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Access to the 2013 Diploma Entitlement: a toolkit to support local planning Final Version

Access to the 2013 Diploma Entitlement: a toolkit to support local planning Final Version

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Access to the 2013 Diploma Entitlement: a toolkit to support local planning Final Version

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  1. Access to the 2013 Diploma Entitlement: a toolkit to support local planningFinal Version

  2. This toolkit is aimed at helping 14-19 Partnerships and LAs develop a strategic approach to planning the transport requirements associated with Diploma Delivery Toolkit Outline Why develop a transport toolkit? • To assist local authorities in their planning for and delivery of the transport requirements associated with Diploma Delivery. • To encourage greater join-up between 14-19 Partnerships, Consortia and local authority transport teams How was the toolkit developed? • This process has been developed and validated with a sample of local authority transport teams and 14-19 Strategy Managers and is part of ongoing work on 14-19 transport • Although the focus of this work is on Diplomas, many of the principles and methodology apply equally to wider 14-19 reforms

  3. Delivering the Diploma • What is the Diploma? • The Diploma is a new qualification being introduced for the 14-19 age group. • Diplomas allow students to combine theory and practice to equip themselves with the skills, knowledge and experience that the need for success in further education, higher education and employment. It is available at three levels; Foundation (Level 1), Higher (Level 2) and Advanced (Level 3) • The Diploma is designed to appeal to students of all abilities ad aspirations, who like to learn about subjects in ways that relate to real life. Each Diploma combines Principal learning, Generic learning, Additional and Specialist learning and Functional Skills. • Diplomas aim to recognise that, for many young people, traditional learning styles don’t work because too many young people fail to see the relevance of the things they are taught in school. Diplomas are all about relevance – learning about real-world things, learning for the real world and learning through real world experience. • How will it be delivered • Collaboration is key to the successful delivery of Diplomas. No one institution will be expected to deliver Diplomas on their own. • This means that learners will sometimes need to travel to institutions or employers other than their home institution to access part or all of their course. More information can be found at

  4. LA Transport Duties in relation to education and training Pre-16 duty 16-19 duty Sustainable transport duty • LAs have a duty to ensure that suitable travel arrangements are made for eligible children to facilitate their attendance at school. This duty covers home to school transport for children of compulsory school age. • Eligibility: LAs must provide free home to school transport for pupils who; • are attending their nearest suitable school, provided that it is beyond the statutory walking distances • have transport needs written into their SEN Statement • are aged 5 to 16 from low-income families, • cannot reasonably be expected to walk because of the nature of the routes, reason of their SEN, disability or mobility problems (including temporary medical conditions) • are outside statutory walking distance. • In relation to other children, the LA may charge for transport • LAs have a duty to publish an annual transport policy statement, that sets out the transport provision and financial support arrangements they will make available for young people of sixth form age to facilitate their attendance at education or training • This statement includes specifying arrangements for learners with learning difficulties and disabilities. • All local authorities have a statutory duty to promote the use of sustainable travel and transport for those of compulsory school age and sixth form age. The four main requirements of the duty are: • an assessment of the travel and transport needs of children, and young people within the authority’s area • an audit of the sustainable travel and transport infrastructure within the authority that may be used when travelling to and from, or between schools/institutions • a strategy to develop the sustainable travel and transport infrastructure within the authority so that the travel and transport needs of children and young people are better catered for • the promotion of sustainable travel and transport modes on the journey to, from, and between schools and other institutions. Adult duty • LAs must make arrangements for the provision of transport and otherwise as they consider necessary to facilitate the attendance of learners who are 19 and over at certain education institutions. • Any provision made under this duty must be free of charge. LAs may pay all or part of the reasonable travel expenses of a learner who they don’t arrange transport for.

