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Collaboration between a school, college and training organisation


		11-16 schools

		6th form schools

		Colleges

About the case study

The following case study is from an area where collaborative curriculum arrangements have developed over several years as part of local action to broaden the curriculum, tackle disaffection, raise achievement and improve young people’s progression to learning and work. The local authority (Brighton and Hove) coordinates arrangements. The collaboration is described from the viewpoint of one of the schools, the college, the training organisation and from the young people’s perspective.

Young people in the school apply for vocational opportunities as part of the year 9 options process. They complete applications, have interviews and receive formal notification of whether their application has been successful. Recruitment procedures are designed to ensure that, as far as possible, no young person is set up to fail. Selection takes account of young people’s suitability for a programme and their potential chances of success.

All those involved, including the students, report that participation boosts students’ self-esteem and improves their motivation, attendance and achievement. It also helps them to develop more appropriate career plans and supports progression.

Students following college and training courses achieve a range of qualifications, including NVQ units at levels 1 and 2 and vocational qualifications. They progress to a wide range of destinations, including further education, training and work.

The school

Patcham High School is an 11-16 mixed comprehensive with 970 students on roll. It is situated in urban Brighton. Around a quarter of its pupils have special educational needs without statements.

Summary

The school buys courses from training organisations (including NVQs.Com Training Group and City College Brighton and Hove) to provide vocational options for its students. The courses are well established within the school, have a high profile and are promoted and supported by staff. The school requires that all courses lead to national qualifications.

Vocational studies course

The school aims to provide a range of innovative programmes to match the needs of all students. For example, the vocational studies course uses college and training courses as part of a broader programme that also includes skill development activities (including study and key skills) and the opportunity to undertake extended work placements. The course aims to give selected students a work-related programme that is both inclusive and individualised. It is timetabled in the options system with 10 per cent of curriculum time.

The vocational studies, college and training courses all have clear curriculum objectives, defined learning outcomes and supporting documentation. School, college and training staff work in close partnership. School staff spend an hour each week on follow-up activities with students. These include reinforcing the theory elements of the college and training courses, gathering key skills evidence and action planning.

Recruiting students

There are clear procedures for recruiting students to the vocational studies course. An assistant headteacher shortlists using agreed selection criteria. Students have guidance interviews with school staff and Connexions advisers and negotiate action plans with initial aims and targets. These inform individual education plans as appropriate. Staff use the interviews and action plans to produce student profiles, which provide information that the external partners can use as a baseline for monitoring student progress. The student profiles also affect how courses are monitored, reviewed and evaluated.

Procedures for preparing students for the different aspects of the course are equally clear. Students considering college courses are guided through the prospectus (so that they have clear and accurate expectations), visit the college with a member of staff and complete college applications. Similar arrangements apply to students considering training courses.

Managing the collaboration

The school’s assistant headteacher has strategic responsibility for the vocational studies course and she also deals with day-to-day matters, with the support of other staff and a learning support assistant. A locally negotiated service-level agreement governs working arrangements with the college. This sets out the roles and responsibilities of each partner (eg the college will provide a high-quality student brochure describing the courses on offer; schools will give the college information about students’ specific needs) and procedures for monitoring and reporting attendance, dealing with students at risk of exclusion, reporting on student progress and payment of course fees. The school also has a contract with each training organisation it uses.

College and training courses are quality assured in a variety of ways including weekly visits, constant liaison, effective record keeping and exchange of information with college and training staff. The school uses the outcomes of monitoring, reviewing and evaluating to continuously improve provision.

Supporting students

Students receive intensive support and there is continuous monitoring of individual performance and progress by vocational course staff and tutors. Most students have mentors from local businesses. Support staff provide weekly reports on student progress and the school receives a weekly attendance register from the college. College staff make appointments (either in school or at the college) with school staff and parents as necessary. Similar arrangements apply for students doing training courses.

The college

City College Brighton and Hove is a further education college situated in Brighton, with around 2,000 full-time students and 16,000 part-time students.

Summary

The college offers a two-year vocational package. Students can participate in two or three taster courses (eg catering, hairdressing, information and internet technologies or horticulture) and then apply for a course in a particular area giving opportunities for external certification using approved qualifications.

