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“A sound education opens doors, not just to increased earning power, but also to the enjoyment of art and culture and the stretching of imagination and horizons.” CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Contents Click to buy NOW! 2 w m o w c .d k. ocu•trac Contents Page Section 33 3.4 Analysis of Local Schools

Page Section 44 Section 4: Key Issues 45 4.1 Early Years Education (0•5) 4 Map of Devonport Area 45 4.1.1 What’s the problem 45 4.1.2 Introduction 5 Executive Summary 45 4.1.3 The issues 46 4.1.4 What are the causes 6 Section 1: Introduction 47 4.1.5 Outline of solution 48 4.1.6 Effective intervention strategies 8 Section 2: Mission, Principles & Aims 52 4.1.7 Recommendations 9 2.1 Mission 53 4.2 School Aged Education (5•16) 9 2.2 Guiding Principles 53 4.2.1 What’s the problem 9 2.3 Aims • Delivery Plan Key Outcomes 53 4.2.2 Introduction 12 2.4 DfES Floor Targets and Relevant PSAs 53 4.2.3 The issues 54 4.2.4 What are the causes 14 Section 3: Context 58 4.2.5 Outline of solution 15 3.1 National policy context 60 4.2.6 Effective intervention strategies 16 3.2 Local Initiatives, Partnerships & Strategies 64 4.2.7 Recommendations 25 3.3 Local Schools comparative data 66 4.3 Further and Higher Education (16•25) 25 3.3.1 Happy Hippo’s Nursery 66 4.3.1 What’s the problem 26 3.3.2 Rainbow Project Plymouth Ltd. 66 4.3.2 Introduction 27 3.3.3 Miss Fitts Child Care 66 4.3.3 The issues 28 3.3.4 Marlborough Primary School 67 4.3.4 What are the causes 29 3.3.5 Mount Wise Primary School 68 4.3.5 Outline of solution 30 3.3.6 St. Joseph’s Catholic Primary School 68 4.3.6 Effective intervention strategies 31 3.3.7 Parkside Community Technology College 71 4.3.7 Recommendations CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Contents Click to buy NOW! 3 w m o w c .d k. ocu•trac

Page Section Page Section

72 4.4 Adult Education (25+) 100 Annex 1: Notes on Community Campus 72 4.4.1 What’s the problem 72 4.4.2 Introduction 106 Annex 2: Audit 72 4.4.3 The issues 73 4.4.4 What are the causes 108 Annex 3: Project Cycle Management & 74 4.4.5 Outline of solution Completed Logframes 76 4.4.6 Effective intervention strategies 78 4.4.7 Recommendations 111 Annex 4: DfES Strategic Objectives and Programmes 79 Section 5: Strategic Priorities 80 5.1 Recommendations 116 Annex 5: National & Local funding streams 85 5.2 Links to other themes in to education

87 Section 6: Targets for Strategic Priorities 119 Annex 6: Sources of External Funding/ Additional Resources 89 Section 7: Ways of Working 90 7.1 The Education Focus Group 124 Annex 7: Useful links and sources of 90 7.2 Community Engagement information 90 7.3 Race Equality Guidance 128 Annex 8: Glossary 94 Section 8: Quality 141 Annex 9: Stakeholders 96 Section 9: Resources for the Strategy 144 Annex 10: Bibliography, Sources of 98 Section 10: Consultation Process Evidence and Reference Points CH •X ANG DF E P

w Click to buy NOW! w m 4 Devonport Regeneration Company Lifelong Learning Strategy: Map of area and local education providers o w c .d k. ocu•trac

Parkside Community Granby Island Technology College Community Centre

Marlborough Primary Leander House School

St Joseph’s RC DRC Shop Primary School

Mount Wise Youth Project Mount Wise Primary School

Pembroke Street Youth Club Pembroke Street EMB

Hamoaze House

Mount Wise Neighbourhood Centre Seymour House CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Executive Summary Click to buy NOW! 5 w m o w c .d k. ocu•trac Executive Summary Devonport. It seeks to enable local residents to value and embrace learning opportunities while encouraging local Lifelong Learning is a different concept to education. An providers to become open to learner•centred patterns of delivery. ‘education’ is based on a formal, structured programme of learning, for a set period of time, where you learn before you can Using the Delivery Plan as a starting point, the Strategy Plan do. Lifelong Learning takes what you can do and allows you to records the stated community aims for educational learn what you want to learn, when you want to learn, where you improvements. Identifying a range of initiatives nationally and want to learn and shows you how to turn those skills to locally that could influence local learning outcomes, the plan individual, social and economic advantage for the rest of your goes on to provide an analysis of local statutory controlled life. Fundamentally learning is about change, whereas providers. “education” implies completion, “learning” is ongoing. The Plan differentiates lifelong learning into four broad age• Lifelong Learning includes all formal, informal, community and groups: Early Years (0•5), School•Aged (5•16), Further and employment related learning opportunities. Its purpose is to Higher Education (16•25) and Adult Education (25+). By encourage a love of learning from ‘cradle to grave’. Learning for thoroughly exploring the key issues for each of these groups it learning’s sake and learning that is controlled by the learner, not describes how sustained social injustice has impacted on the by the provider. The philosophy is based on the premise that if local community's ability to access education and lifelong you put the needs of the learner first, rather than the needs of learning. Drawing on the resident informed outcomes of the PCM society or the employer, and encourage learners to learn what process and evidenced•based good practice, as identified by all they want to learn, then a general attitudinal change to learning stakeholders, the Plan seeks to articulate potential solutions and will occur. makes specific recommendations.

The assumption is that this approach will open the learner’s mind The annexes to the Plan offer a reference point and sources of to new ideas and perspectives, allowing the needs of the further information. These are included to promote a wider community, society or employer to re•emerge. Therefore, it will understanding of current developments in education and be easier for the learner to go on learning and take up specific, learning among residents and local providers as well as potential focussed and formal educational qualifications. It requires a shift funding opportunities. in our thinking about the fundamental organisational unit of education, from the school, an institution where learning is The timetable for recommendations will be prioritised by the organised, defined and contained, to the learner, an intelligent Board of DRC in spring 2004. This will enable the plan to be agent with the potential to learn from any and all of their implemented by the staff team of DRC, local residents and encounters with the world around them. service providers.

This strategy plan for Devonport Regeneration Company provides a starting point for creating a learning community within CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section Click to buy NOW! 6 w m o w c .d k. ocu•trac Section 1 Introduction CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 1 • Introduction 7 o w c .d k. ocu•trac A sound education opens doors, not just to increased earning power, Community involvement in education provision brings with it three• but also to the enjoyment of art and culture and the stretching of way benefits: better learning for students, enhancements in self• imagination and horizons. It also provides information to enable esteem and confidence and the build•up of social capital. At its heart, children, young people and adults to make informed lifestyle choices the lifelong learning strategy for Devonport seeks to place the about health and about their pathway through life and work. community at the centre of its plans. In the first two years of delivery, there are some exciting examples of where this approach is already Central to the lifelong learning strategic plan is the notion that the showing promise. Regeneration Company can act as a catalyst to secure higher levels of partnership work among key stakeholders: residents, service providers, The baseline statistics within the Delivery Plan, if they tell us agencies and others to work jointly towards delivering outcomes that: anything, show that there is much to be done in relation to engaging · tackle the causes and effects of poverty; the residents of Devonport so that they are able to be full and active · ensure children start school ready to learn; partners in the leadership of educational improvement. An inherent · increase access to education. danger in any regeneration programme is the temptation to try and pick the fruit before it is ripe. Building community capacity takes time Better educated and more highly skilled people are more likely to be in and patience and needs to ensure sustainability. work, earn more and contribute more productively to the local economy and community. Knowledge and skills provide individuals with their As our concept of the nature of education provision changes, so will surest route into work and prosperity, helping to eradicate the causes of that of enhancing learning opportunities. If DRC and others are poverty and division in society. Education must also recognise that for serious about the social inclusion agenda, schools and other particular minority groups other factors including discrimination, educational settings will need to be measured and judged on the contribute to underachievement and compound its effects. basis of what they contribute to the community they serve, not just on their league table ratings. Nationally, the main focus in education over recent years has been about raising attainment and achievement. This has been achieved The regeneration programme undertaken by DRC has a unique through targeting education providers and students in changes to the opportunity to solve the wider neighbourhood problems that impact curriculum and teaching strategies. Benefits of this approach have on learning and attainment. In doing so it will create innovative cascaded to pupils through the raising of expectations and highly partnerships which provide solutions to long entrenched problems. targeted learning programmes. Research evidence suggests that the rewards seem to be slow or even stalling in communities experiencing However, crucial to the longer term success and sustainability of any social injustice and are more difficult to sustain. interventions and programmes will be the ability to mainstream such provision. There remains much to be done by the Regeneration The goal of raised educational attainment might more accurately Company and its partners in establishing stable future provision recognise that there are three partners involved: education providers, which meets the needs of the local community. students and parents/local community. Nowhere is this more true than in schools serving disadvantaged communities yet paradoxically, the Steve Soames schools that most need community help are those whose communities Lifelong Learning Co•ordinator are least able to provide it. CH •X ANG DF E P

w Click to buy NOW! w m 8 Devonport Regeneration Company Lifelong Learning Strategy: Section 2 • Mission, Principles, Aims & PSA Floor Targets o w c .d k. ocu•trac Section 2 Mission, Principles, Aims & PSA Floor Targets CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 2 • Mission, Principles, Aims & PSA Floor Targets 9 o w c .d k. ocu•trac 2.1 Mission 2.2 Guiding Principles

Breaking the inter•related cycle of poor education, low skills, high Key principles of the strategic plan for education are as follows; unemployment and social exclusion is paramount to the regeneration · DRC has a central role to play in securing high quality learning of Devonport. A failure to do so will continue to undermine progress opportunities for all residents. made in housing conditions, general health and crime levels. · DRC will seek to ensure that all kinds of achievement are valued. Breaking this cycle of deprivation, exclusion and injustice is · DRC will act as a catalyst in the reshaping of local educational particularly relevant in respect of the 18% of our community who are services. Improvements in delivery will be explored through young people (under 16), who will finish their statutory education partnerships at minimum additional cost to their own budgets. during the period of the NDC programme. · Learning is valued both for its own sake and for its contribution to employability and economic prosperity of Devonport. The following three objectives are stated within the Delivery Plan as · Learning can increase confidence and skills within individuals, forming the rationale for DRC targeting of resources to support families and the wider community. education; · A strong emphasis on partnership will enable the local · To improve involvement in, and performance of, educational community, through Devonport Regeneration Company, to form provision for children, young people and adults. the centre from which it will work closely with other partners. · To improve access to, and provision of, training for young · DRC will use a ‘learning process’. Partnerships will base their people and adults. plans on evidence of what works and what doesn’t work, so that · To improve the availability and provision of support mistakes of the past are not repeated. services, such as childcare, youth work and care provision, · Partnerships will focus on ‘outcomes’. Stakeholders research the that enables a flexible approach to both education, key problems and identify outcomes they want to achieve. employment and training. · An emphasis on social inclusion. Engaging groups often left out such as minority ethnic, faith, disadvantaged and young people. The educational intervention strategies, projects and programmes · DRC will build on investment already being targeted at the that emerge over the remaining 8 years of the programme will seek community. Funds will lever in other sources of funding, not holistic solutions. They will be rooted in concepts of community replace them. development, seeking to build sustainable outcomes with lasting · Education and lifelong learning will seek to operate within the benefits to all stakeholders: students, families, agencies and service context of other development plans and the wider DRC providers. development framework.

DRC will build upon what already exists and, where needed, support 2.3 Aims the creation of new provision. It will strengthen learning networks to create the capacity for continued and sustained educational The aims, overleaf, were set in the original Delivery Plan and focus on improvement to bring the baseline statistics for education within measuring attainment at key points in an individual’s educational Devonport in line with city and national averages (see pages 10 and career. Three of the four aims do not sample data for the whole 11). community in relation to school•aged education, but focus on pupils who attend schools in the area. Three of the four schools in the DRC area are among the lowest attaining within the City. CH •X ANG DF E P

w Click to buy NOW! w m 10 Devonport Regeneration Company Lifelong Learning Strategy: Section 2 • Mission, Principles, Aims & PSA Floor Targets o w c .d k. ocu•trac Key Outcome 1 Sub Outcome 1 To improve performance at Key Stage 2, amongst Devonport To increase the number of Devonport pupils obtaining 5 GCSEs Schools, to a level above the national average. at Grade A*•C to within 66% of the national average.

Proportion of children attaining level 4 or above at Key Stage 2 Proportion of pupils attaining 5 or more GCSE’s (A*•C).

Marlborough Milestones Plymouth England Milestones Parkside Plymouth England & Mount Wise

2000: Baseline data 58% 75.4% 73% 2000: Baseline data 17% 49.4% 43.8%

2004: 17% of per• 2005: 16% of per• formance ‘gap’ closed 61% formance ‘gap’ closed 21.3% by year 3 by year 4 2006: 41% of per• 2007: 25% of per• formance ‘gap’ closed 65.1% formance ‘gap’ closed 23.7% by year 5 by year 6 2008: 88% of per• 2009: 49% of per• formance ‘gap’ closed 73.7% formance ‘gap’ closed 30.1% by year 7 by year 8 The following factors need to be considered against this Outcome: The following factors need to be considered against this Outcome: · The wording talks about Devonport pupils, yet the data relates to · This target does not discriminate between achievements in literacy, numeracy and science or between the schools. Parkside. No baseline data is included for pupils who attend schools outside the area, DRC is being judged primarily on the · The wording talks about schools, yet the data relates to only two performance of Parkside. The Board may wish to give some of the three primary schools. No baseline data is included for strategic guidance to the Focus Group and staff team to ensure pupils who attend schools outside the area, DRC is being judged that interventions are targeted at this particular school. primarily on the performance of three schools (Marlborough, Milestone targets are provisional – they are calculated against the Mount Wise and St. Joseph’s). The Board may wish to give · some strategic guidance to the Focus Group and staff team to England baseline but will be ‘moveable’ given that the ‘national average’ will potentially increase during the 10 year period. ensure that interventions are targeted at the schools which most need additional support. · Advice should be taken from the LEA as to whether this is a sufficiently challenging enough target. Given the ambitions for · Milestone targets are provisional – they are calculated against the the Primary schools and the Parkside 2003 result of 33%, the Plymouth baseline but will be ‘moveable’ given that the Plymouth Board may wish to revise this target upwards, but needs to average will potentially increase during the 10 year period. remain sensitive to the school’s much lower starting point. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 2 • Mission, Principles, Aims & PSA Floor Targets 11 o w c .d k. ocu•trac Sub Outcome 2 Sub Outcome 3 To increase the number of school leavers entering further To increase the proportion of the adult population with education to the national average. recognised qualifications to the national average.

Proportion of pupils staying in education post 16. Adults with no Adults with NVQ level 3 qualifications. qualifications. Milestones Milestones Devonport Plymouth England Devonport National Devonport National

2000: Baseline data 45% 58% 60.2% 2000: Baseline data 33.4% 17.9% 30% 42.2% 2005: 20% of per• 2004: 8% of per• formance ‘gap’ closed 48% formance ‘gap’ 32.2% 31% by year 4 closed by year 3 2008: 66% of per• 2006: 40% of per• formance ‘gap’ closed 55% formance ‘gap’ 27.2% 34.9% by year 7 closed by year 5 2011: 100% of per• 2009: 90% of per• formance ‘gap’ closed 60.2% formance ‘gap’ 19.4% 41% by year 10 closed by year 8

The following factors need to be considered against this Outcome: The following factors need to be considered against this Outcome: · The baseline data refers exclusively to Parkside pupils. · Milestone targets are provisional – they are calculated against the · There is a potential tension between this outcome and those England baseline but will be ‘moveable’ given that the ‘national seeking to achieve higher levels of school leavers entering average’ will potentially increase during the 10 year period. employment or employment and training. · The data to monitor these targets needs to be scheduled in on the · Milestone targets are provisional – they are calculated against the MORI surveys so that accurate monitoring can occur. England baseline but will be ‘moveable’ given that the ‘national · The Board may wish to give some strategic guidance to the average’ will potentially increase during the 10 year period. Focus Group and staff team that interventions are to be targeted · The Board may wish to give some strategic guidance to the at providers who are able to focus their interventions so that they Focus Group and staff team to ensure that interventions are to specifically support this outcome. be targeted at Parkside pupils so that there is a stronger link between targeted interventions, outcome and value for money. CH •X ANG DF E P

w Click to buy NOW! w m 12 Devonport Regeneration Company Lifelong Learning Strategy: Section 2— Mission, Principles, Aims & PSA Floor Targets o w c .d k. ocu•trac 2.4 DfES Floor Targets and Relevant PSAs · by 2007 90% of pupils reach level 4 in English and maths by age 12. Objective III: pupil inclusion. "Floor target" is a generic term that is used to describe targets that set a minimum standard for disadvantaged groups or areas, or a 3. By 2004 reduce school truancies by 10% compared to 2002, narrowing of the gap between them and the rest of the country. sustain the new lower level, and improve overall attendance levels thereafter. Further information available from the following web address: http://www.hm•treasury.gov.uk/spending_review/spend_sr02/psa/ 4. Enhance the take•up of sporting opportunities by 5•16 year olds spend_sr02_psaindex.cfm by increasing the percentage of school children who spend a minimum of two hours each week on high quality PE and school Aim sport within and beyond the curriculum from 25% in 2002 to 75% by 2006. Joint Target with DCMS Help build a competitive economy and inclusive society by: creating opportunities for everyone to develop their learning; releasing Objective IV: raise attainment at 14•19. potential in people to make the most of themselves; achieving excellence in standards of education and levels of skills. 5. Raise standards in schools and colleges so that: · between 2002 and 2006 the proportion of those aged 16 Objective I: sustain improvements in primary education. who get qualifications equivalent to 5 GCSEs at grades A* to 1. Raise standards in English and maths so that: C rises by 2 percentage points each year on average and in all schools at least 20% of pupils achieve this standard by · by 2004 85% of 11 year olds achieve level 4 or above and 2004 rising to 25% by 2006; and 35% achieve level 5 or above with this level of performance sustained to 2006; and · the proportion of 19 year olds who achieve this standard · by 2006, the number of schools in which fewer than 65% of rises by 3 percentage points between 2002 and 2004, with a pupils achieve level 4 or above is significantly reduced. further increase of 3 percentage points by 2006.

Objective II: transform secondary education. Objective V: improve the skills of young people and adults and 2. Raise standards in English, maths, ICT and science in secondary raise paarticipation and quality in post•16 learning provision. education so that: 6. By 2004, at least 28% of young people to start a Modern · by 2004 75% of 14 year olds achieve level 5 or above in Apprenticeship by age 22. A wider vocational target for 2010, that English, maths and ICT (70% in science) nationally, and by includes learning programmes in further education preparing young 2007 85% (80% in science); people for skilled employment or higher education will be announced in the 2002 Pre•Budget Report. · by 2007, the number of schools where fewer than 60% of 14 year olds achieve level 5 or above is significantly reduced; 7. Challenging targets will be set for minimum performance and and value for money in FE colleges and other providers by the CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Mission, Principles, Aims & PSA Floor Targets o 13 w c .d k. ocu•trac Government and the LSCs. (This is also the department's value for money target)

8. By 2010, increase participation in Higher Education towards 50% of those aged 18 to 30. Also, make significant progress year on year towards fair access, and bear down on rates of non• completion.

Objective V: tackle the adult skills deficit.

9. Improve the basic skill levels of 1.5 million adults between the launch of Skills for Life in 2001 and 2007, with a milestone of 750,000 by 2004.

10. Reduce by at least 40% the number of adults in the UK workforce who lack NVQ 2 or equivalent qualifications by 2010. Working towards this, one million adults already in the workforce to achieve level 2 between 2003 and 2006.

Who is responsible for Delivery? The Secretary of State for Education and Skills is responsible for delivery of the PSA. The Secretary of State for Culture Media and Sport is jointly responsible for delivering target 4. CH •X ANG DF E P

w Click to buy NOW! w m 14 Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context o w c .d k. ocu•trac Section 3 Lifelong Learning Context

3.1 National Policy Context 3.2 LEA Policies and Local Initiatives 3.3 Local Nursery and School OFSTED Reports 3.4 Analysis of local schools CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.1 • National Policy Context 15 o w c .d k. ocu•trac 3.1 National Policy Context National Skills Strategy The Investment for Reform White Paper, published in July 2002 set The Department for Education & Skills (DfES) has the following out the Government’s intention to publish a skills strategy outlining stated aims and objectives: the roles and responsibilities of employers, individuals and government. The 21st Century Skills: Realising Our Potential White Aims: Paper, published in July 2003, will bring together the first major To help build a competitive economy and inclusive society by: statement on skills since the formation of DfES. · Creating opportunities for everyone to develop their learning. · Releasing potential in people to make the most of themselves. It defines; · Achieving excellence in standards of education and levels of · areas where policies need to join up, particularly the 14•19 skills. phase and Higher Education, ICT in learning and the skills and business development agendas; Objectives: · the development of the vocational ladder and the qualifications · Give children an excellent start in education so that they have a framework better foundation for future learning. · the DfES approach to engaging employers across all areas of · Enable all young people to develop and to equip themselves skills development with the skills, knowledge and personal qualities needed for life · a review of the funding of adult learning; and work. · adult workforce development, especially in relation to the · Encourage and enable adults to learn, improve their skills and delivery plan for the new Level 2 target for adults. enrich their lives. The Strategy; The DfES has a comprehensive strategic framework in place which · sets out how the Government as a whole aims to close the outlines the programmes and polices that will help it to deliver its productivity gap with competitors through a skilled, productive ambitious aims and objectives. Many of the listed programmes and workforce; strategies (see Annex 4) will have a familiar feel to them. · shows how different programmes and policies contribute to raising the skills of the population, both for labour market The usual way for government and its departments to deliver is to entrants and adults ; devolve funding to the relevant body (see Annex 5) who will be · provides a framework and delivery plan for meeting the expected to target areas of greatest need first. economy’s skills needs. It will outline how all Government Departments, the Learning and Skills Council, Sector Skills It will be crucial that DRC designs projects and intervention strategies Councils, Regional Development Agencies and others will which fit within the national policy context. Through the development work together. of innovative educational programmes and by developing new · publishes a statement of the roles of employers, individuals partnerships for service delivery, DRC will be able to maximise the and government in skills development, including the state’s funding that it levers in from other agencies. So increasing the role in providing institutional, qualifications and quality potential for mainstreaming those projects which deliver according to frameworks. their stated outcomes. CH •X ANG DF E P

w Click to buy NOW! w m 16 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies o w c .d k. ocu•trac The strategy creates a more demand•led learning system and will advantage of the work being done within the FRESA, ensuring that include locally developed interventions dovetail with regional policy. · a comprehensive approach to driving up participation in learning through better advice and making learning more Every Child Matters (Green Paper) attractive and accessible to learners of all ages. Every Child Matters sets out for consultation a framework for · an approach to engaging employers across all areas of skills improving outcomes for all children and their families, to protect development them, to promote their well•being and to support all children to · adult workforce development, especially in relation to the develop their full potential. It focuses on four main areas: delivery plan for the new Level 2 target for adults. · Early intervention and effective protection · the outcomes of the funding review for adult learning. · Supporting parents and carers · Accountability and integration – locally, regionally and Chapter 7 of the National Skills Strategy describes the concept of nationally building ‘Learning Communities’. The strategy outlines a potentially · Workforce reform powerful way of tackling inequality, and helping disadvantaged communities to help themselves. Through encouraging a The Green Paper framework describes a re•shaped environment in connectivity of learning, linking schools, colleges and the wide range which children’s services will operate. Seeking to integrate and join• of skills development and informal learning, different members up ‘frontline’ services such as education, social and health services within a community can both contribute to, and be helped by, the to the benefit of children and their parents. The proposed changes learning and skills of others. concentrate on improving the identification, referral and tracking of children at risk and the provision of mainstream and specialist child Government Office South West and the Regional Development services. Agency will be working with the Local Strategic Partnership to identify areas that would benefit from this concept and which seek to As such, it builds upon the ‘Extended School’ initiative in many use learning as the basis for reducing disadvantage. ways, seeking the co•location of services and resources. Importantly, the Green Paper suggests that schools need to be Work being done within the Framework for Regional Employment placed more firmly at the heart of the communities they serve. One and Skills Action (FRESA) seeks to increase the engagement of proposal being that school catchment areas are used by both Social individuals in learning. South West FRESA has identified three and Health services to define their operational areas for service strategic objectives which build on the National Skills Strategy: delivery. · To increase employers’ participation in skills development in the South West. 3.2 Local Initiatives, Partnerships & Strategies · To raise individuals’ aspirations and skills for working in the South West. Where the national policy context sets the scene, such policies are · To develop the efficient and inclusive working of the South often interpreted by individual Local Authorities and agencies at a West labour market. local level. Strategic commissioning from the DRC Board will seek to take It should be recognised that Devonport is one of 8 wards identified CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies 17 o w c .d k. ocu•trac by the City Council as being eligible for regeneration funding, as City, creating a need for the LEA to plan the strategic allocation of such, every initiative or funding source we hear about will not future provision. The regeneration process in Devonport has had a automatically be available to us. detrimental impact on pupil numbers within Marlborough, Mount Wise and Parkside, with numbers decreasing by up to 32% since Equally, local agencies and service providers need to understand the start of residents being moved out of the area. Pupil numbers that Devonport Regeneration Company is not a ‘cash cow’. It is are expected to rise as housing stock improvements are completed. tasked with developing innovative practice around new partnerships and delivery of services. DRC is unable to fund each and every School Capacity Source: PCC Draft School initiative that purports to be meeting its outcomes. Rather it adopts a Number on % Capacity Organisation Review Net Capacity strategic approach and seeks to maximise the ability of mainstream roll deficit providers to form effective partnerships with local residents so that Marlborough Primary service delivery can be targeted at areas and groups with greatest 210 160 24% need. School Mount Wise Primary 266 182 32% Outlined here are those City and regional policies and initiatives School which have the greatest bearing on the Regeneration Company and St Joseph’s RC its work in the field of lifelong learning. 120 111 8% Primary School Any DRC planned interventions will need to test themselves against Plymouth Average 282 246 • the stated LEA priorities to ensure that they are offering additionality Parkside Community rather than replacing or mimicking existing provision. 440 301 32% Technology College School Organisation Plymouth Average 1,719 1,729 • The LEA is currently reviewing its School Organisation Plan. The revision to this strategic document will be available for consultation from mid•September 2003 with the consultation period lasting until The implications of the school organisation review will be far 5th November. reaching, taking into account such factors as pupil numbers, demographic changes, school performance and future needs. It has The organisation review will form the basis upon how the LEA sees the potential to impact deeply on the DRC area. At a recent the future needs of schools in relation to pupil numbers. Given that Education Focus Group meeting, it was noted by a LEA officer that one of the core statutory duties of the LEA is to plan and ensure the there is no list within the LEA for school closures. However, It was access to educational provision for all school•aged pupils, this further noted that given the demographic nature of pupil distribution document will have a strategic importance to schools in the area across the city and revised planned admission numbers for all and DRC. schools, the possibility of primary or secondary school closures within the City generally, and Devonport specifically, cannot be ruled Already, there is evidence to suggest that pupil numbers across the out. City are generally falling. This is most apparent in the west of the CH •X ANG DF E P

w Click to buy NOW! w m 18 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies o w c .d k. ocu•trac Recent evidence from OFSTED makes the following points in in each case, whether it be intensive support or structural change. relation to schools serving disadvantaged communities: There is a need for increased shared thinking at a strategic level The increasing polarisation between popular and unpopular between the LEA and DRC. The local intervention of each impacts schools demands more immediate and decisive action. The significantly on the other. The NDC programme offers the LEA the weakest and least popular schools frequently serve the poorest, opportunity to work far more closely with the Devonport community most vulnerable and most disaffected groups. Councils must not while also offering the Devonport community the opportunity to allow these schools to sink further and this requires clarity of foster stronger bonds and closer partnership work with the LEA. approach where the strategy for overall school place provision is aligned with the strategy for the improvement of individual schools. Plymouth Education Development Plan (2002•2007) The expansion of popular schools by itself is no panacea. The LEAs Education Development Plan maps its priorities over the next 4 years. A key element of this document is the School Parental preference, the basic legal tenet underpinning council’s Improvement Programme which identifies a number of targets and place planning and admissions policies, exacerbates a number of strategies to reach those targets across 7 priorities; problems. An unpopular and low•attaining school with spare · Priority 1: Raising attainment in the early years towards early places may lose more pupils, becoming the only school in an area learning goals and in primary education especially in literacy with places for excluded or mobile pupils and so entering a spiral and numeracy. of decline. In these circumstances parents with high aspirations for · Priority 2: Raising attainment in Key Stage 3. their children may believe that the school cannot meet these and · Priority 3: Raising attainment in Key Stage 4 and in 14•19 age that they have no alternative but to seek other provision, quite group. possibly long distances away. · Priority 4: Narrowing attainment gaps/tackling underachievement. This resulting polarisation of school provision based on · Priority 5: Support for schools causing concern. educational, social and economic factors is a major issue for many · Priority 6: Continuing professional development. authorities. The weakest schools frequently serve the poorest, · Priority 7: Innovation and diversity. most vulnerable and most disaffected groups. More affluent parents are prepared and can afford to transport their children to Much of the content of these documents is about the co•ordination alternative schools outside their immediate area. Parents who are of statutory provision and support, monitoring and evaluation of themselves are trapped in a cycle of acute deprivation are more education providers and students. likely to have low aspirations for their children and lack the motivation or knowledge to seek places in more successful Plymouth Planning for Children and Young People (PIPCYP) schools. They may simply be unable to afford the necessary This is the key strategic inter•agency planning forum for children’s transport and for the council to take on these costs would services in Plymouth. Currently have a draft local preventative represent a potentially massive increase in expenditure. strategy undergoing consultation. The aim of the preventative strategy is to promote positive outcomes and to prevent children and Put simply, councils must not allow unpopular schools to sink young people experiencing negative outcomes, both as children and further and must be clear about the approach they intend to take young people, and later in their lives as adults. Through addressing CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies 19 o w c .d k. ocu•trac

the risk factors that make children and young people vulnerable to · Plymouth Inclusion Child Support Service – PICSS: This negative outcomes, such as being excluded from school, running service offers support, advice and training to childcare settings away from home or becoming involved in crime, drug and alcohol that provide full day care and/or sessional care. use and under•aged sexual activity, the local preventative strategy · Support for Inclusion in Plymouth (SIP) Early Years SENCO will set the direction for services to reduce social exclusion. Team: SIP Early Years SENCO Team is a new and evolving service offering support to all non•maintained foundation stage Plymouth Early Years Development & Childcare Partnership settings in Plymouth. This is the local interpretation of the Government’s Childcare Strategy. The partnership is charged with meeting the government’s Learning & Skills Council (Devon & Cornwall) targets for the number of childcare places available, improving the The Learning and Skills Council (Devon and Cornwall) covers quality of childcare and increasing the amount of training leading to Devon, Cornwall and the Isles of Scilly, It is one of 47 regional employment in childcare. It provides an integrated early years councils funded by the DfES. Launched in April 2001, it is development and childcare plan to provide for children 0•14. It responsible for the efficient planning and funding of post•14 learning focuses on all aspects of childcare outside of mainstream school in Devon and Cornwall • except higher education (universities and provision, concentrating on the development of education provision degree courses). for 3 and 4 year olds. The LSC works with local partner organisations such as learning Plymouth Early Years Inclusion Service (PEYIS) partnerships, education authorities, business representatives and The Plymouth Early Years Inclusion Service has a number of teams community groups, and providers of learning and skills. The LSC is that support children, parents, settings, schools, other agencies and charged with planning and funding the provision of post•16 the private and voluntary sector in all issues relating to education and training, ensuring that it: SEN/inclusion. The service is funded by Plymouth City Council, the · removes wasteful duplication of provision (eliminating the Primary Care Trust and the Plymouth Early Years Development and extreme elements of competition between schools, colleges, Childcare Partnership. There are five teams that offer services and training organisations) across Plymouth they are: · fills gaps in provision (to help meet the long•term needs of · Portage: Portage is a home teaching service for children with employers) special educational needs. The service is provided by a team · ensures resources are used more effectively of Portage Workers, a Co•ordinator and an Administrator. · raise standards · Child•Wise Parenting Project: The Plymouth Portage “Child• · tackle social exclusion Wise Parenting Project” offers training and support to parents · promote equality of opportunity of young children with challenging behaviour. · Pre•School Advisory Service – PSATS: The Pre•School Its remit includes the planning and funding of further education, Advisory Teachers work across agencies giving support and adult and community education, government•funded work•based advice on all issues relating to SEN/inclusion. The teachers training, and school sixth forms. Main priorities are to encourage work closely with families assessing the needs of the young more young people to stay in learning, increase demand for learning children and monitoring the child’s progress through the Code by adults and to boost the contribution of education and training to of Practice. economic performance. CH •X ANG DF E P

w Click to buy NOW! w m 20 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies o w c .d k. ocu•trac Plymouth Learning & Work Partnership These are driven by three strategies: The Partnership, which started in 1999, has been funded from the · Skills • setting out how the LSC will build long•term DfES via Government Office. In April 2001/2, the DfES reviewed the relationships with local employers, engaging with them in defining roles of Learning Partnerships and concluded that there were two skill needs and developing their workforces. main functions for a Learning Partnership: · Participation • setting out its plans to put individual learners at · promoting provider collaboration in support of lifelong the heart of the system and bring more people into learning, learning; and especially from groups which are currently under•represented. · maximising the contribution of learning to local · Learning • identifying how the LSC will deliver education and regeneration. training provision which meets local employers' and learners' needs, ensuring quality using inspection evidence, performance, From April 2003, the funding of Learning Partnerships has come via completion, destination data and personal feedback. the local Learning and Skills Council. The partnership has been asked to play a significant role in the LSC agenda of Strategic Area Reviews. It manages the delivery of learning in the area through programmes such as Investors in People, Modern Apprenticeships and Education In undertaking this role the Partnership has sought to represent the Business Links. It will also support innovative local projects seeking learning needs of individuals, employers, communities and the co•financing through using its Local Intervention and Development economic and social aspirations of the City of Plymouth and the Fund (LID). surrounding travel to work/study area. It is recognised as the ‘learning arm’ of the local strategic partnership (Plymouth 2020) and the By 2005 the LSC is required to undertake a Strategic Area Review Plymouth sub•regional economic partnership. The Partnership’s longer of all Post•16 education and training provision. There is an term vision is set out within the strategies it has developed for 14•19 opportunity for DRC to feed into this process and there will be learning and for workforce development and is implicit in the implications for the Community Campus concept. preparatory work it is undertaking for a community learning strategy.