  5. Funding streams Local areas are approaching transport for Diploma delivery in different ways. Planning and funding transport provision for Diploma delivery It is for local areas, via their 14-19 Partnership, to determine how transport is provided to support Diploma delivery.  We have not prescribed who is responsible for transport (LAs, 14-19 Partnerships or Consortia) at a national level. A range of funding streams can be used to support transport: • Diploma Specific Grant– to assist local authorities with the additional Diploma delivery costs for Key Stage 4 learners which cannot be met by DSG funding (see below). The actual amounts given to each local authority varies, depending on the number of learners, levels of study and lines of learning, but on average it was £1,000 per Diploma pupil per Diploma in 2008/09 and we intend to fund at a similar level in 09/10.  • Consortia support grant- £50m of this is being allocated direct to local authorities. The Grant has been allocated based on two factors: • The total number of 14-18 year olds in each local authority (that is, not just those taking Diplomas); and, • The number of Diploma lines to be taught for the first time in each local authority from 2010 (£40,000 allocated per new line). • Dedicated School Grant (DSG) - local authorities have £114 million in earmarked DSG funding in 2009-10 to continue to support expanding practical learning opportunities at Key Stage 4. Where agreed locally by the Schools Forum, some DSG funding might be deployed to support access to approved courses. • 14-19 Flexible Funding pot - Local authorities have been provided with £15 million per annum over the last three years and again in 2009-10 in Flexible Funding to support 14-19 reforms. This is provided through the Area Based Grant. This can be used in many different ways. Some areas have used this funding as a contribution towards developing local 14-19 transport solutions. • Revenue Support Grant – Transport services are funded from the Revenue Support Grant from the Department for Communities and Local Government. By 2010/11, the increase in total Government grant for local services since 1997 will be 45 per cent in real terms. Formula Grant is not hypothecated to a particular service and councils are free to use the funding in line with the wishes of their electorate and taking into account their statutory responsibilities. • Transport Partnership Fund – short-term source of funding allocated to post-16 Transport Partnerships for development of innovative transport solutions. In 2008/9, this totalled £12m and is allocated using a formula set by the Learning and Skills Council. It is for local areas to determine how best to provide transport to support Diploma delivery in their area.

  6. Effective 14-19 transport planning and delivery should follow a standard process which is reviewed and refreshed annually 14-19 Transport Planning and Delivery Process Establish Ways of Working Identify Existing Transport Services Establish Demand Design Best Approach for Enabling Access Procure Additional Services if Needed Deliver Plan Monitor, Review and Refresh • Strategic approach to transport planning • Establish collaborative ways of working between 14-19 Partnership and Local Authority transport team • Ensure formal communications channels are established • Clarify roles and responsibilities of all parties involved • Map existing transport provision available in the LA, to include: • Public transport • School / college services • Contracted / private transport (including taxis) • Council services e.g. social care • Establish demand by Consortia for following academic year based on: • Learner numbers (when known) • Where learners live • How Diploma lines and levels will be delivered across institutions in Consortia • Design best delivery approach based on understanding of supply and demand, and the need to minimise the movement of learners • This may lead to adaptation of: • The Diploma delivery model • Transport provision • If conclusion is that additional transport services are required, these will have to be investigated and procured • Ongoing monitoring of transport provision should continue throughout the year to respond to • feedback from learners • any changes • Lessons learnt from each year should be used to inform planning for the next year This approach will need to be tailored to meet local needs, but is intended as a national model that will encourage consistency of approach.

  7. Establish Ways of Working Establish Ways of Working Identify Existing Transport Services Establish Demand Design Best Approach for Enabling Access Procure Additional Services if Needed Deliver Plan Monitor, Review and Refresh

  8. A proactive approach leads to better quality planning, less costly provision and avoids duplication of effort Education Transport Planning Models Proactive Reactive Integrated view of all transport services existing pre-16 Required transport to support RPA School travel plans existing post-16 Required Diploma transport Social Care Pre-16 Post-16 School Travel Plans Diplomas RPA Strategic Transactional • Sustainable and integrated • Allows for greater efficiency of existing services • Requires collaboration between Consortia, 14-19 Partnerships and LAs • Risks being disjointed and inefficient • Often leads to more bespoke transport solutions, which are more costly and less sustainable A proactive approach to the planning of 14-19 transport requires an integrated view of all transport services provided in the local area.

