TABLE OF CONTENTS
EXECUTIVE SUMMARY
1
INTRODUCTION
1.1
1.2
1.3
2
THE NATIONAL CONTEXT
2.1
2.2
2.3
2.4
2.5
3
Terms of Reference of the Secondment
Links to other Salford Planning Documents
Who was seen
The White Paper “Achieving Success” (July 2001)
The Green Paper “Building on Success” (2001)
The Green Paper “14-19 : Extending Opportunities, Raising Standards”
(February 2002)
14-19 Pathfinder
Discussion Document (June 2002)
THE LOCAL CONTEXT
3.1 A Survey of Vocational Course Take Up
3.2 The Area Wide Inspection
3.3 The Salford Plait
3.3.1 Vocational Networks
3.3.2 Increased Flexibility Project
3.3.3 The Fourteen Plus Programme
3.3.3.1
College Based Provision
3.3.3.2
Vocational Learning Centre(s)
3.4 Other Initiatives
3.4.1 The Post 16 Progression Project
3.4.2 M Power
3.4.3 Public Service Agreement, Target 5
4
EXAMPLES FROM OTHER LOCAL AUTHORITIES
4.1
4.2
4.3
4.4
4.5
4.6
5
Tame side
Blackburn with Darwin
Knowsley
Birmingham
Wolverhampton
In Summary
A DRAFT SALFORD POLICY FOR 14-19 YEAR OLDS
5.1 A Proposal
5.2 Underlying Principles
5.3 Core Curriculum Entitlement
6
FUNDING SOURCES
7
ACTION POINTS and RECOMMENDATIONS
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14 – 19 DEVELOPMENTS REPORT
EXECUTIVE SUMMARY
The Government is concerned about the continuing economic competitiveness of the UK and
the apparent social divisions within society. The traditional education system is perceived to be no
longer fit for purpose. It is argued that the narrow focus on academic learning is a contributory factor in
relation to economic and social concerns.
High quality education is seen as the means through which the workforce can be continually re
skilled, thereby enabling economic prosperity, maintaining high levels of employment and reducing
personal dissatisfaction or disengagement.
By freeing up some of the compulsory elements of the National Curriculum at KS4,
encouraging the development of vocational courses with equal worth to academic ones, encouraging
students to continue their education after the age of 16 and, by providing access to Lifelong Learning
opportunities, the aim is to create a high quality adaptable workforce and a socially cohesive society.
In Salford, through the efforts of the Salford Plait, working with the Secondary Head teachers’
Association, the 14 – 19 sector has responded to the Area Wide Inspection Report of 2000 by
producing an Action Plan, supported by the Standards Funds of the Learning and Skills Council, that
aims to pave the way to the achievement of the aspirations outlined above.
The extent of the collaboration between Schools and Colleges, the Universities, the Learning
and Skills Council, Connexions, Salford Business Education Partnership, Work Based Learning
Providers and employers has led the authority to be invited to submit a Proposal for 14-19 Pathfinder
Status.
Whether or not that Proposal is successful in securing additional funding, the following key
recommendations are made with the intention of ensuring the quality and range of provision that our
young people deserve is available in the 14 –19 sector and that pathways are opened for the years that
follow.
1. The Director of Education and Leisure should accept the invitation to become the Chairman of
the Salford Lifelong Learning Partnership in order to involve fully the Directorate in the
implementation of the Area Wide Inspection Action Plan. Thus ensuring the coordination of
provision from school to Further and/or Higher Education, Work Based and Lifelong Learning.
2. The Directorate needs to review information communication links, both within the Directorate
and with other Directorates of the Local Authority, in order to ensure effective working and to
connect different policies at strategic and operational level.
3. The Directorate needs urgently to fill the post of 14 –19 Developments Coordinator in order to
oversee developments in the 14 – 19 sector and to facilitate the work of all the different parties.
Thus ensuring that suitable, realistic and beneficial change is either sustained or implemented.
4. There is evidence of excellent work across the phases of education and training.
Schools need to be reminded of the importance and relevance of continuing to improve the Post
16 participation and retention rates and must be encouraged to continue working collaboratively
with Colleges, Universities and Work Based Learning Providers.
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5. Excellent collaborative work has resulted in the establishment of the first Vocational Centre.
Schools are taking advantage of this facility to widen curriculum provision. The time is right to
carry out a thorough review of the context and purpose of the Centre(s), to ensure appropriate
course provision, sufficient capacity, a clear management structure and sound contractual
procedures.
6. The Directorate, together with the Schools and Colleges should consider how to further enhance
the good provision of vocational opportunities by the further involvement of work based
learning providers, developing proposals for common timetabling blocks and considering
further a common approach to pupil care, transport and equipment for vocational courses.
7. There should be Authority wide consultation on the best way in which to manage the 14 –19
curriculum opportunities in the years ahead. If successfully implemented, this could obviate
some of the potential pitfalls such as those associated with Performance Tables and Funding.
8. If the Pathfinder Proposal is successful it will require a major input of time and energy by all
partners to ensure its future benefits to students and the local area. The principles contained
within the Proposal are supported by all the partners within the area, as represented by the
Salford Lifelong Learning Partnership. Most of the intentions can still be realised, even without
additional funding
It is imperative that the enthusiasm generated by the collaborative work that went in to the
Proposal is not lost.
Nigel Harrop, October 2002
APPENDICES ATTACHED: 1. 14 – 19 Pathfinder Proposal. “Excellence Through Collaboration” (Sept 2002).
2. Record of Meetings Attended – June to October 2002.
3. Salford LEA – Vocational Courses Take Up. September 2002.
4. Area Inspection Action Plan Progress Report (Salford).
Local Learning and Skills Council Greater Manchester (Oct 2002).
5. Salford 14 – 19 Structure and 14 – 19 Contacts Lists.
6. Table of Additional Funding Sources.
7. Action Points and Recommendations.
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1.
INTRODUCTION
Against a background of rapid change nationally in the 14 – 19 sector, and in the light of local
responses to those changes, the Directorate funded the post of “14 – 19 Developments
Coordinator” from mid June to Mid October 2002.
During the course of the secondment, in response to a DfES invitation, a key task became the
preparation and submission of a Proposal for 14 – 19 Pathfinder status. The Proposal was
produced through the willing and enthusiastic collaboration of all the local partners in the 14 –
19 Sector.
The aim of this report is to supplement the summary, description and proposals for future action
detailed in the 14 – 19 Pathfinder Proposal “Excellence Through Collaboration” (see Appendix
One)
The structure and principles outlined within the Pathfinder Proposal are applicable whether or
not the bid for additional funding is successful.
1.1
Terms of Reference of the Secondment
1.
2.
3.
4.
To survey the current 14-19 situation and establish a position statement.
To establish links with stakeholders and form or identify a steering group.
To survey available funding sources and identify funding streams.
To develop a Policy Statement for the 14 – 19 age range, in relation to the academic,
vocational, hybrid and wider curriculum.
5. To identify any barriers to co-operative / collaborative working and find ways of
overcoming those barriers.
6. To develop an infrastructure for continued co-operative working.
7. To produce a summary report with action points.
1.2
Links to other Salford Planning Documents

