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Paper 1: WECAN 2009-2011 Strategic Plan

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  • 1. [ Aimhigher London West Central, North (WECAN) Strategic Plan 2008-2011 1
  • 2. [ Contents 1. HEFCE Strategic Plan Template 1 Contact details: Name of Area Partnership: address: Aimhigher London West, Central, North (WECAN) tel: 020 7911 5000 ext 3996 e-mail: athertg@wmin.ac.uk web-site (if applicable): Area Partnership lead HEI Thames Valley University Contact details for lead HEI: address: St. Mary’s Road, Ealing, London, W5 5RF tel: e-mail: Contact details for area co-ordinator address: Lead co-ordinator is to be identified. At this stage please contact: Dr. Graeme Atherton tel: 020 7911 5000 ext 3996 e-mail: athertg@wmin.ac.uk Name of Area Partnership: address: Aimhigher London West, Central and North Partnership tel: 020 7911 5000 ext 3996 e-mail: athertg@wmin.ac.uk878 2 Partnership vision and strategic priorities (see paragraph 96) (500 words max) The Aimhigher West, Central, North Partnership (WECAN) will be a new entity for 2009-2011 formed from the merger of the Aimhigher London West, Central & North partnerships. Through a process of consultation, stakeholders in the new partnership have focused on establishing a set of values & principles to underpin delivery of activities in the new partnership. Of particular importance is how to develop a coherent offer for learners over the next two years beginning from a position of contrasting provision across the area reflecting its diverse nature. This offer will build on this existing provision in the three partnerships The key objective is to target the resource in such a way as to reach the largest numbers of Aimhigher learners and strengthening the ability of the 2
  • 3. [ new partnership to show the impact of it’s work by supporting a comprehensive flow of information on how the partnership has delivered to its objectives over 2009-2011. The values and principles which will unite the work of the new partnership are outlined below: Values Building on the existing track records of the 3 partnerships good practice we will: • Raise the attainment of the target cohort and develop their skills and capacity for success. • Raise learners’ aspirations for progression to higher education in a variety of settings and appropriate to their abilities. • Develop and maintain effective partnership working based on trust, transparency and mutual respect. • Challenge stereotypes and encourage changes of culture in schools, colleges and HE. Principles • The partnership’s main priority is the delivery to targeted learners of the most suitable activities that support progression to higher education in a variety of institutions. The allocation of resources must always be based on this principle. • Resources need to be focused mainly but not exclusively on supporting activities in schools and FE colleges where there are the largest numbers of learners in the Aimhigher target cohort. This will be done by utilising a resource allocation formula based on the use of the key proxy for socio-economic status in the 2007 Aimhigher targeting guidance i.e. Index of Multiple Deprivation, and the key proxy for school performance as used in the 2008 national Aimhigher funding formula i.e. GCSE Performance (the formula is outlined below). • Each targeted school/college will be allocated a minimum identified resource to support the delivery of activities in that institution. • A core task will be to build capacity in schools and colleges and to promote sustainable activities. • Beyond the minimum identified above and allocated to target schools and colleges, other resources for the delivery of activities for schools will be managed at local authority level. • All targeted schools in the partnership will be grouped in a rank order of need. This ranking will be on the basis of the agreed formula used to allocate funds between Local Authorities in the partnership. The formula is: 0.8 (0.8 No of 15 year old pupils educated in the area resident in the 3
  • 4. [ bottom 14,000 Local Super Output Areas + 0.2 No of pupils who do not achieve 5A* to C GCSE) + 0.2 (No of pupils educated in schools from 16-18) • The rationale for the formula is that all available evidence shows that social background exerts a greater influence on educational achievement than school attended. The most recent comprehensive assessment of the relative influence of social background and schools on attainment all schools in England by Cassen & Kingdon (2007) estimated the ratio of impact to be 80:20. Hence, the relationship between social background and school attainment in the WECAN formula is 0.8:0.2. The formula also includes an element to cover post 16 education. The reason for this is to account for Aimhigher’s continued commitment to supporting the delivery of Gifted and Talented activity at post 16. • The range and level of activities will be allocated on the basis of need as identified via applying the formula described above. This will lead to: the most comprehensive Aimhigher offer for the top tier the next most comprehensive for the second tier a core Aimhigher offer for the remaining tier a basic Aimhigher offer for the remaining tier • The basic offer will be made to