Post-16 Collaboration School Sixth Forms and the Further Education Sector

A joint report by OFSTED and the FEFC inspectorate

THE FURTHER EDUCATION OFFICE FOR STANDARDS FUNDING IN EDUCATION COUNCIL THE FURTHER EDUCATION OFSTED FUNDING COUNCIL The Office for Standards in Education The Further Education Funding Council has (OFSTED), officially the Office of Her a legal duty to make sure further education Majesty’s Chief Inspector of Schools in in England is properly assessed. The England, is a non-ministerial government FEFC’s inspectorate inspects and reports on department established to help improve each college of further education according standards of achievement and quality to a four-year cycle. It also assesses and of education through regular independent reports nationally on the curriculum, inspection, public reporting and informed disseminates good practice and advises independent advice. the FEFC’s quality assessment committee. OFSTED’s principal task is the College inspections are carried out in management of the independent system of accordance with the framework and school inspection defined originally by the guidelines described in Council Circulars Education (Schools) Act 1992. Schools are 97/12, 97/13 and 97/22. Inspections generally inspected every six years, with seek to validate the data and judgements more frequent visits for some schools that provided by colleges in self-assessment are thought to need closer monitoring. reports. They involve full-time inspectors Inspections are conducted according and registered part-time inspectors who to a standard Framework for Inspection. have knowledge of, and experience in Key aspects of OFSTED’s school inspection the work they inspect. A member of system include: all schools inspected the Council’s audit service works with regularly; every inspection results in inspectors in assessing aspects of a public report; inspections conducted governance and management. All colleges by independent inspectors; inspection are invited to nominate a senior member contracts won by competitive tendering; of their staff to participate in the inspection every team has one lay member; as a team member. inspections carried out to a published national Framework; parents’ involvement is encouraged through a pre-inspection meeting and the distribution of summary of the final report.

Cheylesmore House OFSTED Quinton Road Alexandra House Coventry CV1 2WT 33 Kingsway Telephone 01203 863000 London WC2B 6SE Fax 01203 863100 Telephone 0207 421 6800 Website http://www.fefc.ac.uk Fax 0207 421 6707 Website http://www.ofsted.gov.uk

© FEFC 1999

You may photocopy this report. A college may use its report in promotional material if quotes are accurate, and the findings of the inspection are not misrepresented. Post-16 Collaboration School Sixth Forms and the Further Education Sector

A joint report by OFSTED and the FEFC inspectorate

July 1999 Contents

Paragraph

Introduction 1

Main Findings 4

Key Issues for Action 5

Context of Collaboration 6

Types of Collaboration 14

Sixth Form Consortia 18 Background 18 Management 26 Quality assurance 36 Funding 38 Curriculum organisation 48 Information, advice and guidance 60 Student progression and achievement 63 Monitoring and reporting student progress 68 Travel 71 Views of students and staff 76

Bilateral Arrangements between Further Education Colleges and Schools 87

Bilateral Arrangements between Schools 91

Further Education Provision on School Sites 95

Collaboration between Colleges in the Further Education Sector 104

Annexes A: Case Studies B: School and College Collaborative Arrangements Included in the Survey C: Bibliography

Post-16 Collaboration: School Sixth Forms and the Further Education Sector

Post-16 Collaboration

Introduction FEFC, and by findings from previous inspection activity carried out by the two inspectorates.

Purpose and scope of the survey 3 This study focuses mainly on the 1 This study of partnership arrangements in collaborative arrangements between schools, 16 to 19 education was commissioned by the and between schools and colleges, involving a minister of state for education and employment joint curriculum for 16 to 18 year olds. Other in February 1998. It was requested that the types of collaboration are also considered, but in Office for Standards in Education (OFSTED) and less detail. the Further Education Funding Council (FEFC) inspectorate carry out a joint survey of the Main Findings nature, range and effectiveness of such 4 The main findings were as follows: arrangements and the quality of education they • all of the collaborative arrangements serve provide, in order to inform the development of to broaden the curriculum on offer to policy. The minister stated that ‘collaboration post-16 students, to a greater or lesser within and between the school sixth form and degree. In most cases, they do this in an college sectors is potentially an important way of economical way achieving greater efficiency and value for money throughout post-16 education’. • consortia of institutions which jointly provide all their post-16 examination 2 Her Majesty’s Inspectors (HMI) from courses operate effectively and serve their OFSTED and inspectors from the FEFC students well. The strengths of the inspectorate have responded to this request by arrangements considerably outweigh any carrying out a programme of visits, including weaknesses joint visits to schools, sixth form colleges and • in consortia where institutions jointly further education colleges involved in various provide only a part of the curriculum, forms of collaborative activity. Between May arrangements vary in their effectiveness, and December 1998, 68 institutions were although in most cases the benefits are visited, providing information on 27 partnership clear arrangements. The schools and colleges • the effects of bilateral partnerships, inspected are listed, by area, in annex B. involving a limited range of courses, tend Inspectors spoke to headteachers, college to be marginal, but the partnerships are principals, managers, consortium co-ordinators, important to the small numbers of students teachers, students and, in some cases, local who are able to take courses which education authority (LEA) officers. They otherwise they would not. analysed information about rates of progression to post-16 education and training, and data on Strengths and advantages of retention and achievement. They also collaboration considered aspects of provision such as • post-16 consortia offer a significantly management, quality assurance and support for broader curriculum than institutions, students. Preparation for the exercise was particularly schools, could provide informed by earlier research conducted by the individually. A greater number of courses National Federation for Educational Research, and more subject combinations are the Further Education Development Agency available to students and there is a wider (FEDA), and by joint research involving the range of routes for progression Local Government Association (LGA) and the

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 1 Post-16 Collaboration

• highly valued courses, such as general • there is some loss of autonomy for certificate of education advanced level (GCE individual institutions, for example in A level) modern languages and music, can timetabling be protected • there are increased demands on staff time; • collaboration can reduce unnecessary for example, in attending meetings and in duplication of provision in an area, and administration clarify the choices open to students • there is the cost and inconvenience of post-16 travel between sites • courses can be provided more economically • there is little joint consideration of equal • there is increased stability in planning the opportunities issues, particularly in respect provision because of the larger numbers of of students with learning difficulties and/or students disabilities. • students usually receive more balanced and comprehensive information about courses Factors encouraging collaboration and progression routes • strong commitment from senior • collaborative provision provides a bridge management between schools and higher education, as • the appointment of an independent students gain confidence and experience of consortium director or co-ordinator at a moving between different sites and senior level adjusting to different environments and • a transparent and equitable system of styles of teaching financing the arrangements, which makes • opportunities are created for staff to teach the economic benefits clear to all advanced level work in a wide range of participating institutions subjects • a regular and efficient system of contacts • joint working provides professional between institutions development for staff • good working relationships between staff at • joint production of teaching materials and subject and course level; for example, shared use of teaching resources lead to through subject panels greater efficiency • a common timetable • in some cases, collaborative provision has • a common system for assessing and raised levels of retention post-16 reporting on students’ progress • students benefit from a wider range of • a common approach to post-16 guidance social contacts. and recruitment • marketing by means of a joint prospectus Weaknesses and disadvantages of • effective arrangements to assure the quality collaboration of teaching • there is often a lack of clear joint strategic • the location of participating institutions planning within a relatively compact geographical • quality assurance measures are often area inadequate • efficient transport arrangements. • there is insufficient joint analysis of progression, retention and achievement • communication between institutions is sometimes slow or ineffective

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Factors discouraging collaboration • the option to publish consortium • the distance between institutions examination results in performance tables rather than separate school and college • a lack of understanding between schools results and colleges of different approaches to teaching, and a suspicion about the quality • the development of a system of central of collaborative teaching in the other sector registration of collaborative arrangements to provide a national picture of the scope of • the vested interests of staff who wish to this work and its contribution to regional retain their personal hold over sixth form planning. teaching • an unwillingness to compromise over timetabling and organisational Context of Collaboration arrangements. 6 There is a long history of partnership within post-16 education, between schools, Key Issues for Action between colleges, and between schools and colleges. The nature and continuity of these 5 To encourage greater collaboration post-16, partnerships have been dependent largely on the Department for Education and Employment the wider context in which the institutions (DfEE) and the emerging local lifelong learning operate. During the 1980s and early 1990s, partnerships should consider: much successful collaboration was generated • the inclusion of consortium arrangements through the technical and vocational education in local learning plans initiative. Once the funding for this initiative • external support for consortium transport ended, new funding had to be found for the costs continuation of these partnerships, or they had • convergence of the funding arrangements to be maintained using the institutions’ own for schools and further education resources. Some of them continued because of • some allowance in any formula funding for the goodwill which had been generated through the additional costs arising from essential joint activities, and came to form the basis of liaison between institutions flourishing new initiatives. Others have ceased • staff development initiatives which would to operate, largely because of the competition allow staff from different institutions and between institutions that previous education sectors to work alongside one another in policies have encouraged. the classroom 7 The nature and complexity of post-16 • the publication of practical guidance on provision varies considerably between setting up simple but effective quality geographical areas, often within the same LEA. assurance measures for collaborative In some places, all students transfer at age 16 arrangements, focusing particularly on: from schools to one or more colleges. In a few, a. the quality of teaching; fairly remote, rural areas the local school’s sixth form is the only realistic post-16 option within b. the communication of easy reach. Some areas have well-established information between centres; school sixth forms, but in others there has been c. the development of common a growth recently of new small sixth forms, performance indicators; often associated with grant maintained status. In most areas, students have a choice of school d. joint development planning; sixth forms or further education sector colleges, e. target-setting;

