The ContinU Trustascl.org.uk/consultancy Post 16 Issues ASCL’s Inspections Specialist...

The ContinU Trustascl.org.uk/consultancy

Post 16 IssuesASCL’s Inspections Specialist

[email protected]

Twitter @Ofarrellsuzanne

mailto:[email protected]


Aims of the session

• Post 16 Funding and implications

• How Ofsted judge Sixth Forms

• Curriculum guidance

• Post 16 Accountability Measures


National Picture Autumn 2014

• UCAS 34,000 calls• Up 3% on last year and more disadvantaged students going

to university but gender gap widening• As a result of grade deflation – worse at predicting grades• 2013 of those predicted ABB 25% missed• 2014 those predicted ABB 33% missed• ASCL calling for immediate cessation of the reduction of

funding Post 16• Delay in publishing Post 16 dashboard


Update from Mary Curnook UCAS 1• Market dynamics for University admissions changed • Over 50% applicants received 4 or 5 offers 2013• Only 10% of predictions correct across all 3 grades• 72% of Independent schools do 2 or 3 facilitating subjects,

53% in state schools• Proportion of students entered for purely academic in decline

70% in 2008 and 51% in 2012, Participation in L3 growing• Universities changing as a result - want to attract students

with D/D* from Vocational Education


UCAS Update 2• Widening participation backgrounds• Girls a third more likely to apply than boys• In less than decade current trends indicate gap between

girls/boys will be more significant than rich/poor divide• What university can offer – big leap in confidence, maturity,

aspiration, passion for learning.• Go to university to create knowledge, in school you receive it


16-18 accountability consultationHeadline performance measures• Progress ( and a combined attainment/completion measure)• Attainment ( average grade per entry)• English & maths GCSE ( for students without at least a grade

C at age 16)• Retention• Destinations• Reported on in 4 strands – LV3 academic Applied General,

Technical Level & L2 substantial vocational • Technical Guide: http://bit.ly/1x0yel1

http://bit.ly/1x0yel1


Progress• 4 strands separately reported• Level 3 Academic• Level 3 Applied General• Level 3 Tech level• Level 2 Substantial vocational; qualifications

• New methodology – simpler banded input• Variable input measures- e.g. Academic KS4 GCSEs only

• Tech & Level vocational – combined completion and attainment grade


Attainment

• 4 strands reported separately• Average grade per entry• Grades- points – totalled – averaged – average grade• Given as a grade, grade+ or grade-

• Minimum standards• New rules – not yet set


English and maths situation• Change measured from highest previous grade• Measured against the national average change• Negative movement capped at -1

• D grade students must do GCSE – funding requirement

• Functional skills seen as stepping stone qualifications


Retention

• 4 strands separately reported

• Measured from end of qualifying period• To completion of core aim

• Covers whether Y12 shown as AS or A level as core aim


Destinations

• Will be shown when data is robust

• Currently 201011 year destinations October 2011 to March 2012

• Legislation developed to allow data exchange between DfE/BIS and HRMC to track employment


Key Stage 5 Interim Standards

• Fewer than 40% of students achieve an average point score per entry in vocational qualifications of 194 points

• Fewer than 40% of students achieve an average point score per entry in academic qualifications of 172 points

• It is possible for a provider to fail the vocational minimum standard or the academic minimum standard or both. If a school sixth form or college falls below either the vocational or the academic point score thresholds the DfE will give notice to the school or college that their performance is inadequate and needs to improve.


16-18 Statement of intent

• A new “add back” rule– Any students deferred from 2013 will be “added back” in

2014– Analogous to KS4 tables– Designed for students following eg 1 year level 2 followed

by 2 year level 3

• AAB in two facilitating subjects only


Level 3 value added

• Independent schools included for the first time with data included in the modelling.

It makes no difference!

Includes AS and Applied A levels this year (rather than just A levels)

No changes in presentation or methodology

No links to MIS to help with ready reckoner

TMs are available and very useful, but hidden!

