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The school

Davison Church of England High School for girls is a 12–16 comprehensive school in Worthing, West Sussex, with 1,064 students on the roll in 2005. The school has specialist technology status and is committed to offering a broad-based curriculum. At key stage 4 there is a three-track curriculum with differentiated courses comprising core and optional subjects.

Vocational background

Davison’s mission to provide programmes that meet the needs and abilities of all its students is central to its choice of alternative vocational qualifications. These must be motivating for students, yet manageable alongside GCSEs. They must offer:
§ recognised certification
§ clear progression routes
§ learning styles that enable students to maximise their achievements
§ credibility with employers.
Since these programmes often will be offered to students who are at most risk of failure within a traditional school setting, or who might be in danger of exclusion, these factors are of critical importance.
The school is also committed to offering a high-quality work-related component within its provision. Making learning more relevant to the world of work eases the transition from school to work and training, or to vocational courses at college. However, Davison recognises that, while increased flexibility in the curriculum at key stage 4 means that it can offer a broader range of qualifications, small cohort sizes may make the courses vulnerable to budget cuts. Their successful implementation could also be adversely affected by changes in specialist staff. There are plans to establish a vocational centre in Worthing, which should support the school’s aims.

March 2005

In the past the school offered NVQs as whole courses to students struggling within mainstream provision as an incentive for them to remain in education and gain a recognised qualification or a progression route. In 2004/5 two students were taking this option. The school found that they attended well, were motivated to continue with their vocational course, felt more settled and confident, were entered for other examinations and expected to attain grades. An inclusion manager within the leadership and management team was appointed in September 2004. This role is to support all students struggling with the demands of school, those who are sick long term and those who are gifted and talented. An additional learning support assistant was employed specifically to work with students who need extra support.
In May 2004 Davison was approached by the local Northbrook further education college to offer its students level 1 NVQ courses as part of their 14–16 experience, within the Increased Flexibility Programme (IFP). Eight students applied and seven were accepted on various courses. This option was not available when the school timetable was being developed and, as a result, these students would miss one day of school each week. The school decided to amend each student’s programme as the need arose.
The students taking part in the IFP generally did well and the school allowed them to drop an option in school to enable them to catch up on the lessons they missed when attending Northbrook. A second cohort was recruited for the IFP and subjects offered include equine studies, beauty, engineering, uniformed services, childcare and travel and tourism.
For entry to the IFP from September 2005, the school targeted students who were either not motivated in school (in year 9) or likely to struggle to complete eight GCSEs and keen to gain wider experience. Students who were recruited previously were likely to achieve level 2 in their school GCSEs but were studying for a level 1 in their NVQ at the college, while most of the September 2005 cohort were deemed likely to achieve level 1 in their GCSEs.

GCSE in applied science

The applied science students and staff gained in confidence during the year and most students appeared to be near to target grade. The applied science staff met with colleagues at a neighbouring school who were also having difficulty in understanding the standards necessary to gain a grade C. Sharing problems and solutions increased staff confidence and a visit by an awarding body moderator provided valuable insight into what was expected in practice.
Following these training sessions, staff planned a change of approach to the work with the cohort beginning in September 2005. They were keen to expand on their success in working with the local education business partnership and businesses with a new cohort.
The local sixth form college offers the 12-unit BTEC National Certificate in applied science (medical), offering applied science students a specific vocational progression route. They may also progress to the AS in science for public understanding, although the college does not normally accept students for traditional A levels in single sciences. The GCSE in applied science did not have a year 10 cohort in 2004/05 as not enough students chose to take it. This failure to recruit drew attention to the marketing of the 14+ programme and the school made plans to change the way students are targeted for the course. Applied science staff felt more able to identify students who would benefit from the course and were playing a proactive role in recruiting students. Nevertheless recruitment for 2005/6 remained low and the course did not run that year.
Early fears that year 11 achievements in this subject would be depressed were allayed by mock results and the cohort was expected to gain their NFER predicted grades. However, this did not turn out to be the case. Some girls were really challenged by the coursework required and incurred penalties for not having a complete portfolio. Final results were disappointing. The overall A*–C science rate was one of the lowest in the school this year, with two students achieving a C grade.

