Luton 14-19 Education and Training Draft Strategy 2003-2006

Raising Achievement 14-19: A Framework for a Collaborative Response to Issues of Participation, Progression and Achievement

Introduction

Luton has a strong, well-established, and successful tertiary system well understood across the town. Processes for working together across sectors are well embedded in practice. In addition, the recent establishment of 16-19 provision for young people with Special Educational Needs at Woodlands Secondary School has been successful in promoting opportunities for this group.

Luton’s 14-19 Strategy Group was established in Spring 2002 ‘to be pro-active in responding to Government initiatives and to tackle areas of relative weakness that have already been identified.’ The group provides through its work a sense of common purpose and direction for developments in Luton in partnership. Membership of the group includes LEA and LSC representatives, Connexions, Headteachers and FE Principals as well as a range of other partners. The and Luton Area Survey, in process at the time the group was formed, was at that time beginning to identify issues. The work of the group initially focused on investigating further those issues identified in the Area Survey. More significantly, the group was able to gain an improved, shared understanding of the ’14-19 phase’. In an area with a well-established tertiary system, responsibilities had previously been seen to divide at 16, with the role of the LEA predominantly with the pre-16 phase and that of the LSC with post-16.

At this time the 14-19 Strategy Group considers that there is no need to seek rationalisation of 16-19 provision in Luton. Our school sixth form is of a sustainable size and there is no significant duplication of provision. A wide range of choice is available. Partnerships are well established and collaborative work is progressing well. Rationalisation of partnership groups will be sought to ensure both legitimacy for decisions made and effective implementation of actions.

This three-year strategy builds on a 14-19 position statement, agreed by stakeholders in June 2003 and which identified a number of issues requiring further development and agreed initial actions for progress. Good progress has been made on these actions and there is now a need to review progress and consolidate our strategy. During autumn 2003, the membership of the 14-19 Strategy Group enlarged to enable a broader perspective. The strategy below was developed, within the same time frame as a self- evaluation review and is based on consultation with all partners. Actions for improvement are indicated: in many cases these link to other plans with clear outcomes and milestones. Other actions require further development to ensure effective implementation and impact. It will be an ongoing task for the 14-19 Strategy Group to develop and implement the strategy, to monitor its progress and success and to make

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changes if progress towards our overarching aims is delayed or ineffective. The group needs to take into account the views of young people themselves and of their parents. A key function will be to refine and evolve the strategy in the light of local, regional and national developments.

One of the aims of the 14-19 curriculum reform is to transform the learning experience for young people, so that by the age of 16 they are committed to continuing learning, whether in school, college or the workplace. The 14-19 Strategy Group welcomes plans to make high quality vocational options available to all students and to encourage the strengthening of collaboration between providers. Within Luton, our commitment is to stretch all young people to achieve their full potential and prepare them for life, higher education and work in the 21st century. Young people in Luton will continue to be encouraged to develop qualities of self-esteem, responsibility and independence to engage as active citizens and lifelong learners.

Vision for this statement: Ensuring an appropriate and motivating learning pathway for each individual learner between the ages of 14 and 19, which promotes equality of opportunity and high achievement.

Aims: a) To promote the highest levels of engagement and achievement of all students in Luton at KS4 and post-16. b) To provide as a continuum a coherent and comprehensive curriculum choice which is available to all students from 14-19, including those with special educational needs, which provides challenging and motivating opportunities for progression to further learning, employment or other purposeful occupation. c) To ensure that all students are given impartial and relevant information and guidance on the range of 14-19 options available d) To respond to the needs of individual learners e) To promote a positive image of Luton for learners, practitioners and other communities.

Partnerships/collaboration in place for implementation of the Strategy Key to groups, membership and responsibilities

14-19 Strategy Group Membership: WBL, Business in the Community, Education Business Partnership, Learning Partnership, secondary school Headteachers, FE College principals, LEA, Connexions, LSC Bedfordshire and Luton, University of Luton Responsibility: Strategy development, Advise on the direction of any additional resources, Monitoring and Evaluation

Excellence in Luton Partnership Membership: LEA, Headteachers, LSC, Connexions, FE Principals

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Responsibility: Implementation of Excellence in Luton, monitoring and evaluation

Aim Higher Steering Group Membership: LEA, Headteachers, LSC, Connexions, FE Principals, and Universities Responsibility: Implementation of Aim Higher Plan

Heads and College Principals Membership: Headteachers, College Principals Responsibility: Strategic direction for proposals for the vocational curriculum

Connexions Partnership Board Membership: Local Authority (LEA), Schools, Colleges, Health Service, Probation Service, Business Community, Voluntary Sector, Advice and Guidance (Careers) Company. Responsibility: Effective delivery of, and implementation of Connexions Strategy

Curriculum Deputies Membership: School and Luton Sixth Form College curriculum deputies plus other relevant representatives by invitation Responsibility: Development and implementation of curriculum initiatives

Increased Flexibility Steering Group Memberships: LEA, School representatives, FE College representatives, LSC, Connexions, BLEBP Responsibility:Steering group for increased flexibility (IF) project

Luton Curriculum Network Subject Groups Membership: School and FE college representatives, with opportunity to involve training providers and employers Responsibility: subject curriculum development and implementation elearning@Luton Curriculum Advisory Group Membership: LEA, High school, FE and HE representatives. Adult and Community Learning representative, primary school representative, Action Zone, strand manager Responsibility: Development and implementation of elearning opportunities

Members of the 14-19 Strategy Group link to a number of other related, strategic, groups, some focused on Luton, others on the LSC area of Bedfordshire and Luton and others on wider partnerships. Membership of these groups is used to share ideas and promote networking to the advantage of 14-19 young people in Luton. These links, ‘spheres of influence’ are identified in Appendix 1.

