The Diploma Gateway

1
The Diploma Gateway
School Improvement Service in Partnership with
Lincolnshire County Council
Briefing for partnerships

• Next steps

echapman_at_cfbt.com randerson_at_cfbt.com
14-19 Partnership Co-ordinators sczabaniuk_at_cfbt.co
m - Lincoln, Grantham and Gainsborough shutson_at_cf
bt.com - Boston and Lincs East whamilton_at_cfbt.com
- S Holland and Wolds sbettle_at_cfbt.com -
Sleaford and Bourne, Stamford and Deepings
2
Aims of the session

• Clarify the reform programme
• Develop understanding of the gateway process
• Inform strategic collaboration and discuss how
  this needs to to be reflected in operational
  delivery

3
Outline of the Session

• 2.00 Big picture
• Management information form
• 2.30 Bid part A
• 3.15 Bid part B
• 3.55 Summary / Evaluation

4
Local Planning for delivery
Local strategic planning for delivery
LA/LSC/Cxs/EBP/Aim Higher
14-19 Partnerships entitlement planning
delivery senior leaders / curriculum planning
Diploma line strategic planning groups
curriculum planners / middle leaders
Diploma line operational planning groups
middle leaders / practitioners who, what, where,
when, how
5
Components of diploma
Principal Learning Specific to each diploma
approx 50 of time should be applied learning
(application in work or work related contexts)
Generic learning Functional skills En / MA / ICT
assessed as discrete units Personal, learning and
thinking skills embedded in principal
learning Project assessed discretely Work
experience Planning and Review
In 2008 these will be drawn from existing
qualifications
Additional / specialist Learning Additional GCSE
/ A level /other academic qualifications Sector
specific qualifications
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Why have a Gateway ?

• The DfES states that it is to ensure
• Delivery of innovative qualifications to a high
  standard from the start
• Provide support for even the best consortia given
  the scale of challenge
• Collaborative structures are built in to local
  delivery
• Links between high quality provision and a good
  local offer

7
Key messages

• Success will be dependent on partnerships
  demonstrating they have rigorous and compelling
  plans to prepare for delivery of the diplomas
  P8-9 of guidance
• DfES expect providers to deliver Diplomas as part
  of a collaborative local partnership, rather than
  acting in isolation
• YOU NEED TO PROVIDE SPECIFIC EVIDENCE TO SUPPPORT
  YOUR BID
• You no longer have to make a RAG assessment - but
  you do need to take cognisance of the descriptors
  for each grading
• Need to ensure close communication to ensure
  there is consistency between part A - strategic
  and part B - operational parts of the bid
• Support materials on CfBT website, guidance,
  application form -separate copies for part B for
  each diploma line, checklist, power point, DDP
  materials for each line, DDP materials

8
Application Process

• Use readiness to apply tool to finally decide
  whether to submit bid
• Bid has two components on-line management
  information form - needs returning to DCSF by
  November 7th and application form (Word)
• Application form has 3 parts
• Part A Generic covering strategic elements
  one per partnership
• Part B Diploma Specific one for each line
• Part C Partnership Statement - written by LA and
  agreed with partnership
• Submit final draft to echapman_at_cfbt.com by 21st
  November
• We will submit final bid to DCSF by 5pm Monday
  December 3rd
• Part A of bid assessed by CEA
• Part B of bid assessed by DDP
• Whole application then assessed by regional
  panel, who will make recommendations to National
  moderation panel
• Outcomes communicated early April 2008

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General Points

• This round has higher expectations about the
  evidence and quality of information provided
• Be careful respond to to the detail in the
  guidance, using the criteria to help NOT JUST
  TO THE STATEMENTS ON THE FORM!
• You need to build on what is already planned in
  your wider partnership, particularly where you
  have Diplomas running from 2008 make contact
  with the lead contact/s for other diplomas.
  Partnership co-ordinators will also support this
  element.
• Guidance provides clear indication of what is
  needed in each section.
• Criteria for assessment also provided green,
  amber green, amber red, red aim to support
  overall judgement of green/amber green
• If you already are part of Category 1 or 2
  partnership from the round 1 gateway process
  draw on this to support your new bid
• Clear that if you havent got something underway
  already, need to demonstrate it will be in place
  by July 2008, using clear plans with timeline.

