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Increased Flexibility programmes in partnership with Land-Based Colleges

Increased Flexibility programmes in partnership with Land-Based Colleges. History . Why so important? Labour Market Challenges Educational Duty School Visits Predominantly primary Relatively small numbers Specialist programmes (e.g. Maths workshop) Norfolk Farm Education Link. History.

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Increased Flexibility programmes in partnership with Land-Based Colleges

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  1. Increased Flexibility programmes in partnership with Land-Based Colleges

  2. History • Why so important? • Labour Market Challenges • Educational Duty • School Visits • Predominantly primary • Relatively small numbers • Specialist programmes (e.g. Maths workshop) • Norfolk Farm Education Link

  3. History • Curriculum Box scheme • 6th Form Student Day • “Spring Fling” • Norfolk Show-Schools Trail • Easton Developments • Funded by Clan Trust and Chadacre Agricultural Trust • Schools Liaison Officer • Schools Barn

  4. 14-16 Increased Flexibility (1) • Started in October 2002 • Delivered through the “Greater Norwich Partnership” EC,CCN now 35 schools • 280 participants over the two current cohorts • Last year 95% of leavers went on to further courses, training or employment • 35% progressed to courses at Easton

  5. 14-16 Increased Flexibility (2) • LSC Funding used for: • Contribution to cost of delivering courses • Contribution to cost of teaching materials and protective clothing • Contribution to transport costs • Arrangements • All students complete application forms, visit college and have brief interviews • College staff attend year 9 option events

  6. 14-16 Increased Flexibility (3) • Arrangements (continued) • Students retained on school role throughout • School retains duty of care • Schools arrange transport to college and college reimburses cost. • Qualifications • Level 1: Land Based Industries, Sport & Leisure, Public Services, Land Based vehicle maintenance, Floristry

  7. Increased Flexibility (4) • Qualifications: Level 2 • Edexcel 1st Cert: • Countryside & Environment • Animal Care • Public Services • Sport • Attendance One day per week for Year 10-11. Sept-late May. 252 hours

  8. Increased Flexibility (5) • Taught within college by college staff- not a separate schools unit. • Students are treated as part of college when on college site • Programme consists of practical work and portfolio building • College staff training programme

  9. Positives • IFP has been an effective replacement for school farms and rural study programmes • Offering a unique experience to students • Assisting recruitment to rural industries • Offers level of industry relevant teaching and facilities not available in schools • Many students not successful school performers and this has given them a new chance

  10. Hurdles • No increase in funding to reflect large volume increases • Transport costs and complexity • No security of funding • Achieving ownership of the IFP by college staff • Coping with demand • Geographical challenges • Health and safety

  11. Key lessons • Integrate delivery so that it becomes core college work • Provide staff development • Interview prospective students • Most successful where the school offers work related learning to all students • Deliver as equal partners and be clear about who does what • College learning environment

  12. Challenges for the future • Coping with further growth • Geographical access • Holkham Hall/Alderman Peel Wells • Use of ILT approaches • Partnership delivery

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