  9. Cross-border partners 14-19 Partnership LA Transport Team Consortia Consortia, the 14-19 Partnership and the local authority transport teams need to work together to plan for the transport requirements associated with Diploma delivery. Roles and Responsibilities How do different partners contribute? • Consortia, 14-19 Partnerships and LAs are already working together to ensure young people have a genuine choice of pathway and course, to keep transportation of students to a minimum and , where transport is necessary, identify and use the most suitable and sustainable option. • For this cooperation to be effective there will need to be: • Clear communication channels between all parties • Clear roles and responsibilities regarding 14-19 transport • E.g. some LAs have placed a member of the transport team within Children’s Services or within the 14-19 Partnership to ensure transport is always represented • Consortia will work to ensure that young people can access their Diploma learning. They will want to plan any transport in coordination with the local authority and 14-19 Partnership. • Transport teams should support with the strategic planning, co-ordination and procurement of any transport associated with Diploma delivery. • 14-19 Partnerships are responsible for planning the 14-19 reforms across a local area, but the expertise for transport planning and delivery lies within the transport teams in LAs. 14-19 Partnerships should support delivery of these transport plans, with LAs integrating 14-19 plans into wider transport plans • Where delivery involves cross-border working, these relationships will also need to be established with cross-border partners. Areas with excellent collaboration between the Consortia, the 14-19 team and the transport team are more advanced in their planning.

  10. Identify Existing Provision Establish Ways of Working Identify Existing Transport Services Establish Demand Design Best Approach for Enabling Access Procure Additional Services if Needed Deliver Plan Monitor, Review and Refresh

  11. Understanding the existing transport infrastructure is essential to the production of an integrated 14-19 transport plan Mapping Existing Transport Provision How to go about mapping transport provision Example — Map of SEN Provision in East Riding of Yorkshirea • Existing transport provision could be used to meet the transport requirements associated with Diplomas. • Local areas will want to map: • Commercial bus/train/tram services • Supported bus services • Home to school bus services • Social Services transport provision • Council-operated / procured services • SEN and post-16 services • Community transport • Work related learning services • Council courier services • School/college-run services • Local areas should consider mapping transport provision using Geographical Information Systems (GIS) if available. • GIS mapping allows basic analysis of the data, e.g. to identify potential for merging routes, leading to a more efficient and sustainable transport network • It is also an essential starting point to planning the provision that will support access to 14-19 programmes • This also allows you to produce a variety of maps e.g. for publication as part of the 14-19 prospectuses, on websites, for special needs students etc. Produced using ArcGIS Mapping existing transport provision can be a powerful way to drive collaboration between different interested teams within a local authority. Source: (a) East Riding of Yorkshire Council

  12. Use of GIS is highly recommended in planning the transport requirements associated with Diploma delivery Use of Geographical Information Systems (GIS)a,b What can GIS offer? • It is difficult to model learner transport in a linear manner due to the large volume of data involved and the geographical dimension of the problem • Geographical Information Systems allow any data to be mapped to geographical coordinates, linear features (e.g. roads) and areas (e.g. local authorities) • These datasets can then be manipulated to model different scenarios or analysed to find certain metrics (e.g. average distance between learning institutions) • Local Government has a Mapping Services Agreement with the Ordinance Survey, which provides them with geographical datasets, including topography; the integrated transport network; residential & commercial buildings (including schools); address and postcode data • Data that could be built into GIS maps include; • Geo-spatial data: LA boundaries; Road and Rail links • Address and postcode data (and potentially population density) • Locations of education and training provision • Deprivation / NEET data • learner numbers by Diploma line and level, either actual or estimates • Existing transport planning datasets (LA specific) and performance measures e.g. number of cycle trips, mode share of journeys to school (LTP4) Basic Diploma Delivery maps have already been produced by DCSF for some of the most rural Local Authorities using GISa Mapping these services using a Geographical Information System (GIS) will provide the best solution to support analysis and modelling of 14-19 transport and maintaining up-to-date information. Source: (a) “Delivering 14-19 Reforms in Rural Areas – Final Report, DCSF, 2008; (b) “The Mapping Services Agreement (MSA) portfolio”, Ordinance Survey, 2006

