Accountabilities and their impact on curriculum provision · Accountabilities and their impact on...

Accountabilities and their impact on curriculum provision

UCL Institute of Education 25th November 2014

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Contents FOREWORD ............................................................................................................................................. 3

by Professor Ann Hodgson

PRESENTATIONS ...................................................................................................................................... 6

1. Linda Rose, Inspections & Accountability Team Accountability, Assessment & Flexible Resource Division, Department of Education (DfE): 16-19 Accountability ........................................................ 6 2. Harriet Harper, Associate, Centre for Post 14 Research and Innovation, Institute of Education: Key inspection issues for post-14 providers ..................................................................................... 11 3. Rachel Whittington, Senior Manager, Young People’s Service Delivery, EFA: Update ................ 12 4. David MacKay, Head of Awarding Body Stakeholder Engagement, Pearson: Making Choices .... 15

Responding to the Changes: Learning from each other - SCHOOLS WORKSHOP ................................. 19 Responding to the Changes: Learning from each other - COLLEGES WORKSHOP ............................... 32

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FOREWORD Ann Hodgson

How do the leaders of schools, colleges or work-based learning providers decide on curriculum provision – which qualifications to offer their 14-19 year olds, how many and what additional experiences and entitlements students should have beyond accredited awards? Undoubtedly, it will depend on who the students are, the institutional mission and the nature of the locality within which the provider is located. However, key national policy drivers, such as inspection, performance indicators and funding, understandably also have a very powerful effect on provider behaviour. The Ofsted grade a school, college or work-based learning provider receives, which qualifications and benchmarks count in performance table and how much money is available for study programmes will make a difference to what it is possible for an institution to offer. This has to be balanced against learner need. In a time of austerity, cuts to public spending and a shrinking 14-19 cohort (at least in the short run) makes the situation tough for providers. In this context, the conference, which was a collaborative venture between the Centre for Post-14 Research and Innovation at the Institute of Education and Learning Plus UK, had two main aims. The first was to ensure that all participants had the opportunity to hear about the major changes taking place to qualifications, performance measures, funding and inspection and to ask questions of national experts. While this information is all in the public domain, the amount of reform and the complexity of some of the changes that need to be implemented over a short timeframe made it very worthwhile looking at each of the changes in turn and then considering the total reform picture. The second aim for the day was for participants to have the opportunity to discuss with peers and experts how these reforms might impact on them and specifically what the implications were for curriculum provision. Clearly each institution has to consider how policies will affect them in their own particular local context and there is no right answer to what a school, college or work-based learning provider should offer. However, having the chance to think through some of the possibilities, to hear how others were responding and to reflect on which ideas might be relevant to them proved a very fruitful area for dialogue and debate. In my opening remarks, I argued for the importance of local discussion and a collaborative response to the reforms in order to ensure that the 14-19 curriculum in any locality is able to meet the needs of 100 per cent of young people in a time of universal participation to the age of 18/19. This I suggested requires clear educational values and principles to underpin decision-making and a willingness for schools, colleges and work-based learning providers to work with their local authorities and local employers to come to a solution that puts learners first. Of course, we all recognised that competition between 14-19 providers is strong and that institutional viability sometimes clouds broader educational thinking. But without a set of strong underpinning values and purposes that are agreed at both institutional and local level, learners (and probably the most vulnerable) will undoubtedly suffer.

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I concluded my introduction with a plea for values-based educational decision-making and local collaboration that pays most attention to the local conditions that affect learners and providers (illustrated in light blue on the diagram below), despite the often conflicting demands of national policy levers (indicated in dark blue). In my view, it is only in this way that we can build the strong local learning systems that ensure a worthwhile educational programme for every learner and also begin to open up more vital employment opportunities for young people.

