This document discusses collaborating to engage schools through consortium partnerships to raise aspirations and attainment. It outlines a 5 step process to launch partnerships between October and July, formalizing programming in year 2. Funding would support travel, staffing, and activities tailored to local priorities. Schools with over 100 NCOP cohorts would receive a full embedded program. Smaller cohorts would receive aimhigher plus programming and additional research, activities, and staff support. Benefits of working with NCOP include close collaboration to develop strategies, specified funding for projects identified by schools, and learning which interventions are most effective across different approaches.

1. Engaging schools…
Mike Thompson
Manager
Aimhigher West
Midlands
Bal Rana
Lead NCOP Officer
Aimhigher West
Midlands
Simon Pedley
Post Sixteen, Progression
and Most Able Advisor
Ormiston Academies Trust

2. Why
collaborate? Effectiveness
Mission
Efficiency
Market
awareness
Compliance
Influence
Why Engage?

3. Aspiration
Aspiration
Raising
CEIAG
Attainment
Raising
Attainment /
Progress 8
1st in family,
POLAR,
NCOP, LAC
Pupil Premium
/
Disadvantaged
In the real world…
School /
College Consortia

4. “Hit the ground running”
1
Locate cohort, prioritise schools / colleges and promote.
Targeted awareness-raising
Oct/
Jan
2
Consult on and develop high level model.
Launch and secure buy-in
Jan /
April
3
Caseload priority schools / colleges. Hold inception meetings
Develop programme. Establish relationships. Commence
initial delivery
April /
July
4
Formalise partnership. Agree co-designed programme
Commence embedded programme
Sept
17 /
July 18
5
Manage delivery and ongoing development
Half-termly review / planning
Sept
17 /
July 18

5. School / College Consortium Response
Needs identified
Funding for travel, staff cover, in-house
activity and data / evaluation support
Accommodate mixed groups. Align with
existing programmes. Enable cross-
consortia working. Minimal red-tape
APAs deliver personalised support
Co-commissioned activities address
local priorities e.g. GCSE Maths /
English tutoring, stretch for high prior
attainment PP students, parental
engagement
Funding to participate
Inclusive / practical
Funding for TLR 3 coordinator and
visiting 0.4 FTE Aimhigher Progression
Ambassador (APA)
Tailored to school /
college priorities
Capacity to engage

6. LevelofInvestment
All schools and
colleges with +100
NCOP cohorts
Full
Embedded
Schools / colleges
with large NCOP
cohorts
Aimhigher Plus Programme
Part
Embedded
Schools / colleges
with significant
NCOP cohorts
•Additional data sharing and research activity
in a sample of schools / colleges
Additional
Research
•External aspiration / attainment raising and
IAG activity, collaboratively agreed and
funded by the partnership
Commissioned
Activity
•Visiting Progression Ambassador for 2 days a
week to deliver in-house programme
•Visiting undergraduate coaches to deliver
project-based group work
Support
Staff
•£10,000 pa for coordinator at TLR 3 equivalent
plus 30% on-costs, and costs of engagement
e.g. transport of students to activities
Support Funding
•Outreach activities in Year Groups 9 to 13
including Campus Visit, Conferences, IAG,
Immersion Days, Staff CPD, Summer Schools
etc
Wrap-around
Programme

7. Ormiston Academies Trust:
Our Network:
34 academies across England
of which:
• 29 secondary academies
(13 with Sixth Forms) and 5
primary academies.
• OAT predominantly serves
rural, coastal and post
industrial communities.
• The majority of our
academies are in areas with
high levels of deprivation.

8. Benefits of working with NCOP
• Close collaboration between NCOP leads and
schools encourages shared development of
strategy.
• Specified funding for certain projects and
support for schools to develop their own
solutions…the right balance.
• Variety of approaches across NCOPs allows the
central team to learn which interventions are
most effective

9. Thanks you…
Questions?