Plymouth 2020 Partnership The Partnership states its purpose as achieving a culture of lifelong Brings together four different sectors • public, private, voluntary and learning which will assist with economic regeneration and underpin community. Officially accredited as the City's Local Strategic social inclusion by fostering collaborative approaches to education and Partnership (LSP) in February 2002. 2020 have produced a City training in response to evidenced local learning needs. The Strategy, aimed at improving social, economic and environmental Partnership has identified the following outcomes that it wishes to well•being in Plymouth. The Neighbourhood Renewal Strategy is achieve over the next three years (2003•2006): part of this. It seeks to ensure that people living in the most disadvantaged parts of the City benefit from a better quality of life · for 14•19 learning improvements related to: and at least receive a quality of service and opportunity equal to • high participation rates leading to positive outcomes other parts of the City and elsewhere in the Country. Each year • equal opportunities and access 2020 will be reassessed to ensure that it is performing well and is • high quality teaching and learner support still fit to remain the LSP for Plymouth. • collaborative practices arising from collaborative leadership CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies 21 o w c .d k. ocu•trac • coherent policies and practices between all · For basic skills establishments and agencies • continued implementation of the Plymouth Basic • a commitment to the development of real Skills Action Plan 2001 – 2010 partnerships based upon trust and generosity of ideas • achievement of the Action Plan milestones and • optimal access to specialist resources targets for participation and achievement for 2003, 2004 and 2005. · for the support of local workforce development: • ongoing evaluation, review and revision of the • a continuously improving integrated strategic Action Plan according to changing circumstances, Workforce Development system in the Plymouth capacity and understanding. • improvements in the overall level of skills and • Development a transition from ‘basic skills’ to ‘skills qualifications achieved locally, including job•related skills for life’ to sharpen the focus and improve the marketing of and entrepreneurship skills, ensuring that they meet the Action Plan activities. career and industry standards • education, training and other services necessary to · For Progression to HE assist individuals in moving into and along the wage and • participation in Partnership for Progression activities skill continuum in their employment and re•employment to widen participation in HE • “cradle•to•grave” support for those capable of and • widening participation activities across Plymouth wishing to establish new, knowledge•based firms in the supported by 14•19 Pathfinder funding sub•region • development and application of a strategy for • high quality, integrated skills training support for promotion of work•related and work•based higher sub•regional SMEs and micro•firms education to the employment and enterprise community of • inclusive and equitable access to training and Plymouth. employment opportunities, recognising differences in • Identify data relating to Plymouth learners which will economic growth and employment patterns among establish a baseline for participation in HE programmes, geographic areas and population groups locally and elsewhere and including university and other • proactive employer•based training initiatives, provision, against which future increased participation can particularly among the area’s larger employers be measured.

· for adult learners: The strategic aims of the Partnership offer DRC a unique opportunity • “a coherent and strategic approach to adult and to build in a significant element of mainstreaming within planned community learning which not only encourages wider interventions in Devonport through jointly planned and co•ordinated participation in learning by adults but creates learning projects. opportunities which will support neighbourhood renewal, community development and improvements in health and The Partnership’s work with 14•19 year•olds and in the arena of quality of life”) . continuing and further adult education and learning makes them a • Encourage communities and individuals to become key stakeholder to be embraced by DRC. more actively responsible for their own development CH •X ANG DF E P

w Click to buy NOW! w m 22 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies o w c .d k. ocu•trac Plymouth Education Action Zone · Wider opportunities for pupils identified as Gifted and Talented. Started in January 1999, the EAZ is a statutory body with a five year · A mentoring programme linking university students with students life aimed at enabling schools and teachers to significantly raise the in Key Stage 4. educational achievements, aspirations, life chances and employability · Enhanced opportunities for continuing professional development of pupils attending its 20 schools. Three of the four DRC schools are of Zone teaching staff. within the Zone; Marlborough, Mount Wise and Parkside. The Zone · Annual Arts Week has in place a range of initiatives aimed at tackling problems associated with; Several of the EAZ interventions have been innovative with some, · Low achievement such as SEN provision mapping and the Music Zone gaining wide · Poverty and health recognition and being mainstreamed by the LEA. Others, such as the · Truancy and high authorised absence very successful out of hours learning programme and use of Art and · Children at risk Drama Therapists in schools, have generated interest in schools · Pupil mobility outside the Zone. · Adult Literacy problems · Acute deprivation It has been difficult to dis•aggregate single Zone interventions against · High unemployment the background of intervention and change in schools generally. Unfortunately, the evaluation of interventions has been haphazard at Programmes developed and delivered by the Zone include; best and non•existent at worst. This may be a key reason for the · Enhanced Speech & Language provision for pupils, with discrepancy between the NAO and local perspectives on Zones. therapists working directly with pupils, teachers and learning support assistants. Perhaps a key innovation of Zones, and one that is rarely discussed, · A ‘Parent to Parent’ project involving a parents peer•mentoring is the increase in partnership work between schools. This has programme. enabled schools to start to reshape the way they target interventions · Family education work providing engagement, support and and deliver additional services and provision to pupils and their courses for Zone parents. families. · Targeted support for pupils and teachers to raise levels of achievement in literacy and numeracy with teachers and learning Effectively, EAZs have been one way for central government to target support assistants employed by the Zone to work in schools. resources at areas of greatest need. It is recognised by the Government that schools in areas of social deprivation need · Support for schools and SENCos in mapping special educational continued support, and the Excellence Cluster model gives the needs provision. opportunity to do this, while removing the statutory constraints of · Enhanced levels of pupil support through the provision of school EAZs. counsellors and specialist therapists (drama & art). · Opportunities for work•related curriculum at Key Stages 3 & 4. Plymouth EAZ will end on December 31st 2003, after five years as an · Out of Hours learning opportunities through the Children’s Education Action Zone. After that date, the EAZ will be ‘transformed’ University. into an Excellence Cluster · Enhanced provision and opportunities for Zone pupils to engage in musical activities through the Music Zone. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies Click to buy NOW! 23 w m o w c .d k. ocu•trac Excellence Cluster spread good practice and innovate. Clusters are designed to bring the benefits of the Excellence in Cities programme to smaller pockets of deprivation. Like Excellence in The final version of the transformation plan should be publicly Cities, they focus on some of the most deprived areas of the country, available by September 2004. Currently, it seeks to continue the using a structured programme designed to raise standards. Clusters successful elements of the EAZ in relation to pupil support while benefit from extra resources to provide three of the core strands of engaging the headteachers in identifying areas for further the Excellence in Cities programme: improvement and development. Management of the Cluster will be · Extended opportunities for gifted and talented pupils through a management group consisting of the 26 headteachers and · Access to full time Learning Mentors for pupils who need them in LEA officers. schools within the Cluster · Learning Support Units to tackle disruption in the classroom The Excellence Cluster will be located at Parkside Community · A fourth strand of funding is available to target particular local Technology College, within the DRC boundary. It has appointed two issues, as identified by the schools in each cluster. co•ordinators for its Able & Talented and Pupil Support strands.

The funding stream will be via the LEA and is expected to be a Creative Partnerships (Arts Council of England) minimum of £650,000 per year for three years. Crudely, this equates Creative Partnerships is a £40 million pilot programme funded by the to approximately £25,000 per school; 4% of a small to medium sized Arts Council of England. It works to give school children in primary school budget or slightly less than the cost of one disadvantaged areas throughout England the opportunity to develop experienced teacher. their potential, ambition, creativity and imagination through sustainable partnerships with creative and cultural organisations The Zone and LEA are currently negotiating a transformation plan including; architects, theatre companies, museums, cinemas, historic with the DfES which will demonstrate how funding will be targeted at buildings, dance studios, recording studios, orchestras, web•site the four strands (approximately 25% per strand). designers and many others. Originally targeting 16 pilot areas between 2002•4. At ‘transformation stage’, an additional six schools have been invited to join the Cluster, creating a more naturally defined geographical In their original vision, the Creative Partnerships director states: “The area. St. Joseph’s declined this offer and will remain outside the greatest poverty faced by children in the UK today is, arguably, the Cluster. The Cluster is required to form an active partnership with a poverty of aspiration and imagination. Too many of our children pass local school which has been identified as having sustained high from childhood to adulthood with desperately low expectations, academic achievement. Plymouth High School for Girls, a grammar narrow experience, limited skills, battered self•confidence and stifled school, has been selected for this purpose. creativity, meaning they are ill•equipped to realise their full potential either as individuals or as active citizens in their communities.” Statutory assessment at Key Stages 1, 2, 3 and 4 remains the prime data by which the Cluster will be judged on the improvement in Creative Partnerships have now been recognised by central performance of schools. Targeted funding can only continue if these government as being an effective way of delivering cultural and results demonstrate satisfactorily the impact of programmes. The educational outcomes and are now being funded the government Government's stated rank order of priority is to address deprivation, with an additional £70 million through the Arts Council of England. A further 20 partnerships are to be created by 2006. Plymouth will CH •X ANG DF E P

w Click to buy NOW! w m 24 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.2 • Local Initiatives, Partnerships & Strategies o w c .d k. ocu•trac become one of the new partnership regions.

Each region will have an appointed director who will be responsible for clusters of schools. The schools are expected to bid for money through putting together plans that must show a willingness to forge relationships with other schools and the community. Each creative director will have a pot of around £750,000. Schools that win funding can spend it all on a major project or set up two or three smaller ones.

Plymouth schools should be well placed to build on their experiences of partnership work through the EAZ and Excellence Cluster to meet Creative Partnerships criteria. At a strategic level, DRC should seek to support local schools in developing plans that feed into its education and cultural strategies and place them in a strong position for an early successful bid. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.3 • Local Nursery & School OFSTED Reports 25 o w c .d k. ocu•trac 3.3 Local Nursery and Schools OFSTED Reports · The learning opportunities offered cover all six areas of learning well. 3.3.1 Happy Hippo’s Nursery · The development of children's awareness of number is good. · The children talk with confidence and listen well, particularly in small groups. Date of inspection 14th September 2000 · The programmes for knowledge and understanding of the world Person responsible for day•to•day and physical development are good. Melanie Wardhaugh management of the setting What the setting needs to improve Position Nursery Manager · The balance between activities initiated and led by staff and practical activities initiated and controlled by children. Background information · Some aspects of communication, language and literacy, par• Happy Hippo's is a 26•place nursery held in the Welcome Hall, a ticularly the continuing development of listening skills for the community centre in Devonport. It is managed by the governing body older children. of the Welcome Hall, a limited company with charitable status, and · The use of books for enjoyment and the younger children's opened in March 1998. There are five staff who work with the chil• awareness of the uses of writing for various purposes. dren. There are currently 54 children on roll aged from 2 to 5 years · The staff's developing awareness of the early learning goals. old. Seven three•year•olds and six four•year•olds receive funding and · Learning through books that go home and through their good twenty•two other three and four•year•olds attend. None have recog• awareness of what the nursery is doing at any time, which nised special educational needs or speak English as an additional helps them to support their children at home. language. The nursery is open from 8.00am until 6.00pm throughout the year. The children are from a variety of backgrounds and live mainly in Devonport and the surrounding area.

How good is the setting At Happy Hippo's nursery the children are making good progress to• wards the early learning goals. Some have already achieved some goals, for example, in personal, social and emotional development. Teaching is good and individual target setting contributes well to learning opportunities and children's progress. Partnership with par• ents and carers is good and supports the children's learning well.

What the setting does well · The children's personal, social and emotional development is good; they are confident, secure and independent in the setting, including the youngest. · Teaching is good, staff are supportive towards the children, well organised and committed. CH •X ANG DF E P

w Click to buy NOW! w m 26 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.3 • Local Nursery & School OFSTED Reports o w c .d k. ocu•trac 3.3.2 Rainbow Project Plymouth Ltd · Creative development: Promotes the desirable outcomes. · Children’s spiritual, moral, social and cultural development is fostered appropriately. Date of inspection 7th— 9th December 1999 Person responsible for day•to•day Key Issues for Action Julie Astbury management of the setting In order to improve the quality and standards of the educational provi• sion, the setting should: Position Supervisor Ensure that children are encouraged to use correct letter formation when being taught to write their names. Provide more opportunities for children to associate sounds with patterns in rhymes. Encourage Background Information the use of emergent writing in play situations for instance by provid• The preschool playgroup was established in 1980. The group caters ing writing materials in the role•play area. for children from the age of three until they move on to school. Many Plan more opportunities for children to explore, recognise and recre• children attend the recently opened nursery class at the local primary ate mathematical patterns. school from the age of three. The playgroup is registered for twenty Encourage children to record their observations perhaps by drawing children. There are eight children on roll, one of these is four and re• pictures of pets or plants growing. ceiving government funded nursery education at the group. There are no four year olds with special educational needs or using English as Outcome and Recommendation of the Inspection an additional language. The playgroup offers four part time sessions Since the last inspection the setting has made good progress in im• each week during term time. There are two morning sessions and plementing the action plan. two afternoon sessions. There is a spacious playroom and the group use the kitchen for creative activities and cooking. Taken overall, the quality and standards of the educational provision are acceptable in promoting the desirable outcomes for children’s The playgroup serves an inner city area. There are many social prob• learning. The action plan should show how the provider will address lems such as poor housing, high unemployment, single parents and the key issues within 12 months of the inspection. large families. There are few safe playing areas. The Rainbow Pro• ject is subsidised by various local and national charities allowing It is recommended that the next inspection occurs within two to four staffing by four play leaders who all hold suitable early years educa• years. tion qualifications.

Quality of Education Provision · Personal and social development: Promotes the desirable out• Rainbow Project Plymouth Ltd ceased trading as a preschool play• comes. group May 2002. · Language and literacy: Promotes the desirable outcomes. · Mathematics: Promotes the desirable outcomes. · Knowledge and understanding of the world: Promotes the desir• able outcomes. · Physical development: Promotes the desirable outcomes. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.3 • Local Nursery & School OFSTED Reports 27 o w c .d k. ocu•trac 3.3.3 Miss Fitts Child Care tended to learn from activities and do not question children effectively to encourage language development and learning. Evaluations do not Date of inspection 27th January 2003 focus on the intended learning outcomes. Assessment records cover the six areas of learning but they are not used effectively to plan the Person responsible for day•to•day Sam Swabey next steps in learning for individual children. This means that activi• management of the setting ties are not extended to challenge four•year•olds; for example to give Position Centre Manager more and meaningful opportunities for writing; or adapted to promote the learning of younger children. There are significant weaknesses in Background information leadership and management. The nursery has accurately identified Miss Fitts Child Care opened nearly four years ago. It operates from that there are weaknesses in the provision of nursery education and two rooms within Granby Island Community Centre. The nursery is has taken useful advice to improve the planning system. However, registered to provide full day care for up to 23 children under five there is no effective monitoring of the planning or implementation of years. Children aged under two and a half have a separate room to the educational programme to identify weaknesses in planning and the older children. There are currently 24 children on the register. teaching. There are significant weaknesses with the partnership with This includes five funded three•year•olds and one funded four•year• parents. Parents are not given sufficient information about the nurs• old. Younger children with special needs or English as an additional ery curriculum and what their children are learning. Staff do not ac• language are currently supported in this setting. There are nine full tively seek information about the children's progress at home. and part time staff, including one student, working with the children. Most staff are qualified to level two or above in early years child care, What is being done well with the remainder currently on a training programme. The manager · Staff are deployed well, working closely with the children and for the centre is the line manager for Miss Fitts, with a child care co• supporting their play at spontaneous activities. ordinator and deputy working directly with children in the nursery. The · They introduce new words as situations arise in play. setting receives support from a mentor from Plymouth Early Years · Children are confident and familiar with the nursery routine. Partnership and other local nursery managers. · Children use simple tools competently and build confidently us• ing a variety of materials. How effective is the nursery education · Children's behaviour is generally good. Overall, the children at Miss Fitts Nursery are not making sufficient progress towards the early learning goals. Progress in personal, so• What needs to be improved cial and emotional development and knowledge and understanding of · Staff knowledge and understanding of the early learning goals the world is generally good, but there are significant weaknesses in and how to plan the educational programme to promote them. the other four areas of learning. These weaknesses are caused by · Planning of activities so that they are appropriate for the stage significant weaknesses in teaching. Staff support children's spontane• of development of the children in the group and staff are aware ous play well; for example, introducing new words. However, they do of what children are to learn. not have a sound knowledge and understanding of how to use the · Staff questioning of children to encourage learning. early learning goals to plan for children's learning. This means that · Use of assessment to inform planning of the next steps in learn• the activities planned are not at an appropriate level for the stage of ing for individual children, so that activities provide a suitable development of the children; for example, maths activities are too dif• challenge for all children. ficult or too easy. Staff are not always aware of what children are in• · The evaluation and monitoring of the educational programme. CH •X ANG DF E P

w Click to buy NOW! w m 28 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.3 • Local Nursery & School OFSTED Reports o w c .d k. ocu•trac 3.3.4 Marlborough Primary School · The standards in information technology are unsatisfactory throughout the school. Date of last inspection 21st— 25th June 1999 · The arrangements for assessment. Type of school Nursery, Infant and Juniors The schools next OFSTED inspection is during the week 19•23 Janu• Type of control LEA ary 2004. The new report should be publicly available within 4 months of this date. Age range of pupils 3— 11 Gender of pupils Mixed Appropriate authority Governing body Chair of Governors Mr Mike Martin Headteacher Mr Jack Griffiths

Last inspected 4 years ago, changes in the way that inspection re• ports are compiled means that ‘Background Information’ and com• mentary on ‘How Good the School is’ are not contained within the re• port.

What the school does well · The good progress achieved by the pupils in mathematics and science by the end of Key Stage 2. · The good progress achieved by pupils with special educational needs. · The good standards achieved by the pupils in art throughout the school. · The very good standard of behaviour. · The quality of teaching, which is good, and at times very good. · The high quality of leadership and commitment of the staff pro• vides a rich learning environment for the pupils. · The very good support and guidance provided for the pupils. · The wide range of extra•curricular activities provided by the school.

Where the school has weaknesses · The standards in English, and in particular in writing. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.3 • Local Nursery & School OFSTED Reports 29 o w c .d k. ocu•trac 3.3.5 Mount Wise Primary School attainment on entry, most pupils achieve well and the school gives satisfactory value for money. Date of last inspection 4th— 7th December 2001 What the school does well Type of school Nursery, Infant and Junior · Most pupils achieve better than expected in literacy, numeracy Type of control LEA and information and communication technology. · Pupils like school and are generally behave well. Age range of pupils 3— 11 · Pupils with special education needs, including those with Eng• Gender of pupils Mixed lish as an additional language, make good progress. · Overall, teaching is good. Appropriate authority Governing body · The curriculum provides very well for pupils’ personal, social, Chair of Governors Mrs Christine McCullough moral, emotional and health education. · Pupils are very well cared for and their strengths and weak• Headteacher Mrs Kate Whitehead nesses known and used effectively to help them improve in lit• eracy, numeracy and in their personal development. Background Information · The school has effective links with the community and works Mount Wise is an average sized community primary school in Devon• very well with partner institutions. port. Nearly all pupils come from families facing considerable social · The leadership and management of the headteacher and active and financial challenges. There are 264 pupils, including 58 in the governors are good. nursery, who generally have very low levels of attainment on entry at three•years•old. While most pupils are white of United Kingdom heri• Where the school has weaknesses tage, 18 are from non•European ethnic backgrounds, including Tai• · The use of speaking and listening in developing reading, writing wanese, Malaysian and Libyan; all have English as an additional lan• and thinking in all subjects guage, most are Muslim and children of parents attending university · Pupils’ problem solving, investigative and research skills, par• and have recently joined the school. 55% of pupils are entitled to free ticularly in mathematics and science. school meals, which is well above average. 28% of pupils are on the · Management and provision for music. register of special educational needs (above average). Around a third · Schemes of work for science, art, geography, history, music, of pupils leave and a similar number join between Year 2 and 6. The physical education and religious education. school is in the Plymouth Education Action Zone. · The use of assessment information in the Foundation Stage, Foundation subjects and information and communication tech• How Good the School is nology. The school is becoming more effective as the headteacher, well sup• ported by committed governors and staff, has identified and is tack• ling what needs to be done to improve teaching and learning further. Standards are rising in literacy, numeracy and information and com• munication technology, but pupils’ skills in speaking, listening and thinking are not developing fast enough. Considering the low level of CH •X ANG DF E P

w Click to buy NOW! w m 30 Devonport Regeneration Company Lifelong Learning Strategy: Section 3.3 • Local Nursery & School OFSTED Reports o w c .d k. ocu•trac 3.3.6 St Joseph’s RC Primary School The headteacher, senior staff and governors provide good leadership for the school. The school provides good value for money. Date of last inspection 18th•21st June 2001 What the school does well Type of school Infant and Junior · Most pupils make good progress in English, mathematics and Type of control Voluntary aided science. · Standards in information and communication technology (ICT) Age range of pupils 4— 11 are above expectations. Gender of pupils Mixed · The quality of teaching is good. · The pupils’ attitudes, behaviour and relationships are very Appropriate authority Governing body good. Chair of Governors Miss W. Chapple · Social and moral education is very good. · The care and welfare of the pupils are very good. Headteacher Sister Dympna Duhig · Links with parents are very good. · The leadership of the school is good. Background Information St Joseph’ s Catholic Primary School caters for pupils aged between Where the school has weaknesses four and eleven. It has 120 pupils on roll. The proportion of pupils eli• · Opportunities for the pupils to be independent, make choices gible for free school meals is 28 per cent, which is above the national and accept responsibility for their own work. average. The school is adjacent to the Naval Dockyard and set in an · On occasions to give the more able pupils work which really area which has a high proportion of housing association and local au• challenges them. thority homes. The proportion of pupils who have English as an addi• · Opportunities to study the culture and life of the diverse ethnic tional language is above average at three per cent. Only a very small groups which make up our society. number of the pupils come from minority ethnic backgrounds. The proportion of pupils with special educational needs is low, with 11.5 per cent of pupils on the register. The proportion with actual state• ments of special educational needs, mainly moderate learning diffi• culties, is also low at one per cent. The attainment of the pupils on entry to the school is very varied but overall is below average.

How good the school is This is a good school with a number of very good features. The pupils achieve well and standards are above average in English, mathemat• ics and science for the majority of the pupils. The quality of the teach• ing is good. The introduction to the school in the Foundation Stage is good. The teamwork of the staff, the good behaviour and the positive attitudes of the pupils all help to give the school a very positive ethos. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3.3 • Local Nursery & School OFSTED Reports 31 o w c .d k. ocu•trac 3.3.7 Parkside Community Technology College other ethnic groups. Ten students have English as an additional lan• guage, and six of these are at an early stage of acquisition. The col• Date of last inspection 29th April— 1st May 2002 lege holds a number of awards: The Healthy Schools, the Investors in Careers, the Investors in Education Business Partnership, and the Type of school Comprehensive Investors in Parents. It was also awarded a Department for Education Type of control LEA and Skills school achievement award for improving examination per• formance in 2001. Age range of pupils 11— 16 Gender of pupils Mixed How good the college is The college is an improving school and provides a sound education Appropriate authority Governing body for its students. Standards are well below average but given the stu• Chair of Governors Mr Colin Pidduck dents’ attainment on entry to the college, their achievements are sat• isfactory. Teaching is largely satisfactory and good in some subjects. Headteacher Mrs Valena Jones Working in very challenging circumstances, the headteacher brings a clear vision and is giving a determined lead, providing the college Background information with a good sense of purpose. Monitoring procedures are effective in Parkside Community Technology College is a mixed comprehensive assuring quality and college improvement. The college offers satis• school for students aged 11–16, situated in Devonport. It draws its factory value for money. students from the immediate locality that is one of the most deprived areas in the country. At over fifty•two per cent, the proportion of stu• What the college does well dents eligible for free school meals is well above average. There are · Decisive leadership by the headteacher and her senior staff is 301 students on roll, and the college is much smaller than other sec• providing a clear focus for the college’s development. ondary schools. There are slightly more boys than girls on roll. The · Hardworking teachers and support staff show a high level of number of students at the college has been falling as families are commitment to college improvement. moved to other areas whilst housing locally is improved. The college · The college is an inclusive community; good relationships and a also experiences high levels of student mobility with around twenty friendly atmosphere, alongside effective links with the wider per cent of the students either leaving or joining the college midway community, help to promote achievement. through their school career. The college is a joint Technology College · The college promotes a strong framework of social and moral with a neighbouring school, and is part of the Plymouth Education Ac• values. tion Zone. Attainment on entry overall is very low and many students · The very good quality of pastoral care and the well•considered have very poor levels of literacy in particular. The percentage of stu• programme for personal and social education provided by form dents with special educational needs is well above average, with one tutors enable students to feel safe and valued. hundred and fifty•eight students on the register of special educational · Carefully targeted and sensitive support ensures that students needs. Many of these have emotional and behavioural problems. with special educational needs make good progress. Eighteen students have a Statement of Special Educational Needs; · The college makes good use of a wide range of funding this is also well above average. The overwhelming majority of stu• sources and manages this very effectively to promote learning. dents are of white UK heritage, with small numbers of students from CH •X ANG DF E P

w Click to buy NOW! w m 32 Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Local Nursery & School OFSTED Reports o w c .d k. ocu•trac Where the college has weaknesses · Attainment overall is well below average; in mathematics and science, it is very low. · The attendance of some students is seriously affecting their progress and achievement in GCSE examinations. · Standards of literacy are preventing good progress in some subjects. · Aspects of the teaching and learning, and in particular the use of homework and the levels of challenge and expectations for the higher attaining students. · The use of assessment by teachers to inform students of their progress, and how they might improve their work. · The attitudes and behaviour of a minority of students. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context 33 o w c .d k. ocu•trac 3.4 Analysis of Local Schools Attainment at the end of Key Stage 2 Attainment Source: DfES English Maths Science Low levels of attainment at the end of primary and secondary for 2001 2002 2003 2001 2002 2003 2001 2002 2003 Marlborough, Mount Wise and Parkside have been a persistent cause for concern for the schools themselves, local parents, the Marlborough 48 62 45 48 42 50 85 62 100 LEA and others. However, results for 2003 at Parkside in particular Mount Wise 50 23 52 27 45 55 73 35 72 demonstrate significant improvement. OFSTED inspections have been unable to highlight any serious weaknesses within the St Josephs 53 88 93 53 94 87 82 100 87 schools and consistently contain praise for the work going on in Plymouth 72.1 71.7 N/A 70.8 71.9 N/A 86.5 84.1 84.1 difficult circumstances. England 75 75 N/A 71 73 N/A 87 86 86 A frequently made observation is the discrepancy between the results of primary schools, Marlborough and Mount Wise in Performance League Table Position comparison to St Josephs. Although all three schools are located Source: DfES 2001 2002 2003 within the same catchment area, St Josephs, being a voluntary aided Catholic school, is able to select pupils on the basis of religious Primary Total = 69 Total = 67 N/A preference. This means that around only 42% of its pupils come from Marlborough 61st 63rd Recording of the area with the remainder being drawn from across the city. ranked posi• Mount Wise 66th 67th tions has National evidence from other voluntary aided schools located in areas changed this St Josephs 59th 2nd of high social need, which select pupils on the basis of religious year. background, suggest a similar pattern. One possible reason for this Secondary Total = 19 Total = 18 may be due to lifestyle factors within the family. Where families make Parkside 19th 18th Unpublished positive choices about education many of the risk factors discussed in Section 4 of this document are not present. Schools have a greater Despite such intensive interventions with a clear focus on teaching, capacity to focus on their core task of teaching and learning. learning, pupil support and attainment, end of Key Stage performance for these schools remains in the bottom 10% of the Marlborough and Mount Wise have been subject to a range of Plymouth data set. interventions from the LEA over recent years aimed at raising attainment outcomes. Such interventions, including intensive support Nationally, the key lesson from over 10 years of published league from consultants in literacy and numeracy, Advisory Team guidance table results is the recognition that schools alone cannot solve the and support over target setting, Education Action Zone initiatives, problems of their neighbourhoods – although many do their utmost continuing professional development (with all teachers having to help. What schools can do is attempt to find the best ways to accessed 5 day courses in literacy and numeracy) and a host of help their individual pupils to learn. additional strategies aimed at particular under•performing pupil groups in schools (ALS, ELS, FLS, Springboard). Strategically, this reinforces the notion that to improve attainment in our under•performing primary schools, work targeted at parents CH •X ANG DF E P

w Click to buy NOW! w m 34 Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context o w c .d k. ocu•trac and families and that aimed at sustaining pupil motivation will have the greatest impact. What individual school performance data tells Attainment at the end of Key Stage 4 us, is where this work may be best placed. Of particular concern are 2001 GCSE/ 2002 GCSE/ 2003 GCSE/ Source: the low literacy and numeracy levels, attitudes to learning, low self• DfES GNVQ GNVQ GNVQ esteem and aspirations. Intervention strategies working with parents 5+ 5+ 5+ 5+ 5+ 5+ and families will need to focus on these areas particularly. None None None A*•C A*•G A*•C A*•G A*•C A*G Closer co•operation with the schools in terms of monitoring and Parkside 12.0 85.0 3.0 15.0 93.0 0.0 33.0 84.0 0.0 data analysis will support the Regeneration Company in designing effective interventions which seek to target support where it will Plymouth 50.3 90.3 4.5 51.4 90.0 4.7 have greatest impact on attainment. Closer co•operation with the England 50.0 88.9 5.5 51.6 88.9 5.4 LEA Advisory and Support Services in designing such interventions will ensure that they reflect the principles of best practice and, and a value•added score which puts Parkside in the top 5% of hopefully, increase the possibility of mainstreaming innovative schools in the country. practice. Philip Braide, the schools LEA advisor, reports that Parkside has All schools produce a School Development Plan (SDP), this been inspected more frequently than any other school in Plymouth. strategic planning document charts future spending patterns in With three full successful OFSTED inspections, two Her Majesty’s relation to improvement programmes and is supported by annual Inspector (HMI) and other Additional Inspection (AI) monitoring visits operational plans for curriculum areas and other aspects of school over the last 10 years. Reports have always pointed to the school improvement. It is produced by heads, SMT, staff and governors. doing ‘extremely well in challenging circumstances’ and ‘making a Higher levels of involvement with the schools could be achieved positive contribution to improving the lives of young people’. through supporting them in the construction of their Development Plans. The strategic allocation of resources from DRC to Evidence from the inspection visits and LIG assessment carried out educational improvement will need to be reflected in local SDPs by the LEA and school demonstrates that leadership, management and teaching are all sound, yet the narrow measure of pupil Similar to Marlborough and Mount Wise, Parkside has received a attainment does not reflect this. Low attainment at Parkside is clearly huge range of additional support measures since opening 10 years emerging as a catchment issues as opposed to a school issue. The ago following the closure of two former secondary schools. school has engaged and initiated a range of strategies to impact on Additionally funded interventions include; temporary grant funding reducing barriers to learning/. from the LEA for extra learning support assistants at Key Stage 3, shared funding with Tamarside Community College for specialist A significant factor of attainment at Parkside is parental choice. technology college status, a range of EAZ interventions, several Evidence from the feeder primaries demonstrates that many local projects— funded by local businesses and agencies and this year, a families choose schools outside the catchment area at transition to Leadership Incentive Grant (LIG) of £125,000. The provision of secondary school. The recent Evening Herald front page story additional support is now leading to substantial support is now showing pupils from Devonport attending the school in Torpoint being leading to substantial improvement in the key indicator of 5 A*•Cs a clear example of this. As evidenced by the schools high level of CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context 35 o w c .d k. ocu•trac

SEN pupils, this has the effect of concentrating low attaining and Source: DfES Absence from school sometimes disaffected pupils in the school, providing it with a unique set of challenges. There is some recent evidence emerging A•Authorised 2000 2001 2002 UA•Unauthorised from the school that the ability profile of students is changing A UA A UA A UA The challenge for the Regeneration Company is to explore ways of Marlborough • • 5.9 0.8 7.1 0.5 providing additionallity to the range of initiatives, interventions and strategies which have been tried or are currently in place at Mount Wise • • 5.6 1.1 7.2 0.3 Parkside. At an operational level, mirroring the work around St Josephs • • 6.8 0.0 5.7 0.1 adaptations to the curriculum (making it more vocational), welfare and learning support for students, personalised learning Plymouth 5.6 0.4 5.6 0.4 programmes and engaging parents may provide fruitful. England 5.5 0.5 5.4 0.5 Parkside 12.3 0.3 12.6 0.4 11.9 0.3 Strategically, there is a need to turn around perceptions of the school so that it can start to draw in more pupils from supportive Plymouth 8.3 0.6 8.0 0.6 families. By changing local perceptions of the school, it should be England 7.8 1.1 7.5 1.1 possible to reverse the concentration effect described earlier. Interventions that would support this are long•term and benefits will not be apparent until well into the life of the regeneration economic areas. Some children being allowed off school because of a programme. Possible strategies here may involve more cross• birthday or to go shopping are all more frequent in schools serving low phase work, especially with parents and families from the primary socio•economic communities. Unauthorised absence does not schools being more closely involved in groups, projects and necessarily mean that children are truanting from school, it may also initiatives within the secondary, e•learning for all schools and the indicate that parents do not inform the school officially of the reason community and higher levels of collaboration between schools. for their child being away.