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What do we know about the 14-19 population in Luton? Is the current configuration of provision best suited to the needs of learners?

1. Configuration of Provision

There are 12 High Schools in Luton ranging in size from 825 to 1328 with a total net capacity of 12502 and providing for a total statutory secondary population of 12247 (January 2003), including two single sex schools and one voluntary aided catholic school with a sixth form. Two schools benefit from resourced provision for hearing impaired and physical/visual impairment. Up to four schools have and will benefit from an additional 232 basic need places over the period 2002/2003 to 2004/2005. In addition to the High Schools, there is a 140 f.t.e. place secondary special school (Woodlands Secondary school) catering for children with profound, severe and moderate learning difficulties and two PRUs (KS3 and KS4) catering for 30 f.t.e. pupils excluded from school. Some 45 children are educated at home.

As a result of inward migration, numbers in the secondary sector will continue to rise to a peak of 12414 by 2006/7 before a slow decline occurs thereafter as a result of a decline in the primary population. However, Brownfield redevelopment will result in an additional 1385 dwellings being built over the period 2003-2011, adding a further 200 secondary age pupils to these estimates, resulting in a base statutory population of 12300-12600 over the next 6-8 years. Government proposals for new build outside the borough boundary to the North may also be a factor if this were to result in any boundary changes.

The pupils and student projections for Luton indicate that the current pattern of provision for students 14-19 will need to be maintained over the period of the plan. Additional resources are needed for schools to provide accommodation for innovations in the curriculum, for additional community use and for increases in support staff. The Building Schools for the Future plan aims to address these accommodation needs, which will also be considered as the Extended schools strategy is developed.

Cardinal Newman Catholic High School is an 11-18 voluntary aided Catholic High School. The sixth form caters for 200+ students and offers the opportunity to continue education post-16 within a familiar environment. The school has a purpose-built sixth form suite and offers a wide variety of AS/A2 and vocational courses. Its sixth form provides mainly for its own 11-16 cohort although a small number of students join the school at 16. As might be expected, a small number also leave to continue their education at one of the other two FEIs in the town or in other sixth forms in Bedfordshire and Hertfordshire.

Barnfield College is a Further Education college operating on five sites, three of which provide 16-19 education and training. The college offers a wide range of vocational programmes from Levels 1 to 5, as well as providing training for modern apprentices, national trainees and New Deal students. The College recruits a high proportion of its 16-19 full-time students from the town’s secondary schools, including Woodlands Secondary School.

Luton Sixth Form College offers a wide range of academic courses and general vocational course and recruits 90% of its full-time students from 12 partner 11-16

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schools in the Borough. The curriculum is sufficiently flexible to accommodate all choices of level 3 (A level and AVCSE) options.

Not all students living in Luton progress to the three FEIs highlighted above. Some students leave Luton’s secondary schools to attend sixth forms in Bedfordshire and Hertfordshire, but the most significant number attend College.

Bedfordshire and Luton Connexions service commenced in September 2002. Close links between the Excellence in Luton Partnership and the Luton Connexions Local Management Committee have been forged with both organisations being represented at their respective committee meetings.

Overall, Luton’s young people have the benefit of being able to choose from a full and flexible range of alternatives post-16.

2. Data

Some of the data currently available is provisional, particularly with regard to students who move outside Luton for education or training. Data consists of that on achievement at Key Stage 3 and GCSE level collected by , leaver destination data collected by Connexions, data on training providers collected by the Learning and Skills Council and data provided by the school and college sector for 16-19 learners. ‘Value-added’ measures are available from KS2 to KS3, from KS3 to KS4 and from attainment at GCSE to attainment at A or AVCE levels. What is not available yet is comprehensive value-added data for the wider range of vocational qualifications, or for Entry Level and ASDAN that underpin accreditation for students at Woodlands and for other students with SEN. Nationally the LSC has recently (November 2003) made proposals for addressing this issue with regard to level 3 graded and ungraded qualifications.

3. Access and Participation

Connexions data indicates that the progression rate into full-time post-16 education is significantly above the national average. (77.7% locally in 2002 compared with a national average of 71.7%). However, the number progressing to work-based training has declined from 2000 and now stands at 1% and there has been a rise in the numbers going on to employment without training, from 1.6% in 2000 to 3.4% in 2002.

The percentage of young people aged 16-19 not in education, employment or training in Luton is higher than for elsewhere in the Eastern region, but is now lower than the national figure. Some young people become NEET at the end of statutory schooling, age 16, but this rises with the addition of early leavers from the age of 17. The NEET strategy has developed effective processes for collaborative action and this is beginning to be effective. In November 2002 the proportion of NEET young people in Luton was 13.8% and in November 2003 this had dropped to 7.9%. National figures were 8.9% in 2002 and 8.2% in 2003. Bedfordshire and Luton Connexions service was the fourth most successful in the country in reducing the percentage of NEET young people between 2002 and 2003.

