The Independent Independent 1 Commission on on Education and Skills Educationin Doncaster and Skills in Doncaster
ONE DONCASTER The report and recommendations of The Independent Commission on Education and Skills in Doncaster
Published October 2016 2 3
The Independent Commission on Education and Skills in Doncaster
CONTENTS
Foreword 4-5
How the Commission worked 6-7
What people and organisations told us Doncaster’s education and skills system needed to thrive 8
Three key messages about what a successful education and skills system for Doncaster would look like 8-9
An analysis of the strengths and challenges in Doncaster’s education and skills system 10-15
Assessing the evidence and framing our recommendations 16-17
Seven key characteristics of a successful education and skills system for Doncaster 18-19
3 key messages + 7 key characteristics = the Doncaster Declaration 20-21
Recommendations 22-40
Conclusion and next steps 41
Suggested phased approach to implement recommendations 42-43
Evidence 44
General briefing and key lines of enquiry 45-46
Demographics 47 The Independent Commission on 4 Education and Skills in Doncaster
FOREWORD
The world is changing. The landscape of Europe is evolving. Demographics are shifting. New industries and employment opportunities are emerging, and Doncaster too is on its own distinctive transformational journey.
Disruptive change – in the form of built upon and make recommendations environmental concerns or radical new for actions to be taken by a range of technologies – is becoming the norm. stakeholders. How, then, can we best ensure that Our analysis confirmed the picture Doncaster’s citizens, young and old so often drawn for us by people we alike, are adequately prepared for an met: that Doncaster comprises a set uncertain, challenging and hopefully of organisations and communities, better future? each with its own identity, traditions, This was the remit given to the strengths, resources and ambitions, Independent Commission on that are too frequently disconnected Education and Skills appointed by from each other and disengaged from Team Doncaster to help Doncaster a cohesive sense of shared purpose manage its future collectively, and overarching aspiration. consistently and confidently. The Commission concludes that this Our task was to analyse the existing is holding back the development system of education and skills of Doncaster, obscuring what is provision to assess its fitness for a powerful, collective energy that purpose. We were asked to identify can fuel and accelerate widespread barriers to development, outline how positive change – and enable existing assets and strengths could be Doncaster to steam ahead once more. The Independent Commission on 5 Education and Skills in Doncaster
The Commission has analysed the The Commission comprised of a group data collected which underlines the of five individuals. We were invited The Independent scale of the challenges faced. We to take an independent and objective appreciate that Doncaster is dealing view of Doncaster. We saw evidence of Commission on with a number of long-standing sufficient ‘change agents’ and ‘energy Education and Skills economic, educational, social, and creators’ amongst those we consulted communications challenges. in the education and skills sectors, in Doncaster the local authority and business communities, and across a wide range of other stakeholders, who we judge It is our clear view, however, that have the will, the capacity, and the the time is now right to tackle these vision to make a significant difference challenges collectively. The whole to the life chances of Doncaster’s Dr. community needs to unite to take citizens. Ann Limb CBE DL forward a borough, rooted in bygone However, to make the changes needed revolutions of the 19th and 20th to move Doncaster forward, these Chair centuries, that has the potential to people, working with all stakeholders, become a shining example of post- must: industrial 21st century civic and community transformation. accept the inadequacies of the current system Prof. Sir Tim agree the need for change Brighouse make a collective effort to develop Vice Chair The Commission’s view is that a local culture of collaboration and many of Doncaster’s issues can be self-confidence addressed by changes in approach and working practices amongst It has been a huge privilege to work with the people of Doncaster on the professional stakeholders we Professor this report; we have been inspired consulted; others require political and Keri Facer organisational commitment; and some by the openness to change we have are a consequence of wider social encountered here, challenged but and economic pressures that require nor daunted by the volume and scale regional and national action. of the ambition for transformation that is evident, and uplifted by The Commission’s report highlights the determination and passion of an outline ‘phased approach’ of how the people of Doncaster to create the recommendations made might be Amali something better for themselves and de Alwis prioritised and actioned. their communities. Thank you, Ann Limb, Tim Brighouse, Amali de Alawis, Nigel Brewster, Keri Facer. The Independent Commission on Nigel Education and Skills in Doncaster, Brewster 21 October 2016. The Independent Commission on 6 Education and Skills in Doncaster
HOW THE COMMISSION WORKED
The Commission worked in The Commission: both formal and informal settings and held conversations, workshops, and meetings with a range of individuals and Met with over organisations. individuals and groups Over 20 weeks between March and July 2016, with the enthusiastic and 400 as listed at the end of our report welcome support of over a 1,000 individuals, the five Commissioners engaged with, listened to, and took evidence from a wide range of Organised a borough wide people and organisations living and ‘Open Space’ stakeholder event in which working in the borough of Doncaster. 80 people took part generating over This is summarised below and fully documented at the end of our report. ideas and 1000 responses
Received online survey responses from: 23 adults 3 organisations 103 young people
Took evidence from young 800 people
Received written email submissions from individuals and 15 organisations The Independent Commission on 7 Education and Skills in Doncaster
The report’s 30 recommendations are derived from three principal sources:
1 Data collected through our enquiry
Suggestions and ideas presented by individuals 2 and organisations who submitted evidence
Examples of good practice that exist elsewhere 3 that Doncaster can learn from and build on
Our report is based on the evidence We published the Commission’s we gathered from the people, and the approach, lines of enquiry, and organisations who spoke to us and evidence gathering process and submitted data and ideas. All willingly protocol on the Commission’s website. contributed to the Commission’s This is also reproduced at the end enquiry, almost all believed they had of our published report. We agreed a role to play in tackling the issues with all those we interviewed and raised and offered their skills in took evidence from that we would working through the next steps. not attribute their individual named This is encouraging in terms of the responses without prior consent. delivery of the recommendations. Our report does, however, contain a complete list of all the Commission’s activities and the roles of the people and organisations we consulted. The Independent Commission on 8 Education and Skills in Doncaster
What people and organisations told us Doncaster’s education and skills system ‘NEEDED TO THRIVE’ THREE We found agreement amongst everyone we consulted on three key and powerful messages that ran consistently through the Commission’s consultations. MESSA These corroborated our own analysis of evidence and have informed our ABOUT WHAT A SUCCESSFUL recommendations and our proposed FOR DONCASTER WOULD LOOK ‘phased approach’.
KEY MESSAGE 1
The first key message was that education and skills are the responsibility of schools, colleges and the wider community over a lifetime. Young people are in school at most 20% of their waking time between birth and the age of 18, with the balance of at least 80% spent at home and in the community. For children and young people, therefore, parenting and the support of the whole child in the community 1is crucial to long-term educational success. Equally, in changing economic and social conditions, education does not finish at age 18 or 21; it takes place in workplaces, in adult training provision, in volunteering opportunities, in the home and online. For Doncaster to thrive it is vital that its education and skills system enables everyone to thrive by learning and acquiring new skills throughout their lives. The Independent Commission on 9 Education and Skills in Doncaster KEY GES EDUCATION AND SKILLS SYSTEM LIKE
KEY MESSAGE 2 KEY MESSAGE 3
The second key message we found to be The third key message we heard consistently widely shared is that individuals’ capacity was reference to the ever-changing landscape to flourish in changing social and economic of educational and skills. The autonomy conditions, is dependent not only upon of schools is increasing in relation to the traditional outcomes as measured by national remit of the local authority and constraints assessments - such as literacy, numeracy, on curriculum and national accountability digital skills and scientific understanding – frameworks are tightening. New educational but also upon a wider set of outcomes that pathways and funding for technical, include: the ability to work well in teams; professional and vocational education are 23the ability to solve inter-disciplinary problems; empathy and proposed, and the overall landscape of education and skills commitment to contribute to the welfare of others and to the provision is diversifying rapidly. In this context, new ways community; confidence to explore new opportunities and new of working are required and the role of the local authority technologies with creativity; and the development of physical is evolving, as Doncaster Council in its evidence to us fully and mental health. recognise. The role of governors, the engagement of parents For Doncaster to thrive it is vital that its education and skills and employers, and the voice of students are more important system educates the whole person. than ever in ensuring that schools, colleges and other providers consistently work with the highest aspirations. New partnerships and communications mechanisms are essential to ensure that excellent practice is shared across different institutions and to guarantee that no young people fall off the radar. For Doncaster to thrive therefore, it is vital that its education and skills system is characterised by a shared vision and excellent partnership working with clear lines of communication and accountability. TheThe IndependentIndependent CommissionCommission onon 10 EducationEducation andand SkillsSkills inin DoncasterDoncaster
AN ANALYSIS OF THE STRENGTHS & CHALLENGES IN DONCASTER’S EDUCATION AND SKILLS SYSTEM The Independent Commission on 11 Education and Skills in Doncaster Image provided by James Mulkeen by James provided Image
The Commission found that Doncaster has significant resources within the education and skills system and across the wider borough, principally in its:
PEOPLE AND ENTERPRISE AND 12ORGANISATIONS ENTREPRENEURSHIP
PLACE AND TRADITION 34CONNECTIVITY AND INNOVATION
The key challenge is to understand how these opportunities and assets can best be realised and what actions need to be taken to optimise the use of these resources. The Independent Commission on 12 Education and Skills in Doncaster
AN ANALYSIS OF THE STRENGTHS AND CHALLENGES IN DONCASTER’S EDUCATION AND SKILLS SYSTEM
1 PEOPLE AND ORGANISATIONS
There are existing and developing networks of individuals across the public, private, voluntary and charitable sectors, committed to working together to improve Doncaster’s education and skills system.