Attendance Interventions that target and engage parents would be expected to Attendance figures for DRC schools are low. This is significantly so improve attendance for pupils overall— if the parent has a positive for Parkside. An absence rate of over 10% suggests that on reason to attend the school, they are far more likely to make sure that average, each pupil is away for 1 whole day per fortnight. their child does. Work with parents on school achievement will Attendance is a significant factor in pupil performance and increase the opportunities to engage hard to reach families and attainment. However, the figures can hide a wide range of support the schools in driving up attendance levels. anomalies and are often skewed by just a few families in each school. Special Educational Needs (SEN) The high levels of SEN is a significant factor in pupil attainment. The high rate of authorised absence suggests that there is parental Available data demonstrates the high level of SEN provision required compliance. Anecdotal evidence from the schools points to a variety to be put in place by local schools. SEN provision is one area in which of reasons including; cheap holidays taken during term time when local schools are particularly strong prices are cheaper are more frequent in schools serving low socio• CH •X ANG DF E P

w Click to buy NOW! w m 36 Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context o w c .d k. ocu•trac Free School Meals (FSM) Source DfES % of pupils with SEN A child may only receive free school meals if the parent(s)/guardian (2003 unverified) (s) are in receipt of 2000 2001 2002 2003 · Child Tax Credit (and earning under £13,230). Marlborough 24.4% 26% 25.8% 39.7% · Income Support or · Income based Job Seeker’s Allowance Mount Wise 29.9% 30.4% 21.7% 42.7% St Joseph’s 11.5% 11.2% 8.0% 6.3% Before a child is supplied with a free school meal, the school must have evidence of entitlement by checking the date eligibility Parkside 42.3% 46.8% 52.2% 47.5% commenced from one of the following documents: Plymouth (Primary) 23.2% 22.7% 22.6% • · Income Support Book · Job Seeker’s Allowance document stating that it is “Income Plym’th (Secondary) 16.3% 20.7% 16.3% • Based” England 20.8% 21.7% 19.8% • · A letter of confirmation of eligibility from the Benefits Agency · A form verified by the local office of the Benefits Agency A recent piece of research by HMI and Audit Scotland points out "In · Documentation to prove the family are seeking asylum. schools with large numbers of pupils whose special educational · Inland Revenue form TC602. needs are related to delays or difficulties in learning, the overall levels of attainment are reduced.” This has clear implications for DRC in Eligibility for free school meals is linked to income support and thus meeting its stated outcomes as defined in the Delivery Plan, and the data gives a good indication of local income level, and in goes some way towards offering an explanation of levels of particular concentrations of low income. The data for individual attainment within the local schools. schools shows a marked concentration of deprivation within Devonport. National data shows that pupils in schools which have the The situation is perhaps less straightforward than this. If SEN numbers are viewed alongside the Free School Meal (FSM) figures, % Free Schools Meals there is a case to be made that schools are perhaps dealing equally Source DfES with developmental delay and under achievement as they are SEN. (2003 unverified) 2000 2001 2002 2003 Identification of low performance in speaking and listening, literacy and numeracy skills and the high incidence of pupils needing Marlborough 51.2% 53.3% 49.0% 42.9% emotional support can apply to both. Mount Wise 55.6% 49.6% 46.4% 52.1% Strategically, DRC needs to find ways of enabling mainstream St Joseph’s 28.3% 24.8% 27.4% 24.3% providers, principally the LEA, to target resources better at this area. Parkside 52.2% 50.6% 49.8% 50.5% Innovations such as the Nurture Group and the use of psychotherapists in local schools are showing promise. Plymouth 14.9% 13.9% 12.8% • England 13.6% 12.8% 12.7% • CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context 37 o w c .d k. ocu•trac Progression between Key Stage 2 1999 and Key Stage 3 2002 investigated secondaries in the 100 most deprived electoral by FSM status (National) wards in England, a total of 44 schools. They looked at the Percentage at or above the expected level at Key Stage 3 correlation between pupil numbers, status (local education Source DfES KS3 English KS3 Mathematics KS3 Science authority, church aided, specialist etc), whether they were single Non FSM FSM Non FSM FSM Non FSM FSM sex, whether 11•16 or 11•18, intake policy, percentages of pupils getting five Cs or better at GCSE in 2002, and the Key B3 4 3 1 1 3 2 percentages eligible for free school meals. Stage 2 3 33 23 21 14 27 16 average 4 80 66 85 73 84 68 Plotting free meals against GCSE results it found that the vast level 5 98 92 100 98 99 96 majority of schools with high levels of free meals (above 45 per most free school meals, schools which serve the most deprived cent), and purely catchment•based intakes, have GCSE results areas, generally make less progress across all Key Stages than the clustered together. Once schools approach 50 per cent free meals, England average. Translated locally, this is another indication of the their performance appears to hit a floor, even those with 80 per cent way in which the gap between the poorest and other parts of the City free meals perform roughly as well. and County are increasing. However, there is emerging evidence that where ‘value added’ indicators for schools serving areas of high FSM Generally, the research shows that GCSE scores only really start to are used, such as gains in attainment from baseline, pupils make rise once the proportion of free meals falls to 30•40 per cent. This is better progress than the national average. consistent with the "peer group effect" researchers have identified, which says that to improve, schools need a critical mass of less The incidence of FSM is increasingly being accepted as a significant deprived students. factor in school performance. While poverty offers no excuse for under achievement, it certainly provides a reason. Church schools, where parents have to provide references etc, have higher GCSE results than those where they do not. The research In March 2003, the Times Educational Supplement (TES) also suggests that church schools in very deprived wards may become "ghettos of affluence". There is a cluster of church schools in Progression between Key Stage 3 2000 and GCSE/GNVQ 2002 deprived wards with surprisingly few eligible for free meals and by FSM status (National) correspondingly better attainment. Achievement at GCSE 2002 Source DfES % 5+ A*•C % 5+ A*•G The TES survey is further supported by a statistical release from the DfES in June 2003 where the main points of their national findings Non FSM FSM Non FSM FSM indicate: B3 2 1 34 35 · Non•FSM pupils progress more than FSM pupils from each 3 1 1 70 63 prior attainment level in each subject at every Key stage. 4 8 7 92 86 Key Stage 3 · Non•FSM pupils show better progress in lower FSM schools 5 52 41 98 95 average level than in high FSM schools, and the same applies to FSM pupils. 6 94 86 100 98 · At Key Stage 3, FSM pupils in low FSM schools progress more 7 100 98 100 100 than non•FSM pupils in high FSM schools. This occurs in every 8 100 100 100 100 subject at Key Stage 3 and in English, science and reading at CH •X ANG DF E P

w Click to buy NOW! w m 38 Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context o w c .d k. ocu•trac Key Stage 2, but not at GCSE. However non•FSM pupils in Pupil Turbulence high•FSM schools probably include a higher proportion of pupils from deprived backgrounds than non•FSM pupils in low•FSM Source: PCC Draft School Organisation Review % Pupil Mobility schools. Marlborough Primary School 31.7% · White pupils, when looked at by gender and pupil level FSM are one of the worst progressing ethnic groups at GCSE for every Mount Wise Primary School 45.5% Key Stage. St Joseph’s RC Primary School 20.7% · Black Caribbean pupils, whether FSM or non FSM, boys or girls Plymouth Average 18.1% make below average progress at all Key Stages. Parkside Community Technology College 27.7% Based on the results for 2003, although Parkside has a free school Plymouth Average 12.2% meal figure of over 50%, GCSE results on all measures are higher than several other city secondary schools with free school meals figures of 20•30% turbulence within Plymouth. Local schools are amongst those which have the highest rates of pupil movement in the City. Additional funding is available to school dependant on the proportion of pupils eligible for FSM. Some families chose not to apply for FSM Decanting: The movement of residents out of Devonport due to and methods of increasing its uptake, where eligibility exists, would housing stock improvements has significantly impacted on local enhance schools funding. school rolls. Pupil numbers have fallen by as much as 32% in the last 3 years. While there is a falling roll in primary schools nationally, this Other Factors figure is many•fold that experienced by other schools outside the Local schools report the following factors as further impacting on their area. With schools directly funded by pupils on roll, this places some delivery: pressure locally on the ability to implement school development plans with continued reductions in core funding. The consequences of the Pupil Turbulence: Turbulence is the movement of pupils between decanting process will need to be acknowledged by the Regeneration schools. Policy Action Team 11, a DfES group tasked with identifying Company as it will have a clear impact on schools ability to absorb effective measures for countering social exclusion, identify pupil the cost of successful interventions into their core budgets. For turbulence as a key problem which hinders progress. Pupil example, with falling rolls, local schools have less flexibility within turbulence would indicate additional pressure on schools such as their budgets as staffing costs are generally between 90— 95% of proving extra resources for pupil induction and acclimatisation, total income. This will reduce their capacity to target funding at missing course work and the need to catch•up. Currently local additional initiatives. As housing stock improvements are completed, evidence of this is anecdotal with Marlborough and Mount Wise there will be a need to manage future increases in school rolls in reporting that frequently only 50% of pupils in Year 6 started with Devonport. them in the nursery and remained throughout their primary school career. One of the main factors creating high levels of pupil Initiative Overload: The number of government interventions and turbulence is the significant proportion of ‘hard to let’ housing stock. strategies targeted at schools over recent years is starting to impact The draft School Organisation Plan review, published by the LEA in on their capacity to deliver. Strategies targeting teaching and September 2003, documents for the first time the incidence of pupil learning, pupil support, behaviour management, in•service training, CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context 39 o w c .d k. ocu•trac leadership and management, changes to testing regimes, data collection and analysis have all added to the expectations placed on teaching staff. This is compounded for schools facing challenging circumstances on two fronts: · Competitive bidding for area•based initiatives is adding to initiative overload. · Existing funding for area•based initiatives brings with it greater demands on performance, monitoring, management and evaluation recording procedures, again stretching existing capacity for delivery.

A recent study by the Teacher Review Body on teacher workload highlighted that they generally spend only 36% of their time directly teaching. The ‘School Workforce Remodelling’ agenda, outlined by the DfES in 2002, is seeking to address many of these issues. However, this has the potential to create a tension between the ability of schools to engage in the management of wider regeneration interventions while being tasked with lessening the workload of existing teaching staff.

A further tension here is that many of the teachers who have been working within this community for a number of years are the very professionals who the Regeneration Company need to engage. Such staff possess many valuable skills in identifying and supporting regeneration opportunities and have a thorough working knowledge of the area. Ways need to be identified so that DRC can tap into this valuable resource.

On the following pages, local headteachers have been invited to provide an analysis of their school context in relation to the local community and past, present and future school developments. CH •X ANG DF E P

w Click to buy NOW! w m 40 Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context o w c .d k. ocu•trac It is this commitment to high standards that has earned government recognition through: · Specialist School Status · Investors in Careers Award · Investors in Education Business Partnership Award · Healthy Schools Award · Effective Partnership with Parents Award

‘All students are very well known and their progress and well•being are closely monitored. The good relationships established by staff and students contribute well to the friendly and open environment. There is a calm and purposeful atmosphere in the college. Students Parkside Community Technology College behave well in lessons and as they move around the college. The Principle and the management team provide very effective Having undergone a dramatic transformation in recent years, Parkside leadership.’OFSTED 2002 has gained national recognition for its work and received the DfES School Achievement Awards in 2001 and 2003. Since opening 10 years The college works hard to involve parents and works in partnership to ago, both OFSTED and Education Ministers of successive governments ensure that all children achieve their potential. Our approach has have consistently praised its work. Last year Parkside was ranked as been recognised by the award of ‘Effective Partnership with Parents’. the third best school in Devon and Cornwall in the government’s ‘value• added’ performance tables, which reflect student progress. Designated as a specialist Technology College, by the DfES in 2000, there are exceptional high•tech facilities to equip our students for education in the 21st century. Our aim is to give students the best possible learning experience. Every young person in the college is encouraged to learn as well as they can The college’s results for 5 or more A*•C GCSE grades have shown a at all times. Students are able to benefit from personalised learning massive increase and are now the highest in the western part of programmes, ‘masterclasses’, ‘accelerated learning and an extended Plymouth. Results are rising at a faster rate than the national average range of extra•curricular provision. Teachers devise interesting and and are far higher than the government’s floor targets. Parkside is challenging activities for the students. Well•decorated and spacious one of three top performing schools in the South•West in terms of teaching rooms are a feature of the college and the computer to student progress pupils make (value•added). Its results on all measures are ratio is well above average, with a very good range of associated well above average when compared to similar secondary schools. sophisticated equipment to support students in their learning. When you have visited the college you will have a better All students are nurtured to become confident, adaptable, creative and understanding of why Parkside is rated highly and has won so many responsible young people. Students, parents, staff, primary colleagues, national awards. mentors, community workers and employees are all partners in the drive for excellence. Valena Jones Headteacher CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context 41 o w c .d k. ocu•trac

Marlborough Primary School

Jack Griffiths has requested that the text from Marlborough be included after their OFTED inspection to be carried out 19th•22nd January 2004. CH •X ANG DF E P

w Click to buy NOW! w m 42 Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context o w c .d k. ocu•trac

We were very pleased that our last OFSTED inspection in 2001 recognised the range of achievements in our school as well as the quality of teaching and learning that we consistently offer. We are Awaiting photo. aware that our end of Key Stage 2 SATs results have been erratic. This is understandable in the context of the high level of pupil mobility and high proportion of our pupils requiring considerable extra educational support to meet their learning needs. Sustained improvements in our end of Key Stage results will only come with greater stability in the local population and an improvement in parents and adult confidence to access opportunities for family learning, both Mount Wise Primary School for themselves and in support of their children. We see ourselves as a fundamental part of the regeneration process within the Devonport Mount Wise Community Primary School is proud of its staff, pupils community, both now and in the foreseeable future. and parents. We are committed to developing the role of the school as being at the heart of the local community and meeting he needs of Kate Whitehead all involved in an ongoing learning process. We want our pupils to be Headteacher motivated to learn and experience success in as wide a sphere as possible – alongside achieving the highest potential standards in every aspect of learning. This has be more than just their academic ability. We wish to see rounded individuals who have the opportunity to realise their human potential. Our aim is to foster the development of social and vocational skills, so building aspirations for a brighter future.

As a school, we value the help and support received from DRC over the past few years. The strong partnership, which has been nurtured between our local community, resident groups and individuals, is certainly starting to bear fruit. We are starting to improve both opportunities for learning and aspirations for future developments amongst pupils and families in the neighbourhood. Through continued partnership working, with a range of stakeholders, we are aiming to have a demonstrable impact on longer•term achievement. The establishment of an active Family Centre on the school site, as well as the Learning Together resource initiative have been excellent examples of our successful partnerships with DRC towards our joint goals. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 3 • Lifelong Learning Context 43 o w c .d k. ocu•trac activities erg table tennis, French and music lessons. Thanks to a Devonport Regeneration Company’s grant we are able to continue to support table tennis lessons.

Awaiting photo. Our liaison with Devonport High School for Boys has given the school more resources and greater opportunities for Year 5 and 6 pupils in Science, Information Communication Technology and Design and Technology. The more able children have also benefited greatly. Our affiliation to the Sports Specialist College at Plymstock has also presented further sporting opportunities to Key Stage 2 children and also resources.

We believe in being a part of the local community as far as it is feasible but our first priority, as a Church School, is to the Parish St Josephs Catholic Primary School Community activities.

As a Catholic school our main priority is to ensure that all children Sister Dympna Duhig reach their full potential both spiritually and academically. At St Headteacher Joseph’s we are guided by our Mission Statement and aims of our school. We believe in the principles of equal opportunity and strive to emphasise that each child is “special”. The uniqueness of each individual is celebrated by pupils, staff, parents and governors. We promote achievement and high standards of attainment and behaviour.

We believe that we are effective in achieving this and that there are many factor in our school life which clearly indicate our success:

· Ethos of the school · High level of commitment and dedication of all staff. · Role of Governing Body, Diocesan Services, Local Education Authority and Parish Community. · Supportive parents and keen children.

We work hard to provide a breadth of curriculum experiences and activities for the children. This is not always easy to achieve in a small school where staff have to carry many extra responsibilities. In recent years we have increased opportunities for extra•curriculum CH •X ANG DF E P

w Click to buy NOW! w m 44 Devonport Regeneration Company Lifelong Learning Strategy: Section 4 • Key Issues o w c .d k. ocu•trac Section 4 Key Issues

4.1 Early Years (0•5) 4.2 Key Stages 1,2,3 & 4 (5•16) 4.3 Further & Higher Education (16•25) 4.4 Adult Education (25+) CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) 45 o w c .d k. ocu•trac 4.1 Early Years (0•5) Devonport are likely to have developed fewer skills than their peers citywide. Base line assessments indicate levels of attainment, often 4.1.1 What’s the Problem? in relation to speaking and listening, that are below the national average and the children may be less prepared for the social aspects Problems of Early Years provision in general are exacerbated by of life in the classroom. They may have poor health and be poorly deprivation. These include raising parents’ awareness of its nourished and some will have special educational needs. Some importance, the quantity, quality and adequacy of provision, and children do not experience a pre•school environment at all. The ensuring continuity in progression. Government and social research parents’ part in providing a home education environment is vital to informs us that the home environment is very important. support children’s learning at this stage.

4.1.2 Introduction 4.1.3 The issues

Early years provision is pre•school provision for children up to the age The main problems in Early Years education are: of five. The government’s definition of Early Years’ provision covers · raising parents’ awareness of its importance local authority nurseries, nursery centres, playgroups, pre•schools, · quantity of provision (are there sufficient places?) accredited child•minders in approved childminding networks, and · quality of provision (is the provision suitably stimulating and schools in the independent, private or voluntary sectors, and targeted to the needs of the individual child?) maintained schools. Early years could be counted as 0— 5. · adequacy of provision (whether the Early Years care is developing the skills that will be needed on entry to school?) Support for children during this period of their lives is very important • · continuity in progression (whether the provision builds on the 75% of brain development occurs between birth and the age of two children’s pre education experiences and is working with schools and many of the foundation stones for learning effectively are put in to make sure that children can move on with minimum trauma?). place before compulsory school age. Five year olds entering school in

Devonport Parents and Children Project Building on the ethos of Sure Start, this project is seeking to find ways of developing local provision along similar lines. Through increasing opportunities for children to socialise, learn and play in a safe en• vironment the project has been able to provide support to parents in developing parenting skills and knowledge. It has achieved high levels of resident involvement, feeding many residents into the PCM logframing process for Early Years. The resident facilitator for the Health Focus Group came out of this project. Additionally, the project has provided a powerful source of outreach engagement with some hard•to•reach parent groups and been a source of training and education around health, parenting and social issues. CH •X ANG DF E P

w Click to buy NOW! w m 46 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) o w c .d k. ocu•trac 4.1.4 What are the causes? Quality of Provision The main problems in Early Years education are centred on parents’ · Lack of qualified early years teaching, which has been proved to and providers’ awareness of its importance, the quantity, quality and be effective in the delivery of the Foundation Stage Curriculum. fitness for purpose of provision and continuity in progression. · Lack of parental participation, especially in the development and · Parents in need of support to develop their parenting skills. delivery of the Foundation Stage Curriculum through the · Families in crisis who experience high levels of stress. Stepping Stones approach, and using Birth to Three model. · Lack of good quality childcare; · Lack of local status for the early years and child care sector. · Anxiety, hostility, incomprehension or indifference to Early · Lack of access to quality training and support for the early years Years education; and child care sector. · Early Years provision may not be providing children with the Quantity of provision opportunities to develop the speaking, listening and thinking · Lack of access or take•up of pre•school places can hold back skills or social/behaviour strategies they will need when they young children’s progress and attainment as well as their enter school. It may be targeted generally, rather than at each acquisition of social skills needed in school. individual child. · Moving home at the ‘wrong’ time is likely to affect take•up, particularly when there are insufficient pre•school places to start Adequacy of provision with. · Parents and carers may not be able to support their children’s · Poor health and under•nourishment can be the result of low learning because their own basic skills are under•developed and income, poor housing and lack of knowledge about health life they may not know how to help. styles. · Childcare costs remain a problem for working parents. There is · A lack of early assessment opportunities in pre•school settings a need to make childcare sustainable through supporting can lead to undiagnosed special educational needs. parents back into education, training and employment. · Children with Special Educational Needs should be having their

Reading in Schools Some Board and staff members from the Regeneration Company give up one hour a week each to support children within Marlborough and Mount Wise primary schools. Team members received a brief induction from the schools literacy co•ordinator, were allocated a class and began to visit weekly.

Working alongside children developing speaking and listening skills, sharing a book, reading, playing phonics games and writing • has been a practical and popular way to develop one type of supportive partnership. De• veloping opportunities for cross•over work has enabled different stakeholders to gain a wider understanding of each others perspective. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) 47 o w c .d k. ocu•trac needs identified and assessed during the Sure Start years to informed teaching and parenting. ensure appropriate action is taken early enough. · Need to develop links with race equality groups and asylum/ Many recent government initiatives are targeted at improving Early refugee advocacy groups to ensure support for children and Years provision, so that many of the pre•existing problems to do families from these communities. with the quantity, quality, adequacy of provision and continuity of progression are being addressed through national and city wide Continuity of progression initiatives. In addition, training has been put in place to build the · There may often be an uneasy relationship between local pre• skills of childminders who are also now inspected by OFSTED. school provision and schools, which can be simplified as a “let them play while they’re young. They’ll spend plenty of years The success of these initiatives depends not merely on provision, sitting at a desk” view on one hand, and an over anxiety to push but on whether the individual child benefits from the provision. This young children into learning patterns suitable for older school is dependent on well•targeted, interactive teaching (effective children on the other hand. pedagogy) that allows the child to develop thinking and social skills, · Clearly if children have never experienced any form of Early in combination with a supportive home environment in which the Years provision, they may well experience both academic and pre•school learning is consistently reinforced. The DfEE (now DfES) socialising problems when they get to compulsory school age. commissioned a major research study by the Universities of Oxford Behavioural problems can loom large in such a situation. and the Institute of Education to look at effective pedagogy in the · Lack of previous experience of schooling may make a child feel early years. Known as Project EPPE, this study follows the disadvantaged or incapable from the start of school. Early development of more than 3,000 children aged three upwards. experiences of failure and humiliation can lead to a range of behavioural problems, as well as inhibiting later learning. Some There is no single solution to the problems which can damage or boys in particular may experience difficulties in concentrating prevent children's development in the early years. However there is for extended periods of time without preparation for this. evidence from the study described here that children can benefit when all early years practitioners, including childminders and Recent government initiatives have attempted to solve many of these parents, are made aware that their interactions with the children can problems. A common problem to do with the quality of provision is make a profound difference to the development of their knowledge, that the interactions between the provider and the child are neither skills and attitudes. suitably stimulating nor targeted at the needs of the particular child. Recent research evidence shows that children learn best as part of a Interacting effectively with young children proactive parental/provider partnership, where effective and correctly Evidence from the larger EPPE study demonstrated the most targeted development work at pre•school is backed up by consistent effective methods of producing positive Early Years development support from the home. outcomes. The researchers were looking for evidence about both the kind of interaction traditionally associated with the term 4.1.5 Outline of the solution "teaching" as well as the provision of instructive learning environments and routines. They wanted to find out about the most Many new government initiatives are aimed at improving children's effective strategies to support the development of young children's Early Years development. They are only effective if supported by skills, knowledge and attitudes and ensure they made a good start CH •X ANG DF E P

w Click to buy NOW! w m 48 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) o w c .d k. ocu•trac at school. They found that successful outcomes for children were community in early years and child care to support development. linked to: One way in which that is being achieved is to ensure that Children’s · adult•child interactions which involve sustained shared thinking Centres early years and child care provision will be open to children (problem•solving achieved by a child working together with an who live outside the identified wards. adult to solve a problem) and open•ended questioning to extend children's thinking; Childminders · practitioners having good curriculum knowledge as well as There was evidence from the research that the new training for knowledge and understanding of child development; childminders put in place by the government was having a positive · shared educational aims with parents; effect, providing an increased awareness, and understanding of · formative feedback to children during activities to help them relevant issues. Most importantly, childminders who had been move on. helped to build their own skills were more self confident, more confident in their abilities to help children and also able to develop In the most effective pre•school settings, social and thinking more professional relationships with parents. Effective childminders development were seen as complementary. Children were provided all felt that play was central to children's learning and many believed with teacher•initiated group work and they could also choose play that children learn best while pursuing their own interests. activities which were potentially instructive. Overall it seemed that the development of children's thinking was directly related to the quantity Childminding is seen as a key element of the local child care and quality of the planned group work for supporting children's strategy. In particular, support for teenage parents returning to learning. education is seen as crucial. The local authority will be funded specifically through the ‘Care to Learn’ scheme with money from the Although the more highly qualified staff were the most effective in DfES to target initiatives in this area. helping the children progress, another very important finding was that when less qualified staff worked with these qualified colleagues they Parents were significantly better at producing ‘sustained shared thinking’ than The same study showed that the best early years outcomes when they worked alone or with other less qualified staff. Discipline occurred when there was parental involvement in learning at home. was achieved by supporting children’s assertive behaviour while at the Consistently, better development of thinking skills occurred in the same time ‘talking through’ their conflicts. Less effective discipline was pre•school environments that encouraged continuity of learning achieved when there was no follow•up, when children were distracted between home and pre•school. from bad behaviour, or were simply told to stop. 4.1.6 Effective Intervention Strategies Staff working in disadvantaged areas were active in supporting the parents' role in developing a home education environment that would A variety of types of intervention share a common theme – the assist their children’s learning. If only parental need was supported, or importance of working with parents if parental involvement was merely as a helper, it didn’t influence the children’s progress. Solutions have one thing in common, a recognition that parents have to be both closely involved with, and able to reinforce Early The EPPE research points to the need for a mixed socio•economic Years skills inside the home. Parents have to be supported to be CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) 49 o w c .d k. ocu•trac proactive. In the early stages of developing locally based support, it is capacity of the statutory provision, building the skills of parents, important to recognise that a significant investment will go into teachers and teaching assistants in working with Early Years community engagement and developing the trust and confidence of children and broadening understanding of effective practice. local parents. However, it’s not enough just to support them in meeting their own learning needs or to involve them merely as Early Excellence Centres (EEC) helpers. The help has to be directly focussed on children’s learning These are the product of a government initiative to ensure that all and on what parents can do to help their children. pre•school children have access to high•quality early years education. The centres are provided through a partnership between The model adopted by Sure Start is committed to the participation of local education authorities and the private and voluntary sectors. The parents in both the management, delivery and development of centres will provide education, but also bring together learning with services. Effective intervention strategies adopted by the DRC Board childcare and social services. The EEC programme is an important will need to ensure the core principle of service beneficiaries part of the Government’s strategy for raising standards and involvement in service monitoring and management. integrating services for young children and families in England. In Plymouth, there is an EEC in the East End— the Nomony Centre. Education Action Zone The LEA has yet to identify where it will locate a centre within The Action Zone has provided professional workers in the Zone Plymouth. schools. Working alongside parents and providing early intervention provision targeted primarily at children at risk of falling behind in their Single Regeneration Budget Initiatives learning. The key initiatives, which the schools report as being most A variety of initiatives funded through the SRB help provide effective, include: comprehensive early years activity for the children and parents in the · Parent 2 Parent: Enlisting parents to work with other parents at area by enabling the community to provide a wide range of quality Nursery level providing signposting and direct support; childcare services, while providing support for families of young · Additional Speech & Language Therapists: Enhancing the children. An interlocking range of services might cover, for example,:

Acorn Grants The Acorn Grant scheme has proved a popular way for local community groups, parents, schools and other providers to enhance learning and teaching opportunities for children, young people and adults. Innovative projects funded include: science teaching, a multi•cultural food day, healthy eating week, numerous trips and visits, after•school activities, support for parent and toddler groups, story•telling, family holidays, dance and exercise classes, sailing projects, football clubs, support for youth groups and many others. Of particular note is where such grants bring groups together to work in partnership delivering benefits to the local community and building the skills, knowledge and understanding needed for long•term regeneration. CH •X ANG DF E P

w Click to buy NOW! w m 50 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) o w c .d k. ocu•trac · childcare provision; commitment for this to be available for all four•year•olds. Every · childcare training for parents; three•year•old will be entitled to a free early education place by · Homestart (a voluntary organisation which offers support, September 2004. From April 2001 funding previously made available friendship and practical help to young families under stress in to private, voluntary and independent providers, through the Nursery their own homes, similar in nature to Sure Start); Education Grant, for the provision of early education for four•year• · Bookstart (a scheme that introduces children to books during olds has been made available through the Standard Spending infancy); and Assessment (SSA) directly to schools. Funding for three•year•olds is · a Co•ordinated Individual Record System. still paid via the Nursery Education Grant to eligible private, voluntary and independent providers, and also, where appropriate, for Early years development and childcare: preparing for school maintained provision to supplement the funding received via SSA. This major initiative aims to provide accessible early years and Early Years providers who receive this money must have a Special childcare services for three and four year olds including those with Educational Needs (SEN) policy. special educational needs overseen by local partnerships of public, private and voluntary providers. The foundation stage, introduced from September 2000, is a new stage of education for children aged from three to the end of the Plymouth Local Education Authority is responsible for bringing reception year. It is a distinct stage and important both in its own together an Early Years Development and Childcare Strategic Plan. right and in preparing children for later schooling. Early learning This takes into account a specified list of interested groups. DRC will goals in personal, social and emotional development; need to ensure that it secures provision within the context of the communication, language and literacy; mathematical development; EYDC strategic plan which is due to be finalised later this year. knowledge and understanding of the world; physical development; and creative development are intended to give a secure basis for Since September 1998, LEAs have had a duty to try to secure free children's future learning, together with an indication of what children early education for four•year•olds. Plymouth have made a know and can do by the end of the reception year. Greater

Nurture Group (Marlborough & Mount Wise Primary Schools) This pilot project is demonstrating a partnership between two primary schools and health•based services. It offers an early intervention strategy to support pupils and families identified as being at risk of serious disaf• fection due to emotional and behavioural difficulties and/or learning difficulties. The Regeneration Company is funding a class teacher, teaching assistant, speech & language therapist, drama therapist, mealtime assistant, additional resourcing and training. The teacher and teaching assistant, a local resident, have attended national accredited training on running nurture groups. The provision is impacting on the parallel classes with class teachers experiencing less disruption to the teaching and learning process. This form of targeted education is increasingly being recognised as a powerful way of managing the tension which exists between the social inclu• sion and raising standards agendas. The Group has had numerous visits from practitioners across the South West and is being used as a model to develop provision by Cornwall LEA. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) 51 o w c .d k. ocu•trac awareness of the early learning goals among non•statutory providers improve services for families with children under four and through such as Happy Hippos and crèche providers such as Granby Island spreading good practice learned from local programmes to everyone Community Centre and Leander House Family & Children’s Project involved in providing services for young children. would enhance the continuity of progression. Keystone, the Sure Start programme nearest to DRC, does not Increased Professionalism in childminding operate within the DRC area. However, as the Keystone Sure Start There is substantial evidence of a link between the education reshapes early years services for children and families within the qualifications of early years professionals and the learning gain of the Keyham and Stonehouse areas, providers and families can expect children they work with. The link is particularly strong for those with a to benefit from access to those services and to learn lessons from teaching qualification who have had a chance to learn about learning them. interventions in some depth. OFSTED's Early Years Directorate has taken over the registration and inspection of childcare in England. Tax credits Since April the childcare tax credit has become part of the Child Tax OFSTED have also introduced the National Standards for Credit and the Working Tax Credit. A higher rate of Child Tax Credit Childminding which have been introduced in England and which will be paid to parents who have children aged under one or who childminders must conform to before they can be registered and have a disabled child. The working tax credit will continue to pay up against which OFSTED will inspect the childminders. to 70 per cent of childcare costs of up to £135 per week for one child • a weekly credit of up to £94.50 • and £200 per week for two Sure Start or more children • a weekly credit of up to £140 • and be paid direct Sure Start was created in July 1998 to work with parents and young to the child's main carer either weekly or every four weeks alongside children (aged 0•3) to promote the physical, intellectual, social and the new Child Tax Credit. Earnings limits apply, but most families on emotional development of children – particularly those who are incomes below £15,000 will be eligible. (Figures correct June 2003) disadvantaged – so that they are ready to thrive when they get to school. It does this by setting up local Sure Start programmes to

Intermediate Labour Market This project seeks to provide a 6 month placements to unemployed residents with local employers. Benefits include building capacity in several local organisations, particularly the Repair & Mainte• nance project at Pembroke Street where residents are learning skills of estate management, also within local schools where a number of local residents gained employment as Learning Support As• sistants • benefits to adults in gaining work related skills and to schools through additional support for raising attainment. A particular barrier in continuation has been around mainstreaming such provision. A version of this will re•emerge, possibly fused with 'Devonport Gateway to Jobs'. The programme achieved 42% job outcomes to participants and so was successful if expensive. CH •X ANG DF E P

w Click to buy NOW! w m 52 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.1 • Early Years Education (0•5) o w c .d k. ocu•trac Other Government Initiatives A new pilot project to encourage more people to work in childcare New models of family support to be explored, perhaps along the was announced recently, as part of a package of measures to help lines of the current pilot project at Leander House, seeking to build parents access affordable and good quality childcare. The pilot is due capacity among existing Early Years providers, crèches and child• to be rolled out to all local authorities from April 2004. care providers. Secretary of State for Work and Pensions, Andrew Smith and Sure Start Minister Catherine Ashton have set out how the Government is Parents and providers to work with EYDCP on the development of a supporting parents who want to return to work or study by: Quality Assurance model for Devonport. There already exists a number of standards which could act as a guide such as Investors · creating more good quality childcare for parents by recruiting in Children and Sure Start Partners in Excellence. Such minimum more childminders through a new ‘buddying’ scheme, where standards to be based on the Early Learning goals. The Regenera• registered childminders help others get registered and set up in tion Company can act as a lever for quality development through business; commissioning, for example by making providers conform to or re• · putting in place new childcare partnership managers, now in all flect agreed child protection policies, CRB checks, participation of Job Centre Plus districts, to help improve local childcare parents and children, quality assurance standards etc. provision, through working with Early Years Development Childcare Partnerships and Children’s Information Service; There is a need to break the cycle of low levels of understanding · ensuring all young parents are able to continue in education or surrounding parenting issues, especially among teenage and first• work•based learning by providing them with free childcare up to time mothers. DRC should seek to either engage an existing pro• the value of £5000 per child, which builds on previous pilot vider, such as the LEAs Family and Parent project, or design its projects; own outreach programme for anti•natal young mothers which would · informing parents about good quality services by launching a aim to raise skills and knowledge around parenting and child devel• new guide for all parents to help them choose the right opment. Such a programme could use a buddying scheme similar childcare for them; to ‘Parent to Parent’ and would seek to engage hard to reach · publishing an information pack to help early education providers groups. The programme will need to link with DRCs health develop• explain the Foundation Stage to parents and encourage them ment plan. to participate in their children’s learning; and · launching the National Childminding Association’s new quality Parents and early years service providers to work together on the assurance scheme to help parents identify good quality development of a Children’s Centre plan through developing a De• childcare. vonport•based Early Years Partnership. This should include repre• sentation from strategic officers in health, social services and edu• 4.1.7 Recommendations cation. Development of such a partnership to be guided by existing That before the end of the year, a group of local parents and early Sure Start Local Partnerships. years providers make 2 joint visits to Sure Start schemes in the South West seeking to learn lessons. This group to feed ideas into A newly formed Devonport Early Years Partnership to develop design teams for a locally based initiative delivered through partner• terms of reference to Plymouth Integrated Children and Young Peo• ship work with all Devonport early years providers. ple’s Partnership to support mainstreaming. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) 53 o w c .d k. ocu•trac 4.2 School Aged Education (5•16) behaviour and high levels of pupils excluded from school. Pupils who move schools frequently are also at risk. 4.2.1 What’s the Problem? 4.2.3 The Issues Different problems appear at particular stages for different age groups. They include low expectations and attainment, attendance, behaviour Key Stages 1 & 2 (Five to eleven year olds) and exclusions. The earlier the problems are tackled, the greater the Young children entering school in Devonport at five are likely to start achievement in later stages. with levels of attainment below the national average and be less prepared for the social aspects of life in the classroom. They may 4.2.2 Introduction have poor health and be poorly nourished and some will have special educational needs. By seven (end of Key Stage 1) and eleven (end of Many pupils at Marlborough, Mount Wise and Parkside schools Key Stage 2) they may not have caught up to national standards in achieve well compared with schools in similar circumstances. While literacy and numeracy. The incidence of exclusion rises as pupils the overall picture indicates that most pupils locally underachieve move through Key Stage 2. They may arrive late or attendance may against national performance indicators, they generally perform well be poor. against baseline data. Over the long term, there is a need to tackle problems of low expectations and attainment, motivation, attendance, Key Stage 3(Eleven to fourteen year olds) behaviour, parental involvement and exclusions. National research shows that pupils’ disaffection with school is greatest at this stage of their education. Following transfer from Nationally, poor educational attainment is frequently accompanied by primary to secondary schools at eleven years of age there is a dip in poor housing, few jobs, poor health and high crime rates in the most pupils’ attainment. Some pupils, particularly boys, become disaffected deprived neighbourhoods. Underachievement and low attainment are with school. Levels of motivation decline and pupils’ expectations can also linked to other problems – for example attendance, truancy, poor be low.

Breakfast Clubs (Marlborough & Mount Wise Primary Schools) School breakfast clubs are a form of before school provision serving breakfast to children who arrive early and who might otherwise start the school day without having eaten. Other benefits include; estab• lishing a positive relationship at the start of the school day, improving attitude, behavior and motivation to learn and helping to reduce lateness and poor attendance. Breakfast clubs also offer healthy eating choices, providing the opportunity for children to sample and develop preferences for healthy options . Breakfast Clubs support families coping with varying degrees of difficulty in their material, environ• mental, relational and social circumstances. Many parents regarded the clubs as successful in encourag• ing children to eat breakfast, reducing pressures in the morning and providing an additional source of af• fordable childcare to those in work, studying or seeking employment. Breakfast Clubs are a key means of helping children from Devonport to make a success of nursery and primary school. CH •X ANG DF E P

w Click to buy NOW! w m 54 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) o w c .d k. ocu•trac • their need to support comparatively large numbers of At secondary school, attendance is highest in the years 7 and 11, pupils with special educational needs; reducing as pupils proceed through Key Stage 3. A small number of · Teachers of pupils whose achievement is significantly lower than pupils’ attendance may get worse particularly where attendance was that expected for their age, may lack the skills or specialist problematic in primary school. There is a strong link between low training needed to close the gap and to set achievable targets attainment and poor attendance. Pupils' behaviour may deteriorate, which are manageable stepping stones on the way to what is resulting in extreme cases in exclusion. expected for their age group.

Key Stage 4 (Fourteen to sixteen year olds) Inappropriate teaching and learning strategies Nationally, pupils in neighbourhood renewal areas are likely to be in · The content of the curriculum may seem irrelevant to the adult life schools that do not meet the government target of 15% (2002), 20% and future careers of underachieving, unmotivated pupils. (2004) and 25% (2006) for good GCSE passes. Fewer pupils are · Curriculum inflexibility makes it difficult for schools to respond likely to move on to further education, training and later higher appropriately to the needs of individual learners. education. In the last years of compulsory education attendance · Basic literacy and numeracy skills may be low making it difficult to tends overall to improve and there are fewer pupils who are excluded use learning materials such as text and information books. from school. However problems become more serious for the fewer · Pupils often lack study skills and the motivation to work pupils who are affected by them. independently. · Pupils may not be sufficiently involved in their own learning – for 4.2.4 What are the causes? example they may not be aware of the intended outcomes of their learning or be given feedback on their work so that they can Some root causes are common for pupils aged between 5 and 16 improve it. years and others are specific to different age phases. Common · The way pupils are taught may not match their preferred way of causes include the following: learning.

