DRAFT 14-19 Employment, Education and Training Plan

DRAFT

14-19 Employment, Education and Training Plan

2018-2019

Contents

Introduction 3

Priorities 2018-19 4

The Evidence and Data Which Informs Our Priorities 7

Theme 1: Local Context 7

Understanding Bournemouth and Poole 7

Understanding Our Young People 10

Theme 2: Provision 13

Quantity of Provision 13

Quality of Provision and how well Young People 14 Achieve

Theme 3: Participation 21

Tracking – What our Young People are doing 21

Partnerships 29

The Industrial Strategy 30

1. T levels 31

2. Careers, Education and Information Advice and Guidance 34

3. SUN NCOP 35

4.DFE Unlocking Talent Fulfilling Potential (December 2017) 36

Contribution to Council Plans 36

37 Appendix 1: Legislation under this Plan

Appendix 2: Post 16 SEND Strategic Partnership 2017-2020 39

Glossary 40

2015-2016

Introduction

It is just over 10 years since the Bournemouth and Poole 14-19 Team was created to provide strategic leadership on post 16 matters. During that time we have seen five different Secretaries of State for Education, each with radically different opinions on what constitutes good education and nowhere has that change been more evident than in post 16. We have witnessed funding agencies and qualifications come and go and major legislation such as RPA come into being.

The main priorities in this 14-19 Plan include the implementation of the Careers Strategy, which will address key issues in our recent Youth Survey delivery, a funded project which aims to support the most disadvantaged young people to progress into HE, increasing the post 16 choices for our SEND young people and improving our value added results for academic and applied general qualifications.

These issues have been at the forefront of the work of the 14-19 Team over the last ten years but they have never been more relevant. As we enter the “Fourth Industrial Revolution” and face the challenges and opportunities that will bring, addressing these issues will produce the active citizens of the future who will power our economic growth. It is noteworthy that our priorities align very clearly to those contained in the DfE’s “Unlocking Talent, Fulfilling Potential” namely:

- Close the attainment gap in schools while continuing to raise standards for all - High quality post 16 education choices for all young people - Everyone achieving their full potential in rewarding careers

“Unlocking Talent, Fulfilling Potential” identifies 2 ways of working. The first is putting evidence at the heart of their approach and spreading best practice, which is something we have always included in this 14-19 Plan. The second encourages building lasting success through partnerships.

Working in partnership has been a major factor in any achievements we’ve had in the last 10 years. Whilst there is still so much to do we can be proud that together we have had many sucessess including reducing NEETs and Not Knowns to record lows, improving retention, increasing apprenticeships and establishing supported internships.

As this is the last 14-19 Plan I will oversee I would like to thank everyone who has worked in partnership with the 14-19 Team over the last 10 years and urge you to continue to “Unlock Talent and Fulfil Potential” of our young people.

Caroline Foster 14-19 Strategic Leader

Our ambitions

1. To ensure there is a sufficient high quality post-16 provision, including apprenticeships, to meet the needs of the local economy and all young people. 2. To work in partnership with all our post-16 providers to ensure no young person is left behind. 3. To support all vulnerable young people by ensuring there are pathways for progression which lead to sustainable employment. 4. To support schools and other partners to deliver comprehensive impartial advice and guidance and careers education so that young people can make informed choices. 5. To work with CEC and SUN NCOP across the region and our neighbouring LA’s and the LEP to ensure young people achieve their maximum potential and thrive in the community.

Priorities 2018-19

In December last year an ambitious plan was unveiled by the Education Secretary Justine Greening, namely “Unlocking Talent, Fulfilling Potential”. It is surprising that such an ambitious agenda from the Department for Education has received relatively little attention. It calls on all of us involved in education to ensure future generations of young people have the skills, opportunity and support they deserve and to stamp out the social immobility that currently stops too many young people reaching their full potential.

There are four ambitions in the Government’s Plan and although the first relates to Early Years the other three are a perfect summary for this year’s 14-19 plan, namely:

1. Close the attainment gap in schools while continuing to raise standards for all - SUN NCOP Project (supports disadvantaged students into HE) o Improve KS4 and KS5 results – especially Value Added for academic and applied general qualifications o Continue to monitor and challenge retention

2. High quality post 16 choices for all young people - Provide Updates on development of T Levels - Encourage collaboration to maintain student choice - SUN NCOP project o Increase knowledge of HE o Increase knowledge of Level 4 Apprenticeships - Continue roll out of the Post 16 SEND Plan o Use pre 16 data o Improve choice of provision locally o Ensure real progression o Improve routes into sustainable employment including more Supported Internships

3. Everyone achieving their full potential in rewarding careers - CEC Partnership o Embed Careers Strategy in every school and College o Develop EA Network o Encourage use of Compass and Tracker tools and Gatsby Benchmarks o Produce LMI for young people and parents to address skills gap and shortage o Ensure all the above address concerns in youth survey - SUN NCOP o Increase staff and student knowledge of career opportunities

Key Performance Indicators

Where we are / where we want to be

Direction National Key of Travel 14-19 Team Data Actual Current data Performance Aim LA RAG (15/16 Objective Source compared (Target for Indicator Status to 16/17) 2018) 2013/14 2014/15 2015/16 2016/17 September Increase 16 and 17 Guarantee - At or Bournemouth 92.9% 92.3% 91.9% 91.3% 94.7% year olds with an above Learners to education or training national LAIT (September receive at least offer average 2017) 1 suitable offer Poole 90.6% 90.2% 93.7% 95.4%

Increase At or Bournemouth 93.5% 93.9% 93.7% 94.4% 95.3% above Total participation of 16 national (January Participation year olds Poole 93.6% 95.1% 96.3% 95.9% 2017) in education average LA (inc part-time) Increase At or Tables Bournemouth 83.2% 83.0% 88.3% 87.3% 89.2% and work above participation of 17 (January based learning national year olds average Poole 81.4% 85.9% 88.3% 90.2% 2017) Participation Increase percentage Participation At or Bournemouth n/a n/a n/a 84.2% n/a 86.7% of 16-17 year of young people with above of young (December olds with SEND in education national people by SEND or training average Poole n/a n/a n/a 96.8% n/a 2017) age 19 Reduce number of At or Bournemouth September 2016 – 3.4% 3.6% 2.8% NEETs for 16-17 below changes to (January Participation LA cohort target Poole tracking 2.3% 2.0% 2017) of young Tables introduced, people aged (Nov-Jan Reduce number of At or Bournemouth therefore Year 14’s 2.2% 2.2% 2.9% 16-17 avg) Not Knowns for 16- below are no longer (January target 17 cohort Poole tracked. 1.2% 0.7% 2017) 16-17 year olds in Bournemouth n/a n/a 6.7% 6.9% education & Monitor proportion At or 5.3% above LA training of learners (January national Tables participating in participating average 2017) an Poole n/a n/a 6.8% 7.3% apprenticeship