Position at June 2005

A review of the school’s existing key stage 4 programme revealed high levels of student satisfaction with the courses and choice on offer, with the exception of the full course GCSE in religious studies and GCSE in modern foreign languages (MFL), both of which all students are required to take. Both were reviewed in the autumn term to see what changes could be made to expand the school’s vocational provision. As a result of detailed discussions, it was decided that two further vocational options would be offered from September 2005: leisure and tourism and performing arts. These two new courses had strong recruitment for September 2005.

GCSE in leisure and tourism

It was difficult to sustain a curriculum model with MFL for almost all students. When the statutory requirement to study MFL was removed, the position became even more pressured. Governors were keen to change policy in a way that supported both the interests of students and staff morale.
GCSE in leisure and tourism was offered to students who did not wish to take a GCSE in MFL: Leisure and tourism GCSE recruited 24 girls. It was targeted at students who were not content studying MFL (French, Spanish or German) in year 9 and for whom attendance of other subjects was affected, largely due to non-attendance on days when language lessons were timetabled. It was planned that a team comprised of a geography teacher, the school’s inclusion manager and a mathematician would teach the group. They enlisted the support of an experienced teacher from another school who had successfully run leisure and tourism for four years under similar circumstances and with good results. The students would have good access to information and communication technology and the learning resources centre, which, from the start, would entail working in a different way.
The school planned to offer Spanish to students who had no previous experience but were interested and had the ability to learn a third language.
This is a significant shift in curriculum policy for the school and all those involved should benefit from the changes. Students will be taking a course more suited to them, MFL staff will not have to deal with dissatisfied students and the school has expanded their range of vocational courses on offer. The results might improve as students’ motivation and attendance improve.

GCSE in performing arts

It has been clear for several years that GCSEs in drama, music and dance are not satisfying a number of students who are keen to perform but find the single subject approach too demanding. GCSE in performing arts, introduced in September 2005, is targeted at students who wish to keep their arts experience broad. Many of Davison’s students are involved in performing arts both in and out of school. The GCSE in performing arts would provide students with an insight into the arts as a career choice and give them opportunities to expand and demonstrate their skills within the school curriculum.
Davison offered performing arts as a single award GCSE and attracted double the number of applicants for the 24 available places. This led to some selection of pupils, but since there is a focus on musical theatre within this award a proven interest in related performance, either in school or out, provided a useful selection criterion.
There was some reduction in the numbers choosing dance. Of the girls who were unable to have a place on the performing arts course, none chose dance as a second choice subject. Drama and music continued to recruit strongly.
All staff involved in these courses were allocated protected non-contact time to devote time to the new course.

NVQs

The two year 11 students on NVQs level 1 in hairdressing made it to the end of their schooling without being permanently excluded. They attended their part-time NVQ courses well and took the GCSEs for which they were entered. This was regarded by the school as a successful outcome. One of the two girls applied to continue with the hairdressing and beauty course the following year.

The year 10 girls on IFP courses at Northbrook enjoyed their courses, although some realised that they would gain only a level 1 NVQ from this course by the end of year 11. This has always been an issue since most of these students are likely to gain 5+ GCSEs. The school considered adjusting selection in the following year to encompass pupils who have attended well and are cooperative but are struggling with school and the academic bias of coursework. 

Vocational centres in Worthing

In an effort to address some of the issues arising from the process, several important meetings took place. They were led by the Learning Skills Council with the colleges and schools in the town as part of the Strategic Area Review. It became clear that the amount of vocational provision in Worthing was well below other areas of West Sussex. This led to significant numbers of young people travelling out of the area to study at post-16 level. It has also disadvantaged the pre-16 sector in terms of its ability to take up the greater flexibility introduced into the curriculum. This was felt to have had negative consequences for the take-up of post-16 education in the area. There is now a considerable amount of work being done to significantly increase provision on pre-16 courses, with the schools being consulted on what might be appropriate for the cohort. A specific vocational centre for motor mechanics is under consideration. The LSC agreed to initial funding for the college to cover this growth in the vocational provision.
 
