Traineeship Staff Support Programme (TSSP)

Welcome!

Cambridge Regional College, Cambridge28th April 2014

1. Project Overview - Aims/objectives/outcomes

2. Partner feedback (Homework task)

3. Issues arising from the feedback

4. Action planning:

• - provider development plan to improve own delivery

• - contributing material for the ‘How to’ guide

LUNCH

AGENDA10am – 1pm (followed by lunch)

• Name• Organisation• Role

• Looking for ideas to help with …?

Introductions

• The Education and Training Foundation/AELP bid • £715,000 funding in total – national project – 14 successful• Purpose - CPD, resources/materials to improve outcomes

from traineeship programmes for learners and employers.• Strands:

– 1. Quality of teaching (eg English and maths, Employability skills)– 2. Engaging with employers and work placements– 3. Robust initial assessment processes– 4. Quality of provision for learners from vulnerable and excluded

groups• http://www.traineeship-staff-support.co.uk/

TSSP Programme

Aim:

to increase the scale of traineeship delivery in the East of England and to improve the quality of teaching with a focus on English and Maths, employability and basic occupational skills. In doing this we will concentrates, in the main, on developing trainers and assessors to deliver English and Maths with a focus on GCSEs.

Our project- Transition from Functional Skills to GCSE English and Maths

• Runs from April – July 2014• CRC lead provider• ACER project management• 3 partner groupings – 6 partners• Groupings –

– Business Managers/Employer Engagement/WBL– English Specialists– Maths Specialists

• 5 Workshops • 1-2-1 support• Dissemination event• Production of two good practice ‘How to’ Guides

Structure of project

Objectives to:

provide you with an opportunity to share your experiences of delivering maths support on Traineeships

gather examples of good practice for collation in a set of a 'How to' guide

identify areas of programme delivery in which you or your staff might like to have support through the project

Workshop 3 – Offering Support with maths

Wolf report - recommendations for successful progression into labour market and into higher level education and training. Study Programmes principles - should include a mix of qualification-led and non-qualification activity. Expectation that students:• Take at least one qualification of substantial size with rigorous assessment

and good progression opportunities• Be engaged in either support activity eg tutorial time, study skills and

particularly for low attaining students, personal and social development• Engage in meaningful work experience, as appropriate, to meet their

needs and ambitions• Continue with English and maths if they have not achieved GCSE A*-C at

age 16.

• DfE project - started June - finish October 2013

Background – political landscape

• Employer defined, led and owned• Apprenticeships aimed at new people in new jobs• Outcome focused - what apprentices should know,

and be able to do, at the end of the apprenticeship• Link to professional registration• Level 2 in English and maths before completion• Independent, end-point, synoptic and graded

assessment• Encourage diversity and innovation• Purchasing power lies with employers

Review of Apprenticeships by Doug Richard - Core Principles

• Qualifications to be more clearly based on the needs of employers and individuals

• Regulatory, funding and accountability arrangements designed to deliver training and qualifications which clearly lead to progression into a job or further study

• Employer ownership of occupational standards and qualifications

• Design and assessment of qualifications should reflect the best research and international practice

• Priority for action: To identify those qualifications in maths and English which best enable adult learners to progress to GCSE standard. (Reform of GCSEs planned for Sept 2015)

Review of adult vocational qualifications system- Nigel Whitehead, BAE Systems

Marketing traineeships

Mapping out the learner journey

Eligibility and initial assessment

processes

Matching with suitable

employers

Monitoring and assessment

Developing high quality work placement

opportunities

Employability skills training

English and maths teaching

Developing high quality work placement

opportunities

Converting work experience

placements to job outcomes

Exit interviews

Progression to jobs, Apprenticeships or

other education/training

Traineeship programmes - Learner journey

Task – Homework - Partner feedback

As a group:

Identify issues arising from the feedback

Agree tasks to be completed going forward

Partner provision

Action Planning

• Identify effective practice/resources/hyperlinks to key national

resources/reports

• Identify action for improvement

Development Plan– Partner Template

Reminder:• Evaluation forms• Development plans to be agreed• Telecoms to be arranged

Thank you for your contribution to this project.

Finally …