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 3 Post-16 Collaboration

sometimes including sixth form colleges, for collaborative projects. These have been their post-16 education. In such situations, encouraged by several initiatives sponsored by there is often fierce competition to recruit or the FEFC, such as the investigations of the retain students. Some colleges find it difficult to widening participation committee, chaired by ensure that school pupils receive information Helena Kennedy QC, and of the learning and unbiased guidance about college courses, difficulties and/or disabilities committee, chaired and some schools feel that the colleges employ by Professor John Tomlinson. unfair incentives to attract students. However, 10 For several reasons, it is difficult to obtain consortia or bilateral arrangements for the joint a clear picture of the scope of collaboration in provision of GCE A levels and other courses can post-16 education. These include: the many flourish in these areas, especially where schools different permutations of partnership, which have small sixth forms. Sometimes, in areas often co-exist; the difference in terminology used where progression rates at 16 are low, schools to describe them; and the overlap between pre- which take pupils from 11 to 16 years lease 16 and post-16 projects. There is also no buildings to a college, so that post-16 education official method for registering collaborative can take place on their own site. projects. A recent joint study by the LGA and 8 Ongoing debates within some LEAs about the FEFC, Effective Collaboration in Post-16 the future of post-16 education can fuel anxieties Education, included a postal survey of LEAs and in schools about their long-term viability. This further education colleges to find out how many can increase the attractiveness of collaborative were engaged in collaborative activities. There arrangements. A number of college principals were responses from 271 colleges and 94 LEAs, express frustration at the lack of coherent plans which suggested a relatively high level of for 16 to 19 education within their local collaborative activity. However, the situation is authorities. The paramount needs of young patchy. For example, 60% of the LEA schools, people for clear, well-publicised progression as well as several grant maintained schools, in routes into appropriate programmes of good- one shire county currently operate in some form quality education and training are not always of partnership for post-16 provision, but in sufficiently prominent in local policy and other LEAs collaboration is minimal. decision-making. 11 In some areas, vigorous partnerships of 9 Colleges within the further education sector key players in education and training have been were pitched into competition with each other formed to overcome potential barriers created following incorporation, which was introduced by the political context and fragmented through the Further and Higher Education Act arrangements for supplementary funding. An 1992. The sector’s objective of raising student example of this is the Manchester Education numbers by 25% over three years significantly Training Partnership, founded in 1996 to increased the pressure on colleges to compete. increase participation and improve The pressure was increased further in some achievements among 14 to 19 year olds. The areas of the country by the high number of partners are: Manchester, Salford, Tameside and colleges in close proximity. Such factors made Trafford LEAs and their schools; Manchester collaboration difficult for the first few years after Training and Enterprise Council (TEC); all 12 incorporation. More recently, the pressures of further education sector colleges within the TEC the funding arrangements, and a desire to boundary; and the local careers company. In widen participation by recruiting from groups 1996, the partnership secured approximately which do not normally participate in further £2.5 million over seven years from the single education, have led to an upsurge of regeneration budget to support its activities.

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 4 Post-16 Collaboration

Partnership terms allow for funds to be given to participation or provide improved opportunities schools or groups of schools, or groups which for lifelong learning. include colleges and schools, but not to individual colleges or groups of colleges. This is Types of Collaboration to ensure that activities are designed to have a positive impact on the staying-on rates and 14 Between schools, collaborative activities for achievements of 16 year olds. post-16 students range from bilateral arrangements, which may simply enable a 12 In November 1998, the secretary of state handful of students to study an additional GCE A announced plans to establish lifelong learning level in another sixth form, to large-scale partnerships in all areas of the country during consortia, which, for examination courses, 1999. These partnerships, building where operate in effect as single sixth forms based on possible on existing good practice, will include several sites. LEAs and schools, further education colleges, careers services and TECs, as well as other local 15 Between schools and colleges, there are organisations. Their role is to help bring many types of collaboration, much of which is greater coherence to local provision for learning, pre-16, and therefore outside the scope of this including that for 16 to 19 year olds, study. For example, further education colleges concentrating immediately on establishing and work with primary schools on family literacy or monitoring local learning targets. These with younger pupils in secondary schools to partnerships will clearly have a significant stimulate interest in vocational education. Some interest in collaborative arrangements. forms of collaboration start with 14 year olds and continue through to work with 16 to 19 13 The introduction of the further education year olds; for instance, in providing support for collaboration fund in 1998-99 has encouraged general national vocational qualification (GNVQ) the development of many new projects to courses or for units pre-16 leading to higher investigate the rationalisation of post-16 level GNVQs in the sixth form. An important, provision. The eagerness with which the and growing, area of work in further education various providers of post-16 education have involving the under-16s is with disaffected responded to the initiative shows that there is a young people, many of whom have been keen awareness of the benefits to be derived persistent truants. Collaboration between from increased collaboration. The fund is special schools and colleges is well established. mainly supporting feasibility studies costing up It may take the form of link courses to prepare to £10,000, although in some areas, several under-16s for transfer to the college at 16, or inter-related applications have generated larger vocational or life-skills training in college for sums for a partnership to use on complementary school-based students. projects. In 1998-99, the first year of the fund, over 400 applications have been supported. 16 Post-16 collaboration between schools and Of these, 30% provided funds for projects which colleges usually involves the provision of GCE A are run jointly by one or more further education levels and/or GNVQs to sixth formers. sector colleges with local schools and/or LEAs to Sometimes the school, or a group of schools, investigate ways of rationalising provision for 16 purchases either a complete course or infills to 19 year olds. Other applications have focused places on existing courses at a college which has on collaboration between groups of colleges, and expertise not available in the schools. between colleges, LEAs and other interested Alternatively, bilateral arrangements may allow parties, such as careers companies, external college students to go to schools for some GCE institutions and TECs, in order to widen subjects, as well as allowing school students to

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 5 Post-16 Collaboration

go to the college for other courses. Consortia of college makes any extensive collaboration schools with one or more further education impractical. colleges form some of the best-established 19 The consortia are generally well collaborative arrangements in post-16 established; the one operating longest was set education. up 20 years ago, the most recent one four years 17 Collaboration between colleges in the ago. In most cases, the membership of further education sector takes many forms. consortia has remained relatively stable. It has Some of the relationships which existed before been unusual for schools to opt out, though a the incorporation of colleges fell by the wayside. few consortia have been affected by school For instance, in some parts of the country, the closures over time. During 1998, two new LEA had created ‘centres of excellence’ for schools have applied to join one of the most particular subjects within its various colleges, successful of the consortia as associate which limited the range of provision that members, even though geographically they are individual colleges could offer. After some considerable distance away from the other incorporation, many colleges ignored these institutions. Some further education colleges, constraints and started up new work in initially involved in consortia, withdrew at the competition with other local colleges. time of incorporation. In the last year or two, A combination of funding pressures and however, several of these colleges have started government incentives is now encouraging a to re-establish links. Co-operation is growing return to joint planning and rationalisation. again between the two sectors. Collective approaches to issues such as quality 20 The consortia visited fit into two broad assurance and a desire to exploit economies of categories. The first group can best be scale are starting to flourish. described as full consortia, in that provision of all GCE A level and GNVQ courses is jointly Sixth Form Consortia planned and provided; the centres operate a common system of options, with co-ordinated Background timetables, and students move freely between sites as and when required. Eight of the 18 The survey involved visits to 14 areas in consortia are of this first type. which sixth form examination courses are provided wholly, or in part, through consortium 21 The second group of consortia co-operate arrangements. Urban, suburban and rural only in providing part of the curriculum. Two of areas and neighbourhoods ranging from affluent them collaborate specifically on GNVQ courses. to deprived are all represented in the survey. Three more share just one out of four or two out Most consortia serve fairly distinct and compact of five GCE A level option blocks, so that it is catchment areas and involve all the post-16 possible for students to take courses in other educational providers in those areas. The institutions only at certain times in the week. number of schools involved in each of the The schools in one consortium offer their consortia ranges from two to 14, but most options to a broadly common timetable, but with commonly three or four. One or more further only limited joint planning; they each decide, education colleges are actively involved in just largely independently, the courses they will over half of the consortia, and in a number of provide. others there are informal links with the local 22 The consortia were originally set up for a college. In some cases, the distance between number of related reasons. In most cases, a schools and the nearest further education need was identified to broaden the curriculum,