These include but are not limited to Partners in Learning, The challenge is to create an education and skills system that the network of head teachers working together to create a enables these groups to work collaboratively and collectively to collective approach to school improvement; other Teaching create high quality and coherent experiences for all learners. Schools Alliances; businesses; an active and well regarded There is evidence of significant challenges working against Chamber of Commerce engaging with and promoting this aspiration to be addressed, namely: education and skills providers; the Local Cultural Education Partnership striving to mobilise Doncaster’s creative and current overall low levels of educational attainment; cultural assets; as well as the Doncaster Children’s Services difficulties in recruiting and retaining high calibre teachers; Trust and Health and Wellbeing Board seeking to create incoherent progression pathways for routes into further and new relationships between social, health and education higher education, apprenticeships and employment; services. Alongside these groups, there is an active cohort of social enterprises and charities supporting education the absence of a system-wide learner-centred approach and skills development throughout life. Civic leadership is that ensures that students do not slip through gaps in strong, with a committed senior officer team determined provision particularly in the 14-19 age range; to effect positive change. All three of the MPs responsible increasing fragmentation of the education and skills system; for Doncaster, who welcomed the work of the Commission, lack of formal and informal opportunities to coordinate and signalled their commitment to actively helping take forward collaborate across different sectors; our recommendations. resource contracting both locally and nationally. There is considerable strength in the number and range of highly committed ‘energy creators’ across the borough.
The Annual Report of Her Majesty’s Chief Inspector 2014/15* lists Doncaster as one of the ‘16 local authority areas in England where less than 60% of the children attend good or outstanding secondary schools, have lower than national GCSE attainment and make less than national levels of expected progress’
Educational Attainment Doncaster National Regional (Yorks & Humberside) Achievement of a Level 2 qualification by the age of 19 79.9% 85.9% 84.8% Achievement of a Level 3 qualification by the age of 19 46.8% (2014/15) 58.7% 54.9% 16 to 18 year olds who are not in education, 4.5% employment or training (Q1 2016/17) 7.8% Total Apprenticeships in Doncaster 3,990 - - (all organisations & companies) in 2015/16 Achievement of 5 or more A*- C grades at GCSE or equivalent 50% including English and Maths (2014/15) 53.8% 55.1%
*https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483347/Ofsted_annual_report_education_and_skills.pdf The Independent Commission on 13 Education and Skills in Doncaster
AN ANALYSIS OF THE STRENGTHS AND CHALLENGES IN DONCASTER’S EDUCATION AND SKILLS SYSTEM
2 ENTERPRISE AND ENTREPRENEURSHIP
There is a diverse business base in Doncaster that includes, but is not restricted to, a number of nationally significant assets such as: the Doncaster Racecourse and the Northern Racing College, the Yorkshire Wildlife Park, the new National High Speed Rail College, Doncaster-Sheffield Airport and the new intermodal terminal at the Doncaster International iPort, as well as a high level of successful small and medium-sized business activity.
Alongside private sector activities are nationally significant The challenge is how to ensure that this range of opportunities social enterprises and charities (e.g. Relate, Refurnish, and successes are valued, visible, and accessible to all of Doncaster Deaf Trust), a sporting and leisure offer, through Doncaster’s young people and citizens and widely promoted for example Doncaster Rovers Football Club, and the both nationally and internationally. development of Rossington Hall into a European Tour Golf Despite the existence of Team Doncaster, there is evidence of destination and tournament venue. Additionally, Doncaster a number of factors that currently restrict progress, namely: is home to a long established cultural and creative sector e.g. Doncaster is identified as a top ten ‘musical town’ in variations in accountable working between voluntary and the country by the Performing Right Society, generating new community sector organisations, public sector bodies, opportunities such as CAST Theatre and Higher Rhythm. Business Doncaster, the Chamber of Commerce and the Doncaster’s recent economic performance as a whole has creative/cultural/sporting/leisure sectors; been relatively strong and effective. Combined civic and inadequate access to high quality career and educational business leadership offers the opportunity to take a leading information, advice and guidance for all ages and limited role in the devolved Sheffield City Region and the Northern access to diverse work experience placements for young Powerhouse. people; There is considerable strength in the approach, fabric and the absence of a dedicated Doncaster University; current successes of the business, public, voluntary and a Doncaster narrative that, whilst rightly prioritising community sectors across the borough. and prizing logistics, rail, aviation and manufacturing risks, disproportionally and detrimentally undervalues employment opportunities for entrepreneurs, the self- employed, small businesses and social enterprises, especially in digital, IT, creative, health and environment sectors. These are particularly important because they deliver a foundational economy that is essential to the wellbeing of the borough’s communities and because they offer a range of opportunities for young people to progress towards high quality employment. The Independent Commission on 14 Education and Skills in Doncaster
AN ANALYSIS OF THE STRENGTHS AND CHALLENGES IN DONCASTER’S EDUCATION AND SKILLS SYSTEM
3 PLACE AND CONNECTIVITY
Doncaster is made up of many communities with deep traditions and different strengths and challenges.
It is the largest metropolitan borough in the country, The challenges are: strategically and centrally located in the UK, with more to ensure that diversity creates strength not division and potential for development than many cities derived from the encourages aspiration not insularity; combination of an attractive natural environment and vibrant that high quality local community assets are shared, villages and towns with a strong sense of local identity. It has accessed, and collectively promoted by all; a plethora of important local community assets including re-fashioned children’s centres, volunteer-led community that a borough comprising dispersed communities also libraries and the emerging community hubs to support adult creates a thriving town centre with a distinctive high quality social care such as the work of the Edlington Hilltop Centre, offer to new start-up businesses and social enterprises that will begin to offer services and support as a basis for attracting young professionals; community action for parents, grandparents, families and that all of Doncaster’s citizens can both benefit from the children at a local level. The recent launch of the ‘Doncaster strengths of small local communities and make connections Story’, a private sector led place-shaping initiative clearly with the wider opportunities of the borough, the city region, illustrates the strong sense of locality to be found in across the UK and the world. Doncaster based on a combination of its industrial traditions Working against this aspiration, evidence indicates that there and present day connectivity. are a number of barriers to development that include: high transport costs particularly for young people; There is significant strength in the palpable pride in and poor public transport routes between villages and towns; visible valuing of the ‘sense of place’ that emanates from a relatively low levels of access to and use of digital range of people and organisations across the borough. technology; the pull of neighbouring boroughs and the wider world outside Doncaster; a persistent narrative that suggests that success and achievement are in opposition to keeping connections with your home community.
Educational Attainment Doncaster National Regional (Yorks & Humberside) Employment rate for those aged 16-64 72% (135,200) 73.9% 72.2% 2015/16 Residents in highly skilled occupations 36% (50,000) 44.9% 40.1% 2015/16 Out of work benefit claimants (16-64) 11.9% (22,740) 8.7% 10.3% 2015/16 Wage rates (weekly full time - resident based) £465.50 £529.60 £480.50 2015 Travel to Work Data* Commuting Totals for Doncaster (all methods of transport) Inflow: No. of persons commute into Doncaster from other local authorities 26,524 Outflow: No. of persons commute out of Doncaster to other local authorities or abroad 32,778 Net Change: Overall commuting in Doncaster -6,254
*Census date 2011 The Independent Commission on 15 Education and Skills in Doncaster
AN ANALYSIS OF THE STRENGTHS AND CHALLENGES IN DONCASTER’S EDUCATION AND SKILLS SYSTEM
4 TRADITION AND INNOVATION
Doncaster’s proud heritage of the railways, horse racing, manufacturing and mining, as well as its connections to the Pilgrim Fathers, exemplifies a history of risk-taking and innovation on a national and international scale.
This tradition is visible today in an impressive alertness to new The challenge is to determine a consistent and long-term opportunities demonstrated by the borough combined with vision for education, skills and economic resilience that is its capacity to generate and showcase nationally significant shared by all key stakeholders and is tracked, monitored and new initiatives. This has resulted in major infrastructure assessed to see how it is delivering what it aims to achieve investments in recent years, notably The Finningley and over the long term. Rossington Regeneration Route Scheme (FARRRS) project Working against this aspiration, evidence from a range of (now known as Great Yorkshire Way), providing a new stakeholders reveals a number of factors that militate against highway from the M18 at junction 3 to Doncaster Sheffield progress such as: Airport with links into Rossington and the iPort development. Doncaster has moved with the times and developed new ways adopting an opportunistic rather than a strategic approach of working, for example, the ground-breaking partnership to development; between Doncaster Council and Doncopolitan in re-imagining opting for short term fixes and results at the expense of the Bentley Training Centre, innovative procurement longer term investment; processes developed to enable the Refurnish social enterprise seeking to acquire highly visible, disparate national to continue to contribute to adult skills, and environmental initiatives that are ‘retrofitted’ into local and regional services alongside a national provider. strategic planning and can lead to the procurement of services from national organisations at the expense of There is strength in the collective leadership from the public using long-standing local expertise. and private sectors, including within the council and local businesses. This is combined with a passion for the past, a vision for the future, and a willingness and openness to innovate and experiment. The Independent Commission on 16 Education and Skills in Doncaster ASSESSING THE EVIDENCE AND FRAMING OUR RECOMMENDATIONS
As highlighted earlier, the Commission found With this in mind and in order to frame our there was widespread agreement on the three recommendations, the Commission then asked broad characteristics needed in an education and the question: skills system to improve overall success, namely:
A shared vision of What is needed for Doncaster’s whole person, education and skills system to whole life education. thrive in the future?
