Integrated Services Specialist Support HEADS TEAM LEADERS OF

Integrated Services – Specialist Support HEADS/TEAM LEADERS OF SENSORY SUPPORT SERVICES NINTH ANNUAL NATIONAL CONFERENCE The 14 -25 Agenda for Learners with Sensory Impairment Brian Perry Worcestershire Integrated Services - Specialist Support Hearing Impairment and Further and Higher Education www. worcestershire. gov. uk 1

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Recent Changes: • • • Transfer of duties from LSC (Learning and Skills Council) to Local Authorities for 14 -19 funding. Establishment of Young Peoples Learning Agency – transfer of LSC staff to Local Authorities - key role to support LA as they take on the above duties. Funding for post 19 - Skills Funding Agency • The single agency that all publicly funded post 19 education and training providers will contract except Higher Education • Was part of Department for Innovation Universities and Skills (created in 2007) and was succeeded by Department of Business Innovation and Skills in 2009 Connexions staff now the responsibility of the Local Authority Demise of DCSF – now the Department for Education Closure of QCDA www. worcestershire. gov. uk 2

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Information from REACT (Raising Expectations Action Programme): General Update (11 -06 -2010) • At present it is difficult to give colleagues much detail on national policy issues because we have not yet received much information from either government departments or key agencies. However, leading councillors from the Local Government Association are in contact with new ministers and are engaged in discussions about the role of local authorities in 16 -19 provision and the implications for local communities of any cuts in expenditure. • Both the LGA and REACT are continuing to emphasise the vital role of local commissioning in delivering for young people, the value of the local authority role in bringing services together in an efficient and intelligent way and the success of the transfer process so far. www. worcestershire. gov. uk 3

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment • A new UK Government took office on 11 May. As a result the content on this site may not reflect current Government policy. • All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise. • To view the new Department for Education website, go to http: //www. education. gov. uk www. worcestershire. gov. uk 4

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Delivering 14 to 19 reform: Next steps (2008) • • Age 14 - At age 14 pupils can choose: • the Foundation or Higher Diploma alongside GCSEs • a mainly GCSE programme • Foundation Learning — sometimes alongside GCSEs. Support for those not ready to select a major qualification at 14 is given through Foundation Learning. Age 16 - At age 16, in school or college, students can take: • the Foundation, Higher or Advanced Diploma — often including GCSEs or A Levels • an Apprenticeship. • Foundation Learning. A further option at 16 is to be in work, with time set aside for training. www. worcestershire. gov. uk 5

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment • Age 18 At 18, young people should have the qualifications to carry on in education or training, or to go into skilled work. The Government's guarantee of a suitable place at college or school for every 16 and 17 year old person is an important move towards achieving this goal. • 14 – 19 Partnerships There is a duty to co-operate with 14– 19 providers, so 14 -19 partnerships will play an increasingly pivotal role. They will be a link between the consortia delivering on the ground and the local authorities at a strategic level of 14 -19 reform through their local role of commissioning provision. www. worcestershire. gov. uk 6

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Foundation Learning • • • Foundation Learning will provide an alternative pathway to GCSE for those Young People who will not achieve 5 + A*-C. All Young People at Grade D or below should be considered for Foundation Learning. Whether they do it should be dependent on careful information, advice and guidance by the school/setting, and their knowledge of the Young Person. A culture shift needs to happen in schools/settings because at the moment Foundation Learning is still associated with 'the bottom end' of cohorts and mainstream schools are not yet understanding the scale of this change to offer Foundation Learning for their middle ability young people. Approximately 40% of a school's KS 4 population are likely to be potential Foundation Learning learners. On average in mainstream there will be in excess of 100 young people in each year group. This will have implications for timetabling, option blocks etc. and for the way the school/pupils/parents think. www. worcestershire. gov. uk 7

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Foundation Learning • • • The vision is to provide the best pathway for young people and not for the school - i. e. removing young people from GCSEs will affect percentage point schools/league tables but the emphasis has got to be on the young person and what they need and want in the future. The emphasis should be on the destination – where the young person is trying to get to, and choosing the best route for that. Foundation Learning courses must include: • • • Functional Skills Personal/social develop. Vocational ) core elements ) which can be weighted ) according to need Courses/units chosen must be part of the QCF – Qualifications and Curriculum Framework. If they are not, they are invalid. Each young person will have an ILP (Individual Learning Plan) / Learner Profile. www. worcestershire. gov. uk 8

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Foundation Learning • Timescale: • Some settings are implementing Foundation Learning by 2010. • Most settings implementing FL by 2011/12 • All settings implementing FL by 2013. • The implications for partnership working are great. Without close links with cluster schools they will struggle to deliver a range of courses. Transport will be an issue to move YP to other settings and funding is uncertain. • There are implications re: transition. IAG needs to be provided earlier in high schools in order to preparents for Year 9 'additional/different' pathways. High Schools need to have clear transition information/early identification of need to ensure accurate curriculum choices. www. worcestershire. gov. uk 9

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Case Study: • Young person in year 8 – Severely Deaf, language delay • Support at present – 8 hours of TA, 5 in Class 3 base (has not done a modern foreign language) + 1 hour a week from TOD for back-up language work. Will possibly not achieve GCSE grade C at English. • Chosen this year to do Diploma in Land-based Studies in College (2 days a week) + 3 days in school doing core subjects www. worcestershire. gov. uk 10

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Case Study: • Core subjects take up all time in the 3 days at school – no time for withdrawal sessions. Possibly will keep TA support for those 3 days. • College timetable also does not allow for withdrawal time. • Where can back up tutorial be given by To. D? • What about TA support at college – who will pay? • Concern over whether he will be able to succeed – parents and YP given the choice to do a lower level course in animal care at the college. • Parents backing YP who wants to do the 2 day course. • At this present time YP has agreed to do a session with the To. D outside school time – either a lunch time or after school. www. worcestershire. gov. uk 11

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Case Study: • Spoken to Consortium Director for the area who will probably arrange a meeting with school, college and our team to discuss options. • Possibly the school will have to pay more money for the course at the college to allow them to buy in TA support. • If so what specialist knowledge will the TAs have in Deaf issues? • These problems may only increase as more diplomas are taken up. • Students will also need to achieve Level 2 Functional Skills in English, Maths and ICT to pass the Higher Level Diploma. www. worcestershire. gov. uk 12

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Functional Skills: “These are the practical skills of English, Mathematics and ICT, which you will study as part of your Diploma course. You'll need to pass Functional Skills to get your Diploma qualification and to help you work confidently, effectively and independently in life. ” www. worcestershire. gov. uk 13

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment Connexions 139 a Assessment 139 A Assessments relating to learning difficulties: England (1) Subsection (2) applies if a local education authority in England (a) maintains a statement of special educational needs for a person and (b) believes that the person will leave school, at the end of his last year of compulsory schooling, to receive post-16 education or training or higher education. LEAs have a power to arrange an assessment for disabled young people without a statement of SEN where the learner appears to the authority to have a learning difficulty and is likely to receive further education, training or higher education. This is important as many disabled young people may not have a Statement of SEN for various reasons, but may still require support to continue in post-16 education and training. www. worcestershire. gov. uk 14

Integrated Services – Specialist Support The 14 -25 Agenda for Learners with Sensory Impairment In Worcestershire: The Connexions team will complete a 139 a assessment for: • ALL pupils with a statement. • For those pupils on SA or SA+ where provision for additional support is NOT provided for in their chosen destination. NB – Early in Year 10 need to ‘flag up’ to Connexions team the pupils who are at SA and SA+ and who will need additional support when they leave school. www. worcestershire. gov. uk 15