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particularly the number of GCE A levels being involved in the consortia. In some cases, only offered, and to protect minority subjects such as the students from school sixth forms are music and foreign languages. For schools with counted towards consortia numbers; in others, relatively small sixth forms, this could not be full-time college students on GCE A level or done economically from their own resources, so GNVQ courses are also included. The latter there were good financial reasons for approach gives institutions a stronger sense of considering a co-operative approach. Several of being equal partners in a joint venture. the consortia set up most recently were put in 25 The individual sixth forms making up a place specifically to provide GNVQ courses, with consortium are, generally, similar in size, further education colleges taking the lead and though there are a few exceptions to this. The providing the necessary vocational expertise. In greatest variation observed was in a city where some areas, the desire to raise post-16 participating sixth forms had initially been of participation rates also encouraged co- roughly comparable size, but one had grown ordination and rationalisation of sixth form substantially to over 350 students and others provision. Most colleges in the further had dropped to less than 100; the large school, education sector now have mission statements though it could comfortably operate by itself, expressing their intention to meet the needs of still finds it advantageous to maintain the their local community and to widen collaboration. The majority of sixth forms in the participation in post-16 education and training. survey have student numbers in the range from Consortia arrangements clearly offer a vehicle 80 to 200. A few are very small with fewer than for fulfilling these intentions. 50 students; a handful have more than 23 Most of the consortia were established with 200 students. In terms of student numbers, LEA involvement and support. In several cases, therefore, the schools are fairly representative of the LEA took the initiative in setting up co- sixth forms nationally. operative arrangements as part of its general post-16 strategy, though not all of the Management collaborations survived. Having helped to set up 26 In all of the full consortia, well-established the consortia, however, most LEAs withdrew management groups meet regularly, sometimes from direct involvement, simply maintaining termly, in other cases more frequently, to some form of contact, for example, through determine policy and make decisions about observing management meetings. In a few major issues such as curriculum and finance. areas, the LEA continued to provide significant The management groups are usually composed support, in one notable instance by financing all of the headteachers of the schools involved, the the consortium transport arrangements as well principal or vice-principal of the college, where as providing accommodation and some there is further education involvement, and, secretarial support for the consortium’s director. where relevant, the consortium director. In one The local TEC is directly involved in only one of of the consortia, the LEA is also represented by the consortia. a district education officer. The success of the 24 Numbers of students involved in the consortia owes a good deal to the commitment consortia at the time of the visits ranged from of these managers to the notion of post-16 180 to 1,000, but most consortia involved collaboration, and to the trust and good working between 300 and 600 students, making them relationships between them. comparable in size with small sixth form 27 Several of the consortia have recently set colleges. The definition of student numbers can up joint groups, or committees, of governors vary when further education colleges are from the different institutions. Most are not yet

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actively involved in the life of the consortia, but A level theatre studies course, despite the fact they represent an important additional level of that there were already other courses in the commitment to the consortia, as well as subject, taught by experienced staff, elsewhere providing a sense of local community interest in in the consortium. the arrangements. 30 In most of the consortia, management and 28 Most of the full consortia have appointed a oversight of the curriculum is in the hands of director or co-ordinator, usually at deputy head the senior management group, or is delegated to level, to manage the day-to-day arrangements deputy heads or vice-principals. To maintain and to take the lead in matters such as stability in the curriculum, curriculum decisions curriculum development, recruitment and the are partly historical and partly based on likely marketing of the consortium. The role of student demand. In some cases, responsibility consortium director has been important in for delivery of different parts of the curriculum successfully setting up and developing co- is the same every year; an example of this is operative arrangements, and the individuals where vocational elements of GNVQ courses are appointed provide strong, well-informed provided by the further education college and leadership. In those consortia without an the schools have the responsibility for key skills overall director, an administrative officer or and pastoral support. In other cases, some secretary undertakes some routine work; other negotiation is required to allocate staff to duties have to be tackled by senior managers courses. Such decisions are usually made on from the individual institutions. In one area, for the basis of the number of students who come example, curriculum deputy heads from each from the different institutions. In a few areas, school meet for one afternoon a week to deal senior managers are beginning to consider with liaison issues. Post-16 initiatives are also teaching quality as a criterion for deciding more likely to be driven forward speedily by a where in the consortium particular subjects single, independent consortium director than by should be taught. This is an important a group of senior staff from schools and colleges development in that it highlights a potential who have to agree collectively the different strength of consortium arrangements, as well as stages of each development. The appointment indicating the extent of co-operation and of a consortium director is relatively expensive. confidence between institutions. However, there are other costs, some evident, 31 Most consortia have well established, others not, which have to be met when such an agreed procedures for financing the appointment is not made. collaborative arrangements, which can be dealt 29 Management structures and systems are with largely by administrative staff. Consortium more varied in those consortia which provide directors have oversight of financial matters; only part of the post-16 curriculum. In some where this post does not exist, financial matters consortia there are fairly formal meetings of are handled by senior managers in the separate headteachers and principals; in others, there are institutions. The absence of centralised financial less structured contacts between senior management can sometimes be a disadvantage; managers. Commitment to co-operative for example, in one case the consortium bus is provision is less strong in some areas than in nearing the end of its useful life, but no action others. Post-16 decisions, which could have an has yet been taken on how a new one should be impact on other partner institutions, are financed. sometimes being taken unilaterally by individual 32 In a number of the consortia, responsibility institutions. For example, a school in one for day-to-day matters is in the joint hands of consortium decided to introduce its own GCE the director, the heads of sixth form from each

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school and designated staff from the college, all The need for consortium development planning of whom meet regularly. Good liaison within becomes clear when it is recognised that, in these groups is the key to the smooth and terms of budget and student numbers, the effective operation of the consortia. Information consortium is often as large a unit as the main is usually passed efficiently between institutions, 11 to 16, or 13 to 16, part of each individual though in a few cases there is scope for greater school. Lifelong learning partnerships and local use of information technology (IT) to speed up learning plans will increase the importance of the process. Most of the consortia have some development planning for consortia. dedicated administrative support, usually based 35 Although the individual institutions in one of the schools, or in a few cases in a involved in consortia arrangements have their separate consortium office. The scale of co- own equal opportunities policies, it is unusual operative work makes such support essential in for there to be a common policy across the full consortia. institutions. For instance, there is little evidence 33 Approximately one-third of the consortia of thinking about how the consortium might have subject panels which meet regularly. encourage participation by post-16 students These perform an important function in with learning difficulties and/or disabilities, and enabling staff teaching the same subject from support them on their courses. Several different institutions, and sometimes jointly consortia have helpful student charters, or teaching the same course, to co-ordinate similar statements of what the student and the planning and teaching, and ensure a common consortium can each expect of the other. Most approach across the consortium. Though some school-based students doing some of their teachers and lecturers find the meetings time- courses in further education colleges receive a consuming, others recognise an additional college diary setting out the college’s equal benefit in the staff development resulting from opportunities policy. Student consortium this shared work. Some teachers in schools councils also exist in some areas to enable the have benefited considerably from working with views of students to be represented, as well as further education colleagues on the introduction providing a means of organising social events. of GNVQ courses. In the absence of subject liaison, where courses are taught jointly by staff Quality assurance from two or more institutions, students can 36 There is considerable variation across the experience quite different approaches, and consortia in the range and effectiveness of connections between the various parts of the quality assurance mechanisms for collaborative course are not always made. There is little provision. At the time of inspectors’ visits, other staff development involving collaborative quality assurance arrangements were partners. satisfactory or better in just under half the 34 Although the consortia visited are generally consortia. Two of the consortia provide well managed, development planning needs examples of good practice. One, located in an greater attention from senior staff. In most urban area, has a number of useful initiatives cases, medium- and long-term development under way, based on models common in further planning on a consortium-wide basis has been education. Means have been devised for either tentative or non-existent. Institutions evaluating lessons, performance indicators are have concentrated on producing their own in place and quality statements have been individual development plans and the need for agreed for teaching and learning. The other similar planning for the post-16 collaborative consortium, involving schools only, and located arrangements has been largely overlooked. in a rural area, has clear procedures for quality

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assurance at different levels of management. Funding These include: 38 Funding arrangements vary quite • headteachers interviewing subject considerably between consortia, even when convenors about GCE A level results their management and operation are otherwise • interviewing five students each term to similar. However, in most of the consortia monitor their general progress and visited, the institutions themselves appear experiences within the consortium content with the systems devised, and the • deputy heads carrying out lesson financial arrangements seem generally observations within their own schools equitable. The different funding models are • the consortium director tracking individual outlined in the following paragraphs. students’ progress Model A • heads of sixth form monitoring students’ Each institution’s contribution in teacher periods written work by sampling students’ folders, is expected to be in proportion to its student planners and lesson notes. numbers. Funds are payable for any net Helpful measures in other consortia include the movement of students between institutions systematic collection of the views of students by exceeding these proportions. Transfer of funds means of questionnaires, individual senior is based on a concept of the value of a GCE A managers taking responsibility for monitoring level course for each student. This is usually the work in particular subjects or courses across calculated as a quarter or a fifth of the funds the consortium and the use of value-added paid to the school by the LEA for each pupil. analysis of examination results. Good This figure varied between £360 and £500 in communication between centres is an important the consortia visited. ingredient of effective quality assurance. 39 The principle of matching teacher periods 37 Individual institutions within consortia may to student numbers usually leads to a suitable have effective quality assurance procedures, but distribution of courses. However, in one what is lacking is a coherent overall strategy. In consortium it has occasionally resulted in a general, there is inadequate analysis of successful, well-established course being progression rates and of achievement on a switched to less experienced and less interested collaborative basis, to highlight strengths and teachers at another centre, to balance numbers. weaknesses. In one case, joint courses, for which overall responsibility was unclear, were Model B not being taught well, and there were Funds are transferred on the basis of net inadequate mechanisms to pick this up. In most student numbers moving between different cases, problems encountered by students away institutions, but with different rates for school- from their own site are dealt with in a school and school-college transactions. This satisfactory way by informal contact between reflects different methods of costing students’ the director and senior staff in the school or activities in the school and further education college. Where issues arise, between what are sectors. autonomous institutions, these are dealt with sensitively. More formal and systematic quality 40 This model can result in big differences in assurance measures, however, would bring a costs, depending on where students are helpful measure of detachment for those following their courses. In one consortium, involved. inter-school GCE A level charges are based solely on the costs of books and materials,

