Presentation from the recent Sheffield Raising of the Participation Age Launch on 28th March 2012.

1. Raising the Participation
Age
Sheffield Partner’s Conference
28th March, 2012
Gill Cowan

2. Summary
 What does RPA mean?
 How far do we have to go?
 Roles and responsibilities
 Youth Contract
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3. What does RPA mean?
 The first phase of RPA – full participation of all young
people until the end of the academic year they turn 17 –
is coming into force in summer 2013. This rises to their
18th birthday in summer 2015.
 Young people will be able to choose how they participate,
which could be through:
– Full-time education, such as school or college;
– an Apprenticeship;
– Part-time education or training if they are employed,
self employed or volunteering for 20 hours or more a
week
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4. How far have we to go?
100%
96.1%
90% Age 16
87.2%
80%
Age 17
70%
60%
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Progress towards full participation (using DfE estimates, SFR)
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5. … and in Sheffield
100%
95%
Not in education
90% or training
85% Not known
91.9%
80% 86.5%
In education and
75% training
Age 16 Age 17
CCIS: December 2011
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6. Roles and responsibilities
 Local authorities will be required to:
– Promote the effective participation in education or
training of all 16 and 17 year olds resident in their
area; and
– Make arrangements to identify young people
resident in their area who are not participating.
 Learning providers will be required to:
– Promote good attendance of 16 and 17 year olds;
and
– To notify their local authority when a young person
leaves learning.
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7. … and schools have a key role to play
Raising attainment
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8. … and schools have a key role to play
• Raising attainment
• New duty to provide Careers Guidance
• KS4 destination measure
– Will show what former pupils go on to do
– Currently finalising publication plans
– Stakeholder group
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9. Youth Contract
• New programme of intensive support for up to 12
months
• Target group:
o 16 and 17 year olds
o who are NEET, and
o who have no GCSEs at A* - C
• Public, private and voluntary organisations invited to
bid to the YPLA on a sub-regional basis
• Providers will be required to work closely with LAs
• Contracts to be signed by end June
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10. Contact Details:
Gill Cowan
gillian.cowan@education.gsi.gov.uk
http://www.education.gov.uk/childrenandyoungpeople/youngpeo
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11. Responsibility and Opportunity:
Changes to IAG Services from September
2012
Debra Norton
CEIAG and Participation Strategy
Barnsley MBC
RPA Local Leader
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12. Education Act 2011
•The Education Act 2011 inserts a new duty, section 42A, into
Part VII of the Education Act 1997, requiring schools to secure
access to independent careers guidance for pupils in years 9-11.
(Duty applied to academies through funding agreement with DfE).
Intention to consult to extend the duty.
•Guidance must be presented in an impartial manner and promote
the best interests of the pupils to whom it is given. Guidance
should also include information on options available in respect of
16-18 education or training, including apprenticeships.
•The requirement for schools to provide a programme of careers
education is repealed. (The removal of this provision does not
imply that careers education is unimportant.)
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13. All about interpretation…
"The new statutory guidance to schools on Section 29
of the Education Act 2011 will underline the new legal
duty on schools to secure independent and impartial
careers advice and guidance. It will not be sufficient
for schools to employ their own careers professional,
good though they may be, and then rely on signposting
to a website, excellent as that may be.
Young people benefit from face-to-face careers
guidance. As Lord Hill said in the House of Lords
during the passage of the Education Bill, 'Pupils can
benefit enormously from support offered in person
that raises their aspirations and leads them onto a
successful path."
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14. Emerging models
 The LA continues to offer a service on a subsidised or traded
services basis (or a combination of both)
 Learning providers, schools and academies work together to
commission IAG services. Where satisfaction is high, existing
provider. Alternatively, a full commissioning process undertaken
and the current provider is considered alongside others in a
competitive tendering process.
 Individual schools employ their own adviser or develop internal
capacity with links to external and impartial services and
agencies.
 The LA, through it’s commissioning processes, supports the
market exploration through providing a list of approved suppliers
who meet agreed quality criteria
 The LA supports schools and academies to explore the free
market in independent and impartial IAG.
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15. The Barnsley Experience
 Less about commissioning (get help!), more about
analysing need
 Whole school approach to developing IAG
specification…how does it fit with school plans and
ethos?
 Thinking “differently” about what constitutes high
quality, independent and impartial IAG
 Developing internal (school/colleges) and external
(partnership) capacity
 IAG duty becomes an opportunity not an additional
burden…..
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16. What next?
Building blocks:
 CEIAG programme quality assured against quality
award
 External specialist advice secured from provider with
accepted industry standard (matrix)
 Advisers competent to professional standards
Partnership solutions…..share the responsibility and
grasp the opportunity……….
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17. Raising the Participation Age
The Sheffield Guarantee
Dee Desgranges
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Sheffield

18. City Wide - 2011 Y11 Destinations
Full Time Education
83.5%
Full TimeTraining (non
emp)
4.9%
No response
0.8%
Employment with Training
4.2%
Employment without
Moved out of contact NEET
Training
0.4% 4.7% Part Time Employment
0.3% 1.2%
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Sheffield

19. NEETs by Community Assembly Area
Academic Age16-18 NEET (%)
by Community Assembly Area (3 February 2012)
14
11.3 11.2
12
10
8.2 8
7.5
8 6.9
5.5
6
4
1.9
2
0
South West
North East
South East
Central
Northern
City Wide
East
South
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Sheffield