  13. Establish Demand Establish Ways of Working Identify Existing Transport Services Establish Demand Design Best Approach for Enabling Access Procure Additional Services if Needed Deliver Plan Monitor, Review and Refresh

  14. Details of local delivery structure and learner number by Diploma line and level can be used to establish demand. Demand Data How do you establish demand? 1. By understanding your delivery structure • In a similar way to the mapping of existing transport services, local authorities can map the 14-19 delivery structure, i.e. Consortia, delivery centres for the different Diploma lines / levels 2. By understanding your learner numbers by Diploma line / level • Looking at how these learner numbers interface with Consortia structure will help to establish what transport will be needed • Learner postcode data can be plotted along with the subjects studied, allowing the identification of where the demand will be • In order to do this effectively local authorities will need to forecast learner numbers by age, Diploma line and level By mapping the local delivery structure and demand from learners, LAs can plan the most efficient provision, identify gaps and model scenarios for future years. Source: (a) “Delivering 14-19 Reforms in Rural Areas – Final Report, DCSF, 2008; (b) “The Mapping Services Agreement (MSA) portfolio”, Ordinance Survey, 2006; (c) East Riding of Yorkshire Council

  15. Design Best Delivery Approach Establish Ways of Working Identify Existing Transport Services Establish Demand Design Best Approach for Enabling Access Procure Additional Services if Needed Deliver Plan Monitor, Review and Refresh

  16. Overlaying the existing transport infrastructure with the predicted demand allows identification of the gap in transport provision and can be used to develop a plan for filling this gap Designing a Delivery Approach Suitable for your Local Area Supply (Existing Transport Services) Demand (Learner numbers and consortia arrangements for delivering Diplomas) Identify gap and develop 14-19 Transport Plan • A strategic delivery approach will promote alignment, efficiency and agility when responding to the transport demands of Diploma and 14-19 delivery • In identifying the gap between supply and demand, consideration should be given to whether additional capacity could be added to existing routes The following slides set out a suggested logic that can be followed to determine the delivery approach.

  17. Local areas should look to minimise transport wherever possible and consider how to address any gap in provision which remains after they have done this Considerations for designing the best delivery approach START Is transport the only solution? What is the pattern of travel? (e.g. 1 day a week, 1 week a month) Can public transport routes be adjusted to meet demand? Yes Yes No No Arrange with transport provider Can other council transport provision be utilised? Consider using: • eLearning • Compatible timetabling • Peripatetic teaching • Mobile provision No Yes No Yes Can transport be shared with other consortia? No Calculate volume of learners requiring transport provision (i.e. minus those who have own transport) Choose most appropriate mode of transport. Consider; • Time & Cost • Volume of learners • Availability of preferred transport mode Transport should not be the only option considered - and indeed may not be the most appropriate.

  18. Transporting learners direct to their site of learning is preferable although this may not be feasible in every case Transport to site of learning Rural / Sparse Transport Links Urban / Integrated Transport Links • Where institutions draw on pupils from multiple rural conurbations, it may be easier to use the “home“ institution as a hub and provide transport between institutions, rather than creating multiple home to “other” institution links • In some areas, particularly where there is existing transport provision as part of an integrated transport network, it will be easier to establish home to “other” institution transport links • Areas should minimise the need for transport and aim to transport learners as directly as possible to their place of learning . • Where movement cannot be avoided, areas should use the considerations on the previous slide to plan transport to fill these gaps It will usually be more sustainable and efficient to transport learners direct to their site of learning Source: (a) Interviews with local authority transport planning representatives

  19. Procure Additional Services Establish Ways of Working Identify Existing Transport Services Establish Demand Design Best Approach for Enabling Access Procure Additional Services if Needed Deliver Plan Monitor, Review and Refresh