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because headteachers do not want the Model E movement of students between schools to be Each institutions pays £3,500 to be a member of finance-driven. As a result, it costs only £18 for the consortium, regardless of its level of each student taking a GCE A level subject in involvement. GCE A level courses provided another school. By contrast, the college charges jointly by the consortium are charged at £540 approximately £500 a head for school students for each student, with the income being divided to take a similar course. This has not acted as a between the institutions in proportion to the disincentive to collaboration, since schools staffing contributed. Where students attend would retain £1,000 a year to cover pastoral courses in other institutions on an infill basis, and enrichment provision even if students were their home institutions are charged at only a to take three GCE A levels at the college. Where tenth of the cost of jointly-provided courses. there has not been a tradition of cross-sector Costs for jointly-provided GNVQ courses are collaboration, schools can be reluctant to pay for dependent on the numbers of students recruited. further education provision, even though rates There are often substantial subsidies from the are reasonable and realistic. As a result, further single regeneration budget and city challenge education sector colleges have little incentive to funds. become involved. 43 The result of this model is that, although Model C the small sixth forms gain the most in terms of A standard annual cost is determined for the the extended curriculum offer, the largest sixth provision of a GCE A level course. For example, form gains the greatest financial benefit. in one consortium this is regarded as £6,000 for each course group, with some adjustment for Model F practical subjects. Each school has to contribute No charges are made for students attending a fraction of this amount, which represents the courses from other institutions, in order to avoid proportion of its students in the group. bureaucracy and to encourage the spirit of collaboration. 41 Popular subjects are much cheaper for each student than those which are less popular. 44 This approach simplifies administrative Schools are therefore reluctant to send their arrangements. It can work well where only students to a minority subject in another school. schools are involved in the collaboration, and This discourages the development of courses where numbers moving between schools are which are educationally worthwhile, but which fairly similar over the long term. However, the initially are likely to recruit only small numbers. system acts as a strong disincentive to any participation by further education sector Model D colleges. Where a further education college provides vocational teaching for GNVQ courses, payments 45 Operating as part of a sixth form by the schools are based on the amount of consortium entails additional costs for the teaching time in the college. institutions involved, most notably the cost of a director’s salary and the costs of administrative 42 Different methods of calculating the costs of support. In most cases, the institutions also GNVQ teaching result in very different charges bear the cost of transport for students between to schools for essentially the same provision. In sites. In the full consortia, the director or co- the consortia visited, one college charged ordinator’s salary and other costs are usually schools £900 for each GNVQ student, and shared equally between the institutions involved, another charged £1,250. and transport costs are shared on the basis of

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 11 Post-16 Collaboration

student numbers. In one consortium, the LEA 49 The number of GCE A level subjects on continues to pay for student transport between offer in the full consortia ranges from 18 to 33, sites. with most offering close to the average of 25. Students, therefore, have a wide range of 46 Despite incurring these additional costs, subjects from which to choose, and the fact that schools in full consortia consider that they are the most popular subjects are made available in more than offset by savings in the teaching several different option blocks means that the budget. Some schools are effectively breaking number of possible subject combinations is also even on sixth form costs and income, and others much increased. Within the partial consortia, are able to use economies in the sixth form to the range and combinations of GCE A level improve provision in the main school. subjects vary according to the extent of joint In contrast, several of the schools with small provision, and how that relates to a centre’s sixth forms operating in partial consortia are individual provision. still subsidising the sixth form from income generated by main school students. Further 50 Within the full consortia, the most popular education colleges in consortia do not gain GCE A level subjects are usually taught in all of significant financial benefits from consortia the institutions, with minority subjects allocated arrangements. However, there are hidden to particular sites, or shared by teachers from benefits for colleges, such as increased publicity different schools and colleges. In effect, the and greater progression by consortia students to consortium operates as a single sixth form and college courses. students can be timetabled for subjects on any of the sites, though as far as possible they are 47 The benefits to schools involved in allocated to their home base, to keep travel to a consortia arrangements are most clearly minimum. In some consortia, up to 75% of illustrated by an analysis of the additional students travel to other sites for some of their staffing which would be needed to provide the courses. extended curriculum from a school’s own resources. The largest school in one consortium 51 Although the majority of consortia provide visited would need to employ an additional 3.3 GNVQ courses, the number of levels and full-time equivalent staff to deliver the current vocational areas vary quite considerably. Most collaborative curriculum, and one of the smaller offer some advanced and intermediate courses, schools would need an extra six staff. and a few at foundation level. Some provide In another consortium, one school was only intermediate level courses within the concerned about its net outlay of £23,000 for consortium, though students may be able to sixth form courses. In fact, this was a relatively register separately at the further education modest expense for the places available for its college to do an advanced level course. The two students on other sites, which covered 11 extra consortia dedicated to GNVQ work involve the GCE A level subjects. greatest number of schools, 11 and 14, and are able to offer the greatest number of GNVQ Curriculum organisation courses. One of them provides intermediate and 48 All but two of the consortia visited, and all foundation levels, with students from local of the full consortia, were set up originally to schools being able to choose from 13 different broaden the GCE A level curriculum available to vocational areas at the further education college; students. Most now offer GNVQ courses as well. the other provides advanced and intermediate Two consortia were established specifically to level courses in six vocational areas. Students provide GNVQ and other vocational provision. in school sixth forms in these consortia therefore have a much greater choice of GNVQ courses than is normally the case.

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 12 Post-16 Collaboration

52 For GNVQ courses, it is commonly the 55 Although many further education teachers pattern for school-based students to do their key are used to being timetabled for two or three skills work in their school, and, where there is hours at a time, most teachers in school sixth further education involvement, their vocational forms prefer shorter lessons. Nevertheless, work in the college. This represents a being forced into longer time allocations often straightforward division of responsibilities, results in more varied styles of teaching and making effective use of relevant expertise, but organisation of work. The students generally there is sometimes a lack of co-ordination adapt quite easily to longer lessons. What is across the two areas. more of an issue is students’ access to teachers, where a course is divided between two staff; 53 Although, in all consortia, examination they may see a teacher only once a week, and if courses are provided collaboratively, pastoral problems arise at other times, it is not always support and the majority of enrichment and easy to make contact, particularly if the teacher other additional courses are the responsibility of is based on another site. Also, if it is necessary the individual institutions. In some consortia, to catch a bus to another site immediately after pastoral support and enrichment courses are a lesson, there may not be time for the informal similar across all the institutions; in others, the individual discussion which is often helpful at pattern of this provision varies considerably. the end of a lesson. Although important, these Such diversity is often to be welcomed since it difficulties need to be set in the context of the reflects the individuality of the different widely acknowledged benefits of consortium partners, but several of the consortia are now arrangements. helpfully beginning to consider a minimum agreed entitlement for students, to provide a 56 GNVQ course timetables often entail common framework for the work. The majority students spending whole days in different of schools have appointed heads of sixth form to institutions. Some students also benefit from take responsibility for the management and co- programmed work experience for one day each ordination of pastoral work carried out by a week. Although there is normally regular team of form tutors. Further education colleges liaison between staff on the different sites, work usually have a common framework for tutorial done in school is not always well integrated with provision as well as other aspects of support, vocational work at college. Some easing of the such as welfare advice and professional strict division of responsibilities between school counselling. There is scope in some consortia and college, for key skills and vocational work, for a more carefully designed induction for might improve this. students with greater consistency across 57 In consortia where only one or two GCE institutions to help students adjust to the A level options are shared there is less incentive collaborative arrangements. to agree timings of lessons, and a few students 54 The effective operation of a consortium is experience difficulties in getting to lessons on dependent on a large measure of common time because of overlapping lesson timings. timetabling between institutions. Although Occasionally, informal arrangements, involving timetables do not have to match exactly, there some juggling of the timetable for unusual has to be sufficient commonality over blocks of combinations of subjects, are not always time to allow for travel between sites, and to sustainable from one year to the next, causing ensure, for example, that students also have considerable difficulties for students on two-year sufficient time for lunch. courses.

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 13 Post-16 Collaboration

58 Economies of scale allow most of the information-giving meetings for students and consortia to operate with average group sizes parents. Most schools fairly represent above the norm for school sixth forms. By alternative courses provided outside the school knowing that they will have sufficient numbers and consortium. In most cases, students have to operate relatively large groups in popular ample opportunities to talk to staff about subjects, the consortia are able also to subsidise possible courses. The advice students receive is, minority subjects, such as music, which are generally, impartial. important to sustain in the interests of a diverse 62 Careers guidance is in the hands of curriculum. individual schools and colleges, though some 59 Collaborative arrangements have resulted consortia collaborate to arrange joint visits to in the sharing and more efficient use of universities. Within each school, the head of expensive equipment; for example, for sixth form plays a key role and is a main source geography field work. One consortium is of advice for students. In many schools, there currently developing the use of video- are careers staff who provide access to advice conferencing facilities in the joint teaching of and resources for those seeking information GCE A level subjects such as modern languages, about the world of work. Students clearly English and technology. French and German benefit from having access to their own school exchanges, field work and visits to art galleries staff and to careers company advisers. The best and museums are all more efficiently organised advice seen was the result of collaboration collaboratively than would be possible by single between centre staff and the careers advisory institutions; indeed, for very small numbers of service. The most effective preparation for students, some of these activities would not be choices post-16 involved students in interviews viable. with senior staff and with careers advisers, and ensured that parents had full knowledge of, and Information, advice and guidance access to, the process. College students also 60 All of the full consortia have common have access to careers education and guidance, entrance requirements for their advanced level through tutorials and from careers companies. courses. Entry qualifications for GNVQ It is important that careers advisers working in intermediate courses are generally treated more schools and colleges understand the nature and flexibly. In the other consortia, entry extent of the collaborative arrangements. The requirements are normally left to the individual quality of advice overall was better in full institutions. consortia than in centres involved in partial 61 Information about post-16 courses consortia arrangements. provided to students in year 11 is often Student progression and achievement produced in common across the consortium. 63 Where consortia have been developed Such collaboration has led to some high-quality recently, there has been an increase in student publications including full colour brochures that recruitment, mainly because of the increased describe courses and routes through 16 to 19 number of vocational courses available. The education for all centres in the consortium. The development of consortia has also led to an information about the courses offered includes increase in applications to higher education, details of physical location, consequences for mainly from GNVQ students. students’ travel and good descriptions of academic and assessment demands. Where 64 Where collaboration has broadened the consortia include a college, representatives from choice of courses for school students, there has the college are usually present at relevant been a reduction in the numbers leaving school