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In schools and in colleges, there are low levels of exclusion which in schools are below those of statistical neighbours and national figures (1.0 per 1000 in Luton in 2002/3, compared with a national figure of 2.4). Attendance in schools is good, with unauthorised absence below the national figure (0.8% in Luton in 2002/3, compared with a national figure of 1.1%). EMAs contribute to good attendance and retention at colleges.

The LSC Area survey (October 2002) identified staying-on rates at 17+ as an issue for concern. There is no comprehensive data about 17+ leavers. However there is evidence that some are leaving for positive reasons, for example to employment with training following completion of a level 2 course.

The divide in responsibilities at age 16 is significant for those young people, who have special educational needs but who do not have a statement. Inclusion and support both within school and within college is considered to be good, but the specialist expertise and individual case knowledge developed by LEA teams about young people of pre- and statutory school age is not well used post-16, nor is there a resource for enabling this to take place. Transition information for young people with special educational needs is good and all young people with a statement have effective and ongoing transition support. Specialist Connexions support is available and developing for Woodlands Secondary School and for the Orchard Centre, but specialist expertise among Connexions advisers working with the wider range of young people with special educational needs is in need of further development.

The last few years has seen a rise in the number of young people who are ‘home- educated’ and this decision is taken by families at various stages, including some who are withdrawn from the school system during the secondary phase. Home education arrangements are rarely sufficient to enable the young people in this group to access a full range of curriculum experience and opportunity in the 14-19 phase. It is difficult to place those students whose parents choose that they should re-enter the statutory system at this stage.

Young mothers are now well supported, with a member of staff within the LEA ensuring that support is coordinated both pre- and post- 16.

4. Standards Achieved and Progression

The LSC Area survey (October 2002) identified poor GCSE performance in Luton as an issue for concern, well below the national average and below that of statistical neighbours. Performance at A* to G is in line with National figures (86% in Luton in 2003 with 5 A* to G grades including English, and maths, compared with 86% nationally). In 2003, GCSE performance for 5 A* to C grades improved by more than nationally, but remains of concern (42% in Luton in 2003, compared with 53% nationally). Performance in the subjects which support Key Skills progression is well below National figures (46% gaining A* to C in English in Luton in 2003, compared with 56% nationally, 39% gaining A* to C in mathematics in Luton, compared with 48% nationally)

Post-16, college performance was considered to be good in the Area Survey, considering the low starting point of many students and this was confirmed in the

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inspections of Luton Sixth Form College and . At Luton Sixth Form College in 2003, the value added index puts them in the top 3% of colleges nationally. The inspection report on Barnfield College (2003) commends the excellent progress made by students with low prior achievements. In 2002 the average point scores at Barnfield, Cardinal Newman School and Luton Sixth Form College respectively were 110.6, 208.5 and 212.0 compared to a local average of 207.0 and an England average of 254.7.

Issues which impact on achievement:

a) Pupil mobility pre-16 There is significant pupil mobility in Luton’s High Schools, with pupils leaving schools for other areas and coming in from outside. In the period September 2002 to April 2003 mobility gains to Luton’s secondary schools were 3.6% and mobility losses were 3.5%. Mobility is both to and from the UK and overseas. This affects the stability of the cohort and pupil progression analysis and value- added from Key Stage 2 to GCSE level. A few pupils leave Luton to be educated in the Bedfordshire system pre-16, but this represents a very small minority of leavers. There is no evidence currently available to suggest that leavers are of different ability from the cohort overall. Mobility into Luton includes pupils educated outside the English educational system, who require induction and, in some cases, EAL support. There is evidence that in the order of 200 students in the 14-19 range attend private schools in Bedfordshire which select by ability.

b) Pupil mobility at 16 With the exception of Cardinal Newman School, which is 11-18 and has a sixth form of approximately 200 students, High schools in Luton are 11-16. Woodlands Secondary school has 11-19 provision for students with the highest level of dependency needs. A small number of pupils move to institutions in Bedfordshire or Hertfordshire at age 16, with the highest proportions of out- Borough learners following A-level courses elsewhere. Further data collection and analysis is required to determine if this significantly affects the baseline level of students on entry to A-level courses within Luton.

c) Gender In common with national trends, girls have higher attainment at GCSE level than boys, but there is relatively greater underperformance of girls (44 % girls gained 5 or more A* to C grades in Luton in 2003 and 39 % boys, with nationally 48% of boys gaining 5 A* to C grades and 58% of girls). Analysis at earlier Key Stages indicates that girls in Luton do comparatively worse than nationally in mathematics and science and this is borne out by results at GCSE level. For mathematics, 37% of girls in Luton gain A* to C and 40% of boys, with corresponding national figures of 49% for girls and 47% of boys. 37% of girls in Luton gain A* to C in Science and 37% of boys, with national figures of 49% for girls and 47% for boys.

d) Ethnicity and Socio-economic factors. Although difficult to identify, school-level analysis (at Key Stage 2 where pupils come from a comparatively restricted geographical area and at Key Stages 3 and 4 for High schools where there are significant numbers of both white British and ethnic minority pupils) suggests that white boys from backgrounds with high

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levels of socio-economic deprivation are the lowest achieving group. The difficulty of isolating data on this group means that no conclusions can be made about differences in achievement at various Key Stages.