Education Development Plan 2 (Summary June 2002)
o Priority 3, Raising Attainment at Key Stage 3
3.3 Support and develop a coherent 14 – 19 phase of education
The” Context and Strands” section, pages 17 and 18 includes the following statements: - “The take up of post 16 education is below national average and expectation,
60% in Salford compared to 68% in neighbouring LEAs”
- “The Government Green Paper on 14 – 19 Education requires schools to
consider long term developments to diversify the curriculum”
The “Outcomes” section, page 19 includes the following statements: - “To broaden the curriculum at Key Stage 4 including the development of
vocational qualifications and the expansion of work based learning”
- “To strengthen transition from Key Stage 3 to Key Stage 4 to Post 16
education especially in the areas of work based learning and teaching and
curriculum continuity”
The “Outline of Activities to Support the Priority” section, page 20 includes the
following statements: -
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-
“To aid continuing development, links with the Further Education Colleges
and the local Learning and skills Council will be strengthened in order to
develop a coherent strategy for 14 – 19 education. This will aid development
of a wider range of curriculum activities at Key Stage 4 and also help deliver
elements of this phase as outlined in the White Paper “Achieving Success in
Schools”
o Priority 5, Inclusion- Narrowing the Gap and Tackling Underachievement
The “Context and Strands” section, pages 24 and 25 includes the following statements: - “Connexions – the whole inclusion agenda will be increasingly influenced as
Connexions develops during 2002 / 2003”
- “Staying on rates – just over 60% of Year 11 school leavers in Summer 2000
went into further education, compared to 75% nationally and 68% in
neighbouring LEAs. In Salford a higher proportion than that seen regionally
or nationally went into employment involving Government Sponsored
Training (GST), work based training without employment, and employment
without GST”
The “Outcomes” section, page 25 and 26 includes the following statements: - “Increasing the number of pupils accessing and continuing Post 16
educational opportunities through Excellence Challenge and Connexions”
The “Outline of Activities to Support the Priority” section, page 26 includes the
following statements: - “Assisting pupils to identify appropriate Post 16 educational opportunities”
- “Helping pupils to enhance their learning opportunities through access to
‘Out of Hours’ and Study Support provision”
- “Encouraging pupils to recognise and consider the concept of ‘lifelong
Learning’
 Salford Area Wide Inspection, Re specified Action Plan.
 Excellence in Cities Continuation Plan 2002-2004.
 EiC Excellence Challenge Final Plan, see Aims and Objectives, pages 10 and 11
of the plan.

