Winning support for the 1419 Reform programme: Strategic Approach

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Winning support for the 14-19 Reform programme
Strategic Approach 21 July 2008
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Todays presentation

• 1 Priority audience for the next year
• 2 Three to five year plan
• 3 - Autumn Opportunities
• Discussion and questions
• 4 The story we want to tell
• 5 Proposition
• 6 Next steps

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As new options for young people unfold workforce
support is vital
Some up/down revision of choices after KS4
results. Some delay final decision until this
point.
Thinking about and seeking information on post
18/19 institution, pathway and subject options
Thinking about and seeking information on post-16
institution, pathway and subject options
Commit
Thinking about and seeking information on KS4
pathway and subject options
Commit
Path Options
GCSE
GCSE/A level
Diploma
Diploma
Young Apprenticeship
Apprenticeship (L2/3)
National Curriculum
Work-based learning
Key Stage 3
Key Stage 4
Post-16/ Key Stage 5
Key stage/year/age of student
Year 7 Age 11-12
Year 8 12-13
Year 9 13-14
Year 10 14-15
Year 11 15-16
Year 12 16-17
Year 13 17-18
School Sixth Form
Institution Options
School
6th Form College
School
FE College
Some opportunity for college/workplace learning
Workplace
Wbl provider
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The challenge winning hearts and minds of those
on whom we depend to deliver the reform
programme... The priority the school and college
workforce
Task for communications
Research insight
Create a public consensus about the urgent need
for reform re-engage the workforce with the
rationale and benefits behind the reforms
inspiring them again with a reason to
believe support the workforce to offer young
people more options in their area delivering
the reforms and taking young people and parents
with us
The school and college workforce feel uncertain
about the longevity of the reforms. Reform will
only happen if schools and colleges make it
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Our strategic approach sets the direction from
September 2008.

• Three key principles
• 1. September marks the start of a step-change
  with inevitable momentum
• The generation starting secondary school will be
  the first to benefit from the full range of the
  reforms this makes it feel more real to
  teachers our communications will reflect this
  critical moment
• The message is that reform programme has begun
  and in 2013 young people will have entitlement to
  the full range of pathways - partners can no
  longer wait-and-see and so our communications
  will give a sense of pace and integrity of the
  reform journey to build momentum and
  inevitability
• 2. The reforms will be presented as a cohesive
  package
• 14-19 reforms are a single coherent programme
  on the ground and in communications, even though
  some elements have been communicated separately
  up to now
• Workforce need to be able to talk with confidence
  about what is available and what is changing to
  students and parents we will ensure we give the
  workforce the language and tools to do this
• But each element needs a clear message and so
  we will focus more on developing a more
  attractive and linked cohesive package with
  specific communications plans for each pathway
  linked back to the whole
• 3. There is a consensus behind the reforms
• Credibility is key and we will work with and
  through our partners and networks to help schools
  and colleges deliver the changes
• We will seek and demonstrate consensus with HE,
  employers, third sector the reforms will better
  meet everyones needs
• And we have an integrated plan moving forwards .
  
• We begin the journey in September 2009 to build
  consensus on the reform package
• We continue with the significant strand specific
  activity on Diplomas, EMAs and Apprenticeships
  integrating further over time
• We develop specific communications plans 2008-09
  for workforce, HE and employer audiences

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.. and the strategy will be implemented through
an integrated 3-5 year plan.
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To mark the step change and drive cohesion DCSF
must lead from the front