Motivation Behaviour · Many pupils have low expectations of success in school or later · Peer group pressure works to further disengage young people life. If pupils do not learn to read effectively early on in school, from school. Some pupils may experience racism in the they have great difficulty at later stages and many withdraw from classroom. Boys are sometimes affected by an anti•learning, learning rather than risk exposure to ridicule. From their point of ‘laddish’ attitude that distracts them from achieving their potential. view there may seem little chance of gaining qualifications or This can be exacerbated if they are involved in a ‘gang’ culture finding future employment where they grow up and this leads to involving anti•social behaviour, drugs or criminal activity. This poor levels of motivation. High levels of unemployment amongst behaviour may lead to exclusion from school. the adult population can reinforce this perception. The low · The above average concentration of pupils on school’s Special expectations of some parents and teachers intensify this view. Educational Needs Registers for Emotional, Behavioural and · Teachers working with highly deprived children can find it difficult Social Difficulties at Parkside, Marlborough and Mount Wise to set challenging targets because of: places undue pressure on the teaching and learning process. • their concern about the problems faced by pupils; · The life experiences of specific groups of pupils can make them CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) 55 o w c .d k. ocu•trac vulnerable to underachievement: · Children may arrive hungry, ill, late or without the appropriate • Children who are in danger of being harmed, subject to Child clothing or equipment leaving them less able to participate fully Protection orders or are experiencing family trauma (such as drug in lessons. using parents) are very vulnerable. • Children who care for adults or other family members who are · Some pupils have poor records of attendance, a few truant, incapacitated and not able to look after themselves carry a heavy many others stay away with their parents’ knowledge and responsibility that may impinge on their education. consent. • Pregnant teenagers and school•age mothers may not be well · The home environment may not support learning. Where families supported by their families or education, health or social services and live in overcrowded or unsuitable accommodation there may be may drop out of formal education due to their circumstances. no quiet place for children to do their homework. • Children in public care in residential or foster homes are in danger · Parents may not supervise or help with their child’s homework of having their education disrupted and sometimes lack a 'champion' and may not ensure that time is set aside from other leisure for their learning. activities to complete it. This is particularly demonstrated at Key • Refugees, asylum seekers and unaccompanied children may have Stages 1 & 2 through the low level of parental comments in faced traumatic experiences that affect their health and well being. reading diaries. • Pupils who are ill for long periods of time in hospital or at home miss · There may be no books or computers available in the home to out on the education provided by their schools and need alternative support home study. provision. School related causes of underachievement Lack of parental involvement and underachievement · Low attainment on entry to school causing pupils to fall behind · Some parents are unwilling or unable to encourage and support national averages. Often due to poor parenting and lack of their children’s learning. Such children often attend school ill• learning opportunities in the home. prepared for learning. · Measurable decline in pupil attainment and progress at points of

Learning Together Library Project (Mount Wise Primary School) This project provides high quality learning resources for parents to use with their children at home to in• crease participation and involvement in learning. It aims to support improvement of children’s attainment at school. Families with little spare money are at a disadvantage compared to the better off, having little to spend on educational resources for use at home. The Library seeks to redress the balance. The DRC has funded the purchase of software, games, puzzles, construction kits, science activities and books. In addi• tion, three local parents and a teacher are employed on a part•time basis by DRC to run the library twice a week. The three parents have identified, purchased, catalogued and prepared the resources for use by families. 65% of families in the school are registered with the project and use the library regularly. Al• though more mothers than fathers bring their children, a significant number of men do use the service. Fathers tend to be keener to borrow ‘hands on’ science kits than mothers. CH •X ANG DF E P

w Click to buy NOW! w m 56 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) o w c .d k. ocu•trac transfer between schools e.g. from primary to secondary. · Pupil behaviour may be managed ineffectively. The schools’ and some individual teachers arrangements for rewarding and sanctioning · Inadequate or poor use of pupil information (e.g. test results, pupils may not be working effectively. Nearly all schools have these reading scores) to target support where it is needed or to set arrangements but none have done enough to evaluate their small scale achievable targets as stepping stones. While recent effectiveness. initiatives such as the Autumn Package, making use of individual pupil data in primary schools, have started to address In Devonport, some causes of under achievement are more specific to this, the process is still bedding in. High pupil mobility causes each of the Key Stages. These are listed below. problems with collecting individual pupil information and using it for predictive purposes. Key Stages 1 and 2 (Five to eleven year olds) · Pupils may not see the school curriculum as relevant. The many Children in this age group are most vulnerable to patterns of poor tests required by the national curriculum have made teachers behaviour emerging and slowly becoming disaffected with schooling as anxious to cover a narrow range of knowledge and to focus on they move through the system. what is to be tested. Schools have been given some flexibility to · Lack of access or take•up of pre•school places holds back some introduce more vocational learning opportunities for older pupils young children’s progress and attainment as well as their and this can help re•engage pupils’ interest in learning. acquisition of social skills needed in school. Younger pupils between 7 and 14 can lose interest in the · Poor health and under•nourishment can be the result of low curriculum. Work is currently underway in Parkside and income, poor housing and lack of knowledge about health and life Marlborough who are looking at ways of making the curriculum styles. more engaging. For instance through increasing creativity in the · Some children enter school with undiagnosed special educational teaching of national curriculum subjects by catering for a broad needs due to a lack of early assessment opportunities in pre• range of learning styles or by developing pupils thinking skills school settings. within a national curriculum context. · Pupils may attain low standards in literacy and numeracy for a range of reasons including: poor teaching, lack of parental support, · Teaching methods may be inappropriate for engaging pupils in lack of access to books in the home or low levels of motivation. learning. The National Literacy and Numeracy Strategies in · The behaviour of pupils may deteriorate in Key Stage 2 due to primary schools have had an impact, and the recent Key Stage poor literacy and numeracy skills, lack of motivation or problems 3 (11•14 year olds) Strategy shows promise of feeding this with relationships with other pupils. through to secondary schools. However, more needs to be done, particularly to tackle the weaknesses in some types of · Pupils generally move school, at times other than the normal whole class teaching methods and to introduce more points of transfer, because of changes of residence. Local schools opportunities for pupils to be more actively involved in their seem particularly prone to high levels of turbulence with up to 50% learning and interactive teaching. The national strategies, while of pupils who enter local schools at nursery having left the school raising the profile and attainment in literacy and numeracy, by Year 6. create a tension between these subjects and a broader, more · Lack of adult role models to help raise pupils’ expectations and balanced curriculum with schools reporting an increase in time aspirations. spent on ‘basics’. · Lack of out of school activities to help motivate and engage young people. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) 57 o w c .d k. ocu•trac Key Stage 3 (Eleven to fourteen year olds) help their children learn; The transfer from primary to secondary school particularly affects · the new relationships they form with other pupils; pupils’ progress, attainment, aspirations, motivation, attendance and · Lack of adult role models to help raise pupils’ expectations behaviour. Those with poor social skills are particularly affected. and aspirations; · Lack of out of school activities to help motivate and engage Evidence from the two feeder primaries within the DRC area young people. suggests that there is a disproportionately high level of pupils entering the secondary school with special educational needs. Key Stage 4 (Fourteen to sixteen year olds) Some young people in this age group do not perceive the curriculum Other factors related to under achievement include: to be relevant to their future working or adult lives. This affects their · the variety of approaches taken by different teachers to attitudes, levels of motivation and engagement in learning and in teaching and managing behaviour; extreme cases results in poor behaviour and exclusion from school. · the capacity of the school to support students with high levels of individual needs; For some the cumulative experience of under•achievement and lack · an inflexible curriculum; of engagement means that they do not have the basic skills or study · poor basic skills restricting access to teaching and learning skills necessary to benefit from the examination courses they study. opportunities; Other factors include: · different levels of motivation, aspiration and attainment among · The curriculum offered to young people does not include students places greater pressure on class teachers to enough vocational options to provide choice for those who do differentiate. not want to pursue an academic path. · the curriculum may not seem relevant or challenging to all · Young people may not have had early access to quality pupils; advice about careers and education or training opportunities · there is inadequate support to families in enabling them to or support or encouragement from significant adults.

Learning Together Project (Mount Wise Primary School) Co•ordinated by a teacher from the school, this project provides outreach, organisation and capacity for external providers to deliver adult education. Many parents have started involvement in accred• ited learning such as an NVQ in Childcare and Community Volunteering. Additionally, the project has fed into the wider regeneration programme through enabling local residents to take a lead on; consul• tation (Matrix, Mount Wise Neighbourhood Centre, Bennet Street), supporting the school (Lending Library, homework bags, Community classroom), the resident facilitator of the Education Focus Group came from this group as have a number of residents for the PCM logframing process, it has also linked local residents to other DRC funded initiatives such as Credit Union and Acorn grant applica• tions. The Learning Together Project demonstrates the benefits of schools extending their provision and providing services for the local community. CH •X ANG DF E P

w Click to buy NOW! w m 58 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) o w c .d k. ocu•trac · Lack of self confidence, ability or aspirations. · Young carers assuming greater levels of responsibility within Education policies, initiatives and interventions were found to be more their families effective where they: · Some young people become more aware of their own family · engaged local organisations and providers without circumstances. This can lead to disaffection and the overburdening them with unnecessary administration emergence of emotional difficulties. · worked with local representatives to identify needs and · Recently arrived refugees or asylum seekers may need priorities guidance and additional support to learn English and gain · agreed and set clear and feasible objectives, targets and goals access to suitable courses and training. which reflected local needs · Pregnant or schoolgirl mothers risk missing vital parts of their · consulted with young people and adults, families and courses and may lack practical and emotional support to carry practitioners about planning and implementing change on with education or training. · helped to build the capacity of local organisations and develop · Children in the care of the local authority may have low the skills of their staff to enhance the quality of the services expectations of what they can achieve and insufficient that they provided practical support with study skills or facilities. · developed provision on the basis of identified needs · Lack of adult role models to help raise pupils’ expectations · ensured that services and provision were flexible enough to and aspirations. meet changing needs and circumstances · Lack of out of school activities to help motivate and engage · adopted an informal approach to gain the trust of adults and young people. young people who were to varying degrees outside learning · helped to build the self•esteem, confidence and motivation of 4.2.5 Outline of solution young people and adults which are pre•requisites for re• engagement in learning, achievement and progression Many interventions, some very recent, have been introduced to tackle · provided appropriate levels of personal and practical support the educational problems of pupils in the 5 to 16 age•range. Some to help young people and adults negotiate critical transitions have worked in one context but not in another. Research carried out and sustain their involvement by NFER into local area initiatives in relation to education concluded · forged links with other local educational improvements and that there was no single model of effective intervention across all the innovations and included ongoing evaluation of what was educational policies and initiatives examined. NFER points out that working, how and why there is no simple recipe for success and indicated that successful · helped to develop procedures that ensured that the users interventions were grounded in, and responded to, local context and were fully involved in evaluating the services and provision, circumstances. and actively disseminated progress and outcomes to participants and others in the local community. It has been possible to identify a range of characteristics of effective interventions. The evidence reviewed indicates that any one policy or Initiatives that seek to raise attainment at Key Stages 1•4 will be initiative tends to be contributory, rather than the sole factor, to building on the work achieved in earlier stages. In essence, where the developing local educational strategies aimed at meeting local need. early years intervention and strategies have been successful, CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) 59 o w c .d k. ocu•trac intervention beyond this stage will become graduated and be greatest improvement in performance at the end of Key Stage tests. designed to target more closely those pupils and their families who DRC and the schools have a unique opportunity to develop an continue to demonstrate a need for additional support. However, as effective partnership in relation to raising pupil attainment since their the baseline evidence shows, DRC can expect initial levels of need to targets are identical. Intervention strategies will draw heavily on be high across all stages. individual pupil data to ensure that they are meeting outcomes.

The core strategy for support of school•aged children is to increase Solutions for school•aged pupils will involve work across three broad levels of community engagement, embed evidence•based areas; interventions and re•shape service provision. In the early stages of · Improvements in the use of target setting and formative feedback DRCs work, evidence is emerging that existing local statutory with individual pupils, linked to individualised data on providers are providing a strong base from which to build community performance. capacity. · Enhanced levels of pupil support, both during school hours through targeted small group interventions and out of school In order to realise the most effective spending of time, effort and hours with subject focused study support (provided by skilled resources, the Board is reminded of the complexity of the problem. It teaching staff) and non•subject focused study support (usually will prove far more effective in terms of meeting the outcomes delivered by youth providers, school counsellors, therapists or described in the delivery plan to target interventions across the age• learning mentors). range, building on strategies which the schools and parents identify · Increased levels of parental involvement in learning at home and has having most the impact. at school. Parents will need to be supported in being proactive through raising awareness of how children learn and As schools increase their use of pupil tracking data and monitoring of understanding their joint responsibility in securing the highest individual pupil performance, so they are increasingly adopting possible levels of attainment. strategies that seek to target intervention where it will demonstrate

Learn n’ Earn (Parkside Community Technology College) This project aims to increase the number of students achieving 5 A*•C GCSEs. By supporting Year 10 and 11 students with additional access to study support sessions, setting targets for achievement and rewarding achievement with cash incentives. The project is based on a scheme documented by Bristol NDC that showed an impressive increase in attainment within one year. Through adapting their model to include coursework and encouraging the school to introduce a more focused target setting and re• porting process, DRC has been able to support the development of good practice. The Regeneration Company is funding additional teaching time, tutorial sessions and providing cash incentives for stu• dents to earn through the completion of high quality course work and achievement of target grades at GCSE exams. DRC is awaiting the results from an evaluation, however in the first year of running this initiative, Parkside saw its results jump from 15% 5*A•C’s to 32% 5*A•C’s. CH •X ANG DF E P

w Click to buy NOW! w m 60 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) o w c .d k. ocu•trac 4.2.6 Effective Intervention Strategies breakfast and supportive adult company prior to the start of the school day. Currently, Mount Wise, Marlborough and Parkside offer Effective intervention strategies might usefully be seen as falling into Breakfast Clubs. The Breakfast Clubs at Marlborough and Mount 4 broad areas. Generic strategies which will work across all age• Wise primary schools are experiencing difficulties in mainstreaming ranges, those specific to Key Stages 1 and 2, those effective at Key their provision. Stage 3 and those designed to be implemented at Key Stage 4. The schools and the Education Action Zone have supported the use Generic Strategies of therapists and counsellors to enhance provision for vulnerable and needy pupils. Families, pupils and teachers report favourably on the Raising Standards outcomes of this initiative. A tight focus from schools on the use of pupil data to assess and provide informative feedback to pupils on strategies for improvement Locally planned attendance initiatives include established procedures form a key part of the raising standards agenda. for following up pupils on first day of absence. This scheme could be given a higher profile to raise community awareness of the need for · Wider understanding of interactive teaching methods. regular and prompt attendance at school. Such an awareness · Holiday curriculum support classes such as Easter and summer campaign, if designed and negotiated with local parents, has the schools. potential to improve significantly levels of school attendance. · Using ICT to motivate and teach pupils. · Out of school hours learning opportunities. Behaviour Local use of Nurture Groups has proved a highly effective way of Pupils' welfare and attendance providing for particular groups of pupils. The Nurture Groups have Breakfast clubs were originally introduced to encourage pupils to been recognised across the city and regionally as a model of good come to school on time and ready to learn. They provided affordable practice.

Self•build Classroom Students from Parkside Community Technology College working with a range of professionals; archi• tects, builders, teachers planed, designed and constructed a ‘self build’ environmentally friendly, turf• roofed classroom in the grounds of Seymour House. The self build is powered by a wind turbine and photovoltaic cells (solar panels) as an alternative to mains electricity. Energy usage can be monitored inside the classroom, providing feedback on outputs and consumption. The classroom, linked to Park• side’s specialist technology college status, The classroom is open for local schools to use, where they can also access other facilities at Seymour House such as the Camera Obscura and other learning op• portunities involving hands•on science and technology. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) 61 o w c .d k. ocu•trac Work•related projects involving local Youth Providers (Mount Wise Anti•racist and multicultural education is taken very seriously in Youth Project) have proved very successful at engaging some some schools but is overlooked by others. There are opportunities students. to initiate more work in this area, perhaps exploring greater levels of induction and support for newly arrived students from the BME Community•based work•related learning is proving very effective at community. supporting disaffected young people. Parkside has worked in partnership with both Pembroke Street EMB and Seymour House. Out of school activities and study support Local education authorities use a range of support strategies The ‘Playing for Success’ initiative based in sports clubs around the including support for whole school approaches, for teachers in country provides out of school activities that involves young people classrooms dealing with difficult pupils and for individual pupils who in physical activities and literacy and numeracy learning. This have behaviour problems. initiative could be delivered in local schools by local providers such as Granby Island Community Centre on the back of their successful Curriculum Sport England bid. Primary schools have been given discretion to reduce the full range of the national curriculum where attainment in the core subjects, Homework centres have been set up in schools or other locations English, maths and science, is weak. Locally, schools report an near to where pupils live. A supportive environment is provided increase in time allocated to the core subjects with a reduction in where students can work. Some centres make computers available foundation subjects such as humanities, D&T, music etc. for young people to use at home. Personal, Social and Health Education are taught in schools to help pupils to take control of their own lives, but as yet there is little Pembroke Street Youth Club has started a Children’s Fund after evidence that this has an impact on achievement. Recently, specific school club aimed specifically at SEN pupils and drawing on the work on 'emotional intelligence' has been developed to enrich this Fund’s specific targeting of ‘Positive Activities for Young People’. work.

Education Focus Group The Education Focus Group has a strong track record of stakeholder engagement within DRC, at• tracting a diverse range of residents, agencies and providers who regularly attending meetings. It has a resident facilitator – Jo Norsworthy and an attached resident Board Member – Bill Bertram. Jo received training in Project Cycle Management and has been able to support both the Work and Health Focus Groups with their logframing process. The Focus Group has provided a springboard for involvement and ideas within DRC and seeks to adhere to the ethos of broadening understand• ing of issues around service provision among both residents and service providers. The group of• fers a powerful way for stakeholders to network and is increasing levels of resident involvement. The Focus Group is developing a strengthened role in project monitoring and evaluation through planned opportunities for existing projects to feedback at group meetings. CH •X ANG DF E P

w Click to buy NOW! w m 62 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) o w c .d k. ocu•trac Parental involvement Key Stages 1 & 2 Parent school partnerships are stronger in some schools than others. Some schools hold evenings or open days that raise parents’ Teaching awareness of current educational initiatives such as literacy and The National Literacy Strategy and the National Numeracy Strategy numeracy and explain how parents can help their children. have helped raise standards through training programmes for teachers. Much work has also been done on assessment of Others manage to achieve much closer involvement through linked individual pupils’ work and target setting. This has enabled teachers adult education support programmes. to better plan programmes of work for pupils and has led in many Support is also provided in some areas for family members to schools to raised standards. improve their literacy, numeracy or information and communication skills. Other teaching strategies have included: · using diagnostic assessment to set achievable but challenging The Education Action Zone set up Children’s Universities to provide smaller scale learning targets; opportunities for young people to have an introduction to a more · single•sex teaching; diverse range of topics than are available in school. · use of ICT ; · targeted support for groups – for example, ethnic minorities or Adult literacy, numeracy and information and communication under•achieving boys; technology courses are being offered to parents by Mount Wise · ‘Accelerated Learning’ – an approach to teaching that seeks to school, Granby Island Community Centre and, to a limited extent, build upon recent developments in understanding of how the Marlborough Primary school to help local adults improve their basic brain functions and learns. Using an eclectic approach and skills and gain qualifications. developing a diverse range of strategies such as multiple intelligences, learning styles, Brain Gym, music, target setting The Parkside Parent’s Group has achieved a regional quality mark and motivation. Accelerated learning equips teachers with a award (EPPA— Effective Partnerships With Parents) for the work they broader understanding of the range of immediate strategies have undertaken in supporting the school. Mount Wise will be available to them to enhance memory, motivation and following the same award from September 2003. performance. · 'Transforming Learning' • a programme for diagnosing and Extended schools improving classroom climate; This initiative was launched by the DfES in March 2003. It is focused · using pupil perceptions about teaching and learning to improve on providing a range of services to children, young people, families lesson design and activity. and other members of the community. The services will include study support, childcare, family and adult learning, and health and social Key Stage 3 services located on or near the site on a dawn to dusk basis. Transfer of pupils from primary to secondary schools Extended schools offer the opportunity for DRC to support the Transfer of pupils between primary and secondary schools has been development of integrated services at the heart of the community successfully tackled from a pastoral perspective but continuity of the through a one•stop approach. (see Annex 1) curriculum and use of assessment data continues to be a problem. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) 63 o w c .d k. ocu•trac Summer schools were introduced in 1999 for pupils transferring from The New Curriculum project has recently evaluated a three•year primary to secondary schools who had not reached the expected pilot study in schools. The RSA team helped each of the schools level (Level 4) in English and Mathematics. Teachers ran the involved to adapt the New Curriculum to meet their individual needs summer schools and the pupils were tracked during their first year in and develop classroom materials. Initial results point to a big gain in secondary school. student motivation and, significantly, supporting the transition from Key Stage 2 to Key Stage 3. Attainment has improved in all core Teaching subjects. The Key Stage 3 Strategy has recently been introduced to help raise standards in English, mathematics, science and information and Key Stage 4 communication technology and improve teaching and learning in all subjects; Curriculum · single•sex teaching Vocational education for pupils aged 14•16 in Key Stage 4 has · use of ICT recently been introduced with some success. Schools run accredited · Interactive teaching methods courses for National Vocational Qualifications and work•placement · targeted support for groups – ethnic minorities, & under schemes for pupils. Some schools have forged links with Further achieving boys Education colleges and established vocational courses for these · behaviour pupils.

Opening Minds Citizenship courses in schools have recently been given greater A three•year experiment with the Royal Society of the Arts (RSA) emphasis. Pupils learn how our society operates and their place "Opening Minds" curriculum has shown improved student within it, for instance democracy and law and order. performance across all national curriculum areas through using a non•traditional approach of having combined subjects. Instead Raising aspirations and career paths Years 7 and 8 pursue so•called "competences" • learning, managing Connexions is a relatively new initiative that is aimed at 13 •19 year• information, managing situations, relating to people and citizenship • old pupils to help them make informed decisions about their future while still meeting all the statutory requirements of the curriculum. careers and support them to make plans and put them into action. According to the comprehensive schools involved, they not only do better on standard measures of achievement but are also more Parkside has been involved in a peer mentoring project aimed at interested in learning and more mature • and teachers' morale rises increasing understanding of university. Some schools have used too. adult mentors for young people to help raise their expectations of what it is possible for them to achieve. In some areas adults from The RSA's New Curriculum project is a mainstream contribution to ethnic minority groups have been successfully involved. the strategic development of compulsory school education. At its heart is the development of a curriculum that places as much emphasis on the learning of critical thinking skills or 'competences' as it does on the traditional transmission of facts from teacher to pupil. CH •X ANG DF E P

w Click to buy NOW! w m 64 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) o w c .d k. ocu•trac 4.2.7 Recommendations Development (CD) Team to existing Parents Groups in schools, Extended Schools: Devonport Regeneration Company should seek to nurseries and community groups to create a formalised structure of support local schools in embracing the extended school ethos. New contact and support. This would involve minimal costs and enable models of service delivery can be designed and implemented by ena• the CD Team to strengthen its outreach work. bling the local schools to act as a hub within their community, provid• ing the capacity to allow a multi•agency approach to service provision Raising Standards: Schools should be encouraged to invest more through the co•location of a range of services. Building the capacity of heavily in the use of individualised pupil target setting, study sup• schools would enable them to lever in additional services and support port, feedback for improvement and rewarding. Such work would from other strategic partners. A successful example of an extended also raise pupil motivation and aspirations. This work could be car• school would be the Chafford Hundred Campus in Essex. While en• ried out with the LEA, with additional resourcing needs mapped out hancing existing capacity in terms of space is not mutually exclusive so that financial responsibilities for such programmes are clearly to the concept of a Community Campus, there are clear implications identified. for the strategic direction chosen through the outcomes of the Matrix consultation process. Raising Standards: Supporting local schools in partnership/ federating with other, high performing schools, would enable the Building levels of parental involvement: The clear success of parental sharing of strategies and opportunities for students to mix with oth• involvement through the Mount Wise Learning Together project could ers with high aspirations. be rolled out across all schools within Devonport once any lessons are learned from a formal evaluation of the project. As well as the Raising Standards: Explorations should be made with local schools benefits of enhanced levels of parental learning, support for school to explore more fully how DRC could support them in making best improvement, pupil support and resident engagement, this model pro• use of evidence•based improvements in teaching and learning vides one way of pump•priming the extended schools initiative. A strategies. Research over the last decade increasingly points to• ‘generic’ model could be explored, building closer links between key wards weaving ‘brain•based’ learning techniques into the curriculum. school staff members and the DRC community engagement team so Teaching children how to learn, making use of their preferred learn• that as parents groups gain strength and an individual identity, they ing style and developing thinking skills capacity all lead to gains in begin to feed into the wider regeneration programme. Such groups attainment and enjoyment of learning. can seek quality assurance by following a locally recognised award scheme such as ‘Effective Partnerships with Parents (EPPA). Raising Standards: Schools should be providing additionality in pupil Schools parents groups supported by DRC could form a local net• support. There is an opportunity to build on the Intermediate Labour work, sharing and learning from each other and has the potential to Market experience and provide a number of extra learning support act as a springboard for individuals to become involved in strategic assistants to each school. Benefits would be several fold and in• decision•making. Such an approach would, of course, need the clude: schools to want to work in this way. There will clearly be capacity is• · increased levels of pupil support with a focus on clear and di• sues for each of the schools. These need to be costed and explored rect links to attainment, perhaps based on the EAZ literacy once the Learning Together project evaluation is complete. and numeracy support model which targeted small extraction groups of borderline pupils; Building levels of parental involvement: DRC could link its Community · training and future employment opportunities for local resi• CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.2 • School Aged Education (5•16) 65 o w c .d k. ocu•trac dents; lum disaffection and the low level of sporting and cultural opportuni• · enhanced capacity for local schools to engage in the work• ties for children and young people. force remodelling process; · closer ties between local residents and schools. Reducing pupil turbulence: Even before the decanting process, pupil turbulence was a significant factor in low levels of pupil attainment. Raising Standards: Opportunities for career related psychometric Local residents and schools should make greater use of the ‘Bus testing at Key Stage 4 would support both the raising of aspirations Pass’ scheme to ensure that decanted residents remain in contact for young people and provide early guidance as to possible career with their school and community. One way to strengthen this may be routes. to use a buddying scheme with existing parents who use the bus passes to engage others who are eligible. Our target could perhaps Enhancing School/Home Learning Resources: A programme of add• be to have a local resident paid to undertake the buddying process ing to school resources in such a way that draws more parents into and administer the scheme through the DRC office. schools and involves them in the maintenance and upkeep would have a variety of benefits. Lending libraries, can offer a high level of Behaviour and SEN support: An intervention targeted specifically at parental involvement and enable schools to provide a termly focus children and young people in Key Stages 2 and 3 who display chal• e.g. working with fathers, SEN pupils, gifted and talented etc. They lenging behaviour would enhance the ability of schools to deliver also increase access to expensive play and learning items that may lessons with less disruption. Encouraging the schools to work in not usually be present in the home. The evaluation of the Library at partnership over the sharing of resources has additional benefits in Mount Wise should further inform the Board. creating strengthened support networks. Of particular note has been: Supporting school governing bodies: A rolling programme which · the use of a Nurture Group, identifies educational good practice in other areas should be con• · the use of creative therapy such as Art and Drama Therapists structed. Planned visits by Chairs of Governors, residents and and school counsellors, teaching staff be undertaken to enhance learning networks at a stra• · the partnership emerging between Mount Wise school and tegic level within school organisations. ‘Learning groups’ would feed• Pembroke Street Youth Club over specific SEN support back to the Education Focus Group to share knowledge gained and through an after school club, explore how any lessons learned might be incorporated locally. · joint projects with Youth Workers (Mount Wise Youth Project Such a programme would also enhance opportunities for mutual and Granby Island Community Centre) in Parkside, support between schools and strengthen the role of parents on · Work•related curriculum support and partnership work be• school governing bodies. tween Parkside and others such as Pembroke Street Estate Management Board. Out of school hours provision: Enhanced opportunities for schools · Sports and Arts based intervention strategies also are proving and local youth providers to deliver innovative programmes of study popular and effective ways of increasing engagement and in• support, both subject and non•subject focused. Through creating a clusion. partnership between the schools and local providers, the capacity to deliver out of school hours study support can be explored and a model developed which seeks to tackle under•achievement, curricu• CH •X ANG DF E P

w Click to buy NOW! w m 66 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.3 • Further and Higher Education (16•25) o w c .d k. ocu•trac 4.3 Further and Higher Education (16•25) 4.3.3 The Issues

4.3.1 What’s the Problem? Lack of education, employment or training at 16 contributes to lower earnings in later life. There is a clear link between levels of parental Young people's problems in participating in education and qualifications and qualification levels achieved by young people subsequently gaining qualifications between the ages of 16 and 19 which confirms a cycle of deprivation. are explored and details provided of those likely to be most affected. National evidence shows that in areas of deprivation young people 4.3.2 Introduction have fewer qualifications at 16 than the national average and they are less likely to move on to further or higher education or vocational In Devonport there are many related problems that act as barriers to training. One in four pupils living on difficult•to•let estates gained no young peoples’ participation in further education and their GCSEs, five times worse than the national average. There are signs subsequent achievement. Motivational factors such as low that low achievement is worse for boys and this may be more expectations of success and limited aspirations can inhibit young severe in areas of deprivation. Nationally, on average, girls out• people from taking up places on courses. Practical factors such as perform boys at 18. family circumstances, lack of finance and personal problems often prevent young people from applying or completing a course. Young people with GCSE Grade D• or G and parents in manual Educational factors such as low attainment, inadequate preparation occupations are more likely to be in government•sponsored training for post 16 education, insufficient or poor advice or guidance about programmes. suitability of courses or lack of relevant courses can affect young people’s access to or completion of courses. Overall about 10 per cent of young people are neither in education or training at 16. The following groups are over represented in the 'not in' education, employment or training category and these are

Homework Packs Funding for homework packs was provided to all schools in Devonport to enable them to put together a range of stationary and books designed to support children in completing their homework and to give them a bag that they could use to transport their homework to and from school. The packs supported pupils and their families with resources which they find hard to buy to complete their homework. In addition, the process of consultation over the packs raised the profile of homework and its importance. Each school adopted a dif• ferent approach to consulting on the contents and putting the bags together. At Marlborough Primary and Parkside, the pupils were heavily involved in the process. At Mount Wise, a group of parents took a lead in implementing the project and were visited by Marc Gardiner, Chair of DRC, and Linda Gilroy MP. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.3 • Further and Higher Education (16•25) 67 o w c .d k. ocu•trac the ones who need well•targeted multi•agency support: 4.3.4 What are the causes? · young people in the care of the local authority; · teenage parents, usually living in wards with high social Causes of non•participation and underachievement include socio• deprivation; economic circumstances, ethnicity, prior attainment, special needs · young people caring for other family members; and personal circumstances – including the use of drugs. · young people with chronic illness, disabilities or special needs; Nationally, young people have problems with accessing courses at · young people identified by their school as experiencing 16 that match their prior attainment and career aspirations. Suitable emotional and behavioural difficulties; courses are not available in the Devonport area. Young people do · young people with mental health problems often linked with not have enough information about what is available and some do social class, poverty and being brought up by a lone parent not feel that further education is for them. Some take up places on with poor qualifications; unsuitable courses, so they risk dropping out early and become · young people with risk behaviours including smoking, discouraged from continuing with further or higher education. drinking alcohol and serious drug misuse; · young people and children who self•harm, which in the worst The lack of a sixth form within Devonport means that young people cases may lead to suicide attempts; on transfer from Parkside have to be more proactive about locating · young people involved in crime and the criminal justice a further education placement. Such a placement will mean travel system. Persistent offending is highly correlated with having outside the area – adding to perceived barriers, not least financial been excluded from school, no or low qualifications and ones. regular drug and alcohol misuse; and · young people from some ethnic groups: African Caribbean, The causes of low participation in post•16 education and Pakistani and Bangladeshi. underachievement in areas of deprivation are varied and inter• related. They include:

Project Cycle Management (PCM) Working Parties The Education Focus Group has held the three working parties to date to help the Board in defining outcomes for the Regeneration Company from a resident’s perspective. All three had over 50% representation by local residents, with stakeholder lists and logframes competed by the end of March and awaiting the Boards con• sideration. Significantly, local service providers such as schools, Leander House and the Parent to Parent Pro• ject were able to engage the majority of residents who attended. This model, using local providers to engage residents at a local level, is showing much promise. The logframes (see appendix 3) demonstrate a clear desire by local residents for higher levels of involvement in the education process, both for their children and them• selves. CH •X ANG DF E P

w Click to buy NOW! w m 68 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.3 • Further and Higher Education (16•25) o w c .d k. ocu•trac · Socio•economic: Family disadvantage and poverty, unemployed parents, parents with few qualifications, desire of young people They include: from lower socio•economic groups to start work earlier and the Enhancing choice for young people by increasing collaboration costs of studying. between schools, sixth•forms and colleges to ensure that students · Ethnic group: Some minority ethnic groups particularly African have access to as wide a choice of post•16 courses as possible. Caribbean, Pakistani, Bangladeshi; and in many areas young Increasing guidance and advice to 14 to 16 year old students to people from white ethnic groups. make them aware of the full range of opportunities available to · Attainment: Low or no educational achievements at the age of them. 16 . Improving Key Skills for post 16 work in Key Stage 3 and 4 (11•16 · Special Needs: Having a special educational need, for instance year olds) so that, for instance, students have greater confidence in learning or physical disabilities, having poor physical or mental their oral and written work; health, or personality, emotional and behaviour disorders. Adequate prior attainment • avoiding students being accepted for · Attendance and behaviour: Truancy and exclusion from school advanced courses when they have little prospect of completing them before the age of 16, young people with personality and successfully; behavioural difficulties and young people who have been Enhancing provision of entry and foundation level courses, basic bullied. skills programmes and programmes for students with learning · Personal circumstances: Pregnancy and teenage parenthood, a difficulties; dysfunctional family background, adverse family circumstances, Increasing the availability and quality of work•based training so that experience of a traumatic event, being in the care of the local vocational training and qualifications are more attractive to young authority, homelessness, lack of support and a lack of money. people. · Social development: Lack of confidence or immaturity. · Crime and drugs: Drug, alcohol or substance use and 4.3.6 Effective Intervention Strategies involvement in crime. Interventions have focused on building partnerships between 4.3.5 Outline of the solution institutions however, building partnerships with young people is a primary need as engagement and motivation are precursors to Nationally, recent inspections of post•compulsory education have access. focused on areas of relatively high educational and social disadvantage. Solutions identified by these inspections are Many different types of interventions have been tried in response to associated with: the problems associated with the participation of young people from deprived areas in post 16 education. Many of them are focused on · Recruitment • encouraging young people to go on to further boys. Many involve partnership working between educational education; institutions, support services, agencies and voluntary groups. · Retention • making sure they are advised correctly and supported in completing their studies; Recently there have been moves to foster greater collaboration · Attainment • ensuring that adequate support is in place to enable between school sixth forms to provide young people with a wider high levels of success. range of courses. Usually this means that students travel between CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 4.3 • Further and Higher Education (16•25) 69 o w c .d k. ocu•trac schools and involves careful timetabling of course options. This importance of innovative approaches such as outings, residentials, solution has the benefit of providing some continuity for students advice and advocacy projects, video and drama productions, and from small secondary schools who may lack confidence in studying mentoring or ‘buddying’ schemes, where the learning arises from a in a new sixth form or further education college. And, of course, they shared experience. have more choice and so may be more likely to choose a course that suits their interests and aptitudes. Parkside has already attempted to tackle this very issue through a range of initiatives, many of which are subject to temporary funding Collaboration between Parkside and Plymouth College of Further or support. The use of Mount Wise Youth Project, Business Mentors Education is increasing. This arrangement can provide greater and the National Mentoring Pilot Project have all sought to bring access to vocational courses for students post•16 by increasing students closer to further and higher education routes. Numbers of access and uptake of the range of courses on offer. Generally students going on to University are increasing. vocational courses are tailored to particular employment avenues and types of work. Pupils are able to undertake courses linked to Pupils who are excluded from school are usually registered at pre•16 qualifications. Bretonside Pupil Referral Unit for their compulsory education potentially spending time on a course at a college of further Sport has been shown to have a powerful ability to educate young education. This has often been successful in re•engaging people as well as contributing to improving their health, reducing disaffected young people and, with appropriate guidance, has led to criminal activity and increasing their chances of employment. their participation in further education. While there is little specific Playing for Success, is one initiative in which the Department for evidence of this occurring in Devonport, it provides a positive Education and Skills has joined forces with Premiership football strategy which may be successfully adopted. clubs, to set up study centres in sport stadiums for disaffected young people to develop their confidence, self•esteem and Connexions has been set up to provide advice, guidance and motivation. With a promotion planned by Plymouth Argyle in 2004. support to young people from 13 to 19 years. This service is delivered through local partnerships and provides personal advisers School•based mentoring for young people has focused on improving for all young people. As well as working through schools and their self•confidence, self•esteem and motivation and broadening colleges they also work with those hard to reach young people that their aspirations. Students in danger of becoming disengaged with are outside the education and careers system. The Connexions formal education may be successfully supported by other agencies Card initiative is designed to encourage young people to stay in and providers. education after the compulsory leaving age.