Salford City Council, “6 Pledges and you”, three of the pledges are particularly
relevant: 

Pledge 1, Better education for all
Pledge 5, Stronger communities
 Pledge 6, Supporting young people

Salford Community Plan, three areas require an input from education : 

“A Learning & Creative City” pages 21 to 25
“A City where Children and Young People are Valued” pages 27 to31
 “An Economically Prosperous City” pages 39 to 43
 Salford Employment Plan (September 2002)
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1.3
Who was Seen (see Appendix Two)
Representatives of:  14 Salford Secondary High Schools,
 3 Special Schools
 Royal Manchester Children’s Hospital School
 The Behaviour Support Service
 The Directorate’s Lifelong Learning Team
 Salford City Learning Centres
 The 3 Salford Colleges, Eccles, Pendleton and Salford
 Salford University including “Salford Young People’s University” and “M5 4WT”
 The 11 Work Based Learning Providers
 Local Learning and Skills Council Greater Manchester (LLSCGM)
 Salford Lifelong Learning Partnership (SLLP)
 The 14 – 19 Participation Group
 Salford Plait
 Salford Secondary Head teachers Association (SSHA)
 Connexions Salford
 Salford Business Education Partnership
 Silverdale Vocational Learning Centre
 Vocational Networks Project
 Increased Flexibility for 14 – 16 Year Olds Project
 Partnership for Post 16 Progress Project
 Wythenshawe EAZ Alternative Curriculum Strategy
 Local Authorities - Tameside, Blackburn with Darwin, and Knowsley
In addition the Coordinator gave a presentation to the Salford Deputy Head teachers’ Conference
in June, facilitated group activity at a regional LSC “Success for All” consultation in September,
and provided a workshop at the North West Post 16 Network “Skill Shortages” Conference in
November.
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2.
THE NATIONAL CONTEXT
There have been a number of recent government papers concerning the education of 14 – 19
year olds in England. These papers include: -
2.1
The White Paper “Achieving Success” (July 2001). Reforms included:





2.2
Giving successful schools freedom to excel and innovate
Encouraging schools to build a distinct ethos and centre of excellence such as specialist
schools
Encouraging a new era of engagement with each of enterprise, higher education and civic
responsibility
Developing the curriculum from KS4 around individual need with better opportunities for
vocational study
Intervening to tackle failure and low standards
The Green Paper “Building on Success” (2001).
Reforms included:





