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Raising the Participation Age (RPA) London Learning Visit

Raising the Participation Age (RPA) London Learning Visit. Agenda. Raising the Participation Age (RPA). London RPA Learning Visit 27 November Olly Newton, Head of the Raising Participation Unit, DfE. 1. In less than a year, the participation age will increase.

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Raising the Participation Age (RPA) London Learning Visit

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  1. Raising the Participation Age (RPA)London Learning Visit

  2. Agenda

  3. Raising the Participation Age (RPA) London RPA Learning Visit 27 November Olly Newton, Head of the Raising Participation Unit, DfE

  4. 1. In less than a year, the participation age will increase. • It’s now the final academic year before RPA comes into effect. • The first phase of RPA – full participation of all young people until the end of the academic year they turn 17 – is coming into force in summer 2013. This rises to their 18th birthday in summer 2015. • It is more important than ever that all key partners are ready for this historic change.

  5. 2. The vast majority of young people are participating… 1,016,900 (80.8%) are in Full Time Education 63,800 (5.1%) are in Work Based Learning 96,200 (7.7%) are in Training 20,100 (1.6%) are in Jobs Without Training 60,000 (4.8%) are NEET Source: Statistical First Release, Participation in EET (June 2012)

  6. 3. …but the latest participation figures are challenging • There has been a rise in the proportion of young people in education and work-based learning, including for the 16-17 year old age group (+ 0.7%pt). • This is accompanied by a rise in the proportion of young people NEET, which is due to falling employment rates. • However, participation in education and work-based learning at age 16 is static at a time when we need to see continuing rises as we prepare for RPA.

  7. 4. And those not participating are a diverse group JWT - transitional 17% of JWT NEET - open to learning 41% of NEET JWT - sustained 48% of JWT group NEET undecided 22% of NEET JWT - at risk of NEET 35% of JWT NEET - sustained 38% of NEET Source: NfER (2009) Increasing Participation Understanding Young People who do not Participate in Education or Training at 16 and 17

  8. 5. We are taking action nationally • BuildingEngagement, Building Futures was published in December 2011. • The strategy brings together policy across government to increase the participation of 16-24 year olds in education, training and work. • We also want to improve the quality and rigour of what young people study, particularly in vocational education. • In July 2012, we published our plans for 16-19 study programmes and the funding that will support them.

  9. 6. By raising attainment at age 16 • Increasing the number of Academies, Free Schools and University Technical Collegesto provide greater flexibility. • Reforming the exam system at KS4 to increase rigour in qualifications. • Addressing poor behaviour and attendance, which can get in the way of young people achieving and progressing. • Providing additional funding for disadvantaged pupils through the Pupil Premium. • Giving schools responsibility for ensuring their pupils receive high quality impartial careers guidance. • Publishing a Destination Measureto show the success of schools in helping pupils to progress on to learning and work.

  10. 7. By supporting post-16 education and training • Spending a record £7.5 billion to fund education and training places for young people aged 16-18. • Supporting high quality Apprenticeship opportunities, spending £833m to provide over 140,000 16-18 starts in 2012-13. • Offering up to 40,000 incentives for small businesses to take on a young apprentice. • Spending £4.5 million over the next two years to support the delivery of high quality work experienceopportunities. • Addressing financial barriers through the £180m 16-19 Bursary Fund. • Providing additional support to 55,000 16-17 year olds who are NEET and have low attainment over the next three years as part of the Youth Contract.

  11. 8. By increasing the quality of vocational education • Incentivising only the best vocational qualifications pre-16 by counting these within the performance tables. • Post-16, introducing new study programmes that will offer all 16-19 year olds: • The opportunity to achieve at least one qualification of substantial size. • Work experience,where appropriate. • English and maths for those who do not have a GCSE at grade C or above. • Study programmes will be in place from September 2013, together with new funding arrangements per learner.

  12. 9. RPA Consultation response • Earlier this year we consulted on the regulations that underpin RPA. • The Government response to this consultation was published on 2 July. It confirmed: • We will not regulate on residency as local authorities are best placed to make this decision based on individual circumstances. • The definition of full-time education for those who are not at school will be set at a minimum of 540 hours, which fits with the new funding system. • We will not set an hourly rate for ‘re-engagement provision’, but work with the sector to define a set of principles that this kind of provision could meet. • That volunteering, self-employment and holding an office should count as employment for the purposes of RPA. • We will no be commencing the duties on employers in 2013. • We will be publishing brief, permissive statutory guidance for LAs later this year.