Detailed analysis is available on the progress of ethnic minority groups. The progress of African-Caribbean pupils is of concern. They do well at Key Stage 1, but there is a downward trend in performance compared with other ethnic groups as they move through the school system. The relative GCSE performance of this group has improved this year, but remains relatively low. (37% of African Caribbean students gained 5 or more A* to C grades in 2003 compared with the Luton average of 42%, compared to 82% of African Caribbean pupils at Level 2 or above at Key Stage 1 in 2003, compared to a Luton average of 80%. GCSE performance of African Caribbean students at 5 A* to C or above was 26% in 2001, 16% in 2002 compared to Luton averages of 38% and 40% respectively. The performance of those of mixed heritage shows a similar pattern.) Bangladeshi pupils generally make good progress, beginning with low attainment at Key Stage 1 and with much improved attainment at Key Stage 4. (57% of Bangladeshi students gained 5 or more A* to C grades in 2003 compared with the Luton average of 42%, whereas at Key Stage 1 69% of Bangladeshi pupils at level 2 or above compared with the Luton average of 80%).

Participation in different institutions post-16 shows very different ethnicity profiles. At Luton Sixth Form College, 63% of students are from ethnic minority groups compared with 40% in KS4 cohorts. Socio-economic factors clearly have an influence, which will need to be distinguished from ethnicity in analysis of participation and achievement.

5. Curriculum and progression

There is a wide range of curriculum provision post-16. This strategy group has identified current links between pre and post-16 providers and made considerable progress in the development of links to support the vocational and work-related curricula. There has been a significant rise in the number of students studying vocational courses pre-16, with 1098 of the Y10 cohort (approximately 2500) in 2003-04 studying GCSEs in vocational subjects and 149 taking NVQs or similar occupational qualifications. The majority of students study vocational courses in schools with good support from Barnfield College, Dunstable College and Luton Sixth Form College.

6. Support and guidance

It is a strength of our long-established tertiary system that in all schools, students and parents expect to make active decisions about progression at 16+. Support and guidance is good overall, with good information, advice and guidance provided within institutions and by Connexions personal advisers. More appropriate information and better links are considered necessary to provide good guidance on work-based training routes. This is related to the ability of training providers and employers to resource

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sufficient visits to schools in the timescale expected. There is increasing information about some small special groups of young people, such as those who become NEET and those with Special Educational Needs, who need specialist expertise which will enable services to these groups to be improved. Support for pregnant teenagers and young mothers has improved with the appointment of a reintegration officer and improved coordination across the phase.

7. Quality of provision

The quality of teaching and learning and of leadership and management is subject to self-assessment within individual institutions and to external inspection. Comparisons of grades with national indicators are difficult because of the small number of secondary schools inspected over a short time scale, so that whole school indicator comparisons are not statistically significant.

During 2000- 2002 4 Luton High Schools were inspected by , one of which was placed in special measures. The OfSTED analysis of teaching and learning grades in all inspections over this time period indicated that the proportion of lessons judged to be ‘good or better’ at 62.9% was close to statistical neighbour (64.9%) and national averages (66.4%) for secondary schools (the number of observed lessons was sufficiently high for this to be a valid indicator). One further school, in special measures after an HMI visit since May 2000 was removed from this category following HMI visits in November 2002. The other High School placed in special measures in 2002 has received positive feedback in HMI visits and is expected to come out of special measures in the next few months. Two inspections have taken place of High Schools in autumn 2003, under the revised framework for inspection, and one school was placed in the category of needing special measures.

Post-16, Cardinal Newman School, Barnfield and Luton Sixth Form College were inspected, by OfSTED and The Adult Learning Inspectorate respectively in 1999, February 2003 and October 2003. Both Colleges received outstanding grades in these recent inspections and Barnfield College has been given Beacon status, the first FE College in the country to receive this accolade. Dunstable College was inspected by OfSTED and the Adult Learning Inspectorate in November 2002 and provider review has shown considerable improvement in those areas identified as relatively weak. Recent inspections (2002) of work-based training include that of Luton Borough Council ‘Prospects’, which was awarded Beacon status. Other inspections of work-based learning have been mixed. The LSC is currently reviewing work-based learning provision with a report available at the end of January. 8. Partnership and Planning

Collaboration between FE Colleges and Higher Education in Luton and Bedfordshire is well established, with active engagement from all institutions in the College and Higher Education Federation over the last eight years. This group has worked together to bid for specific regional funding for skills development, particularly since 1997, and has used funding gained productively. Within Luton, Barnfield and Luton Sixth Form College provide complementary provision, building on established expertise and success to offer a wide range of opportunity from level 1 to level 3 16-19.

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More recently, the Excellence in Luton partnership has encouraged schools to plan collaboratively and share practice, particularly through coordinated strands such as those for gifted and talented pupils and learning mentors. The Partnership was extended in 2003 to include FE College and Connexions representation and this wider partnership is working with HE institutions on AimHigher. Most recently the LIG initiative has encouraged schools to work in full partnership, with a number of bilateral partnerships already established with a particular focus on sharing and improving leadership, teaching and learning and subject performance. A Specialist schools strategy has been planned with regard to the pattern of provision across the town as a whole. A further recent change is in the opening of ‘elearning@luton’, with a curriculum offer based on the work of a steering group which involves school, college and community partners. The new Enterprise centre in Luton, established to encourage and support the establishment of new businesses and an Enterprise culture, is beginning to enable increased dialogue between business interests and those of schools and colleges at a practical level. The wide remit of the Learning, Skills and Employment sub- group of Luton Forum is beginning to inform shared strategy development for the Community Plan. Bedfordshire and Luton Learning and Skills Council has, since its inception, developed excellent relationships and informed knowledge of education and training issues locally. Through three-year planning processes and discretionary funding arrangements they engage actively in negotiation about the patterns of local provision. They have been supportive of curriculum development and activities to raise attainment in the 14-16 range, working with the LEA to finance a number of projects in schools.