Future:

Shadow data for 2016 changes available in Spring 2015 addressing:• New piecewise modelling• New allocation rules• Prior attainment based on average GCSE grade• Expect ‘Core Maths’ to appear at some stage soon


School sixth form data dashboard• Expect Spring 2015• Quintile approach to C in maths and English – comparator

will be SFC and GFEs• % with 3 or more A level – of entry• AAB in 2 or more facilitating subjects• Level 3 VA by quintile


Sixth form PANDA

Was withdrawn because of data errors

No changes in format – unvalidated due Dec 2014

Radical changes planned for 2015 in• Presentation• Detail• Statistical significance

Genuine desire to work with sector to make a useful document


Funding 16-19• National 2014-15 data published 9 October

Large programme funding from 2016• When formula protection funding (FPF) ends in 2016 large

programme funding kicks in• 4 A levels or large Tech Bacs + around £400• 5 A levels or full IB + around £800• To qualify must get at least a grade B (or equivalent) in all

qualifications• Used to stretch brightest students

• Extra funding for large land based programmes


Tips for census deadline – 29th• Census for 2 years so back to 2013 and invoice for 2015-

2016. Both years 2013-14 & 2014-15 will impact on your funding

• Students without GCSE Eng & maths must be studying a LV2 programme (check overseas students)

• Make sure all full time recorded as full time – recording both qualification ( QANs) and non-qualification ( Planned, Organised Timetabled) for this year and last

• Retention is per student not per course – completing AS not 2 years

• Disadvantage includes a postcode element• Retakes – if you can justify for good educational reasons,

include in census


16-19 Education Stripped to Bare Bones• Today’s 17 year olds get just over half the funding of what it

was when today’s 17year olds were born! ( 58%)• Political imperative with Pre-16• Funding changed but so have ambitions!• Government’s aim “ have the opportunity to study coherent,

well thought out programmes which offer them breadth and depth and do not limit their options for future study or work”

• CBI – “education should foster good behaviour and attitudes”• Lord Adonis “ Education isn’t just about exam results; it is

about education for character, for community , for citizenship”


Ofsted’s recent guidance• Inspectors should consider• “ How well students’ personal, social and employability skills

( communication, team work, leadership, taking on responsibility, problem solving, reflective thinking, independent inquiry) are developed…”

• Non – qualification activity• Finance• Keeping fit & healthy lifestyles• Community projects, drama music, debating• However – what is affordable?


A full time student in post 16 will be funded if……They have a programme of 540 hours

meeting the criteria on page 18

of


First off….

• You will have something in the region of £4000 per pupil

(£4,000 is the base rate for a full time A level student

I am ignoring other factors that may modify this value

See EFA formula guidance for detail)


To consider• Additional funding for those who have not got English and

maths• Can lose funding should a student not complete their studies• Typically the teacher to student ratio to break even is around

19 average class size 18• Fewer students in classes mean you may not be able to

balance books• Secondary school ration 15 – 1 with a median expenditure of

£5671 hence the need post 16 for a larger ratio


Implications of funding cuts• Reduced curriculum opportunities• Engagement and monitoring of students post 16• Pastoral support• “Breadth and depth” activities whittled back in most cases• Non – qualification type activity• Dilemma of accountability framework


You will be able to spend some of that on teaching costs e.g.


Approximating….

• 60% of £4,000 is £2,400• So one pupil gives you about £2,400 to spend on teaching


Outside London your average teacher cost (salary plus on cost)……..• …..Will probably be in the region of £44k to £50K

• Let’s keep the sums simple with £45,000


Your avarage teacher probably delivers between 18 and 20 hours teaching in a week

• Keep it simple with 19 hours out of 25 per week• A contact ratio of 0.76• To provide one lesson on a timetable for every period of the

week needs just over 1.3 teachers ( 25÷19=1.32)• So five option blocks with one five period subject in each in a

25 period week will cost you 1.32 teachers which is 1.32×£45,000 =£59,400

• Say about £60,000


Where are we?• One pupil gives you about £2,400 to spend on teaching

• One line of choice in a five block, five period per block option scheme costs you about £60,000

• So you need about 25 pupils on roll to put on one line of teaching in your option system!

