Summary of findings: 3rd Interim Report for the 14-19 extended Foundation Learning pilot

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August 2009

Abi Mason

Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009

Purpose of the pack

To provide a summary of findings from the June 2009 3rd interim report

The report is based on responses from16 pilot Local Authorities

To determine the current status of the Foundation Learning (FL) programmes across the Local Authorities in the extended pilot

The summary is divided into two sections: Section 1: Progress of the Local Authorities in the delivery of Foundation Learning

Section 2: Overview of achievements and barriers to delivery

Management Summary

The status of the pilots across the Local Authorities has improved since February 2009, with 9 Local Authorities reporting a green status (compared to 1 Local Authority in February 2009)

The majority of Local Authorities have progressed to full implementation of Foundation Learning

Only three Local Authorities remain in the planning and preparation phase of delivery

Attrition for the Foundation Learning programme is relatively low (av. 8.6%) and learners are reaching a variety of destinations

‘Employment with training’ and ‘Level 2 apprenticeships’ are the most likely destinations for learners on the pilots

While barriers to delivery remain in areas of funding, culture, and engagement, the Local Authorities report a number of achievements in previously challenging areas including curriculum development and delivery approaches

Several Local Authorities have adopted a variety of innovative approaches to effectively deliver Foundation Learning from provider readiness badges (in NE Lincolnshire) to the formation of networks to implement Foundation Learning programmes of study across both pilot and non-pilot LAs (Wigan)

Section 1: Progress of the Local Authorities in the delivery of Foundation Learning

There is a general trend towards improvement in the delivery of Foundation Learning in the pilot Local Authorities

There is a wide range of Foundation Learning provision across the LAs

The majority of LAs have started to deliver a Foundation Learning-programme to learners

While some LAs remain in the preparation and development stages of the programme

Despite the range in provision, the overall trend is one of improvement

57% (9 LAs) report a project status of Green (project is on track), while 43% (7 LAs) report Amber (progress well but some concerns)

This is a significant improvement since February 2009 where only 1 LA rated green and 1 LA rated red

Reasons for the upwards trend include:Increased awareness and understanding of Foundation Learning across key stakeholders – including Foundation Learning conferences / events, communications (e.g. newsletters)

A move towards collaborative delivery approaches

Qu: Please select the statement that best describes your ability to deliver Foundation Learning

Local Authority Progress Commentary

There is wide variation in the number of learners per Local Authority

The average attrition* for the Foundation Learning programme is relatively low at 8.6%

There is a range in learner numbers across the LAs – feedback suggests that this range results from

Implementation of funding models for Foundation Learning provision

Commitment of schools and providers to engage in Foundation Learning

*Reasons for the attrition are not known but will be investigated in future interim reports

Leaner Numbers Commentary

Local Authority Learners on FL (Sept 08)

Learners on FL (Jul 09)

Attrition (%)

Barking & Dagenham 32 22 31

Devon 66 65 2

Doncaster 30 25 17

Hackney 0 0 0

Hampshire 29 29 0

Knowsley 56 56 0

Leicester 80 73 9

Leicestershire 167 149 11

Middlesbrough 45 45 0

Northumberland 70 65 7

North East Lincs 32 26 19

Southwark 14 0 0

Surrey 28 28  0

Swindon 28 20 29

Wigan 30 30 0

Wirral 24 21 13

Note: Numbers have been updated since submission of the interim reports

Several Local Authorities have implemented a full Foundation Learning programme with their learners

The majority of LAs have moved from the initial stages of a Foundation Learning programme to a wider learning programme including use of ILPs, assessment and recognition of achievement

Despite this it is evident that LAs continue to face challenges around progression and transitioning from Foundation Learning to mainstream provision / other providers, with only 2 LAs stating that they have reached this stage with learners

Qu: Where are you learners in their learning journey through Foundation Learning?

The Learner Journey Commentary

Learners appear to be progressing towards a variety of destinations through their Foundation Learning programme

The most likely destination for Foundation Learning learners on the pilot is employment with training and level 2 apprenticeships

Some pilot LAs do not offer Diplomas which may account for the lower number of learners accessing foundation and higher diplomas

For the majority of destinations LAs appear to have exceeded the aspirational destination s set at the start of the 08/09 academic year, particularly in GCSE (A*-C), employment with training , and higher Diploma

Qu: What are the likely aspirational / likely actual destinations for learners?

Aspirational & Actual Destinations Commentary

*Data has been normalised for comparison

Other includes BTEC, Workskills, NVQ, and the common unit framework (SLD learners)

Number of LAs

Section 2: Overview of achievements and barriers to delivery

Achievements and barriers to delivery - Delivery Approaches

Achievements: 5 LAs have started to engage and work closely with post 16 providers. A variety of approaches have been taken: formation of 14-19 working groups , development of progression routes to post 16 providers. •Middlesbrough have developed a 2 year delivery model for learners that crosses pre and post 16. The model is designed for learners who are ready to progress , with support, to Level 2 following a Foundation Learning course in year 10 (proposed implementation start date is September 2009)Barriers to delivery: Some LAs see lack of Foundation Learning awareness in post 16 providers and provision of effective progression opportunities post 16 as key challenges for Foundation Learning - in addition funding models for 14 – 16 versus 16+ was raised as a concern

