Caerphilly 14-19 Network

1
Caerphilly 14-19 Network

• Dot Powell
• 14-19 Education Manager
• Caerphilly CBC

2
The national and local contexts

• WALES
• 2001 The Learning Country
• 2002 Learning Pathways
• 2003 LP Action Plan
• (associated legislation)
• 2005 Chapman Report
• 2006 Learning Country 2

• CAERPHILLY
• 2001 surplus places issues
• 2002 6th Form rationalisation
• 2003 3 local partnerships formed
• 2004 Alignment of school day/timetable
• 2005 some common timetable blocks
• 2006 Cross-partnership blocks agreed for 2007
• 2007 Common timetable (post 16) in operation

3
LEA initiatives

• 2005 Sept 14-19 conference Peter Hawthorne
  (Unanimous support from heads)
• 2006 Feb Council decision to establish and
  fund 14-19 unit
• 2006 May Head of 14-19 appointed
• 2006 Sept 14-19 Unit established
• 2007 Jan Deputy in post
• 2007 Sept Other key staff appointed

4
Why 3 Partnerships? Geography
Rhymney Valley
Islwyn
Caerphilly Basin
5
Why 3 Partnerships? Diversity

• 7 11-18 community schools
• 1 11-18 welsh medium school
• 1 11-18 foundation school
• 5 11-16 community schools
• 4 SLEs
• 1 special school
• 2 FE colleges
• in employment or not known
• (total 14-19 cohort 10,000 young people)

6
Principles, protocols and systems

• Annually reviewed
• Joint planning processes/DEPNET
• All partners included, even against the
  historical grain
• No private deals
• Mutual trust and transparency
• Give, as well as take
• Central support for administration and transport

7
Outcome
Gwynllyw (Torfaen)
Ysgol Gyfun Cwm Rhymni
Rhymney Valley Rhymney Heolddu Lewis Pengam Lewis
Girls
Islwyn Pontllanfraith Oakdale Blackwood Newbridge
Risca
Coleg Gwent (Cross Keys)
SLEs
Trinity Fields
Caerphilly Basin Bedwas St Cenydd St Martins
Ystrad Mynach College
Cwmcarn
8
What have we done so far?

• Built on three established area partnerships
  through regular meetings of Heads, College
  Principals and key staff.
• Developed county-wide network of curriculum
  managers (DEPNET) to strengthen links between
  partnerships
• Analysed options menus to identify gaps and
  planned additional provision
• Agreed common timings and timetable blocks to
  support the collaborative options menu
•  

9
2.

• Conducted PASS surveys (Pupil Attitude to School
  and Self) in all secondary schools, and used
  results to help target personal support
• Rolled out the Welsh Baccalaureate in each
  partnership
• Agreed cross partnership protocols for funding,
  exam entry and transport

10
3.

• Collected and analysed information on student
  performance 
• Provided targeted Learning Coach support in 20
  learning settings (and produced an impact
  assessment) 
• Planned strategies (with the YPP) to re-engage
  the NEET group 
• Worked with the FE colleges to develop a COMPACT
  for Looked After Children to guarantee a post16
  place

11
4.

• Provided (from Sept 2007) equal opportunity of
  options choice post 16 borough-wide, and equally
  increased choices post-14 for all students 
• Enabled over 1000 learners to access additional
  learning opportunities, leading to recognised
  qualifications, away from their base school
•  

12
5.

• Produced Partnership prospectuses
• Introduced a common system of Basic Skills
  screening
• Surveyed student perceptions of collaborative
  provision (QDP)
• Developed a Quality Framework for use in
  partnerships
• Developed a Learner Entitlement Statement
•  

13
What Weve Done Year 12 Blocks
Mon Tues Wed Thur Fri
FIRST
SESSION

SECOND
SESSION
OPT OPT OPT OPT OPT
A D C E B
OPT OPT OPT OPT OPT
B E A D C
14
Before

• Choice of only 12 subjects at AS/A Level in some
  schools
• Very small classes in some subjects
• Little opportunity to follow vocational subjects
  in schools
• Very little cooperation between schools and
  colleges
• A culture of competition

15
After

• Choice of more than 40 subjects at As level in
  ALL schools and colleges
• Opportunity to rationalise small classes
• More vocational subjects being offered across the
  partnership more being developed
• Schools and colleges beginning to see themselves
  as real partners
• Culture of competition being replaced by one of
  cooperation for the benefit of all students AND
  organisations

16
Challenges

• Considerable cost of transport
• Logistics of transport
• Students time spent travelling
• Effect of blocking sixth form timetable on rest
  of school
• Funding arrangements difficult for some schools

17
Positives

• Students have more choice
• Schools and Colleges now working together for the
  benefit of students
• Schools and Colleges working together to develop
  shared courses
• Students gaining from new experiences in other
  schools

18
What does this mean for students?
One schools option choices post-16 Sept 2006
Welsh Geography Maths Design Technology Computing
IT
PE Art Music English Health and Social
Care Chemistry
12 Subjects
19
What does this mean for students?
The same schools option choices Sept 2007
43 Subjects
20
September 2008

• FE College to block A level options in same
  pattern as schools
• FE college to offer pilot, part-time vocational
  courses at Level 1 and Level 2 (Aerospace
  engineering, Retail and Public Services)
• Further vocational courses being offered by
  schools at KS4

21
How are decisions made?
DEPNET (School and College Curriculum Managers)
22
Conclusions

• 14-19 reforms will require a partnership approach
  if success is to be achieved
• Partnerships are not born, they are made
  therefore active partnership building is
  essential

23
What weve learned

• Things that help to promote healthy partnership
  include
• Trust
• Mutual understanding
• Fair sharing
• Embedding partnership culture
• Empowering staff

24
What weve learned

• Things that undermine good partnership working
  include
• Competition
• Poor communication
• Conflicting values
• Failing to give and take

25
Making the most of partnerships

• 3 key areas
• Relationships and behaviour
• Skills for partnership working
• Structures

26
Relationships and behaviour

• Interpersonal relationships count
• Understand each others organisations
• Build trust and shared interests
• Accept proper selfishness but not selfish
  self-interest

27
Skills for partnership working

• Leadership
• Trust
• Learning
• Managing for performance

28
Structures

• Financial management
• Data collection and management
• Communications
• Conflict resolution (wobbles will happen)

29
What have we learned?

• Learn from the experiences of others
• A steering group with representatives from every
  institution is essential, with a co-ordinator
  accountable to the group
• Building links between timetables is the starting
  point for collaboration.
• Address and resolve funding and transport issues
  as early as possible
• Feel good about the benefits to learners