The evidence we received provided seven answers to this question indicating the essential key characteristics to put in place to create ‘a fit for purpose’ and ‘fit for the future’ education and skills system for Doncaster. The Independent Commission on 17 Education and Skills in Doncaster The Independent Commission on 18 Education and Skills in Doncaster
Seven key characteristics of a successful education and skills system for Doncaster FOR DONCASTER’S EDUCATION AND SKILLS SYSTEM TO THRIVE WE NEED TO:
DEMONSTRATE GREAT DEVELOP A CREATE A LOCAL DISTRIBUTED LEADERSHIP ‘WHOLE PERSON ALL-AGE CAREERS AND 1 that embodies a collective 2 WHOLE LIFE’ FOCUS 3 EMPLOYMENT GUIDANCE vision and a commitment to that helps all children and SYSTEM long-term delivery and regular young people and adults to that guarantees access to monitoring of achievement find, value and use all of their high quality, independent P24 talents for their own growth information, advice and and for the benefit of the guidance about educational wider community and skills choices P25-29 P30-32
PROMOTE AMBITION PROVIDE OUTSTANDING FOSTER A COMMITMENT AND ASPIRATION TEACHER DEVELOPMENT TO CREATIVITY AND 4 for all by encouraging leaders, 5 OPPORTUNITIES 6 INCLUSIVITY parents, teachers, schools, that ensure that Doncaster based on developing education and training develops, motivates, retains resilience, confidence, providers, and businesses to and recruits staff in ways that innovation and enterprise set the highest expectations of position Doncaster as the best in every citizen through themselves and others, so that place to teach in the country formal and informal learning everyone throughout Doncaster opportunities is ‘constantly improving on their P36-37 previous best’ P38-39 P33-35
COMMUNICATE AND CELEBRATE 7 the endeavours of all Doncaster’s citizens, encouraging all of those with a stake in education and skills to work collaboratively for the good of learners P40 The Independent Commission on 19 Education and Skills in Doncaster The Independent Commission on 20 Education and Skills in Doncaster
3 KEY MESSAGES + 7 KEY CHARACTERISTICS THE DONCASTER DECLARATION The Independent Commission on 21 Education and Skills in Doncaster
The Commission makes 30 recommendations for action and suggests an outline ‘phased approach’ for delivery.
We have based our recommendations dependent. With the exception of their role in the collective endeavour. on the evidence presented in the references to actions to be taken We suggest therefore that the starting context of the three key messages and by Team Doncaster itself, we leave point for this is for Team Doncaster the seven key characteristics of what a the task of determining the specific to put in place a mechanism, e.g. successful education and skills system individuals and groups responsible for something like the ‘Doncaster for Doncaster would look like. taking forward the recommendations Declaration’ - a public pledge to which Our recommendations vary in nature, to Team Doncaster. all stakeholders commit to the three complexity, resource implication and For the recommendations to pass the key messages and seven key attributes likely time scale for achievement. test of delivery and lasting impact, all needed for Doncaster to thrive in the Some are inter-linked and co- partners need to commit to playing future. The Independent Commission on 22 Education and Skills in Doncaster RECOMMENDAT Demonstrating great distributed leadership that embodies a collective vision and
1 : Demonstrating great 2 : Developing a ‘whole person 3 : Create a local all age distributed leadership whole life’ focus Careers and employment guidance system
1: Establish an Education & Skills 3: Agree a guaranteed set of 10: Establish a Doncaster wide, Partnership Board and devise a experiences for all young people independent, all age careers delivery plan to ensure key actions at key stages of their life that help information advice guidance are implemented. broaden their ambitions, grow service. P24 their confidence and realise their P30 ambitions. This might be known 2: Benchmark ESPB progress against as the ‘Doncaster Dispensation.’ 11: Each secondary school should great practice nationally and P25 seek to gain the national quality internationally. mark validated by the National P24 4: Create a range of certificates Institute for Careers Education ‘Doncaster Diplomas’ celebrating and Counselling for Independent the talent of eleven-year olds Advice and Guidance. on progressing from primary to P30 secondary school. P25 12: Create a schools - community - business network to enhance 5: Establish a ‘Made in Doncaster’ school access to ‘real world’ immersion in employment expertise and find ways to programme. recognise young people’s P26 experience to assist their transition to the world of work. 6: Set up a task and finish group, P31 as part of the Education & Skills Partnership Board to address ways 13: Develop a ‘Doncaster guide to of removing barriers to access to tackling unemployment’ which Doncaster’s diverse resources. clarifies responsibilities for P27 ensuring that all young people aged 14-19 are in education, 7: Complete and implement a review employment and training. of Special Educational Needs P32 and Disabilities provision – SEND – and consult with the Regional Schools Commissioner. P27
8: Develop a Doncaster ‘Healthy Schools Healthy Workplaces’ Kitemark. P28
9: Develop Doncaster as a University City. P28-29 The Independent Commission on 23 Education and Skills in Doncaster IONS a commitment to long-term delivery and regular monitoring of achievement.
4 : Promote ambition 5 : Provide outstanding teacher 6 : Foster a commitment to and aspiration development opportunities creativity and inclusivity
14: Create and agree a shared 20: Establish a new Continuing 24: Establish a STEAM strategy co- language of school improvement. Professional Development (CPD) owned by culture and education P33 Kitemark teams. P36 P38 15: Each school and Multi Academy Trust commits to being a 21: Develop and implement a 25: Increase take-up of the National member of a school improvement practical action plan for cross- Arts Award in Doncaster Schools. partnership with schools within, borough teacher development and P39 and beyond Doncaster. peer reviews. P33 P36 26: Establish an incubator maker space in Doncaster town centre. 16: Establish a process of peer 22: Tell ‘the Doncaster Story’ for P39 reviews whereby each school is Teaching. peer reviewed by two leaders P37 27: Establish a women and from others schools every two girls’ creative empowerment years. One of these school leaders 23: Develop innovative financial and programme. should be from an outstanding other incentives to recruit and P39 school in similar circumstances retain great teachers. outside of Doncaster. P37 P33
17: Create strong and consistent 7 : Communicate messages of possibility for all and celebrate young people. P34
18: Support parents and parental aspirations. 28: Establish an informal ‘First P34 Friday’ networking event for all education, skills and community 19: Conduct a Doncaster wide stakeholders. Post-16 Review. P40 P35 29: Establish formal protocols for partnership working. P40
30: Establish a forum for adult skills and education providers. P40 The Independent Commission on 24 Education and Skills in Doncaster
1 : DEMONSTRATING GREAT DISTRIBUTED LEADERSHIP
RECOMMENDATION 1
Establish an Education & Skills Partnership Board and devise a delivery plan to ensure key actions are implemented
We found a widespread, strong desire benchmarking against comparison at borough and local level and parent for collaborative working to be enhanced organisations/communities nationally representatives. and yet in gathering our evidence, one and internationally; It is also for Team Doncaster to head teacher described the situation actively collaborating with the determine the way in which the ESPB in Doncaster as being one of a ‘lack of Sheffield City Region on skills and would work, but we recommend that infrastructure for collaboration’. economic development. individuals and groups with clear We therefore recommend that an The ESPB would include individuals ‘task and finish’ obligations should be Education & Skills Partnership Board able to report horizontally on the work identified to produce a comprehensive (ESPB) should be established as of the Enterprising Doncaster and delivery plan to take forward specific a first priority. It should ideally be the Children and Families Strategic areas of the Commission’s report over independently chaired and report Partnership Board; we expect the remit the next 18 months, giving quarterly regularly to Team Doncaster to of these boards could be significantly reports to Team Doncaster who in turn which it would be accountable. Its tightened and focused as a result of would report regularly on progress to primary task would be to reinvigorate the creation of this new board with a all three MPs. the vision of ‘Doncaster – learning vision for ‘Doncaster – learning city’. city’ and to produce a delivery and implementation plan to take forward We recommend that the ESPB refers agreed recommendations from the to two pieces of recent research by Commission. In this way, it would the RSA ‘Power to Create: a place RECOMMENDATION 2 have oversight of the delivery of the for learning - putting learning at the heart of citizenship, civic identity and Commission’s recommendations that Benchmark ESPB progress are accepted by Team Doncaster. community life’* by Tony Breslin and Possibility Thinking ‘What if FE Colleges against great practice nationally The Commission envisages that the led a ‘cities of learning’ movement in and internationally ESPB would work closely with the the UK** by Anthony Painter, Director existing partnership theme boards, of RSA Action & Research Centre As the role of the local council changes, including Enterprising Doncaster and published by FETL/RSA. the Children & Families Strategic new models of educational governance Partnership Board and would be It would be for Team Doncaster to and support are being developed responsible for: determine the precise membership across the UK. These include new but we envisage that membership of leadership arrangements as well as providing vision and system the ESPB would comprise individuals new approaches to communications, leadership; from the key active networks across staff development and partnership. ongoing project management in the borough and include, in particular: Examples include Camden’s the delivery of the Commission’s Partners in Learning, MAT CEOs, ‘Partnership for Educational Excellence’ recommendations; Diocesan Authorities, head teacher and Bristol’s ‘Learning City Partnership Board’. A core aim of the ESPB will be actively facilitating collaboration and governor representation, Regional to continue to regularly look out beyond across sectors to achieve agreed School Commissioner, work based Doncaster to review the progress goals; learning and training representation (including Post-16), the voluntary and of communities across the UK and ensuring accountability and community, sectors, Business Doncaster internationally (e.g. Whole Education, responsibility for shared goals; & the Chamber of Commerce, a Youth World Innovation Summit for Education monitoring and assessment of Parliament representative/advocate, one WISE, Global Education Leaders’ progress of the delivery plan; of Doncaster’s MPs, elected members Partnership GELP, etc.) in relation to how they are addressing the common *https://www.thersa.org/discover/publications-and-articles/reports/a-place-for-learning challenges of changing industry, **http://www.fetl.org.uk/wp-content/uploads/2016/07/Possibility-thinking_report.pdf demographics and education provision. The Independent Commission on 25 Education and Skills in Doncaster
2 : DEVELOPING A ‘WHOLE PERSON WHOLE LIFE’ FOCUS
RECOMMENDATION 3
Agree a guaranteed set of experiences for all young people at key stages of their life that help broaden their ambitions, grow their confidence and realise their ambitions. This might be known as the ‘Doncaster dispensation’