Direction National Key Actual Current of Travel 14-19 Team Data data Performance Aim LA RAG (14/15 Source compared (Target for Objective Status Indicator to 15/16) 2018) 2013/14 2014/15 2015/16 2016/17 Increase the number At or Bournemouth 83.8% 84.3% 83.3% 85.4% Level 2 above of learners achieving a (March qualification national 85.5% 89.1% 88.3% qualification average Poole 2017) Attainment Level 2 Increase the number At or Bournemouth 64.2% 66.8% 67.1% 68.6% of all young qualification above of learners achieving a (March people by with English national qualification Poole 68.1% 70.8% 70.9% 2017) age 19 & Maths average Increase the number At or Bournemouth 57.0% 57.4% 55.8% 57.1% Level 3 above of learners achieving a (March qualification national 62.1% 62.0% 58.7% qualification average Poole 2017) At or Bournemouth 24.6% 19.7% 18.2% 17.5% Reduce inequality gap below (March in Level 2 attainment national Poole 20.7% 16.3% 20.4% average Available 2017) May Reduce inequality gap At or Bournemouth 30.9% 33.4% 33.0% 26.9% Level 2 below 2018 Level 3 Attainment Data Attainment 3 Level Attainment / in Level 2 attainment national (March 27.8% 22.3% 27.2% Qualification (with English & Maths) average Poole 2017)

Increase Level 2 At or Bournemouth 61.3% 67.1% 67.4% 70.4% above attainment levels of national Poole (March Vulnerable FSM pupils average 66.0% 73.3% 69.6% 2017) young Reduce inequality gap At or Bournemouth 31.6% 37.2% 27.6% 24.5% people below Level 3 attainment national (March Level 3 gap Poole 32.2% 28.3% 33.3% 2017)

average DFE: Level 2 and Attainment / Increase Level 3 At or 36.2% Qualification above Bournemouth 27.8% 24.3% 31.7% attainment levels of (March national FSM pupils average Poole 30.3% 33.3% 28.1% 2017) Care Leavers Increase participation At or Bournemouth 45.0% 50.0% 38.0% 32.0% in education above 49.0% in education and and training national LAIT training Poole 68.0% 58.0% 69.0% 69.0% (Dec 2016) (aged 19-21) average

The Evidence and Data Which Informs Our

Priorities

Theme 1: Local Context

Understanding Bournemouth and Poole

Population

Bournemouth Poole

15-19year 11,256 8,320 olds 15-24year 30,044 15,900

olds Data Source: 2016 All ages 197,657 151,500 Mid- Year Estimates, ONS

Population Forecasts

The graph below illustrates the population forecast for 15-19 year olds in Bournemouth and Poole over the period 2017-2038. The red dotted line indicates when it is estimated that the population will start to peak during the period. The grey shaded area indicates a period when it is forecast that the number of 15-19 year olds will be at its lowest in both Bournemouth and Poole.

Population estimate of 15-19 years cohort by year of age, 2017- 2038

16000

14000

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0 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033 2034 2035 2036 2037 2038

Bournemouth Poole

Data source: Interim sub-national population projections from 2012, © ONS 2014. These are not official statistics at this level of detail, because they are only considered acceptable accurate in 5-year age groupings, so please do not reproduce.

Local Area

Education and training Providers Bournemouth Poole Number of post-16 education providers 12 – Education & Training Providers (5 or more learners) 21 – Sixth Forms (including Dorset Schools) Number of Post-16 Apprenticeship Providers 17 – Apprenticeship Providers (5 or more learners) Number of Universities 3

Forecast employment growth in key sectors (LEP) Source: Key Sectors in Dorset LEP Area, March 2016

There is average forecast growth across the whole Dorset LEP area economy of 14%. Six of the key sectors are forecast to see growth in employment, and three are forecast to see decline over the period to 2033.

Modelled growth in the key sectors Sector Forecast change 2013-33 Percentage GROWING Construction 10,324 62% Tourism and Leisure 8,217 31% Care Sector 4,606 35% Financial Services and Insurance 2,955 21% Environmental Goods and Services 1,194 18% Creative Industries 682 9% DECLINING Food and Drink (591) (25%) Advanced Manufacturing (643) (6%) Retail (3,027) (6%)

Replacement Demand Data source: Dorset LEP Area Review - Sept 2016

Discussions tend to be primarily based on skills gaps, skills shortages and the need to expand, however the need to replace is often overlooked. To obtain a full picture of the needs of the economy it is imperative that the need to replace those who move into retirement or change occupation is addressed. The chart below illustrates the 10 year projected replacement demand in the Dorset LEP Areas.

Gaps between current skills and future needs in Bournemouth & Poole

The table below details the top 6 future growth areas within the Dorset LEP area, against the most popular sector subject areas undertaken by young people studying in Bournemouth and Poole and the areas of work young people are interested in.

Please note: In the table below boxes that have been coloured the same indicates that a correlation exists between the columns – Future Growth Areas and/or ESFA Sector Subject Areas and/or Areas of work young people are interested in (excluding blank boxes as there is no correlation).

TOP 6

ESFA 2016/17 – most Areas of work young people Future Growth Areas popular sectors interested in

Construction Arts, Media and Publishing Arts, Media and Publishing

Tourism and Leisure Business, Administration and Health and Social Care Law Care Sector Health, Public Services and Business, Administration and Law Care Financial Services and Insurance Leisure Travel and Tourism Education and Training

Environmental Goods and Services Engineering & Manufacturing Engineering& Manufacturing and and Technologies Technologies Creative Industries Information, Communication ICT and Technology Public Services

Understanding Our Young People

Population – aged 16-18 years

During 2016/17 the total number of learners aged 16-18 (excluding learners participating in apprenticeships) across Bournemouth and Poole was 6,091. The charts below provide an age and ethnicity breakdown of the 6,091 learners.

Data Source: ESFA 2016-2017

Bournemouth and Poole – 6,091 (16-18 year old Learners)

18+ years, Ethnicity % 13.5% White 86.5% 16 years, 45.5% Asian/Asian British 3.3% 17 years, Black/African/Caribbean/Black British 1.0% 41.0% Mixed/Multiple Ethnicity Group 4.4% Other Ethnic Group 4.8%

SUN NCOP Learners Wards Number of NCOP Number NCOP with potential to % NCOP with potential to reach learners by ward (total) reach Level 4 Level 4

Alderney 656 438 66.7 Canford Heath East 405 324 80.0 East Cliff and 431 338 78.4 Springbourne Hamworthy West 321 234 72.9 Kinson North 499 350 70.1 Kinson South 580 422 72.8 Newtown 523 394 75.3 Total - 3415 2500 73.2

SEND learners (16-25) - Planning for future and current need

The Post 16 SEND Strategic Partnership 2017-2020 strategy document at Appendix 2 lays out the following ambitions for all young people with SEND to:

• Have access and choice locally to “good” or “outstanding” post 16 institutions which collectively offer a comprehensive range of courses • Have the opportunity to take a study programme that reflects their prior attainment and offers clear progression • Are well prepared for adulthood and the world of work and make a positive contribution as active members of their communities.