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Part A

• GENERIC CONSORTIUM EVIDENCE this will need to
  be completed for each diploma line, but as much
  of the form relates to issues around the WHOLE
  partnership, communication between bid writers is
  essential so that there is consistency here.
• Evidence around strength of collaborative
  working high quality IAG Workforce skills,
  qualifications and plans.

Part B

• DIPLOMA LINE SPECIFIC EVIDENCE
• Understanding components of Diploma
• Provision of facilities, capital plans
• Employer engagement

Part C
Fit with the partnerships 14-19 strategy for
delivery by 2013
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Part A - Collaboration

• Checklist
• Vision statement 200 words reflect vision for
  14-19 in your locality, show how this meets the
  needs of the community, the economy and describe
  any aspects which illustrate the consortiums
  shared determination to succeed
• Part A1.1 400 words
• Working in collaboration with schools, colleges,
  training providers, HEI, employers
• Show previous success in shared delivery eg
  IFP,YA state numbers involved, how long the
  collaboration has been established and /or what
  the partnership is doing re diploma delivery for
  2008
• OR How have you built consensus to address
  practical delivery issues
• Show you are making best use of specialisms,
  including employers and HEI, show commitment of
  partners
• Say how any other organisations will be involved
  in delivery (those not on the on-line form -eg
  voluntary organisations)
• What evidence?
• P17 of Guidance, P 4 of application form

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Part A - Collaboration

• Part A1.2 400 words
• Consortium roles and accountabilities agreed,
  with clearly defined leadership, organisational
  and administrative
• State if finalised for July 09, and if not give
  timeline for agreement by July 08
• Achievement and progression L1-3 pre-post 16
• Finalised for 09 Timeline for agreement by July
  08
• Management and support for students, ARR
• Finalised for 09 Timeline for agreement by July
  08
• Distribution of funding / VfM
• Finalised for 09 Timeline for agreement by July
  08
• Shared approach to timetabling structure
• Finalised for 09 Timeline for agreement by July
  08
• Clear plan to resolve Transport issues
• Finalised for 09 Timeline for agreement by July
  08
• QA and evaluation of effectiveness
• Finalised for 09 Timeline for agreement by July
  08
• If fundamental change to current way of working,
  show how part of structured change management
• What evidence? P18 of Guidance, P 4 of
  application form

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Part A - IAG

• A2.1 400 words
• Ensuring delivery of high quality, comprehensive
  and impartial IAG
• Quality standards define the benchmark for
  expectations re diploma delivery
• IS IAG learner led? objective, impartial,
  learner focused.
• Outline roles of various organisations /
  individuals
• Show how diplomas offered as integral part of CEG
• Specialist advice on content of diplomas,
  occupational and professional progression routes
  available
• Demonstrate partnership working eg joint
  careers fairs
• How will you improve IAG through monitoring,
  feedback
• How will you monitor accessibility, take up,
  effectiveness of advice,
• How will use National standards for self
  assessment achievement of targets
• How will ensure staff are kept up to date?
• What evidence? P19 of Guidance, P 4 of
  application form

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Part A - IAG

• A2.2 250 words
• Raising aspirations and progression routes
• Demonstrated how consortium arrangements ensure
  learners are supported and challenged
• Detail how you will guarantee that Diploma
  progression routes are positively presented for
  all learners, including promoting HE routes -
  have you set targets for progression into HE?
  what is your current rate of progression to HE?
  How are you involved with aim higher?
• Demonstrate how you will communicate with parents
• Use of progress file to raise aspirations state
  percentage
• What IAG arrangements planned how will ensure
  staff are aware of combinations of units /
  courses for learners aspirations?
• Link to A1.2 (Consortium Roles and
  accountabilities, and B1.4 progression into
  HE/employment)
• What evidence? P20 of Guidance, P 5 of
  application form

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Part A - IAG

• A2.3 250 words
• Meeting the needs of all learners, overcoming
  accessibility issues, challenging stereotypes and
  championing diversity
• Provision available to all learners from all
  institutions
• Explain how learners will access provision
• Explain how will ensure IAG available to all -
  specifically mention SEN, what different methods
  used to communicate to different groups. How
  will you engage with parents?
• Explain how challenge and tackle stereotypes
  race, gender, disability, socio-economic status
• What evidence?
• P20 of Guidance, P 5 of application form