Recent audit commission survey information notes significantly improved relationships between secondary schools and the LEA in the last two years. These were identified as relatively weak in LEA OfSTED inspections. There is good cooperation among schools to support the Luton Curriculum Network, which has supported regular meetings of subject specialists since before 1997. Schools cooperate to support the teacher training activities of Chiltern Training Group, through PGCE and GT routes and this has been assisted with the ongoing difficulties of recruitment of high quality staff. The LIG partnership of schools has seen rapid development.

What is going well? ~ Structures for provision The tertiary system in Luton, together with sixth form provision at the Catholic VA School is well established and highly successful. Students, parents and teachers are familiar with the system and processes for working together across sectors are very well embedded in practice. The recent establishment of 16-19 provision for young people with High dependency Special Educational Needs at Woodlands School has been successful in promoting opportunities for this group.

~ Partnership working The table provides examples of the impact of current partnership working by agencies concerned with the 14-19 phase in Luton, with strategy aims and practical actions shown in the two columns of the table. More detail is provided in other plans, for example the Excellence in Luton and Aim Higher plans.

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Aim Practical activity

To provide as a  Luton Curriculum Network subject groups, including new groups for vocational courses continuum a  Increased Flexibility Steering Group coherent and  Establishment of a Curriculum Advisory Group to support the development of elearning@Luton (City Learning comprehensive Centre strand of Excellence in Luton) curriculum choice  Support provided by Connexions Personal Advisers which is available to all students from 14-19 To provide as a  Increased Flexibility programme is supporting NVQ courses provided to pupils on some Barnfield courses through continuum a infill (replaces less structured opportunities provided for a number of years) coherent and  Increased Flexibility programme is supporting delivery of GCSEs in vocational subjects – special course for school comprehensive pupils, from 5 schools, provided by Luton Sixth Form College, delivery of part of Manufacturing provided at curriculum choice Barnfield College for Ashcroft pupils, shared curriculum development of both Health and Social Care and Business which is available  Short courses supported by Construction Industry Training Board at Barnfield College to all students from  Work experience placements offered at Barnfield College 14-19  Level 2 project in 5 schools for vocational GCSEs and NVQs beginning in September 2003  Budget priority identified by Luton LEA for 2004-05

Aim Practical activity

To ensure that all Enabling informed choice at age 16 for further study through: students are given  Good careers education and guidance in schools and colleges provided by school/college staff, together with impartial and external advisers, especially Connexions Personal Advisers relevant information  Addition of Advanced Skills Teacher to increase the quality of careers education undertaken by school staff and guidance on  Local careers education and guidance network operating and facilitated by Connexions the range of 14-19  Careers guidance provided by external agency (previously CfBT) now subsumed within Connexions Service options  Youth Service providing intensive Connexions Personal Adviser support for those young people with more complex needs  Open days, visits to FE institutions and visits by College staff to schools  Taster opportunities, such as the Saturday taster days for parents and children at Barnfield College  Careers information / libraries provided jointly by institutions and Connexions  INSET programme (to develop careers guidance skills among school and college staff delivered by Connexions  Effective guidance and support for progression to Higher Education, including recent developments through AimHigher To respond to the Providing extension activities for gifted and talented students through: needs of individual  Master class activities supported by Luton Sixth Form College, the University of Luton and Barnfield College. Many learners of these have been in place for a number of years, but planning is now undertaken in collaboration with the Gifted and Talented strand of the Excellence in Luton programme  Visits of groups of pupils to other universities – again in some subject areas these have been in place for a number of years and these have been incorporated in the AimHigher plan  Activities developed through Excellence in Luton (the complementary studies programme), which include those elements above, as well as shared activities between schools To respond to the  Individual placements for disengaged students negotiated by Orchard Centre and LSU managers, including those needs of individual at Dunstable and Barnfield Colleges, with employers and with training agencies learners  Scheme for augmented curriculum coordinated by the LEA in place in September 2003.  Sports Action Zone provides for a sports leadership course targeted at pupils attending Learning Support Units.

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 Summer activities programme organised each year  Comprehensive NEET strategy developed through the newly established Connexions service

Key Issues and Actions

The following areas require further development in order to improve 14-19 provision and practice in Luton.