20. NEETs by VYP
Total number of NEET by Vulnerable Group - March 2012
300
280
260 251
240
220
200 187
180
160
140
120
100
80 67
60
60
37
40
20
0
BME – Black Minority LDD – Learning Disabilities TM – Teenage Mothers LAC / CL – Looked After YO (any disposal, any
Ethnic and Difficulties Children, Care Leavers time) – Youth Offending
20
Sheffield

21. 100
150
200
0
50
One or more
9
A Levels
Minimum of 4
155
GCSEs A-C
Between 1&
108
3 GCSEs A-C
Minimum of 3
180
GCSEs D-E
Minimum of 3
97
GCSEs F-G
Non Exam
103
NEET 16-18yr olds by Qualification Level (March 2012)
59
Not Known
NEETs by Qualification Level
Academic
54
Level Not
Recorded
Sheffield
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22. The Sheffield Guarantee
DfE Phase 3 Trial
Sheffield Vision
Through partnership working we will ensure timely and supported access to
appropriate learning and training provision, enabling seamless transition to adulthood
and employment for all 14-19+ year olds
Sheffield RPA Plan with 6 Strands:
• Strategic Leadership.
• Planning for the Future.
• Knowing the Cohort.
• Mix and Balance.
• Support to Progress.
• Awareness and Aspiration.
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Sheffield

23. Strand One: Strategic Leadership
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Sheffield

24. What we said we would do….
‘Create a shared understanding of the implications of the
legislation, the scale of the challenge for Sheffield and make
it everyone’s responsibility’
 RPA Steering Group – schools/ colleges/ work based training/
IAG/social services/vcf/strand leads/ universities/
NAS/elected member
 Work strands running – wider membership
 Aligning commissioning and resources
 Provider networks
 Partnerships around vulnerable young people
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Sheffield

25. Strand Two: Planning for the Future
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Sheffield

26. What we said we would do….
‘develop a ‘transitions entitlement’ from pre to post 16 with the necessary
support structures in place to meet the needs of vulnerable young people’
Administration: effective and robust administrative arrangements to support
transition e.g. transfer of records including performance data, joint meetings,
common procedures
Social and Personal: improving learners and carer’s familiarity with the post 16
setting, ensuring appropriate pastoral support, improving retention
Curriculum: appropriate levels, continuity, learning how to learn in new settings,
pathways to progression
Pedagogy: continuity of teaching & learning across phases, cross phase
professional support and dialogue
Autonomy: ensuring learners are seen as active participants in the process
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Sheffield

27. Strand Three: Knowing the Cohort
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Sheffield

28. What we said we would do…
‘Plan post 16 learning and training based on real time
intelligence; develop data tools to identify those at
risk of not participating’
•Places plan – trajectory to 2015 and beyond
•RONI pre 16
•RONI – post 16
•Data sharing platform
•Deep dives and learner feedback
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Sheffield

29. Strand Four:
Mix ‘n’ balance of Provision
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Sheffield

30. What we said we would do….
‘Develop quality assured progression pathways through sectors and across
providers and flexible holding provision’
 Map, connect and promote a coherent and seamless pathway through the
curriculum at all levels with agreed progression opportunities/
admissions criteria
 Create flexible provision to provide a guarantee at all times of the
year including holding and access programmes
 Devise hub and spoke structures with providers and community based
youth teams to work in community settings to offer first steps
engagement leading to mainstream
 Develop bridging and ‘half’ level programmes across the provider
network; connecting the standard curriculum levels for those needing
smaller steps
 Use an enterprise/entrepreneurial theme to bundle a range of
qualifications into a coherent learning programme as an ‘apprenticeship’
to self employment
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Sheffield

31. Strand Five:
Support to Progress
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Sheffield

32. What we said we would do….
‘Developing a multi agency approach to meeting the needs of the most
vulnerable’
 Create a ‘virtual’ vyp team – better understanding and linkages
 Create and embed the Community Youth Teams
 Progression planning - through to 18 (25 if LDD) via a learning &
support plan
 Sharing information in a timely and appropriate manner
 Influencing the design and delivery of provision and services
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Sheffield

33. Strand Six:
Awareness and Aspiration
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34. What we said we would do…
‘Launch a multi faceted campaign to increase to promote the
benefits of staying in learning longer’
 Communications campaign – magazine, pay slips, poster, app….
 Events – piggy backing, bespoke
 Commission an RPA drama production
 Web sites – www.sheffieldinteractive.co.uk portal for all
things youth
 RPA ambassadors – from all sectors including parents
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35. Next Steps
 Understand roles and responsibilities- engaging schools better
 Embed the elements of a successful transition – push and pull
 Plan for the cohorts coming through – not more of the same
 Ensure that provision meets needs– skills trajectory from KS4
 Align provision and support around the most vulnerable
 Normalise!
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Sheffield

36. Workshops
Workshops A1 & B1: Knowing the Cohort, Managing Expectations and Meeting Needs
Facilitator: Deborah Parker
Room: 122
Workshops A2 & B2: Mix and Balance of Provision: Matching Supply and Demand
Facilitator: Henry Hui
Room: 124
Workshops A3 & B3: Support to Progress
Facilitator: Vicky Moss
Room: 151
Workshops A4 & B4: Supporting Vulnerable Young People
Facilitators: Peter Mitchell, Cheryl Plant, Amanda Brookes
Room: Main Hall
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Sheffield