Knowsley Post 16 Reform

Strategic Business Case

Signatories:

Damian AllenExecutive Director Children and Family Services

Directorate of Children and Family Services Knowsley Metropolitan Borough Council,

Helen FranceArea Director

Greater Merseyside Learning and Skills Council

Endorsed by the Liverpool Archdiocese

1.EXECUTIVE SUMMARY

Since the Strategic Area Review of 2004 it has become clear that the preferred option of structured collaboration that emerged from this report has not been as effective as had been hoped.

Consequently in 2007 the 14 - 19 Executive Group commissioned a progress report from an external consultant and former HMI, to review the progress of structured collaboration. The consultant’s report outlined two strategic options and was considered and accepted by the 14 - 19 Executive Group who charged the Local Authority and the Learning and Skills Council, with partners, to develop the strategic options into firm options for change. In July 2008, the 14 - 19 Executive agreed a preferred option for Post 16 provision.

This proposal is for a brand new state of the art centrally located new-buildPost 16 Centre for Learning campus with twocampuses in the North and South of the Borough. The governance would bethrough an enhanced membership of Knowsley Community College (KCC) governing bodyin line with Further Education instruments and articles of governance. It is proposed that there will be an increase in participation from the new Centres for Learning, bringing about a greater influence on the whole of Post 16 Education in Knowsley. The provision would be strategically managed by the College and delivered by appropriate staff from the College and Centres for Learning. The Campuses together would offer a very wide ranging curriculum that would include A levels, the new Diplomas and BTEC programmesto better meet the needs of local communities.

The intended result would be a coherent system of high quality Post 16 provision that would be attractive to all Knowsley 16 - 19 year olds and would improve performance, both in absolute and value added terms, ensuring an overall increase in Level 3 attainment for the Borough.

These proposals emerge at a time of significant national change epitomised by the Government’s raising of the participation age, the diversification of the curriculum to attract more learners, greater availability of apprenticeships, investment in infrastructure through BSF and the transfer of revenue funding for 14 - 19 year olds to local authorities.

It is proposed that this Draft Strategic Business Case is further developed following comment and presented to the Cabinet Knowsley Metropolitan Borough Council and with a recommendation that it is subject to further consideration by key stakeholders. Should this consultation reinforce the single proposal that is recommended then a formal submission for capital funding will be submitted to the Learning and Skills Council.

In the interim, further work will be carried out to assess the implications for land use and the School Organisation Committee.

2.BACKGROUND

In 2004 Knowsley was subject to a Post 16 Strategic Area Review (StAR).It had four broad objectives:

  • To ensure that the pattern and mix of provision meets the current needs and future priorities for all learners and communities;
  • To create a more responsive infrastructure;
  • To achieve better choice for young people through improved 16 - 19 provision, whilst also strengthening links between 14 - 19 providers; and
  • To strengthen the links with higher education providers.

The Review put forward for consultation three options for the future of post-16 education in Knowsley the outcome of which established Structured Collaboration as the model for 6th Form provision in Knowsley. Under this model schools, colleges and work based learning providers work together on a formal basis to provide a broader curriculum range to all learners than could be provided by any of the institutions in isolation.

Despite early optimism this approach has not proved effective with limited impact upon the participation of learners. It was clear by 2007 that this model was not making the radical difference to attainment and concerns had been raised by a varietyof external sources:

The Annual Performance Assessment (APA) in 2007 highlighted raised concerns over the Average Point Score (APS) for A Level students across the Borough.The Government Office Priorities Meeting with the Local Authority in November 2007 expressed concern over Level 3 performance and the Joint Area Review (JAR) in 2007 raised concerns over the level of performance across Sixth Form Provision in the Borough.

In response to these concerns the Knowsley14 - 19 Collegiate Executive Group commissioned in April 2007an independent strategic review led by an experienced external consultant and former-HMI Inspector with a remit to review progress since StAR and identify options for reform that would be robust enough to bring about a step change in participation and attainment of full time post-16 education at level 3. The following objectives were highlighted.

  • A wider breadth of A levels and other Level 3 opportunities
  • Learning attractive to all Knowsley 16 - 19 year olds
  • Raised performance in absolute and value added scores
  • Higher overall Level 3 scores
  • Increased progression through to HE

The independent report was presented to the 14 - 19 Executive Group in July 2007. In respect of structured collaboration it said the following:-

“The perceptions of many partners directly involved in the oversight and implementation of ‘Structured Collaboration’ feel that ‘tinkering at the edges’ will not bring about the step improvement in Level 3 participation and attainment desired by the 14 - 19 Collegiate partners.”

In respect of the main barriers to post-16 attainment it identified the following

  • Low overall attainment in GCSE mathematics and English
  • Sixth form arrangements which do not support the achievement of common over-arching borough-wide goals for Level 3 provision.
  • Some learners choosing Level 3 qualifications and subjects which may not be the most suitable for them.
  • Some of the more able school leavers preferring to enrol for GCE A/AS level courses at post-16 institutions located outside of the borough

In considering options for the future the report also considered the current pre-16 Building Schools for the Future and Educational Transformation programmes.