2.3
Greater diversity and autonomy for and between schools.
An improvement in KS3 performance.
From KS4, an education system based on talents and aspirations.
Tackling disaffection and promoting equality.
Developing pathways from a range of academic, vocational and workplace learning
opportunities, which would emerge from closer collaboration between schools.
The Green Paper “14 – 19: extending opportunities, raising standards”
(February 2002)
This paper has been the subject of extensive consultation by the DfES with all interested
parties at national, regional and local level. There has been significant interest and response
from schools, colleges and other organisations. To date (18/10/02) there has been no formal
response from the DfES, but the Pathfinder Prospectus incorporates many of the Green
Papers principles. These can be summarised as:
The Challenge:
 Economic change has not been matched by changes in the education system.
 For economic competitiveness and social justice, education & training must
continue past 16.
 Rapid changes in job requirements will need people to participate in lifelong
learning.
 Half of all adults should ultimately attain degree standard.
The challenge is founded in both economic and social concerns. “Low motivation,
truancy, behaviour problems and exclusion damage our communities and burden our
economy”
The Aims:



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To meet the aspirations of all.
To raise achievement and increase participation.
To broaden skills
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
To be provided by flexible & innovative schools, colleges and trainers.
The Proposals:
 Flexible curriculum
 World class technical & vocational education
 A new matriculation diploma at 19
 Reliable information and strong pastoral support
 The 14-19 phase to be more responsive to those: - With SEN,
- From different ethnic backgrounds,
- From low income families,
- In danger of social exclusion or
- Who are naturally high achievers
 Closer collaboration between schools, colleges and training providers
 Flexible access & delivery through ICT & E learning
Intended Outcomes:
 Increased participation & higher attainment
 Young people committed to lifelong learning
 Increased employability
 Rounded, motivated, responsible citizens & workers
 A reduction in truancy and in those dropping out
 A 14 – 19 system of education of which we can be proud
2.4
14 – 19 Pathfinders (see Appendix One)
In the early Summer of 2002 the DfES asked all Local Authorities and schools to “express an
interest” if they were prepared in develop the ideas contained within the 14 – 19 Green Paper
referred to above.
Buile Hill High School had expressed an interest in participating.
In July the school and the Directorate were invited to work up a full proposal. Following
discussions between the school, the Directorate and the DfES, the proposal was submitted on
behalf of all the organisations and groups working within the Salford 14 – 19 sector.
Following a series of well supported meetings in late July and August, Salford’s final proposal
focussed on: Collaboration; Broadening the curriculum through the development of a
Vocational pathway; Extending the opportunities for students to experience work related
programmes; Developing vocational opportunities through Applied GCSEs; Enhancing advice
and guidance by developing the use of Mentors and Personal Advisers; and, Capitalising on the
new ICT Broadband infrastructure.
2.5
The Discussion Document
“Success for All – Reforming Further Education and Training” (June 2002)
The proposals closely parallel those in the 14 – 19 Green Paper described above. The
Government’s Education and Skills priorities are summarised as: 
Achieving excellence for young people through a new 14 – 19 phase.

Increasing progression into higher education and widening access.