those schools who appear in the lowest 15%of institutions in the ranking order. The core offer to the next 28%, the next most comprehensive to following 28% and the most comprehensive to the highest 28%. • The tiered WECAN offer will be based on targeting those in need through the development of the WECAN Learner Progression Framework. • To ensure that activities are delivered effectively in partnership with schools each authority will allocate Aimhigher resources to the management and coordination of the delivery programme and nominate a person with appropriate operational and strategic expertise. • There will be a central management team, whose responsibilities will include the coordination of Partnership-wide resources and activities, delivery of the evaluation strategy and the development of the WECAN offer. They will also ensure that activity is targeted at learners from the target cohort who are not based in schools and colleges Cassen, R, & Kingdon, G. (2007) ‘Tackling Low Educational Achievement’ York: Joseph Rowntree Foundation 4
  • 5. [ 3 Strategic objectives 2008-2011 Strategic objective Indicators of success Timescale 1 To develop a coherent offer An outline of the WECAN offer is By to learners in the WECAN developed based on the review September partnership at three distinct of the existing partnership offers 09 levels. The nature of this and the practice across local offer will be agreed by all authorities in the partnership. WECAN stakeholders and evidence based, built on the practice of these The nature of the WECAN three By June stakeholders. It will be stage offer is developed across 2010 based on the concept of the the schools/colleges in the ‘Learner Progression partnership. It will be informed Framework’. by evaluation of impact of the Learner Progression Framework WECAN offer on learners. All stakeholders in the By partnership understand the September nature of the WECAN offer and 2010 how it differs across three distinct levels. 2 To build the capacity of How schools/colleges can be By schools/colleges to embed supported to build capacity October and sustain support for across the partnership is 2009 learners in the Aimhigher understood through consultation. target group in progression to higher education. A pilot programme in capacity By July building in identified 2010 schools/colleges in the WECAN partnership is delivered. All schools/colleges are able to From access a support package in September building capacity & sustainability 2010 based on the experience of the pilot programme. 5
  • 6. [ 3 To develop a The elements of the strategy are July 2009 communications strategy agreed by consultation with appropriate to such a large stakeholders by the and diverse partnership management team. In particular the balance between electronic/face-to-face and inside/outside partnership is agreed. Management team to report to December the APC on the progress in 2009 delivery of the strategy APC to review the strategy July 2010 4 To position the partnership A sustainability advisory group is By Dec to be able to continue to formed consisting of 2009 support progression to representation from core higher education for partnership stakeholders and learners from lower socio- those from the outside who can economic groups after July act in an advisory capacity. This 2011. group to give advice regarding sustainability for consideration by the APC. APC to agree actions for implementation by Management team Management team to report By July back to APC on progress in 2010 implementing actions and to seek the continued advice of the sustainability advisory group. Management team to have By Dec worked with all stakeholders to 2010 identify how WECAN can best support progression to higher education post July 2011 in each individual stakeholder context and what it needs to do up to July 2011. 6
  • 7. [ 5 To develop a partnership Staff development programme is October wide staff development devised via consultation with 2009 programme for staff in stakeholders and delivery schools/colleges/higher agencies & their funding agreed. education institutions that It will be aimed at Aimhigher co- will support the exchange ordinators in schools and of information regarding colleges with approximately 150 delivering partnership work learners. & inform the development Year 1 of the programme July 2010 of the ‘Progression Co- delivered focusing on exchange ordinator’ role in of knowledge regarding schools/colleges principles/practice of partnership working & collation of information regarding the considerable amount of provision available for WECAN learners. Year 2 of the programme July 2011 delivered focusing on the construction of support materials for staff & agreed understanding of the role of the ‘Progression co-ordinator’ in schools/colleges i.e. skills/experience/knowledge required, tasks/responsibilities, resource required & aims/objectives. 6 To ensure that work with Existing work with July 2010 parents/carers is integrated parents/carers is identified, into the WEAN Learner reviewed and spread to other Progression Framework parts of the partnership/ new model work piloted if necessary. . 7