Delivery Approaches – a joined

up approach to 14-16 and

16+ provision

Achievements: 6 LAs have already implemented (or are intending to implement in 09/10) an ILP system.•Knowsley have implemented an alternative tacking system based on the Smartassess package which is proving valuable to learners•Hampshire will be trialling step up to enable progression from September 2009•NE Lincolnshire are producing user guides for centres Barriers to delivery: 4 LAs stated that ILP is proving a challenge to delivery of Foundation Learning – there is a difficulty in designing and implementing a standard ILP that suits all learners, In addition, many special schools have a process in place to track learners therefore ILP is duplicating effort for these schools

Delivery Approaches – Tracking learners

Achievements:Collaborative delivery: Some LAs report some progress in collaborative delivery – for example•Leicester has formed a city collaborative programme “Future Pathways” to service a collaborative Foundation Learning applied learning offer•NE Lincolnshire has implemented a buddy system for providers •Wigan is leading a project with 10 LAs across Greater Manchester to implement Foundation Learning programmes of studyFunctional Skills: In some LAs FS is being incorporated into core and vocational subjects, along with training programmes (for instance Surrey has developed a FS training programme aimed at E1 and E2 learners). There is also evidence of LAs combining Foundation Learning with other secondary curriculum requirements e.g. GCSEs

Delivery Approaches – Delivery

Models

Achievements and barriers to delivery - Engagement, IAG, Culture, Teaching & Learning

Achievements: The LAs have implemented a range of tools to increase awareness of Foundation Learning including fortnightly newsletters, a Foundation Learning readiness badge for providers, Foundation Learning leaflets for parents Barriers to delivery: 5 LAs remarked that Foundation Learning is not widely understood by parents, learners, and head teachers. Several LAs felt that a national marketing campaign is required to widen participation (including mainstream schools) and ensure entitlement for all learners by 2013

Engagement / IAG

Achievements: Some LAs have organised events to raise the profile of Foundation Learning – Wigan has implemented a series of events with schools, providers and support agencies that have been highly successful in providing cohesion and understanding and removing some perceived fears and barriers of Foundation LearningBarriers to delivery: 6 LAs raised ‘Culture’ as a concern in the delivery of Foundation Learning including •Focus on GCSEs - schools are unwilling to move to a Foundation Learning programme if GCSEs (D – G) suffer as a result, the governments National Challenge benchmark (30% pupils achievement five A*-C GCSEs) means schools are being driven to focus on GCSEs•Senior management support – Commitment from senior management to implement Foundation Learning varies considerably across providers

Culture

Achievements: While some LAs report curriculum planning and development as a concern, 4 LAs report progress in this area including formation of a curriculum planning group and development projectsBarriers to delivery:•Functional Skills: Half of the LAs surveyed stated issues with FS including suitability of FS for entry level learners (particularly English). Poor commitment from schools to deliver and assess FS separately from GCSEs, lack of a confirmed model for FS assessment, lack of information around FS, and de-coupling from FS have led to delays for learners to achieve three FS•Moderation: Some LAs report a concern around additional workload for teachers in the moderation of Foundation Learning (with a QCF unit based approach LAs feel that there will be additional moderation required)

Teaching & Learning

Achievements and barriers to delivery - Qualifications, KS4E, and Funding / Commissioning

Achievements:•Qualifications: LAs report that there have been improvements in the number of qualifications available on the QCF for Foundation Learning. Some LAs have been proactive in managing qualifications for their learners including development of a QCF guide for new providers, implementing a process to map learning objectives for old qualifications against the new qualifications on the QCF•Progression: Several LAs (including Middlesbrough and NE Lincolnshire) are starting to look at progression route to post 16 provision Barriers to delivery:•Qualifications: 7 LAs raised issues around qualifications including sufficiency of qualifications for entry 1 and entry 2, non-FL learning (e.g. NVQs) and restriction of some courses to post 16.

Qualification, Progression

and Recognition

Achievements: 4 LAs stated that they are actively working towards integration of KS4E with Foundation Learning. This is likely to have an impact on the number of learners on the Foundation Learning pilot (for instance Hampshire LA has around 857 learners on the KS4E programme)Barriers to delivery: 1 LA raised concerns around the funding implications and a lack of FS / PLTS on some KS4E programmes which would need to be adapted for the Foundation Learning programme Some LAs also raised confusion around how foundation diploma and BTECS fits with the Foundation Learning model

KS4E integration

with Foundation

Learning

Barriers to delivery: The majority of LAs raised funding as an issue in the delivery of Foundation LearningRegistration with AOs and subsequent validation processExamination: Increased costs of certification (particularly in special schools that have not previously used external qualifications or assessment). Some schools have not planned for the cost of entering for three qualificationsSustainability of Foundation Learning across 14-19 i.e. the availability of funding for students as they transfer to college. Some schools cannot commit to funding in the long term which has an impact on their relationship with WBL providers

Funding & Commissioni

ng

Not Protected - Restricted - Confidential (Delete as Applicable)Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009