood of
  learner achievement.

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Ofsted Inspection

• The key judgement on all inspections
• How effective and efficient is the provider in
  meeting the reasonable needs of learners and
  users?
• Takes into account all of the available evidence
  and judgements against the 2012 Common Inspection
  Framework and Evaluation Schedule

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Overall Effectiveness

• This judgement is influenced by the following
• Outcomes for learners
• The quality of teaching, learning and assessment
• The effectiveness of leadership and management

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Inspectors will

• expect providers to be good
• use the term requires improvement and identify
  ways that providers can improve
• expect outstanding providers to have outstanding
  teaching and learning evaluate fully the
  arrangements for performance management
• place greater importance on the role of the
  governing body

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Ofsteds Learner View

• Online questionnaire for learners to give their
  views
• Asks for opinions on a range aspects eg are
  sessions well taught? would you recommend this
  course to a friend?
• Information used when making decisions about
  which providers to inspect and when
• Can be completed at any time during the year
• Providers reminded to encourage learners to
  complete the questionnaire (in particular when
  notified of inspection)

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Observations of Teaching, Learning and Assessment

• Greater focus on Teaching, Learning and
  Assessment - observations remain key part of the
  inspection process. Inspectors will
• listen to learners
• carry out paired Observations of Teaching and
  Learning (OTL)
• make judgements on quality of learners work
• expect to see planning documents and records of
  learners progress and achievement
• Be interested in tutors assessment practice
  marked work and tutor feedback to learners

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What makes an Outstanding provider?

• Recent Ofsted reports this provider is not yet
  outstanding because ..
• The Service does not yet ensure all learners
  receive suitable information and guidance about
  their next steps
• Not all tutors use the results of initial
  assessment to develop learning plans to support
  learners progress
• Tutors do not always involve learners actively
  enough in lessons and check that learning goals
  have been met
• Learners attendance at lessons is too low
• Written feedback to learners is not sufficiently
  regular and systematic to support improvement
• Tutors do not make sufficient or effective use of
  Information and Learning Technologies (ILT) to
  help learners develop
• Tutors do not promote ED sufficiently in
  teaching and learning

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What makes an Outstanding provider?

• What does the provider need to do to improve
  further?
• Further improve the quality of teaching, learning
  and assessment by
• setting clear targets for all learners and
  accurately measuring learners progress against
  their targets
• ensuring that all tutors plan and deliver
  activities that provide sufficient opportunity
  for learners to participate fully and actively in
  their learning
• making better use of learning technology to
  enhance teaching and learning
• ensuring that learners receive guidance, as they
  complete their course, on further higher-level
  learning opportunities offered by other
  providers.

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Kirklees Council Adult and Community Learning
Outstanding Provider (Nov 2013)

• A very high proportion of learners complete their
  courses successfully.
• Learners make outstanding progress.
• Tutors help learners to be confident and improve
  their quality of life by teaching them skills
  that will be useful to them in future employment.
• Many learners go on to support other learners
  through volunteering and coaching.
• Learners are extremely positive about their
  experience and thoroughly enjoy their learning.

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Kirklees Adult and Community Learning (2)

• The provider works exceptionally well with other
  providers, and an effective Community Learning
  Trust, to ensure that learners can access a wide
  range of relevant courses.
• Leaders and managers place learners at the heart
  of all that they do so that learners can reach
  their full potential and improve the communities
  where they live.
• Managers benefit from timely and meaningful data
  that helps them improve the courses that learners
  take so that more learners are successful.
• Tutors build exemplary impartial advice,
  information and guidance into all their courses.
• The outstanding promotion of equality and
  diversity has created a vibrant and resilient
  learning community where everyone is welcomed and
  valued.

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• Funding and Commissioning Procedure
• Patrick Robinson

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The Procurement ProcessNothing to fear

• Patrick Robinson Senior Procurement Manager
• patrick.robinson_at_hants.gov.uk

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Existing Framework Agreement......

• Allows for a second year extension
• Follows the same principles
• As previous year is no guarantee of work
• Refers to revised Service Specification for
  2014/15

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Next steps.....

• HCC will contact providers to establish if they
  wish to participate in the extension
• If yes, you will be asked to forward latest
  insurance documents
• Upon receipt of same, HCC Legal will issue formal
  extension letters, which need to be
  signed/returned
• That is it....
• In due course, Hampshire Futures will then
  contact providers for training proposals

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Procurement Timeline
Provider Briefing 26 February 2014
Notice to extend Framework April 2014
Distribution of call off spreadsheets May 2014
First call off June 2014
Contract start date August 2013
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Procurement Contact details

• Telephone support
• Patrick Robinson 01962 845430
• Annette Rebentisch 01962 846094

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ACL Contact details

• George Allen, Head of Adult and Community
  Learning
• email george.allen_at_hants.gov.uk
• Paul Whitehead, Planning and Performance Officer
• email paul.whitehead_at_hants.gov.uk
• Gillian Fifield, Quality Manager
• email gillian.fifield_at_hants.gov.uk

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Hampshire Learning website address
www.hants.gov.uk/hampshire-learning

• Key Documents
• including
• Hampshire County Councils Strategic
  Commissioning Plan
• Common Inspection Framework
• New Challenges, New Chances Next Steps in
  Implementing the Further Education Reform Plan

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Questions