AMiE News December Update

Transcription

1 AMiE News December Update I hope you have had a good term. The following are summaries of some of the more important news items which impact upon leaders and managers that have emerged recently. Where appropriate there is more detailed information available on relevant websites. I am always keen to hear your views on any of the items in AMiE News, please contact me on mwright@amie.atl.org.uk. You can keep up to date with AMiE news on for employment and for recruitment and organising If you do reply directly please ensure that you leave an address. Many thanks.

2 AMiE News General News and Items from England 1. Annual Report of Ofsted Chief Inspector 2. Professionalism in Further Education 3. Ofsted Report on Independent Schools Inspection 4. New Independent School Standards 5. National College for Teaching and Leadership: Journey to Teacher Training 6. National College for Teaching and Leadership -Research and Analysis: Transition to Headship Evaluation and Impact Study 7. BIS - Traineeships: Funding Reform in England 8. Skills Funding Agency - Apprenticeships will Contribute 34 Billion to UK Economy This Year 9. BIS - Research and Analysis: Prior Qualifications of Adults in Further Education Classroom-Based Courses, Teach Too People From Industry Teaching Their Work 11. Sixth Form Colleges Association Condition Improvement Fund (CIF) Dramatic Falls in Learners Requiring Radical Action 13. Autumn Statement Education Update 14. Teacher Development Trust - New systematic review of effective professional development 15. Publishing Performance Measures On School and College Websites News From Wales 1. Estyn Learners Benefit From Shaping Their Equipment 2. Welsh Executive New Plan to Ensure Learners are Qualified For Life 3. Welsh Executive - 200m European Funding To Help tackle Youth Skills and Employment 4. Estyn Barriers to Apprenticeships

3 General News and Items from England 1. Annual Report of Ofsted Chief Inspector Amie had a meeting with Sir Michael Wilshaw and the senior Ofsted team recently to talk about the 2013/2014 annual report, among other matters. It would be useful to read the report (see link below) as it highlights what the inspectors will be tasked with focusing on in next year s inspections. This includes, for example, a clampdown on behavior issues and for FE colleges a need to design a curriculum that reflects the needs of local employers Professionalism in Further Education The 157 Group has published a report of four seminars hosted jointly by IfL, the 157 Group and the Institute of Education (IOE). Titled Professionalism in further education, the report outlines a series of debates about leading professionalism in vocational teaching and learning, from international, national, institutional and classroom or workshop perspectives. It also includes a summary of the previous seminar series, which featured debates about the leadership of learning, collaborative professionalism, employer engagement. Several critical questions are raised throughout: What is the role of the state in new times? How do you balance local and national accountability? Does triple professionalism have to be bottom up? Is professionalism about what teachers do themselves or about the effect they have on learners? Should debates about professionalism focus on process or outcomes? Are we too tied to the input output model of education? Is local accountability incompatible with national licensing? Can professionals be credible in a world where the future is uncertain? How much funding from the government should be devoted to professional development? To download the full report, please click here. 3. Ofsted Report on Independent Schools Inspection The annual report letter on the quality of inspections by the Independent Schools Inspectorate has recently been published. It details where there are improvements to be made. The report can be viewed here:

4 4. New Independent School Standards The new standards come into force on 5 th January 2015 and cover a range of areas including: SMSC Wellbeing and health and safety Suitability of staff and proprietors Quality of leadership and management The standards apply to the independent sector as well as academies (given the government views the latter as part of the broader independent sector). Ofsted has a particular concern over wellbeing and health and safety in independent schools and plans to target this area in the coming year. The standards can be viewed through the following link: 5. National College for Teaching and Leadership: Journey to Teacher Training The National College for Teaching and Leadership commissioned research to develop our understanding of the journey to teacher training looking specifically at shortage subjects including the: triggers of interest in teaching way candidates progress from interest to making an application types of barriers and challenges encountered on the journey The research was conducted to ensure that barriers and challenges can be addressed as part of our initial teacher training (ITT) recruitment strategy, and to help inform our marketing strategy in order that it meets its targets in creating new ITT trainees. Four reports on the journey to teacher training, looking specifically at the experiences of shortage subject candidates can be found here: 6. National College for Teaching and Leadership -Research and Analysis: Transition to Headship Evaluation and Impact Study NPQH was re-designed and re-launched in March 2008 and this evaluation focused on the model of the programme operating at that time. The NPQH model was redesigned to deliver more personalized, flexible provision in order to more closely meet the needs of individuals, schools and local systems. The overarching aim of the evaluation is to answer the following two research questions: What difference is the redesign of the programmes making to the quality and impact of headship? What impact are the programmes having on improving the leadership effectiveness of newly appointed headteachers? Findings from the research have been used by the National College for Teaching and Leadership to inform delivery and policy decisions, including the move to licensed and school-led provisions.