Youth services are increasing their work with vulnerable individuals Connexions negotiate work with Parkside pre 16 and are beginning such as those with substance use problems and anti social to operate in the Devonport community through youth services and behaviour. Building the capacity of young adults to make positive life agencies for 13+, but specifically 16•19. The service has identified a choices presents youth and community education workers with a need for better marketing within the locality. Connexions received a particular challenge, especially when trying to reach disaffected ‘very good’ OFSTED inspection report in October 2003. The service young people who may have been alienated by their prior manager, Steve West, has indicated a desire to work closely with experience of learning. Several studies have stressed the DRC on devising and implementing recommendations regarding CH •X ANG DF E P

w Click to buy NOW! w m 70 Devonport Regeneration Company Lifelong Learning Strategy: Section 4.3 • Further and Higher Education (16•25) o w c .d k. ocu•trac Connexions in Devonport, working in partnership with youth services, agencies and young residents.

Educational Maintenance Allowances provide financial incentives for 16 to 19 year olds from low•income families to stay in education. A weekly allowance is provided with bonuses for retention and achievement. Research shows that these allowances have increased participation in education but students are continuing to combine education and part•time work. A locally based allowance, perhaps targeting the purchase of specific equipment for vocational courses such as hairdressing, cooking and mechanics would feed very well into the Parkside ‘Learn n’ Earn’ initiative.

Credit based systems of accreditation have been tried in Wales. This system aims to increase participation by providing the flexibility for young people to study modular courses, a bit at a time, and build up qualifications to meet their work needs or which can count towards higher education.

Motivational training has been tried with de•motivated young people. Such programmes might include counselling, outdoor pursuits and team activities and might involve employers as part of work experience, community groups or a designated Youth Worker.

Higher Education institutions in Scotland have encouraged the participation of under•represented groups. They have worked successfully with primary and secondary pupils, and with residents in under•represented areas. They tried access courses, outreach work with communities and schools, developed ways of recognising prior learning and experience and introduced flexible provision of courses.

The Learn n’ Earn scheme at Parkside has proved to be extremely well received by students, parents and staff. While at the time of writing, the formal independent evaluation has not been completed, there is some evidence that it is making an impact on student attainment and motivation to complete course work to target grade. The scheme has attracted good publicity for the school, DRC and is widely praised locally. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.3 • Further and Higher Education (16•25) Click to buy NOW! 71 w m o w c .d k. ocu•trac 4.3.7 Recommendations

Hard to reach young adults should be engaged alongside youth providers and education providers to undertake a specific piece of work identifying their needs more clearly. This could take the form of Project Cycle Management (PCM) and be used to inform the Board on possible outcomes from intervention strategies.

DRC could seek to second a Connexions worker for a 6•month period. The worker would be used to specifically target the 16•25 age group, providing advice, signposting and support in accessing Further Education. Such a project ought to have a local young adult shadowing this post from the outset so that they could potentially continue the work. Opportunities to mainstream this post should be explored with Connexions and the LSC.

Local youth providers could seek to align their programmes more closely to local schools and further education providers. This would involve higher levels of partnership work between the two, and would seek to find more opportunities to deliver exciting and innovative youth work within educational settings. It would start to breakdown some of the perceived barriers which surround further education and contain inherent opportunities for building pathways into further education.

DRC should explore ways of enhancing the current work being undertaken by Plymouth Learning & Work Partnership to build bridges between schools and work placements.

Financial barriers to participation in further and higher education need to be more fully mapped across the Devonport community. There is an opportunity to develop a locally based grant scheme to support potential students into their preferred learning pathway. Such a scheme may potentially provide support for equipment, travel, childcare, books or indeed any other expenditure identified by local residents as providing a barrier to access. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.4 • Adult Education Click to buy NOW! 72 w m o w c .d k. ocu•trac 4.4 Adult Education (25+) you need sellable skills. Yet a significant number of people in Devonport continue to leave school with few skills, few qualifications 4.4.1 What’s the problem? and unmet literacy and numeracy needs. The Policy Action Team on Skills concluded: "for a variety of reasons the education and training For adults with few or no qualifications as well as those wishing to system is not adequately addressing the needs of socially gain new skills, access to affordable education and training disadvantaged adults.” opportunities can offer a vital route out of poverty, unemployment or crime and can enhance their ability to make effective lifestyle choices 4.4.3 The Issues around health. Yet many adults lack the means, motive or opportunity to study. Many people living in Devonport do not opt to take up learning opportunities even when they are nearby and free. One deciding 4.4.2 Introduction factor may be a general feeling of alienation from learning. School experiences and other contacts with public organisations may have The education and skills we acquire affect all aspects of our lives. been almost entirely negative. There may be cynicism about what They have a decisive influence on our ability to find and keep a job, studying can achieve when there are ‘no jobs anyway’ or a sense our capacity to take part in society, our social status and self•esteem, that learning is ‘not for me’. People used to working in Colleges and our family relationships and our ability to help our children through other places of learning may not appreciate how much anxiety these school. Deprivation caused by unemployment is a fact of life in places can create for adults, particularly if they are filled with Britain’s poorest neighbourhoods. People with low levels of skill are younger people or with staff who do not understand their language, much more likely to be unemployed and in the poverty trap— so culture or religion. reducing life opportunities. Some adults who do consider further learning are confused by the The surest way out of the poverty trap is to find work, and to do that array of levels, examining boards, acronyms and course codes. Our

Pembroke Local Repair & Maintenance Project (Pembroke Street/Parkside) This project is developing provision of a local trainer for skills and qualifications around estate repair and maintenance and is all about providing adult training and links into real, local jobs. It has begun a very in• teresting partnership with Parkside, providing opportunities for Y9 & Y10 students to work for a day a week on a work•related curriculum project. This has enabled the school to support pupils at risk of disaf• fection with the curriculum through engaging them in a range of valuable work•based tasks. The project is currently exploring links into Plymouth Learning & Work Partnership 14•19 pathfinder project. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.4 • Adult Education Click to buy NOW! 73 w m o w c .d k. ocu•trac vocational training structure is the product of different government communicate in English. agendas and is much more complicated than those found in other countries in Europe. Many employers do not understand it, much The barriers that discourage take•up or lead people to drop out are less would•be learners who have been out of education. most likely to include: · Lack of information about what is available, including Some people remain trapped in low income and unrewarding jobs information in alternative formats, community languages and when more training could help them move on. Poverty can mean mother•tongue guidance; that people cannot spare the time from paid work. Inflexible hours · The cost of studying, including fees, transport costs, books can also be a barrier for low paid people. Too many courses are still and equipment, childcare and fears about losing offered on a full•time basis in areas where people’s work and family unemployment or child benefits; commitments exclude them from full•time study. · Negative experiences of education in the past, due to racism, poverty, lack of confidence or domestic Despite outreach initiatives and other efforts to target groups that circumstances; are hard to reach, many adult and community learning providers still · Not understanding how the education system works or how have difficulty attracting and retaining adult learners. Many do not to access advice and guidance; have the funds or resources to meet the particular needs of adults in · A bewildering vocational training structure with high levels of deprived neighbourhoods where asylum seekers, ex•offenders, confusion around accreditation and qualifications; parents with young children, alcohol and illegal drug users, people · Concerns about age, ability, confidence or lack of time; with mental health problems and people who lack basic skills or · Lack of facilities for women such as child•care, women•only have other specific needs may present a particular challenge. provision and timetables that fit in with school hours and school holidays; Research has identified many different barriers that can stop people · The location, including the cost and length of the journey and from accessing local learning and training opportunities. They whether it is safe and accessible; include financial constraints, language barriers, inappropriate · An unwelcoming or unsafe environment, conveyed by tutors’ courses, low levels of confidence and lack of information. The most attitudes, the behaviour of security or reception staff, and the successful community education takes full account of such barriers state of buildings; by involving local people in planning and designing local provision; and by addressing their social and economic circumstances as well · Fear of isolation, particularly for members of religious or as their education and training needs. cultural minorities living in mainly white areas; or for people who want to work in areas that have traditionally attracted the opposite sex; 4.4.4 What are the causes? · Lack of appropriate religious, dietary or cultural facilities; · Lack of awareness of individual needs and circumstances – Adults may not try to access learning opportunities for a variety of particularly where people are experiencing the trauma of reasons. Factors such as poverty, discrimination, depression or lack displacement, neglect, discrimination or abuse; of self•confidence are known to de•motivate, particularly if people · Inflexible, inconvenient or inappropriate provision, including are struggling with the consequences of being unemployed, inconvenient times, classes that only enrol once a year or uprooted, living alone with young children or unable to read or CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.4 • Adult Education Click to buy NOW! 74 w m o w c .d k. ocu•trac attendance requirements that fail to take account of people’s childcare, caring or work responsibilities; Informal approaches: Local people can build their own capacity, · The gap between adult learners’ needs and what is available develop their learning and transform their neighbourhoods. locally – for example, ESOL (English as a Second or Other Although there is a tendency to see regeneration and community Language), childcare, disabled access or financial support. capacity building as a strategic task, some of the most successful and sustainable initiatives have stemmed from informal, People living in deprived neighbourhoods are disproportionately unstructured approaches that are non•threatening and arise directly affected by such barriers. They are also more likely to be put off by from the detail and day•to•day realities of people’s lives. past experiences and distrustful of formal, institutionalised Encouraging community involvement in local concerns or approaches. Efforts to engage local communities and increase their environmental issues, for example, is more than likely to involve participation must therefore take full account of the need to consult individuals in tasks and new skills that motivate them to seek out with local people and encourage their active engagement. This may more structured learning. There is also evidence to suggest that involve risk•taking and flexible ways of working that do not ‘small•steps’ provision is best delivered via drop•in or ‘bite•size’ necessarily conform to traditional funding requirements for sessions, with the flexibility afforded by community centres and structured, time•bound courses with exams and certificated similar informal venues. Some of the most successful initiatives outcomes. have been those where people are freed from the structures that constrain them, encouraged to take creative risks and given the 4.4.5 Outline of solution resources and encouragement to experiment.

The solution involves working on two fronts, increasing recruitment Recruitment: Bridging the gap between people’s aspirations and the into adult learning through removing perceived barriers and courage it takes to meet the demands of a course or a new job increasing the options available for quality accredited training and remains a key challenge. Traditional marketing and methods of skills… recruitment that rely on the written word may fail to reach certain groups due to language barriers or the way information is circulated

Granby Island Community Centre Owned and run by local people, it has developed into a provider of education and training in response to ex• pressed needs, mainly as a result of having an ICT suite and mobile ICT equipment (laptops), which are offered free of charge, for use by individuals and/or groups. GICC offer both formal (accredited) and informal courses and are working towards being able to deliver both City & Guilds and Open College Network accreditation, for specifically designed courses, with local needs in mind. The Community Centre believes that the skills needed to regenerate Devonport exist within local residents, with the problem being that they fail to recognise their own abilities. GICC work with the DRC in getting that message across by supporting residents to gain qualifications in line with their skills and ability. GICC has gained national funding, from both the Basic Skills Agency and the Learning Skills Council and is a key partner in the creation of two community networks, one across a large sec• tion of Plymouth (10CC Consortium), the other across Devon & Cornwall (UK Online Centres). CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.4 • Adult Education Click to buy NOW! 75 w m o w c .d k. ocu•trac within their cohort or community. Much of the available evidence many people as travelling to work. The potential role of such suggests that such groups respond better to word of mouth organisations in increasing learner participation is generally recruitment – for example, using local people, radio stations or recognised in policy and strategy documents. However many community events to spread the word. Giving potential recruits a voluntary and community organisations lack the capacity to fulfil this chance to ‘taste’ what’s on offer or to dip in and out before role due to financial constraints, inadequate facilities and a lack of committing themselves formally is a less threatening form of trained, well•informed staff. Surveys have shown that very few induction and is also thought to improve retention. voluntary groups that offer training have adequate involvement from employers. Their low capacity makes it hard for them to establish While many agencies and individuals have an interest in improving community ownership and steer the direction of local learning matters, it is often the case that no one person or agency is initiatives – yet this is a key plank in the Government’s policy. responsible for ensuring that the right kind of learning opportunities are available for people from less advantaged neighbourhoods. This The Learning and Skills Council has recognised that many new is why clearly mapped local provision is so important. adult learners will not be tempted into the system by standard, work related training courses like NVQs. It has begun to fund ‘softer’ first People from disadvantaged neighbourhoods may be excluded from start courses in subjects of general interest like aromatherapy and work, even if they have the right skills for the job, because they lack gardening in response to evidence that someone who starts learning ‘employability’. This includes attributes such as the confidence to for pleasure or interest, whatever the topic, is likely to go on doing take risks, the ability to make decisions, a readiness to assume so. responsibility, reliability, appearance, punctuality and the ability to communicate clearly. Today’s companies tend to be small with flat The benefits system discourages many people from studying as structures and they expect workers to perform several tasks, much as they’d wish to. Taking time out to improve one’s including managing parts of the process. employability is not always seen as consistent with ‘job seeking’ and there may be a fear of losing benefits. Research shows that, for When employers complain about new workers with ‘no common almost all groups, having a job is the fastest way out of social sense’ they may be referring to quite high level, learned cognitive exclusion although this option may be less attractive if jobs involve functions. Yet the majority of training courses do not incorporate low pay. ‘employability’ skills in the learning package and few curricula have taken on the challenging task of quantifying them and explaining There has been a parallel decline in many of the community•run how they might be measured and assessed. organisations that helped to create ‘social capital’ – that is to say, the informal learning people gain from involvement in social A number of colleges have responded to these challenges by setting organisations like social clubs, women’s organisations, up outreach centres to deliver education in the community rather supplementary schools, church and other religious groups. Such than expecting the learner to come to them. Voluntary and involvement often helped to compensate for a lack of formal community organisations are well•placed to provide local schooling and helped to build people’s organisational capacity and opportunities for adults to learn and can often attract students who self•esteem. would not (yet) feel comfortable learning in a larger organisation. Travelling to study is as hard financially and psychologically for CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.4 • Adult Education Click to buy NOW! 76 w m o w c .d k. ocu•trac 4.4.6 Effective intervention strategies performance of other countries and eventually to eradicate the problems in the UK altogether. Government regimes that demanded immediate outcomes and competition for students have been relaxed. Partnership between The Government has made £1.5 billion available to address basic training organisations is encouraged, along with voluntary and skills needs over the next three years, amounting to two million community sector providers learning places. However ABSSU accepts that simply making more places available is not the answer. National publicity will be on two During the 80s and 90s public policy on vocational training tried to fronts • Gremlins (Get ON) targeted at learners below Entry level, encourage training which led to measurable outcomes like whose skills needs have a severe knock•on effects on everyday life immediate employment or an NVQ (National Vocational and Move On, which is specifically targeted at adults with ‘brush•up’ Qualification). The Further and Higher Education Act of 1992 needs who are expected to achieve at Level 1 or 2 relatively easily, endorsed this policy and laid down various funding regimes that but may not respond to the Gremlin•type publicity. made organisations financially dependent on their outcomes. This stemmed from an understandable desire to raise standards and Adults in the first group (below Entry level) are less likely to enter levels of work•related skill, but its effect was to discourage much mainstream/traditional provision for the reasons listed in 4.4.4 and community•based ‘first step’ provision. More recent Government need to be engaged through more holistic first•steps approaches. documents have recognised that this limits people’s options and can The model emerging in Devonport, with centres such as the have severe consequences in socially disadvantaged areas. Learning Together project at Mount Wise school, appears to be one way around this. The Skills Policy Action Team recommended that funding programmes be more sympathetic to small organisations seeking to The recognition that people may need to take many small steps offer learning. This has influenced some of the spending of the LSC towards a learning goal – and that these may be different for although there is an acknowledgement that it has further to go in different groups and individuals – has led to the setting up Individual empowering voluntary and community groups to make their full Learning Accounts, which provide a notional sum that individuals contribution. Despite a new emphasis on the importance of ‘informal can ‘spend’ on recognised training. These have not had a happy learning’, questions about how to accredit and fund it have yet to be history. They were hard to administer and many would•be learners resolved. did not know they existed. However the Government intends to improve and expand this scheme. The Skills White Paper, due in The Government has also put in place a number of policies aimed at July 2003, is set to recommend that adults who take up full•time improving literacy and numeracy. The Adult Basic Skills Strategy GCSE courses should get their tuition free and weekly grants of Unit (ABSSU) which operates across all government departments is £30. This recommendation will cover adults over the age of 19 who responsible for delivering them. Its short•term goal is to improve the have not previously achieved five passes or above. This provision is literacy and numeracy skills of 750,000 people by 2004. Success expected to be targeted at shortage subjects and may also be will be measured by achievement of approved literacy and applied to A level or equivalent courses. numeracy qualifications at Entry level 3, Level 1 and 2. Adults can only be counted once, even if they go on to gain qualifications at The Government is also committed to the expansion of the each level. In the longer term it seeks to match the best University for Industry’s Learndirect service whereby individuals can CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.4 • Adult Education Click to buy NOW! 77 w m o w c .d k. ocu•trac study and gain qualifications online in a college, at work or at home. The drive for neighbourhood renewal to be resident engaged, Learndirect has recognised the role Trade Unions can have in resident led and resident managed requires an up•skilling of the local encouraging their members to access learning – a successful liaison adult population. The Skills & Knowledge Programme seeks to upon which the Government is seeking to build further in the future. bringing about a step•change in the level of skills and knowledge for all involved in neighbourhood renewal and ensure that everyone The issue is not just how many people study but WHAT they study. involved in neighbourhood renewal has the support they need to Britain has a severe skills shortage in work requiring NVQ level 3 improve neighbourhoods. A vision for this change is set out in the qualifications (this is an advanced technician grade – the vocational learning and development strategy: The Learning Curve. equivalent of A•Levels). The Government has set a number of targets to raise achievement. It wants Level 3 qualifications to rise from 47 Local providers of adult education could seek to build on The per cent to 52 per cent by 2004. It has promised to open two Learning Curve, by embedding skills and knowledge for technology institutes in every region to meet the need for high level neighbourhood renewal within existing adult learning programmes or technical skills. It also wants half of all colleges to become Centres of seek to engage local residents on specific programmes which also Vocational Excellence by 2004 (COVEs). This means colleges will equip them with neighbourhood renewal skills. need to develop excellence in a named area of work•related training, like ‘health’ or ‘design’ and bid for this status. Examples of this style of work would include the provision of an NVQ in Community Volunteering at the Family Learning Project at Mount This means helping people to develop the skills to be successful in Wise or the Community Development Course at Granby Island employment, and also means supporting learning of all kinds – Community Centre. including informal learning, community based learning and learning for pleasure – which can help people to overcome social Interventions reflecting priorities as identified by the Learning & Skills disadvantage and to play a full role in society. Council and will gain a much higher chance of funding external to DRC and will be dovetailing more tightly with strategic plans from The National Strategy for Neighbourhood Renewal describes a other agencies within the sector. For example, in 2003, learning change in the way we work within and engage with communities in leading to a nationally recognised qualification at NVQ level 2 and 3 deprived areas. Residents, policy makers, practitioners, professionals and young people not in education, training or employment (NEET) and organisations all have a role in neighbourhood renewal, but were seen as priority areas for funding. many may not realise what is being asked of them. New skills and knowledge for neighbourhood renewal are needed if such Planned intervention strategies will need to build upon existing City widespread involvement is to succeed. wide strategies such as those currently emerging from: Plymouth Learning & Work Partnership The National Strategy for Neighbourhood Renewal recognises the LEA: Adult and Community Learning Plan need to change the way people working to renew neighbourhoods are trained and supported. Learning opportunities designed to help people and organisations 'do things right' • work more efficiently, more effectively, more inclusively are outlined in the strategy. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 4.4 • Adult Education Click to buy NOW! 78 w m o w c .d k. ocu•trac 4.4.7 Recommendations Local Accreditation: Engaging a mainstream provider to develop a framework for accreditation of key skills and informal learning based on learning and training undertaken in a voluntary or interest•based A conference to be held for all local employers, perhaps with an in• capacity. Such an accreditation scheme would be of most benefit if it centive to attend, which would seek to promote the benefits of the linked into a nationally recognised scheme such as NVQ. government’s National Skills Strategy. The lead agency on this may well be a private group such as Learndirect who could follow up on Raising the Profile of Lifelong Learning: This could be achieved in a work•based learning opportunities. range of ways to encourage more adults to acknowledge and take part in learning events and to tackle issues around recruitment. Ex• Enhanced Provision: Learning lessons from Mount Wise and Granby amples might include: Island in relation to Adult Education provision and seeking to involve · A co•ordinated approach to advertising availability of learning residents more clearly in the nature and management of such provi• opportunities from all local providers settings and other. This sion. The current format of providing a base from which external pro• might take the form of a termly mini booklet and could be com• viders such as Plymouth College of Further Education, Workers Edu• plied by a local resident with office support. cation Association and Basic Skills Agency can deliver courses · A community learning champion award. within the local community has been successful so far. Seeking ways · Small grants scheme to encourage uptake of learning opportu• to enhance this, and providing firmer guidance in terms of resident nities. participation in leadership and management. Such provision could · A high profile statement of intent • perhaps resident Board also enmesh itself in other aspects of DRC: for example, through the members, DRC office staff, local community leaders, head• use of ICT by residents to support newsletter production, flyers and teachers etc could advertise something that they will learn, leaflets etc. similar in nature to the LEA year of Lifelong Learning initiative. Long•term evaluation: Local provision of adult education has, rightly, Build on existing local residents who have a heavy involvement in had a primary focus on engaging emerging learners. Through education. Projects such as ‘Shout it Out’ could be involved more learner•centred provision, new and emergent learners are created. heavily in local initiatives which are aimed at bringing local adults There is little hard evidence of how many such ‘first•step’ learners into the learning process, linking parents and children in learning choose to continue into accredited learning, or what is successful in and providing signposting to access learning. moving them into accredited learning. A long•term piece of evalua• tion on adult learners using both Granby Island Community Centre Access to Childcare: Increasing access to affordable childcare such and Mount Wise Primary School could by undertaken so that DRC as crèche facilities and day care opportunities for residents who can: wish to undertake additional learning opportunities. One creative · demonstrate how it is progressing towards its Delivery Plan out• way to achieve this may be to encourage the development of a so• comes cial enterprise around childcare, support could be provided either by · understand the nature of successful interventions Co•Active or the EYDCP Business Support Officer. The qualifica• · support providers in accessing mainstream funding tions and training for which could be delivered locally though a De• Such an evaluation may draw on the expertise of GOSW via the SW vonport•based setting, training could tie into a local provider and Skills for Life Unit quality assurances link with a locally•based Sure Start type scheme. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 79 w m o w c .d k. ocu•trac Section 5 Strategic Priorities

5.1 Recommendations 5.2 Links to other themes CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 80 w m o w c .d k. ocu•trac 5.1 Recommendations enabling the local schools to act as a hub within their community, providing the capacity to allow a multi•agency approach to service Strategic & Partnership Recommendations provision through the co•location of a range of services. Building the That all DRC funded interventions place a greater emphasis on the capacity of schools would enable them to lever in additional services providers to support the recording of data which will be available to and support from other strategic partners. A successful example of DRC. Such data to be used to capture additional added•value and an extended school would be the Chafford Hundred Campus in outcomes. Essex. While enhancing existing capacity in terms of space is not mutually exclusive to the concept of a Community Campus, there Interventions seek to create closer links between pre•school, Sure are clear implications for the strategic direction to be chosen through Start and Early Years strategies and adult education strategies. the outcomes of the Matrix consultation process.

Greater autonomy and initiative needs could be devolved to the All future spending in schools should seek to enhance partnership Education Focus Group (EFG). There is a powerful argument that work between the schools and with other local providers. While such a move should be occurring for all Focus Groups, with Focus there is a danger of placing additional burdens on schools in relation Groups providing regular analysis, guidance and up•dates for the to management and administrative time, the benefits of partnership Boards’ strategic decision making. Examples of how this might look work will leave the schools in a stronger position to share, evidence include: and learn from effective interventions. One possible way forward · Taking a stronger role in the monitoring and evaluation of local with this would be to place clearer conditions and guidance on future schools performance through a termly review of school funding which required evidence of partnership and collaborative performance data. This would mirror a Sure Start principle of approaches, this could be costed and funded as part of future involving residents in aspects of data analysis and foster wider project design. understanding of issues and responsibilities. · Providing the Focus Group with an annual budget so that small The impact of the decanting process has been particularly initiatives could be undertaken quickly and respond to detrimental to local schools ability to plan long•term provision. This unforeseen opportunities as they arise. has been compounded by recent changes in formula funding at LEA · Encourage greater levels of participation among local residents and national level. DRC, Urban Village, the LEA and schools need while releasing the Board from day•to•day management issues to work in closer partnership in minimising this impact and planning so that they can engage more fully in strategic processes. for financial stability during the regeneration process. A strategic This strategy would provide an enhanced role in identifying good approach would be to initiate a meeting between all stakeholders to practice and initiating greater levels of discussion around specific see what solutions emerge. topics contained within the Lifelong learning Strategic Plan e.g. visits to other areas undertaken jointly between local residents and Reducing the effects of pupil turbulence: Even before the decanting teaching staff, followed up with discussion and an action plan. process, pupil turbulence was a significant factor in low levels of pupil attainment. Local residents and schools should make greater Extended Schools: Devonport Regeneration Company should seek to use of the ‘Bus Pass’ scheme to ensure that decanted residents support local schools in embracing the extended school ethos. New remain in contact with their school and community. One way to models of service delivery can be designed and implemented by strengthen this may be to use a buddying scheme with existing CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 81 w m o w c .d k. ocu•trac parents who use the bus passes to engage others who are eligible. Early Years Recommendations Our target could perhaps be to have a local resident paid to That the Regeneration Company develops new programmes of undertake the buddying process and administer the scheme through parental support, developed along the lines of Sure Start, engaging the DRC office. new parents in service provision and delivery as well as being recipients of the services. An assessment of the educational needs of the local BME community should be undertaken as a priority so that future project That before the end of the year, a group of local parents and early design can take account of their needs specifically. It remains years providers make 2 joint visits to Sure Start schemes in the unclear how many families with asylum seeking or refugee status South West seeking to learn lessons. This group to feed ideas into within the DRC area currently have children and who may not be design teams for a locally based initiative delivered through accessing the local education system. partnership work with all Devonport early years providers.

Raising the Profile of Lifelong Learning: This could be achieved in a New models of family support to be explored, perhaps along the range of ways to encourage more adults to acknowledge and take lines of the current pilot project at Leander House, seeking to build part in learning events and to tackle issues around recruitment. capacity among existing Early Years providers, crèches and Examples might include: childcare providers. · A co•ordinated approach to advertising availability of learning opportunities from all local providers settings and other. This That a quality assurance scheme is adopted by local providers who might take the form of a termly mini booklet and could be receive DRC funding. The Regeneration Company can act as a complied by a local resident with office support. lever for quality development through placing a defined minimum · A community learning champion award. expectation on local providers it pays for or funds through projects. · Small grants scheme to encourage uptake of learning Such minimum standards to be based on the Early Learning goals. opportunities. A high profile statement of intent • perhaps resident Board There is a need to break the cycle of low levels of understanding members, DRC office staff, local community leaders, headteachers surrounding parenting issues, especially among teenage and first• etc could advertise something that they will learn, similar in nature to time mothers. DRC should seek to either engage an existing the LEA year of Lifelong Learning initiative. provider, such as the LEAs Family and Parent project, or design its own outreach programme for anti•natal young mothers which would Access to Childcare: Increasing access to affordable childcare such aim to raise skills and knowledge around parenting and child as crèche facilities and day care opportunities for residents who development. Such a programme could use a buddying scheme wish to undertake additional learning opportunities. One creative similar to ‘Parent to Parent’ and would seek to engage hard to reach way to achieve this may be to encourage the development of a groups. The programme will need to link with DRCs health social enterprise around childcare. The qualifications and training for development plan. which could be delivered locally though a Devonport•based setting, training could tie into a local provider and quality assurances link That a Devonport Early Years partnership be formed by local with a locally•based Sure Start type scheme. providers. DRC could pump•prime such a partnership with a small injection of capital and initial support for organisation. Its first task CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 82 w m o w c .d k. ocu•trac may be to organise a conference, with a national speaker, and heavily in the use of individualised pupil target setting, study provide a forum to celebrate local practice. Parental involvement support, feedback for improvement and rewarding. Such work would would be a cornerstone of the partnership with an aim of a local also raise pupil motivation and aspirations. This work could be parent representing the partnership on other Plymouth•based carried out with the LEA, with additional resourcing needs mapped forums. The partnership would seek to forge close links with existing out so that financial responsibilities for such programmes are clearly citywide Early Years Partnerships. identified.

School Recommendations Raising Standards: Supporting local schools in partnership/ Building levels of parental involvement: The clear success of federating with other, high performing schools, would enable the parental involvement through the Mount Wise Learning Together sharing of strategies and opportunities for students to mix with project could be rolled out across all schools within Devonport once others with high aspirations. any lessons are learned from a formal evaluation of the project. As well as the benefits of enhanced levels of parental learning, support Raising Standards: Explorations should be made with local schools for school improvement, pupil support and resident engagement, to explore more fully how DRC could support them in making best this model provides one way of pump•priming the extended schools use of evidence•based improvements in teaching and learning initiative. A ‘generic’ model could be explored, building closer links strategies. Research over the last decade increasingly points between key school staff members and the DRC community towards weaving ‘brain•based’ learning techniques into the engagement team so that as parents groups gain strength and an curriculum. Teaching children how to learn, making use of their individual identity, they begin to feed into the wider regeneration preferred learning style and developing thinking skills capacity all programme. Such groups can seek quality assurance by following a lead to gains in attainment and enjoyment of learning. locally recognised award scheme such as ‘Effective Partnerships with Parents (EPPA). Schools parents groups supported by DRC Raising Standards: Schools should be providing additionality in pupil could form a local network, sharing and learning from each other support. There is an opportunity to build on the Intermediate Labour and has the potential to act as a springboard for individuals to Market experience and provide a number of extra learning support become involved in strategic decision•making. Such an approach assistants to each school. Benefits would be several fold and would, of course, need the schools to want to work in this way. include: There will clearly be capacity issues for each of the schools. These · increased levels of pupil support with a focus on clear and need to be costed and explored once the Learning Together project direct links to attainment, perhaps based on the EAZ literacy evaluation is complete. and numeracy support model which targeted small extraction groups of borderline pupils; Building levels of parental involvement: DRC could link its · training and future employment opportunities for local Community Development (CD) Team to existing Parents Groups in residents; schools, nurseries and community groups to create a formalised · enhanced capacity for local schools to engage in the structure of contact and support. This would involve minimal costs workforce remodelling process; and enable the CD Team to strengthen its outreach work. · closer ties between local residents and schools.

Raising Standards: Schools should be encouraged to invest more Raising Standards: Opportunities for career related psychometric CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 83 w m o w c .d k. ocu•trac testing at Key Stage 4 would support both the raising of aspirations Pass’ scheme to ensure that decanted residents remain in contact for young people and provide early guidance as to possible career with their school and community. One way to strengthen this may be routes. to use a buddying scheme with existing parents who use the bus passes to engage others who are eligible. Our target could perhaps Enhancing School/Home Learning Resources: A programme of be to have a local resident paid to undertake the buddying process adding to school resources in such a way that draws more parents and administer the scheme through the DRC office. into schools and involves them in the maintenance and upkeep would have a variety of benefits. Lending libraries, can offer a high Behaviour and SEN support: An intervention targeted specifically at level of parental involvement and enable schools to provide a termly children and young people in Key Stages 2 and 3 who display focus e.g. working with fathers, SEN pupils, gifted and talented etc. challenging behaviour would enhance the ability of schools to They also increase access to expensive play and learning items that deliver lessons with less disruption. Encouraging the schools to may not usually be present in the home. The evaluation of the work in partnership over the sharing of resources has additional Library at Mount Wise should further inform the Board. benefits in creating strengthened support networks. Of particular note has been: Supporting school governing bodies: A rolling programme which · the use of a Nurture Group, identifies educational good practice in other areas should be · the use of creative therapy such as Art and Drama Therapists constructed. Planned visits by Chairs of Governors, residents and and school counsellors, teaching staff be undertaken to enhance learning networks at a · the partnership emerging between Mount Wise school and strategic level within school organisations. ‘Learning groups’ would Pembroke Street Youth Club over specific SEN support feedback to the Education Focus Group to share knowledge gained through an after school club, and explore how any lessons learned might be incorporated locally. · join projects with Youth Workers (Mount Wise Youth Project Such a programme would also enhance opportunities for mutual and Granby Island Community Centre) in Parkside, support between schools and strengthen the role of parents on · Work•related curriculum support and partnership work school governing bodies. between Parkside and Pembroke Street Estate Management Board. Out of school hours provision: Enhanced opportunities for schools and local youth providers to deliver innovative programmes of study There is a need to identify the key intervention strategies used by support, both subject and non•subject focused. Through creating a the Education Action Zone which may be effectively used by DRC to partnership between the schools and local providers, the capacity to support the raising of attainment. Initially an identification of these deliver out of school hours study support can be explored and a with the school Senior Management Teams would provide DRC with model developed which seeks to tackle under•achievement, a list of interventions upon which it could commission an evaluation curriculum disaffection and the low level of sporting and cultural so that spending was evidence•based. DRC can maximise on this opportunities for children and young people. approach by awaiting publication of the Transformation Plan from EAZ to Excellence Cluster (EC) to see which interventions will be Reducing pupil turbulence: Even before the decanting process, pupil funded by the EC and which might be picked up by DRC. turbulence was a significant factor in low levels of pupil attainment. Local residents and schools should make greater use of the ‘Bus CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 84 w m o w c .d k. ocu•trac Further & Higher Education Recommendations A conference to be held for all local employers, perhaps with an Hard to reach young adults should be engaged alongside youth incentive to attend, which would seek to promote the benefits of the providers and education providers to undertake a specific piece of government’s National Skills Strategy. The lead agency on this may work identifying their needs more clearly. This could take the form of well be a private group such as Learndirect who could follow up on Project Cycle Management (PCM) and be used to inform the Board work•based learning opportunities. on possible outcomes from intervention strategies. Enhanced Provision: Learning lessons from Mount Wise and Granby Financial barriers to participation in further and higher education Island in relation to Adult Education provision and seeking to involve need to be more fully mapped across the Devonport community. residents more clearly in the nature and management of such There is an opportunity to develop a locally based grant scheme to provision. The current format of providing a base from which external support potential students into their preferred learning pathway. providers such as Plymouth College of Further Education, Workers Such a scheme may potentially provide support for equipment, Education Association and Basic Skills Agency can deliver courses travel, childcare, books or indeed any other expenditure identified by within the local community has been successful so far. Seeking ways local residents as providing a barrier to access. to enhance this, and providing firmer guidance in terms of resident participation in leadership and management. Such provision could DRC could seek to second a Connexions worker for a 6•month also enmesh itself in other aspects of DRC: for example, through the period. The worker would be used to specifically target the 16•25 use of ICT by residents to support newsletter production, flyers and age group, providing advice, signposting and support in accessing leaflets etc. Further Education. Such a project ought to have a local young adult shadowing this post from the outset so that they could potentially Long•term evaluation: Local provision of adult education has, rightly, continue the work. Opportunities to mainstream this post should be had a primary focus on engaging emerging learners. Through explored with Connexions and the LSC. learner•centred provision, new and emergent learners are created. There is little hard evidence of how many such ‘first•step’ learners Local youth providers could seek to align their programmes more choose to continue into accredited learning, or what is successful in closely to local further education providers. This would involve moving them into accredited learning. A long•term piece of evaluation higher levels of partnership work between the two, and would seek on adult learners using both Granby Island Community Centre and to find more opportunities to deliver exciting and innovative youth Mount Wise Primary School could by undertaken so that DRC can: work within educational settings. It would start to breakdown some · demonstrate how it is progressing towards its Delivery Plan of the perceived barriers which surround further education and outcomes contain inherent opportunities for building pathways into further · understand the nature of successful interventions education. · support providers in accessing mainstream funding

DRC should explore ways of enhancing the current work being Local Accreditation: Engaging a mainstream provider to develop a undertaken by Plymouth Learning & Work Partnership to build framework for accreditation of key skills and informal learning based bridges between schools and work placements. on learning and training undertaken in a voluntary or interest•based capacity. Such an accreditation scheme would be of most benefit if it linked into a nationally recognised scheme such as NVQ. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 85 w m o w c .d k. ocu•trac Build on existing local residents who have a heavy involvement in Some of the challenges for Devonport will be around how lifelong education. Projects such as ‘Shout it Out’ could be involved more learning can help to improve health in this community. Promoting heavily in local initiatives which are aimed at bringing local adults into health can be seen as having three dimensions. That is: the learning process, linking parents and children in learning and providing signposting to access learning. Self•care: These are the decisions and practices adopted by people specifically to improve and maintain their health. Simply put 5.2 Links to Other Themes encouraging self•care means encouraging healthy choices.