• They don’t all attend all the lessons so it probably means an average of around 20 in a teaching group.


The big question is..How many lines of

teaching do I need to offer a reasponable curriculum including Maths and English?

I reckon you may need a minimum of seven lines if you have Vocational

and A level


A minimum of seven lines of teaching means something like..Block 1(5 hrs) Block 2(5hrs) Block 3(5hrs) Block 4(5hrs) Block 5(5hrs)

Maths (A) Geography History English Lit(A) French

English Lit (A) Physics Chemistry Biology Maths (A)

Psychology Art Economics Computing Sociology

German Business St. Drama Geography English Lan (A)

Retakes (M/E) Retakes(M/E) Retakes(M/E) Retakes (M/E) Retakes (M/E)

Vocational 1 Vocational 1 Vocational 1 Vocational 2 Vocational 2

Vocational 3 Vocational 3 Vocational 3 Vocational 4 Vocational 4


You need 175 students on roll to afford this comfortably!


But….• You could • Use cheaper staff• Get them to teach more• Have only 4 periods per block• Etc etc

• Nevertheless

• At best you probably need at least 220 pupils in the whole post 16 section to put on a minimum level of provision without stripping funding out of the rest of the school.


Maximising funding• Ensure census is filled in well and guided learning hours are

all claimed and provided• Core learning aim – AS /BTEC First – help retention figures• Record the 540 hours


Reporting on study programmes

• Ofsted report: http://bit.ly/1vQtL4z• Study programmes insufficiently individualised• Quality of level 2 Ma and En is too low• Careers guidance weak

• Complete return• 540 hours essential• What qualifies?

http://bit.ly/1vQtL4z

http://bit.ly/1vQtL4z


Feedback from implementation of 16-19 study programme• Ensure 6th forms meet the full requirements• Ensure new 16-19 performance measures can be used to

hold providers to account for success of study programme• Ensure systems are in place to monitor all learners’ core aims

and their destinations as they progress• Identify and disseminate best practice to increase pace of

improvements in provision of teaching maths and English• Clarify and emphasise key role of work-related, non-

qualification activity and work experience• Through inspection ensure providers are acting on these

recommendations


Sixth form provision and CEIAG

• How well students’ personal, social and employability skills are developed and how well this prepares them for their next steps in education or at work, including the contribution of ‘non-qualification’ activity and/or work experience and appreciation of how to approach life in modern Britain positively

• The extent to which students are supported to choose the most appropriate courses, taking into account retention and success rates, as well as destination and progression information and students’ views


Post 16 Guide - Achievement• Progress & achievement with starting points and national

averages• How well their personal, social & employability skills

preparing for next steps• Retention, achievement, destinations data • Progression onto higher-level qualifications• English/maths progress (those without a C already)• Progress of different groups – including most able, PP &

vulnerable and closing gaps• Tracking of VA


Teaching and learning • “to promote learning and the acquisition of knowledge

by pupils and to raise achievement”• No grading of teaching in lessons but can grade

achievement and behaviour• Impact of the teaching on the learning and learning over

time• Closer scrutiny of books• Strengths and weaknesses of teaching observed across

a broad range of lessons• ‘Develop a culture of scholastic excellence where the

highest achievement in academic work is recognised, especially in supporting the most able’

• ‘Teachers command respect’


Quality of Teaching Inspectors must not favour a particular or preferred approach

to teaching or planning lessons. It is for a school to determine how best to teach and engage pupils to secure good or better learning.