We found evidence of commitment specify what the experiences should from all stakeholders to a desire for be, but we do suggest that at each all young people to be supported phase there might be two which are in raising their aspirations and a Doncaster-wide, two which are agreed willingness to explore innovative ways with school leaders and governors in which this might be achieved. at borough and local level, and that The work of the Children’s University, each school makes additions to those which is strong in Doncaster, could be defined experiences as parents and used to support implementation of this staff see fit. recommendation. Examples of similar projects on which The Commission suggests that the the ‘Doncaster dispensation’ might ages where a set of experiences be modelled to include the National might be spelled out are from birth Trust’s 50 Things to do before 11¾, to age five; aged five through to age Bristol’s 80 by 18 projects, and eleven; and age eleven through to 10 things to do before you are 10. eighteen. However, it is not for us to
RECOMMENDATION 4
Create a range of certificates ‘Doncaster Diplomas’ celebrating the talent of eleven-year olds on progressing from primary to secondary school
At the moment the national system other curriculum areas including the emphasises what it calls the secondary vital areas of science and ICT. It is readiness of Year 6 pupils. It focuses helpful in this respect to think about this on scores in Maths and English. ‘how a child is intelligent’ as well as During our open space event in May ‘how intelligent’ they are. We therefore 2016, stakeholders stated that ‘only recommend that a set of certificates, Maths and English count’ and ‘training ‘Doncaster Diplomas” for example kids to pass exams and not to learn ‘Young Engineer’, ‘Young Scientist’, can cause real problems’. Although ‘Young Artist’, ‘Young Entrepreneur’, crucially important, the danger of ‘Young Carer’ could be created and such a single focus is that children’s introduced consistently across the other talents are not noted. These may borough – the idea being that each be in the arts, in sport, in craft and 11-year-old received a Doncaster in service to others as well as in the Diploma for one particular talent. The Independent Commission on 26 Education and Skills in Doncaster
2 : DEVELOPING A ‘WHOLE PERSON WHOLE LIFE’ FOCUS
RECOMMENDATION 5
Establish a ‘Made in Doncaster’ immersion in employment programme
Results of peer consultation participation will act as a motivator undertaken with young people in to their achieving their outcomes at primary schools, secondary schools 16. Already the Chamber, which is a and specialist forums provided strong significant strength in Doncaster, has evidence suggesting the experiences initiated a successful Skills Academy of employment opportunities available which could be used as the basis on to young people vary hugely depending which to develop this programme. on the school attended, parental The programme would recognise the expectation, and self-confidence of the full diversity of forms of employment students themselves. It follows that in the borough and work systematically a more equitable and whole system to include third sector and cultural approach would help address these and creative enterprises as partners. inequalities. This programme would build on We propose therefore that the the ‘Ambition Doncaster’ initiative Chamber of Commerce investigates and the Mayor’s ‘Skills Made Easy’ setting up a bespoke ‘Made in apprenticeship and her ‘Move on Move Doncaster’ immersion in employment Up’ priorities and perhaps, as part programme for youngsters between of a self-employment project option, the Years 8 and 11 for whom help young people across the borough develop valuable enterprise skills. The Independent Commission on 27 Education and Skills in Doncaster
2 : DEVELOPING A ‘WHOLE PERSON WHOLE LIFE’ FOCUS
RECOMMENDATION 6 RECOMMENDATION 7
Set up a task and finish group, as part of the Education & Skills Complete and implement a Partnership Board to address ways of removing barriers to access review of Special Educational to Doncaster’s diverse resources Needs and Disabilities provision – SEND – and consult with the One of the strengths of Doncaster considered at the Young Person Regional Schools Commissioner is its many and diverse villages Democracy Event held in Doncaster and communities; without ease of in July 2016. More complex issues There is evidence of some current movement and encouragement to include fear of the unknown and of mismatches of need and provision in explore these different communities, unfamiliar communities. Cultural the area of Special Educational Needs however, such strengths can become issues – such as gender segregation – and Disabilities - SEND. This is at a problem. Communities can become also impact on some young women’s odds with the widespread desire for insular and high quality assets in access to sporting facilities. all young people to be offered equal one part of the borough can become And then there is simply the issue of life chances. Those most at risk of inaccessible to others. At the same geography – it takes time and effort not taking advantage of changing time, provision can fragment across to get from one side of the borough to life chances are those with the most multiple smaller settings, losing the another. barriers to their learning. For every opportunity to develop centres of young person to have the best chance real excellence. As part of children’s We suggest therefore that a taskforce in life, it will be necessary to review development, they need to encounter should be established to examine how the gaps in SEND provision - both new people, new places and different to address issues of mobility including: in the special school sector and its ideas. 1. Access to lower cost fares relationship with the mainstream There are many barriers to mobility 2. Opportunities for inter-school schools. Solutions in this area will between towns and villages and ‘twinning’ activities involve a regional dimension, with barriers to access to the diverse social, 3. Collaboration between schools and Team Doncaster consulting with the environmental and cultural assets of inter-faith groups Regional Schools Commissioner. the borough. These barriers include We recommend that this forms the cost of travel and the patterns 4. Expansion of opportunities for a separate task and finish group of public transport provision, as well women-only sports activities integrated into the overall delivery plan as a lack of confidence in creating 5. Further development of a cross- overseen by the ESPB. Doncaster town itself as a real centre borough high speed broadband for the borough. Simple issues, network capable of enabling live such as children not having access streaming of lessons, events and to a travel pass after 31 July cause teaching across multiple centres. real difficulties for young people’s participation in summer activities. We recommend that this forms a Making transport cheaper, better separate ‘task and finish group’ and accessible for all was one of the integrated into the overall delivery plan top four ‘Make Your Mark’ issues of the ESPB. The Independent Commission on 28 Education and Skills in Doncaster
2 : DEVELOPING A ‘WHOLE PERSON WHOLE LIFE’ FOCUS
RECOMMENDATION 8 RECOMMENDATION 9
Develop a Doncaster ‘Healthy Schools Healthy Workplaces’ Develop Doncaster as a Kitemark University City
Evidence from people we consulted other surveys to check the mental Almost everyone we heard from consistently indicated widespread and physical health of all youngsters lamented the absence of Doncaster’s agreement about the importance in late childhood and early-mid ‘own’ university. People acknowledged of the mental and physical health adolescence. We also recommend that there are higher education of Doncaster’s citizens and its looking at this across the workforce opportunities available but this is not relationship to educational attainment and in community settings so that as the same as Doncaster being regarded and performance in the workplace; wide a cross section of citizens can as a ‘university town’. In the current everyone agreed that health underpins be involved, similar to the local Well climate, Doncaster partners need to educational success, future wellbeing North Denaby model’s appreciative find an innovative way of creating and economic prosperity. The Health and community enquiry approaches. a University City. This is a major and Wellbeing Board, the Clinical We therefore propose the re-launch undertaking but the Commission views Commission Group, schools, colleges, of the Doncaster Healthy Schools and this as vital to the long term success other providers and work places all Healthy Workplace Kitemark based on of Doncaster. have a part to play. national best practice as evidence of The Commission believes that there is We propose therefore raising healthy places. This would include the a window of opportunity to capitalise awareness of and encouraging development of appropriate surveys, on the academic, government and attention to this issue by further self-assessment and peer assessment business partnerships responsible developing surveys and assessments tools, to capture changes in outcomes. for delivery of the National College that can be implemented at age 9 and for High Speed Rail. By extending 13 to give schools a formative insight We recommend that this forms these relationships through close into their contributions in this area. a separate task and finish group working with universities, and the There exist surveys such as the integrated into the overall delivery plan private sector, it should be possible to Warwick/Edinburgh materials and overseen by the ESPB. expand higher level skills education we recommend the use of this and provision in Doncaster - swiftly and on a significant scale. The increasing costs of degree level courses, coupled with rapid changes in the business world, create an opportunity for Doncaster in the provision of shorter technical learning at Level 4 plus with the National College for High Speed Rail set to be a national exemplar in this respect. Alongside this, the proposed UTC with its strong ‘STEAM’ curriculum places Doncaster in a strong position to develop as a recognised centre of excellence in professional and technical teaching, learning and assessment. The emergence of an institution that can deliver technical mastery, industrial research and innovation capacity will help create the highly skilled employment opportunities The Independent Commission on 29 Education and Skills in Doncaster
2 : DEVELOPING A ‘WHOLE PERSON WHOLE LIFE’ FOCUS