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 14 Post-16 Collaboration

to study full-time at further education colleges or communicating to review students’ attendance other institutions beyond the consortium or other concerns. In contrast, poor arrangements. However, where there is further communications between some establishments education involvement in the consortium, this occasionally lead to confusion over deadlines can act as a bridge from school courses to and important dates such as parents’ evenings specialist vocational courses, particularly for and Universities and Colleges Admissions those who may, through lack of confidence or Service (UCAS) requirements. maturity, be reluctant to leave the security of the 69 Many schools and colleges in consortia school environment. have agreed the format of reporting on students 65 In the main, there is little evidence of a and of monitoring progress. The commonest difference in students’ achievements as a result arrangement is for tutors to act as collators of of the introduction of consortium arrangements. information from teaching staff in the Where value-added achievement data are collaborating establishments. Staff use available, they show that the overall standardised documentation to record their performance of most consortium sixth forms is assessments and judgements. In a few cases, satisfactory. However, there are many schools reports are not completed consistently because in which value-added analysis is carried out in individual members of staff fail to conform to, or insufficient detail to determine the effects of do not understand, the reporting requirements. collaboration. It was in partial consortium arrangements that most of these problems were identified. They 66 Figures collected by one consortium over have important consequences for students and several years show very little difference between need more careful attention. GCE A level success rates for in-house courses and those taught off-site. However, value-added 70 Formal reporting to parents generally takes analysis of examination results in some schools place twice a year. In the best practice, rapid has shown that able students being taught for reporting of concerns to the head of sixth form part of their courses on another site do rather in the school in which the student is registered better than those working only at their own is followed quickly by student counselling and school. There is limited evidence from a few contact with parents to share issues of concern. centres that less able GCE A level students are One example of good practice involves a not as successful if they move between sites for monthly assessment of the progress of students some of their courses. by their teachers. The subsequent report is sent home for parental signature before being 67 Rates of progression to further education or returned. The common forms used in this higher education for students involved in consortium allow students and parents to add consortium arrangements vary greatly. Some their comments to those of teachers. areas have traditionally had a low rate of progression to higher education. No consortium Travel had analysed the progression data to show any 71 The distance between collaborating centres differences between students involved in varies considerably. In institutions situated collaborative arrangements and students taught close together, for example, on opposite sides of exclusively in the home school. the same road, there can still be 10 minutes Monitoring and reporting student travelling time between lessons on different progress sites. In most cases students’ timetables allow for time spent travelling. Staff move between 68 There are good examples of institutions sites for planning and review meetings, but, in using faxes and other modern means of most cases, they teach on their home sites.

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72 For the majority of students, travelling provided by the local further education college. between consortia sites takes between 10 and In another consortium, three schools share the 20 minutes. Full consortium sites are often cost, £13,800, of maintaining a minibus and within a mile of each other and students travel employing a driver. Where travel arrangements on foot or by bicycle. Beyond this range, are unreliable and students resort to travelling students travel by car or bus. independently they do so at their own expense.

73 Where sites are a substantial distance Views of students and staff apart, the LEA sometimes provides travel passes 76 The majority of students interviewed for students, puts on a bus service or hires taxis. during the survey had a very positive attitude Alternatively, some consortia make their own towards the collaborative arrangements. They arrangements. One consortium owns several all acknowledge the greater number of subjects buses, employs a full-time bus driver and and courses from which they could choose, and provides a timetabled service which operates the increased viability of less popular subjects, between the schools and the college at the start such as music and Russian. They recognise also and end of the day, and at lunchtime. In a few that having the same subject taught on different consortia, the students describe travel sites increases the number of ways in which arrangement as inadequate; taxi and bus GCE A level subjects can be combined. The services do not run on time and are unreliable. students are clear that studying in another This situation is causing an unnecessary loss of centre helps them to prepare for progression to teaching time. In one consortium, the teaching higher education, because it helps improve their time lost through inadequate travelling self-confidence and social skills, as well as arrangements is exacerbated by poorly matched providing variety in styles of teaching and timetables among the different institutions. learning. 74 Most consortia centres have common 77 School students had usually adapted well to timetables. Occasionally, staff do not adhere to the different cultures of collaborating centres these timetables, allowing lessons to overrun or and could accept the distinctiveness of different starting lessons early by disregarding formal institutions. They enjoy what they perceive to breaks. Timekeeping is not monitored be the less formal atmosphere of further effectively and a failure to follow timetables education colleges but they also value the sense creates problems for students. Most schools of security and the clear rules for behaviour where timetables remain unsynchronised are within their own schools. planning to introduce common timetables as soon as possible. In a few cases, lessons on 78 The majority of students interviewed by other sites cannot be matched with the home inspectors could think of few disadvantages in base timetable. This problem is addressed by collaboration and some could identify none at providing lessons after school and some all. Those problems which had arisen were lunchtime teaching. largely a consequence of poor co-ordination. They relate typically to information not getting 75 The travel costs generated in some through in time about changes to, or consortia are paid for by the LEA. Most cancellation of, lessons. On a few jointly taught frequently, where costs are incurred they are courses, poor communications among teachers shared equally by collaborating centres even if have led to fragmented teaching or imbalances the service is organised by one centre. In one in workloads, and problems with staff on consortium, this results in each centre making a another site are not always easy to resolve. payment of £6,400 for a minibus service

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 16 Post-16 Collaboration

79 Many students say they would prefer to arrangements. Some welcome the opportunity stay at the school or college where they are to work with a wider range of colleagues, but enrolled to study the courses they have chosen. others have concerns about their loss of They are, however, reconciled to the need to autonomy. However, they largely support the move to obtain the courses or combination of consortia arrangements since they recognise courses they wish to study. It was clear that a that the advantages outweigh the disadvantages. significant number of students would not have 83 Staff recognise many of the advantages moved completely to another institution to acknowledged by their students in terms of a follow courses of study but that they were broader curriculum, provided more prepared to attend another centre for part of the economically. Other benefits that they highlight time. Although an initial reluctance had often include: increased professional contacts, been expressed, the majority of students did not particularly for teachers of minority subjects; the regret the move subsequently. fact that a greater pool of staff helps minimise 80 Most students feel that the quality of the effects of the sudden departure of any education they receive is similar across the individual teacher; and increased motivation partnership institutions. Where variations where students are able to follow their course of occur, these are attributed to the knowledge and first choice through the collaborative skills of individual teachers. In one case, arrangements. students described different centres having 84 Perceived disadvantages include: having to different entry requirements in terms of general teach for long blocks of time; the difficulty of certificate of secondary education (GCSE) following up issues arising in lessons when performance, which they considered to be students are on another site; and the time taken unfair. In the few consortia where timetables in communicating and joint decision-making. and teaching time allocated to subjects in Concerns are expressed in a number of cases different centres varied, students were well about the quality of teaching and student aware of this issue before making their choice of support on other sites, most frequently where courses. schools and colleges are involved. Particular 81 Improvements to collaborative concerns among further education staff are arrangements, suggested by students, include: about the experience and qualifications of school ensuring that induction at the end of year 11 teachers to teach vocational courses; school staff fully covers the implications of collaborative are often concerned about mid-course changes arrangements and introduces students to the in personnel and cancellation of lessons in partner institutions; reducing the number of colleges. Senior managers and students confirm staff teaching a course, particularly in further some of these problems, but in other cases, education colleges; and better monitoring of uncertainties arise from a lack of knowledge and teaching and administration across the understanding of practice in the other sector. consortium. 85 In the majority of consortia visited, there is 82 Senior staff are generally committed to the no joint staff development and collaboration is consortia arrangements, though they are confined to deciding which centre is to teach a realistic about some of the difficulties that can particular subject or section of the syllabus, arise and the problems that need to be resolved. where teaching of the subject is shared. Where Heads of department and other teaching staff joint staff development does take place, it is display more mixed views and varying degrees often driven by the enthusiasm of staff. Staff of enthusiasm for the collaborative wanting more contact with other centres

