Pathway agm presentation

Editor's Notes

1. Introduction Good morning everyone … My name is Mike Ashley and I am an independent consultant offering a range of support service to the FE sector. I have significant expertise in the development of Performance and Quality Assurance processes throughout a range of Learning Providers including FE Colleges, ACL, VI Form Colleges, Prisons and Independent Learning providers. Drawing on over two decades of experience, including Ofsted inspections, I support organisations of all sizes, primes and subcontractors, but especially those companies who aspire to grow and secure other contracts, I support them in strategic and business planning, developing and strengthening internal quality and performance management systems to ensure providers meet the needs of their learners (customers) and are ready for external QA inspections (ie Ofsted)
2. Brief Context The Government target 3 million apprenticeships by 2020 is well publicised. Since 2010, an increase in government funding has seen more than two million apprenticeships taken up. Unfortunately, these apprenticeships have not sufficiently matched the national skills gap. Apprenticeship numbers have been mainly in sectors such as Customer Service, Retail and Administration and Care. Moving forward through the Apprenticeship reform programme, it is the governments intention that from 2017-18, all apprenticeship starts will be based on new apprenticeship standards with funding under the control of the employer. The degree of involvement of the employer and the training provider in the delivery of the Apprenticeship will vary. Most providers will now be planning and working on their own strategies on how to respond to the reform programme to deliver apprenticeships both in terms of quantity and quality. Quality versus Quantity – could the 3 million target lead to a decrease in quality provision? Where are we now! What does Ofsted say …..
3. In October 2015, Ofsted published a report (Apprenticeships: developing skills for future prosperity) that evaluated the quality of existing frameworks (not the revised apprenticeships under the reform programme) They found that …. Growth in numbers had not focused on skills shortages Apprenticeship numbers were in the service sectors and largely accredited the established skills of people who have been in a job for some time, regardless of the value of these apprenticeships to the economy SMEs not sufficiently involved (Small- and medium-sized enterprises ) The New Trailblazer apprenticeships is dominated by large employers. SMEs are not really involved enough in developing the new frameworks or in taking on apprentices. SMEs are therefore concerned about a burden of bureaucracy, that is currently managed by the training provider, would fall on them and this could or would deter them from taking on an apprentice. Too little training for apprentices aged 25+ Apprentices aged 25 and over often received too little training while at work or during off-the-job sessions. Apprenticeships are focused too much on accrediting existing skills to achieve the apprenticeship rather than developing new skills and advancing careers. Quality of apprenticeships too variable and often poor They found some apprenticeships were of a high quality and provided good training to develop new skills and knowledge in specialist vocational areas. However, too much provision was weak and failed to provide sufficient training to develop substantial new skills. L&M do not focus on improving quality and impact Only half of the providers visited had effective strategies for assuring the quality of apprenticeships and meeting the skills needs of local employers. Typically, providers did not assess the value of their apprenticeships to individual Learners and Employers and the quality of subcontracted apprenticeships was not monitored closely enough. As many of you will already know Ofsted inspect using the Common Inspection Framework (CIF), you should be familiar with this framework. The CIF was revised for use from 2015 – I’ll quickly highlight some ‘choice bits’ for your information
4. Types of Provision These are …. 16 to 19 study programmes Apprenticeships Adult learning programmes Traineeships Provision for learners with high needs Full-time provision for 14-to 16-year-olds
5. Increased emphasis on: impact of leaders’ work in developing and sustaining an ambitious culture and vision Tackling mediocrity Robust performance management Effective quality assurance Safeguarding arrangements protect learners meet statutory requirements, promote their welfare and All staff help prevent radicalisation and extremism in addition, Ofsted will maintain focus on the curriculum. So under the new reforms what will employers expect …. And what will this look like in practice?
6. Quality of TLA Increased emphasis upon: the importance of developing learners’ knowledge, understanding and skills in all types of provision to prepare learners for their next step (work or further training) assessment in all its forms NO GRADING OF LESSON OBSERVATIONS Personal development, behaviour and welfare A key focus on how well learners develop to become successful in their learning and how well they are prepared for their next steps Key emphasis upon: Personal development How well learners develop self-confidence and self-awareness, and how to be successful learners Their knowledge and ability to keep themselves safe from all forms of risk How well learners understand their career options and are prepared for their next steps Responsible engagement for example in work placements and as active citizens Behaviour Emphasis on developing appropriate attitudes and behaviours for work Behaviours that show respect and tolerance for others Conduct and self-discipline Welfare Physical and emotional well-being Staying safe online Safe from all forms of bullying Outcomes In judging outcomes, inspectors will give most weight to learners’ progress. They will take account of learners’ starting points in terms of their prior attainment when evaluating progress Within this, they will give most weight to the progress of learners currently at the provider, taking account of how this compares with the progress of recent cohorts, where relevant Inspectors will consider the progress, achievements and destinations of all groups of learners across all types of provision
7. Third of providers did not provide sufficient high quality training – for example by having existing low skills accredited eg cleaning floors, serving sandwiches etc, do not add value or tackle skill shortages Lack of collaboration between providers and employers to plan apprenticeships to give apprentices the skills needed. (Eng and Maths poorly developed, stifling career opportunities. Management systems, including performance reviews, self assessment and action planning for improvement, did not cover or include sub contracted provision well enough.
8. Start thinking exercise … Self organise into groups with a spokesperson For each questions 3 bullet answers only Question 5 3 barriers and 3 solutions?
9. For starters … not exhaustive Have a clear vision and develop an ambitious culture Have a strategic plan – know where you are heading and what success will look like along the journey Have an effective employer engagement strategy to ensure you build relationships with employers Actively engage with employers and support them, especially the SMEs to remove/lessen the burden in dealing with the implications of the new funding mechanism and understanding of the new reforms and how it affects them. Ensure you have robust Performance and Quality Assurance systems to deliver high quality provision and identify and tackle underperformance