Issues Actions

1. Luton has a strong and well-established Establish a robust, collaborative structure tertiary system, together with one successful which will plan provision, implement action and sixth form. The collaborative, cross-sector 14- monitor quality and impact on participation, 19 dimension needs to be strengthened. A achievement and progress for the 14-19 robust structure for collaborative planning, range. Channel all sources of additional implementation and evaluation needs to be funding through the 14-19 Strategy Group in fully established for Luton. Different initiatives order to coordinate development and focus on need to be integrated more effectively and the priorities. impact of these evaluated overall. 2. There has been considerable improvement Establish effective systems for monitoring during the last year in systems for monitoring participation, achievement and progress. participation, achievement and progress although these are not yet fully in place. LEA data enables the progress of groups of pupils to be tracked through Key Stages and pupil- level analysis is now available. More detailed tracking information of the 13-19 phase is available through Connexions. These systems need to be integrated with college and Excellence in Luton processes. 3.There has been expansion of vocational Share curriculum expertise, experience and opportunities pre-16 but within a limited physical resources to improve the curriculum curriculum range. Provision of vocational range available to young people, particularly in courses pre-16 is not yet planned coherently, the development of the vocational curriculum. with regard to an overall picture of choice Identify priorities and ensure that curriculum across the town, or with regard to progression innovation is coherent and is responsive to the opportunities and labour market information. needs of employers and the community, including the use of labour market information. 4.Work experience opportunities, and their Review work experience opportunities and contribution to work-related learning, do not implement improvements to ensure that work yet reflect the new vocational dimensions of experience supports the work-related the 14-19 curriculum. There is a need for curriculum across the 14-19 phase. review at all stages 14-19: pre-16 in schools and post-16 in schools and colleges to ensure that work experience is integrated within the curriculum offer and is based on and supports learners’ needs.

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Issues Actions

5.Since the introduction of Connexions, the Ensure that wider choice is supported by amount of time and resource available to effective careers education and guidance in support careers education and guidance has schools and by all Connexions advisers. improved but it remains an ongoing issue. It is an continuing challenge for school staff to Ensure that transition does not interrupt provide accurate and up-to-date information progress in learning. about post-16 programmes of which they have no direct experience and to provide effective advice and guidance for those students undertaking vocational opportunities at 14.

There is a lack of funding and capacity to enable employers and work-based training providers to engage fully in the promotion of work-based routes in schools.

Identification of small ‘special’ groups has improved. These include young people without a school place, those who are home educated but seeking to re-join the public system and those with non-statemented special needs. There is a need to develop expert and effective high quality advice and guidance for these special groups. 6. We have comprehensive information about Ensure a comprehensive NEET strategy to those 16-19 Not in Education, Employment or increase participation rates for the 16-19 cohort Training (NEET) and a multi-agency strategy is and develop a preventative approach to NEET in place to address needs. There are early pre-16. indications that the strategy is impacting positively to reduce the number of NEET students. However there is a group of ‘unknowns’ who need to be tracked. 7. It is not clear why students are leaving Establish ‘what happens at 17’ and whether learning at 17 and whether they are dropping students are dropping out or making positive out or making positive decisions about next decisions about next steps and where practical steps. Participation in learning at 17+ needs and appropriate address reasons for any drop further investigation. out.

8. There are encouraging signs in terms of Work collaboratively to share and develop good performance at 16 with the rate of increase of practice within all areas of the curriculum. 5 A* to C grades in 2003 higher than the national average. Achievement of maths, Ensure that groups of young people whose English and ICT at 16 is still low. The progress of concern are supported by an comparative performance of some ethnic and integrated strategy throughout the phase (e.g. social groups is of concern. African Caribbean pupils, white boys from lower socio-economic groups. 9. Strategy and planning for students with Strategy and planning needs to take account of special educational needs is not yet fully the specialist needs of particular groups. integrated within other initiatives in this phase Strategy development needs to involve those and now needs to be included as part of working with individuals and small groups with collaborative and coherent development. specialist needs. Relationship between this strategy and other plans

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This action plan identifies actions which are to be addressed collaboratively, whether by established working groups or by new partnerships. Thus actions already incorporated with existing collaborative plans, such as Aim Higher, LIG, Excellence in Luton are included. Institutional plans, such as school improvement plans and the strategic plans of colleges and training providers will impact on the aims of this strategy but are not included here.

Actions are not repeated here, but this plan builds upon the strategies within the Education Development Plan for raising attainment at age 16, one of the key weaknesses within the 14-19 phase.

Actions

This plan provides actions which together impact on our overall aims. Many actions impact on more than one aim and these are repeated here for ease of reference.

Aims: a) To promote the highest levels of engagement and achievement of all students in Luton at KS4 and post-16.

b) To provide as a continuum a coherent and comprehensive curriculum choice which is available to all students from 14-19, including those with special educational needs, which provides challenging and motivating opportunities for progression to further learning, employment or other purposeful occupation.

c) To ensure that all students are given impartial and relevant information and guidance on the range of 14-19 options available.

d) To respond to the needs of individual learners.

e) To promote a positive image of Luton for learners, practitioners and other communities.

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact

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a, b, c, 1. Establish a Review Terms 14-19 By January All stakeholders d, e robust, of Reference for Strategy 2004 will recognise collaborative the 14-19 Group 14-19 Strategy structure which Strategy Group Group as having will plan and ensure that a clear overview provision, these are of all strategic implement ratified by all planning, action and stakeholders implementation, monitor quality monitoring and and impact on evaluation. participation, Coherence and achievement and impact of activity progress for the will improve 14-19 range Use established Connexions February Young people forums for (through 2004 will contribute to consultation Children strategy with young and Young development in people on the People’s this phase current strategy Participation and its future Strategy) development Establish a 14- 14-19 March The entitlement 19 ‘entitlement’ Strategy 2004 is recognised that is Group (will build and accepted by recognised and on work all stakeholders, accepted by all being including young stakeholders, collected people including young nationally themselves and people by LSC) their parents themselves and their parents and which provides an effective focus for planning Use three year LSC Start College and wbl planning March provider plans processes to 2004 will reflect influence the identified pattern and priorities breadth of provision for this phase