Professor Ann Hodgson (PhD) Director, Learning for London@IOE Co-Director, Centre for Post-14 Research and Innovation UCL Institute of Education

14-19educa on

Qualifica ons

Learnerpopula on

Locallabourmarket

Compe on/collabora on

mix

Targetsandperformancemeasures

Funding

Ins tu onaltype

Inspec on

Internalfactors(e,g.staffing)

Employersandtheeconomy

Highereduca on

Na onalini a ves(e.g.Academies)

Localstrategy

Valuesandpurposes

Key factors shaping 14-19

education

14-19

education

Qualifications

Learner

population

Local labour

market

Competition/co

llaboration mix

Targets and

performance

measures

Funding

Institutional

type

Inspection

Internal factors

(e,g. staffing)

Employers and

the economy

Higher

education

National

initiatives

(e.g.

Academies)

Local strategy

Values and

purposes

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Here are some of the things you had to say about the day….

“All information helped to confirm/clarify my understanding of new measures, reforms and funding.” - Delegate

“Workshops were useful to interact with colleagues from different areas. The presentations were also useful as a lot of information conveyed.”

- Delegate

-

“Clarity of presentations, and all really practical and useful.”

- Delegate

-

“All of the aspects were of great interest.”

- Delegate

-

“Everything was very interesting and relevant. Delighted that a briefing paper will be provided to feedback to all stakeholders. Extremely useful day.”

- Delegate

“Would have liked something on how to provide enrichment for Post-16.”

- Delegate

-

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PRESENTATIONS

1. Linda Rose, Inspections & Accountability Team Accountability, Assessment & Flexible Resource Division, Department of Education (DfE): 16-19 Accountability Linda Rose presented an overview of the changes to the 16-19 Accountability and outlined the changes at secondary accountability. Her presentation included the following points:

- All 27 recommendations from Professor Wolf’s review of (vocational) education are being

implemented by the DfE

-

- New guidelines on which 16-19 vocational qualifications will be included in the performance

tables from 2016 onwards

- Approved, substantial vocational qualifications at Level 2 will also be included in the

performance tables form 2017

- A/AS Level reform

- “Study programmes”

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- Work experience now a component of all study programmes, including A Level and academic

study programmes.

- Intention to give providers more freedom in designing the programmes to fit their students

“Briefings from DfE etc. – Always good to hear updates directly from departments. Presenters all very clear and informative.”

- Delegate

-

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- New accountability measures (from 2016 Performance Tables) – same for schools and

colleges (!): Progress, Attainment, English and maths, Retention, Destinations

- Publishing ‘closing the gap’ for each of these measures (based on pupil premium students in

year 11)

- Including performance at Level 1 and 2 in the PT from 2017

- New “progress” measures

- Attainment – no longer will report APS. Emphasis will be on quality, not quantity

- DfE’s working on options to speed up publication of destinations (now measured after 1.5

year after student completes KS5)

“Still ambiguity around AS/A levels, perhaps an authority could have deconstructed the reform AS/A level (just one) to identify the detail of change.”

- Delegate

-

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- Changes at KS4: new Progress 8 measure (slide 18), Attainment across the same 8 subjects,

Percentage of pupils achieving a C grade in English and maths, Percentage of pupils

achieving the EBacc.

“All sessions useful.” - Delegate

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GCSEs needed review, are being reformed, teaching of these will get better over time.

Would take this comment back to DfE.

The goal is to have the same data/accountability measure for both schools and colleges, that’s why the progress measure is being introduced. The success rates for vocational qualifications were tried out in schools but were not proven reliable.

Destinations on LA levels are also shown to get the bigger picture.

DfE’s working on improving the presentation.

Destinations will be reported separately for Y12 and Y13.

The idea was to make these as flexible as possible to allow for this; the DfE will provide guidance on how to then report on these students.

Q&A session followed the presentation.

Are the current GCSEs high quality or is it just the brand?

To receive full funding, students will be required to take E&M simultaneously - it’s not such a good idea!

What happened to using success rates in schools? Why is there now “progress” for vocational qualifications?

Why are colleges being punished (NEETs, young people unaccounted for) if there are just not jobs available in the area?

At which institution do destinations get reported if student started a programme at one centre but transferred and completed it at another centre?