The college developed the package in partnership with local schools. It has clear curriculum aims, objectives and learning outcomes and leads to a wide range of progression opportunities. Course content takes account of young people’s career aspirations and local learning and employment opportunities.

Managing the collaboration

Strategic responsibility lies with the director for academic and continuing education and there are service-level agreements with other curriculum teams involved in delivering the courses. The agreements cover course planning, management and support. Curriculum teams have responsibility for timetabling and accommodation. A named coordinator is responsible for day-to-day matters and works with a team of three learning support assistants and subject tutors from other curriculum teams. The coordinator also liaises with school coordinators and local authority staff.

Collaborative provision features in college quality assurance procedures and self-assessment reports. All course tutors are working towards or have a teaching qualification. There is a balance of full- and part-time staff, all of whom attend course training sessions and meetings.

Teaching and learning

Young people attend the college for one morning or afternoon a week. All sessions include theory and practical elements. Course tutors have schemes of work, session plans and appropriate tracking and recording documents. Young people have course files, take some responsibility for their own learning and contribute to tracking and reviewing progress. They negotiate targets and action plans with tutors and receive regular progress reports, which the college shares with schools.

Teaching groups are small (around 12 to 16 students) and staff use a variety of teaching methods, differentiated resources and tasks to meet individual needs (initial assessment includes basic skills screening). Learning is progressive and young people work at their own pace.

Supporting students

Students receive a supported introduction to the college culture and learning environment and to individual courses. In college, young people receive support from the named coordinator, course tutors and learning support assistants. College staff work closely with school staff and many provide young people with opportunities to undertake follow-up activities in school. The college provides one-to-one advice and guidance as necessary, supported by exit and transition interviews.

Achievement and progression

Young people participate in formative assessment and staff maximise opportunities for evidence collection. Some young people gain certificates early in a course (eg catering students gain food hygiene certificates in the first term). Most formal certification occurs at the end of the course and includes NVQ units and vocational qualifications, eg CITB foundation construction award, NVQ level 1 food preparation and cooking, OCR’s certificate for IT users (new CLAIT).

The course outcomes support progression into further learning and work. Young people learn about new progression routes and some apply for opportunities in geographical areas that they might previously have ignored. They move on to a wide range of destinations, including college courses, training and employment. In an average year, just under half enrol at college for post-16 learning.

The training organisation

NVQs.Com Training Group, situated in Sussex, specialises in offering training courses in hairdressing. It has three training centres, one of which is in Brighton and Hove.

Summary

The training organisation, Sussex, offers an NVQ level 1 in hairdressing in response to requests from local schools. The course aims to introduce young people to the real world, help them to develop the knowledge and skills they will need in further learning and work, and provide a sound platform for progression.

Managing the collaboration

Young people attend the company’s training centre for four hours a week over seven months. The training centre comprises training space and a commercial salon. A senior member of staff, the training group director, is responsible for managing, planning, delivering and supporting the course. This guarantees that the person in charge has the knowledge, skills, experience and status required to ensure that young people gain maximum benefit from the course. The course is taught by trained, experienced professionals, all of whom are qualified assessors and have extensive knowledge of Novas and the industry. The students benefit from a low student-instructor ratio and the course is subject to organisational quality assurance procedures.

Teaching, learning and support

Each session begins with an hour’s theory; practical activities take up the rest of the time. The young people receive a theory booklet at the start of the course, as do relevant school staff (this allows staff to support the theoretical elements of the course through school activities). Assessment is introduced gradually and after two months young people receive a logbook so that they can track their progress, participate in assessment and identify areas for development. They negotiate action plans and monthly progress reports with staff (school staff receive copies of these as appropriate). Work-based assessment occurs when staff consider that the young people are ready for it.

The course runs over a set period, rather than on a ‘roll-on, roll-off’ basis, so that the young people can benefit from stable group membership, which encourages peer group support and helps to maintain motivation levels. Teaching groups are small (between eight and 10) to allow for individual teaching. Staff tailor teaching to individual needs and use a wide range of teaching strategies. This includes cooperative learning with trainees working towards higher level Novas.

Learning is progressive. Young people move through the different elements of the course at their own pace. All staff who contribute to the course have a teaching booklet containing session plans with space for evaluative comments and notes on young people’s progress. Young people receive individual support to catch up on any work they miss if they are absent.