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Linked Actions Tasks Who Timescale Monitoring/

aims Evidence of impact continued continued Establish the 14- 14-19 January New sources from from 19 Strategy Strategy 2004 of funding are previous previous Group as the key Group found. Use of page page body for bidding initiative for and directing funding is initiative funding directed by related to this the 14-19 phase Strategy Group Plan the use of EiL January EiL and LIG current funding partnership 2004 funds are streams provided LIG group used through appropriately Excellence in to support the Luton and LIG to 14-19 strategy support collaborative developments in the interests of all young people in the 14-19 phase and the development of the 14-19 strategy a, d 2. Establish Identify partners 14-19 Started Robust data effective to take Strategy September available on systems for responsibility for Group 2003 participation, monitoring providing data to achievement participation, the group for and progress achievement different stages of for 2002-2003 and progress learning academic year for post- 16 learners as well as to the end of Key Stage 4 Promote the use LEA (PAT) Started use More reliable of pupil Connexions, of PAT detailed attainment tracker CCIS (IRT) October information is system (PAT) 2003 available on and other Use of IRT particular sub- individual tracking by 2004 groups, e.g. systems to white boys monitor the from lower progress of socio- individual economic students and groups groups – in line with IRT and ‘Every Child Matters’ Implement LSC LSC From Value-added (November 03) November data is proposals for 03 available from measuring value- March 2005 added for 16-18 year olds studying graded level 3 qualifications and for ungraded 16 qualificationsPage and 16 of 26 Modern Apprenticeships

Linked aims Actions Tasks Who Timescale Monitoring/ Evidence of impact a, b, c, 3. Share Maintain Existing and IF Y11 d curriculum curriculum new programme achievement expertise, developed curriculum running for students experience and through network from Sept on the physical increased subject 2002-July programme resources to flexibility groups and 2005 above that improve the programme steering predicted at curriculum range group, end of Y9 available to curriculum young people, deputies particularly in the group development of the vocational All schools in EiL See EiL See EiL and curriculum. Luton to become partnership, plans, LIG LIG plan Ensure that specialist LIG group, plan curriculum schools, with LEA. LEA innovation is academic and Building coherent and is vocational schools for responsive to the opportunities the future needs of within plan employers and specialisms at the community, KS4 including the use Link LSC From March College of labour market development of 2004 specialisms information COVEs to that of will link to subject school specialisms specialisms within schools with clear progression routes Use the LEA From Mar More extended 2004 educational schools initiative planning opportunities and begins will be opportunities Also see available for within Building Building young people Schools for the schools for from Sept Future to the future 2005 improve access plan to opportunities for education and training to all young people

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact

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continued continued Audit current LIG group Audit Nov Future from from vocational LSC 03 provision takes previous previous provision in LEA Planning account of page page schools and plan Colleges from employer for future Connexions January needs and development Employers 2004 labour market information and improves range and access for all young people in schools Establish LIG group From Planning is monitoring LSC September informed by mechanisms LEA 04 feedback which enable Colleges feedback from Connexions employers, Employers students and parents to inform future planning

Establish quality Augmented From Standards are standards for off- curriculum January 04 developed and site vocational training agreed by provision and an provider providers and effective network used monitoring effectively to system for this guarantee student entitlements Through the Aim Aim Higher See Aim Access Higher plan, steering Higher plan strategies are encourage group effective and progression to GCSE and Higher Education post intervention support and gifted and talented work provide more students with opportunities to progress to further and higher education

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact a, b, d 4. Review and Review current Schools, Spring Work

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improve work provision for colleges, 2004 experience experience work experience BLEBP opportunities opportunities and implement a LSC support the strategy for Connexions work-related improvement curriculum across the 14- 19 phase. Work experience has a positive impact on motivation, progression, achievement and participation a, b, c 5. Ensure that Continue to Schools, Ongoing Students have wider choice is provide taster colleges, good supported by and visit BLEBP opportunities effective careers opportunities Connexions to learn about education and options and guidance in implications schools and by all for the Connexions decisions they advisers might take

Ensure that Parents have parents are well objective informed about information to different inform the opportunities, guidance e.g. parents of provided to students from their children South Asian groups about vocational options post 16, parents of girls about VGCSE engineering

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact

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continued continued Confirm Advanced LEA/ April 2003 AST used from from Skills Teacher post Connexions effectively in previous previous for Careers for one relation to page page year from April 2003 priority developments. Achievement targets for levels 2 and 3 achieved Connexions service Connexions 100% of all and Personal service, young people Advisers embedded schools, receive within other careers colleges Connexions work and pastoral advice systems in institutions via robust Partnership Agreements/Delivery plans Careers education Schools, Ongoing All schools and and guidance colleges, colleges have provided via the Connexions high qualify curriculum is curriculum supported through support for INSET training and careers programmes are education and reviewed to ensure guidance compliance with national standards Establish processes LSC April 2004 Young people to enable young Schools are well people to be better Training informed about informed about wbl provider wbl routes routes, for example a network portfolio of sessions to be delivered in schools Ensure that the Connexions April 2004 Students development of LSC following vocational subjects in vocational schools is publicised routes pre-16 to employers and have MA linked to the routes promotion of the MA available for route progression