Inspectors must evaluate the impact of teaching over time Inspectors will evaluate whether teaching meets the needs

of, and provides sufficient challenge to, the most able pupils Individual lessons are not graded – it is about judging the

quality of teaching over time which includes books, relationships with students, subject knowledge, homework, behaviour, marking, progress

Best use of learning time and independent study time


Giving Feedback to teachers• If asked inspectors will provide feedback to individuals on

what they have observed, including the evidence they have gathered about teaching

• Behaviour and achievement may be judged

• Inspectors must ensure feedback does not seem to constitute a view about whether the teacher is a ‘good’ teacher or otherwise , or if they ‘taught a good lesson’ or otherwise.


Post 16 Guide - Teaching• Monitor, review & assess students’ achievement in relation to

challenging targets• Ensure students know how to improve – feedback• Development of personal, social and employability skills• Contextualises learning and provides relevant opportunities

for practical application of employability skills• Supports development of students’ skills in English & maths• Know targets and routinely challenged to exceed them• Leadership of Post 16 teaching• Impact of CPD


Features of Effective Post 16 teaching – from Ofsted!

• Skilled staff knowing their learners’ abilities, prior attainment and planning interesting and relevant lessons with a range of activities which engage students’ interest and motivate them

• Identifying those learners in need of additional help early and providing support so promptly minimising any barriers to learning

• Well-structured questioning focusing on deepening learners’ understanding, with open questions suitably targeted at learners’ of different abilities


Features of Effective Post 16 Teaching• Learners working in pairs and small groups based on ability • Planned independent work, including research, tailored to meet the

needs of individual learners• High levels of support for individual students both within and

outside the classroom• Modifying and adapting lesson plans in the light of informal

assessment of students’ progress and understanding during the lesson

• The use of different text books and other resources, including reference to virtual learning environments, to meet students’ differing needs


Ofsted Post 16- Behaviour & Safety

• Focus on students’ attitude to all aspects of their learning

• Pupils’ engagement in their learning and with non-qualification activities to help develop their personal, social and employability skills

• Behaviour for learning – equipment, notes ( flipped learning)

• CONSISTENCY across staff and subjects

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=Z6SrbLrf8HCHZM&tbnid=WCUAps2xyqpemM:&ved=0CAUQjRw&url=http://www.biz.colostate.edu/mti/tips/pages/DisruptiveBehaviorsStudentPerspective.aspx&ei=00LmUs69FYbE0QW4u4GwDA&bvm=bv.59930103,d.d2k&psig=AFQjCNHkt7FxeTMSTxAGCyDamPui7SjTTg&ust=1390908471706500

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=Z6SrbLrf8HCHZM&tbnid=WCUAps2xyqpemM:&ved=0CAUQjRw&url=http://www.biz.colostate.edu/mti/tips/pages/DisruptiveBehaviorsStudentPerspective.aspx&ei=00LmUs69FYbE0QW4u4GwDA&bvm=bv.59930103,d.d2k&psig=AFQjCNHkt7FxeTMSTxAGCyDamPui7SjTTg&ust=1390908471706500


Judging Leadership & Management• ‘Judgement will not rely solely on published data’• ‘Reports will need to explain clearly why a school is

judged as ‘good’ if published data does not support that’• Effectiveness of Middle Leaders• Performance Management – have teeth to it• Evaluate the school’s strengths and weaknesses and

implement rigorous improvement plans• Impact of CPD• Alternative Provision• Reporting to parents• Curriculum – British Values


Post 16 guide - Leadership & management• How does the curriculum and guidance lead to

comprehensive individual study programmes?• High quality teaching in English and maths• Tracking and intervention• Monitoring quality of teaching and ensure teachers have

skills to deliver high-quality study programmes• Provide high-quality impartial IAG• Effectiveness of partnerships to provide meaningful work

experience and non-qualification activities• Collaboration with other providers


What is ?

The TAHS Passport is a unique document which will be used to record and evidence personal and academic skills gained whilst

in the 6th form at Thomas Alleyne’sHigh School.

• Students are in charge of their own ‘PASSPORT’ and will provide evidence for the skills and/or personal attributes contained within it.

• Throughout year 12 they will need to collect evidence which demonstrates each criterion has been met.