that Doncaster needs. As can be financial literacy. Enrichment and and infrastructure, including high seen in nearby Lincoln or Sheffield, extension courses would bring the quality high speed broadband - see a university presence produces enthusiastic learner in contact with recommendation 4 - that will also significant benefits to a town. the leading adult practitioners in the benefit local businesses. This platform A city centre university would assist students’ particular area of interest, would support not only the DUfL but hugely in Doncaster’s town centre so they have a chance of accessing would act as a resource for the growing regeneration, visitor economy growth expert coaching and guidance. creative industry sector in Doncaster to and business inward investment. Leading practitioners might be test out and develop new applications The presence of a university in a teachers from another school, lecturers in both education and health tech, and town contributes to the creation from local universities, or experts as a pipeline for talent. We accept that there will be many obstacles to the creation and The emergence of an institution that can deliver technical mastery, implementation of DUfL, not least industrial research and innovation capacity will help create the highly finance and the need for high level skilled employment opportunities that Doncaster needs. curriculum and organisational expertise in devising and setting it up. We think however that doing more of the same will not lead to transformed of a learning city environment by from local businesses or cultural outcomes for sufficient numbers of putting learning at the heart of a organisations. Courses could be youngsters and their families. place. However, a university presence available at various levels and involve We believe that an initial cost of alone will not be sufficient to raise assessable challenges for completion £4 million and running costs of half aspirations and meet the needs of and presentation. that figure at least will be needed. many adults with a desire to learn but They could also involve the creation Even if started in the short term, it with limited time and money. of peer-led learning communities, would take several years before it We believe there is merit in building in which young people would be could open a full range of courses. on the success of the Children’s encouraged to work collaboratively Over time, however, it could, in University to explore the setting up to address both conceptual and real partnership with the Children’s of the Doncaster University for Life - world challenges. University offer a unique learning DUfL. Within their home school or provider, resource for Doncaster’s citizens. The DUfL would be an institution not there would be DUfL tutors drawn Partners should explore how to unlike the Open University in concept, from those excellent and experienced capitalise fully on the education which youngsters from any school, teachers who have very good technology revolution. One partner college or provider in Doncaster could relationships with youngsters and suggested initiatives could be join between age 13 and 19. It would who would help the students access combined into a Doncaster Virtual enable them to take part in certificated appropriate courses from the DUfL. Lifelong Learning Institute. It is not activities that may help fill some of the The core aim of the DUfL is to for the Commission to determine gaps in learning opportunity which any address the repeated demand we have the nature of university provision in one school inevitably leaves. heard throughout the consultation, Doncaster. We acknowledge this is a These ‘gaps in learning opportunity’ for young people to have access to huge ambition. However, we suggest may lie in the fields of enrichment both real world learning and to the the time is right to ‘think big’ about and extension or in compensatory highest quality learning experiences what and how lifelong learning can education or re-enforcement, or simply in subjects they are excited and be delivered across the town and to lie in areas covered in school PHSE passionate about. The DUfL would be revitalise the notion of Doncaster - programmes e.g. family and personal dependent on a robust digital platform ‘city of learning’. The Independent Commission on 30 Education and Skills in Doncaster
3 : CREATE A LOCAL ALL AGE CAREERS AND EMPLOYMENT GUIDANCE SYSTEM
RECOMMENDATION 10 RECOMMENDATION 11
Establish a Doncaster wide, independent, all age careers information Each secondary school should advice guidance service seek to gain the national quality mark validated by the The provision of careers Information Advice and Guidance (IAG) is variable across National Institute for Careers the country and across the borough, as evidenced by a recent report from the Education and Counselling Gatsby Foundation and by the young people, adults and organisations we consulted who told us consistently that ‘a single point of contact for careers advice’ is needed. for Independent Advice and Guidance
In July the Joint Education and Business Innovation & Skills Select Committees published a report on Careers Education, Information & Guidance*. They said; “Careers education, information, advice and guidance in English schools is patchy and often inadequate. Too many young people are leaving education without the tools to help them consider their future options or how their skills and experiences match with opportunities in the job market. This failure is exacerbating skills shortages and having a negative impact on the country’s productivity”. They suggested a number of areas the Government should concentrate on Doncaster is well placed to look at access them, longer term prospects, in their forthcoming careers strategy innovative solutions to this issue. It has and a process for progressing from including: access to some excellent IAG provided lower level qualifications to higher level “Steps should also be taken to bring by small local companies of former qualifications and prospects. order to the congested market place Careers and Connexions staff and we A single careers guidance system of service providers and websites. believe that a secondary school which would need to be developed in The Quality in Careers and matrix acquires and keeps the Careers Quality partnership with employers, Doncaster Standards should be merged into a Kitemark can only do so by adopting College, independent providers of single brand”. excellent IAG practices. adult skills and training and many We agree that a single Kitemark for all People who took part in the other stakeholders, and would need schools would be useful. Commission’s work indicated that to complement and connect with the careers guidance is equally as work of the borough’s Adult, Family important later in life as it is to young and Community Learning team. people, particularly for adults who We recommend that this forms a entering the job market for the first separate task and finish group, set up time or are needing to retrain. They to oversee all the recommendations indicated they wanted a service that relating to IAG (9,10,11 and 12) and is accessible both online and face to integrated into the overall delivery plan face to provide information on local overseen by the ESPB. job opportunities, what is required to
* http://www.publications.parliament.uk/pa/cm201617/cmselect/cmese/205/205.pdf The Independent Commission on 31 Education and Skills in Doncaster
3 : CREATE A LOCAL ALL AGE CAREERS AND EMPLOYMENT GUIDANCE SYSTEM
RECOMMENDATION 12
Create a schools - community - business network to enhance school access to ‘real world’ expertise and find ways to recognise young By 2024 people’s experience to assist their transition to the world of work an additional Survey results from young people The Chamber of Commerce, in revealed that they want improved particular, could play to its strengths access to real life information, in this area by creating a borough-wide 70,000 guidance and support from adults ‘business speakers for schools’ system Sheffield City Region jobs working in a variety of professions. that ensures that all schools have ready access to people, businesses, We also found that businesses in an additional Doncaster can struggle to recruit. and organisations who represent the diversity of forms of employment As part of the single point of access available in Doncaster now and in the to an IAG system, a network of school future. , advisors and local private and third 12 000 sector businesses should be built upon It is important that guidance and Doncaster jobs to ensure that all IAG teachers have work experience are tailored to the a range of business and community individual. The schools-community- contacts who can be drawn upon business network should also work Job generating projects include: to provide networks and contacts on ways to recognise the skills and for students, as well as advice on experience gained by young people contemporary working practices. outside of school, for example, the fortitude and commitment This should result in multiple demonstrated by young carers in Robin Hood Airport (2,900) encounters between young people and Doncaster. Unity/DN7 (2,100) employers as well as enabling every young person in Doncaster to have It is essential that a single, clear West Moor Park Extension (1,500) project based work or self-employment presentation of the data on current Inland Port (1,500) and future local employment experience. Working with the wider city Town Centre Sites (500) region, Doncaster partners should set opportunities (as shown right) is given out clear expectations of what young to every young person consistently people should be entitled to. so that evidence of the powerful and credible story of Doncaster’s future BIGGEST GROWTH prospects becomes more widely known SECTORS IN DONCASTER and believed in. Logistics and Transport (61%) Advanced Manufacturing (31%) Creative & Digital Industries (29%) Business Services (24%) Financial & Professional Services (24%) Low Carbon (22%) The Independent Commission on 32 Education and Skills in Doncaster
3 : CREATE A LOCAL ALL AGE CAREERS AND EMPLOYMENT GUIDANCE SYSTEM
RECOMMENDATION 13
Develop a ‘Doncaster guide to tackling unemployment’ which clarifies responsibilities for ensuring that all young people aged 14-19 are in education, employment and training
There is a risk in the current not in education, employment and fragmented landscape that young training; however, this is not sufficient people fall off the radar and are not and more must be done to tackle this given clear guidance to navigate challenge. through the education system. The The proposed Doncaster Guide to ESPB needs to identify clearly who Tackling Unemployment, which could is responsible for managing these take as its model ‘The City’s Business: pathways, for addressing young helping young Londoners towards and people’s needs and developing into employment’* produced by a coherent learning plans, and for consortium of employers, politicians, ensuring that they are supported educationalists and philanthropists to move between institutions as would aim to find solutions to tackling appropriate to support their learning. long term unemployment – particularly The clear responsibility will be to amongst under 25 year olds. It might ensure that all young people aged also include a clear statement of 14-19 are in education, employment ‘what work ready looks like’ along or training and to ensure that the data with guidance on how the Chamber systems and human support provided of Commerce and the voluntary and to all young people in this age group community sectors might be able to are appropriate. This will require address the development of work- ensuring that all young people have ready skills, in particular in relation to access to appropriate information, and unemployed young people. clear pathways for progression. We recognise the work done by Business Doncaster to support young people
*http://www.cityoflondon.gov.uk/business/support-promotion-and-advice/Documents/Citys-Business-Guide-2016.pdf The Independent Commission on 33 Education and Skills in Doncaster
4 : PROMOTE AMBITION AND ASPIRATION
RECOMMENDATION 14 RECOMMENDATION 15
Create and agree a Each school and Multi Academy Trust commits to being a shared language of school member of a school improvement partnership with schools improvement within and beyond Doncaster