The strategy has four aims:

1. Improved real-time pre16 SEND data which will give a more accurate picture of future needs.

The charts below show Bournemouth and Poole young people with an Education Health and Care Plan currently in learning by main disability characteristic:

Pre 16 from Yr 7-Yr 11 Post 16 from Y12- 14+ 20% of 598 37% of 407 SPLD, 11, learners out of SPLD, 10, learners out SLD, 26, 2% VI, 8, 1% Borough 2% VI, 2, 1% of Borough SLD, 71, 6% 12% SLCN, 27, ASD, 163, 7% ASD, 121, 27% 30%

SEMH, 70, 17%

SLCN, 160, HI, 8, 1% 27% PMLD, 4, HI, 6, 1% 1%

PD, 20, 5% SEMH, 12, MLD, 117, 2% 20% OTH, 1, 0% MLD, 120, PMLD, 9, PD, 38, 6% OTH, 1, 0% 2% 30% Please note that 'Out of Borough' means out of Bournemouth and Poole.

Key to Disability Type

ASD Autistic Spectrum Disorder This data tells us that there is a high level of HI Hearing Impairment need for young people with Autistic Spectrum MLD Moderate Learning Difficulty Disorder post 16 but also a future need to OTH Other difficulty / disability have sufficient provision in place for this PD Physical Disability group of young people. This data also tells us PMLD Profound and Multiple Learning Difficulty that there are a high percentage, 37% of our SEMH Social, Emotional and Mental Health young people, having to access provision out SLCN Speech, Language and communications needs of Bournemouth and Poole especially post SLD Severe Learning Difficulty 16. SPLD Specific Learning Difficulty VI Visual Impairment

2. Access for SEND learners to a wide variety of suitable, high quality post 16 provision.

An audit has been carried out of all SEND provision locally. This has shown that there is a broad range of provision delivered locally but an issue with the number of days allocated to learning by FE (3 days per week) which is imposed by the funding structure. It has also shown that there isn’t enough capacity within the local provision to meet the demand for learning from the Autistic Spectrum Disorder cohort.

3 . Provision for SEND learners reflects their prior attainment and offers real progression.

The SEND post 16 collaboration group has played a key role in a new post 16 progression route which has been developed through a partnership with Winchelsea School and Bournemouth and Poole College. Young people with SEND from Winchelsea School now have the opportunity to access a 5 day study programme with Bournemouth and Poole College with 2 days based at Winchelsea School.

4. SEND learners have transition opportunities which offer routes into sustainable employment.

Department for Education data dated 2016 states that the proportion of adults with learning disabilities in paid employment is 7%. Therefore, a key part of the strategy is to create jobs for young people with SEND. A strong Supported Internship partnership has been developed between five local providers. The numbers of young people with SEND on the scheme are steadily growing after interest generated by the ‘Say Yes to SEND’ event for employers. The partnership is now starting to look at ways to measure success and quality outcomes for the scheme. The SEND Preparing for Employment Partnership Board will be a key driver in taking this aim forward.

Key Challenges

Key Challenges to address as identified in the ISOS High Needs review across Bournemouth and Poole in January 2017 are:

Earlier planning Ø There is a strong sense among stakeholders that if preparing for adulthood could start earlier it would provide a greater opportunity to ensure that the right support is put in place to enable young people to achieve their aspirations.

Right range of Ø The new pathways and provision have been successful, but they do not provision yet offer a route for all young people particularly those with more complex needs. Ø Being able to offer good local provision will reduce the use of INMSS. Ø Question about whether the right range of L2 vocational provision is available.

Parental Ø The full range of education pathways, and the accompanying care confidence options are not sufficiently clear to parents. Only 18% pf parents surveyed by Poole, for example, felt their child was being well prepared for adulthood.

Local Context Emerging Issues: • The population of 15-19 year olds in Bournemouth and Poole has entered the projected ‘dip’. • A gap exists between future growth areas and courses currently undertaken by young people. Our priorities for 2018-2019: • Continue to maintain strong Enterprise and Careers Company to embed the new Careers Strategy • Continue to establish and maintain links with SUN NCOP • Continue to discuss issues around small class sizes and minority subjects at every opportunity • Use Labour market information to inform young people and their parents about current and future opportunities including the relevance of STEM subjects • Ensure as many opportunities as possible for encounters with employers through a range of activities including Work Experience. • Continue monitoring the gap between future growth areas and courses undertaken by young people. Actions Completed in 2017/2018: • Organise a Launch event in the autumn for the CEC. • Encourage schools to action at least one Careers and Enterprise Activity. • Make and establish strong links with associated CEC provider networks. What are we going to do 2018-2019: Ambition • Work with the LEP/ESB to produce local LMI for young people, parents and 4,5 providers. • Ensure that all schools have access to an Enterprise Adviser to support access to 4,5 employers and encounters of the workplace • Facilitate networking and training opportunities for Enterprise Advisers through 4,5 regular training and through social media (LinkedIn network) • Encourage schools to use the CEC Compass Tool to audit careers provision and 4 monitor progress using the CEC Tracker Tool • To raise awareness of the work of SUN NCOP with strategic groups in Poole and 3,5 Bournemouth through networking/social media Continuing actions: Ambition • Maintain information systems that analyse the needs of all current and future 1,3 learners, including those with SEND, to inform planning which reflects the needs of young people aged 16-19. • Continue to audit all available data sources and analyse them to inform strategic 1,2,3 and operational decisions. • Produce, obtain, analyse and use relevant intelligence on the economy, 1,5 employment, geography and other factors affecting provision and participation. • Continue to forge strong CEC links with associated provider networks 4,5 • Actively promote the opportunities in the new Technical Routes in 2020. 1,2,4,5 • Support collaborative arrangements between post 16 providers. 1,2 • Review the strategic conversation format ensuring that we continue to challenge 1,2,5 and support post 16 providers.

Theme 2: Provision

Quality of Provision and how well Young People Achieve

Local Post -16 Provision (Data in this section is based on ESFA Residency Data)

During 2016/17 the total number of learners aged 16-18 across Bournemouth and Poole was 7,175. From those 7,175 learners, just under half 43.0% (3,103) were attending Further education /Training Provider, 41.6% (2,988) were in a School Sixth Form and 15.1% (1084) were participating in an apprenticeship.

Further Education (FE) and School Sixth Form Colleges (SSF) The total number of young people either attending a Further Education/Training Provider or a School Sixth Form was 6,091. From those 6,091 learners, just over half 50.9% (3,103) were attending Further Education / Training Provider and 49.1% (2,988) were in a School Sixth Form.