Helping people to improve basic skills and widening participation for adults

Helping employers to develop their workforces to improve productivity.
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The “Success for All” strategy consists of four key goals:
1. Meeting Needs, Improving Choice.
 Developing clear education and training missions.
 Strategic planning at local level across all providers
 Meeting skill needs
 Excellence for 14 – 19 year olds
 Improving basic skills
 Developing closer links with higher education
 Improving facilities for learners
2. Placing Teachers and Learners at the heart of what we do.
 Improve the quality of teaching and learning and disseminating best practice
more widely
 Make ICT universally available to learners and integral to the learning
process through the development of an accessible infrastructure.
3. Developing the Teachers and Learners of the Future.
 Qualifications
 Leadership
 Reward
4. Developing a Framework for Quality and Success.
 Accountability
 Success measures and targets
 Support and intervention for under-performing colleges and other providers
 Autonomy and recognition for successful colleges and other providers
A consultation event organised by Local Learning and Skills Council for Greater Manchester
(LLSCGM) in Manchester on 19th September was well attended by everyone involved with the
16 – 19 education and training sector. A large number of working groups fed back through the
LLSCGM to the DfES The consultation ended on 30/09/02.
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3.
THE LOCAL CONTEXT
The quality and number of local initiatives, in response to both the Area Wide Inspection of
Post 16 provision and to the Governments transformational agenda, have been a paradigm of
collaboration and cooperation. The impact on the development of staff expertise across phases
and on the widening range of provision, for 14 – 16 year olds in particular, is an achievement of
which everyone who has played a part can feel proud.
3.1
A Survey of Vocational Course Take Up (see Appendix Three)
A survey was carried out in September 2002. Across Years 10 and 11, up to 34% of pupils were
engaged in some form of award bearing vocational activity. Applied GCSEs are already taught
to 16% of the Year 10 cohort. This provision will expand rapidly in September 2003 when new
Applied GCSE courses are begun with the next Year 10 cohort.
3.2
The Area Wide Inspection (AWI)
The Area Wide Inspection (AWI) of 16 – 19 provision took place in summer 2000. The Local
Learning and Skills Council Greater Manchester (LLSCGM) has worked with the Directorate,
Salford Lifelong Learning Partnership (SLLP) and the Careers Partnership (now Connexions
Salford) to deliver a coordinated response. The Action Plan is supported by an application to the
L+SC standards fund for £615,100. To date £429,000 has been approved for expenditure. (See
Appendix 4).
The Learning and Skills Council nationally has responsibility for vocational courses in the 14 –
16 sector. Consequently Local Learning and Skills Council for Greater Manchester (LLSCGM)
is directly involved with provision at Key Stage 4 in Salford High Schools.
A recent reorganisation of the Local Learning and Skills Council for Greater Manchester
(LLSCGM) has resulted in the creation of a Salford/ Trafford Area Team dedicated to the needs
of those two areas. (See Appendix 5).
The vision for the AWI Action Plan states that, “By 2005, there will be a comprehensive
range of learning opportunities for 14 – 19 year old young people in Salford, which meets
individual need, raises expectations and raises potential. There will be high quality learning
experiences, effective guidance and support to encourage achievement of individual goals and
further progression”.
The AWI Action Plan aims state that in Salford we will:  Improve access to learning opportunities for all young people.
 Maximise participation
 Raise standards of teaching, learning and support
 Improve learners’ achievement
The action plan identified the following key objectives:  Access and participation - To dramatically improve access to and participation in
learning opportunities for young people by:
 Raising awareness of young people to the benefits of learning and raising aspirations
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




Providing 14-19 year olds with the information and guidance to make informed
choices about their future.
Creating a clear progression route from mainstream school to the next stage of
lifelong learning
Providing a comprehensive range of learning opportunities which meets the needs of
young people in Salford
Removing the barriers to learning
Making use of inclusion and widening participation strategies

Teaching and learning support - To significantly improve retention and
achievement by:
 Developing effective and innovative methods of teaching and learning to meet the
needs of learners
 Providing appropriate learning support to enable all learners to achieve their full
learning potential
 Encouraging dissemination of good teaching practice amongst all training providers