Throughout the whole of our There is evidence of primary schools of secondary schools and consultation period, we did not in Doncaster working successfully and 125 in the case of primary) and encounter a member of the teaching with beneficial effect on outcomes on secondly, to use one of the five profession who was not committed to action research, for example with the occasional days to visit in twos and school improvement. However, without UCL Institute of Education. However, threes on focused enquiries affecting a shared understanding of some basic this practice needs to be extended some aspect of school practice. Such school processes, there is a danger across all schools. We suggest this, or action research can be included as that attempts to lend ‘school to school’ similar action research, be expanded part of the proposed CPD Kitemark, support might flounder and have less and that every school commits to two and if conducted systematically in effect. actions: firstly, to seek in a focused partnership with universities, might way to improve practice by looking be used as a basis for credits towards It is therefore imperative that at other schools within their National Masters level qualifications for staff. Doncaster schools are collectively able Data Dashboard family (55 in the case to establish agreement on the best way of sharing new knowledge around key areas of school improvement. The Commission believes that if integrated into the work of the ESPB and monitored through the delivery plan, there is no reason why an effective RECOMMENDATION 16 language of school improvement could not be effectively developed and Establish a process of peer reviews whereby each school is peer deployed across the borough. reviewed by two leaders from other schools every two years. One of An example of process headings that these school leaders should be from an outstanding school in similar could be used would be as follows: circumstances outside of Doncaster Leading creatively; Managing effectively; There is evidence that peer review are aware of the process. This would Teaching, learning and assessing; is effective and that it is not as in turn help schools inform their widespread a practice as it could development plans and their self- Creating an environment fit for be across the borough. Partners in evaluation. We emphasise that this learning; Learning could agree a protocol among is solely a process of professional Creative Staff Development; its members for ‘peer reviews’ and learning; it will lose its efficacy if it Reviewing practice; make sure that all governing bodies becomes part of public accountability. Involving students optimally; Involving parents and the community. Some academy chains have their own headings that would align with the above. The critical issue is for a common language of school improvement to be collectively owned and consistently used by distributed leadership across all schools. The Independent Commission on 34 Education and Skills in Doncaster
4 : PROMOTE AMBITION AND ASPIRATION
RECOMMENDATION 17 RECOMMENDATION 18
Create strong and consistent messages of possibility Support parents for all young people and parental aspirations
The results of our consultations with of Han Kang & Bae Suah, Deborah We recommend the further young people highlighted that many Smith, or to local women and men development of the ‘1001 critical days’ children within Doncaster have high successful across a range of sectors. strategy for every child born and living aspirations but experience issues such Systematic use could be made of within Doncaster, based on children’s as low confidence, poor attitude to former school students and staff, the centres and with a particular focus learning, a lack of motivation, feelings ‘Doncaster Diaspora’ to show off in all on the most challenged families. The of uncertainty about what they want to education and training establishments history of successful practice in this do or what they are good at, and not the extent of the accomplishments of field suggests that workers based in being able to achieve the right grades. people from Doncaster or associated well-used centres, such as health In many areas that face huge social with Doncaster. We recommend clinics or children’s centres, can and economic challenges there are looking at working with the educational help parents to become confident persistent and unhelpful perceptions charity Future First on this. in supporting their children through about children’s and young people’s 17.B Secondly, by creating a more positive experiences such as story- futures that need to be challenged. visible public narrative of educational, telling, nursery rhymes, singing and There are many ways to do this. economic and life success in the playing. The staff in Doncaster’s borough in partnership with the children’s centres, as part of the new 17.A Firstly, by establishing an ‘Starting Well’ service, are well placed ‘achievement wall’ in one of the local media. This would involve the local press, in conjunction with to do this work with young parents, corridors of the school, assembly hall, but there are also national charities or college reception, which illustrates stakeholders, regularly running stories and high profile campaigns (e.g. Peeple www.peeple.org.uk) which the life achievements of students provide staff with support to reach who have attended the institution in (as the Evening Standard has done in London) on Doncaster student the most challenged parents. Parents the past. Examples could be taken themselves need to be supported as from the careers of people still living achievements and education and skills initiatives. It could also involve the learners, and to have opportunities and working in Doncaster and those to develop their own skills. They also who have chosen occupations that local Doncopolitan magazine being supported to work with students across need to be supported to have a strong contribute to Doncaster’s collective partnership with schools in their well-being, from long ago or recently. all communities to create a well- designed, high quality online magazine children’s education, by strengthening These might range from the one-time parent and family voice protocols Poet Laureate, Ted Hughes, and the promoting past and present Doncaster students and their talents. in all schools. We also recommend recent Booker Prize winner, translator investigating working system-wide with the educational charity Achievement for All www.afaeducation.org The Independent Commission on 35 Education and Skills in Doncaster
4 : PROMOTE AMBITION AND ASPIRATION
RECOMMENDATION 19
Conduct a Doncaster wide Post-16 Review
Post-16 education and training 16-19 education and skills - was not the national methodology of the Area across Doncaster is delivered through regarded as playing as authoritative Based Reviews, and linking in with seventeen separate school sixth forms, and as leading a coordinating role as it the recently launched SCR Post-16 a college of further education, a might in bringing providers together to Curriculum Review, would be to assess range of independent private training enhance collective delivery of improved whether current post-16 provision providers and some adult education borough-wide, SCR-wide post-16 is able to achieve high quality, wide and higher education institutions. provision. ranging provision for all young people The Commission found widespread The Commission could not undertake that raises their aspirations and their evidence of confusion and a systematic review of Doncaster ability to work in high skilled local dissatisfaction with the current College, each sixth form’s or each jobs and links to entrepreneurial arrangements. Young people, private training provider’s offer. skills acquisition. A Doncaster wide employers and the business However, it is as clear to us, as it is post-16 review would build on the community all spoke of the urgent to the broader group of stakeholders recommendations of the Commission’s need to put in place a simplified, we spoke to, that a wider range of report by covering the extent to which more focused, more unified and more subjects and options available through the borough-wide curriculum is geared collaborative post-16 system that clusters of excellence or federations towards future economic needs, works in the interests of students and would give more meaningful and including an assessment of the extent employers as well as providers. useful choices to young people - and and nature of training for jobs that will would better serve the economic needs be radically changed by automation Whilst consultees acknowledged and other new technologies. that the existing set up reflected the of growing and incoming businesses. fragmentation of the wider education To this end, and in light of the findings The SCR ABR highlights the mismatch and skills system, they also told us of the Sheffield City Region Area between regional aspirations for growth that they found the post-16 landscape Based Review (SCR ABR) for ‘Barnsley in highly skilled jobs in sectors such unhelpful due to the absence of College and Doncaster College to as digital, transport, construction and overall strategic coordination of what merge’, the Commission recommends business services and the skills training providers had to offer combined that this is implemented. Such a step that is currently provided. with what was described as the would give a strong indication that the For example, there is a predominance competitive, and sometimes insular post-16 collaborative approach yearned of further education provision at level 2 and aggressive nature of some for across the wider community is and a low proportion of learners in level providers’ recruitment and marketing possible and would enable Doncaster 4 engineering and digital skills. activities. It was also noted that this College to take an authoritative lead It is unlikely that Doncaster will meet its situation was probably exacerbated by in moving Doncaster and the SCR aspirations for high skilled employment funding differentials between schools forward. in next generation, data driven logistics and other post-16 providers. Almost without a shift in the skills provision The Commission also believes it would towards engineering, data analytics and everyone agreed that Doncaster was be helpful for school sixth forms, not making the best collective use of technology which will be able to provide Doncaster College and independent companies with the pipeline of staff the entirety of its post-16 resources, or private trading providers to publish the opportunities presented by current that have the expertise to move these their destination data to illustrate businesses forward. The Commission government post-16 policy and funding the pathways students take and reforms, to create the high skills, high believes that through implementation demonstrate impact. Furthermore, of the SCR ABR recommendations wage economy that is predicted for the using opportunities arising and data wider area over the next decade. on merger, together with the SCR derived from the SCR ABR, and to Post-16 Curriculum Review and the Some respondents also indicated address the concerns raised with the Doncaster post-16 review, these issues that despite its recent and welcome Commission, we recommend that the could be effectively, innovatively, and Ofsted rating as ‘good’, Doncaster ESPB conducts its own post-16 review collaboratively addressed. College - one of the key providers of across Doncaster. Its aim, aligned with The Independent Commission on 36 Education and Skills in Doncaster
5 : PROVIDE OUTSTANDING TEACHER DEVELOPMENT OPPORTUNITIES
RECOMMENDATION 20
Establish a new Continuing Professional Development (CPD) Kitemark
In conjunction with the Sheffield in the country can achieve ‘good’ or Hallam University Education ‘outstanding’ from Ofsted without Department, Partners in Learning having excellent CPD practices, and should create a CPD Kitemark yet, strangely, this is unremarked for teachers and support staff to nationally. We are confident that the ensure that best practices for staff process of defining, establishing and development can be implemented, then implementing this Kitemark will judged and proven by individual benefit Doncaster schools, enhance schools within a proper and rigorous staff development and retention and validation process. This Kitemark encourage recruitment. The Kitemark would be the first of its kind in the would include: coaching and personal country, would signal the distinctive mentoring of staff; opportunities for commitment of Doncaster’s schools action research and further study; to professional development, and opportunities to contribute and learn over time has promise of being in from subject expertise with schools demand outside Doncaster. No school across the borough.