Level 3 and 4 Below Level 3 Other Level Current post-16 offer (excluding Apprenticeships) 72.9% 26.3% 0.8%

Data Source: FE and School 6th Form data: ESFA 2016 -2017

The charts below provide a detailed illustration of the current post-16 offer by provision type:

Further Education / Training Provider School Sixth Form 50.9% 49.1%

Other Entry Level 4 2% 4% Level 2 1% 5% Level 1 19%

Level 3 50% Level 3 Level 2 95% 24%

Apprenticeships

For a number of post-16 young people work-based learning routes such as apprenticeships are a more appropriate option than full-time education. During 2016/17 a total of 1,084 (15.1%) young people participated in an apprenticeship. The charts below provide an illustration of the current post-16 offer and apprenticeship participation by sector. Current offer 30.0 % Participation by Sector 24.2 25.0 20.4 Level 4 18.5 2% 20.0 15.1 Level 3 15.0 29% 10.8 10.0 Level 2 4.7 5.0 2.9 1.9 1.6 69% 0.0 0.0

Training Retail & Retail Law & Publishing Education & Education

Business, Commercial Tourism & Agriculture, Construction Animal Care Animal Arts, Media & Media Arts, Technology Horticulture & Horticulture Information & Information Administration Leisure, Travel Engineering & Engineering Public Health, Manufacturing Communication 14 & Care Services

Pre-16 Attainment – Young People in Bournemouth and Poole Schools

Key Stage 4 Attainment

Data Source: DfE Tables Retention and Ofsted (Please note: ESFA data in this section is Institution Level Data)

Further Education (FE)

Providers (10 or more learners) whose overall achievement, retention and pass rates were below the national rates are highlighted in red in the table below:

FE Providers (ESFA: 2016/17) 1 2 3 4 5 6 7 8 9 National - % Overall Achievement - % 73.1 80.7 82 77.7 6 47.7 74.5 83.2 78.3 81.5

Retention Rate - % 73.1 92.6 91.4 89.7 6 74.2 88.5 90.6 91.1 89.9

Pass Rate - % 100 87.1 89.7 86.7 100 64.3 84.2 91.9 86 90.6

Ofsted Rating G G G G G G G G RI

Apprenticeships

Providers (more than10 learners) whose overall achievement rate was below the national achievement rate are highlighted in red in the table below:

Apprenticeships (ESFA: 2016/17) 1 2 3 4 5 6 7 8 9 10 11 12 National - %

Overall Achievement Rate (%) 75.3 70.6 62.7 72.3 68.5 81.2 84.4 81.4 58 61 62.7 90 69.9

Ofsted Rating G G G G O G RI G I G G G

Post-16 Attainment - Young People in Bournemouth and Poole Educational Establishments

Level 2 and 3 Attainment

Percentage of 19 Percentage of young people studying in each LA year olds qualified who attained Level 2 or Level 3 by age 19 to Level 2 with English and Maths Level 2 Level 3 Bournemouth & Poole

England 68.6% 85.3% 57.1% Level 2 and 3 Attainment by young people aged 19 in 2017

Data Source: DfE Tables – May 2018 (www.gov.uk)

Advanced Level Qualifications (Level 5)

Item 6b Post 16 EET SPB 23/04/2018

A Levels Academic Applied General Technical % Education & Employment Progress in Progress in Destination English Maths % of (after 16-18 APS APS as APS as Number of V A students APS expressed as Number of V A Retention Number of Retention Number of Retention study) expressed vocational V A Score vocational students AAB or Grade students % students % students % as Grade Grade Grade higher Score Score

Bournemouth C+ - - 19.7 C+ - - 95.3 Dist- - - 76.6 - Dist 64.9 89 -0.15 -0.19

Poole C - - 14.2 C - - 96.6 Dist- - - 89.5 - Dist- 94.8 89 -0.14 -0.21 National (state- C - 0 14.3 C - 0 95.3 Dist - 0 88.5 - Dist- 90.5 89 -0.02 -0.01 funded schools)

Avonbourne (G) D 89 -0.14 0 D+ 89 -0.16 93.1 Dist 6 -0.08 NE - - NE 91 0.86 0.57

BS (O) B- 197 -0.15 28.9 B- 197 -0.15 97.9 NE - - NE - - NE 88 NE NE

BSG (O) B- 175 -0.06 28.8 B- 175 -0.06 97.1 NE - - NE - - NE 93 NE NE

Corfe Hills (RI) C- 183 -0.11 5.8 C- 183 -0.13 94.2 Dist+ 22 0.39 88.2 - - NE 92 0.63 0.71

LEAF Studio (G) C- 14 -0.19 supp C- 14 -0.19 83.3 Dist- 52 -0.1 83.1 7 Dist 66.7 83 0.3 -0.61

Magna (O) D- 51 -0.89 0 D- 51 -0.9 86.4 Dist* 21 1.38 80.8 1 SUPP SUPP 88 supp -0.29

Oak (RI) D 40 -0.31 0 D 40 -0.31 95.0 Merit+ 62 -0.39 75.0 18 Dist+ 61.9 87 0.17 -0.61

Parkstone B 166 0.04 29.2 B 166 0.02 98.8 NE - - NE - - NE 95 - - Grammar (O) Poole Grammar C+ 157 0.14 17.9 C+ 157 0.13 96.2 NE - - NE - - NE 91 - - (RI)

Poole High (G) C 134 0.21 6.2 C 136 0.2 98.4 Dist 30 0.34 94.4 - - NE 94 0.57 0.74

St Edward’s (G) C 99 0.18 0 C 99 0.17 98.0 Dist+ 7 -0.07 SUPP - - NE 88 supp supp

St Peter’s (G) C 161 0.07 8.6 C 161 0.07 94.2 Dist 15 -0.11 57.7 - - NE 90 supp 0.33

TBOWA (G) D+ 48 -0.14 7.7 D+ 48 -0.14 89.3 Dist- 35 0.39 85.7 4 SUPP SUPP NE supp supp

The Bourne (G) C- 23 -0.26 0 C- 23 -0.25 82.4 Dist- 20 -0.58 85.7 2 SUPP SUPP 86 NE supp

BPC (G) D 156 -0.37 0 D 182 -0.42 95.7 Merit+ 328 -0.66 89.8 312 Dist- 95.1 85 -0.02 -0.26

Key Requires Ofsted Rating Outstanding Good Improveme Inadequate nt

Well Progress Above Below Well Below Above Average Performance Average Average Average Average

Retention/ Above Below Destination National National

ALPS – Travel to Learn

The ALPS grading system compares A level data for schools and colleges in Bournemouth and Poole to the ALPS benchmarks created from the full DfE national dataset.

The ALPS grading system ranges from grade 1 to 9. The closer the provider is to grade 1 the better the performance and the closer the provider is to grade 9 the worse the performance – see thermometer below:

The table below provides a summary of the performance of residents in Bournemouth and Poole that are taught at schools and colleges within and outside Bournemouth and Poole. Students have been banded by their GCSE grades and measured against the benchmark dataset. The performance in each band is represented by an ALPS grade.