Strategy and collaboration - To produce a coherent strategy for 14-19 based on a
comprehensive review of learners needs, curriculum provision and economic need
by:
 Collaboration and joint working by all providers and strategic partners in the area
 Carrying out a fundamental review of provision and developing a full range of
provision
 Establishing arrangements to monitor and continuously improve the quality of
provision
 Making provision cost effective
Oversight of the AWI action plan is the responsibility of Salford Lifelong Learning
Partnership (SLLP), which in turn is overseen by an Overarching Monitoring Group
(OMG). The OMG has re specified the Action Plan at a meeting held in September.
Practical implementation of the AWI action plan is the responsibility of three sub groups:  The 14 – 19 Participation Group
 The Support and Guidance Group
 The Standards Group
For details of the organisation and membership of these groups please refer to Appendix 5.
The LLSCGM is responsible for providing a Periodic Review of the Area Wide Inspection
Action Plan to the DfES. This is carried out in collaboration with the SLLP. (see Appendix 4)
3.3
The Salford Plait
Partly in response to the need to produce and progress the AWI Action Plan, during 2000, the
three colleges formed the Salford Plait.
Operationally the Plait has three working groups that report back at the regular meetings:  The Sampling Group – making staying on attractive to potential students, e.g. Taster
days.
 The Curriculum Group – linking staff pre and post 16, e.g. Applied GCSE working
groups.
 Progression Group, e.g. sharing relevant academic and personal data.
Working closely with the Salford Secondary Head teachers’ Association, a wide range of
collaborative projects has been established within Salford. These projects include: -
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3.3.1 Vocational Networks
The Plait was successful in securing £10,000 from the Learning and Skills Development
Agency (LSDA) in February 2002.
This local initiative is a collaborative network that aims to:  Draw relevant partnerships in Salford together to offer support for the development of
vocational GCSEs and other vocational programmes in Salford schools from September
2002 onwards.
 Promote increased flexibility for 14 – 16 year olds.
 Avoid duplication of effort across the area.
 Establish a forum that includes representatives from schools, training providers and
colleges, for curriculum updating and for the exchange of planning expertise, materials
and support.
A wide range of activities has been organised which include:  A conference, “Increased Flexibility 14 – 19: Getting into Gear in Salford”
 A presentation to the Salford Secondary Head teachers’ Conference
 An introduction to the LSDA Project
 A consultation on, and response to, the DfES 14 – 19 Green Paper
 Network meetings to disseminate and share good practice on vocational subjects
Six schools are currently delivering GCSEs in vocational subjects. This involves 415 students,
166 male and 249 female, in all vocational areas except engineering and manufacturing. There
are plans for this to extend to at least 12 of the 14 high schools in September 2003.
A further £5,000 has been requested to continue the project beyond March 2003.
3.3.2 Increased Flexibility Project
In December 2001 the DfES invited colleges to form consortia with schools, training providers
and others to provide a coherent package of vocational and work related learning for 14 – 16
year olds.
 Salford College on behalf of the Salford Lifelong Learning Partnership (SLLP) have
successfully bid for Increased Flexibility Funding that will support sixty young people and
three schools over two years. The Project has received £100,000.
 It is managed by the 14 – 19 Participation Group, which reports to the SLLP. Salford
College is the accountable body. A Steering Group and an Operational Group have been
established. (See Appendix 5)
 Eccles College, together with at least one Training Provider (Start Training) are responsible
for the delivery of the two courses.
 There are two groups of students, supported by a Personal Vocational Studies Adviser
(PSVA) who reports on attendance, punctuality and progress and who liaises with all the
projects partners.
 The first group will follow a course in Applied GCSE Information Technology (30 students
from Buile Hill HS) at the same time as preparing for the European Community Driving
Licence (ECDL) in ICT skills.
 The second group are preparing for the CACHE Foundation Award in Child Care, which is
NVQ Level One. There are 20 pupils from Harrop Fold and 10 pupils from Hope High
School, thirty in total on this course.
 An application is being made to fund another Year 10 cohort from September 2003, which
will widen the number of participating schools.
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3.3.3
The Fourteen Plus Programme
Fourteen plus is a scheme run by the three Salford colleges which allows those students aged
between 14 and 16 to undertake vocational qualifications, either on college premises or in a
vocational learning centre.
3.3.3.1 College Based Provision
 The Salford Plait advertises this provision to the schools.
 It is funded from the schools’ own resources
 Costs vary between £2.06 and £3.20 per hour over a half or full day
 Students are given the opportunity to gain experience, knowledge and qualifications
in a vocational area by attending for half or one day per week at the premises of one
of the three colleges
 Students are taught in supervised discrete groups comprising people of a similar age
 Students do not infill mainstream college classes.
 Transport to / from the centre is the school / students responsibility
 Students take a range of qualifications, NVQ or equivalent, in brickwork, painting
and decorating, carpentry and joinery, wall and floor tiling, automotive, engineering,
IT, hairdressing, plumbing, health and social care, beauty therapy.
 In 2001/2002 there were 158 students (96 year 10, 62 year 11) from 24 schools (124
students and 13 schools in Salford). This appears to have risen to 290 students from
September 2002.
 Enrolments to date for September 2002 are 290 Salford students from 11 Salford
schools, of these, 79 are part of the M Power programme.
3.3.3.2 Vocational Learning Centre(s)
The centre is designed for those students from Salford who may need extra support to
help them continue in education. The centre is self contained and students are not
allowed to leave the premises.
Silverdale
 This is an ongoing project that aims to become largely self-financing. The set up
costs of £150,000 were funded by the Local Initiative Fund (LiF) in Spring
2002.This was supplemented by a place element contribution from schools of £25
per student per day in the first term, rising to £30 per day in September 2002
 The premises, a former Primary School, are leased at minimal cost from the Local
Authority
 The centre opened in February 2002. By April the centre had attracted 74 students
taking City & Guilds courses in Catering (18) and Construction (56).
 The purpose of the Centre is to provide an alternative to mainstream education for
those students who are disaffected within the High School setting or who may be at
risk of exclusion. Students currently attend for between half a day and two days over
a two year period
 The Centre is managed by the “Vocational Learning” sub group of the “14 – 19
Participation Group.” This group reports to the Salford Lifelong Learning
Partnership. The accountable body is Pendleton College on behalf of the Salford
Plait.
 The Learning Providers are an organisation called “Partners in the Community” who
also provide a similar service in a Manchester centre.
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