The learning environment is businesslike and reflects salon working practices. The young people are treated as adults. They sign in and out and take some responsibility for their own learning. Staff aim to help them to succeed and expect as much commitment from the young people as they give themselves.

Thestudents receive ongoing support throughout the course. This includes learning support and career screening, advice and guidance. School staff and parents contribute as appropriate.

Achievement and progression

The course retention rate is 100 per cent. Young people have the opportunity to demonstrate their learning and skills to their peers and others (eg at open evenings and in practical sessions where friends act as models). They have a record of achievement that presents evidence in a form suitable for assessment. Time constraints mean that most achieve three of the five NVQ level 1 units, with a few gaining the full NVQ level 1.

The staff aim to help the young people achieve ‘seamless’ progression’, some progress to jobs with training, whereas others move on to further education or training programmes, rapidly completing their NVQ level 1 and progressing to NVQ level 2.

Young people’s perspectives

Some research and evaluation exercises sought young people’s views on what makes flexible, collaborative provision a success.

We need to know what to expect

‘We got really good information about what would happen. She told us all about the differences between the school bits and the college bits and what they would do and what we would have to do. She gave us a book so we could look things up later if we forgot. We visited the college before we started so we would see where we’d be going and what we’d be doing. It was scary at first but there was no big surprises. She went on a bit but I was glad she did. It helped me get through it.’

‘It wasn’t a bit like I expected so I asked if I could change.’

We can see how what we’re learning will help us in the future

‘I did the courses ‘cos I thought they’d be interesting and useful in the future. I enjoyed the practical bits most. I found out what it’s like in the real world and that I needed to get qualifications so I worked harder. I also found out that everyone thinks turning up and being on time is important. That was a bit of a shock.’

‘The teachers persuaded me to do one of my subjects at college. I didn’t want to because I didn’t think it was for me. I was surprised. I learnt loads and now I’m going to do an apprenticeship next year. I’d never have thought that in year 9.’

We are treated as individuals

‘I liked it because everyone knew my name. The teachers treated us like adults because they said we had to be responsible like adults. They told us off but they were fair and didn’t yell at us like we were little kids. They listened to us too.’

‘People trusted us and let us do things by ourselves. We were supervised at first but once we’d proved we could do it they let us get on with it. There was always someone around to help and explain if we got stuck.’

We get told how we are doing

‘The logbooks are really good. You can see what you’ve done and what you’ve got left to do. We looked at them every week and talked about where I’d done well and what I could do better. She helped me work out targets and do an action plan for the next week. It was good. I started using my planner more in other subjects and asking my teachers what kind of targets I could set.’

‘We had a meeting with him every week to talk about how things were going and to sort out the key skills stuff. It helped me see where I could do better and made me have a go.’

We can make choices

‘My teacher told me all the things I could do. She told me what the training and college courses would be on and showed me how to do everything. I thought it would be interesting and wanted to do something out of school. I picked training. It was better than I expected and useful for the future. It helped me decide what to do next year.’

‘I found out what problem solving was like in real life. I enjoyed it except when it went wrong.’

We can see how what we are learning fits together

‘It was better than I thought. I’d tell my friends to do it. It teaches you lots of new stuff and why you have to do boring subjects like mathematics and science. It gives you more choice in the future.’

‘It was hard talking to people I didn’t know. I started paying more attention in English and tried to join in group work.’

We have fun and meet new people

‘Because I went to college I got to do more things that I would have had no chance of doing. Talking to clients and working on reception were the best bits. I made new friends and it was good fun.’

‘It had a brilliant effect on my life. I wanted to stay longer. I would recommend catering as it is fun and an experience. The best thing was meeting people and helping me with the future.’

We get given responsibility for our own work

‘I thought it would be like year 9 but it wasn’t. All the teachers expected us to work hard and be organised and set our own targets and do our own action plans. They even checked on how we were doing and made us do new ones when we’d finished the old ones.’

‘They trusted us. We could sign in and out and negotiate extra time for assignments if we could justify it.’

We know the teachers talk about us

‘I found out that school and college were emailing and talking about how I was getting on and what work I needed to catch up on. It made me concentrate and try a bit harder. I texted my mate to let him know what they were doing.’

‘My tutor congratulated me on passing my practice NVQ assessment. I nearly died of shock but felt very proud.’

Also see

> Collaboration
> A checklist of planning considerations