2014/2015 2015/2016 Residents Residents Residents Residents GCSE Typical taught WITHIN taught taught taught Score GCSE Grade LA’s OUTSIDE WITHIN LA’s OUTSIDE LA’s LA’s No. of ALPS No. of ALPS No. of ALPS No. of ALPS students Grade student Grade student Grade student Grade s s s 7.5 – 8.0 A*s, few As 102 6 # 7 83 6 # 6 7.0 - < 7.5 As, few A*s 139 6 16 7 124 6 18 7 6.7 -< 7.0 As, some 81 6 22 7 81 7 18 7 Bs 6.4 -< 6.7 Half As/Bs 97 6 31 6 102 5 23 5 6.1 -< 6.4 Mainly 111 5 35 4 119 5 36 5 Bs/As 5.8 -< 6.1 Mainly Bs 87 5 39 5 106 6 34 5 5.5 -< 5.8 Bs with Cs 95 6 38 4 107 5 36 6 5.2 -< 5.5 Cs with Bs 77 6 31 5 93 6 35 5 4.7 -< 5.2 Mainly Cs 76 6 31 5 74 6 34 6 4.0 -< 4.7 Cs and Ds 25 6 8 5 25 5 # 6 0.0 -< 4.0 Few Cs and # 4 # 7 # 8 # 4 Ds

ESFA - Travel to Learn

ESFA (Education Funding Agency) data shows that 90.5% of young people aged 16-18 resident in Bournemouth and Poole stay in Bournemouth and Poole to continue with their education post-16. The table below details the number of residents staying in Bournemouth and Poole and the numbers travelling out of area.

Year Number Residents taught % of Residents Non-Residents Residents NET of LA in LA taught in LA travelling INTO travelling OUT Movement Residents LA of the LA 2016/17 6091 5,513 90.5% 620 578 42

Please note: The data in the table above is based on only those institutions that the 14-19 Team receive ESFA Reports for – primarily those based in Bournemouth and Poole. The 14-19 team do not receive data for institutions outside of the conurbation therefore not all young people who reside in Bournemouth and Poole and travel out have been accounted for.

ESFA data not only shows whether young people aged 16-18 years old stay in area (Bournemouth and Poole) to continue with their post-16 education or travel out of area but it also details the institutions these young people attend. The table below details institutions the majority of Bournemouth and Poole residents attended in 2016/17:

Number of Residents Institution Name Bournemouth Poole Colleges 1679 1326 Other Education and Learning 59 39 Bournemouth schools 6th Forms 1186 191 Poole Schools 6th Forms 25 1,168 Dorset Schools 6th Forms 274 115

Education & Employment Destinations after 16 – 18 Study

Data Source: DfE Tables

The tables below details the proportion of young people that moved on to an education and employment destination after completing their 16-18 study.

Educational Establishments where the proportion of young people moving on to an education and employment destination after completing their 16-18 study was above the National and Bournemouth & Poole Average of 89%

Educational Establishments in Bournemouth & Poole St Bournemouth National (state- Bournemouth Corfe Hills Parkstone Poole Poole Avonbourne Peter’s School for Girls School Grammar Grammar High & Poole funded schools) School 89 89 91 93 92 95 91 94 90

Educational Establishments where the proportion of young people moving on to an education and employment destination after completing their 16-18 study was below the National and Bournemouth & Poole Average of 89% Educational Establishments in Bournemouth & Poole Oak St The Bournemouth National (state- Bournemouth LEAF Magna Bournemouth Acade Edward’s Bourne School Studio Academy & Poole College & Poole funded schools) my School Academy 89 89 88 83 88 87 88 86 85

Provision Emerging Issues: • Retention has improved slightly in Poole and is higher than national i.e. 96.6% compared to 95.3% where as in Bournemouth it is the same as national • Value added is the national average in a third of our schools/colleges (10 out of 15 below national average) • Attainment is equal to national in Poole at C and slightly higher in Bournemouth at C+ • Half of the post-16 providers (7) have proportions of young people moving on to education & employment destination after 16-18 study as below the National average of 89%. Increase from 5 establishments in 2016. • Progress is generally below national for Maths GCSE at Post 16 Our priorities for 2018-2019:

• Continue to monitor issues around retention in order to support recent improvements. • Work with all providers to improve KS5 results in any way possible especially for high achievers and disadvantaged learners through contracting with ALPs. • Deliver SUN NCOP bid projects in order to increase number of disadvantaged young people following level 4 progression pathways. • Encourage and support schools to embed the new Careers Strategy to ensure that every school has an identified careers leader, career guidance programme and IAG advice to support the remit of the DfE Careers Strategy (December 2017). • Collaborate with partners to use pre-16 SEND data to inform providers of future needs. • Collaborate with partners to ensure all young people with SEND have access to a wide variety of suitable, high quality post 16 provision • Collaborate with partners to ensure the curriculum offer for young people with SEND reflects their prior attainment and offers real progression • Improve the transition opportunities of young people with SEND into sustainable employment Actions Completed in 2017/2018: • Continue to promote and develop opportunities for apprenticeships, traineeships and work experience within the two local authorities. • Re-establish a strategic and/or operational group of SEND providers and other stakeholders to plan provision. • Continue to prepare individual school profiles to analyse all post 16 performance measures and discuss them with senior management team during the annual strategic conversation. • Work with providers to use new destination data measures to improve number of young people in sustainable education, employment and training. What are we going to do 2018-2019: Ambition • Work with schools to ensure they have a Careers Guidance Programme identified 4 on their website (DfE Careers Strategy 2017). • Ensure that young people have access to individual guidance (DfE Careers 4 Strategy 2017). • Support schools in using the Gatsby Benchmarks to improve careers provision 2,4,5 (DfE Careers Strategy 2017). • SUN project 1: Plan and deliver a careers and apprenticeship convention in 1,3,5 collaboration with CEC and wider stakeholders • SUN project 2: Devise an impartial film that promotes post 16 provision and 2,3,4 pathways to young people across Bournemouth and Poole. Work with schools to encourage promotion of film in schools and across social media. • SUN project 3: In partnership with ALPs and strategic school leaders use KS4 and 2,5 KS5 data support packages to work together to leverage exam outcomes for all. • SUN project 4: Facilitate, plan and deliver CPD activities for staff / stakeholders to 2,3,5 increase knowledge of progression pathways.