  20. There are numerous geographical, practical, political and social factors that LAs must consider when choosing to procure additional transport Choosing Most Appropriate Transport Modea Examples of Factors to Consider Commentary • Possible transport modes include: • Walking • Bicycle • Car • Motorbike / Moped • Taxi • Minibus • Bus / Coach • Train / Tram • When deciding the most appropriate transport mode, LAs need to consider local factors • Each option needs to be tested to weigh up the benefits and costs (both financial and non-financial – e.g. safety, lost teaching time…) • LAs should collaborate closely with local transport planners, who will already have an understanding of many local barriers and how to overcome them • Geographical • What is a reasonable distance to travel, which also minimises time spent travelling? • Are there any significant geographical barriers to learner travel (e.g. coastline, forest)? • Practical • Is 1 mode of transport likely to be more effective than another? • Is it viable, given the number of learners concerned? • How complicated will the provision be to administer and manage and who would be responsible? • Political • What local political decisions have been made (e.g. walk/cycle to school targets)? • How does this link to School Travel Plans, Local Transport Plans etc,,,? • Social • Is it safe? • How willing are learners to; • use public transport vs. other modes? • travel longer distances? • change when there is no direct route? 14-19 Delivery teams need to work closely with LA transport planners to draw on their knowledge of local transport issues and what potential solutions exist. Source: (a) Discussions with local authority officers

  21. There will be a trade-off between time, cost and volume of learners transported by different means Transport Mode Assumptions Example Assumptions Commentary • Local authorities need to decide how to: • Minimise the number of vehicles required by choosing a mode appropriate to the volume of learners that require transport • Minimise cost, without causing unreasonable journey times • Minimising journey times can lead to more potential teaching time • Walkinga - 3 mph • Bicycle - 10 mph • Car / Taxi - 25 mph (± 5-10 mph depending on rurality) • Minibus - 25 mph (± 5-10 mph depending on rurality) • Coach - 20 mph (± 5-10 mph depending on rurality) • Time EXAMPLE Assumptions based on hire of vehicles • Volume of Learners • Cost • Walking - £0 per mile • Bicycle - £0 per mile • Car / Taxi - £1.40 per mile • Minibus - £0.75 per mile • Coach - £0.75 per mile • Walking - 1 • Bicycle - 1 • Car / Taxi - 4 • Minibus - 15 • Coach - 48 Each LA needs to tailor the assumptions to their regional circumstances.

  22. Appropriate modes of transport and reasonable travel distances vary according to the local area Defining Reasonable Travel Distance Example — East Riding of Yorkshirea Commentary • E.g. East Riding – calculate reasonable travel distance based upon existing travel to learn patterns • There are a large number of factors, specific to each area that affect the distance over which people are willing and able to travel to learn • Practical – level of transport infrastructure (and therefore indirectly, travel time) • Political – concessionary travel schemes / subsidised routes or travel incentives, safety • Social – income, car ownership, local culture (e.g. learners in rural areas are typically more willing to travel longer distances to learn) • Home to School Travel guidance, issued in May 2007, set out that best practice suggests the maximum time a child of secondary age might be expected to travel is up to 75 minutes each way Calculating reasonable travel distances from existing travel to learn patterns is the simplest method and will implicitly account for local factors that influence education transport. Source: (a) Interviews with East Riding of Yorkshire

  23. Procurement projects undertaken by some Local Authorities have highlighted a number of sourcing opportunities that also apply to procuring 14-19 transport Procurement Opportunities • Guarantee levels of business • Implement long-term agreements (3 + years) • Allow providers assistance for Insurance or purchase of vehicles to increase providers / competition • Increased use of under-utilised vehicles • Centralise control for all current and future provision / routes • Tender for a ‘bundle’ of journeys/ individual journey basis • Rationalise supply base • Ensure suppliers guarantee capacity to cover council requirements • Clarify eligibility criteria for suppliers • Introduce framework pricing • Greater use of voluntary organisations for driving and escorting • Create a standard approach to 14-19 routes • Monthly invoicing or quicker timescale for payments • Reduce cash payments via expenses by creating supplier accounts per department • Reduce procurement non-compliance and increase control measures. • Define electronic purchasing process Effective procurement supports effective strategic planning and can offer further opportunities for efficiencies.