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Part A - Workforce

• A3.1 300 Words
• Understanding staff skills and qualifications
  against requirements
• Describe how you have audited staff skills
  against diploma requirements principal, generic
  and specialist/additional learning - include
  support staff
• Have you included audit against industry/sector
  experience?
• Include timeline to show more thorough audit by
  July 08 if necessary
• Evidence?
• P21 of guidance, P5 of application form

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Part A - Workforce

• A3.2 400 Words
• Ensuring workforce has skills and qualifications
  to deliver Diploma, commitment to ongoing CPD
• Describe your plan to fill skills gaps identified
  as result of audit both diploma and functional
  skills look at how this can be across the
  partnership not just each institution
• Are there opportunities planned for sector
  related placements?
• Do you have plans for changing TL? eg managed /
  blended learning to address access issues? Cross
  ref to B1.4
• Are all deliverers fully qualified?
• Describe role of other skilled practitioners
  -support staff, technicians, exams officers
• Outline proposed annual CPD programme to ensure
  staff kept fully up to date with sector changes
  as well as professional skills/subject knowledge,
  include work placements
• P 22 of guidance, P6 of application form

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Part A - Workforce

• A3.3 300 words
• Understanding how new recruits will be brought
  into the workforce
• Show how you plan to fill gaps identified in your
  audit address diversity issues
• Detail timeline for recruitment by the time each
  level / component comes on stream
• Evidence? P23 of guidance, P6 of application form

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Application Form B1 Diploma Components

• B1.1 400 words
• Understanding the specific needs and breadth of
  the Diploma line and how the delivery model will
  address this
• Show you clearly understand the diploma
  requirements all three elements show how any
  gaps in understanding addressed by July 08
• Use the recent QCA curriculum models to help
  determine how you will structure your KS4
  curriculum in order to facilitate the diploma
  delivery
• You may choose to operate a different model for
  L1 and for L2
• Remember to show how you plan to deliver
  principal learning, generic learning as well as
  specialist learning
• You may want to grow the range of options for
  specialist learning if so, show how you will do
  this, and over what time scale
• If you are not planning to offer L3 in 2009
  show how it will be available once learners have
  attained L2
• If your school / college is part of the FS pilot
  make sure that is included
• Evidence? P24 guidance

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Application Form B1 Diploma Components

• B1.2 200 words
• Record previous delivery in the subject areas of
  the diploma line
• State your success and progression rates in
  subjects that are close to this diploma line
  across those delivering principal learning
• You might wish to comment on OFSTED judgements
  here as supporting evidence
• Is there any evidence that you catered for all
  ability levels?
• How will this experience help you in delivering
  the diploma
• State if any delivery partners have specialist or
  COVE status
• If no previous experience, demonstrate you have
  rigorous QA in place or strong plan with time
  line to show that you will be prepared for
  quality delivery
• Evidence? P 24 of guidance

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Application Form B1 Diploma Components

• B1.3 200 Words
• Clear allocation of diploma delivery roles to the
  various partner institutions within an integrated
  programme
• Show what part each partner will play in delivery
  - eg all will deliver Generic learning at the
  home institution, specialist learning in x / y
  will be available at . Principal learning will
  be delivered . You may wish to identify lead
  institutions for delivery, essential where
  principal learning demands specialist facilities
  not widely available
• Explain how you plan for learner experience will
  be integrated eg through project
• Show links between departments - diagrams can be
  used to show partner roles
• Evidence? P24 of guidance

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Application Form B1 Diploma Components

• B1.4 400 words
• Appropriate arrangements for the number of
  learners projected for the diploma line and their
  progression into relevant employment or HE
• How many learners do you estimate will access the
  diploma at each level.
• Show that you have thought about ensuring there
  will be enough resources to cater for this number
  
• staff with the relevant expertise state what
  skills qualifications they have,
• Enough appropriate facilities,
• Support and time allocation to the diploma AND
  that as learners progress, you have considered
  the impact on these resources. Link to A1.2
• What arrangements are you making to ensure
  progression routes - eg working with employers /
  HEIs / lifelong learning networks
• Evidence? P25 Guidance

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Application Form B2 Facilities

• B2.1 400 words
• Ensuring access to high quality applied and
  practical teaching and learning, simulating
  conditions in the workplace where appropriate
• Detail what specialist facilities are needed for
  applied learning AT EACH LEVEL, and if not
  currently available, show that they will be for
  Sept 09 using timeline.
• If capital is required, you must show how this is
  being funded if it relies on LA/LSC support,
  you need to secure agreement from these agencies.
  State whether capital programme is essential or
  desirable for delivery, and that building /
  alterations will b ready for Sept 09 (eg using
  timeline)
• Can you show that you can use employer premises
  or HEIs for parts of the delivery?
• Show how you will ensure that facilities are kept
  up to date
• Evidence? Guidance P26