  • 8. [ All stakeholders in the September partnership understand how 2010 work with parents/carers fits in the WECAN offer. 4 Learner progression framework Please provide details of the partnership’s plans for the use of the Aimhigher learner progression framework or similar arrangement for the provision of sequenced activities as part of an individual learner’s transition curriculum. (250 words max) The development of the Learner Progression Framework is at the heart of the WECAN strategy for 2009-2011. It forms the basis for the development of the staged WECAN offer. The offer while differentiated for different groups, will still cover all stages of the learner journey. It will though be provided at different levels of intensity for learners in contrasting situations. The central team will work with the HEIs in the partnership to bring together their activities for presentation to local authority/school partners in the context of the progression framework. This will support them in structuring their offer to learners in a sequenced, coherent way. The other key challenge with developing the learner progression framework is collation and transfer of information for individual learners regarding their participation in framework activities as they cross years/institutions. The WECAN approach will meet this challenge in three ways: • The piloting of the WECAN offer in 2010-11 will be an opportunity to capture how particular schools/colleges are meeting the challenge and the development of the offer for all partners will be a way to spread this practice. • The evaluation strategy by being based around cohort tracking at different levels will provide information on whether our learner’s actual Aimhigher experiences are as sequential as we would like and are meeting their individual needs. • The partnership staff development programme will contain opportunities for colleagues to exchange practice in this area. 8
  • 9. [ 5 Evaluation Please briefly outline the key elements of the Area Partnership evaluation plan. Please note: HEFCE will request a more detailed evaluation plan to be presented by 31 July 2009. At this stage we only require a brief description of intentions. 9
  • 10. [ Aspect of the Brief description of methodology Who will do this work? Estimated cost strategic plan to be (100 words max per item) £000s evaluated 1 Development of The approach here will take 3 stages: WECAN central team £40000 the WECAN offer 1. Is there a relationship between Aimhigher Support from external at 3 distinct levels and learner outcomes? researcher (s) & its impact on learners. • Mapping of participation in Aimhigher activities against attainment outcomes at end of Key Stage 4//5progression at Key Stage 4/5. • 2. What is the role of Aimhigher in explaining the relationship in 1? • 1 sample of learners from year 9-12 will be established. It will be approximately 1500.. • It will be drawn from across the partnership area. • It will involve participants engaged in a range of Aimhigher activities. • Questionnaires will be distributed to the whole sample and focus groups will be delivered with 20% of it, at 4 stages from Sept 10 to May 11 as offer develops. • The results will be examined to explore the strength of association between involvement in 10
  • 11. [ Aimhigher and attainment & progression. • 1 sample of school/college staff will be established. It will be in excess of 100. • It will be drawn from across the partnership area. • Questionnaires will be distributed to the whole sample and focus groups will be delivered with 20% of it, at 4 stages from Sept 10 to May 11 as offer develops. • The results will be examined to explore the strength of association between involvement in Aimhigher and attainment & progression. They will feed into the development of the WECAN offer. A member of the central management team will have specific responsibility for evaluation, hence allowing the information to feed into the delivery of activity in the partnership. • The partnership will also seek to link the evaluation approach with prevailing developments in widening participation policy directives e.g. the 50% guarantee of HE offer outlined in the 2009 Government White Paper ‘New opportunities: Fair Chances for the Future. 11
  • 12. [ 2 Impact of the Questionnaires to staff participants at the start of WECAN central team £10000 partnership wide their participation in the programme and end of staff development programme. The intended sample size will be programme 100. Participant blogs on the programme website. 12
  • 13. [ Focus groups with participants at end of programme. The intended sample size will be between 30-40. 13
  • 14. [ 6 Aimhigher Area Partnership budget 2009-2011 Please provide an indication of the funding to be allocated to deliver the partnership’s strategic objectives. Budget heading Indicative budget Indicative budget 2009-10 2010-11 £000s £000s Campus visits 20,000 10,000 Mentoring 15,000 15,000 Master classes (from revision to 20,000 10,000 subject enrichment) Student ambassadors 20,000 20,000 Information, advice and guidance 79,324 46,617 (IAG) activities Aimhigher summer schools (HEFCE funded) Funding for schools, (including 2200437 1926883 academies and trusts) and local authorities for specific programme (where agreed)* Funding for colleges, training/FE 574103 501037 provider for specific programme (where agreed)** Healthcare strand Staff development 100000 100000 Evaluation 25000 25000 Area management 200000 213000 Costs of lead HEI 20000 20000 Other category (or categories; please 0 0 specify) Total of above 3278864 2897557 Total Aimhigher funding available 3278864 (1) 2897557 * A separate workbook will be provided by HEFCE for partnerships to indicate the funding to be deducted at source by DIUS and then passed to schools and local authorities through the DCSF Standards Fund. It will be the responsibility of the Area Partnership Committee to inform each partner local authority and school of the funding which has been allocated by the Area Partnership Committee on an annual basis. 14