Many of the recommendations in the Lifelong Learning Strategy have Mutual aid: This means that people work together to deal with their implications for other themed areas, and as other themed strategies health concerns. This is frequently referred to as social support and emerge, links into education will be identified. implies people helping each other and sharing ideas information and experiences. Initiatives around childcare, early years, teenage parents, Breakfast Clubs, support for SEN and education for lifestyle choices will all link Healthy Environments: This the creation of a healthy environment in with the Health Strategy. and means that we need to alter and adapt our social, economic or physical surroundings in ways which will not only preserve but also People’s health or lack of it is affected by many factors including enhance the health of people who live and work in Devonport. This environment, crime, education, worklessness and their quality of life. means that all strategies, policies, themes and projects need to have It is recognised that disadvantaged groups have significantly lower a positive impact on health in Devonport life expectancy, poorer health as well as a higher prevalence of disease and disability than the average Plymothian. Preventable Not only do people need access to good quality, easy to understand diseases, injuries, low incomes and poor environmental conditions health information and services but also they need support networks continue to undermine the health and quality of life of the people in and learning experiences that will support their learning, increase Devonport. their confidence and self•esteem thus allowing them to make decisions that will improve their health and well•being. Many people suffer from chronic disease disability; emotional stress It will be key to identify how health issues can be used and and lack adequate community support to help them cope and live incorporated into local skills and learning opportunities. dignified productive and meaningful lives. Health is a state that individuals and communities strive to achieve, maintain or regain, and For example: not something that comes about merely as a result of treating or · Good food and nutrition are necessary for a healthy start in life. curing illness and injuries. The World Health Organisation describes Without a healthy, adequate diet children will not grow to health promotion as ‘the process of enabling people to increase maximise their potential as adults and their ability to learn control over, and to improve, their health.' Health is a basic and suffers with corresponding low attainment, concentration and dynamic force in our daily lives, influenced by our circumstances, our often accompanying behavioural difficulties. Healthy diet and beliefs, our culture and our social, economic and physical nutritious food should be part of every school canteen and environments. curriculum. · Children are keen to learn and every opportunity should be used to encourage them to develop healthy lifestyles that will CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 5 • Strategic Priorities Click to buy NOW! 86 w m o w c .d k. ocu•trac improve their life chances in adulthood. · Pregnant women and families with young children are at an important time in their lives when they are often more able to make changes in their lives which will have direct health benefits. Family support, Basic skills and extended learning programmes should include health issues, child development and family relationships within their learning outcomes. · Increasing understanding of child development at a psychological and neurological level among parents can make a long•term difference. Directly informing parents about how choices over adult•child interactions can impact positively or negatively on their child’s development and future potential for learning will support DRC in achieving outcomes in the areas of health and education.

Several recommendations will impact on other areas such as Crime through providing enhanced opportunities for out of hours provision and reducing opportunities for vandalism and disaffection. The current Bobbies on the Beat initiative is already working closely with schools both directly in classrooms and through providing support for issues around anti•social behaviour.

Similarly, links to the Work agenda are inherent in several recommendations where employment opportunities are outlined for local residents within local educational settings as well as the inherent increase in employability through enhanced education attainment for young people and adults through the acquisition of training and qualifications.

Improvements to the fabric of educational settings provide a chance for direct links into the Environment agenda for DRC. With the possibility of a Community Campus or at the very least, Extended Schools, making enhancements to the very fabric of the Devonport community providing hubs for community engagement and leadership. CH •X ANG DF E P

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w Click to buy NOW! w m 88 Devonport Regeneration Company Lifelong Learning Strategy: Section 6 • Targets for Strategic Priorities o w c .d k. ocu•trac To be completed after initial consultation.

This area will list the recommendations and map them against strategic partners, anticipated costs, time scales and targets so that a coherent programme of delivery can be formulated for the next 2— 5 years. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 7 • Ways of Working 89 o w c .d k. ocu•trac Section 7 Ways of Working CH •X ANG DF E P

w Click to buy NOW! w m 90 Devonport Regeneration Company Lifelong Learning Strategy: Section 7 • Ways of Working o w c .d k. ocu•trac 7.1 The Education Focus Group 7.2 Community Engagement

The Education Focus Group is one of the five ‘themed’ groups The Devonport Regeneration Company believes that regeneration directly accountable to the Board. It is facilitated by Jo Norsworthy, a involves more than investing in infrastructure; for regeneration to be local resident. Resident Board members attached to the group successful and effective in the long term a holistic approach is include; Bill Bertram, Caz Horsford, Kelly Linford, Sam Swabey and required. With this mind DRC has developed an engagement William Prideaux. The Focus Group is also supported within the office strategy which is underpinned by community development values by the Lifelong Learning Co•ordinator, Steve Soames. and principles. It sets out some key areas on which we need to focus, and provides a framework from which more detailed The group meets monthly and has 125 members on its database who strategies will emerge. DRC has committed to putting in place the receive minutes from meetings. Membership is open to all residents structures within which the community can work and develop their and local service providers with an interest in education and learning capacity to enable them to carry out the roles required to ensure the at any level. Meetings are held at venues provided by local projects future success of the programme. The strategy has been developed within Devonport. as a tool to enable all stakeholders to play their part in developing the levels of skilled and effective community involvement on which The core function of the Focus Group is to: the programme depends. · provide an opportunity for residents and service providers to share a common understanding of issues The Lifelong Learning Strategic Plan compliments the engagement · involve residents in leading decisions on educational and strategy by re•enforcing several key areas such as, building the learning provision within Devonport capacity and empowerment of the local community to affect change. · evidence good practice It also seeks to challenge inequalities and social injustice. The two · support projects in their monitoring and evaluation strategies are underpinned by the same values and principles · provide a forum for wider networking opportunities thereby creating a cohesive strategic approach. · support DRC in developing the PCM process · act as a consultative mechanism between DRC and the 7.3 Race Equality Guidance community · provide an information channel between DRC and the The Report of the Stephen Lawrence Inquiry drew attention to the community crucial role of education in preventing racism. In its response to the · Enable information to be passed back to the Board so that they report, the Government proposed various actions to enable schools can act more effectively in a strategic role. and LEAs to implement strategies to prevent and address racism in schools. These proposals include: The Focus Group adheres to DRCs Terms of Reference, Statement · Further action to tackle the disproportionate rates of exclusion of Values and Code of Conduct. of Black and ethnic minority children from school. · Looking at the best way of ensuring that all schools have effective anti•bullying policies and can deal effectively with any incidents of racial harassment. · Increasing the provision of language support and mentoring CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 7 • Ways of Working 91 o w c .d k. ocu•trac for Black and ethnic minority children. and educational materials used in all educational projects (including pre•school activities) developed and delivered National initiatives to address racial discrimination in education through the NDC partnership. include: · Where family support work is linked to educational provision, it · The Ministerial Race Education and Employment Forum needs to be made available to Black and ethnic minority (REEF) families in ways that are culturally sensitive. · The 2001 report from OFSTED on ‘Raising the Attainment of · All avenues for involving Black and ethnic minority parents in Ethnic Minority pupils: Schools and LEA Responses’. school management/activities should be explored e.g. school OFSTED have strengthened race equality in the inspection governance, support groups, curriculum input from BME framework. parents and outreach/engagement workers linking directly with · The Qualification & Curriculum Authority (QCA) have ensured schools. that the National Curriculum— including citizenship · Where Black and ethnic minority students are not achieving education— properly reflects the needs of a diverse society. academically, particular efforts should be made to include them · The Teacher Training Agency (TTA) has set targets for the in study support and homework clubs. recruitment of people from ethnic minorities into teacher · Any work funded on racial disadvantage in schools should training. ensure that it occurs in a form that encourages ‘mainstreaming’ · The launch of the Ethnic Minority & Traveller Achievement of lessons learned. There should be an expectation that Grant. schools will show how funding aimed at addressing inequalities has made a difference to the delivery of education in the school Actions like these provide a necessary policy foundation, but it is as a whole. important that practical measures are taken at a local level if the inequalities and disadvantage experienced by some Black and Examples of education projects which have been successful in ethnic minority children, young people and adults in the education addressing the needs of Black and ethnic minority students in other system are to be addressed. areas of the UK, and which DRC may wish to emulate, include: · Mentoring schemes, with a range of social, educational and Guidance specifically designed for NDC partnerships recommends vocational activities. Some mentoring schemes have been the following: highly successful in raising educational aspirations and · Where Sure Start programmes do not exist in NDC areas, they attainment for Black and ethnic minority students. should seek to develop work which mirrors the principle of · Funding English language support provision where needed. Sure Start, making sure that this work embraces local Black · Creating opportunities within local schools for children and and ethnic minority interests and views. young people to discuss racial harassment and bullying in · Negotiate with local schools (along with the LEA) to carry out classrooms. These opportunities can take the form of ethnic monitoring on key measures of school performance/ storytelling, dance, drama, music or a combination of these achievement. This is vital, to identify differences in media, used to provide a safe, fairly anonymous environment in achievement (where they exist) and to make it easier to which children can talk about their concerns, identify issues properly target action aimed at supporting improvement. raised by the activity and share experiences. · The diversity of culture and race should be reflected in play · Providing more opportunities in schools for students to develop their understanding of a diverse range of historical and cultural CH •X ANG DF E P

w Click to buy NOW! w m 92 Devonport Regeneration Company Lifelong Learning Strategy: Section 7 • Ways of Working o w c .d k. ocu•trac backgrounds. For example, the current work being undertaken tensions continue to exist in many local areas. These tensions may though Acorn grants in local primary schools. stem from circumstances specific to a particular locality. Wider issues · Involving students in identifying effective responses to bullying of poverty, exclusion and discrimination, as well as political or and harassment within school settings and developing anti• international events, can also contribute to a breakdown in tolerance racist bullying and anti•racist harassment policies. These and understanding between communities. Recognition of the factors policies should be included in schools’ behaviour and that build or undermine cohesion in a particular area is therefore vital. disciplinary policies. Area based initiatives (ABIs) can be highly effective in transforming areas of high deprivation and improving the life chances of Community Cohesion communities not able to access sufficient mainstream funding and services. But there are risks that the concentration of resources on Following the disturbances in Burnley, Oldham and Bradford in the particular areas may result in resentment and frustration among summer of 2001, a series of reports were published. These identified some communities because of perceptions of favoured treatment. problems including deep polarisation and fragmented communities living parallel lives. The importance of Community Cohesion was The following eight points form the main recommendations from the identified as being crucial to promoting greater knowledge, respect work by Ted Cantle on Community Cohesion and should form the and contact between various cultures and to establish a greater cornerstone of any interventions adopted by the Board of DRC: sense of citizenship. · Full and meaningful involvement of neighbouring communities The broad working definition is that a cohesive community is one in the development of Area Based Initiatives is needed to where: ensure that tensions arising between disadvantaged areas receiving differential funding are addressed. · there is a common vision and a sense of belonging for all · Use of a good communications/marketing strategy to explain communities; the objectives and the rationale for funding decisions will have · the diversity of people's different backgrounds and the effect of positively influencing local perceptions. circumstances is appreciated and positively valued; · Meaningful consultation and communication with recipient · those from different backgrounds have similar life communities needs to take place, which leads to local opportunities; and ownership of renewal activity by communities. This will help to · strong and positive relationships are being developed build sustainability and community cohesion at a local level. between people from different backgrounds in the workplace, Consultation and engagement with communities takes time – in schools and within neighbourhoods. it is recommended that a "year zero" should be built into the The Community Cohesion Review Team chaired by Ted Cantle planning process to allow adequate time for this. investigated the circumstances that surrounded the disturbances in · Flexibility in the application of scheme boundaries, and careful Bradford, Oldham and Burnley in 2001. The Team’s report noted the consideration of the best means of providing benefits to both existence of tensions and significant fractures in communities that direct and indirect participants will lead to more cohesive needed to be identified, addressed, and understood. communities. · Care should be taken to avoid funding rules and mechanisms Progress has been made since the report was published in 2001; but becoming a barrier to interaction between communities. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 7 • Ways of Working 93 o w c .d k. ocu•trac Geographic boundaries tied to the funding rules can play a · Link up with training providers to carry out awareness•raising part in creating barriers to cohesion. training in educational establishments on cultural issues, · Thematic or geographical approaches that offer the asylum seekers and racial discrimination. opportunity for greater contact between communities to · Recognition of existing qualifications from BME residents home maximise cross•cultural contact should be considered. country through formal conversion into UK equivalents. · Twinning areas for advice, support, and learning on cohesion, · Need to raise awareness of BME issues through the school offers an opportunity to share good practice at local, regional curriculum. and national level in addition to formalising the process of community capacity building. At the time of writing, the BME community are undergoing a series of · Developing an approach to governance that enables boards, working parties using Project Cycle Management to explore barriers senior officials, and elected members, at local level to take a to full participation within the wider Devonport community. The lead on the importance of community cohesion and working parties are taking the issues and recommendations recorded communicate the benefits to all. above and exploring them to greater depth. The outputs contained within the logframes will enable the Board to commission specific strategic pieces of work to support the BME community in achieving DRC held a consultation day for the Black & Minority Ethnic their aims. community on 21st November 2002. The Consultation Day Report for the event contains some specific recommendations for education as Once the logframes are complete, the outputs which relate articulated by local residents. specifically to education and learning will need to be incorporated within this document. · Specific contact point for refugees and asylum seekers to seek advice and support for understanding their welfare entitlements, accessing education, careers guidance and employment opportunities. · Person from the BME community to be trained as an education caseworker to act on behalf of BME residents to support them to access education. This worker could also monitor and evaluate the situation for BME people in accessing education and training services. Recommended that this worker should be independent i.e. not under the control of educational establishments. It was felt that it would be harder for a non• BME person to advocate for BME residents and identify with their experiences. · Support educational establishments to take steps/assert pressure on relevant senior policy makers to remove some of the obstacles which inhibit their ability to meet the needs of BME students (in partnership with other relevant organisations such as the Race Equality Council. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 8 • Quality Click to buy NOW! 94 w m o w c .d k. ocu•trac Section 8 Quality CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 8 • Quality Click to buy NOW! 95 w m o w c .d k. ocu•trac Quality achieving their stated objectives is extremely high, 60% in some cases. Quality is defined as the match between expectations (targets) and This is primarily due to poor project design in the first instance. PCM reality in service delivery (outcomes). It is important for local providers brings together project management principles, analytical tools and to understand that quality is based upon the experience of the techniques, and applies them within the structured decision•making recipient and not the aspiration of the deliverer. process of the project cycle to ensure that: · projects are relevant to the agreed strategy and to the real Seeking quality assurance leads to a cycle of continuing improvement needs of beneficiaries: of service delivery. As expectations are raised, providers seek to bring · projects are feasible in that objectives can be realistically reality closer to quality definitions. When this occurs, expectations are achieved within the constraints of the operating environment redefined at a higher level and the cycle of improvement continues. and the capabilities of the implementing agencies: · projects are sustainable so that the services developed and This is the predominant model of improvement in education. It can be delivered by the project continue to be delivered in the longer observed in practice through the work of OFSTED, LEA reviews and term, leading to a continued flow of benefits self•evaluation processes such as organisation Development Plans and many of the regional and national kite mark awards e.g. Investors Evidence from project evaluations has shown the need, when in People, Effective Partnerships with Parents, Active Sports, Healthy developing and managing projects, for identifying and engaging Schools, Inclusion kite mark etc. stakeholders. PCM is participative and all the processes and techniques involve different stakeholders in managing the project. Project Cycle Management (PCM) PCM is a model which has been adopted by the Board to Evaluation and monitoring implementing the Delivery Plan. This will identify problems, develop Project monitoring and evaluation seeks to provide accurate feedback solutions, implement, monitor and evaluate measures to to all stakeholders about how a project or intervention strategy is deal with neighbourhood regeneration issues. PCM has already been performing against a range of agreed indicators. Measurement of adopted by the Health Sector and is being adopted by Plymouth 2020, projects occurs at different stages of their life, and for different the Local Strategic Partnership. purposes; During Project Preparation It is a move away from the bid and deliver culture that has operated in · To ensure good project design, based on good•practice regeneration areas in recent years and should avoid the ‘one size fits · To ensure fit with strategic vision and the Delivery Plan all’ initiatives which have fallen short of addressing specific During Project Appraisal neighbourhood issues. · To ensure compliance with funding conditions · To ensure value for money PCM brings together all stakeholders, including service users, to During Project Monitoring identify issues, analyse causes and effects and set a framework for · To ensure that targets are being met designing effective responses. · To ensure that projects can respond to local conditions and make adapts if appropriate Using PCM. projects are specifically designed to solve problems that During Project Evaluation are not being solved by mainstream statuary funding bodies. · To ensure that benefits are sustainable International analysis has shown that the failure rate for projects · To provide information on possible ‘mainstreaming’ routes. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 9 • Resources for the Strategy Click to buy NOW! 96 w m o w c .d k. ocu•trac Section 9 Resources for the Strategy CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 9 • Resources for the Strategy Click to buy NOW! 97 w m o w c .d k. ocu•trac To be completed after initial consultation and before final adoption by the Board.

Discussion on mainstreaming process, immediate resource implications, linked to Section 6 and other, longer term implications. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 10 • Consultation Process Click to buy NOW! 98 w m o w c .d k. ocu•trac Section 10 Consultation Process CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Section 10 • Consultation Process Click to buy NOW! 99 w m o w c .d k. ocu•trac June/July June/July November/December August/September October Consult with key Board members, Education Focus Group facilitator & Incorporate DRC Senior Management Team. comments

Meeting with Education Focus Group, Residents & Board members. Presen• tation of plan, seek feedback.

Draft to Board for information.

Consultation with key stakeholders & Incorporate active partners seeking feedback. comments

Plan to Board for formal endorsement. Incorporate comments

Staff team work on implementation Incorporate and resource plan. comments

Re•consult with key stakeholders and active partners. CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Annex 1 Click to buy NOW! 100 w m o w c .d k. ocu•trac Annex 1 Notes on Extended Schools and a Community Campus CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Annex 1 Click to buy NOW! 101 w m o w c .d k. ocu•trac Extended Schools parental involvement in their children’s education and learning opportunities for families themselves. All of which have been In December 2002, the DfES launched the ‘Extended Schools’ highlighted as desirable outcomes by residents during the locally initiative. Notes taken at the launch conference were circulated to held Theme Days. local headteachers and Chair of Governors for information. It was felt that several schools were involved already in tentative opening up of An announcement in March 2003 by Baroness Ashton, Minister for their facilities, but lacked a unifying strategy. Sure Start and Early Years, stated that it was government intention to fund 240 extended schools over the next 3 years. This equates to The Extended schools model builds on a strong history of community at least one extended school in each authority. education and is prone to varied terminology. · Full Service Schools – The Full Service School program Funding for the programme of £52.2 million over the next three brings together education, medical, social, and other human years will initially be targeted at areas of greatest need and then services to serve the needs of children and their families right in progressively rolled out. The funding, at approximately £218,000 per their own neighbourhoods. American model developed during allocated school (or cluster of schools) is certainly not enough for 1980’s new build projects. Rather, it is seen as funding to pump•prime the · New Community Schools – In New Community Schools, initiative, perhaps encouraging schools with existing capacity to teachers, social workers, community education workers, health open for longer, or to increase capacity in others. professionals and others will work together in a single team to meet the needs of the individual child. Scottish model currently LEAs will also receive funding to appoint co•ordinators to draw up 5 years old. strategic plans for extended schools and to appoint local managers · Extended Schools – An extended school is one that acts as a to work with, set up and manage school clusters with extended hub for services within the local community. It provides a range services. The government is basing the extended schools initiative of activities and services, often beyond the school day, to help on hard evidence of what works. This is available on the ‘adding it meet the needs of its pupils, their families and the wider up’ website: community. Current initiative from DfES http://www.addingitup.gov.uk/epc/dfes/dfes_o1d1r.cfm#2 Extended schools are expected to act as a hub in local communities. Through the co•location of services such as childcare, health, social Strategically, there is a desire to utilise existing public service care, youth provision, lifelong and family learning, the schools will be resources better and more effectively. The route by which this will able to offer parenting support, study support, sports & arts facilities be achieved is through developing services around where children and information and communications technology access after school and families live and can be seen as a strand of the mainstreaming hours. Extended schools offer DRC the opportunity to develop links process. across the themes of Crime, Health, Education, Work and Environment. Fundamental to the Extended Schools model is the concept of parents as equals in caring for children and raising standards. Some of the benefits of extended schools include higher levels of Parents cannot leave education just to the professionals. pupil motivation, aspiration and achievement, as well as increased Professionals will do their best, but cannot do as good a job as CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Annex 1 Click to buy NOW! 102 w m o w c .d k. ocu•trac when done in partnership with parents. effectively, might help to overcome these disadvantages. · Schools lack clear and coherent expectations as to their roles There are some services, those meeting greater levels of need and are therefore heavily influenced by head teachers' views, around dysfunctional behaviours such as social services, mental funding and local factors. A role could perhaps be defined health services and police, which are not always popular. These which draws upon each of the approaches identified above but might be described as “the sort of services that families don’t stand which determines the precise contribution of schools in the in line to get”. Because they are usually based outside of the light of a locally agreed strategy. recipient’s community, delivered by unfamiliar professionals and · In order to enable schools to take on a wider role, it would be demand high levels of compliance, there is frequently a great deal of helpful if the national schools standards agenda could be mistrust around them. Schools often have a high level of trust rethought. A focus on enhancing children's learning and life• invested in them, generated by the day•to•day contact with staff. An chances is essential, but this could be separated from the Extended School can make use of this trust by providing a base particular delivery mechanisms • such as mechanistic target• from which the targeting of more ‘intrusive’ services can occur. setting • which have characterised policy in recent years. · It is suggested that this wider role could be a formal part of Central to the regeneration process being able to impact on a local schools' briefs, supported by a stable source of funding and community is the wider involvement of local residents. The ethos appropriate accountability mechanisms. which an extended school has the potential to create is around joint · The team considers it unlikely that schools can deliver on this working between school, parents and community. Built into this wider role if they act in isolation. New structures linking model is a key plank of any community engagement strategy— that schools with other schools, partnerships, agencies and other everyone can contribute. community stakeholders might help the process.

The extended schools initiative stands alone from the concept of a Community Campus Community Campus. While as ideas they dovetail tightly, whether or not a Campus is built, the local schools should seek to embrace the The notion of a Community Campus in Devonport first arose in ethos of becoming an extended school. In order to achieve this, they September of 2002 when it was tentatively explored as a concept will need a high level of support from both DRC and the LEA since, which would meet many DRC aims and provide one possible option paradoxically, the schools that most need community help are those for released MoD land. The original vision explored a merging of the whose communities are least able to provide it. local secondary school with one or more primary schools on a new site to create a new institution delivering education, childcare and Recent research from the Joseph Rowntree Foundation (Schools other services from cradle to grave. and Area Regeneration) provides several suggestions about what needs to be done at a strategic level if schools are to make a In April the Matrix Group began to consult on possible land use meaningful contribution to regeneration in disadvantaged areas: options for the MoD land release due to occur in 2004/5. · It is unreasonable to expect schools to solve the intractable problems of disadvantage alone. A long•term strategy, in A dialogue with the facilitators of each of the Focus Groups led to a which schools play a part but which also addresses some of Community Campus emerging in two of the five options. After the the underlying factors in which they are unable to intervene community consultation event, the Campus has emerged in the top CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Annex 1 Click to buy NOW! 103 w m o w c .d k. ocu•trac three priorities given to the Board by Matrix. such links to improve adult education is an important part of the overall education strategy. Currently one in four adults has low or Possible Co•location of services very low numeracy and literacy, which is above the UK average. · Neighbourhood Nursery & Crèche facilities Improving support services is also a key area for attention. At present · Primary School provision there are approximately 200 nursery places in the area. There is also · Secondary School provision a library facility located in Devonport Guildhall, but it is considered · Enhanced 14+ curriculum options inadequate. · Health services (LIFT) · Youth provision A range of education•related issues have been highlighted by local · Adult Education people for attention, as summarised below. · Skills Training Centre · Public Library services including internet access · Café

The following has been included within the Matrix Devonport Development Framework Report, published in December 2003 and, if agreed by the Board and LEA, provides further background to the thinking around a Community Campus and other capital building projects.

Primary and secondary schools serving the St Peter Ward have to contend with much higher levels of social deprivation (as indicated by free school meal eligibility), pupil mobility and special educational needs than schools in other parts of the City. Such factors have been shown to have a negative impact on pupil attainment. Consequently, in Key Stage 2 SATs and at GCSE level, pupil attainment in local schools is generally well below that of others in the City and the national average, with the exception of St Joseph's RC Primary School, which takes pupils from a wider area.

All local schools are part of a wider Education Action Zone, which aims to address school performance and pupil attainment. Initiatives include setting up after school clubs and the creation of the Music Zone at Brickfields.

Further education opportunities are provided nearby at Plymouth The DRC has set a series of objectives for tackling these and College of Further Education, where there are links into community identified Key Stage 2 as an education target for focused attention. initiatives, and at Plymouth College of Art and Design. Building on CH •X ANG DF E P

w Devonport Regeneration Company Lifelong Learning Strategy: Annex 1 Click to buy NOW! 104 w m o w c .d k. ocu•trac for the Storage Enclave; and · Expanded childcare provision, which could include a new exemplar neighbourhood nursery building;

4. demolition and redevelopment of Mount Wise Neighbourhood Centre in line with recent community consultation. A new youth centre and community centre is required. Consideration should be given to these being mixed•use projects, with flats above where compatible to enhance natural surveillance and potentially aid funding. A potential solution could be to establish a dedicated youth centre alongside the primary school on the former brewery site and replace the existing Neighbourhood Centre with a much higher quality facility as part of a mixed•use scheme.

5. Improving the range, quality and accessibility of sports and recreational facilities. Key education proposals Improving educational facilities Within this context, there are four principal ways that the Work is ongoing between the Local Education Authority (LEA), local Development Framework provides the physical setting to facilitate schools, the DRC and other partners to determine the most this improvement: appropriate range of measures for improving educational attainment 1. By providing the framework for improvement to existing schools, in Devonport. such as the refurbishment of Mount Wise Primary School; This should be considered in relation to not only existing needs, but 2. providing a series of options for extended schools provision within the context of projections to increase Devonport's population (discussed below); and over time re•balance its demographic profile. As part of this review the LEA will need to assess the spatial requirements that flow 3. Building in a series of potential support services, linked to training from the different educational models that could be considered. This and skills development including; has yet to be confirmed and so the DDF needs to retain the flexibility · A potential 'incubator centre' or 'enterprise centre'; to incorporate a range of outcomes. · A potential new library or 'Ideas Store', which could embrace IT, a performance / arts centre, local studies centre, a The LEA has advised that the Government is promoting the community café etc. This could involve the merger of Devonport 'extended schools' initiative. This envisages the creation of a new and Stoke libraries into one more significant resource centre. type of educational resource • one that is open from perhaps 7:30am Different locational options should be considered as part of the to 7:30pm • and potentially delivers education through a variety of asset management review. In principle is recommended that inter•linked facilities, which could be located on several sites across this facility form part of the critical mass of activities earmarked the area. CH •X ANG DF E P

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Importantly, the concept embraces wrap around care and skills development, and so also has a major part to play in achieving DRC job creation and skills development targets. Wrap around care would provide for the educational and training needs of 0 to 16 year old children, as well as adult education classes and vocational training for school leavers. Strong connections between schools and further education providers nearby would be established. To realise the concept of a 'federation of educational facilities' in Devonport would require extensive discussion with the schools, governors, parents, teachers and pupils.

The range of partners involved have yet to confirm whether they wish to pursue the 'extended schools' concept and the range of planning and design issues that different models could raise. It is therefore clear that the Devonport Development Framework needs to:

a) provide the ability for the upgrading of existing school sites, should this be preferred; and b) enable the option of developing additional sites for expanded educational provision to be considered. In this context, the community asset management review should consider the suitability of the range of existing and proposed community facilities (including the potential re• use of Listed Buildings) to incorporate smaller educational uses such as a nursery. The DDF should also incorporate sufficient flexibility to enable new larger CH •X ANG DF E P

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w Click to buy NOW! w m 108 Devonport Regeneration Company Lifelong Learning Strategy: Annex 3 o w c .d k. ocu•trac Annex 3 Project Cycle Management Completed Logical Frameworks (Logframes) CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 3 109 o w c .d k. ocu•trac Community Consultation and Resident Led Outcomes The concept of ‘Theme Days’ was developed to enable DRC to It was felt that the Theme Day would provide an opportunity for each engage in a community wide audit of the key issues arising out of the of the sub•groups; Education, Employment & Training and Business, Delivery Plan. Through using the existing Focus Group structure, a to review the baseline statistics for their area with stakeholders. Each series of theme days were arranged based on each of the five main group facilitator prepared a 20•minute presentation of their baseline themes within the Delivery Plan; statistics in a jargon•free and accessible way. This formed the basis · Breaking the Poverty Cycle for small group discussions for the rest of the day when a series of · Building Sustainable Neighbourhoods information gathering and prioritising activities were planned. · Young People · Culture & Recreation On the day, approximately 90 stakeholders attended. Around 50% · Safe & Healthy Community were residents.

Fundamental to an accurate audit of the key issues affecting the The day was structured so that all participants could contribute Devonport community was the full involvement of local people, towards the final outcomes – a collective statement of what barriers practitioners and policy makers. From the outset, an emphasis was were perceived as contributing towards the problems experienced by made that any literature should be easy to understand and should the Devonport community. include the long•term outcomes that DRC is aiming towards. The theme days would also offer an opportunity to celebrate The list of problems generated by the Theme Day has been worked achievements so far and to further the wider understanding of the on by residents and local service providers through the Education regeneration process in Devonport. Focus Group. The Group prioritised three statements and in March 2003, took them through the first stages of the Project Cycle A working brief was generated through discussion at the Facilitators Management process in working parties. meeting held on 7th March 2002. It was agreed that the theme days would aim to achieve the following things; Prioritised statements were agreed against three broad areas: early · Review the Key Outcomes contained in the Delivery Plan. years, school•aged and adult education. Each working party looked · Provide an overview of the baseline statistics for each of the at one statement and spent a day working together to produce a Key Outcomes. logical framework matrix (logframe). The logframe describes the · Involve all stakeholders in the audit process. outcomes of any interventions or strategies adopted by DRC that · Place an emphasis on the problems facing the community local residents wish to see. rather than projects and proposals with a focus on potential solutions and priorities. The ethos of this strategy and its strategic recommendations have · Generate a set of priorities that could be taken to Project drawn heavily on the logframing process and effective interventions Cycle Management (PCM) and would inform a delivery described by local residents and providers. strategy for Year 3 and beyond.