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact

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continued continued Ensure that Connexions from from ‘special’ groups of previous previous young people page page have equality of access to appropriate high quality careers education and guidance, included those who do not have school places, those who are home educated and those with non-statemented special needs Use LEA LEA, From Schools, vocational schools, September training coordinator as a colleges, 03 providers , broker to ensure training colleges and that providers, other involved communication other agencies work and coordination involved within shared, for off-site agencies well- placements for understood school pupils is guidelines for effective among placing school college individual and training students provider staff and other agencies involved in supporting individuals Effective working LCN Ongoing Less change of LCN groups of course post- Map progression 16, improved in qualifications retention in Introduce learning at 17. transition projects Improved on learning styles value-added from KS4 to later qualifications Use learning Schools, ongoing More ‘at risk’ mentors and colleges, young people personal advisers Connexions make an to support service effective transition for pre- transition to to post-16 FE and retention in FE for this group is improved

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Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact continued continued Establish Connexions, Strategy Reduce the from from strategy group LEA, Youth implemented number of previous previous and action plan Service, by March 16-19 year page page to address NEET Schools and 2004. old young figures Colleges, people LSC, NEET, from BLEBP November 2002 baseline by 10% by November 2004 a, d 6. Establish Commission 14-19 See STAR Issue will be ‘what happens research into this Strategy plan fully at 17’ and issue Group and understood whether LSC and planning students are will be dropping out or informed by making positive accurate decisions about information. next steps a, b, c, d, 7.Work Establish robust LIG group See LIG See LIG e collaboratively school self plan plan to share and review develop good mechanisms practice within Enable subject- LIG group See LIG See LIG all areas of the specific support plan plan curriculum between partner school at KS4 Use National Schools, See EDP See EDP strategy LEA and LIG and LIG materials and for plans plans improving teaching and learning (developed for schools facing challenging circumstances and for KS3) within schools to improve the quality of teaching and learning across the curriculum and raise the levels of literacy and numeracy

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Review role and LIG group See LIG See LIG remit of Luton plan plan Curriculum network for sharing practice Build capacity See LIG See LIG See LIG within plan plan plan Woodlands Secondary school for specialist expertise to be shared with other secondary schools

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact continued continued Implement LEA See SISSP See SISSP from from Secondary previous previous Intervention and page page Support Service Plan for Schools Causing Concern Maintain the EiL See EiL plan See EiL plan Leading Learning partnership in Luton programme and disseminate outcomes to all partners a, b, c, d, 8.Ensure that Through the See See See e groups of widening AimHigher AimHigher AimHigher young people participation Plan Plan Plan whose progress strand of the of concern are AimHigher plan, supported by an raise the integrated aspirations of strategy young people throughout the whose progress phase (e.g. is of concern African Ensure good See See See Caribbean liaison through AimHigher AimHigher AimHigher pupils, white Learning Mentors Plan Plan Plan boys from lower for young people socio-economic whose progress groups is of concern e.g. linked support for students from African- Caribbean backgrounds

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Develop peer A/C CDA Pilot in Jan African- support and lead 04 Caribbean programme at learning and mixed elearning@luton mentor heritage for African students Caribbean and develop mixed heritage improved school students networks for peer support for study a, b, d 9.Strategy and planning needs to take account of the specialist needs of particular groups. Strategy development needs to involve those working with individuals and small groups with specialist needs:

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact continued  gifted and Provide EiL and Aim See EiL See EiL and from talented extension Higher and Aim Aim Higher previous pupils opportunities in partnerships Higher plans page and out of school plans hours  those with Provide individual Schools, See EiL Students will emotional timetables where Colleges, action have and appropriate, LEA plans for appropriate behavioural including (augmented LSUs and and difficulties extended work curriculum) from motivating experience September curricula to opportunities 03 for meet their (augmented augmented needs curriculum) curriculum Implement the See BIP See BIP See BIP plan Behaviour plan plan Improvement Plan

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 those Provide 10 LEA From Jan Students will excluded ‘virtual 2004 have from school classroom’ appropriate places and and develop motivating Rathbone unit curricula to meet their needs  young Review LEA, LEA, By April Action plan for people with Connexions, Connexions, 2004 improvement special school and schools, in Access educational college colleges service plan needs arrangements for supporting transition and progression for statemented and non-statemented young people with special educational needs at age 16 Review specialist LEA, By April Action plan of service provision schools 2004 improvement for students with in Access visual Service Plan impairment, physical impairment, hearing impairment and autistic spectrum with action plan for improvement in Access Service Plan

Linked Actions Tasks Who Timescale Monitoring/ aims Evidence of impact continued continued Develop post-16 School, See Action plan of from from provision at LEA, Access improvement previous previous Woodlands Connexions, Service in Access page page School, drawing colleges, Action Plan Service Plan on specialist on- training site and off-site providers resources Ensure LEA See See disability implementation of (disability disability support plan requirements of support support and college DDA Part 4 in all plan), post- plan and plans educational 16 providers college institutions plans

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Work through See Luton See Luton See Luton Luton Futures to Futures plan Futures Futures Plan promote plan integrated service response to young people with special educational needs  Students Develop access 14-19 By Students in who are to a full range of Strategy September this category home- curriculum and Group 2004 have an educated support for these appropriate and students young people curriculum without a and support school place who are seeking to re-enter the statutory system

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