  24. Provide ServicesMonitor, Review and Refresh Establish Ways of Working Identify Existing Transport Services Establish Demand Design Best Approach for Enabling Access Procure Additional Services if Needed Deliver Plan Monitor, Review and Refresh

  25. Once established, transport provision should be monitored as part of a continual improvement process and to respond to changing demand Delivering, Monitoring and Reviewing Transport Provision Commentary • Delivery of service provision will not be covered in this document, but should be monitored continually and reviewed on a regular basis to ensure the most effective and efficient provision is being delivered • Many LAs will find that circumstances influencing 14-19 transport will change markedly over the years leading to entitlement as more institutions start delivering Diploma lines and the impact of Raising the Participation Age causes a rise in post-16 learner numbers • This underlines the importance of establishing a sustainable, strategic transport planning and delivery process • As well as refining the provision already being delivered, the monitoring and review process will help to inform the planning process for future years by giving better ideas of trends e.g. travel to learn patterns, popularity of different courses, learner numbers that can be used to help model scenarios Monitor, Review and Refresh Establish Ways of Working DeliverPlan Review Identify Existing Provision Do Plan Procure Additional Services if Needed Establish Demand Design Best Delivery Approach Continual review is required to adapt provision to the changing circumstances expected over the coming years leading to entitlement in 2013.

  26. Annex: case studies

  27. York – urban setting with only one consortia for the whole local authority, allowing the 14-19 Partnership, LA transport team and transport consultants to work very closely together • Norfolk – coastal rural authority, with consortia having very wide catchment areas, employing innovative schemes and a proactive approach to planning • East Riding of Yorkshire – rural area with large coastal / Humber estuary border which has used mapping to ensure there is no duplication of transport services within the LA and beyond and that these services can be accessed by 14-19 learners

  28. York 14-19 Partnership, LA transport team and transport consultants work closely to understand demand and plan for suitable provision, which is delivered by schools York York Factsa,b,c,d 14-19 Transport Planninge • Population: 191,800b – (83% urban, 12% rural town, 6% other rural)c • NEET (2007): 3.8%d • York only have 1 consortia for the whole LA, enabling the 14-19 Partnership, LA access team and some transport consultants to work very closely Diploma Delivery • Delivering 2 Diploma lines in 08/09. • 14-19 Partnership agreed to top-slice funding from Diploma Specific Grant to devolve to schools, who arrange things including transport (and other cross-cutting developments such as common Diploma uniforms) • York are allocating learners by Diploma line to their most appropriate school Existing Transport Situation • York have mapped the structure of existing provision • Diploma transport provision differs across the county to meet need – e.g. in the north, a minibus taxi has been set up between three schools using an existing school bus; another 2 schools are on public transport links; very few have to use taxis Challenges and Solutions • Public transport is very good on radial routes out of the city centre (hub and spoke model), but travel between outer ‘spokes’ is challenging • York has created a skills centre to build the capacity to meet the needs of learners • York has just got City Cycle Status, so they are investigating bike pools in some schools and liaising with Sustrans about linking institutions with the cycle network Transport Planning • In the Summer term, York intend to get an understanding of demand for Diplomas in 2009/10, then come up with a plan with schools and transport providers • Have transport consultants investigating with LA transport team to reduce costs by: • Slight adjustments to timings of home-school buses or taxis so they can transport Diploma learners • Working with transport providers to manage different rates and concessionary fares • Where demand cannot be met by existing transport links and contracts, new, sustainable links are created e.g. using sustainable travel funding for new cycle paths • Include travel links from learners’ homes to other nearby schools in planning When existing provision cannot meet demand, York are looking at creating new, sustainable transport links e.g. by extending the city cycle network. Source: (a); (b) ONS 2006 Mid-Year Estimate; (c) LA Classification Dataset, Defra, 2005; (d) NEET LA dataset, DCSF, 2007; (e) Interview with John Thompson (14-19)