• A refreshed, shared narrative with a simple,
  cohesive and unifying concept (more in later
  slides on how we are developing this)
• Minister-led messages on the new era in
  September as a key theme of the major school
  opening tour and in the Childrens Plan One Year
  On, Parents as Partners activities, National
  Conference on Delivering DiplomasBreaking Down
  the Lines, September CBI Education Summit
  2008 and Party Conferences.
• SoS letter to LAs, SoS letter to stakeholders,
  SoS letter to Heads
• National PR campaign, with possible role for
  advertising from September and a push at Royal
  Assent time. Promoting case studies of the
  qualification routes, the benefits of continuing
  in learning, and funding available. Including
  Guardian vocational skills supplement (August),
• Publishing and publicising the roll out of the
  reforms in a popular way, to parallel the
  publication of the refreshed Implementation Plan
  October/November. We are looking to develop a
  joint campaign with the social partnership
  working e.g. with NASUWT and ASCL on a short and
  simple what you need to know about the 14-19
  reforms
• Materials leaflets, DVDs etc for schools and
  colleges, and other personal and careers advisers
• Welcome assemblies for new cohort. Magazine,
  e-communications and PR activity for new year 7s
  all on track to go live September
• Biggest ever series of events for school staff
  starting January 2009 - more on this coming on
  see slide 9. New events on top of Diploma events
  starting 19 September, enhanced presence at
  employer events stands supporting Diploma
  Employer Champion speakers and increased presence
  at third party conferences and events.

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backed by a refreshed media plan launching with
back-to-school.

• Three key tactics
• a simple, coherent story on 14-19 reform using
  the new narrative we are developing, supporting a
  consensus
• focus during Back to School week on the bigger
  story of raising standards and improving
  opportunities for all young people
• Ensuring we stick to our strategy of showing that
  Diplomas are rolling out in a controlled way to
  create confidence over the term. And a proactive
  plan to prevent and rebut Diploma critics using
  our soft and hard intelligence intensively
  throughout the year to be able to rapidly rebut
  adverse stories and to generate counter examples
  of success
• now to November - building up our bedrock of
  support among employers, academia and the
  workforce and developing good case studies of
  excellent delivery as well as individual students
• supporting media activity on legislation on RPA
  when it is passed.
• Key stories
• August - Story to tie in with A Level results on
  Oxford, Cambridge, Russell Group UK university
  and HE institution support for the Diploma
• August -  Announcement of other big name employer
  champions - someone like John King, CEO of House
  of Fraser or Lord Stevenson formerly of
  Pearson.   
• September Back to School week  - 14-19 story with
  the main focus on the first year of secondary
  school children to benefit from the range of
  opportunities to be in place by 2013, including
  the opening of dozens of new secondary schools und
  er the BSF programme and the new revised
  secondary curriculum.  
• Media stories for back to school on
  Apprenticeships and GCSE / A level reform under
  development  
• September - focus on "soft" Diploma stories in
  youth media and social networking sites,
  including examples of potential dream jobs such
  as rocket scientist or architect using
  Hollyoak's actors to get coverage in Heat,
  Sugarscape and Monkeyslum exciting work experienc
  e places offered as prizes or features to youth
  media and creating video diaries featuring
  students starting their Diploma courses.
• November - National push on the
  Diploma, including Ministerial visits and other
  arranged visits for journalists to centres of
  excellence for the Diplomas. 
• November - Regional focus on 5 areas teaching all
  five lines of the Diploma are being taught
  including bylined Ministerial articles and
  endorsements from champions  (Barnsley,
  Sunderland, Reading, Wolverhampton and South
  Gloucestershire).
• Other potential Diploma stories Bristol
  University story about how might need to change
  its first year Engineering course because the
  Engineering Diploma will mean that students will
  already have covered much of it story about
  Royal Academy of Engineering's endorsing
  the Engineering Diploma

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building on the Summer Conferences and Diploma
training with strong workforce communications
the highlight being a series of events in schools
for all school staff