5 The full report can be accessed here: 7. BIS - Traineeships: Funding Reform in England The Department for Business, Innovation and Skills (BIS) has published Consultation Outcome: Traineeships: Funding Reform in England. The objectives of the proposals for how traineeships funding should operate from 2015/2016 were to: Ensure that the funding arrangements for traineeships drive positive outcomes for young people; Achieve greater consistency in the way traineeships are funded for 16 to 18 year olds and 19 to 24 year olds; and Ensure providers have the flexibility to design high quality programmes that maximise outcomes for young people. A timetable for implementation is included at paragraph 54 of the report, including when the skills and education funding agencies will publish further details in their respective funding guidance. As set out in the consultation document, the core elements of traineeships will remain: a high quality work experience placement; work preparation training and English and maths for those without GCSE A*-C. The full report can be read here: 8. Skills Funding Agency - Apprenticeships will Contribute 34 Billion to UK Economy This Year New research from the Centre for Economics and Business Research (CEBR) reveals that apprenticeships will contribute 34 billion to the UK economy in This figure includes gains to the economy from higher wages, business profits and taxes of 31 billion per year, an estimated reduction in unemployment benefit payments of 370 million per year, and benefits to organizations while training apprentices of 1.9 billion per year (in 2014 prices). The ratio of benefits to costs of apprenticeships is 21 for the national economy for each 1 of public money spent. In addition the research shows that the number of people starting an apprenticeship each year has grown from around 100,000 in 1950 to more than 440,000 people in The Agency is urging employers to recognize the positive impact apprenticeships have made over the past hundred years and to consider how an apprenticeship could benefit their business in 2014 and beyond. The National Apprenticeship Ambassador Network is an employer-led body that aims to encourage more employers to become involved in apprenticeships in England. You can read the full press release and the results of the CEBR report on the Apprenticeships website.

6 9. BIS - Research and Analysis: Prior Qualifications of Adults in Further Education Classroom-Based Courses, This research looks at adult learners (aged 19 plus) undertaking full level 2 and full level 3 courses classified as Adult Learner Responsive (ALR) provision by the Skills Funding Agency. These courses are largely classroom-based. All of the learners in this research were undertaking courses with a vocational focus. The research looked specifically at the highest prior qualifications of adult learners (aged 19 plus) who were undertaking full level 2 or full level 3 classroom-based ALR courses in further education (FE) in November It examined how far investment in this stream of learning has been directed towards up-skilling individuals with lower skill levels, especially those without prior attainment at full level 2 (equivalent to 5 GCSEs at grades A to C or NVQ level 2). The research looked at the demographics, employment status and income of learners undertaking such courses and those undertaking their first level 2 learning. The full report can be read here: Teach Too People From Industry Teaching Their Work The Teach Too programme aims to encourage people from industry to spend time teaching their occupational expertise to others, and to contribute to curriculum development, while continuing to work. It is a key example of two-way street collaboration between employers, colleges and training providers based on a shared understanding of the problems to be solved, the potential solutions and the business benefits of working together. The UCL Institute of Education (IOE) and Association of Employment and Learning Providers (AELP) will be holding a one day conference on the Teach Too programme, free of charge, at the IOE in London on Monday 19 January This free event will explore the Teach Too concept, look at ways to get involved and set out the next phase of the programme including the new call for proposals for projects that demonstrate Teach Too in STEM subjects, mathematics, service and emerging sectors for To book conference places please click here. 11. Sixth Form Colleges Association Condition Improvement Fund (CIF) On 16 October 2014 the Department for Education announced that it will provide a Condition Improvement Fund (CIF) for academies and sixth-form colleges to access in the 2015 to 2016 financial year (April 2015 to March 2016). The CIF replaces the Academies Capital Maintenance Fund (ACMF) for academies, and the Building Condition Improvement Fund (BCIF), for sixth-form colleges. The CIF announcement document sets out the programme priorities, eligibility and timescales for the CIF application round, the strategic context and programme features. Applicants should familiarise themselves with the announcement document. This guidance provides more detailed information on the application round. Separate guidance is available for larger multi-academy trusts (MATs) that will receive formulaic capital funding.

7 The full CIF report can be read here: 49/CIF_information_for_applicants_2015_to_2016.pdf 12. Dramatic Falls in Learners Requiring Radical Action The introduction of adult learning loans for those aged 24 and over has led to a dramatic fall in the numbers participating in learning. According to the latest figures published, the number of adults participating in Government funded learning in 2013/14, when compared with 2012/13, show: an overall decrease in adults learning of 10.7 per cent; a 17.9 per cent decrease in adults on level 3 provision - including 27.2 per cent fewer of those aged 25 and over; a 27.3 per cent decline in adults on level 4+ provision - including 34.2 per cent fewer of those aged 25 and over; a 13.7 per cent decrease in Apprenticeship starts - including 19 per cent fewer of those aged 19 and over; and a 29.8 per cent fall of those aged 25 and over; a 9.3 per cent decrease in adults (19+) on English and maths (7.6 per cent drop in English; 10.1 per cent drop in maths; 4.8 per cent in ESOL); an 8.7 per cent decrease in adults (19+) on level 2 provision; and an increase of 6 per cent in OLASS (offender) learners. The full figures are reported here: er-participation-outcomes-and-level-of-highest-qualification-release-nov14.pdf 13. Autumn Statement Education Update Expansion of Effective Academy Chains - The government will provide 10 million to drive up educational standards in areas of the north with the weakest provision by helping outstanding local academies sponsor local schools and supporting the expansion of the very best academy chains. Careers Advice - The government will invest 20 million to improve careers advice and support for young people. 14. Teacher Development Trust - New systematic review of effective professional development The Teacher Development Trust has commissioned at team from Durham University, the Centre for the Use of Research and Evidence in Education (CUREE) and the Institute of Education to undertake a review of the impact teachers professional learning and continuing professional development and Learning (CPDL). So far the team have identified more than 40 reviews of teachers professional development and learning published since They have classified the reviews according to their methods and criteria to help with the evaluation of the findings. This will help to understand how consistent the research evidence in this area is and understand how secure these findings are. The next stage in the review process is to analyze the weight of evidence for specific sub claims, for example in relation to specific subject areas. We will then work with practitioners and policy makers to identify implications for policy and practice and key questions for the next phase of the work. The final phase of the work, planned for next year, is to produce a systematic map of studies of the impact of CPD and to identify the gaps in the field, as well as to undertake a meta-analysis if there is sufficient data available. Further updates will be shared once with members once the