Continuing actions 2018-2019: Ambition • Raise awareness of apprenticeships/traineeships in schools. 1,4

• Continue to work with SEN teams to ensure that those young people with LDD are 3 aware of the provision available and support those teams in their work on successful transition for SEN young people. • Continue to support the development of the Supported Internships programme. 1,3 • Encourage better links between pre and post 16 SEND providers 1,2,3 • Analyse current capacity within SEND institutions 1,2 • Monitor provision across Bournemouth and Poole on a regular basis, including 1,2 SEND. • Use pre-16 SEND data to inform post 16 provision by working with SEND teams 1,3 to understand data trends and share with providers to forecast provision needs. • Encourage providers to offer personalised pathways for SEND Young People. 1,2,3 • Analyse the outcomes from post 16 SEND providers 1,2

Theme 3: Participation

Tracking – What our Young People are doing

Intended Destinations

The first step in the Annual Activity Cycle1 is knowing what a young person intends to do after taking their GCSEs. Data collection procedures and processes are now more robust and have improved year on year with both Local Authorities seeing an increase in the proportion of young people in Year 11 with an intended destination for year 12. Since 2014 the proportions of year11 students in Bournemouth and Poole schools with a destination specified has remained above 96.0% and they continue to do so, see table below.

Intended Destination Bournemouth Poole Year 11 2015 2016 2017 2015 2016 2017 Destination Specified 96.7% 97.0% 98.4% 98.6% 97.5% 98.4% Undecided/Not Obtained 3.3% 3.0% 1.6% 1.4% 2.1% 1.6%

September Guarantee

“The September Guarantee aims to prevent young people from dropping out of learning by ensuring that every 16 and 17 year old has an appropriate offer of learning, by the end of September that motivates them and allows them to progress. Local authorities are responsible for ensuring that the Guarantee is met." (Department for Education)

% of young people with an offer

Bournemouth (%) Poole (%) 2016 2017 Change 2016 2017 Change since 2016 since 2016 year 11 97.4% 95.9% 98.0% 97.2%

year 12 85.9% 89.0% 93.5% 90.1%

Data source: 2017 data – draft 2017 September Guarantee Data as at December 2017

1 The 14-19 Team is now in the fifth year of leading the Annual activity cycle for both Local Authorities. 22

Participation of our Young People Data source: January 2018, LA Tables NCCIS

As at December 2017 over 90% of 16-18year olds residing in either Bournemouth or Poole were in employment, education or training: 90.9% in Bournemouth and 91.5% in Poole compared to the national figure of 91.3%.

As expected the majority of young people are in full time education, however the proportions of young people in Bournemouth and Poole that are participating in apprenticeships have increased since 2014 and are also above the national figure of 5.2% (6.2% in Bournemouth and 8.1% in Poole).

84.2% 82.2% 81.3% 8.5% 6.3% 5.5% 1.9% 1.7% 1.5% 1.4% 1.4% 1.4% 0.2% 0.1% 0.0%

Full Time Training Apprenticeships Part-Time Other (inc. Work Education Education based Training and Emp with Training) England Bournemouth Poole

Participation of our Vulnerable Young People Data source: December 2017, At Risk LA Tables NCCIS

The chart below provides an illustration of the proportion of vulnerable young people who are participating in education, employment or training.

91.6% 86.7% 84.5% 69.8% 66.7% 60.0% 14.3% 28.4% 20.0%

SEND (16-17yr olds) Care Leavers Teenage Mothers

England Bournemouth Poole

Young People NOT Participating Data Source: January 2018 – LA Tables

Young People in Jobs WITHOUT Training (JWT)

As at January 2018 the proportions of young

people in jobs without training in Bournemouth

and Poole were higher than the national figure of

4.7% 1.7%. 1.7%

3.4%

England Bournemouth Poole

NEETs (Not in education, employment or training)

As at December 2017 the proportion of 16-17 year olds in Bournemouth and Poole not in education, employment or training (NEET) were: 3.5% in Bournemouth and 2.5% in Poole compared to the national figure of 2.6%.

NEETs 4.6% 3.5% 3.4% 2.9% 2.7% 2.5% 2.3% 2.0% 1.6%

16-17 Cohort Age 16 Age 17 England Bournemouth Poole

Not Knowns

As at December 2017 the proportion of 16-17 year olds in Bournemouth and Poole that were Not Knowns were: 1.5% in Bournemouth and 0.8% in Poole compared to the national figure of 4.1%. Similarly, to the NEETs the highest proportions of Not Knowns are those young people aged 17.

4.4% 3.1% 1.0% 2.6% 0.7% 0.7% 0.4% 1.8% 1.7%

16-17 Cohort Age 16 Age 17 England Bournemouth Poole

Distribution of NEETs and Not Knowns by Ward of Residence – as at December 2017

Residential Wards of NEETs

Kinson South, 18 Alderney, 14

25 Littledown and Iford, Hamworthy East, 8 8

Where do our NEETs Reside?

Bournemouth & Poole (December 2017)

Educational Establishments

1 Avonbourne School 2 Bishop of Winchester 3 Bournemouth School 4 Bournemouth School for Girls 5 BPC – Lansdowne 6 BPC North Road 7 Carter Community School 8 Corfe Hills School 9 Glenmoor Academy 10 Harewood College 11 LeAF Studio 12 Linwood School 13 Magna Academy 14 Montacute School 15 Oak Academy 16 Parkstone Grammar School 17 Poole Grammar School 18 Poole High School 19 St Aldhelm’s School 20 St Edward's School 21 St Peter’s School 22 The Bourne Academy 23 Tregonwell Academy 24 Winchelsea School 25 Winton A&M College

Number of NEETs

1 yp 2 or more 26

Where do our Not Knowns Reside?

Bournemouth & Poole (December 2017)

Educational Establishments

Number of Not Knowns

1 yp 2 or more

Participation Emerging Issues: • The proportion of young people in education and training (in learning) is slightly below the national average in Bournemouth. • There are NEET hot spots predominantly in areas identified as having high levels of deprivation. Our priorities for 2018-2019: • Continue monitoring the reduction of NEETs and Not Knowns (including vulnerable young people) against national benchmarks. • Focus on number of NEETs and Not Knowns in hot spots. • Ensure that there is a sufficient volume of reengagement and mentoring activity available to young people especially those who are vulnerable and hardest to reach Actions Completed in 2017/2018: • Manage the Activity Cycle working with all providers and LA teams to track the participation of young people 16-18 (16-25 SEND). What we are going to do 2018-2019: Ambition • Make best possible use of re-engagement and mentoring programmes to reduce unemployment. 2,3

• Monitor participation on a regular basis, to identify trends and potential emerging 1 issues especially in relation to Apprenticeships, JWT, Traineeships and SEND. Continuing actions 2018-2019: Ambition • Produce NEETS and Not Known data from CCIS monthly or as required. 5 • Generate timely reports from published data. 5 • Identify certain geographical areas to reduce NEETs and Not Knowns. 5 • Analyse and use NEET data at location level, characteristics and duration of 2,5 being NEET to focus help and support for young people. • Support colleagues to improve strategies used in reducing the number of young 2,5 people whose activity is listed as expired or is not known. • Utilise intended destinations and September guarantee data to support schools, 2,3 colleges and Bournemouth and Poole colleagues to ensure young people make successful transitions. • Continue to use data from the ‘Annual Cycle of Activity’, especially the intended 1,2,3 destinations and September guarantee processes for planning processes to evaluate need at the transition period post-16 and to inform provision planning. • Research the current participation of SEND in EET to establish a baseline. 3