• We will achieve impact, engagement and
  understanding (what does this mean for me?) by
• using all the Communications channels we have
  partners, DCSF channels, PR, marketing
• The lynchpin is a series of live events in
  schools
• Our feasibility scoping work suggest best
  delivered as initially targeting those schools
  (circa. 1,300) that will offer Diplomas in
  2009/10 (but not 2008) - a series of in-school
  events to show how the reforms support higher
  attainment. In budget at 3.5m if funds allow
  could take in 2008 deliverers too
• The events would be delivered by a central events
  management company, appointed following a
  competitive pitch process. They would manage the
  delivery and logistics from start to finish,
  outsourcing the development of creative content
  and resource to deliver the presentations.
• Teams visiting each school would be organised
  regionally, and receive a full central training
  programme to ensure consistent delivery of the
  content. This regional structure would also
  enable dialogue with Local Authorities /
  Consortia in order to tailor the presentation for
  each school to some degree. Events would be
  piloted in late 2008 prior to roll-out in Jan
  2009.
• 90 minutes event an opportunity to tell the
  complete story of the 14-19 reform programme
  our ambitions for higher participation and
  attainment through offering all young people new
  curriculum options, new styles of learning at
  different stages Diplomas and GCSEs at 14 and
  Diplomas, GCSE/A level and Apprenticeships post
  16 and plans for the Higher Participation Age
• Vivid and engaging - likely to involve
  Theatre-in-Education professionals to bring the
  narrative to life
• Tailored to local needs where possible linking
  in local 14-19 partnerships
• Backed by comprehensive take home material and
  either online QA or tailored contact centre
  (options currently being costed)
• Also capable of being delivered at conferences.
• Currently investigating possible follow-up depth
  event for IAG professionals to reinforce
  best-practice.

• We will achieve impact, engagement and
  understanding (what does this mean for me?) by
• using all the Communications channels we have
  partners, DCSF channels, PR, marketing
• The lynchpin is a series of live events in
  schools
• Our feasibility scoping work suggest best
  delivered as initially targeting those schools
  (circa. 1,300) that will offer Diplomas in
  2009/10 (but not 2008) - a series of in-school
  events to show how the reforms support higher
  attainment. In budget at 3.5m.
• 90 minutes event an opportunity to tell the
  complete story of the 14-19 reform programme
  our ambitions for higher participation and
  attainment through offering all young people new
  curriculum options, new styles of learning at
  different stages Diplomas and GCSEs at 14 and
  Diplomas, GCSE/A level and Apprenticeships post
  16
• Vivid and engaging - likely to involve
  Theatre-in-Education professionals to bring the
  narrative to life
• Tailored to local needs where possible linking
  in local 14-19 partnerships and other local
  events
• Backed by comprehensive take home material and
  either online QA or tailored contact centre
  (options currently being costed)
• Also capable of being delivered at major existing
  events such as Union Conferences.
• Currently investigating possible follow-up depth
  event for IAG professionals to reinforce
  best-practice.

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Consensus and credibility are key and our key
strategic role will be with and through partners
to facilitate peer-to-peer communications

• We will
• engage the national big voices in championing the
  change through continuing the business and HE
  engagement through individuals and representative
  organisations, using our Champions, and possibly
  supported by some celebrities. Also targetting
  top 100 companies most attractive to young
  people. Including in September an open letter
  signed by HE/Business/credible celebs etc that we
  can then publicise.
• deliver an endorsement campaign to go live from
  September including Display advertising in
  national employer-focused media to coincide with
  first week of Diploma teaching.
• encourage local champions in each school and
  college facilitate buddying between new
  consortia/Diploma subjects and those delivering
  in 2009, and will manage our partners
  communications more tightly
• continue to invest time and resource in talking
  to Unions and representative bodies through
  Ministerial meetings, bimonthly officials
  meetings, communicating the reforms through their
  channels and networks, and a new series of joint
  AoC/ASCL conferences next summer
• continue to develop networks to cascade
  information and inspire within a local context
  schools, colleges, wbl providers and employers
  and HE supporting local 14-19 partnerships
  through our regional advisers and materials, to
  grow local 14-19 champions in every school and
  college, continuing to build the DECN improved
  marketing support (templates, guidance) for DDPs
  and consortia coinciding with new requirement on
  DDPs to provide detailed employer marketing
  strategies by end June 2008, supporting DDPs to
  do more to influence their SSCs and sector
  employers/employees, working closely with EBPs
  and building on the work of NCEE seek more HE
  ambassadors and make greater use of others
  publications to reach HE key point being 4
  September Dinner with VCs
• underpin this through PR particularly local and
  regional, Ministerial visits to secondary
  schools, and speeches to different groups among
  school and college staff
• Ministers also need to continue to win support
  from HE and employers several events are
  planned for the autumn following recent meetings
  with CBI, BCC etc whose public approval will help
  validate the messages from DCSF.