  13. 12. The local picture

  14. 13. The local picture Key London strengths Key London challenges High volume of ‘Not Knowns’ A high rate of unemployment for London – 24.4% of 16-24 year olds High mobility across London • London has high participation levels in comparison to the rest of the country. • Success in supporting a ‘hard to reach’ group of young people back into participation. • Strong attainment is a proven lever in encouraging future participation – London has improving attainment levels at GCSE and Level 2/3 by 19.

  15. 14. Locally-Led Delivery Projects

  16. 15. Locally-Led Delivery Projects • Risk of NEET Indicators – Helping to target support on those young people who are most likely not to participate post-16. • Work pairings – Offering young people an intensive period of work experience and mentoring. • Managed Moves Protocol – Supporting young people to move between options without dropping out of learning. • Alternative Provision Catalogue – So that all services are aware of the different local options for young people. • Converting Jobs Without Training into Apprenticeships.

  17. Contact Details:Olly Newton- oliver.newton@education.gsi.gov.uk- 0114 274 2482 http://www.education.gov.uk/16to19/participation

  18. What Makes a good Full Participation Strategy?

  19. Strategy The way you do something or a way to get a goal

  20. What is your ultimate goal? Full Participation – anything else? Positive Transitions for All? Preparation for Adulthood? Where are you now, and where do you want to be?

  21. Government Regulations Institutions Physical Environment Society Family Friendships Peers Community Positive Environment Enablers and Barriers Resilient Sense of Well-being Educational Achievement Adult Emotionally Intelligent Developmental Learning Experiences Child Personal Emotional and Social Development Independent Contributing to Society Informed Interventions Positive Relationships Tracking and Monitoring

  22. What would great transition / full participation look and feel like? If you had reached your goal what would you see in place ?– your vision What would young people experience? • What would it enable them to do?

  23. What “building blocks” do you need in place ? Achieving Your vision • Good quality IAG/CEIAG – what does that look like? The right provision – what does that mean, what would it look like ? • Access and support – what would that look like? What is the gap between what you have and what you want?

  24. In other words… How you will influence and / or “commission” people to bring about more of what works and/or different behaviours and practices Likely to include your approaches to • Data collection and analysis – hard and soft data • Relationship development • Finding and sharing what works • Securing resources and provisions • Communication channels and approaches - events, networks, meetings etc. • CPD and Training • Monitoring and reviewing progress and measuring impact • What else ? So once you know what you want in place.... Your strategy is the way you go about enabling the changes needed to achieve it – it isn’t the paperwork - it is what you and others do!

  25. Knowing your starting point – base line What is currently in place? What is the current outcome? e.g. participation numbers Knowing your intended end point What do you want in place? What is your intended outcome ? e.g. participation numbers Measuring Your Impact ?

  26. Key Things to Consider Where will your strategy fit alongside other strategies, reports and action plans Who will have governance of the strategy – do they have the right level of influence and clout, do they have vested interest in it being successful? Who will you need “buy in” from to make it work? How will people involved be held to account? Who will you need to communicate it to and how? Who will help find a way forward when things get stuck? What else?

  27. The Ealing Plan of Plans

  28. In twos or threes Choose one key thing needed for full participation you are working e.g. IAG, appropriate provision, effective tracking, effective early intervention. Share with your partner/s a key strategy you have within this area of work Explore • What your goal is • Who is involved – directly - indirectly • how you are going about influencing and / or commissioning people to bring about the behaviours and practices needed to meet your goal Share your approaches to some of the following • Data collection and analysis – hard and soft data • Relationship development • Finding and sharing what works • Securing resources and provisions • Communication channels and approaches - events, networks, meetings etc. • Monitoring and reviewing progress – impact measurement Make a note of ideas and approaches that seem to be working and areas were people are feeling a bit stuck – can you help each other move forward? Activity A

  29. Complete the spider diagram for your Full Participation Strategy. Record the current situation “now” and what the desired situation would be “ideally”. Share your diagram with your partner. Discuss any thoughts or ideas for action regarding how you may get from your current to your ideal situation. Activity B Governance? Now Ideally Informed by? Now Ideally Led by? Now Ideally Communicated to? Now Ideally Owned by? Now Ideally Your Full Participation Strategy Monitored and reviewed by? Now Ideally written by? Now Ideally Consulted with on? Now Ideally Cared about by? Now Ideally Implemented by? Now Ideally

  30. Draw your own version of the Ealing Plan of Plans What are your key learning points from this? What further questions / actions arise from doing this ? Activity C

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