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 17 Post-16 Collaboration

sometimes express frustration that the 88 In one example, 20 students from a school necessary time is not allocated for such activity. attend an agriculture college to study Where moderation for examination courses has intermediate and advanced GNVQ courses in to be carried out jointly, it helps develop business. They also have an option to study common views of requirements and standards additionally for a national vocational and leads to a useful exchange of professional qualification (NVQ) in agriculture, horticulture, views. Where new curriculum content is being equine or animal care. In another, a school developed, for example, in GNVQ courses, staff sends students to the college to study for GCE A collaborate more fully. levels in media studies, law, history and sociology. In a third example, sixth formers are 86 In considering how collaborative taking part in a pilot programme, in which they arrangements might be made more effective, attend the college two days a week to take NVQ suggestions from teachers are often similar to level 1 and 2 programmes in hairdressing and those raised by students. Additional priorities beauty therapy, business administration, retail include: the need for a greater focus on the and customer service, with a further two days a needs of students during recruitment, rather week in school and one on work placement. than on the need of the institution or department to maintain student numbers; better 89 Bilateral arrangements are usually small- staff training specifically for consortium scale and funded by the school, which pays the working; and consideration of whether there are college for staffing and resource costs according some aspects of pre-16 activity where greater to an agreed formula. There are sometimes co-ordination might contribute to more effective uncertainties over funding. In one instance, the collaboration post-16. college expects the school to pay the full sum for students who withdraw, even when the students Bilateral Arrangements have progressed to other courses at the college. In another example, a school with a struggling between Further Education sixth form clearly needs to develop alternative Colleges and Schools provision to GCE A levels for its pupils, but does not have the resources to do so. It is situated in 87 Many colleges have arrangements with an area where parents place great emphasis on individual schools that have approached them to GCE A levels, and competition between schools provide GCE A level subjects or vocational is intense. It is, therefore, concentrating on courses that cannot be provided in the school. providing GCE A level programmes in The teaching may be provided at the school or conjunction with the local college, even though at the college. This commonly occurs in areas few of its pupils have the necessary where there is stiff competition among 11 to 18 qualifications. Thus opportunities to increase schools for sixth form pupils. A school with a progression for less academic students are being small sixth form may struggle to offer a good overlooked. Quality assurance arrangements range of courses; schools with stronger, more are not always well developed in these bilateral academic sixth forms sometimes collaborate collaborations. with their local college to give students access to 90 Bilateral arrangements have the advantage vocational programmes or to less common GCE of allowing students to remain at their school A level subjects. In some arrangements, college and get the benefit of a wider curriculum and students can attend the school for GCE A level the experience of attending another institution. subjects, such as music, which are not available They are not improving the progression of in the college. students to post-16 education on a large scale.

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There are some examples of colleges working opposite direction for GCE A level music. The with special schools and projects for the arrangements enable the curriculum to be homeless or disaffected to provide education broadened in an economic way. They require and training opportunities for students aged 16 some limited matching of timetables, but to 19 who would otherwise not have attended a otherwise little bureaucracy is entailed. college or school. One 11 to 16 school with a 93 Other bilateral arrangements are developed very low progression rate at the end of year 11 as necessary to tackle particular timetabling or has worked with its local college to develop a staffing difficulties. In some of these cases, customised short course of 15 weeks, designed differences between the timetables of the two to appeal to school-leavers who are not in schools are not always resolved before courses employment three months after leaving school. start and students face difficulties with travel This new course, which started in November and sometimes miss parts of lessons. 1998, is delivered in a community centre in collaboration with partners such as local 94 In one consortium, where the schools employers and the youth service. A residential currently offer just one common GCE A level element, funded by the single regeneration block, additional bilateral arrangements budget, is included in the course. The course is between different combinations of schools help intended to break down barriers to to increase class sizes. However, their existence participation, such as alienation from education confuses the overall curriculum picture, and and training, lack of self-confidence in the ability prevents the further development of the to learn, poor basic and interpersonal skills, and consortium. In contrast, additional bilateral unwillingness to travel. The funding for 12 arrangements between neighbouring schools in students is being provided by the Manchester another consortium have not detracted from the Education Training Partnership. overall effectiveness of the consortium.

Bilateral Arrangements Further Education Provision on between Schools School Sites

91 Bilateral partnerships usually occur 95 A less common type of collaboration is between schools which are geographically close, where post-16 education is provided by further and the collaboration is normally on a relatively education colleges on 11 to 16 school sites. It small scale. In some cases, collaboration takes usually occurs where there is a history of poor place within a consortium which covers just part progression from year 11 into further education, of the curriculum; for example, GNVQ courses. generally low GCSE attainment in the area, and In addition, some of the institutions negotiate to an unwillingness by students to travel far from provide particular GCE A level subjects. their home location. For some students, this reluctance to participate is a matter of family 92 A number of the arrangements are well culture or the lack of a family history of established, enabling individual institutions to education post-16. The colleges involved all develop or maintain expertise in areas which have a commitment to widen participation their own sixth form numbers could not sustain, among groups who do not normally enter as well as increasing access to other minority further education, and to respond to the needs subjects. For example, one school with a of the community. The schools concerned are successful record in GCE A level French takes also keen to improve their students’ prospects, students from a neighbouring school for this and to raise the expectations of pupils entering subject, and its own students move in the

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 19 Post-16 Collaboration

the school by providing a proxy ‘sixth form’ on staffing costs incurred, as well as for the premises. The involvement of the LEA is accommodation, although the latter payment usually marginal, for instance in allowing the may be confined to the cost of cleaning, heating college to lease school buildings at low cost. and lighting. These arrangements do not result in profits for the colleges. There are also hidden 96 In the six examples seen by inspectors, the costs for the schools, such as the depreciation of college provides post-16 education in a building buildings. However, the school headteachers on the same site as the school. In most cases, and college principals are committed to the teaching is provided jointly by school and arrangements which they feel will pay off in the college staff, and sometimes by college staff only. long term in improved opportunities for students The college will also provide a manager or and greater student numbers. co-ordinator, occasionally partnered by a colleague from the school. Where the college 99 There is some evidence that the presence has several post-16 centres, there may be a of the post-16 centres on school sites has central co-ordinating group as well as separate increased progression from year 11 to further management groups at each centre. Decisions education. In one city, the participation rate about the curriculum are taken by the central rose by 7% in 1996-97, half of which has been management group, the local management attributed to the post-16 centres. The group or the local co-ordinators. Senior progression rate, however, is not always as managers have an influence on the overall great as college and school staff believe it to be. direction of the curriculum in keeping with their There is sometimes a lack of rigour in the institutions’ missions. Memoranda of agreement analysis of data on enrolment, retention and have been drawn up between the college and achievement which leads to an overoptimistic the schools setting out the parameters of the view of the benefits of the provision. Retention collaboration. These have been closely based on rates are good or improving in some instances, the recommendations made by the FEFC to but poor in others. Sometimes students take colleges with franchised provision. longer than usual to complete qualifications.

97 Quality assurance arrangements are the 100 The post-16 centres usually provide a mix same as those for the main college sites. These of GNVQs and other vocational courses, and a usually include lesson observation, and surveys small range of GCE A levels. Students do not of students’ views and complaints procedures. have the same choice as they would have in a However, in the centres visited by inspectors further education or sixth form college, or a these arrangements were not always being well-established school sixth form. Sometimes, implemented effectively. In some centres, there the range of courses offered is unsuitable. In was an inadequate analysis of enrolments, one centre, there was only one intermediate retention and student achievement. In others, level GNVQ course, yet there was considerable there was inadequate attention to the drop-out from the four advanced level GNVQ management of students’ time while they were courses. The curriculum may fluctuate on the premises. Students are, generally, made depending on the availability of staff and the aware of the Charter for Further Education and demand from students for particular courses. the procedure for making complaints. The School staff working in some centres have college’s equal opportunities policy is drawn to benefited from training in the delivery and their attention during the induction programme. assessment of GNVQs from college staff, and through having the chance to teach post-16 98 Students at the centres are funded through students. Post-16 centres are, generally, the college’s normal arrangements with the under- resourced when compared with the main FEFC. The college pays the school for any

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 20 Post-16 Collaboration

college, particularly in respect of the library and Collaboration between Colleges IT facilities, and general services such as canteens. in the Further Education

101 Students receive tutorial support and Sector guidance in the same way as other college 104 The pressures of competition induced by students. Careers advice is provided by incorporation, government policy and the appointment with careers advisers who visit the funding methodology have made it more difficult centre at certain times of the week or term. In for colleges to collaborate as they had done some cases, there are weaknesses in marketing previously. Nevertheless, some well-established and pre-enrolment guidance stemming from the collaborative arrangements have survived the college’s agreement to recruit only students who new climate. These include joint planning would not go elsewhere. Some students are groups, some joint provision for students and following courses because they are available on collaborative arrangements for the recruitment the school site; they would not necessarily opt of students. In some areas, the LEA’s policy for the same courses if there were a wider before incorporation encouraged strong links choice available. between colleges and sometimes these links 102 Students are pleased to have further have continued. For example, colleges may education provided for them on their home collaborate on joint recruitment activities among ground. Many stated that they would not have school-leavers in an area which has 11 to 16 travelled to another site. They valued being secondary schools. near their homes, and in particular having some 105 There has been a recent surge of teachers who had known them throughout their collaborative arrangements between groups of secondary school careers. They enjoyed being colleges intent upon generating economies of in a separate ‘sixth form’ building, with a more scale, mutual support and development adult ethos and no school uniform. However, activities. It is too soon to see how successful they were aware of the relatively poor resources these partnerships will be. An example of one and facilities provided in some centres. Staff such collaboration is the Crescent Link, which are generally positive about the post-16 centres, connects nine colleges in the north of as they are keen to improve progression rates Manchester. It is the intention of this group to for 16 year olds entering further education. look at ways of jointly developing and improving 103 The chief advantage of these arrangements many aspects of their work, including quality is that they provide local further education assurance and governance, curriculum centres for students who lack the confidence to development and bulk-purchasing. Another travel further afield. However, this can lead to a example is Birmingham Community College, preponderance of students with little motivation which has recently been set up as a company or initiative. Combined with the social limited by guarantee. The organisation is jointly disadvantages of many of the students, this can developing: personnel procedures and a staffing have a detrimental effect on retention and agency; purchasing arrangements; applications achievement unless effective quality assurance for external funding; marketing initiatives; staff systems are in operation. The chief factor and governor development; an applications supporting the collaborative arrangements is the clearing house; and curriculum mapping. commitment of headteachers and college 106 It is the government’s intention to put in principals. In the longer term, the factor likely place local, lifelong learning partnerships for to discourage collaboration is that most of these post-16 education and training throughout arrangements are running at a loss.