Partnerships

This strategy will only be achieved successfully by our numerous partners and stakeholders continuing to work in partnership across Bournemouth and Poole. They include:

Local Authorities • Bournemouth Borough Council Educational Providers • Borough of Poole • Schools and Academies • Dorset County Council • Further Education Providers • Hampshire County Council • Training Providers • Other Local Authorities in the South West • Higher Education Institutions

Bournemouth and Poole 14-19 Team

Employer Related Regional/National • Careers and Enterprise Company (CEC) • Local Enterprise Partnership (LEP) • Education and Skills Funding Agency (ESFA) • Employment Skills Board (ESB) • Regional Schools Commissioner (RSC) • Job Centre Plus (JC+) • Department for Work and Pensions (DWP)

• Dorset and Somerset Training Provider • Office for Students (OfS)

Network (DSTPN) • National Collaborative Outreach Programme

• Chambers of Commerce (DCCI & Young (NCOP) Chamber)

The Industrial Strategy The Industrial Strategy ‘Building a Britain fit for the future’ was officially launched on 27th November 2017 by the business secretary, Greg Clark https://www.gov.uk/government/publications/industrial-strategy- building-a-britain-fit-for-the-future

The overview of the strategy is to ‘create an economy that boosts productivity and earning power throughout the UK’. It sets out how the government is building a Britain fit for the future through helping business create better, higher paying jobs in every part of the UK with investment in the skills, industries and infrastructure of the future.

The five foundations of the Strategy are below and these align to the vision for a transformed economy; 1. Ideas: the world’s most innovative economy 2. People: good jobs and greater earning power for all 3. Infrastructure: a major upgrade to the UK’s infrastructure 4. Business Environment: the best place to start and grow a business 5. Places: prosperous communities across the UK

The government have set four “Grand Challenges” to put the UK at the forefront of the industries of the future. These are global trends that will shape our rapidly changing future and which the UK must embrace to ensure we harness all the opportunities they bring, they are;

1. Artificial intelligence 2. Clean growth 3. Ageing society 4. Future of Mobility

The People theme seeks to generate good jobs and greater earning power for all. To enable this the Government will; A) Improve quality and reputation of technical education The most significant announcement is the introduction of a new certificate called the T Level. It will have parity with academic qualifications and the fifteen routes will be phased in from 2020. There is also mention of Institutes of Technology and a review of technical education at Level 4 and Level 5.

B) Tackle shortage of skills especially STEM This section focuses on a need to improve both mathematical and digital skills. There will be an emphasis on improving the quality of maths teaching. It is hoped that there will be more students taking maths at level 3 as well as an improvement in basic maths skills for adults over 16. Likewise, adults will have access to free core digital skills. There are clear strategies outlined to develop institutions and programmes to create a future workforce with high levels of digital skills.

C) Tackle entrenched regional disparities in education and skills levels A key theme to this Industrial Strategy is addressing social mobility and creating equality of opportunities for all regardless of background or region. There is also a realisation that local areas are best placed to determine skills gaps and needs i.e. working with LEPs in new Skills Advisory Boards.

D) Ensure everyone, no matter what their background or level of skills has opportunity to enter and progress at work and throughout education and training systems On a similar theme, it is recognised that learning and training needs to be more responsive and flexible, especially at HE. Again, inequalities are addressed around gender, BAME and SEND

Within the Industrial Strategy there are three key priorities which are important to this plan

1. Introduction of T Levels 2. Vital role of good CEIAG, delivered via the CEC 3. Emphasis on disadvantaged and raising aspirations which will be delivered by the SUN projects 30

These are all inter-related and depend on both employers and educators to work together for the benefit of our young people and the economy

1. T Levels

“The ‘T Level’ will be a gold standard for technical and professional excellence. Offered alongside apprenticeships, they will form the basis of our new technical education system.”- Secretary of State, 6 July 2017 It is anticipated that young people will choose to follow either an academic or technical option. However, this does not prevent them from choosing HE or apprenticeships at Level 4 and above

Structure T levels are more than just a qualification and will build on study programme principles

The Work placement will be substantially different from the current work experience

There will be 15 routes covering a wide variety of occupations. Four of them will only be available via an apprenticeship

Apprenticeship only

Planned Implementation Timetable

2. Careers, Education and Information Advice and Guidance

The government launched a new Careers Strategy: Making the most of everyone’s skills and talents in December 2017 and Career Guidance and Access for Education and Training Providers in January 2018. This sets out the governments plans for expanding the quality and quantity of provision “to build a world class careers system that will help young people and adults choose a career that is right for them”.2 The key ambitions of the strategy is to facilitate the achievement of the eight Gatsby Becnhmarks and clear guidance is given for schools to support this process by 2020. The table below provides a summary of the requirements and expectations of schools. A similar timeline has been prepared for further education colleges and sixth form colleges3

Timing Action Ongoing • Every school must ensure that pupils are (legal duty came into force in provided with independent careers guidance September 2012) from year 8 to year 13.

2 Careers guidance and access for education and training providers – January 2018 p5 3 Careers guidance – Guidance for further education colleges and sixth form colleges – February 2018 p10 34

From January 2018 • Every school must ensure that there is an (legal duty came into force on 2 opportunity for a range of education and January 2018) training providers to access all pupils in year 8 to year 13 for the purpose of informing them about approved technical education qualifications or apprenticeships. • Every school must publish a policy statement setting out their arrangements for provider access and ensure that it is followed.

From January 2018 to end 2020 • Every school should begin using the Gatsby Benchmarks to improve careers provision now, and meet them by the end of 2020 • For the employer encounters Benchmark, every school should begin to offer every young person seven encounters with employers – at least one each year from year 7 to year 13 – and meet this in full by the end of 2020. Some of these encounters should be with STEM employers.

From September 2018 • Every school should appoint a named person to the role of Careers Leader to lead the careers programme.

From September 2018 • Every school will be expected to publish details of their careers programme for young people and their parents.

3. SUN NCOP

The National Collaborative Outreach Programme (NCOP) is an Office for Students (OfS) funded initiative that aims to support the most disadvantaged young people in England to progress into higher education (HE). The programme consists of 29 consortia across England, undertaking outreach activity in geographical areas (target wards) where the HE participation of young people is both low overall, and much lower than expected based on GCSE-level attainment. The programme aims to support the Government’s goals to: Ø double the proportion of young people from disadvantaged backgrounds in HE by 2020 Ø increase by 20 per cent the number of students in HE from ethnic minority groups Ø address the under-representation of young men from disadvantaged backgrounds in HE The measures of overall success will be young people progressing to any course of prescribed HE, whatever the mode of study (HND, HNC, foundation degree, undergraduate degree).