All the information in the Performance Tables is confusing for parents

Can students enrol simultaneously into AS Level and A Level for one subject/enrol in A Level but then drop it to AS Level?

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2. Harriet Harper, Associate, Centre for Post 14 Research and Innovation, Institute of Education: Key inspection issues for post-14 providers Harriet Harper talked about the upcoming changes to the schools and colleges inspection framework, including the points outlined below.

- Changing inspection framework, same for schools and colleges

- Consultation until 5 December on “what and how is inspected”

- Proposed ‘short inspections’ 1-2 days, 2 inspectors come into provider with data, every 3

years; concerns can trigger full inspection; also ‘good’ can trigger full inspection to become

outstanding school

How: not examining grading and lessons

Who: no more outsourcing for Ofsted

- Emphasis on safeguarding; suitability of curriculum; progress; opportunities and preparation

for life; ‘British values’ – some of these may be challenging for FE colleges

- Grading: overall + individual grades; separate grades for quality of curriculum, school sixth

form, different types of provision in FE

“All very useful.” - Delegate

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- Possible issues for FE colleges: advising on curriculum, employability and placements,

teaching English and maths, getting self-assessment right; reports for FE – who is the

audience?

3. Rachel Whittington, Senior Manager, Young People’s Service Delivery, EFA: Update Rachel Whittington presented an overview of recent and upcoming changes to the funding for 14-18 providers.

- 3,500 post-16 institutions including numerous new types

- Changes: funding per student, NEETs, RPA, study programmes, English and maths, ability of

good and outstanding colleges to take in students at 14; policy-enable opportunities

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- Response to Wolf review – new funding formula in 2014

o before, formula based on success (this caused putting students on other/easier

courses if in doubt that they would not succeed)

o now based on retention

o based on programmes of study (=progress and opportunities)

- Challenges:

o transitional protection

o English and maths – removing funding for those who do not comply

o provision for 14-16 year olds

o FSM in FE 16-19

“A little more emphasis on 14-16 would have been helpful.”

- Delegate

-

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- Projections – “many goes where students are” (i.e. higher number of students, more

funding)

o Those with D in English and maths at KS4 will have to take GCSE at post-16

o Formula protection funding continues, transitional protection funding ends

o More funding for big study programmes

“Important: Changes to qualification structure, Funding – Qualification point score system.”

- Delegate

-

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4. David MacKay, Head of Awarding Body Stakeholder Engagement, Pearson: Making Choices David McKay outlined and explained the implications of changes to the 14-16 performance measures for curriculum. His presentation included the following points.

KS4

- New measures: Attainment and progress Best 8

- New point system

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- For helpful examples of Progress 8 calculation, please see David McKay’s presentation. - There will be different English requirements for students to be included in the various KS4 performance headline measures:

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- New floor standards

The following graph presents all centres with KS4 provision in England; the centres below the horizontal line (red and green) are those that were below the floor standards in 2013, while the centres to the left from the vertical line are those that would be below floor standards using the 2013 data and the new Progress 8 floor standards.

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David McKay also presented timescales for level 1/level 2 qualifications developments and the affected subjects.

He also presented a timeline and outlined the changes to the 16-19 Performance measures as well as discussed the developments for Level 3 qualifications.

“Superb presentations from DfE, EFA and Pearson.”

- Delegate

-

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Responding to the Changes: Learning from each other - SCHOOLS WORKSHOP

*This word cloud was generated from feedback from the schools workshop session. Greater prominence given to words that appeared more frequently in the source text.

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Topics discussed…

Teacher Support

Appropriate courses for each learner

Funding

English and Maths

AS and A Level

Work Experience

Vocational Progression KS4KS5

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Recommendations

Teacher Support


Funding

English and Maths

AS and A Level

Work Experience


IGCSE English (ESL) has been a very successful qualification for us and it is acceptable to universities. However, it is not on the list of funded qualifications. This decision should be reviewed.