  • 15. [ ** It is the responsibility of the Area Partnership Committee to inform partner colleges of funding allocations and to advise its lead HEI to make these payments. (1) This amount includes £200,000 of funds carried forward. The HEFCE Widening Participation Manager in July 2008 agreed that to support the merger process the Central London Partnership would be allowed to carry forward this sum. 7 Composition of the Area Partnership Committee The partnership committee below has an interim role until the end of the academic year 08-09.. It will be reduced to a smaller group of no more than 20 members by the first meeting of 2009-10, as guided by HEFCE in its communication to the partnership in December 2008. The partnership has undergone a unique, delicate & sensitive merger process. It is crucial that all partners were involved in the consultation and decision making process that has underpinned the production of the strategic plan. Having reached this milestone the partnership now wants to ensure that there can be appropriate consultation & negotiation to ensure that the APC represents the constituent sectors appropriately and there are clearly agreed, transparent mechanisms to ensure that this happens. The timetable for movement to the APC will be: April 09 – June 09 Consultation & negotiation on final composition of APC and it’s relationship to all partnership stakeholders. Recommendations put to interim stakeholder APC. June 09 Meeting of interim stakeholder APC which will ratify composition of partnership APC for 09-10 and how it will communicate with the all partnership stakeholders. June 09 – September 09 Central Management team to produce the communications framework ratified in June 09 to support the new APC in it’s work. September 09 First meeting of new partnership APC. TABLE BELOW TO BE COMPLETED WHEN COMPOSITION OF NEW APC IS AGREED BY END OF 2009-10 ACADEMIC YEAR Name Organisation Contact details 15
  • 16. [ 16
  • 17. [ 8 Aimhigher activities to be provided collectively in association with other Area Partnerships Please provide details of activities which will be provided collectively in association with other areas*. Activity to be Indicative Indicative Indicative Name of provider of collective service provided in budget budget budget association with 2008-09 2009-10 2010-11 other providers £000s £000s £000s * Please note: Figures given here should have already been included in the budget statement given at 6 above. It will be the responsibility of the Area Partnerships commissioning the collective service to develop contractual arrangements with the collective service provider. Please provide details of the way in which the collective service provider will report to the Area Partnership. The new partnership will seek actively to work with other partnerships in London and beyond. It will look to from collaborative arrangements to access new and emerging opportunities in the capital for the Aimhigher project. These may include activity around the Olympic Games, 14-19 Diplomas and City Challenge. 17
  • 18. [ 9 Strategic planning process Please describe the process used to draft this plan? (Max 250 words) This plan has been produced through a process of extensive discussion within the three constituent partnerships who are merging to form Aimhigher London WECAN. In July 2008, an extraordinary meeting of the Area Steering Groups of each partnership met to discuss how to respond to the HEFCE steer regarding the future of Aimhigher in the three partnership areas. It was agreed that the partnerships would emerge to form a new partnership. In September 2008, a Merger Action Group (MAG) was formed consisting of the Chairs, Vice Chairs & Managers of each partnership. It contained representation from Local Authorities, Higher Education and Further Education. The group then engaged an independent consultant to work with stakeholders and produce a report on the future direction of the partnership. This report was completed in December 2008 and submitted to HEFCE for feedback. The MAG then built on the feedback from HEFCE and the partnership stakeholders in a further round of consultation and constructed a shadow interim APC made up of the constituent members of the existing partnership APC’s (and the 2008-09 Central ASG). This group met on 2 nd March 2009 and there was also a consultative conference on that day where stakeholders from across the partnership exchanged their views to shape the strategic plan. The plan was then considered, amended and ratified by the shadow interim APC on 24th March 2009. Where appropriate, please give details of other plans