“ the transformation in secondary education intended through the Local Authority’s Building Schools for the Future programme will, when in place, raise the expectations of future school leavers, and must be a key consideration when developing strategic proposals for the future post-16 education provision in Knowsley.”

The report went on to propose two strategic options to address the challenges.

Strategic Option 1- Establish a New Sixth Form College for Knowsley learners: Establish a new Sixth Form College in the central area of Knowsley to provide a new 16 - 19 learning environment. The new Sixth Form College will have additional centres located in the north and the south of the borough and will replace the current ‘Roby Sixth Form College’ of KnowsleyCommunity College.

Strategic Option 2 - Establish Roby Sixth Form College as the first choice Sixth Form College for Knowsley learners: The current ‘RobySixthFormCollege’ of KnowsleyCommunity College to be repositioned as the college of first choice for Level 3 courses by 16 - 19 year old learners. To fulfil this objective, the college will become directly responsible for all Level 3 education provision for 16 - 19 learners provided within the borough. Much of the Level 3 curriculum will be delivered at the current RobyCollege site and at two other centres located in the north and south of the borough.

The 14-19 Executive and key stakeholders assessed the two options in a process culminating on the 14th July 2008 when the Executive agreed that Option 1 should be promoted to stakeholders as its strongly preferred option.

The following sections of this document sets out the rationale and organising principles behind Option 1 , the national and regional context in which it takes place, an analysis of existing provision and demand.

3.POLICY AND FUNDING CONTEXT

Raising Expectations: Staying in education and training post 16

In March 2007 Government published its proposals to raise the participation age to 18, setting out the social and economic benefits of this proposal. 2008/9 sees the first stage of implementation of this policy. Whilstraising the participation age remains the headline, beneath this lies a series of pragmatic proposals designed to support the productive engagement of young people in education, training and employment.

Working in partnership with schools and colleges and beginning in September 2008, the curriculum for Year 7 and above is changing to reflect these needs. The new curriculum prioritises core skills – English, maths and ICT. It also focuses on teamwork and other personal skills.

Qualifications for 14–19 year olds are gradually being streamlined. There are three main routes, but the system is flexible so it is possible to select a mix or move between routes.

At age 14, pupils can choose programmes which allow a combination of:

–a Diploma
–or GCSEs
–or a young apprenticeship

–or Knowsley collegiate or work based learning provision.

Support for those not ready to benefit from level 2 provision at 14 will be given the opportunity to study a wide range of programmes at level 1.

At age 16, in school or college, they can take a range of flexible level 3 programmes that include:

–a Diploma or other vocationally related level 3 course

–or BTEC National Diplomas
–or A levels
–or an apprenticeship.

A further option at 16 is to be in work, with accredited training.

At 18, young people should have the qualifications to carry on in education or training, or to go into skilled work. The Government guarantees a suitable place at college or school for every 16- and 17-year-old

These objectives are consistent with the long term direction of travel under the Knowsley 14 - 19 Collegiate and the Gateway criteria for new diplomas.

Building Schools of the Future/Academies

The Building Schools for the Future Programme is a national programme designed to rebuild or refurbish all of the country’s secondary schools by 2020. The programme is also dedicated to supporting the transformation education practice. Early investment has been focused on deprived areas and recent months have witnessed the opening of many new or refurbished schools. Under BSF Local Authorities are required to review their secondary provision and the BSF programme has witnessed the closure of a significant number of secondary schools. Where schools are considered to be underperforming, the Government has imposed the establishment of Academies, state funded independent schools managed by Trusts.

Policy around the impact of BSF on 6th forms and 14 - 19 has been less than clear.

National Challenge

The National Challenge was launched by the Secretary of State on 10 June 2008. It is a programme of support to secure higher standards in all secondary schools so that, by 2011, at least 30 per cent of pupils in every school will gain five or more GCSEs at A*-C, including both English and mathematics. According to the 2007 performance tables, there were 638 secondary schools in England below this floor target.

Existing Knowsley Schools are identified in National Challenge and the authority awaits the Government’s response to its proposals.

Education and Inspections Act 2006

The Education and Inspections Act 2006 is designed primarily to introduce into the education system more diversity of provision, more choice for parents while driving out under performing schools and bringing in a variety of providers. It recast the role of the Local Authority as commissioner not provider. The act itself is complex and detailed. In respect of new 6th forms it states a strong presumption around the expansion and establishment of 6th forms in high performing schools. Under this part of the Act, individual schools meeting the criteria of high performing would be allowed to apply to the Learning and Skills Council for capital funding.

Non statutory competitions for new 16 - 19 provision were introduced from January 2006. They are being administered by local LSCs, in line with their role as commissioner of 16 - 19 provision.