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Decisions

• Are you content with the strategy?
• - focus on engaging school and college staff
• - presenting the reforms as cohesive whole
• - building a consensus among opinion formers
• Are you content with the plans?
• - major events programme in schools to engage
  the education service supplemented by other
  activity
• - supporting work to win support from
  employers and HE to help build the confidence
  among the education profession, parents and
  students
• - Autumn launch activity and beyond

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The narrative
We have working on telling the story of the
reforms through workshops with a range of
internal and external stakeholders and partners.
The current 14-19 framework of GCSEs, A-levels
and a range of vocational qualification serves
some students well but not all, forcing young
people to choose either a vocational or an
academic path.  This doesnt reflect the way
young people learn - or the world in which they
will need to succeed.  That is why we are
creating a more flexible approach that allows
young people to combine the theoretical and
practical in ways that suit their aspirations and
fit better with the different ways they learn. 
Our reforms will mean that, whether a young
person chooses GCSEs, A levels, a Diploma or an
Apprenticeship, they keep their options open and
are always on a recognized route to skilled,
rewarding work or higher education. The goal is
that all young people fulfil their potential - in
education and then in their careers. Full
narrative attached as word script.
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A device to link the goals of the reforms and the
pathways

• Our next step is to create a short, popular
  proposition to link
• the goals of the reforms, including the
  qualification routes into a cohesive package.
• Working with a specialist agency we will
  co-create
• a central organising idea for the reforms (a
  brand essence) that is appealing and engaging
  within the next few weeks
• clear ways to apply the idea for each key
  audience over Summer and early Autumn
• a communications hierarchy (showing how to apply
  this idea to all our outputs) co-created with
  partners over Summer/Autumn.

While centrally driven quick work is needed to
develop the initial idea we will seek to work
with and through partners on the next two steps
to develop a language that is owned more widely
than DCSF and we know chimes with our audiences.
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Next steps

• Today - Comment on the strategic approach, and
  if agreed, sign off events in schools to
  allow planning
• - Is our reform story broadly right?
• Tomorrow - SoS meeting on Autumn communications
• Mid July - Engage agency to develop device to
  link pathways and reform messages
• - Let contract for events and develop the
  story as an event to be delivered in schools ,
  co-creating with teachers
• - Finalise September back-to-school handling
  plan
• - Implement Employer marketing plan, and
  develop more ambitious proposals and comms
  plans
• August - Develop Autumn speech strategies for
  Ministers - Further develop HE engagement and
  communications plan
• - Finalise detailed September media handling
  tactics and PR
• - Finalise Apprenticeship comms with DIUS
• Autumn term - Develop/test events for
  schools set up regional training for
  delivery, and managing variation develop
  collateral for staff, students and parents

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Annex Choices for KS4 - summary
Year 9
Year 8
Year 7
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55
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8
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5
65

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Deadlines for KS4 choices
School options evenings
Follow up information from school booklets,
possible consultation with teachers etc
Start secondary school
All pupils receive some careers education through
PSHE framework. Should include planning for
transition, understanding careers and skills for
employability (QCA 2007) CONTENT AND DELIVERY
VARY GREATLY BETWEEN SCHOOLS
Spring Term
Summer Term
Autumn Term
Spring Term
Summer Term
Autumn Term
Spring Term
Summer Term
Autumn Term

• Very few students begin to think about and seek
  information on their KS4 options before Y9
  starts.
• The primary sources of information, advice and
  guidance at this stage are parents and school
  teachers.
• At present the majority of students take GCSEs
  as the available options expand, students are
  likely to require more information earlier in Y9.