• This would largely involve visual evidence or signatures/comments from appropriate individuals


The Criteria…


Ofsted….Collaborative provision Inspectors should investigate how well collaborative arrangements for extending the curriculum work ‘on the ground’ to establish whether:

– Timetables between institutions are effectively matched so …pupils do not miss lessons or other activities as a result of collaborative arrangements

– Transport and travel arrangements between collaborating institutions are reliable and enable students to be punctual

– There is time for teachers and subject leaders in collaborating organisations to plan together

– There are systems to coordinate and report on attendance and

punctuality information.


Preparing for an inspection

• Accurate Self Evaluation – planning and impact• SDP linked clearly to the SEF• Governance confidence with data and impact of challenge

and support – post 16 link governor?• Whole staff understanding of key issues• Impact of CPD• Website• Case studies• Literacy Policy – what is seen in practice?• Assessment Policy


Preparing for an inspection 2• Data – Predict what questions will be asked. Construct your

answers, have your evidence ready • Monitoring and tracking of pupil progress – hard evidence

that students are progressing• Know the framework – read descriptors carefully• Evidence for judging the quality of teaching over time• Lesson planning – give the message-

we know our students.• ‘Be masters of your own destiny”


Checklist to have ready• Summary of SEF – accurate, clear and concise• Current Post 16 improvement plan – clear milestones• Timetable, staff list and times & pre-planned interruptions• Post 16 attendance ( by groups if necessary)• Summary of data you wish to present• Behaviour, exclusion, racist, bullying logs• Details of collaborative work and quality assurance processes• Evidence of monitoring of quality of teaching and learning• Documented work of governors and evidence of their impact• Destinations, retention, NEET data• ‘Passport’ type activities, employability skills• External evaluations of the 6th form & post 16 student


Maximising Key Stage 5• Set of core values post 16 – can students articulate the vision?• Induction period? Work over summer• Use of student voice in teaching and learning issues• Leadership certificate endorsed by local employer/university• Display boards – on target, destinations, photos• Teacher absence protocol• Published set of assignment deadlines• Post 16 teaching and learning group• Bullet point summaries of Chief Examiner reports• Meticulous reporting of attendance/punctuality• Grade attitude to learning and independent study• Marking and impact


Post 16 A levels

• First teaching in 2015: English language, English literature, English language and literature, biology, chemistry, physics, psychology, art and design, business studies, computing, economics, history and sociology. Updated version is here:

• http://ofqual.gov.uk/documents/update-on-the-reforms-being-made-to-as-qualifications-a-levels/

• First teaching in 2016: Mathematics, further mathematics, modern foreign languages (MFL), ancient languages, and geography.

• The list of A levels which have been accredited so far is changing daily – it is updated here:

• http://ofqual.gov.uk/qualifications-and-assessments/qualification-reform/accredited-reformed-qualifications/

http://ofqual.gov.uk/documents/update-on-the-reforms-being-made-to-as-qualifications-a-levels/

http://ofqual.gov.uk/documents/update-on-the-reforms-being-made-to-as-qualifications-a-levels/

http://ofqual.gov.uk/qualifications-and-assessments/qualification-reform/accredited-reformed-qualifications/

http://ofqual.gov.uk/qualifications-and-assessments/qualification-reform/accredited-reformed-qualifications/


• Assessment will normally be by examination only, except in subjects where some non-examined assessment is the best approach, such as history or computing

• Assessment will be available only in the summer

• The new A and AS levels will continue to be graded from A to E, with an additional A* grade available at A level only.