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 21 Post-16 Collaboration

England. The FEFC is currently working with 109 The rationalisation element of the further the LGA, the Training and Enterprise Council education collaboration fund has generated National Council and the Careers Service many successful applications for funding to National Association to bring these partnerships investigate new collaborative arrangements into existence. The key objectives for the work between colleges, often with other partners such are: to raise educational standards; to improve as LEAs, TECs and careers services. The range the quality of provision; to increase choice and of projects being funded is wide. It includes to enhance the quality of guidance; to encourage curriculum-focused activities, designed to suitable broadening of the curriculum; to improve opportunities in particular curriculum improve cost-effectiveness; to ensure access to areas. For example, one college was awarded local provision; to encourage coherence of local funding to work with its local football club, planning; and to avoid wasteful duplication of metropolitan borough council and health and provision. education action zones to rationalise sports and leisure training in the locality. Other areas and 107 The Sussex Sixth Form Colleges activities which have received funding include Consortium is an example of a consortium-style learning resources, information and arrangement which has been in existence for communications technology, support services, five years. Seven colleges come together in this administrative functions, widening participation group to provide mutual support. It has been and the exploration of mergers. In East Anglia, particularly active in the areas of curriculum six sector colleges have obtained £40,000 for and staff development. There are 22 curriculum feasibility studies into: the use of community groups which give staff from the colleges the workers attached to colleges as a means of opportunity to share good practice. Joint widening participation; joint marketing of applications and the sharing of information are further education services; the rationalisation of also important aspects of the consortium’s publicity activities; and a framework for the activities. The consortium has contracted with development of high-quality learning materials. the University of Brighton Centre for Training and Development to provide a secretariat to 110 During 1997-98, the FEFC’s inclusive administer its activities. learning initiative encouraged and funded co- operation between 96 colleges. The colleges 108 Competition has been the traditional worked in 10 groups on the preparation of response of neighbouring colleges offering materials for use in the development of inclusive similar courses. However, there are examples of approaches to learning. In the same period, the the rationalisation of course provision between FEFC’s widening participation initiative has nearby colleges. In one, a further education funded 26 new strategic partnerships, through college has decided to abandon all its full-time which over 160 colleges are working with GCSE and GCE A level provision for 16 to 19 external partners such as TECs and local year olds, and all its science courses, following authorities. The purpose of these partnerships discussions with the managers of a local sixth is to identify the groups of people in their areas form college which achieves good results for its who are under-represented in post-16 education GCSE and GCE A level provision. Discussions and training and to develop strategies for have led to a clearer understanding of the encouraging them to return to education. strengths of the two institutions and to greater collaboration in the development of the curriculum offered in the town.

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 22 Annex A

headteachers and college co-ordinators, the Case Studies divisional educational officer and the consortium secretary. The consortium secretary is a 1 Abingdon Consortium: member of staff from one of the centres, who Schools and Further Education holds the post for two years. Separate working groups of timetable organisers, heads of years, Four centres, three 11 to 18 schools and a examination secretaries and a brochure group, college of further education collaborate in the responsible for publicity and documentation Abingdon Consortium. Collaboration in the area describing the collaboration, take responsibility began in 1978 when sixth formers were able to for particular aspects of the collaboration. A move from one school to another to take governors’ liaison committee, consisting of three particular GCE A levels. A more structured representatives from each institution, supports system was put in place in 1988 in which all the the senior management group. schools provided a basic curriculum of the most The amount of teaching undertaken by each popular GCE A levels and subjects in a ‘second school is determined in proportion to the tier’ were available by negotiation only in number of its sixth form students, so no transfer particular centres. Under the present of funds takes place between the schools. consortium arrangements, which have been Charges are made by the college when school operating for about five years, a total of 27 GCE students attend the college, or vice versa, on the A level courses are offered within a common basis of £120 a term for each GCE A level timetable. Some of these courses are offered at subject. all institutions. Others are offered in combinations, either by sharing courses There is a common reporting system across the between two institutions, or by being taught consortium. Three times a year students wholly in one establishment but fully available co-operate with staff in generating an interim to all students in the consortium. report, and once a year there is an opportunity for parents to attend an evening of consultation Students choose which institution will be their with teaching staff. Students receive an annual home base. The majority choose the school they report which contains both the students’ attended up to the end of their year 11. The evaluation of their own performance and their home institution receives the funding for each teachers’ responses. Teachers also give grades student from the LEA, in the case of schools, or for effort and grades describing their GCE AS or the FEFC, in the case of colleges. Subjects are A level examination potential. The reverse of offered in four option blocks agreed by the four the form allows students to develop an centres. Subjects taught in more than one individual action plan in response to the report, centre are offered in different option blocks to which is countersigned by the subject teacher. maximise the number of permutations of Each report covers one subject area if taught courses. On occasions, students’ choices have wholly within an institution, or contains one been accommodated by changing the pattern of report from each of the centres contributing to options to make it possible for them to follow a the teaching of the course. combination unavailable in the initial grid of options.

All major decisions affecting the consortium and its timetabling are made by the senior management group. This group comprises the headteachers and college principal, deputy

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 23 Annex A

The strengths and benefits of these collaborative Currently, there are 23 GCE A level subjects, arrangements include: three GCE AS subjects and six GNVQ • the development of a common approach to programmes on offer, which cover three all 16 to 19 full-time provision in vocational areas at intermediate and advanced Abingdon, including vocational courses level. Over time, new programmes have been from September 2000 introduced and others withdrawn. There has • a common assessment and reporting been a gradual expansion overall, particularly framework and documentation with the introduction and establishment of vocational programmes. • strong senior management and leadership • good co-ordination, joint planning and Headteachers appointed to consortium schools sharing of ideas in departments that have since its establishment have all been convinced forged good links between centres of the advantages and benefits arising from • joint publication of examination membership of the consortium. The post of performance tables in a common format consortium assistant headteacher, who acts as the overall co-ordinator, has been redefined and • common value-added analysis of examination results which is published in made into a permanent position over the past all collaborating centres, with a two years. One of the four schools has applied requirement for heads of department to for and been given grant-maintained status. produce action plans in response This has not created any problems. In fact, the headteacher has reported a number of • an increase in group size and hence improved efficiency advantages such as dealing with ordering and funding issues. • a wider range of subjects and an increased number of possible combinations of There is a clearly defined management structure courses which operates at a number of different levels. • retaining Abingdon students who would The headteachers and the consortium assistant otherwise go elsewhere for post-16 headteacher meet on a monthly basis to discuss education. long-term planning and other key issues relating to the management of the consortium. The 2 East Northamptonshire deputy headteacher and head of sixth form from each school and the consortium assistant Consortium: Schools headteacher meet on a half-termly basis to discuss and plan curriculum change and major Four schools currently work together in this developmental issues. A major responsibility of consortium. Collaborative arrangements have this group is monitoring and evaluating the been in operation for 12 years. Initially, the consortium arrangements. The heads of sixth headteachers at two schools decided in 1985-86 form group meets on a monthly basis to discuss that the most realistic way forward in securing and manage the day-to-day running of the post-16 provision was through a joint consortium. GNVQ co-ordinators attend these programme. This had the attraction of meetings each half-term. Subject teachers meet providing the schools with a broader range of on a monthly basis and discuss students’ courses and cost savings. Soon after the progress and issues related to the teaching of introduction of the programme, two more their subject. Each team is led by a convenor schools joined the consortium. The group of for that subject who acts as the contact with the four schools has maintained the same pattern of management system. The timetable group sixth form provision over the last decade. meets the consortium assistant headteacher as

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 24 Annex A

headteacher as do examinations officers. Other • the constant review and development of the consortium groups meeting on a less regular programme over the years basis include librarians and bursars. All of this • the detailed and effective arrangements for ensures that issues are debated in appropriate monitoring and evaluating the provision forums and that decisions are well informed and and the students’ performance. effectively communicated. A number of costs are shared equally among the 3 West Nottinghamshire four schools. These include: the salary and Consortium: Schools and travel expenses of the assistant consortium headteacher; the salary of the consortium Further Education, with examination officer; and the costs of the Bilateral Arrangements consortium bursar who works for five hours each week on consortium matters. The costing Fourteen schools collaborate with West of the teaching programme is based on an Nottinghamshire College to provide intermediate agreed formula. The intention is that the and foundation GNVQ courses for their students. schools avoid, wherever possible, the transfer of Some schools are fairly close to the college; money. Balance is achieved, for example, by others are up to 15 miles away. The present schools which have a deficit taking on arrangements have been in place since 1993, responsibility for additional teaching. although some of the schools had previously collaborated with the college in relation to the Each school takes responsibility for pastoral provision of some courses, such as the support and guidance relating to its home-based certificate in pre-vocational education students. Certain time slots are designated for programme. Two Derbyshire schools, which guidance or enrichment activities in the already had a bilateral collaborative respective schools. The consortium has arrangement, joined the consortium in 1996. produced common guidelines for a tutorial programme, but schools have the freedom to Students from the collaborating schools can interpret this as they choose, and practice varies choose from a menu of 12 foundation and quite considerably. intermediate GNVQ courses, provided at the college, in collaboration with each school. The Transport between sites is centrally organised; it courses cover art and design, built environment, operates efficiently and matches timetable distribution, engineering and technology, health requirements. The schools divide the total and social care, hospitality and catering, IT, transport bill on the basis of student numbers. leisure and tourism, manufacturing, media and The main strengths and benefits of these communications, retail, and science. In collaborative arrangements include: addition, a level 1 NVQ in motor vehicle • the strong role of the consortium assistant engineering and valeting is available to students. headteacher who has the support of all By agreement within the consortium, the college four headteachers. The fact that she alone provides advanced GNVQ courses. Of the teaches across the sites is important for her foundation and intermediate GNVQ students, credibility 60% progress to full-time advanced GNVQ • the effective partnership of both LEA and courses at the college. grant-maintained schools Students attend the college for GNVQ vocational • the sound funding arrangements. There is units on Thursday and Friday of each week, and an agreed formula for teaching costs, they study key skills and other courses such as which is operated with a sensible degree of personal and social education or repeat GCSEs flexibility