Requirement to take GCSE English and maths simultaneously in order to secure funding should be dropped. It is reasonable for students to take one in each year of sixth form.

“Some discussions were challenging due to current uncertainties – lots of questions remain unanswered.”

- Delegate

-

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Opportunities to discuss issues.

Solutions

Recommendations


Funding

English and Maths

AS and A Level

Work Experience


Teacher Support

Exam boards support.

Teacher training – new content/assessment/delivery.

Shared thinking/communities of practices. Sharing ideas.

Making it easier for teachers to attend training.

Exam boards to support.

Exemplar support materials.

Support networks need building.

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Further thoughts

Group teaching/learning – supported by exam boards?

Resources needed for teaching and learning. Textbooks, exam papers, T&L resources, exemplar schemes of work.

Help to communicate with students about changes.

More time needed to plan and implement changes.

New teacher training?

Cost in terms of time? How do we ensure enough planning time?

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Questions and Answers


Funding

English and Maths

AS and A Level

Work Experience


Teacher Support

AS = 40% - does this reflect volume of content or weighting of content?

“Workshops were useful to interact with colleagues from different areas. The presentations were also useful as a lot of information conveyed.”

- Delegate

-

DfE’s Response: Ofqual consider that the AS level content is about half the A level, and will remain at this level for the reformed qualifications.

DEC 2014

Pearson’s Response: The AS qualification is half the size of an A level and so has half the guided learning hours of an A level. This means that it has half the volume of content.

In its new Tariff to be introduced for entry to university in September 2017, UCAS will be awarding the AS level qualifications only 40%of the points of an A level rather than the current 50%. The reason it has given for this change is that the AS is at a lower standard than the A level, as confirmed by Ofqual. Therefore, UCAS recognises that the AS is half the size of an A level but does not deem it to be half the value in terms of UCAS points.

DEC 2014

t

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Are appropriate resources being developed and will they be ready on time?

Pearson’s Response: Publishers are producing text books for the new AS/A levels. The schedule for accreditation across awarding organisations has been slower than expected in some subjects because of delays in the finalisation of the subject criteria. However, these resources will be available for first teaching in September 2015.

Pearson is producing the following support materials:

additional sets of sample assessment materials banks of exemplar student work with examiner commentary teaching and learning materials schemes of work and course planners 'getting started' guides and topic booklets

These will certainly be developed in time for first teaching. Most materials will be ready in the spring term. Some are already available. Pearson's CPD will be ready in time. The most essential CPD will be available initially, followed by the roll out of further options for teachers as time goes on. Some events are already being advertised and more will follow next term.

DEC 2014

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Solutions

Recommendations

Funding

English and Maths

AS and A Level

Work Experience


Teacher Support


Improved career guidance/advice.

Institutions to define their ‘niche’ – work with other providers to fill gaps in provision.

Work with parents (careers/aspirations).

Match courses to students – rather than offer only what is convenient with regards to staffing.

Collaborative offer.

Employability passports from year to year.

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Solutions

Funding

English and Maths

AS and A Level

Work Experience


Teacher Support


Find a way of ‘accrediting’ actual part-time work (e.g. creating a log book, which is discussed during school time).

Extended curriculum including employability skills.

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Solutions


English and Maths

AS and A Level

Work Experience


Teacher Support


Funding

Consortium arrangements – but many logistical, QA and ethos considerations.

Cut teaching time.

3 x GCSE reduces some teaching areas = money.

Increase set size.

In A level specs = more content and solutions to funding = cutting teaching time/increase set sizes… How do you teach content?

DfE’s Response: There shouldn’t be any shortfall in funding to cover study programmes. The new content is stronger because core requirements are more clearly defined. That doesn’t equate to more teaching time. The overall level of demand remains about the same as for the current A levels.

DEC 2014

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EFA: Do you have to certificate AS exams if you continue to do A Level? Does this have funding implications?

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Solutions

Recommendations


English and Maths

AS and A Level

Work Experience Vocational

Progression KS4KS5

Teacher Support


Funding

Consult with other providers to ensure progression routes available.

