Gemma Painter – Head of FE, NUS Katie Shaw – Policy and Development Advisor, South NUS

1. Gemma Painter – Head of FE, NUSKatie Shaw – Policy and Development Advisor, South NUS

2. background • Curriculum 2000 • 16-19 year olds • ‘Guided learning hours’ • Guaranteed extra learning support – tutorials and extra-curricular activities • From this September, GLH cut from 114 to 30 • Specific requirements removed • Funding diverted to disadvantaged?

3. Enrichment Funding • Tutorials • Citizenship • Sports & Activities • Welfare

4. Context • Education Maintenance Allowance (EMA) replaced by bursary and discretionary support • Connexions disappears; providers now responsible for IAG but with no extra funding • Raising of the Participation Age (RPA) • Role of Local Authorities diminished

5. Overall impact • Counteracts extra resource for ‘disadvantaged’ • Social and cultural ‘capital’ under threat • Affects learning experience AND access to well-rounded education • Impact on access to HE and employment • Impact on voice, citizenship, democracy for the disenfranchised

6. Case Study 1 – Canterbury College • Tutorials - Budget 2010/2011 - 807.68 per fte Budget 2011/2012 - 221.11 per fte Tutorials specifically now focus on UCAS, employment skills and include 10 cross college sessions delivered by Student Liaison which have included anti-social behaviour, Peace On Day, employment, AV debate. College has now pulled down funding from the QCF to deliver compulsory training (and a level 2 qualification) for f/t students on drink awareness, health and safety and drug awareness. However, the funding only applies to 16-18 year olds, which means 19+ can attend the classes but not sit the exam.

7. Case Study 2 – MidKent • Tutorials - tutorial system remains at a 36 week programme, with individual 1 to 1s for at-risk students increased from 3 to 6. Emphasis now on employability. College helps students develop an employability passport through our new Job Shop. • Pastoral - Social Zone Coordinators; made redundant, used to staff the social zone and were key contacts in the student communal areas. College Youth Worker; made the role cross-campus, and introduced two apprentices to support the role. The funding from the Social Zone Coordinators has moved from here. Personal Tutors - 3 were lost, case load for each PT has risen from 180-200, to 225-250. Student Welfare Officer - New position which covers student wellbeing including safeguarding and counselling.

8. Citizenship - Students' Union Cost to College 2010/2011 - £29227 Cost to College 2011/2012 - £34763. An increase of the budget was agreed. The president maintains a sabbatical role. Student Peer Mentors have increased these from 3 to 9, across both sites. • Extra Curricular Activities - FESCO This position was lost, but the funding has been replaced with £4000 within the Students' Union budget. Olympics Engaged students with Olympic torch run between our two campuses and other activities that we will be running throughout the year. SU has gained £1000 funding from the NUS for this. Clubs and Societies - continue to get funding from the SU and are able to use equipment and facilities provided by the college. Have introduced more Sports teams this last year.

9. Case Study 3 – City College Norwich • Tutorials - have been almost completely removed, with only the Sixth Form Centre still holding regular tutorial meetings. Now, Learning Supervisors have to manage fifty plus students as their personal tutors. • Pastoral - Used to have a four person team, provided a well-known service that was well used. We now have some residual “Enrichment”, but this is a two person part time team who are already swamped. With the reduction of Enrichment, we have also had a large drop in the number of C-Cards being given out. This has led to a massive increase in the amount of teenage pregnancies at CCN. There has been a direct increase in the amount of reported self-harm cases, which has risen nearly 80% in a single year. Our new service, the Well-Being Zone is massively understaffed, under-resourced and struggling.

10. Citizenship - The Students’ Union has also lost a further £9,000 to its budget. • Extra Curricular - Enrichment funding came to around £100,000 each year. Funding removed completely from extra curricular enrichment. College have developed a million pound project called START UP LOUNGE, an area used to develop Enterprise.