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Application Form B2 Facilities

• B2.2 300 words
• Allocation of clear responsibility for managing
  specialist facilities and ensuring access for the
  whole consortium
• Can you describe an innovative approach to the
  provision and management of specialist
  facilities?
• Have you shown that ALL learners will have access
  to specialist facilities? Including those with
  SEN / disabilities
• Evidence? Guidance P26

Application Form B3 Employer Engagement

• B3.1 Engagement with industry and other sectors
• 250 words
• Are there any special features of local
  employment that relate to the diploma line?
• What links do you already have with employers
  relevant to this sector name employers how do
  they contribute?
• Is there any data to illustrate sector shortages
  in relation to the diploma line?
• What plans do you have / practice that is already
  occurring of employer partnerships to ensure that
  staff are kept up to date?
• Evidence? P27 of guidance

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Application Form B3 Employer Engagement

• B3.2 300 words
• Employer involvement in planning, delivery and
  evaluation of outcomes from the diploma line
• Show how you have involved employers in your
  planning be specific
• How are employers going to help with delivery?
  eg what visits are planned, mentoring, resources
  give specific examples. Make sure it is clear
  you are illustrating how you plan to apply
  learning eg placements simulations,
• Is there anything particularly innovative in your
  planning - using a range of local employers /
  local community that reflect need
• Evidence? Guidance P27

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Application Form B3 Employer Engagement

• B3.3 300 words
• Offering realistic learning environments and high
  quality applied learning
• What do you already do in terms of applied
  learning, particularly in terms of using
  employers?
• What additional commitments do you have from
  employers if you need to do more, explain what
  that is, and how you plan to make sure that it
  will be ready for Sept 09
• Explain how you will ensure that learning taking
  place outside the classroom will be connected to
  learning in the classroom eg projects that
  require learners to use their knowledge from both
  aspects -give concrete examples
• Evidence? Guidance P28

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Gateway Assessment - Regional and National Panels

• LA asked to rate bids as part of the partnership
  statement
• GOEM, DDPs, HE, QCA, LSC, DfES, National
  Strategies
• Commentary on self assessment prepared by DfES
  contractor
• Panels may
• Access inspection judgments, including progress
  checks
• Visit / contact partnerships to clarify
  information and gather supporting material
• Decisions will be either (for each diploma line)
• Ready to pass through gateway approved for 2009
• Approved for 2009 if meet 3 month conditions
• Approved for 2010 , dependent on satisfying
  conditions
• Not approved
• Feedback given on self assessment highlight
  specific areas for development, tasks that could
  be undertaken
• If ready or conditional support packages offered
  to help preparation

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Consortium Management Information Form contact
details
29
Consortium Management Information Form
school/college
30
Consortium Management Information Form other
members
31
Consortium Management Information Form lines
being bid for
32
Consortium Management Information Form save /
upload
Use Save and exit to update the form ONLY ATTACH
YOUR BID ONCE YOU ARE SURE IT IS FINALISED - NOTE
33
Functional Skills

• Consortia can nominate assessment centres to be
  added to the pilot from September 2008
• If already have centres involved in pilots as
  result of gateway 1, no need to nominate
  additional centres BUT if consortia feels it
  needs additional capacity may nominate additional
  3 firm and 3 reserve centres
• If none involved in the pilot currently will need
  to
• Nominate 3 firm centres to take part in the FS
  pilot if they pass through the gateway
• 3 reserve centres

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Lessons from Round 1

• The bid is being prepared on behalf of the whole
  partnership the bid does not belong exclusively
  to the lead contacts or their institution
• Communication amongst partners and within
  institutions
• Clarity of roles and responsibilities
• Ensure that roles of FE / WBL/ Schools /
  employers are appropriately identified
• Clear statements with factual examples
• Support from SLT needed to release staff to
  prepare bid - funding
• Ensure that all gateway criteria are addressed
• Assume no knowledge by reader!
• Essential that each bid is signed off by
  strategy group
• Get someone to proof read
• Continue with your planning once bid submitted
  dont wait for results