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 25 Annex A

at their home school from Monday to computing. These arrangements require Wednesday. The college has given a significant timetable co-ordination. commitment to run all the courses each year, The main strengths and benefits of these however low student numbers are. This is a collaborative arrangements include: strong contribution to the stability and breadth • a commitment from management teams to of the curriculum available in the consortium collaborate, which is supported by the LEA schools. The college bills the schools on a and managed through regular co- termly basis for the 10 hours of teaching a week ordination meetings each of their students receives. The cost of • a broader curriculum, giving school travel is paid for by grants from the LEA. This students a wide choice of courses for the is a positive encouragement for students to one-year vocational sixth form and an continue into 16 to 19 education, even though increased choice of GCE A level subjects many of the students come from low-income families. • shared teaching of courses, which allows reasonably sized groups to be formed in In all of the schools, there is an subjects that might otherwise be regarded acknowledgement that it is more economical to as uneconomic collaborate with the college than to try to • the willingness of students, who are provide a full range of vocational courses from reluctant to attend the college full time, to the school’s own resources. Also, it would be take up courses at the college while impossible for any individual school to provide retaining a home school base the wide range of vocational expertise that is • students’ appreciation of being treated as made available to students through these adults at the college arrangements. The co-operation between the • students’ improved social development and further education and school sectors allows increasing self-reliance in learning academically less successful students, who may also often lack self-confidence, to follow • increased opportunities for the professional development of staff appropriate and motivating courses in a new environment for part of the week, while • the systematic monitoring of attendance retaining the security of, and familiarity with, and progress, which has resulted in their home school. increased attendance rates • the provision of free transport for students Some of the schools also co-operate bilaterally in by the LEA, which contributes to the providing particular GCE A level courses, and smooth running of the consortium. one operates an exchange of students with the college for some GCE A level subjects. The bilateral provision takes a variety of forms. In 4 Golden Hillock School one case, staff from the two schools jointly teach Post-16 Centre: Further music and religious education, and French and German teaching alternates between the schools Education Provision on each year. One school takes sole responsibility School Site for teaching business studies and economics, and the other has responsibility for sociology. East Birmingham College, now part of City In another case, one school provides GCE College, Birmingham, has established a post-16 A level business studies, sociology and centre at Golden Hillock School, an 11 to 16 performing arts, and the other undertakes the mixed school situated in Small Heath, teaching of GCE A level physical education and Birmingham. Some external funding was

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 26 Annex A

obtained from the single regeneration budget location of the centre and the fact that it is for and from European sources. Before the centre women only. Most students spoken to by was formed, there was no post-16 provision in inspectors said that they would not have the locality. The local population has a high travelled to a course at the college’s main site, proportion of residents of Pakistani origin and, which is about 4 miles away. for cultural reasons, many of the female pupils at the school were unable to travel out of the area to post-16 colleges. After it was approached by the school, the college leased one block of the school building from the LEA in 1995 and furnished it as a women-only post-16 centre with its own entrance and facilities, resources room, classrooms and specialist equipment. The college has five other such centres and a higher education centre, thus giving women students opportunities for progression from foundation to higher levels. The centre managers and teachers are all college staff.

The centre carries out research to identify the needs of potential students, working closely with Golden Hillock School and others in the locality, and with the local community. The curriculum is based on local employment opportunities. It is heavily biased towards childcare and business as these provide students with good employment prospects. In addition, many Pakistani pupils spend long periods abroad or come to this country as teenagers. The centre has established foundation courses to meet their needs. Courses in English for speakers of other languages (ESOL) are provided at a number of levels. Students are able to follow a range of supplementary qualifications in subjects including IT, wordprocessing, first aid and Urdu. There are good opportunities for students to develop key skills and develop their basic skills.

The majority of the centre’s students come from the school. The number of new students at the centre increased by 68% between 1996-97 and 1998-99. Attendance and retention rates at the centre are good. In 1997, the in-year retention rate was 92%; in 1998, it was 98%. Pass rates are good on many courses, particularly childcare. The students value the familiar

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 27 Annex B

Lewisham School and College (Hillsyde Consortium) Collaborative Forrest Hill School* Sedgehill School* Arrangements Sydenham School*

Included in the Lincoln Survey North Kesteven School* Robert Pattinson School*

Abingdon Lowestoft Abingdon College* Benjamin Britten High School* Fitzharrys School* Kirkley High School* John Mason School Lowestoft College* Larkmead School* The Denes High School

Birmingham Macclesfield City College, Birmingham* Macclesfield College* Golden Hillock School Ryles Park High School* North Birmingham College* Wilmslow High School* Perry Beeches School

Manchester Bradford Loreto College* (North Bradford Commonwealth) Manchester College of Arts and Beckfoot Grammar School* Technology* Nab Wood Grammar School* Moston Brook High School Salt Grammar School Newall Green High School* St Bede’s RC Grammar School* North Manchester High School for Boys St Joseph’s RC College* North Manchester High School for Girls* Our Lady’s RC High School East Northamptonshire St Alban’s RC High School Huxlow School* St Gregory’s RC High School Manor School* St Matthew’s RC High School Rushden School* Wright Robinson Sports College* The Ferrers School*

Northampton Lewisham Moulton College* (Crossways Consortium) Moulton School* Addey and Stanhope School* Northampton College* Deptford Green School* Northampton School for Girls* Hatcham Wood School* Thomas Beckett RC Upper School Lewisham College*

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 28 Annex B

Oxford West Nottinghamshire Cheney School Ashfield School* Cherwell Upper School* Brunts School* Milham Ford Girls’ School* Dukeries Community College Oxford College of Further Education* Manor School Oxford Upper School Matthew Holland School Peers School Meden School* St Augustine of Canterbury Upper School* Mortimer Wilson School Quarrydale School* Queen Elizabeth’s School Sleaford Rufford School Carre’s Grammar School* Sutton Centre Kesteven and Sleaford High School* The Holgate School St George’s Technology College* The Kirkby Centre Swanwick Hall School* South Gloucestershire West Nottinghamshire College* Downend School* Hanham School Inter-college collaborative arrangements Kingsfield School Mangotsfield School* Cheshire Sir Bernard Lovell School* Cheshire Colleges Partnership Soundwell College* Macclesfield College* The Grange School Mid-Cheshire College of Further Education Reaseheath College Stourbridge Sir John Deane’s College Stourbridge College* South Cheshire College Thorns School and Community College West Cheshire College

Tameside Lancashire Hattersley High School The Crescent Link Tameside College* Bolton College Bury College Tamworth Eccles College Queen Elizabeth Mercian High School* Hopwood Hall College Rawlett School Oldham College* Tamworth and Lichfield College Oldham Sixth Form College Pendleton College Welwyn Garden City Salford College Monks Walk School* Wigan and Leigh College Oaklands College* Sir Frederic Osborn School* Stanborough School*

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 29 Annex B

Sussex The Sussex Sixth Form Colleges Consortium Bexhill College Brighton, Hove and Sussex Sixth Form College Haywards Heath College Park College, Eastbourne* College of Richard Collyer in Horsham Varndean College Worthing Sixth Form College

South West South West Colleges Benchmarking Group Cirencester College Cricklade College Exeter College Henley College Strode College* Truro College Also includes: The Henley College

Additional information provided by

Bradford and Ilkley Community College

City College, Manchester*

Derby Tertiary College, Wilmorton

Reaseheath College

Stroud College of Further Education*

Shipley College*

Wigan and Leigh College

*institutions visited by HMI and/or FEFC inspectors

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 30 Annex C

Bibliography

Approaches to Partnerships: Who shares wins, Further Education Unit, London, 1994

Back to School, East Birmingham College, 1998

Effective Collaboration in Post-16 Education, FEFC and Local Government Association, FEFC, Coventry, 1998

Effective Sixth Forms, OFSTED, HMSO, London, 1996

Inclusive Learning: Report of the learning difficulties and/or disabilities committee, FEFC, HMSO, London, 1996

Learning Works: Widening participation in further education, Helena Kennedy QC, FEFC, Coventry, 1997

Sixth Form Options: Post-compulsory education in maintained schools, National Foundation for Educational Research, Slough, 1996

Post-16 Collaboration: School Sixth Forms and the Further Education Sector 31