The Southern Universities Network (SUN) is a collaborative partnership comprising HE providers in Hampshire, Dorset and the Isle of Wight. The SUN has been tasked with increasing HE participation in over 70 target wards, working with 101 schools and all further education (FE) colleges in the region. As directed in OfS guidance, work will be focused on young people in Years 9 – 14 and their ‘key influencers’.

The SUN Central team is based at the University of Southampton with the wider consortium working across partner universities, FE colleges, Local Authorities, and Education Business Partnerships.

In January 2018 Bournemouth Borough and Borough of Poole 14-19 Team won SUN funding for £116,000 to deliver a range of projects. The projects parameters are that the targeted young people must be domiciled in the 7 identified Bournemouth and Poole target wards and be in years 9 – 14 in Bournemouth and Poole Schools. Due to funding allocation the projects must be delivered from January 2018 until December 2018.

The projects: Project 1: To Increase the number of students accessing Apprenticeships. Project 2: To Increase student knowledge of university options. Project 3: To Improve exam outcomes at KS4 and KS5 Project 4: To increase staff and student knowledge regarding careers Project 5: To appoint a SUN Project Leader.

Refs: https://www.sunoutreach.org/about/the-national-collaborative-outre https://www.sunoutreach.org/about/the-southern-universities-networ

4.DFE Unlocking Talent Fulfilling Potential (December 2017)

A plan to improve social mobility through education

- Life Stage Ambitions: o Ambition 1. Close the word gap in early years o Ambition 2. Close the attainment gap in schools while continuing to raise standards for all o Ambition 3. High quality post 16 education choices for all young people o Ambition 4. Everyone achieving their full potential in rewarding careers - Ways of working o Identifying and spreading what works o Building lasting success through partnership

Contribution to Council Plans

From 1st September 2018 the 14-19 Team will be restructured into an 11-19 Team to lead not only on post 16 matters but also on secondary issues including KS3 and KS4. The structure of the new team will be:-

As can be seen there will be 2 new posts namely an 11-19 Strategic Lead and an 11-19 Adviser appointed. It is proposed that this team will then be accountable to the new joint Education Partnership Board once it is established.

April 2019 will see the formation of a new council called Bournemouth, Christchurch and Poole Until then the new Bournemouth and Poole 11-19 Teams function is to ensure the best post 16 provision and highest participation is provided to Bournemouth Borough Council and Borough of Poole. To this end the 14-19 Education Plan must contribute to the relevant plans of both current council’s namely;

In Bournemouth

2017-2018 Corporate Plan Ambition 2020 Priority: An Active Community - Helping Children and young people to achieve their potential

2018- 2019 Community Learning and Commissioning Business Plan

In Poole 2015-2019 Corporate Strategy Suporting School Improvemnet Priority: Ensuring all young people have the chance to achieve their full potential

2018-2019 Children, Young People & Learning Business Plan Strategic Objectives: Work with all educational settings so that every child or young person attends a setting which is Good or Outstanding and can achieve their full potential. - Every child and young person has the opportunity to succeed in life, through being resilient, independent and prepared for adulthood.

2018-19 SEND Strategy for Suporting School Improvement

Appendix 1: Legislation under this Plan

The 2008 Education and Skills Act (ESA 2008) requires all learners leaving year 11 to continue in some form of education, employment and/or training at least until their 18th birthday. Young people have a choice4 about how they continue in education or training post-16. This could be through: • Full-time study in a school, college or with a training provider; • Full-time work or volunteering (20 hours or more) combined with part time education or training; or • An apprenticeship or traineeship. The DfE provides the framework to increase participation and reduce NEETS but responsibility and accountability for this lies with local authorities (LAs). Their performance is tracked using data collected on the National Client Caseload Information Service (NCCIS) which shows the number of young people participating in education or training, NEET or not known.

4 Staying in some form of education, employment and/or training does not necessarily mean staying in school. 37

Duties of Local Authorities relating to participation: Legislation Duties Summary of Duties Emphasis Working together with and influencing partners by: on • focusing on participation throughout services for children and Partnerships young people (especially NEET or Not Knowns). • ensuring services meet needs of young people. • working with LEPs, JC+, employers, 3rd sector, health, police and probation. Statutory • Working with neighbouring LAs regarding travel to learn to Guidance exchange data as quickly as possible. September Data To deliver duties under Section 68 (ESA 2008) using agreed data 2014 Exchange sharing agreements with: • Education and training providers. • Department of Work and Pensions (DWP). September To ensure every 16 or 17 year old has a suitable place in Guarantee education or training by the end of September. This is for: • 16 year olds educated in their area, and • 17 year olds who are resident in their area. Education RPA5 duties • Promote effective participation in education and training and Skills Act for 16-17 • Maintain a tracking system to identify 16 and 17 year olds not in 2008 year olds education or training and offer support as soon as possible. • Proposal: amend guidance so that LAs end their tracking earlier - at the end of the academic year in which the young person has their 18th birthday. SEN to remain the same (if agreed – change wef September 2016). Children and Local Offer Develop a local offer setting out what services are available for Families Act young people up to age 25 with SEN or disabilities, including at 2014 post-16. Duty on Providers relating to Participation: • promote good attendance. • inform LA when a learner leaves. • secure independent careers guidance (year 8-13). • Ensure those with statements of Statement of Educational Need (SEN) or Educational Health Care Plan (EHCP) have clear arrangements for transition from school.

5 RPA – Raising the Participation Age 38

Appendix 2: Post 16 SEND Strategic Partnership 2017-2020

Glossary

CEC Careers and Enterprise Company CEIAG Careers Education Information Advice and Guidance DCCI Dorset Chamber of Commerce and Industry DfE Department for Education DSTPN Dorset & Somerset Training Provider Network DWP Department for Work and Pensions EET In Education, Employment or Training EHCP Education Health and Care Plan ESA Education Skills Act ESB Employment Skills Board ESFA Education and Skills Funding Agency EU European Union FE Further Education FSM Free School Meals GCSE General Certificate of Secondary Education HE Higher Education IAG Information, Advice and Guidance KPI Key Performance Indicators LA Local Authority LAC Looked After Children LDD Learning Difficulty and/or Disability LEP Local Enterprise Partnership LMI Labour Market Information NCCIS National Client Caseload Information Service NCOP National Collaborative Outreach Programme NEET Not in Education, Employment or Training NK Not Knowns MAT Multi Academy Trust OfS Office for Students ONS Office for National Statistics RONI Risk of NEET Indicator RPA Raising Participation Age RSC Regional Schools Commissioner SEN Special Education Needs SUN Southern University Network Post 16 EET SPB Post 16 Education, Employment and Training Strategic Partnership Board STEM Science, Technology, Engineering and Mathematics UCAS University and College Admission Service UMS Uniform Mark Scale VA Value Added