RECOMMENDATION 21
Develop and implement a practical action plan for cross-borough teacher development and peer reviews
There is clear evidence from pooling of costs in bringing in outside successful interventions in school expertise in training (for example, improvement, such as the London rather than individual teachers going Challenge, that vital ingredients on training courses, invite trainers include schools learning from each into schools and offer opportunities other and teacher-to teacher sharing across the borough at reduced costs), of practice. To that end, Partners and encourage peer reviews and in Learning should ensure that visits between schools, including ‘Teachmeets’ happen on a twice-yearly with schools in similar circumstances basis and that they are organised on outside the borough. a regional basis, actively encourage The Independent Commission on 37 Education and Skills in Doncaster
5 : PROVIDE OUTSTANDING TEACHER DEVELOPMENT OPPORTUNITIES
RECOMMENDATION 22
Tell ‘the Doncaster Story’ for Teaching
Teachers and Headteachers we met most committed and most talented with confirmed for us that teaching teachers, who will feel inspired to work in Doncaster over the next few years in a borough that encourages them will be challenging - and exciting too! to support each other and that has Where it is well supported through a genuine commitment to CPD and individual schools’ commitments career development. to CPD, Teaching Schools, Head There is also a need to tell the stories Teachers Partnership and Partners of success involved in teaching in in Learning, it has the opportunity Doncaster and to mobilising the to flourish widely and become ‘Doncaster Diaspora’ referred to earlier. outstanding on a significant scale. A new and confident public narrative What is required is to create a sense needs to be developed - a ‘Doncaster of a shared mission and purpose, Story for Teaching’ - about what it to make it clear that it is because means to teach here and why it is both teaching in Doncaster is challenging worthwhile and rewarding. that the profession can appeal to the
RECOMMENDATION 23
Develop innovative financial and other incentives to recruit and retain great teachers
We recommend establishing a working vocation, to make great teachers group of ESPB, local businesses and and would be offered bursaries for Partners in Learning to explore the university study on condition that options for incentivising teachers to they return to teach in Doncaster on work in Doncaster such as a ‘Grow a completion. Exploring innovative ways Great Teacher’ Bursary which could of using current government incentives pay for degree costs and teacher such as starter homes for young training costs for up to 20 talented professionals seeking to get into the sixth formers each year. Students property market might also be worth would be identified as having the looking at. intellectual and personal skills, and The Independent Commission on 38 Education and Skills in Doncaster
6 : FOSTER A COMMITMENT TO CREATIVITY AND INCLUSIVITY
RECOMMENDATION 24
Establish a STEAM strategy co-owned by culture and education teams
Steam technology was vital to and cultural initiatives of the borough Doncaster’s success in the past and are mapped and explored to identify the Commission believes that it is key where there are opportunities for to Doncaster’s future. Doncaster’s Doncaster students to develop skills, projected employment growth experience new challenges and indicates that the full range of STEAM widen their horizons. There should subjects – Science, Technology, be systematic collaboration across Engineering, Arts and Mathematics – cultural business and education is essential to Doncaster’s long term teams to ensure that all major events economic resilience. are opportunities for volunteering It will not be enough simply to develop and educational enhancement. We great technicians who enter jobs expect the STEAM strategy to involve that are already provided, instead, Doncaster College, the planned creativity and innovation are required. Advanced Engineering and Digital To recognise this, Doncaster needs design UTC, the National College to build a more systematic means for High Speed Rail, the proposed of collaboration between education, National Institute for Infrastructure, business and cultural teams and Construction and Engineering, sectors in the borough. To begin to the Chamber of Commerce and build this working relationship, we businesses, exploring how the arts, propose that the groups work together creative and cultural sectors can to develop an annual calendar of develop the resilience, creativity and activities in which the events, festivals innovation of the workforce. The Independent Commission on 39 Education and Skills in Doncaster
6 : FOSTER A COMMITMENT TO CREATIVITY AND INCLUSIVITY
RECOMMENDATION 25 RECOMMENDATION 27
Increase take-up of the National Arts Award in Doncaster Schools Establish a women and girls’ creative empowerment At present, there is a low take up confidence. All of these are essential programme of the National Arts Award within to the long term capacity to thrive, Doncaster and there is clear evidence adapt and be resilient. There is an Doncaster has many strengths, not that students are dropping arts urgent need, therefore, to examine least in its women. They are, however, subjects, which is compounded by how arts and creative practices can less visible in public spaces, with the the English Baccalaureate’s focus be better incorporated into schools, exception of two MPs, the Mayor and on non-arts subjects. It is also clear, building on existing work such the Chief Executive of Doncaster Council, however, that arts and creative activities of Doncaster Community and a handful of head teachers and activities can play an important role Arts (DARTs) and Doncaster Music business leaders. There is some in addressing core curriculum aims – Education Hub. Increased take up of evidence that young women are particularly around motivation and the the Arts Award as a well-respected not taking up opportunities that are development of literacy and numeracy national programme will also support available in the region - for example – while at the same time developing this process. the very low number of young women creativity and innovation, and building who are taking up apprenticeships at the Advanced Research and Manufacturing Centre. There is also a pattern of domestic violence in the region, with reported incidents more than doubling over the last six years. RECOMMENDATION 26 This as a whole negatively impacts not only women, but children too. At the same time, services such as Establish an incubator maker space in Doncaster town centre crèches have been closed making it hard for young women to gain access While there is strong evidence of and groups, mentoring, opportunities to training and skills development; an emergent creative and maker to network and to share ideas, free/ while young women from some culture in Doncaster, it is growing very cheap space for hot-desking and minority ethnic groups find it difficult despite rather than with the support co-working. This space, once up and to participate in some public spaces. of the local infrastructure. There running should also host visits for There is a strong case for developing is a strong argument to create a young people from schools across the a creative empowerment programme space with basic facilities to support borough, and successful start-ups for women and girls that helps them local creative digital communities should be encouraged to visit schools to identify their strengths, develop to begin to set up and develop new and explain how these processes work. their skills and gain access to support enterprises. The facilities required It would be developed in collaboration to start or to further their careers. are: basic digital resources – software with the expertise of the local creative This programme should include and hardware, guidance and training industries and small third sector childcare provision and set clear from more experienced individuals groups to encourage entrepreneurship. goals for progression. We need to see what happens when the women of this borough are actively encouraged to create their own businesses and careers. The Independent Commission on 40 Education and Skills in Doncaster
7 : COMMUNICATE AND CELEBRATE
RECOMMENDATION 28 RECOMMENDATION 30
Establish an informal ‘First Friday’ networking event Establish a forum for adult for all education, skills and community stakeholders skills and education providers
Informal opportunities for There should be no formal agenda or There are a number of organisations conversation, networking and problem speeches, but active hosting in which across the borough that provide an solving are essential in a highly individuals are encouraged to speak to overview of different segments of the distributed borough like Doncaster. We each other, newcomers are welcomed adult skills, training and education recommend establishing an informal and refreshments are provided. The provision within Doncaster but there networking session that brings invitation list for the first two events is no forum in which the whole together key change agents working to should be restricted to those who have patchwork of provision comes together. support formal and informal learning been involved in consultations for the Navigating the provision can be a settings on a monthly basis. Commission. After this, participants disorienting experience for adults, and The event needs to be regular, hosted should be encouraged to bring along the lack of oversight can mean that by a neutral party e.g. CAST theatre others who might be interested and the strengths of providers can be both has volunteered to host, sponsored by the event should be maintained with under and over-valued. local private or public sector groups. a simple email list and a monthly reminder the week before. There is an urgent need to map the training, volunteering, development and learning opportunities for adults in the borough, to understand its strategic requirements and how it can be supported to work coherently, and to represent the choices on RECOMMENDATION 29 offer in ways that are accessible and comprehensible to adults in the borough. Establish formal protocols for partnership working
Both nationally and within Doncaster, in Learning, the Teaching School the education and skills system is Alliances, and the Multi Academy increasingly fragmenting. The danger Trusts in order to provide progress is that at a time when all efforts need reports and agree collective protocols. to be focused within schools on school One element of this protocol would improvement there will be a diversion be to ensure that all schools have a of effort to work out how to implement governor elected to make connections the move to academisation. Once across the borough, and that progress achieved, there is a risk of schools against Doncaster-wide collaboration becoming tribal and insular. Currently should be a standing item in the 100% of Secondary Schools and 24% annual governors’ agenda for schools. of Primary Schools within Doncaster The Commission also encourages are academies. To avoid the risks of Doncaster Council to continue to a diversion of attention away from develop and embed its strategic school improvement, we recommend approach to academisation, including establishing a formal arrangement with building upon successful data sharing the Regional Schools Commissioner protocols. involving Team Doncaster, Partners The Independent Commission on 41 Education and Skills in Doncaster
CONCLUSION AND NEXT STEPS
The Commission appreciates that Doncaster is dealing with a number of long standing economic, educational, CONCLUSION social and communication challenges. It is clear, however, that now is the right time to tackle these collectively. Doncaster needs to unite to take The Commission’s analysis confirmed the picture so often forward a borough rooted in the drawn for us by the people it met. Doncaster compromises of tradition of 19th and 20th century a set of communities, each with its own identity, traditions, economic revolutions to become a strengths, resources and ambitions that are too frequently shining example of post-industrial 21st century civic and community disconnected from each other and disengaged from a sense of transformation. shared purpose and overarching aspiration. The Commission concludes that this is holding back the development of Doncaster, obscuring what is a powerful, collective energy that can fuel and accelerate widespread positive change – and enable Doncaster to steam ahead once more. The Independent Commission on 42 Education and Skills in Doncaster NEXT STEPS SUGGESTED PHASED APPROACH FOR STAGED IMPLEMENTATION OF THE RECOMMENDATIONS The Commission’s intention, as stated at the outset in our briefing to people and organisations with whom we consulted, was to seek to leave the people of Doncaster with a way forward that can be turned into a successful coordinated action plan. To this end, we give below a suggested route map for implementation of our recommendations, leaving specific leads and timescales to be determined by Team Doncaster. The Independent Commission on 43 Education and Skills in Doncaster