Thursday 13th June 2002 was set for the Breaking the Poverty Cycle Theme Day. This was to be the key event from which the problems surrounding education were articulated and identified. CH •X ANG DF E P

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w Devonport Regeneration Company Lifelong Learning Strategy: Annex 4 Click to buy NOW! 111 w m o w c .d k. ocu•trac Annex 4 Department for Education & Skills Strategic Objectives and programmes CH •X ANG DF E P

w Click to buy NOW! w m 112 Devonport Regeneration Company Lifelong Learning Strategy: Annex 4 o w c .d k. ocu•trac Objective 1 the National Curriculum, we will continue to widen learning Give children an excellent start in education so that they have a opportunities for primary school children. better foundation for future learning. Working with others we will deliver: For the under•fives · Literacy and Numeracy Strategies with even more 11•year• Support for learning in the early years is critical to giving children a olds able to read, write and use numbers effectively, as a good start in life. The Department must ensure there is a nursery sound basis for progressing into secondary education. education place for all 3 and 4•year•olds whose parents want one. · An enriched National Curriculum with wider opportunities for We must work with other Departments through the new, combined pupils to learn sports and musical instruments and for more Sure Start, Early Years and Childcare Unit to support the primary pupils to learn a foreign language. Government’s aim of ensuring accessible and consistently high · New investment via the Children’s Fund to provide standards in childcare, early education and other services for young preventative services for children at risk of social exclusion. children and families. We must ensure that education, health and social services are easily accessible by parents, especially in Objective 2 deprived areas. Enable all young people to develop and to equip themselves with the skills, knowledge and personal qualities needed for life and Working with others we will deliver: work. · Free early education, with places available to all 3 and 4•year• olds. For young people in secondary schools · A National Childcare Strategy to secure access for parents to The Government is committed to transforming secondary education suitable childcare which complements nursery education, by improving the quality of teaching and learning for all young schools and other family services. people. Targeted efforts are supporting and challenging those · Through the Sure Start programme provide more and better schools that are failing their pupils and supporting those pupils services for parents•to•be and families with children under four facing particular disadvantage. There is a focus on improving living in disadvantaged areas. standards for 11•14•year•olds at Key Stage 3 where progress has · Neighbourhood Nurseries and extended hours schools – to too often been too slow. This will provide a springboard for meeting enable more parents, especially lone parents, to be in work – individual talents and aspirations more effectively at 14•19. and to provide a wider range of services to children. · Children’s Centres providing access to integrated early years Working with others we will deliver: education and childcare with health, family and parent support · High standards of teaching and learning for all. In particular services for communities in disadvantaged areas, building on raising minimum levels of achievement and narrowing the other integrated programmes. achievement gap, by targeting support on schools in the most challenging circumstances and on lower attaining pupils. For primary school children · A national Key Stage 3 strategy to boost standards across the The 2002 results for literacy and numeracy for 11 year olds were the whole curriculum in the early secondary years, with clear best ever, but fell a little short of the target. We must continue to targets for achievement and published performance data at raise the level of attainment, and the achievement gap between 14. different schools and local authorities must be narrowed. In enriching CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 4 113 o w c .d k. ocu•trac · An expanded Excellence in Cities programme focusing for the most successful secondary schools to lead the way. support and challenge on secondary schools in the most deprived areas. Meeting individual talents and aspirations at 14 to 19 · Early and effective intervention in weak and failing schools, There needs to be greater choice at 14, including high•quality with new opportunities for external partners to contribute to vocational and academic opportunities. The Connexions Service will recovery. We will reduce year on year the number of support young people to make individual choices and, working secondary schools classed as failing. closely with the Learning and Skills Council, help to increase their · Increased specialisation and collaboration in the secondary participation in learning and training beyond 16. Following our system. Every school will be encouraged to specialise, as a recent consultation, we will be debating the best way forward for a catalyst for raising achievement, developing excellence and coherent 14•19 phase, with a robust qualifications system which sharing best practice. We will guarantee specialist status to all offers all young people choice and opportunity. schools that are ready to meet the challenge of doing so, raise the numbers of Academies year•on•year and charge some Working with others we will deliver: schools with building collaborative and innovative networks. · More excellent schools with their own distinct identity. · Further opportunities for gifted and talented pupils building on · A wider range of opportunities from age 14 by increasing existing activity and through the new Academy for Gifted and vocational options for all young people, so that they can enjoy Talented Youth at Warwick University. high quality vocational or academic programmes (or a mixture · Improved behaviour and attendance in schools, by offering of the two) and build on the GCSEs in vocational subjects and training to all schools together with targeted measures to vocational A•levels. address the needs of schools and pupils facing the greatest · High quality support for young people in their personal challenges. development and future choices through the Connexions · Improved provision for children missing education. By 2005, Service, and help to tackle barriers to learning. We are we will ensure that robust multi•agency systems are in place in currently implementing the Connexions Service across the each local authority to identify and track children missing country. education or at risk of doing so and by 2006 that all children · Financial incentives and support to encourage young people identified as such receive a full•time education appropriate to to stay committed to learning e.g. Educational Maintenance their needs. Allowance and the Connexions card. · A reformed school curriculum incorporating citizenship to · Continuous improvement in colleges of further education and support and encourage pupils to become active citizens and other providers through rigorous inspection by Ofsted and the contributors to their communities. We will ensure the take•up Adult Learning Inspectorate, backed up by clear accountability of sporting opportunities by 5•16 year olds. and performance data. · Renewed emphasis on our programmes to educate young · Support and encouragement for dedicated colleges for under• people about the harmful effects of misuse of alcohol and 19s and establishment of new 16•19 institutions where other drugs and the effects of crime, working with others to appropriate. provide targeted support for young people most at risk. · A guarantee of access to education, training or a job for every · Support and encouragement for all schools to develop child leaving care. innovative approaches to raising standards, with new freedom CH •X ANG DF E P

w Click to buy NOW! w m 114 Devonport Regeneration Company Lifelong Learning Strategy: Annex 4 o w c .d k. ocu•trac Objective 3 strategy for improving adult literacy and numeracy skills. Encourage and enable adults to learn, improve their skills and · New institutional arrangements: support for the new Sector enrich their lives. Skills Councils as they become established. · Increased learning opportunities through the University for For those in higher education Industry’s learndirect service and the successor of Individual The Department is committed to working towards wider participation Learning Accounts (to be announced 2003). in Higher Education, while continuing to improve standards. It will · Increased access to IT via a full network of UK online centres look to ensure that the country has Higher Education institutions that to widen access to IT in the most disadvantaged communities. can compete with the best in the world in teaching, research and · New Centres of Vocational Excellence in half of all colleges of technology transfer and that they link closely with business to FE by 2003/4. generate jobs and wealth. We will be publishing our Higher · Increase the number and range of providers awarded Learning Education Strategy document in January that sets out a ten•year and Skills Beacon status. vision for the future of the sector. · Two technology institutes in every region to meet the rising demand for high level technical skills. Working with others we will deliver: · Expansion of e•learning by opening up the learning · More young people aged 14•19 in schools, colleges and work• opportunities and enjoyment offered by digital TV and the based learning, aspiring to progress to Higher Education. Internet. · Expanded provision to create opportunities for more people to · A revitalised adult and community learning sector. enter Higher Education. · A skills strategy that gives a clear overview of how national · Funding arrangements that balance different needs and are policies will improve the skills of young people and adults in targeted to those most in need. the workforce, transform the skills base and so raise UK · Further development of e•learning building on the e• productivity. universities project. · Increased involvement of trade unions in raising skills · Strengthened research and teaching excellence. supported by the Union Learning Fund. · More and better education and training in prisons. For adult learners The UK has a legacy of seven million adults lacking the literacy and A world•class workforce and modern infrastructure for numeracy skills that the economy requires. The Department is education and skills leading a campaign, with the Learning and Skills Council, to ensure 750,000 adults improve their basic literacy and numeracy skills by We can only implement our policies successfully with an able and 2004. In the workforce, many more people need to be involved in motivated workforce of leaders, teachers, trainers, advisers and learning, because skills are central to economic success. We will support staff, working with learners of all ages. We need to recruit publish a skills strategy and delivery plan, setting out the roles and and retain the best people, and we must invest in their development responsibilities of employers, individuals and government. and career paths and reward them for the work they do. They should be well supported and have access to the information and Working with others we will deliver: communications technology that will be increasingly central to their · Better adult basic skills through Skills for Life – the national work. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 4 115 o w c .d k. ocu•trac

· Specific standards for all literacy and numeracy teachers. Working with others we will deliver: · The right arrangements to recruit, reward and retain excellent teachers and support staff in colleges. Within early years and childcare: · Continuation of the successful national recruitment campaign Within Higher Education: and develop a new focus on retention. · Strengthened research and teaching excellence in higher · A wide ranging programme to deliver skills to the workforce, education. through support for training and reform of the qualifications framework. Within Connexions · Trained Personal Advisers to ensure that Connexions Within schools: Partnerships offer a high•quality service to young people. · More support staff doing a wider variety of work, including administrative, technical, behaviour management staff, higher• ICT•related: level teaching assistants and business managers, freeing · More widely available ICT that is easily accessible for teachers to concentrate on their core professional tasks. learners. · Proposals to make teachers’ workload more manageable, · More effective integration of ICT into our learning processes. building on our response to the School Teachers’ Review · Help for teachers to realise the full potential of ICT and Body workload report. support for the acquisition of ICT skills by pupils and students. · Improved quality of initial teacher training supported via the Teacher Training Agency. Capital•related: · Teachers’ continuing professional development supported · An Investment Strategy for schools, colleges and universities, through professional bursaries, placement and exchange which encourages sustainable development and modernises opportunities. the estate. It must be fit for the learning needs of the 21st · Higher recruitment of teachers in schools, building on existing century, helping to enrich communities and make towns and measures, such as Golden Hellos; Training Bursaries; the cities better places in which to live and work. Graduate Teaching Programme and writing off student loans. · Training and development to enable head teachers, aspiring head teachers and other school leaders to drive the workforce reforms needed.

Within Further Education: · A wide range of reforms for further education and training. · A new post•16 Standards Unit to support and improve post•16 teaching and learning, and a new leadership college. · Investment in professional development of teachers, trainers and managers, and a requirement that all new college principals and teachers are appropriately qualified. CH •X ANG DF E P

w Click to buy NOW! w m 116 Devonport Regeneration Company Lifelong Learning Strategy: Annex 5 o w c .d k. ocu•trac Annex 5 National and Local Funding Streams into Education CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 5 117 o w c .d k. ocu•trac

Funding streams and tributaries for national education spending (2003) DfES

Further Higher School Early Years Support for Other: Admin, Education Education Spending & Childcare Young People reserves & (Sure Start) publicity

QUANGOs LEAs

QUANGO funding, £m (2003)

Adult Learning & Skills Inspectorate 25.4 Other Education Schools Sector Skills Development Agency 22.7 Institutions BECTA 4.8 Higher Education Funding Council for England 4,962.3 Investors in People (UK) 1.7 The map of education funding streams and tributaries and identification of edu• Learning & Skills Council 7,622.4 cational QUANGOs may support the Board, Focus Group individual projects National College for School Leadership 61.2 and evaluation teams in identifying potential sources of mainstream funding. Qualifications & Curriculum Authority 69.9 Student Loans Company 31.2 Of the £50 billion 2002/3 national education budget for England, £25 billion was Teacher Training Agency 384.5 passed direct to LEAs and £25 billion was retained by the DfES for direct tar• General Teaching Council 3.5 geting at educational priorities. OFSTED 201.2 CH •X ANG DF E P

w Click to buy NOW! w m 118 Devonport Regeneration Company Lifelong Learning Strategy: Annex 5 o w c .d k. ocu•trac

The source of funding and its destination for local education spending (2003)

Office of Deputy Prime Minister

DfES LEAs Local Taxation

School Capital LEA Budget Spending Budget

Retained Admin, Youth & Funds Schools School Community (PRUs, SEN, Transport Services etc)

The map of education funding and its destination may support the Board, Focus Group, individual projects and evaluation teams in identifying potential sources of mainstream funding.

In 2002/3, Plymouth City Council allocated £149 million for expenditure on education. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 6 119 o w c .d k. ocu•trac Annex 6 Fundraising, Sources of External Funding and Additional Resources CH •X ANG DF E P

w Click to buy NOW! w m 120 Devonport Regeneration Company Lifelong Learning Strategy: Annex 6 o w c .d k. ocu•trac Fundraising The key provider of research and evidence about schools fundraising DRC may wish to explore using the Community Development team is the Directory of Social Change (DSC). The national picture, as to enable emerging parents groups in local schools and other described by the DSC, shows that 80% of primary schools raise less providers. Such groups would be ideal recipients of ‘Learning Curve’ than £5,000 a year, with 1% raising more than £25,000. 30% of money to gain skills and knowledge around working effectively to secondaries raise more than £25,000 but 33% fail to raise more than raise funds for enhancing educational opportunities for themselves, £5,000. Schools in areas of social injustice struggle to raise funds their families and the wider community. from their community, charities and private sponsors. The amounts raised by schools where over 50% of their pupils are eligible for free Further information on fundraising school meals are well below national averages. Standards Site: Information from DfES on finding sponsorship for specialist school status, useful info on managing partnerships with Frequently, money raised through school•based enterprises tends to private sponsors. be used for curriculum enrichment or to provide subsidised residential www.standards.dfes.gov.uk/specialistschools/becoming/sponsor/ and off•site visits. For example at Marlborough Primary, a school disco run by teachers and some parents may raise between £400 – Fundraising: Web•based group providing fundraising tips, advice £500. This sum will go directly towards supporting local families in on using the internet as a fundraising tool, details of courses and accessing subsidised off•site visits for their children. In contrast, a sponsorship. local primary in a more affluent area, half a mile from Devonport, www.fundraising.co.uk recently raised over £2,000 at a summer fete run by parents and some teachers. In such areas there is less need to subsidise off•site Directory of Social Change: Provide news, research, details of visits and money may be used for a variety of other purposes. courses. Also have an online bookshop selling useful resources. www.dsc.org.uk Charitable trusts exist to give money away, but most have strict rules about who and what they can give for. 80% of applications to The Charity Commission: Statutory organisation that regulates charitable trusts fail because they don’t match the funding criteria. A charitites. Offer guidance on setting up and running a charity. further 8% fail because there is ‘a better project’ from someone else www.charity•commission.gov.uk on the table. Only 2% succeed Many trusts have clauses in their constitution preventing them from funding what the state has a duty Institute of Fundraising: Provide information on tax•effective giving to provide. They often refuse to support schools unless the money and benefits of charitable status. will also benefit the local community. www.institute•of•fundraising.org.uk

A model adopted by some schools has been for a local community VolResource: Information on anything to do with running a group attached to the school, such as a parents group or PTA, to voluntary organisation such as a community group, charity or other register as a charity. Guidance on this can be found with the Charities non•profit body. Commission, but at its most basic, all a group needs to demonstrate www.volresource.org.uk is that it exists to ‘promote the advancement of education’. This approach often requires a highly motivated individual or group with Access•funds: Information on Central Government, National some experience and skill to succeed. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 6 121 o w c .d k. ocu•trac Lottery, devolved governing bodies, EU and quangos. Principal Programme Officer 01752 304114 www.access•funds.co.uk Or the South West Regional Development Agency http://www.southwestrda.org.uk/ Charity Choice: Online encyclopaedia of charities in the UK. www.charitychoice.co.uk Neighbourhood Renewal Fund (NRF) Visit the Office of the Deputy Prime Minister’s website at External Funding and Additional Resources www.odpm.gov.uk Education based projects may be able to raise additional income or gain extra facilities through linking with the following sources: Plymouth City Council Neighbourhood Renewal Team. The Neighbourhood Renewal Team have recently launced a new grant Lottery Funding scheme called the Community Assets Grant Scheme. It aims to Information about all types of lottery funding is available on the develop and support economic and social regeneration with two distributors’ common website (www.lotterygoodcauses.org.uk). types of grant available; The LEA request that schools seek guidance on bidding from the Small grants up to £2,000 Department for Lifelong Learning on 307038. Large grants up to £7,500 (require match funding) The main distributors of lottery money are currently: Contact: Ged King 01752 307822 · The New Opportunities Fund Email [email protected] · The Community Fund · Sport England Children’s Fund · The Arts Council Funded by central government and working to a social inclusion · National Heritage Lottery fund agenda, Children’s Fund – Plymouth Partnership is the co•ordinating · Awards For All body administering grant applications against the following 6 criteria: · The Millennium Commission · Children’s Consultation and Participation Development Work · Family Support Project Government Office · Children and Young People’s Mediation Project There are a range of government Area•Based Initiatives, primarily · Inclusion Project – focus on asylum seekers, refugee and aimed at areas of social and economic regeneration. Further black/ethnic minority families and children information on current initiatives can be sought from the · Inclusion Project – focus on children and young people with Government Office for the South West (GOSW) special needs www.gosw.gov.uk · Neighbourhood Development Schemes Telephone 635000 or 0117 900 1933 Even if local schools or groups don’t/can’t make direct applications for funding, they may wish to find out about projects funded within Single Regeneration Budget the area since they may be able to access services funded by the The current round of funding relates to Sutton Ward Children’s Fund. Contact the Office of the Deputy Prime Minister’s website www. Contact: Mark Hemmings 300233 / 079 0996 3309 urban.odpm.gov.uk/programmes/srb/index.htm Email [email protected] Or Plymouth City Council (Plymouth SRB Partnership Ltd): CH •X ANG DF E P

w Click to buy NOW! w m 122 Devonport Regeneration Company Lifelong Learning Strategy: Annex 6 o w c .d k. ocu•trac Plymouth School Sports Co•ordinator Partnership Developing physical education in local primary & secondary schools Mount Wise Children’s Trust as part of a 3 year funding deal form central government. May also Support education and community endeavour. Will assist small be able to offer advice on Out of School Hours sports related groups and schools where some initial fundraising has been provision. undertaken but where target amount has not been achieved. Devonport contact: Howard Turner 07759 633889 Generally fund for amounts below £400, limited applications Plymouth contact: Rob Wright 402679 available. Contact: Bob Embleton 562098 Music Zone Developing music education and activities dedicated to offering a Tamar Education Business Partnership wide range of Out of School Hours music activities for children and Based at Seymour House, provide opportunities for local young people aged 4•16. Part funded by Devonport Regeneration businesses, community and schools to enhance student’s work• Company. related education. Also provide free access to the largest Camera Contact: Mark Trewain 213690 Obsrura in the South West. Contact: Jo McCaren 605608 Horizons (Plymouth) Provide children and young people with experience of water•borne Business in the Community activities. Free use by local schools and youth groups. A national network of over 700 companies committed to improving Contact: Cos Cosway 216823 their positive impact on society. Devolved into local regions, BITC, can link local business with education such as the Reading and Plymouth Youth Afloat Numeracy support schemes operating in the local primary schools. Outdoor education activities for children and young people. Receive Also able to link local groups up with business support. varied sources of grant funding to enable them to deliver. Some Contact for Plymouth is Kay Latter 510410 activities may be free/cheap dependent on source of funding. Contact: Derek Archer 300234 Sure Start Visit the Sure Start website at Hamoaze House Trevi Family Centre www.surestart.gov.uk Provide access to a multi•use games area and sports equipment. While the local Sure Start, Keystone, is in the early stages of Funded by Devonport Regeneration Company, resource is available development, there may be emergent opportunities for service for use by local groups. delivery within local school settings. Contact: Roma French 566100 Contact: Wendy Johnson, Programme Manager 208345

Granby Island Community Centre LEA Provide access to a range of resources related to ICT, also have t• Several initiatives from the DfES are managed by the LEA. Contact shirt printing facilities, designated Youth Worker and Sports the Capital and Asset Management Planning (CAMP) team on Development Worker. Funded through a range of grant streams, 307419 to find out about access to resources is free/cheap. · New Deal for Schools Contact: Darren Swabey 300201 CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 6 123 o w c .d k. ocu•trac · Seed Challenge Department for Education and Skills •European Union Division · Schools Access Initiative Level 4c • Caxton House · Building Neighbourhood Nurseries (Jeany Robinson 300238) Tothill Street London SW1H 9NA DfES Telephone: 0207 273 6241 The main website for the Department of Education and Skills is: Fax: 0207 273 5195 www.dfes.gov.uk E•mail: [email protected] Children’s Fund Visit the Children and Young People Unit’s website Socrates www.cypu.gov.uk Socrates is the European Union’s action programme in the field of education. Its purpose is to help enhance the quality and strengthen Living Spaces the European dimension of education, by promoting co•operation and Living Spaces provides grants to help people improve open spaces in mobility across the 30 countries participating in the programme. their neighbourhood and create valuable places for the whole community to enjoy. Play areas, City Farms, Nature Areas etc. More Comenius (opportunites for schools and colleges) is part of Socrates info available on•line. and aims to develop and improve the quality of the European http://www.living•spaces.org.uk/ dimension in school education, by supporting school partnerships and mobility activities. Private Charities and trusts British Council Advice and guidance on access to funding via private trusts and Education and Training Group charities England and Wales Contact: Plymouth Community Partnership Ltd 202590 10 Spring Gardens London SW1A 2BN Devonport Regeneration Company also have a copy of ‘Grant Finder’ Tel: (44) 20 7389.41.57 and are able to facilitate a search of appropriate funding sources. Fax: (44) 20 7389.44.26 Contact: Nathan Saunders 562518 E•mail: [email protected] Internet: http://www.socrates•uk.net European Sources Plymouth is currently an area in eligible for funding from both the European Regional Development Fund and the European Social Fund

European Union: http://www.europa.eu.int/pol/educ/index_en.htm For further information on: Youth programmes and European Centre for the Development of Vocational Training (CEDEFOP)

Leonardo CH •X ANG DF E P

w Click to buy NOW! w m 124 Devonport Regeneration Company Lifelong Learning Strategy: Annex 7 o w c .d k. ocu•trac Annex 7 Useful Links and Sources of Information CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 7 125 o w c .d k. ocu•trac Devon County Council provide a helpful source of reference and & community development, international work and community support for developing Out of School Hours Learning. Links from this schools network. page allow you to access a handbook which provides initial guidance http://www.cedc.org.uk/ for developing, expanding and sustaining opportunities for out•of• school•hours learning in a range of activities. It also provides Neighbourhood Learning in Disadvantaged Communities, is a information about local experiences through recent developments, DfES initiative designed to assist and inform the LSC development of deals with some commonly asked questions and recommends community•based learning for disadvantaged adults. The web site sources of further advice. provides a range of good practice guides as well as important http://www.devon.gov.uk/eal/ooshl/ documentation to support monitoring and evaluation of outcomes. http://www.skills.org.uk/ Royal Society of Arts have developed a web site which provides useful background information and links to research on an alternative Joseph Rowntree Foundation is one of the largest independent curriculum based on core learning skills. social policy research and development charities in the UK. It http://www.thersa.org/newcurriculum/home.html supports a wide programme of research and development projects in housing, social care and social policy. JRF have a useful database of ContinYou: provide a range of programmes that encourage people research undertaken in the field of education and social policy. of all ages and backgrounds to take an interest in learning. Formed http://www.jrf.org.uk/ by the merging of two prominent charities CEDC and Education Extra, ContinuYou’s work focuses on: Department for Education & Skills (DfES) • key portal for · Schools, education and lifelong learning information from the ministry. Useful access to statistical database · Economic and community regeneration and information on new and current initiatives. · Out•of•school•hours learning http://www.dfes.gov.uk/index.htm · Tackling health inequalities · Working with families Learning & Skills Council (Devon & Cornwall). Web site for the · Building partnerships local LSC, provides information on current funding streams and http://www.continyou.org.uk/ initiatives, also recent publications of meetings and strategies. http://www.lscdevonandcornwall.org/ Evidence•Based Education: In their own words; "Evidence•based" is the latest buzz•word in education. Before long, everything Lifelong Learning is a web site which hosts a range of resources, fashionable and desirable will be "evidence•based". We will have advice and policy documents relating to the encouragement, Evidence•Based Policy and Evidence•Based Teaching, Evidence• promotion and development Of lifelong learning. Based Training • who knows, maybe even Evidence•Based http://www.lifelonglearning.co.uk/front.htm Inspection. Evidence•based is more than just trendy jargon. http://cem.dur.ac.uk/ebeuk/default.htm Social Exclusion Unit: social exclusion is a shorthand term for what can happen when people or areas suffer from a combination of linked Community Education Development Centre (CEDC) provide problems such as unemployment, poor skills, low incomes, poor information on good practice and community•based projects in the housing, high crime environments, bad health and family breakdown. fields of; education & lifelong learning, health improvement, economic The Social Exclusion Unit was set up by the Prime Minister to help CH •X ANG DF E P

w Click to buy NOW! w m 126 Devonport Regeneration Company Lifelong Learning Strategy: Annex 7 o w c .d k. ocu•trac improve Government action to reduce social exclusion by producing network has access to a large archive of material reflecting innovative 'joined•up solutions to joined•up problems'. practice from key thinkers, theories and themes on informal http://www.socialexclusionunit.gov.uk/ education and lifelong learning. http://www.infed.org/ Renewal.net is an on•line guide to what works in neighbourhood renewal. Aimed at anyone involved in neighbourhood renewal or National College of School Leadership: Aimed at al those wanting to get involved. It includes how to guides, case studies, providing leadership and management in school setting, this site project summaries and much more. Wherever possible, the material provides access to a range of additional information which would be on renewal.net is based on evaluated evidence of what actually of interest to all those involved in lifelong learning and education. Of works • or what doesn't work. particular interest may be the research and development area which http://www.renewal.net/ offers a pool of ideas, innovative thinking and current developments. http://www.ncsl.org.uk/ National Institute of Adult Continuing Education (NIACE): Formal aim is to promote the study and general advancement of adult BBC Learning for Adults: A growing resource for adult learners, continuing education. This is includes advancing the interests of adult and those providing access to learning opportunities for adults. Some learners and potential learners. NIACE is a registered charity and are courses lead to accreditation while many others provide a self• able to offer advice, guidance and potentially funding for all forms of directed route into learning. adult education. http://www.bbc.co.uk/learning/adults/ http://www.niace.org.uk/ Adult Learning: Information on access to learning, both accredited Theory into Practice (TIP) database. A useful database which and non•accredited courses. Also, useful guidance on accessing makes learning and instructional theory more accessible to those with learning opportunities in relation to money, transport, childcare, an interest in education. The database contains brief summaries of learning resources and advice on learning. An interesting section with 50 major theories of learning and instruction. Each description case studies of how other people have learned something new. includes sections on; overview, application, example, principles and http://www.waytolearn.co.uk/ references. http://tip.psychology.org/ Learnactivity: This site brings together are huge range of online resources which support learning theory and activity. Documenting Community Development Foundation (CDF):A non•departmental current understanding in topics as diverse as brains and cognition, public body supported by the Active Community Unit of the Home coaching, elearning, human capital and experiential education. Office. Its role is to pioneer, study and promote new forms of http://www.learnativity.com/ community development, in order to inform public policy, professional practice and community initiatives. Set up in 1968, CDF has built up a Sure Start: Background information and evidence on the wealth of expertise and resources over 35 years. Government’s Sure Start programme. Access to information and http://www.cff.org.uk/ contacts on Plymouth•based schemes. http://www.surestart.gov.uk/ Informal Education: Provide comprehensive information on the theory and practice of informal education. Established in 1995, the Adult Learning Inspectorate: The Adult Learning Inspectorate CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 7 127 o w c .d k. ocu•trac reports, both to the Secretary of State for Education and the public, Control Theory, Observational Learning and Vygotsky and Social on the quality of education and training received by adult learners Cognition. and young people in England. The ALI is responsible for inspecting http://www.funderstanding.com/about_learning.cfm all publicly funded work•based training for people over 16 and learning for post•19s. Strategy Unit (SU): The SU carries out long•term strategic reviews http://www.ali.gov.uk/ and policy analysis which can take several forms: long•term strategic reviews of major areas of policy; studies of cross•cutting policy National Foundation for Educational Research (NFER): The issues; strategic audit; and working with departments to promote overall mission of NFER is to contribute to improving education and strategic thinking and improve policy making across Whitehall. The training nationally and internationally by undertaking research, Unit reports directly to the Prime Minister through the Cabinet development and dissemination activities and by providing Secretary. information services. http://www.number10.gov.uk/output/Page77.asp http://www.nfer.ac.uk/ Basic Skills Observatory: The Observatory of Basic Skills provides Monitoring Poverty and Social Exclusion: This site monitors what information about literacy, numeracy and language as they impact on is happening to social exclusion in the UK. The material is organised everyone from early years to adult life. It gives regular updates on around 50 statistical indicators covering all aspects of the subject current approaches to raising standards of basic skills. The site gives from income and work to education and health. access to summaries of the policies, the initiatives and the research http://www.poverty.org.uk/intro/ that address the key issues. http://www.basic•skills•observatory.co.uk/ Learning and Skills Council (LSC): The Learning & Skills Council is responsible for funding and planning education for over 16 year•olds Plymouth 2020 Partnership: Plymouth 2020 Partnership brings in England. There are many useful elements to this online resource, together four different sectors • public, private, voluntary and especially the adult learners and research sections. community. It was officially accredited as the City's Local Strategic http://www.lsc.gov.uk/National/default.htm Partnership or LSP in February 2002. http://www.plymouth2020.co.uk/ Brains.org: A collection of bite•sized summaries of research on topics of interest in relation to current understanding about Children & Young People’s Unit: This Unit's role is to support neuroscience and psychology. Of use to teachers, learners, parents cross•government work on child poverty and youth disadvantage, and education providers. Covering topics as diverse as reading, looking across the full 0•19•age range and is also responsible for memory, sleep, autism, gender differences and dyslexia. implementing and managing the Children's Fund. http://www.brains.org/hottopics.htm http://www.cypu.gov.uk/

Funderstanging: The sub•section of this site provides a useful The Parent Centre: The Parent Centre is for all parents and carers background understanding on 12 different theories of how people who want to help their child or children to learn. It offers support, learn. Constructivism, Behaviourism, Piaget’s Development Theory, information and advice about children's learning and the English Neuroscience, Brain•based Learning, Learning Styles, Multiple education system. Intelligences, Right/Left Brain Thinking, Communities of Practice, http://www.parentcentre.gov.uk/ CH •X ANG DF E P

w Click to buy NOW! w m 128 Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary o w c .d k. ocu•trac Annex 8 Glossary CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary 129 o w c .d k. ocu•trac A B Additionality Baseline Assessment A way of measuring the benefits of a project which highlights the An assessment of a child's skills and abilities usually made by a changes brought about which wouldn't have occurred if the project teacher within the first seven weeks of starting primary school. It hadn't taken place. shows teachers what a child can do when starting school and helps ALS them to plan lessons and measure progress. Areas covered include Additional Literacy Support. A specific group extraction programme Language and Literacy, Maths and Personal and Social used by schools to target children in Years 3 or 4 who have fallen Development. behind in their literacy learning. Beacon Schools Area•based Initiative There are currently 1150 Beacon schools nationally. Four are in Government funded programmes, located in specific areas or regions Plymouth; Southway Primary School, Lipson Vale Primary School, which aim to improve the quality of life for residents. ABIs cover a Devonport High School for Girls and Plymstock School. The Beacon wide range of activities, are targeted on areas of social or economic school programme was established in 1998. It involves existing injustice and are managed by regional or local partnerships. E.g. nursery, primary, secondary and special schools and was designed Education Action Zones, Excellence Clusters, Health Action Zones, to build partnerships between high performing schools across the Sure Start, New Deal for Communities etc. country and represent examples of successful practice, with a view AST to sharing and spreading that effective practice to other schools to Advanced Skills Teacher. A teacher who has passed a rigorous raise overall standards in pupil attainment. Beacon schools offer assessment process and who supports their school and LEA in advice on a wide range of areas including specific curriculum raising standards through providing demonstration lessons, training, subjects. pupil monitoring, school management, provision for gifted advice and guidance. and talented children, improving parental involvement, special Attendance and Absence educational needs and anti bullying strategies. Schools are required by law to submit to the DfES details of levels of Behaviour Support Plan absence within their school. High levels of absence have a proven A statement which sets out local arrangements for schools and negative effect on children’s learning and attainment. other service providers for the education of children with behavioural Attainment targets difficulties. These explain what children should be expected to know and able to BME do at the different levels (1•8) of the foundation subjects of the Black and minority ethnic national curriculum. BSA AWPU Basic Skills Agency Age•Weighted Pupil Unit. The sum of money allocated to the school Bench•marking for each pupil according to age. This is the basic unit of funding for A term used to describe a standard against which comparisons can the school. be made. BECTA British Educational Communications and Technology Agency. Government body set up to provide support to schools and colleges CH •X ANG DF E P

w Click to buy NOW! w m 130 Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary o w c .d k. ocu•trac on all matters to do with computers and communications Revised version published in 2002 to guide schools in how to technology. identify and provide support for children with special educational Bending Main Programmes needs. Tackling deprivation by focusing local agency and government Community department spending more specifically on the areas with greatest The web of personal relationships, groups, networks, traditions and need • see Mainstreaming. patterns of behaviour that exist among those who share physical neighbourhoods, socio•economic conditions or common understandings and interests. Core subjects C English, Maths and Science • these are studied by all pupils. Capacity building Shorthand for a wide range of support, techniques and initiatives which aim build the capacity of individuals or organisations within communities to contribute effectively to regeneration projects. D Capital expenditure Day Nurseries Spending on building projects, improvements, and extensions to the These take children under five for the whole working day. Children school. can attend on a part•time or full•time basis according to their Capital Funding parents' needs. They may be run by local authorities, voluntary Money spent on the purchase or improvement of fixed assets such organisations, private companies, individuals or employers. There as buildings, roads and equipment. must be at least one adult for every eight children and at least half of Catchment Area the staff must have a qualification recognised by the local authority.. Some local education authorities give priority to children who live in Delegated budget an area around the school. Money provided under LMS (see below) which governors can Childminders manage at their discretion (see also Devolved funds, below). Childminders look after children under five and school age children Delegated powers after hours and in the holidays. The local authority decides how Authority given by the Governing Body to a committee / an individual many children a childminder can care for, and childminders are able or the headteacher to take action on behalf of the governing body. to register as part of a network to provide early education. Delivery Plan City Technical College A plan which sets out what a project or programme intends to Independent all ability non•fee•paying schools for pupils aged 11•18. achieve, when, where and at what cost. There are 14 CTCs and one CCTA — City College for the Deprivation Technology of the Arts, in urban areas across England. CTCs teach A condition in which individuals, groups or communities do not have the national curriculum to pre•16•year•olds with a focus on Science, adequate food, shelter, education or opportunities for improvement. Mathematics and Technology. They offer a wide range of vocational DfES qualifications and part of their role is to innovate in the development, Department for Education and Skills. Government department management and delivery of the curriculum. responsible for securing access to high quality education for all. Code of Practice Controls an annual budget which, in 2002/3, totalled over £59 billion CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary 131 o w c .d k. ocu•trac covering the UK. EBSD Designated Teachers Emotional, Behavioural and Social Difficulties. One of the four Advocates who liase with other services on behalf of young people generic classifications by which a child or young person may be in care. identified as having Special Educational Needs. Devolved funds EDP Funds which have to be used for specific purposes, and usually The Education Development Plan. The strategic plan, which brings within a limited time. together all the action, funded and managed by the LEA, to support Differentiation school improvement and ensure that targets for pupil achievement The organisation of teaching programmes and methods specifically are met or exceeded. It is also the outcome of a process of review to suit the age, ability and aptitudes of individual children. and development involving all schools and other partners. DRC ELS Devonport Regeneration Company. The company set up to Early Literacy Support is an intervention programme designed to administer the government’s New Deal for Communities operate in Year 1 for pupils who have been identified as being at programme. risk in acquiring literacy skills. EPPA Effective Parent Partnership Award is a regionally based kite mark award led by parents and carers working in partnership with teachers to benefit their schools, children and local community. E EPS EAL Educational Psychological Service. Support schools in identifying English as an Additional Language. pupils with higher levels of Special Educational Needs. Assess Early Years Development and Childcare Partnership pupils whose needs may be so acute that they require a Statement Plans education locally for children below compulsory school age, of Special Educational Needs and childcare for children from 0 to 14 years. One Partnership in Evaluation each local education authority area draws up a plan each year An assessment, after a project or programme has started, of the which explains what local early education and childcare services will extent to which objectives have been achieved, how efficiently they be provided and includes a list of all local providers of free early have been achieved, and whether there are any lessons to be education. gained for the future. Early Years Development and Childcare Plan EWO A local plan which sets out how early education and childcare Education Welfare Officer. (otherwise known as Education Social services will be provided. Workers or ‘The Board man’) Employed by local education Early Excellence Centres authorities to monitor school attendance and other welfare matters local centres which offer models of good practice in early years in co•operation with the school and parents. education in areas of regeneration. Excellence in Cities EAZ EiC was launched in March 1999 by the Prime Minister and Education Action Zone • a grouping of schools with additional Secretary of State. Its aim is to raise standards in specific city areas resources thorough public: private funding, targeted at specific through targeted intervention and investment. EiC is mainly focused projects aimed at raising standards. CH •X ANG DF E P