11. How the tool kit works… • Enrichment broken down to 4 main areas • Campaign Tracker • Campaign Plan • Dealing with Cuts in your College

12. Extra Curricular Activities What is it? Extra Curricular Activities are all the activities provided by the college outside of your specific course. They include: • Sports • Music, drama and Arts • Languages • First Aid • Clubs and Societies • Volunteering in the local or national community • Duke of Edinburgh programmes • Mentoring • IT • Life skills such as cooking, DIY, Finance

13. Why is it important? These activities allow you to develop soft skills in areas such as team work, leadership and creativity. They also can lead to getting specific qualifications in areas like First Aid, Sports Coaching, Learning to Drive, Food Hygiene etc. Extra Curricular Activities give you opportunities that would be difficult to access outside of college life. These activities can range from trips away on volunteering holidays to learning a practical skill like cooking. Extra Curricular Activities are there to develop you as a person alongside the studying or training you get on your college course.

14. Tutorials What is it? Timetabled tutorial lessons existed to give you specific support and guidance on things related to your course or area of study that your subject tutors were unable to do in your lessons. The sorts of things in your tutorial sessions included; • UCAS applications • Setting and achieving academic goals • Personal coaching, tutoring and support • Every Child Matters topics – personal finance, equality & diversity, safeguarding and anti-bullying

15. Why is it important? The tutorial sessions helped students to get the most out of their learning at the college with things like study skills and learning styles. Also, they were used to help 16-19 year old students get to grips with loads of information needed to enter adult life like budgeting and job and university applications. Alongside this, tutorial sessions often taught students about issues in the wider world that don’t necessarily fit into your course learning like Equality and Diversity, anti-bullying and safeguarding.

16. Citizenship What is it? Citizenship in colleges exists to help you get student voices heard. It exists in a variety of different forms, but always with students at the heart leading the way. Different types of citizenship include; • Students’ Unions • Class rep systems • Peer advocacy • Student led campaigning • Democracy and representation

17. Why is it important? The best person to represent you is yourself which is why it’s vital that students are allowed to organise and run campaigns, become class reps, stand in students union elections and become student governors. You have a much better understanding of your own and your peers experiences, issues and needs much more so than any member of college management, local MP’s or other authority figures which is why its really important that these areas are supported. Also, by encouraging students to engage with democratic processes from an early age, they are more likely to do so throughout adult life.

18. Pastoral Support What is it? Pastoral Support covers loads of different services all provided by trained professionals to help young people stay in education. These include; • Sexual health advice • Drugs awareness and advice • Alcohol awareness and advice • Quit smoking support • Counselling • Careers, information advice and guidance • Healthy living – including mental health, nutrition and exercise

19. Why is it important? It’s really important that when it comes to making decisions that affect your life, or when something happens that makes life difficult, you know you can get the right advice that’s the most suitable for you. There are so many things young people have to consider when making choices about their lives. Friends and family can offer support and advice to a point, but often it’s being supported by someone trained in that area that really helps.

20. Campaign Tracker • Designed to map union officers progress during the data gathering stage • In bite sized chunks so tasks can be divided up and not over burden the officers. • Includes tasks such as – contacted external organisations, indentified areas of concern

21. Campaign Plan • Step by step adaptable plan SU officers can use with suggestions and guidance in each certain area • Suggestions for activities unions can do such as lobby local MP, hold open meeting with college principle, engage stakeholders • We can deliver hour long campaigns training sessions for students through out Activist Development Programme. To find out more or book, e-mail Dani Beckett dani.beckett@nus.org.uk

22. Dealing with Cuts in your College • Detailed briefing for SU officers to use during campaign. Includes information on … • How cuts are made/decided upon • Corporate language to watch out for • Types of cuts likely to happen e.g. staffing, resources • Assessing the impact of cuts • How to deal with proposed cuts at discussion level

23. How to Support SU’ involvement in Fair Necessities • Help officers to navigate and decipherer cuts information from college • Support officers to contact specific ‘at risk’ groups of students • Provide contacts for external providers such as C Card • Encourage Union to meet with their local MP to talk about impact of cuts on the college community

24. Activity - In groups…. • Get into 4 groups • Tutorials • Pastoral Support • Citizenship • Extra Curricular Activities • Discuss and note down any cuts in these areas happening in your colleges and the effect they are having/you predict could happen (don’t forget to write down which college you’re from next to your information). • After 10 minutes move around other tables and add any information you want to on the 3 other Enrichment Areas

25. Thank You! Gemma Painter Gemma.painter@nus.org.uk Katie Shaw Katie.shaw@nus.org.uk