SUGGESTED PHASED APPROACH TO IMPLEMENT RECOMMENDATIONS
DONCASTER PHASE 1 PHASE 2 PHASE 3 DECLARATION
Leadership 1 Set up ESP Board and devise 2 Benchmark ESPB progress a delivery plan nationally and internationally
Whole Person 3 Establish the 5 Establish a ‘Made in 6 Set up a task and finish Whole Life Doncaster Dispensation Doncaster’ immersion in group as part of ESPB for 4 Create the Doncaster employment programme removing barriers to access to Diplomas for 11 year olds 7 Complete a review of SEND resources 8 Develop a Doncaster ‘Healthy Schools: Healthy Workplaces’ Kitemark 9 Develop Doncaster as a University City
Information 10 Establish a Doncaster wide all 12 Create school-community- and Guidance age IAG service business network for access 11 Every Secondary School gain to ‘real world’ expertise national quality mark for IAG 13 Develop Doncaster Guide to tackling unemployment
Aspiration 14 Agree a shared language of 16 Every school commits 17b Create a strong, positive, school improvement to peer reviews public narrative campaign 15 Each school and MAT 17a Every school/provider to with local media to promote commits to a school create an ‘achievement wall’ education and skills campaign improvement partnership across Doncaster and use the 18 Develop 1001-day strategy Doncaster Diaspora, with all 19 Conduct a Doncaster wide schools working with Future Post-16 Review First
Teacher 20 Establish a new Continuing 22 Tell the ‘Doncaster Story’ 23 Develop innovative financial Development Professional Development for teaching and other incentives to recruit (CPD) Kitemark teachers 21 Develop and implement an action plan for teacher development and peer review across the borough
Creativity and 24 Introduce the ‘STEAM’ 25 Increase take-up of the Arts 26 Establish an ‘incubator’ Inclusivity curriculum across all schools Award in Doncaster schools maker space and providers 27 Establish a women and girls creative empowerment programme
Communication 28 Establish a regular ‘First 29 Establish formal protocols for and Celebration Friday’ networking event for partnership working all stakeholders 30 Establish a forum for adult skills and education providers The Independent Commission on 44 Education and Skills in Doncaster
EVIDENCE
List of people and organisations that met with or submitted evidence to the Independent Commission on Education and Skills in Doncaster
Council Leaders, Officers and Schools and Providers: The Armthorpe Group discussions held by or attended Teams: Chief Executive; Director of Academy; Balby Carr Community by the Commission: Stakeholder Learning, Opportunities and Skills; Academy; De Warenne Academy; Reference Group Meetings (with Director of Public Health; Director Hall Cross Academy; Hungerhill representatives from Schools, Higher of Regeneration and Environment; School; Kirk Sandall Infant School; Education, Training, Business, Assistant Director of Children’s Mexborough Academy; Outwood Doncaster Children’s Services Commissioning; Assistant Director Academy Adwick; Ridgewood School; Trust, Public Health, Voluntary of Environment; Assistant Director of The Hayfield School; XP School; Organisations, Enterprise and Skills Development; Assistant Director of Coppice School; Heatherwood School; and Unions); Young Person Democracy Learning and Achievement; Access to North Ridge Community School; Event; Headteacher Partnership Learning; Adults and Communities; Pennine View School; Sir Thomas Meeting; Primary and Special School Business Doncaster; Commissioning Wharton Community College; Stone Headteacher Conference; Governor and Opportunities; Early Years; Leisure Hill School; Doncaster Deaf Trust; Meetings; Children’s and Families and Culture; Libraries and Information; Partners in Learning Doncaster Strategic Partnership Board Meeting; Libraries and Heritage Services; Skills Teaching School Alliance Local Cultural Education Partnership and Enterprise Higher Education and Training: Barnsley (LCEP) Meeting; ‘Open Space’ Political: Mayor; Deputy Mayor; College; Doncaster College; National Stakeholder Event; Doncaster Business Cabinet Member for Children, Young College for High Speed Rail; Sheffield Conference; Team Doncaster Strategic People and Schools; Cabinet Member Hallam University; University of Partnership Meetings; Business for Business, Skills, Tourism and Sheffield; Careers Inc; Engage Training Chamber Patron’s Dinner Culture; Leaders of opposition parties; and Development; Enhancement Overview and Scrutiny Members Training; YMCA Training MPs: All Doncaster MPs Other partners including Businesses: Voluntary and community Advanced Manufacturing Research organisations: Austerfield Study Centre (AMRC); Agemaspark; Bishop Centre; CapeUK; Club Doncaster of Doncaster; Business Doncaster; Foundation; Doncaster CVS; Doncaster CAST; Citadel Associates (South Community Arts (DARTS); Doncaster Yorkshire) Ltd; CBI (Confederation Ethnic Minority Regeneration of British Industry); Doncaster Civic Partnership; Faith and Culture Trust; Doncaster and Bassetlaw Safeguarding Group; Higher Rhythm; Hospitals NHS Foundation Trust; New Horizons; Prince’s Trust; Doncaster Chamber of Commerce; Refurnish Doncaster Children’s Services Trust; Doncopolitan; Edlington Hilltop Young People: Doncaster Deaf Trust Centre; Equity First Ltd; FSB South Students; Doncaster Youth Council; Yorkshire, East Yorkshire and East Sir Thomas Wharton Community Midlands; Islamic Society Doncaster; College Students M25 Housing and Support Group; Young People Consultations received Mirata Ltd; Regional School from: Adwick Primary School; Copley Commissioner for East Midlands and Primary School; Doncaster Youth the Humber; Resilience Wellbeing Council; Intake Primary School; Success RWS; South Yorkshire Norton Primary School; Sir Thomas Passenger Transport Executive; South Wharton Academy; The Hub; Thorne Yorkshire Police; Sheffield City Region; Green Top Primary School; Woodlands Steps to Freedom/Pink Ladies; St Primary School Leger Homes of Doncaster; Unipart Rail; VolkerRail; Wabtec; The Independent Commission on 45 Education and Skills in Doncaster
GENERAL BRIEFING AND KEY LINES OF ENQUIRY
Background The Commission’s members Doncaster’s economy is changing The independent commission is – significant investment is taking chaired by Dr. Ann Limb CBE DL who place in this part of South Yorkshire is Chair of the Scouts Association and this will offer different and new and the South East Midlands Local job opportunities for the people of Enterprise Partnership and is a the borough. A new sort of economy national leading expert on further is developing in which creating education and skills. ideas and generating enterprise is The Vice Chair is Professor Sir Tim becoming increasingly important. The Brighouse, one of the country’s Commission’s role is to determine leading educationalists who led the how Doncaster’s residents can London Challenge which has delivered best be prepared to benefit from huge improvements in the capital’s these developments as well as for secondary school performance. the significant social, technological and environmental changes that Ann and Tim are supported by three accompany them. specialist Commissioners. Professor Keri Facer of Bristol University, Amali de Alwis of Code First Girls and The role of the Nigel Brewster of Brewster Pratrap independent Commission Recruitment Group. Team Doncaster decided to invite a small group of independent national Timeline experts to assess what can be done The Commission, formed in late to ensure the whole education and February 2016, will begin its initial employment system – schools, scoping with a first full meeting in colleges, independent private training Doncaster on 10 March 2016 and providers, charities, social enterprises, will submit a final report to Team universities as well as the landscape Doncaster in the autumn. of informal learning opportunities across the community - can best equip Doncaster’s residents and businesses The Commission’s approach for changing times. The Commission will assess the existing system and its The Commission will fitness for purpose, identify barriers focus on Doncaster’s assets and how to growth, outline how existing local these link to new opportunities assets can be built on and make recommendations for actions to be look to build upon Doncaster’s taken by a range of stakeholders. ambitions and aspirations listen to a wide and diverse variety of stakeholders be pragmatic in its recommendations seek to leave the people of Doncaster with a way forward that can be turned into an action plan that will be successful The Independent Commission on 46 Education and Skills in Doncaster
GENERAL BRIEFING AND KEY LINES OF ENQUIRY
Engagement 7. What should all Doncaster’s children experience by the time The Commission will take evidence they are 18 so that they can cope from a wide range of stakeholders with all these opportunities and who contribute to the education, challenges? employment and learning landscape of the borough and to the development of Doncaster’s residents’ skills Evidence Gathering Process and capabilities. Engagement will take place through face to face Recording of discussions meetings, open workshops and online To help the Commissioners focus on consultation requesting the submission the conversation, the discussion with of written evidence. you will be recorded digitally or by a note taker. Any audio recordings and notes will only be heard/viewed by the Key Lines of Enquiry Commission and their administrative The Commission has determined the support team. If you would like to see following the seven lines of enquiry: a copy of the notes from the meeting, please let us know at the beginning of 1. What role does your organisation/ the interview. do you play and what role might it/you play in future in the wider educational and employment Anonymity and confidentiality landscape in Doncaster? Organisations and the roles of people 2. What are Doncaster’s strengths consulted will be listed in the final in relation to supporting report. We might like to take a Doncaster residents to prepare photograph with you or of the venue for a new economy? Can you for our social media when we meet. think of particular examples of We will not attribute any quotes great initiatives or activities that directly to individuals. If we decide to are working well and could be include a specific example of activity encouraged? from our conversation in the report, we 3. How would you want to make will contact you to check the wording the broader educational system we are using is accurate. stronger? What would you want to develop? Publication of the Commission’s report 4. What support or systems or The final report will be available on activities are needed to help make the Commission website following the that happen? report’s publication. We expect that 5. What are we up against? If there’s Team Doncaster will, shortly after one obstacle you can change, this, publish their responses to the what would it be, particularly in Commission’s recommendations. education and skills? 6. What do you see as the future opportunities and challenges Doncaster is facing? What are we going to need to be able to respond to those? The Independent Commission on 47 Education and Skills in Doncaster
DEMOGRAPHICS
Doncaster is the largest metropolitan borough in England, covering an area of around 57,000 hectares or 225 square miles. Doncaster has a population of 304,185 according to the 2014 mid-year estimates, with a working age population of 190,972. Continued population growth is predicted: Doncaster’s total population is expected to reach 315,887 (a 4.0% increase) in 2037.
Age breakdown of population All Persons Males Females All Ages 304,813 150,976 153,837 0-15 58,044 29,549 28,495 16-64 190,596 96,099 94,497 65+ 56,173 25,328 30,845
Age breakdown of young people No. % Aged 0-4 18,794 6.2% Aged 5-9 19,224 6.3% Aged 10-14 16,714 5.5% Aged 15-19 17,145 5.6% All 0-19 71,877 23.6% All ages 304,813
There are 126,487 households within It is estimated that there are between Doncaster with 260,043 (85.5%) 4,000 and 6,000 gypsies and of Doncaster’s population living in travellers living in Doncaster making it an urban setting; of which 216,167 one of the largest in the UK. (71.1%) live within the conurbation of There has been a reduction in the the town itself whilst 43,876 (14.4%) number of JSA claimants in Doncaster live in small towns within the borough. in the last 3 years. In June 2013, 44,142 (14.5%) live in a rural setting, there were 9,824 claimants (5.1%). of which 28,276 (9.3%) live within This has reduced to a figure of only rural towns and 15,866 (5.2%) in 4,163 claimants (2.2%) in June 2016. villages and hamlets. Doncaster has the second largest The ethnic profile of the Doncaster economy in the Sheffield city region population is predominantly white and the sixth largest economy in the (95.3%), of which 91.8% are white Yorkshire and Humber region in terms British. 4.7% classified themselves as of the value of its goods and services. non-white/black and ethnic minorities, of which 2.5% came from one ethnic group (Asian/Asian British). The Independent 48 Commission on Education and Skills in Doncaster
ONE DONCASTER The report and recommendations of The Independent Commission on Education and Skills in Doncaster
Published October 2016