The Learning and Skills Act 2000 provides an entitlement to further education and training for young people aged 16 - 19. Schools and colleges should offer high quality provision that meets the diverse needs of all young people, their communities and employers. 16 - 19 provision should be organised to ensure that, in every area, young people have access, within reasonable travelling distance, to high quality learning opportunities across schools, colleges and work-based training routes.

In September 2003 Ministers set out their five key principles for the reorganisation of 16 - 19 provision, following requests from partners (including LSC and LAs) for more clarity on Government expectations. Decision Makers should therefore consider all proposals which affect local 16 - 19 provision (ie both proposed school expansions and proposals to add a new sixth form) in the context of these principles.

a.quality – all provision for all learners should be high quality, whatever their chosen pathway;

b.distinct 16 - 19 provision – all young people should be attached to a 16 - 19 base which will meet the particular pastoral, management and learning needs of this group;

c.diversity to ensure curriculum breadth – well-managed collaboration between popular and successful small providers will enable them to remain viable and to share and build on their particular areas of expertise;

d.learner choice – all learners should normally have local access to high quality 16 - 19 provision in a range of settings and any proposals for change to this provision should take into account the views of all stakeholders;

e.affordability, value for money and cost effectiveness – proposals for change should include how any capital and recurrent costs and savings will lead to improved educational opportunities.

The 14 - 19 Executive has agreed that the single option set out in this document meets the 5 key Ministerial principles.

  • There would be centrally managed provision would be subject to a single quality assurance system

.

  • The system would provide distinct Post 16 provision.
  • There would be a range of providers involved in contributing their area of specialism to ensure all learners had access to a broad curriculum choice.
  • There would be emphasis upon local specialist provision to meet local needs.
  • There would be efficiencies in the system as small teaching groups are eliminated and staff are deployed strategically across the provision.

Machinery of Government

In June 2007 in line with the wider reorganisation of DCSF and DIUS Government published its ‘Machinery of Government’ proposals. In respect of 6th forms and 14 - 19 overall planning, responsibilities will transfer to DCSF, as will all funding for 14 - 19 learners with the exception of that for apprenticeships. Funding for school sixth forms, sixth form colleges and the contribution ofFE colleges to the 16 - 19 phase will transfer to local authorities’ ring fenced education budgets. DCSF has responsibility for school sixth forms and sixth form colleges.

In practice the 6th form system now rests with DCSF and the FE system sits within DIUS. This places emphasis on the needs for local partners to work in effective partnership.

The proposal set out in this document demonstrates the collaborative working of the local partners through the 14 - 19 Executive and the ability of the local authority to take on board new strategic responsibilities in this area.

LSC Post 16 Capital Funding

Under the ‘Building Colleges for the Future’ programme which is the LSC’s National Capital Strategy for 2008–09 to 2010–11, regional capital plans are to be developed which will drive the approval criteria for individual capital proposals and schemes, with capital funds allocated nationally and regionally as appropriate. The process ensures that qualifying 14–19 capital projects in the FE system and schools sector are appropriately funded, promoting collaboration between providers and partners to deliver the 14–19 curriculum.DIUS has confirmed that post-16 capital funding excluding for higher education) will continue to be administered by the LSC until the machinery of government changes take effect. This will ensure stability in the continuing programme to modernise the FE estate, and will include the 16–19capital fund for new learner places in schools and FE colleges.) The necessary capital support will be prioritised to enable high-performing FE colleges andschool sixth forms to expand their provision, to fund the outcomes of 16–19 competitions, and to support new policies (such as extending compulsory participation in education or training to 18).

The LSC’s response to the 14–19 agenda, the FE White Paper and the machinery of government reforms therefore aims to:

• drive the expansion and reorganisation of provision, when andwhere appropriate, to secure capacity for high-quality Diplomaprogrammes and the full national entitlement for young peoplein a demand-led environment;

• secure the right organisational solution in each local areathrough appropriate collaborative arrangements for 14- to19-year-olds;

• ensure that qualifying 14–19 capital projects in the FE systemare appropriately funded;

• prioritise the capital support necessary to enable high performingFE colleges and school sixth forms to expand theirprovision; and

• extend eligibility, as appropriate, for capital funds to newproviders and training providers where necessary to securesubstantial, new high-quality provision.

The 16–19 capital fund addresses capital projects that lead to a strategic expansion of 16–19 provision and offer a material increase in new 16–19 school or FE college places (usually at least 50 fulltime equivalent places) arising from:

• increased participation, in particular when identified throughthe LSC review process;

• area-wide reorganisation in response to reviews undertakenby the LSC and its partners to raise standards and/or promotechoice;

• proposals from high-performing 11–16 schools that are eligiblefor ‘presumption’ status to add post-16 provision; or proposalsfrom leading FE and sixth form colleges that are eligible for‘presumption’ status to increase post-16 provision;

• proposals from other schools to add new sixth form placeswhere there is a strong case to extend the range of learningopportunities available to learners across the 14–19 phase; and