referred to when drafting this plan. (Max 250 words) This plan has been drafted in the context of the Aimhigher Targeting guidance (2007), the New Opportunities for All White Paper (2009) and the prospective School, Higher Education Links (SHELL) report for London Challenge (DCSF) to be released in summer 2009, in particular. The common element of all these reports is their focus on how an Aimhigher partnership should focus what it offers on the appropriate constituents, and how it could develop an offer that links strategically with the wider support systems that exist for learners regarding progression to higher education. The Aimhigher Targeting guidance has informed the objective of developing the WECAN three stage offer. The New Opportunities for All White Paper has inspired the desire to lead on exploring how progression to higher education support can be ‘guaranteed’ for learners from lower socio-economic groups. Finally, the recent National Council of Educational Excellence (NCEE) report, has had a major role in shaping the thinking of the partnership in constructing this plan. In particular, the emphasis in the report on the need for improved Information, Advice and Guidance (IAG) for young people aspiring to higher education. The partnership wide programme has a thread based on IAG 18
  • 19. [ running through it and the development of the WECAN offer will have IAG at its core. Please list the key partners who signed off this plan Contact Institution/organisation/agency Ian Tunbridge Lead HEI, Thames Valley University Andrew Ward Chair, Aimhigher London West Colin Adams Chair, Aimhigher London Central Sue Dunn Chair, Aimhigher London North 19
  • 20. [ 10 Area Partnership operational plan template 2009-10 Please complete the Area Partnership operational plan for 2009-10 in the following table. Area Partnerships will be required to report against the annual operational plan in interim or annual monitoring statements. Budget heading Estimated total Indicative activity targets No. of beneficiaries funding for year (where applicable) Campus visits 20,000 All Local Authorities to be offered visits at a level 3000 commensurate with their size/level of need Mentoring 15,000 A coherent programme to be offered with student 500 mentors drawn from a minimum of 5 HEIs and individual mentoring relationships to be a minimum of 10 sessions. Master classes (from revision to subject enrichment) 20,000 Programme to be developed with a minimum of 15 2000 subject areas Student ambassadors 20,000 Minimum of 6 HEIs to work together to develop and 2500 deliver a collaborative support offer across the Learner Progression Framework IAG activities 79,324 There will be an IAG package of materials and 4000 delivery developed across the progression framework in a minimum of 8 different subject areas. This package will be piloted and then delivered across the partnership in 2010-11. The focus in this year will be in the research & development of the overall package. Summer schools (HEFCE funded) 147,250 Provision to be offered by a minimum of 5 HEIs TBC 20
  • 21. [ covering a minimum of 5 subject areas. The offer to be tailored for different stages in the progression framework. Funding for schools/local authorities 2,200,437 N/A N/A Funding for colleges, training/FE provider 574,103 N/A N/A Healthcare strand TBC FOR TBC TBC 2009-10 Staff development 100,000 Year 1 of the programme delivered focusing on 150 exchange of knowledge regarding principles/practice of partnership working & collation of information regarding the considerable amount of provision available for WECAN learners. It will be aimed at Aimhigher co-ordinators in schools/colleges. The number of participants reflects the numbers of schools/colleges in the partnership. Each participant will be offered an entitlement of a minimum of 3 interventions including activities delivered in the partnership HEIs. Evaluation 10,000 1500 learners questionnaire, 300 learners focus 1900 group, 100 staff questionnaire, 30 staff focus group. Area management 220000 N/A N/A Costs of lead HEI 20,000 N/A N/A Other category (or categories; please specify) 0 Total without funding to schools/local authorities 1,225,677 Total including funding to schools/local authorities 3,426,114 21
  • 22. [ 11 Operational planning by group/outcome/activity type Please also report planned outcomes in the format given below which uses stages in learners’ experience and outcomes rather than activity. This method of presentation will be useful to partnerships when considering their evaluation plans. Area partnerships should complete the table below for 2008-09 to indicate the allocation of resources by group/year type, related activities and expected learner outcomes. Please try to define learner outcomes as you think appropriate. It is accepted that defining learner outcomes for whole cohorts/year groups will probably be at quite a high level. We draw attention particularly to the key transition points at: •year 9 •year 11 •on exit from the 14-19 phase of learning. Partnerships may wish to focus on these three key transition points rather than attempt learner outcomes for all year groups. This is the first time we have asked partnerships to report in this way and we will be grateful for your best efforts. We have included this table to reflect the importance of planning and outcomes of the programme as a whole in the context of the learner progression framework. We will review the format of this table for reporting for 2009-10. 22