Post 16 2014-15• From Sept 2014 studying appropriate qualifications in maths and

English (for students who have not achieved a grade A*-C) becomes a condition of funding – updated guidance can be found https://www.gov.uk/government/policies/improving-the-quality-of-further-education-and-skills-training

• New guidance on other 16-19 study requirements https://www.gov.uk/government/publications/16-to-19-study-programmes-advice-on-planning-and-delivery

• ASCL guidance regarding A/ AS level

• http://www.ascl.org.uk/utilities/document-summary.html?id=A7C44B50-F002-4403-9468B77C83A255E2

https://www.gov.uk/government/policies/improving-the-quality-of-further-education-and-skills-training



https://www.gov.uk/government/publications/16-to-19-study-programmes-advice-on-planning-and-delivery



http://www.ascl.org.uk/utilities/document-summary.html?id=A7C44B50-F002-4403-9468B77C83A255E2




Post 162014-15

Specifications for the new AS and A levels in the first group of subjects with schools from September 2014 onwards.

September 2015 first teaching of the new, standalone AS qualification and linear A levels in the first group of subjects.


Post 16 vocational2014-15

• From September 2014 vocational qualifications at level 3 will be classified as either Tech levels or Applied General qualifications – if they are approved for performance tables

• Tech levels – are for students wishing to specialise in a specific industry, occupation etc. and enable entry to apprenticeship or other employment or progression to HE

• Applied General - are for students wanting to continue their education through applied learning, and which fulfil entry requirements for a range of higher education courses


• External assessment: a minimum of 25% of the content externally assessed for SVQL2 qualifications, 30% for TL and 40% for AG

• Synoptic assessment: to help a student develop appreciation of the connections across a subject

• Employer involvement: For TL and SVQL2 only. Employers must be involved in the delivery and / or assessment of these qualifications.


Post 16 2014-15• Lists of Technical awards will be published on the DfE

website in November 2014 – for teaching September 2015 –these will be updated in January 2015

• Lists of technical and vocational qualifications to be updated in January 2016

• Core maths specifications will become available –”autumn”• November 2014 DfE will publish a list of core maths

qualifications which will be included in the level 3 maths measure in 2017 performance tables

• Updated list of what counts in the 2016 performance tables is https://www.gov.uk/government/publications/vocational-qualifications-for-14-to-19-year-olds

https://www.gov.uk/government/publications/vocational-qualifications-for-14-to-19-year-olds




Useful documentation and websites• http://

www.spa.ac.uk/documents/NETT/NETT_Unconditional_Guide.pdf

• - http://www.ucas.com/data-analysis• http://

www.ofsted.gov.uk/resources/transforming-16-19-education-and-training-early-implementation-of-16-19-study-programmes

• http://www.ofsted.gov.uk/resources/school-inspection-handbook

• http://www.ofsted.gov.uk/resources/framework-for-school-inspection

http://www.spa.ac.uk/documents/NETT/NETT_Unconditional_Guide.pdf



http://www.ucas.com/data-analysis

http://www.ucas.com/data-analysis

http://www.ofsted.gov.uk/resources/transforming-16-19-education-and-training-early-implementation-of-16-19-study-programmes



http://www.ofsted.gov.uk/resources/school-inspection-handbook

http://www.ofsted.gov.uk/resources/school-inspection-handbook

http://www.ofsted.gov.uk/resources/framework-for-school-inspection

http://www.ofsted.gov.uk/resources/framework-for-school-inspection


Whilst the information provided at this event was correct to

the best of the knowledge of the presenters and

organisers, neither ASCL nor Professional Development

can accept liability if at a later date this should prove not to

be the case. Nor can they be held responsible for any

errors or any consequences resulting from its use.

The ContinU Trustascl.org.uk/consultancyascl.org.uk/consultancy

For further support: contact ASCL Professional Development for the latest information, including bespoke consultancy or training in your school or college - email [email protected]

Information on the lesson observation DVD sets can be found at www.ascl.org.uk/lessonobservations

Interested in joining ASCL? All members of the senior leadership team, including business managers and senior support staff are eligible to join ASCL. Visit www.ascl.org.uk/offers or email [email protected] to find out more about the latest introductory membership offer and further details on joining.


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The ContinU Trustascl.org.uk/consultancy Post 16 Issues ASCL’s Inspections Specialist...

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Transcript of The ContinU Trustascl.org.uk/consultancy Post 16 Issues ASCL’s Inspections Specialist...