8 findings are published. 15. Publishing Performance Measures On School and College Websites The consultation on publishing headline performance measures on school and college websites set out proposals to ensure that all schools and colleges publish performance measures on their websites in a consistent, standard format so that they are easy to interpret and enable parents to compare schools and colleges. The consultation also set out proposals for the standard presentation of the headline measures and the intention to develop a digital application for schools and colleges to download. In light of the comments received the DfE plan to continue to explore how they can present the headline measures in a way that best meets the needs of parents. They are undertaking further user research before taking a final decision on how this might be achieved. They will inform schools and colleges of any requirement to download a data application or provide a link to performance tables, or any other requirements for their websites, in autumn Further details will be provided to members once they are known; the full consultation response can be found here:

9 News From Wales 1. Estyn Learners Benefit From Shaping Their Equipment Providers of adult and community learning and work-based learning are doing more to involve their learners in shaping the curriculum, resources and facilities, according to a recent Estyn report. Estyn s report on The effectiveness of learner-involvement strategies in adult community learning and work-based learning examines how well providers use tools such as surveys, forums and feedback to find out what learners think about their education and training experiences. In addition, many providers use learner-involvement strategies to help learners to develop their own personal, social and leadership skills. The report contains a series of recommendations for adult and community learning providers, work-based learning providers and the Welsh Government. Adult community-learning providers should put formal infrastructures in place to help learners to organise their own classes and activities in their communities. Work-based learning providers should monitor the impact of taking part in learner-involvement activities on individual learners more closely, and Welsh Government should review its learner-involvement strategy to place more emphasis on the development of citizenship skills. The report is available in full at 2. Welsh Executive New Plan to Ensure Learners are Qualified For Life Qualified for Life an education plan for 3 to 19 year old in Wales, sets out the Welsh Government s vision and aims for education up to 2020 and outlines four strategic objectives that will help deliver improvements in the sector. The four strategic objectives of Qualified for Life are: An excellent professional workforce with strong pedagogy based on an understanding of what works. An engaging curriculum that is attractive to young people and develops them with an independent ability to apply knowledge and skill. Nationally and internationally respected qualifications that act as a credible passport to future learning and employment. Education leaders at all levels that working together to raise standards in all schools. While Qualified for Life has been developed using international evidence of best practice, it is about doing things the Welsh way and building on Wales strengths as a bilingual nation with a rich history of educational reform. Qualified for Life follows on from the Improving Schools plan, published in 2012 which set out education reform in Wales up to 2015.

10 3. Welsh Executive - 200m European Funding To Help tackle Youth Skills and Employment Around 200 million of the 2 billion in European structural funds for Wales will be invested by the Welsh Government in youth priorities, the Minister told the Wales Forum on Europe: Europe Working for Wales: Successful Approaches to Promoting Youth Employment at the Wales Millennium Centre, Cardiff. The funding will be used for tackling youth unemployment and its causes; engaging young people in education; jobs; skills including targeted teaching in Science, Technology, Engineering and Mathematics; and improved childcare. The European Social Fund, part of the 2 billion package of EU funding for Wales for the next six years, will build on the investment in Jobs Growth Wales, apprenticeships and traineeships supported by the previous round of EU funding from Funding has also supported projects like Engage and Potential, which has helped disadvantaged young people to engage with and access employment and skills, and to help tackle issues driving disaffection and disengagement. 4. Estyn Barriers to Apprenticeships This report identifies current issues affecting learners from black and minority ethnic (BME) communities and disabled learners who are following apprenticeships in Wales. The evidence base includes an analysis of data and questionnaires and the outcomes from various meetings undertaken by inspectors. The report also reflects the views of work-based learning (WBL) providers, learners and members of local area networks about the barriers faced by learners from minority groups in accessing and participating in apprenticeships. The review highlights some examples of good practice by providers who are attempting to overcome these barriers. The review also provides an overview of issues surrounding gender stereotyping and identifies learning areas where gender stereotyping is still evident. There are examples of specific action currently underway in a few learning areas to address this. A full copy of the report can be found here: /