These developments will have a major impact on the educational opportunities available to the young people of Worthing and are likely to be the first steps in a much greater movement towards cooperative working post-16. For Davison it means that we can hopefully motivate more of our girls to remain in full-time education with good quality, flexible vocational provision and progress to local, high-quality provision post-16.

In summary

There are a number of key issues that have emerged over the past two years of this work.

· Vocational courses that are a vital part of the curriculum offer need to sustain and motivate students. This provision cannot be grafted on to existing structures; it has to grow from a comprehensive review of the curriculum and the needs of the school and its students. It is not a straight, well-worn pathway to success and will need good collaborative structures to be in place, or to develop, for the situation to be sustainable.
· Flexibility and creativity are key ingredients for success and schools need an extensive network of contacts to draw upon.
· Good communication between partners in vocational provision is essential if students are to be appropriately supported in placements outside of school. Other stakeholders – including governors and parents – also need to be fully informed so that they understand the route the school is taking.
· Dedicated time is essential for planning, making contacts, monitoring and evaluating provision and supporting students and parents when things do not go well. This does not have to be teachers’ time: it is possible to work creatively on roles for support staff to contribute to the essential teamwork needed for success. 

The school sees at the root of all of this work the need to support ‘the child turning adult’ and to ‘make each educational journey a personal success’ and sees its work as a pathfinder centre as a way of bringing that reality closer for more young people.

Student feedback

Hairdressing NVQ

The two students were happy with their training but felt that the level 1 was below the level of which they were capable. One student attended FE college on a day release programme and also a work placement one day a week. This student found some of the regulations for pre-16 students frustrating. For example, she was not allowed to use scissors on a client, or even a model, until she was 16. She was aware that she had narrowed her options of work in the future by not gaining more GCSEs. However, she was happy with her situation and grateful to have been given the opportunity to take a course at college. She was continuing study towards the level 2 qualification.

The second student followed her NVQ course with a training provider and through a one-day-a-week work placement. She found that mixing with much older people made her impatient for higher earnings. Although she stuck with the course and wanted to be a hairdresser, she ‘can’t be bothered’ with the training aspect.

Both students were considered likely to continue with their plans to go into hairdressing as a career. They both agreed that without the NVQ course they would have given up on school and education altogether. Both students achieved success in the sense that they were not excluded from school, completed at least one GCSE each and finished their NVQ training. However, both achieved well below their potential.

Childcare NVQ

The student studying childcare NVQ at the local further education college was very happy with her choice and found the course interesting and challenging. She completed the first year and was managing to keep all of her options and core subjects going, though this would be reviewed after mock exams. To this student, college work meant greater learning ‘because you can spend time really getting to understand something’. However, the student felt that missing a considerable chunk of her normal timetable was as a disadvantage of the IFP.

The childcare NVQ greatly complements GCSE child development in school and as a result she is doing exceptionally well in this GCSE. In fact, this student found that she was doing better than expected in all of her other GCSEs. In English, her target grade became C. In mathematics, her weakest subject, her predicted grades moved from G to E, something that was unthinkable a year previously.

This student’s aspirations shifted as a result of her course. Instead of going to the sixth form college to do childcare, she enrolled for the level 2 NVQ at Northbrook College, where she began with level 1 with the intention of taking the level 3 Diploma afterwards. The student felt that her extensive work experience, organised by school as part of her work-related learning, greatly contributed to her success as it offered her the chance to try childcare in a range of environments.

GCSE applied science

Two applied science students did not enjoy their course and felt that the course had ‘put them off science’. The students expected to do far more practical work and go on more visits out of school than had been the case, though one student did reflect that they would have missed out on other subject success if they had been out of school.

Both students completed their course but were disappointed not to achieve the grades that they had gained in other subjects. They felt the burden of coursework in the applied science course was excessive and were unhappy with the overall assessment arrangements.

Fortunately neither of these students needed the science qualification to continue with their career paths. They gained 5+ GCSEs from other subjects and both moved on to level 3 courses.

Neither student felt that they had been given sufficient information about the course to enable them to make a good choice. If they had the opportunity again, these students felt they would have chosen the double award GCSE instead, as their friends on this course had ‘a better deal’.

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