  29. Norfolk is one of the most rural local authorities, with students typically being quite scattered and consortia having very wide catchment areas. Norfolk Norfolk Factsa,b,c,d 14-19 Transport Planninge • Population: 832,400b – (38% urban, 29% rural town, 33% other rural)c • NEET (2007): 6.2%d • Norfolk is one of the most rural local authorities Diploma Delivery • 9 consortia, of which 2 are currently delivering, up to 7 Diploma lines in 2009/10 Existing Transport Situation • Students tend to be quite scattered, so small vehicles are used to transport students. They have one minibus and also use around 3 or 4 taxis – all shared. This is an interim measure; as learner numbers increase, it will be viable to build infrastructure. • Catchment area for consortia can be very wide and young people will have to travel against natural travel to learn patterns Challenges and Solutions • Having a significant coast creates extra challenges for collaboration • Norfolk have launched the “Kickstart project”, with moped and cycle loans to learners and are exploring the possibility of electronic cycles for 14-16 year olds Transport Planning • The Strategic Transport Lead sits within Children’s Services and liaises closely with the LA transport team to do the transport planning • Norfolk has established a working group to plan longer term strategy. The group includes reps from the 14-19 teams, transport teams and council members • Norfolk are operating a county model for coordinated timetabling, whereby year 10s travel on Tue/Thu and year 11s on Wed/Fri to best utilise transport services • Norfolk have done lots of mapping of existing learner movement, to get an idea of what they can expect for the coming year Good collaboration between transport and 14-19 teams, innovative schemes and a proactive approach to planning for scaling up make Norfolk well-placed to overcome the challenges of being coastal rural area. Source: (a); (b) ONS 2006 Mid-Year Estimate; (c) LA Classification Dataset, Defra, 2005; (d) NEET LA dataset, DCSF, 2007; (e) xxx

  30. East Riding is in a geographically challenging region, with 71% of the population living in rural areas East Riding of Yorkshire East Riding Factsa,b,c,d 14-19 Transport Planninge • Population: 330,900b – (29% urban, 49% rural town, 22% other rural)c • NEET (2007): 5.8%d • Over half of East Riding is bordered by the coast or the Humber estuary • There are 17 main school catchment areas in East Riding Diploma Delivery • East Riding (ER) has developed initial plans for the delivery of all 17 Diploma lines, including through cross-border partnerships. • ER are operating Diploma Days and within these are working to minimise transport of learners between institutions Existing Transport Situation • ER have made an initial assessment of the transport requirements associated with Diploma delivery and is integrating these into their integrated transport plan. Challenges and Solutions • By mapping transport infrastructure across the area, East Riding are able to gain efficiencies by drawing on the transport services already in place, to support Diploma delivery, e.g. social care transport and other council-commissioned transport provision • Some schools in the area are up to an hour away from the applied learning centre for Diploma delivery. East Riding is developing a number of outreach centres to reduce travel distances for some specialist provision, in order to ensure that young people from these schools are able to access Diplomas. These centres will also be used for non-education purposes, which will generate the revenue required to run them. • ER are planning to provide transport direct to the Diploma place of learning wherever possible Transport Planning • ER have started by mapping every bit of public transport on GIS • Then mapped the best and worst case scenarios for potential demand, applying an urban sprawl solution with the students’ home institution as the ‘hub’ • ER are establishing planning processes that are flexible enough to adapt to increased future demand East Riding have mapped existing provision thoroughly, and are exploring how to gain efficiencies by drawing on existing transport services Source: (a); (b) ONS 2006 Mid-Year Estimate; (c) LA Classification Dataset, Defra, 2005; (d) NEET LA dataset, DCSF, 2007; (e) Interviews with Sara Harrop (14-19 Lead), John Seaman (14-19 Area Relationship Manager), Nigel Rowe (Group Manager, Transportation Services), Steven Attwood (Pupil Services Manager) and Gary Ansell (Senior Transport Officer)