w Click to buy NOW! w m 132 Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary o w c .d k. ocu•trac on secondary schools. The main programs involved are: extending which children would usually naturally attend. Some LEAs give opportunities for Gifted and Talented pupils, expansion of the priority to children from certain primary schools. number of specialist and beacon schools, establishing City Learning FLS Centres, introducing new smaller Education Action Zones, providing Further Literacy Support is an intervention programme designed to access to Learning Mentors, and establishing Learning Support operate in Year 5 for pupils who continue to find acquiring literacy Units to tackle disruption. skills difficult. Exclusion Focus Group The temporary or permanent banning of a pupil from school for Specific groups set up by Devonport Regeneration Company (DRC) disciplinary reasons. to address issues around key themes. The five primary focus groups Exit Strategy are; Crime, Health, Education, Work and Employment. The four Arrangements to continue the process of regeneration and special interest groups are; Youth, Black & minority ethnic (BME), development after funding from a special initiative stops. Culture and Faith & Quality of Life. Every project delivered by DRC Extended school is attached to one of the Focus Groups for monitoring and A school that provides a range of services and activities often evaluation purposes. beyond the school day to help meet the needs of its pupils, their Formula Funding families and the wider community. Whereby schools house a variety Process by which the Local Education Authority calculates a of public services such as healthcare, careers services, schools’ annual budget. Based primarily on pupil numbers and employment, training, housing, youth provision and family welfare. taking into account a complex services of formulas relating to things Extended schools aim to integrate the provision of public services to such as Free School Meals, area of school, number of classroom, alleviate many of the problems that result in people not being able to school performance and local and national priorities. access them. Foundation Stage The curriculum provided for children aged 3, 4 and 5 wherever they are – includes children in 'nursery and reception' classes in schools. Requires both indoor and outdoor play to be available all day. FRESA F Framework for Regional Employment and Skills Action. Identifies a Fair Funding set of strategic objectives and actions required to realise that A term used to describe the requirement for LEAs to delegate complement the strategic objectives in the Regional Economic funding to schools for services usually provided by the LEA to Strategy. enable schools to use other providers if they wish. Fresh Start Family Literacy and Family Numeracy Courses Describes the re•opening of a school closed after being found to be Offered by most Local Education Authorities, these courses let failing. parents and children learn skills together, and separately, in small FSM courses run in co•operation with local schools. Free School Meals. Since eligibility for FSM is linked to receipt of FE benefits, it is often used as a key indicator to measure levels of Further education. poverty within the communities served by schools. Feeder Schools The primary schools which a located around a secondary school CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary 133 o w c .d k. ocu•trac HMCI Her Majesty's Chief Inspector of Schools. Head of OFSTED. G HMI — Her Majesty's Inspector GCSE OFSTED inspectors produce education reports which are meant to General Certificate of Secondary Education examinations taken at improve standards of achievement and quality of education, provide the end of Key Stage 4. public reporting and informed independent advice. GNVQ HND General National Vocational Qualification a vocational qualification Higher National Diploma — a two•year course that equates to two at 16 plus concentrating on a broad area of work such as business, years of a degree course. Offered in many subject areas, mostly manufacturing, health and social care. with a practical application. HNDs may also have an industrial or Governing Body commercial placement as part of the course. School governing bodies consist of appointed, elected and co•opted Home•school agreements governors. All governing bodies include parent, teacher, non• All state schools are required to have written home•school teaching staff and LEA governors. The composition of a governing agreements, drawn up in consultation with parents. They are non• body depends on the size and age range of pupils at the school as binding statements explaining the school's aims and values, the well as the school's category (community, voluntary or foundation). responsibilities of both school and parents, and what the school Governing bodies have a wide range of responsibilities and powers. expects of its pupils. Parents will be invited to sign a parental They help to raise standards of pupil achievement, plan the school's declaration, indicating that they understand and accept the contents future direction, select the head teacher, make decisions on the of the agreement. school's budget and staffing, establish and implement a performance management policy for appraising all staff, make sure the National Curriculum is taught, decide how the school can encourage pupils' spiritual, moral and cultural development, make sure the school provides for all its pupils, including those with I special needs and are accountable for the performance of the ICT school to parents and the wider community. Information and Communications Technology. Grant Maintained Schools IEP State schools in England and Wales which are funded by central Individual Education Plan. Programmes which are drawn up by the government through the Funding Agency for Schools. class teacher and/or special needs co•ordinator within a school to GTC provide individual support for children deemed to have needs over General Teaching Council. Body which regulates qualified teachers. and above that of other children in the class. This could be either due to learning difficulties or because they are considered to be exceptionally bright or gifted children. IIP Investors in People • a national accreditation which recognises H effective systems, staff support and development structures in a HE business or organisation (such as a school). Higher education. Inequality CH •X ANG DF E P

w Click to buy NOW! w m 134 Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary o w c .d k. ocu•trac The unfair distribution of resources and access to opportunities among individuals and communities. Injustice L In regeneration and education terms, it is seen as the condition by LEA which individuals or groups of people are denied access to those The term 'local education authority' (or LEA) describes a type of facilities and services which are afforded to the majority of people. council which has responsibility for providing education to pupils of This is seen as unjust as it runs counter to the belief that all school age in its geographical area. Their overall education remit members of society should be afforded equal access to public also includes early years, the youth service and adult education. An services. LEA is responsible for promoting high standards of education. It is INSET responsible for contributing to the spiritual, moral, mental and In•service education and training. All teachers have access to physical development of the community by ensuring that efficient INSET in schools, helping them to refine their teaching and primary and secondary education is provided and ensuring that management skills. there are enough primary and secondary places with adequate facilities to meet the needs of pupils living in the area. League Tables Statistical tables of data based on pupil performance from schools. The government requires that performance data is published. Local J and national media usually rank the data to create tables. Joined•up working Life long learning When organisations such as councils, community groups and The continuous development of skills and knowledge to enhance schools work together to identify and solve local problems. quality of life and employment prospects. Literacy Hour An hour of learning to read and write in school, broken down into various activities. LMS K Local Management of Schools. A system, introduced in 1988, Key Issue whereby schools are responsible for their delegated budgets and for The particular areas of weakness in a school identified by OFSTED managing their own affairs. inspectors and included in their inspection report and which should Logframe be addressed in the action plan. Logical Framework. This is a project definition and design Key Stage methodology based on the use of Project Cycle Management. It A child's progress through school is measured in Key Stages. Each communicates a project's objectives clearly and simply on a single Key Stage covers a number of school years. Starting at Key Stage 1 page. Its power comes from the ability to incorporate the full range and finishing at Key Stage 4. of views of all stakeholders of a project. · Key Stage 1 Infant School (3•7 years). LSA · Key Stage 2 Junior School (7•11 years). Learning Support Assistant. Supports teaching and learning in class, · Key Stage 3 Lower Secondary School (12•13 years). either generically or specifically such as targeted support for · Key Stage 4 Upper Secondary School (14•16 years). children with special educational needs. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary 135 o w c .d k. ocu•trac LSC Monitoring Learning and Skills Council. Regular collection and analysis of input, output and outcome data, LSP along with information concerning the problems being tackled. Local Strategic Partnerships. New overarching partnerships of agencies and service providers who will develop ways to involve local people in shaping the future of their neighbourhood in how services are provided. N National Curriculum This was established by the 1988 Education Reform Act. Covers what pupils should be taught in state maintained schools. The National Curriculum provides a balanced education for a child M covering 11 subjects overall, and is divided into four Key Stages MoD according to age. Ministry of Defence National Curriculum Levels Mixed ability All pupils undergo national tests and teacher assessments at ages A teaching group in which children of all abilities are taught together. 7, 11 and 14. The school will then send a report to parents telling Mainstreaming them what National Curriculum Levels their child has reached in Targeting the allocation of mainstream resources to areas of social both tests and assessments. injustice. This will usually occur in one or more of the following NFER ways: National Foundation for Educational Research. · Re•shaping services to ensure they benefit deprived areas by NLS removing any blockages to deprived areas receiving an National Literacy Strategy. A government initiative which aims to increased level of support. raise standards of literacy for all children in infant, primary and junior · Joining up different of programmes to avoid gaps. schools. · Developing and running policies that target the needs of NNS deprived people or areas. National Numeracy Strategy. A government initiative which aims to · Learning from what works and improving the way we do things raise standards of numeracy for all children in infant, primary and based on those lessons junior schools. MFL NOF Modern Foreign Languages. New Opportunities Fund. One of the National Lottery funds granting Milestones awards to health, education and the environment projects. Key events with dates, marking stages in the progress of a project NPQH or programme. National Professional Qualification for Headship. A statutory MLD qualification for all serving headteachers from September 2004. Moderate Learning Difficulties. A generic classifications by which a NQT child or young person may be identified as having Special Newly Qualified Teacher. All teachers must undergo an induction Educational Needs. year before achieving fully qualified status. CH •X ANG DF E P

w Click to buy NOW! w m 136 Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary o w c .d k. ocu•trac Nursery Classes in State Primary Schools PAN These take children from the age of three or four and are open Planned Admissions Number • the number of children the LEA (or during school term time. They usually offer five half•day sessions a governing body of an Aided School) determines can be admitted to week. There must be one adult for every 13 children and staff are the school. Parents decide whether to appeal to any school to which qualified teachers and assistants. they have applied and not been offered a place. NVQ PANDA National Vocational Qualification • an accreditation scheme for Performance and Assessment Reports. Produced by the Office For vocational/applied skills. Standards in Education (OFSTED) and issued annually to schools containing a range of comparative and contextual performance data. The contents of each PANDA report are confidential between OFSTED, the school, and the Local Education Authority, although schools are free to disseminate the information as they see fit. O Partnerships ODPM Working with other people, groups and agencies towards a common Office of the Deputy Prime Minister. The Government department goal, sharing power, resources and responsibility responsible for neighbourhood renewal, housing and urban policy. PCM The ODPM includes the Neighbourhood Renewal Unit, the Regional Project Cycle Management. The process adopted by the Shadow Coordination Unit and the Social Exclusion Unit. Board of DRC to ensure that projects it funds will meet a range of OFSTED criteria, namely; ensure that spending is community led, that Office for Standards in Education. An official body which regularly projects will meet outcomes outlined in the Delivery Plan and ensure inspects all the schools in England which are mainly or wholly state effective monitoring and evaluation. funded. OFSTED inspectors produce education reports which are Performance Tables meant to improve standards of achievement and quality of The Department for Education and Skills publishes comparative education, provide public reporting and informed independent secondary and 16•18 performance tables each year. The tables advice. report achievements in public examinations and vocational Outputs and Outcomes qualifications in secondary schools and Further Education sector Outputs measure what was directly produced by the regeneration colleges. Primary school performance tables are published by local programme, such as additional training places or more houses. education authorities and report the achievements of pupils at the Outcomes measure the longer term changes in an area that were end of Key Stage 2. See League Tables. brought about by the regeneration programme. Personal Education Plan (PEP) PEPs are schemes developed for young individuals in public care, designed to support their education. PICSI P Pre•Inspection Context and School Information. Contextual school Pathfinder information published by OFSTED before an inspection. A project which is testing out a Government policy over a defined Plenary period prior to its full implementation. The time at the end of a lesson in which the teacher finds out what CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary 137 o w c .d k. ocu•trac children have learnt and re•emphasises the main points of the pupils in a school by the number of full•time equivalent teachers. lesson. Pupils with statements of Special Educational Needs (SEN). PMLD These statements describe any learning difficulties which pupils Profound and Multiple Learning Difficulties. A generic classifications have, and specify the extra help or equipment they need. Around by which a child or young person may be identified as having 3% of school pupils nationally have statements. Some pupils with Special Educational Needs. Frequently referring to a high level of special educational needs are academically able. But schools face need and support, such pupils are often taught in Special Schools. challenges in achieving Level 4 at Key Stage 2 for many pupils with Pre•school playgroups SEN. The information on the numbers of pupils with SEN in each These generally take children between the ages of three and five school helps you take this into account when looking at the school's and most offer half•day sessions. Usually non•profit making and results. managed by volunteers and parents. There must be at least one Pupils without statements adult for every eight children and at least half of the adults must be These are other pupils registered as having special educational qualified leaders or assistants. needs but whose schools meet the pupils' needs without Private nursery schools statements. These take children between the ages of two and five and offer half or full•day sessions and some stay open in the school holidays. There must be at least one adult for every 13 children and at least half of the staff must be qualified teachers. Prospectus Q A school's prospectus is a brochure containing useful facts and QCA figures, which the governing body must publish each year for Qualifications and Curriculum Authority – responsibility for parents and prospective parents. Ministers set minimum curriculum matters including the National Curriculum, requirements for content, so that parents can easily make assessments, , GNVQS, GCSEs etc. comparisons between different schools. Copies will be available at QUANGO the school for reference or free of charge to parents on request. Quasi•autonomous non•governmental organisation. Quangos are Project appraisal part of national government but operate at arms length from The assessment of particular projects to make sure that they government departments. Education is blessed with over 20 provide value for money and that they will tackle the problem to be different Quangos. addressed. QTS PSE (PSHE) Qualified teacher status. The professional status you need to obtain Personal and Social / Personal , Social and Health Education • to teach in state maintained schools in England and Wales. QTS is includes issues such as sex education, drugs awareness, normally awarded after successful completion of an Initial Teacher citizenship etc Training course and a one•year probationary period. PTA Parent Teacher Association. PTR Pupil/Teacher Ratio. This is calculated by dividing the number of CH •X ANG DF E P

w Click to buy NOW! w m 138 Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary o w c .d k. ocu•trac identified in an OFSTED inspection. Action is required to make improvements within one year. R Setting Reception Classes in State Primary Schools A system of organising pupils into ability groups. These take children at four and five, some starting children off with SIMS half•day sessions. There must be at least one adult for every 13 Schools Information Management Systems. A computer package children. Staff are qualified teachers and assistants. used by many schools to manage the large amounts of data Remodelling generated by schools. Remodelling is set out in a national agreement signed by the SLA Secretary of State that aims to reform the school workforce. It is Service Level Agreement – document provided by the LEA to about giving teachers more time, extra support and renewed schools describing the levels of service offered by each department. leadership in order to reduce teacher workload, raise standards, Schools can agree to 'buy in' or go elsewhere for any particular increase job satisfaction and improve the status of the profession. service. SLD Severe Learning Difficulties. A generic classifications by which a child or young person may be identified as having Special Educational Needs. Frequently referring to profound needs, such S pupils are often taught in Special Schools. SATs SMT/SLT Standard Assessment Tasks used for National Curriculum Senior Management Team/Senior Leadership Team, usually the Assessment at the end of each Key Stage. headteacher, deputy head and other senior members of staff. They School Causing Concern take the lead role in day to day management and leadership within Under the LEA: Schools Code of Practice an LEA may send a the school. warning letter to and require an action plan from a school where Social Exclusion standards are unacceptably low or at risk. The Government has defined social exclusion as being a shorthand SEN label for what can happen when individuals or areas suffer from a Special Educational Needs. This denotes any child that has been combination of linked problems such as unemployment, poor skills, identified as having some form of educational need either as a result low incomes, poor housing, high crime environments, bad health of learning difficulty or if they are deemed as particularly bright or and family breakdown. It can also have a wider meaning which gifted. These children receive additional support either from within encompasses the persons, families or groups whose resources the school or outside agencies. (material, social and cultural) are so limited as to exclude them from SENCo the minimum acceptable way of life in the society in which they live. Special Educational Needs Co•ordinator. A designated teacher Specialist Schools within the school or early education setting who has responsibility The Specialist Schools Programme includes the development of for co•ordinating SEN provision within that school. specialist schools for Technology, Sports, Arts, Languages, Serious Weaknesses Engineering, Science, Maths & Computing and Business & A school that is not failing may still have serious weaknesses, as Enterprise. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary 139 o w c .d k. ocu•trac These take children from the age of three or four and are open Special Measures during school term time and normally offer five half•day sessions a A judgement by OFSTED that a school requires special measures. week. There must be at least one adult for every 13 children. Staff These have to be identified in an Action Plan drawn up by the are qualified teachers and assistants. Headteacher and governing body in conjunction with the LEA to Statement address the school's weaknesses. Support and funding is provided A statement issued, after an assessment, for a child with significant by the LEA. The school is visited each term by inspectors to learning difficulties which describes the help the child needs and the determine progress made. appropriate school s/he should attend. The statement is drawn up in Special school consultation with parents and funded by the LEA. A school for children whose special educational needs cannot be State Schools met within a mainstream school. Otherwise known as publicly funded schools and attended by over Special unit 90 per cent of pupils. Parents do not pay any fees. A unit attached to a mainstream school to cater for children with Study Support specific special needs. Examples might include a Nurture Group, Voluntary learning activity outside normal lessons which aims to additional Speech & Language Therapy or a Behavioural Unit. improve children's motivation, build their self•esteem and help them SpLD to become more effective learners. Specific Learning Difficulties. A generic classifications by which a Support Staff child or young person may be identified as having Special Clerical, welfare, technical, caretaking or supervisory staff in schools Educational Needs. Often, but not exclusively, referring to dyslexia. Sure Start Springboard An innovative cross•departmental government strategy which aims Springboard is a targeted numeracy catch•up programme to improve the health and well•being of families and children before specifically for use in Key Stage 2. and from birth, so children are ready to flourish when they go to SRB school. By setting up local Sure Start programmes to improve Single regeneration budget • funding for projects undertaken in co• services for families with children under four and spreading good operation with education, health, community and business partners practice learned from local programmes to everyone involved in aimed at improving standards. providing services for young children. All Sure Start areas have now SSA been defined within Plymouth. Standard Spending Assessment The minimum standard level of Sustainability public spending in each local authority determined by the A program’s continuing ability to deliver services and benefits to the government. recipient stakeholders after the donor’s technical, managerial and Stakeholder financial support has significantly decreased or ended. The three Every person and organisation that has a stake in a project – that is, main components of sustainability can be thought of as; who feels that they are committed to, can contribute to or will gain · Institutional factors: an organisations internal capacity to from the project. Used in a similar sense as ‘ownership’, but in this maintain integrity as an organisation with a social purpose. case, it is about how participants describe themselves as well as · Financial factors: an organisation’s ability to generate how they are described. revenues to support itself. State Nursery Schools · Ecological factors: meeting the needs of the present CH •X ANG DF E P

w Click to buy NOW! w m 140 Devonport Regeneration Company Lifelong Learning Strategy: Annex 8 • Glossary o w c .d k. ocu•trac generation without compromising the ability of future Voluntary controlled school generations to meet their needs. Schools in England and Wales which are maintained by the Local Education Authority, with a foundation (generally religious) which appoints some — but not most — of the governing body. The LEA is the admissions authority. T Targets Governing bodies are responsible for setting and publishing targets for pupil achievement in English and Maths at the end of Key Stage 2 W and in public exams in Key stage 4. Additional targets may also be Work experience set e.g. for attendance and exclusions. The LEA must also publish A planned programme as part of careers education which enables authority wide targets in these areas in its Education Development pupils in school time to sample experience of a working environment Plan. of their choice. Teacher Assessment A formal assessment made by a teacher when children reach the end of Key Stage 1 (aged 7), Key Stage 2 (aged 11) and Key Stage 3 (aged 14). Used alongside the national tests to judge a child's educational progress. Technology College A Specialist School which focuses on creating extended opportunities for teaching and learning in relation to science, technology maths and ICT. TTA Teacher Training Agency. Responsible for raising standards in schools in England by attracting able and committed people to teaching and by improving the quality of teacher training.

V Voluntary aided school Schools in England and Wales which are maintained by the Local Education Authority, with a foundation (generally religious) which appoints most of the governing body. The governing body is the admissions authority, employing the staff and controlling pupil admissions and religious education. CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 9 • Stakeholders 141 o w c .d k. ocu•trac Annex 9 Stakeholders CH •X ANG DF E P

w Click to buy NOW! w m 142 Devonport Regeneration Company Lifelong Learning Strategy: Annex 9 • Stakeholders o w c .d k. ocu•trac Stakeholders Stakeholders in the Lifelong Learning Strategic Plan have been split into three levels. Primary Stakeholders— or those who will primarily benefit from benefit from lifelong learning interventions. In here have been included both residents and the DRC Board. Secondary Stakeholders— or those who are primarily involved in service provision at a statutory, charitable and voluntary level and are actively working in partnership with DRC. Tertiary Stakeholder— or those who are involved at a strategic level of partnership work and who are expected to support the mainstreaming process.

Primary Stakeholders Residents Engaged through individually expressed interest, Education Focus Group and local service providers Board All members of the DRC Board

Secondary Stakeholders Staff Team Devonport Regeneration Company, all staff members Jack Griffiths Headteacher, Marlborough Primary School / Chair, Excellence in Cities Cluster Mike Martin Chair of Governors, Marlborough Primary School Kate Whitehead Headteacher, Mount Wise Primary School Simon Payne Chair of Governors, Mount Wise Primary School Sister Dympna Headteacher, St. Joseph’s Roman Catholic Primary School Winnie Chappel Chair of Governors, St. Joseph’s Roman Catholic Primary School Valena Jones Headteacher, Parkside Community Technology College Colin Pidduck Chair of Governors, Parkside Community Technology College Graham Seddon Director, Plymouth Education Action Zone Chris Ling Learn n’ Earn, Parkside Community Technology College Anne Elston Learning Together Project, Mount Wise Primary School Julie France Nurture Group, Marlborough Primary School Sue Merton Head of Service, Family Education Service Pat Smith Manager, Devonport Parent & Children’s Project Carol Crawford Manager, Routeways Children’s Information Centre Rachel Gallagher Manager, Happy Hippo’s Day Nursery Sam Swabey Centre Manager, Granby Island Community Centre Steph Rodgers Community Education, Plymouth College of Further Education Trudy Glasson Community Adult Guidance, Plymouth College of Further Education Will Watts Manager, Pembroke Street Youth Club Heather Tomas Mount Wise Youth Project Roma French Hamoaze House/Trevi Family Centre Jeanette Lynch Community Education, Plymouth Department of Lifelong Learning Jo McCaren Tamar Education Business Partnership CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 9 • Stakeholders143 o w c .d k. ocu•trac

Tertiary Stakeholders Linda Gilroy MP, Plymouth Sutton David Jamieson MP, Plymouth Devonport Dennis Camp Education Portfolio Holder, Plymouth City Council Jean Nelder Regeneration Portfolio Holder, Plymouth City Council Nicky Wildy City Councillor, Devonport Ward Bernard Brotherton City Councillor, Devonport Ward William Stevens City Councillor, Devonport Ward Bronwen Lacey Director of Lifelong Learning, Plymouth Department for Lifelong Learning Maggie Carter Head of Lifelong Learning (Learner Support), Plymouth Department of Lifelong Learning Barbara Booth Head of School Organisation and Services, Plymouth Department for Lifelong Learning Christine Smale Senior Education Officer (School Services), Plymouth Department for Lifelong Learning Andrew Leigh Senior Education Officer (School Organisation), Plymouth Department for Lifelong Learning Stuart Farmer Chief Education Advisor, Department for Lifelong Learning Philip Braide (Mount Wise) Senior Education Advisor (Challenge, Support & Performance), Department for Lifelong Learning Peter Way (Marlborough) Senior Education Advisor (Primary), Department for Lifelong Learning Heather Ogburn (St. Joseph’s) Education Advisor (Primary), Department for Lifelong Learning Pauline Robbins (Parkside) Senior Education Advisor (Secondary), Department for Lifelong Learning David Percival Director, Plymouth College of Further Education Peter Vines Community•based Education, Plymouth College of Further Education Graham Morris Partnership Director, Plymouth Learning and Work Partnership Frank Mclean Workplace Programme and Resources Manager, Workers’ Education Association Steve Gerry Director, Plymouth Local Strategic Partnership Peter Cloke Director, Young People, Regeneration & Communities, Government Office South West Pippa Furguson Assistant Director for Regeneration, Government Office South West Nicola Russel•Brookes Strategic Development Officer, Government Office South West Robert Bourne Young People, Regeneration and Communities Directorate, Government Office South West Mike Symons Young People, Regeneration and Communities Directorate, Government Office South West Tat Ruck Adult Education Themed Advisor, Government Office South West Robert Plumb Neighbourhood Renewal, Plymouth City Council Paul Lucken Executive Director, Devon & Cornwall Learning & Skills Council Cathy Campbell Director Skills & Participation, Devon & Cornwall Learning & Skills Council Vanessa Fitzgerrald Head of Access & Widening Participation, Plymouth University Pippa Waller Guidance & Community Liaison Worker, Plymouth University Deborah Lapthorne Director of Public Health, Primary Care Trust Christine Smith Principle Youth Officer, Department for Lifelong Learning Steve West Connexions Area Manager CH •X ANG DF E P

w Click to buy NOW! w m 144 Devonport Regeneration Company Lifelong Learning Strategy: Annex 10 • Bibliography, Sources of Evidence and Reference Points o w c .d k. ocu•trac Annex 10 Bibliography Sources of Evidence & Reference Points CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 10 • Bibliography, Sources of Evidence and Reference Points 145 o w c .d k. ocu•trac Blake, Finch, McKernan and Hinds (2001), 4th survey of parents of three and four year old children and their use of yearly years Churchill Associates (2003) Extended Schools: The Role of the services, Research Report 247. Childcare Coordinator DfES Research Brief No. 457

Byrne, Cathy (2003) When Poverty Makes ’Average’ Look Commission for Architecture & the Built Environment (2003) Impossible [online] Times Educational Supplement http://www.tes. Achieving Well Designed Schools Through PFI co.uk/ [June 2003] Community Cohesion Unit (2003) Community Cohesion Advice for Cabinet Office (2002) Inter•Departmental Childcare Review: those designing, developing and delivering Area Based Delivering for Children and Families Strategy Unit Initiatives (ABIs). Home Office

Callendar (2000), The Barriers To Childcare Provision, DfEE Currie (2001) Early Childhood Education Programmes, Journal of Research Brief No 231 Economic Perspectives Vol 15 part 2.

Centre for Education Leadership and School Improvement (2001), Currie and Duncan (1995), Does Head Start Make a Difference? Evidence of Progress: An independent review of evaluation American Economic Review activities in Education Action Zones, CELSI, Canterbury Christ Church University College, Kent. Davies, Nick (2000) The School Report: Why Britain’s Schools are Failing Vintage Press Centre for Regional Economic and Social Research (2003) New Deal for Communities Research Report 10 Raising Educational DfES (2003) 21st Century Skills: Realising Our Potential Achievement Sheffield Hallam University Individual, Emplyers, Nation (White Paper)

Centre for Regional Economic and Social Research (2003) New Deal DfES (2003) Excellence and Enjoyment: A Strategy for Primary for Communities Research Report 11 Widening Participation in Schools Higher Education Sheffield Hallam University DfES (2003) Children’s Centres— Developing Integrated services Centre for Regional Economic and Social Research (2003) New Deal for Young Children and their Families: Start up guidance Sure for Communities Research Report 13 Lifelong Learning Sheffield Start Unit Hallam University DfES (2003) A New Specialist System: Transforming Secondary Children’s Aid Society (2001), Building a Community School Education (Revised Edition) DfES (2003) Building Schools of the Future Children’s Fund (2003) Working with Children and Families Children & Young People’s Unit DfES (2002) Extended Schools: Providing Opportunities and CH •X ANG DF E P

w Click to buy NOW! w m 146 Devonport Regeneration Company Lifelong Learning Strategy: Annex 10 • Bibliography, Sources of Evidence and Reference Points o w c .d k. ocu•trac Services for all Dryfoos (2000), Evaluation of Community Schools: Findings to DfES (2002) Childcare in Extended Schools Date. Coalition for Community Schools.

DfES (2002), Education Action Zones Annual Report 2001 Earley, Evans , Collarbone, Gold and Halpin (2002) Establishing the Current State of School Leadership in England, Research Brief DfES (2002), EIC Schools extending excellence, Annual Report No 336 2000•2001 Ermisc and Francesconi (2000), Family Matters: Impacts of Family DfES (2001), Summary of Research Evidence on the Age of Background on Educational Attainments, Economica 68 Starting School, Research Brief RBX 17•01 Gelsthorpe, T. & West•Burnham, J. (Eds) (2003) Educational DfES (2001), Effective Provision of Pre•School Education (EPPE) Leadership and the Community Pearson Education Press Project (2001), A Longitudinal Study funded by the DfES, Technical Paper 7, Gold, Karen (2003) Poverty is an Excuse [online] Times Educational Supplement http://www.tes.co.uk/ [May 2003] DfES (2001), Effective Provision of Pre•School Education (EPPE) Project, A Longitudinal Study funded by the DfES, Technical Gold, Karen (2003) Deprivation Figures Under Attack [online] Paper 8 Times Educational Supplement http://www.tes.co.uk/ [April 2003]

DfEE (2001), EIC Schools extending excellence, Report March Gregg, Harkness and Machin (1999), Child Development and 1999 to September 2000 Family Income, Joseph Rowntree Foundation

DfEE (2000) Schools Plus: Building Learning Communities Gibbons (2002) Neighbourhood Effects on Educational Schools Plus Policy Action Team 11 Achievement Evidence from the Census and NCDS, Centre for Economics of Education DfEE (2000), Out of School Hours Learning Activities: Surveys of Schools, Pupils and Parents, DfEE Research Brief RBX8•00 Hurry (2000), Review of the Intervention Strategies to Support Pupils with Difficulties in Literacy During Key Stage One, DfEE (1999), Excellence in Cities. London, QCA

Department for Work and Pensions (2003) Measuring Child Poverty Iacovou, M (2001), Class size in early years: is smaller really Consultation: Preliminary Conclusions better? Institute for Social and Economic Research, Working Paper 2001•10. Desforges, C. and Bouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil Joseph Rowntree Foundation (2003) Socio•economic Achievement and Adjustment: A Review of Literature DfES Disadvantage and Experience In Higher Education Publications Research Brief 433 CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 10 • Bibliography, Sources of Evidence and Reference Points 147 o w c .d k. ocu•trac Kendall, Morris and Stoney (2002), Overall Impact of Excellence in ordination in Area•Based Initiatives. Department for Transport, Cities, Preliminary Findings, Excellence in Cities Evaluation Local Government and the Regions Consortium. Neighbourhood Renewal Unit (2002), Review fo the Evidence Base Lily McConville (2003) Plymouth Neighbourhood Renewal Local for Neighbourhood Renewal: Work in Progress Department for Learning Action Plan (Consultation Draft) Plymouth Transport, Local Government and the Regions Neighbourhood Renewal and Learning & Work Partnership Neighbourhood Renewal Unit (2001), New Deal for Communities: Mansell, Warwick (2003) Deprived White Pupils Bottom of Annual Review 2000•2001, Department for Transport, Local Teenage Pile [online] Times Educational Supplement http://www.tes. Government and the Regions co.uk/ [July 2003] Office for the Deputy Prime Minister (2003) Improving BME Matrix Partnership (2003) Devonport Development Framework Achievement [online] Renewal.net http://www.renewal.net [May (Draft) Devonport Regeneration Company 2003]

National Audit Office (2001), Education Action Zones Meeting the Office for the Deputy Prime Minister (2002) Education [online] Challenge – the lessons identified from auditing the first 25 Renewal.net zones. http://www.renewal.net [April 2003]

National Foundation for Educational Research (2003) Schools and Office for the Deputy Prime Minister (2003) Adult Education [online] Area Regeneration The Policy Press Renewal.net http://www.renewal.net [April 2003]

National Foundation for Educational Research (2003) Playing for Office for the Deputy Prime Minister (2002) Barriers to Access Success: An Evaluation of the Fourth Year Research Brief 403 [online] Renewal.net http://www.renewal.net [April 2003]

National Foundation for Educational Research (2003) Towards the Office for the Deputy Prime Minister (2002) Education 16•19 [online] Development of Extended Schools Research Brief 408 Renewal.net http://www.renewal.net [May 2003]

National Foundation for Educational Research (2002), Playing for Office for the Deputy Prime Minister (2002) Study Support [online] Success: An evaluation of the Third year, DfES Research Report Renewal.net http://www.renewal.net [March 2003] RR337. Office for the Deputy Prime Minister (2002) Tacklin Poor National Foundation for Educational Research (2002) Domain Attendance and Truancy [online] Renewal.net http://www.renewal. Review of Major Policy Developments in Education and the net [March 2003] Evidence Base New Deal for Communities National Evaluation Office for the Deputy Prime Minister (2002) Black and Minority Neighbourhood Renewal Unit (2002), Collaboration and Co• Ethnic Achievement [online] Renewal.net http://www.renewal.net CH •X ANG DF E P

w Click to buy NOW! w m 148 Devonport Regeneration Company Lifelong Learning Strategy: Annex 10 • Bibliography, Sources of Evidence and Reference Points o w c .d k. ocu•trac [May 2003] OFSTED (2003) School Place Planning: The influence of school Office for the Deputy Prime Minister (2002) Effective Early Years place planning on school standards and social inclusion HMI/ Provision [online] Renewal.net http://www.renewal.net [April 2003] Audit Commission

Office for the Deputy Prime Minister (2002) Home•School Liaison OFSTED (2003) Miss Fitts Child Care Inspection Report [online] [online] Renewal.net http://www.renewal.net [April 2003] OFSTED http://www.ofsted.gov.uk/reports/ [May 2003]

Office for the Deputy Prime Minister (2002) Education Pre•16 OFSTED (2002) Parkside Community Technology College [online] Renewal.net http://www.renewal.net [May 2003] Inspection Report [online] OFSTED http://www.ofsted.gov.uk/ reports/ [May 2003] Office for the Deputy Prime Minister (2003) Improved Diet & Nutrition in Schools [online] Renewal.net http://www.renewal.net OFSTED (2001) St Joseph’s RC Primary School Inspection [April 2003] Report [online] OFSTED http://www.ofsted.gov.uk/reports/ [May 2003] Office for the Deputy Prime Minister (2002) How to reshape local services [online] Renewal.net http://www.renewal.net [March 2003] OFSTED (2001) Mount Wise Primary School Inspection Report [online] OFSTED http://www.ofsted.gov.uk/reports/ [May 2003] Office for the Deputy Prime Minister (2002) Building a Partnership [online] Renewal.net http://www.renewal.net [April 2003] OFSTED (2000) Happy Hippo’s Inspection Report [online] OFSTED http://www.ofsted.gov.uk/reports/ [May 2003] Office for the Deputy Prime Minister (2002) How to influence the mainstream [online] Renewal.net http://www.renewal.net [March OFSTED (1999) Marlborough Primary School Inspection Report 2003] [online] OFSTED http://www.ofsted.gov.uk/reports/ [May 2003]

Office for the Deputy Prime Minister (2002) The Learning Curve: Parsons, S. & Bynner, J. (2002) Basic Skills and Social Exclusion Developing Skills and Knowledge for Neighbourhood Renewal The Basic Skills Agency Neighbourhood Renewal Unit Pascal, Bertram, Gasper, Mould, Ramsden and Saunders (2001), Office for the Deputy Prime Minister (2002) Race Equality Guidance Research to Inform the Evaluation of Early Excellence Centres for New Deal for Communities [online] Renewal.net http://www. Pilot Programme, DfEE Research Report 259. renewal.net [May 2003] Perry, L. & Davies, K. (2002) Basic Skills and Key Skills: Making Office for the Deputy Prime Minister (2001) Under Achieving the Relationship Work The Basic Skills Agency School•age Children [online] Renewal.net http://www.renewal.net [October 2002] Plymouth City Council (2002) Education Development Plan 2002• 2007 Department for Lifelong Learning OFSTED (2003) Strategic Plan 2004 to 2007 HMI CH •X ANG DF E P

w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Annex 10 • Bibliography, Sources of Evidence and Reference Points 149 o w c .d k. ocu•trac Ted Cantle (2002) Community Cohesion: A report of the Plymouth City Council (2002) Neighbourhood Renewal Strategy independent review team Home Office 2002•2007: Narrowing the Gap Plymouth 2020 Partnership. Times Educational Supplement (2003) Poverty [online] Times Plymouth City Council (2003) Plymouth Local Preventative Educational Supplement http://www.tes.co.uk/ [March 2003] Strategy (Draft) Plymouth Integrated Planning for Children and Young People. Times Educational Supplement (2002) Does OFSTED Ignor the Effects of Poverty [online] Times Educational Supplement http:// Plymouth Local Education Authority (2003) Draft School www.tes.co.uk/ [December 2002] Organisation Plan 2003•2007 (4th Revision) School Organisation Committee for Plymouth. Wilby, Peter (2003) Poverty Seems To Be The Hardest Word [online] Times Educational Supplement http://www.tes.co.uk/ [June Price Waterhouse Cooper (2001), Teacher Workload Study 2003]

Price Waterhouse Cooper (200 1), Building Performance: an empirical assessment of the relationship between schools capital investment and pupil performance

Royal Society for the Arts (2002) Opening minds: Project Update

Social Exclusion Unit Policy Action Team 12 (2000), Young People

Shaw, C. et al (2003) ‘Becoming Seamless’: An Evaluation of Schools Plus Teams Pilot Project DfES Research Brief No. 447

Social Exclusion Unit (2000), A National Strategy for Neighbourhood Renewal: A framework for consultation

Startup, T. (2002), Poor Measures? Social Market Foundation

Sylva, Melhuish, Sammons, and Siraj•Blatchford, Elliot and Quinn (2001a), EPPE Symposium paper at the British Educational Research Association Annual Conference (BERA), September 2001

Taylor Nelson Sofres (2002) Public Perception of Education Department for Education and Skills