  • 23. [ Group type Learner outcomes Associated activities Cost (year group/cohort) Year 9 Introduction to HE to raise aspirations • School/college visits to offer talks and demos 15000 (Options year) and motivation •Talks and demos can be both generic and subject Presentation of link between school specific curriculum and HE study •Generic topics can include: Presentation of differences in Intro. to Student Life institutions, courses and progression routes Budgeting Choosing a University course How to apply to University • Access to HE Facilities • IAG sessions on how to progress from year 9 through HE and to careers Aimhigher Associates Activity Year 10 Introduction to HE to raise aspirations • School/college visits to offer talks and demos 15000 and motivation •Talks and demos can be both generic and subject Presentation of link between school specific curriculum and HE study •Generic topics can include: Raising attainment and enriching Intro. to Student Life school curriculum Budgeting Presentation of differences in 23
  • 24. [ institutions, courses and progression Choosing a University course routes How to apply to University •Student Shadowing, Mentoring, Tutoring Summer Schools Aimhigher Associates Activity Year 11 Recognition of link between own • Hands on sessions with direct level 2-3 curriculum 15000 (Choosing curriculum and HE study (particularly link post-16 futures) at Level 2/Level 3 stage) • Work with current undergraduates Development and recognition of link • Subject specific IAG activities between school curriculum and HE • University visits and orientation study • Student life experience workshops • Level 3 subject choice support Raising attainment and enriching school curriculum Aimhigher Associates Activity Presentation of differences in institutions, courses and progression routes Year 12 Presentation of link between school • A series of masterclass workshops in a range of 15000 curriculum and HE study subject areas extending subject experience at sixth form/FE college • Access to HE and CoVE institutions resources – Raising attainment and enriching 24
  • 25. [ school/college curriculum studios, kitchens, laboratories • Work with current undergraduate students Presentation of differences in • Extend curriculum experience with subject and institutions, courses and progression industry sector specialists routes Hands on sessions with direct Level 3 curriculum link Preparation for transition Preparation for HE transition Study Skills for HE Assistance with UCAS application Aimhigher Associates Activity Year 13 Presentation of link between school • A series of masterclass workshops in a range of 15000 curriculum and HE study subject areas extending subject experience at sixth form/FE college • Access to HE and CoVE institutions resources – Raising attainment and enriching studios, kitchens, laboratories school/college curriculum • Work with current undergraduate students • Extend curriculum experience with subject and Presentation of differences in industry sector specialists institutions, courses and progression routes • Hands on sessions with direct Level 3 curriculum link 25
  • 26. [ Preparation for transition • Preparation for HE Transition • University planning and preparation activities and workshops • Introduction to student services and facilities Introduction to student finance • Study Skills for HE Aimhigher Associates Activity Work based The focus here will be bespoke based Given the focus is bespoke, activities can be drawn from 10,000 learners upon the position of the learners in the suite of activities above depending on the nature of their learner journey the individuals/groups. Exit from 14-19 Embraced by the Year 12-13 offer Embraced by the Year 12-13 offer Embraced phase by the Year 12-13 allocation Other groups Those with The focus here will be bespoke based Given the focus is bespoke, activities can be drawn from 15000 disabilities upon the position of the learners in the suite of activities above depending on the nature of their learner journey the individuals/groups. It is likely there will be work with staff in partnership with the AchieveAbility network on supporting the learning needs of this group. Looked After The focus here will be bespoke based Given the focus is bespoke, activities can be drawn from 15000 26
  • 27. [ Children upon the position of the learners in the suite of activities above depending on the nature of their learner journey the individuals/groups. It is likely that the focus will be on subject specific visits to HE and IAG tailored for this group. Work with parents The focus here will be on supporting • Work with parents/carers to identify what would 15000 patents to support learners. benefit them • Development of support models for extension to wider partnership Working with Understanding of what Higher Visits to schools/colleges 24324 pupils below Year Education is Visits to HEIs 7 Understanding of how Higher Workshops from student ambassadors Education relates to different future employment destinations Total 154324 27
  • 28. [ 28