Produce a time-line of change and implement when necessary. Pace!

Challenging perceptions about vocational routes.

Employer engagement – a whole borough approach needed.

Further clarification on Tech Awards and Substantial Vocational Qualification list. Can centres still offer qualifications from both?

DfE’s Response: Yes, centres can offer qualifications from both lists, but Technical Awards are aimed at 14-16 year olds (and will count in the KS4 performance tables), whereas Technical Certificates (previously called Substantial Vocational Qualifications at level 2) are for post-16 students.

DEC 2014

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Who/how will core aims be decided? How will they be identified?

What are the funding implications of students studying L2 vocational qualifications not on the SVQ list?

DfE’s Response: It is for the school or college to determine which qualification is the core or main aim of the study programme. This is usually the largest vocational qualification studied for students on a vocational pathway or any of the A levels studied if a student is on an academic pathway. If a student is on a mixed pathway the core aim would usually be the pathway using the largest number of guided learning hours.

DEC 2014

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Responding to the Changes: Learning from each other - COLLEGES WORKSHOP

*This word cloud was generated from feedback from the schools workshop session. Greater prominence given to words that appeared more frequently in the source text.

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Topics discussed…

Advice and Guidance

Restrictions on vocational qualifications

Funding

English and Maths

Managing the changes

Work Experience

Data and reporting

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Solutions

Recommendations

Further thoughts

Teacher Support


Funding

English and Maths

AS and A Level

Work Experience


Ensure everyone taking English and Maths is challenged (when students of different abilities in one class; trying out various models)

Embedding teaching of English and Maths within vocational qualifications

Prioritise teaching English and Maths when planning/preparing for academic year and ensure English and Maths teachers are in place before the year starts

Use internal CPD to train teachers to teach English and Maths

How to ensure staff are qualified to teach English and Maths?

How to increase staff and resources for teaching English and Maths?

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Solutions

Further thoughts


Funding

English and Maths

AS and A Level

Work Experience


Advice and Guidance

Cooperation/partnerships between colleges, schools, work providers, employers

How to ensure sufficient expertise?

How to collect data on students’ destinations?

Raising Participation Age - How to ensure students are informed about all their choices?

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Recommendations

Solutions

Period of stability (i.e. no changes to the (14)16-18 education or at least slower pace of the changes

Sufficient funding required to allow for a smooth realisation and adjustment of all the changes

Learning from existing successful cases, e.g. local 14-19 partnerships

Concise, formal guidance document from the DfE, outlining all the changes that are happening


Funding

English and Maths Managing

the changes

Work Experience


Teacher Support

“The two workshops were very useful.”

- Delegate

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Recommendations

Further thoughts

Allow for more flexibility on the delivery of vocational qualifications

Allow students to change programmes throughout the year.

How to ensure distinctiveness of providers (when all will offer the same programmes)?

Funding

English and Maths

AS and A Level

Work Experience


Teacher Support

Restrictions on vocational qualifications

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Recommendations

Further thoughts

Solutions

Better support and incentives for employers to take on apprentices/students for work experience

Institutions need to take a lead on their own, actively seeks new contacts and partnership to help place their students

How to ensure good quality of work experience?

Funding

English and Maths

AS and A Level

Work Experience


Teacher Support


Cooperation/partnerships between colleges, schools, work providers, employers

Requires less work experience

How to ensure work experience is provided for all students?

Provide in-house work experience (businesses within college)

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Recommendations

Adapting funding methodology for colleges

Plan ahead and work around the low funding

Provide sufficient funding to enable colleges to focus on student education/training and not the implications of (lack of) funding.

English and Maths

AS and A Level

Work Experience


Teacher Support


Funding

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Recommendations

Further thoughts

Adapt colleges’ systems for reporting the measures required from them now

Learn to use and understand complex data

English and Maths

AS and A Level

Work Experience Data and

reporting

Teacher Support


Funding

How/who to collect data on destinations?

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