In the academic year beginning September 2002 there are 129 students occupying
156 days out of a possible 180. The cost to the participating schools is set at £30 per
day.
Transport to / from the Centre is the school or students responsibility.
The centre is staffed by a Centre Manage and up to 5 tutors. The services of a
Project Manager are also purchased.
There are two separate bids to the LSC Standards Fund for Year Two finance.
£59,500 for developmental work, and £11,200 for a Quality review. These bids have
been unsuccessful to date but are under review.
It is essential that Schools maintain support for the Centre in order to ensure its longterm financial viability.
The Techtrain Building on the site of the former Windsor High School
 There has been a lot of unhelpful confusion about the ownership of the building and
its potential for future educational use.
 This has been compounded by poor communication surrounding the failure of an
earlier European Regional Development Fund (ERDF) bid to develop the premises.
 The Bid failed because ERDF money is to provide infrastructure, but a significant
component of the bid was for training. This should have been picked up early
enough for the bid to be presented as a combination of ERDF and European Social
Fund (ESF). The latter covers training. It was not and an opportunity apparently lost.
 The Techtrain building was signed over to the Development Services Directorate in
February 2002 as being “surplus to requirements”.
 There then followed a proposal to secure Local Initiative Fund (LiF) support. This
was not submitted because the bidding guidance changed for August 2002 to favour
the Post 16 sector.
 In August 2002 the Education Directorate expressed a renewed interest in using this
building for educational purposes.
 The Salford Lifelong Learning Partnership recorded its support for the proposed use
of the “Techtrain” building to house a second vocational centre.
 In October, on the grounds of cost effectiveness, the decision was taken to demolish
all the buildings including Techtrain, at the site of the former Windsor High School.
The Little Hulton Site of Harrop Fold High School
 Consultants working independently on behalf of Harrop Fold High School submitted
a Local Initiative Fund (LiF) Bid. This was rejected in August 2002, once again
because the bidding criteria changed to favour the Post 16 sector.
 The School has taken the decision to develop the centre from its own resources.
 The School / Centre is currently offering Hairdressing to 20 students and Catering to
a further 12, making 32 in total from Harrop Fold and Walkden High Schools.
 It is proposed to make further places available to Salford High Schools.
 There are implications in the above for the further development of other vocational
centres.
3.4
Other Initiatives
3.4.1 The Post 16 Progression Project
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This is a three-year project led by Salford Secondary Head teachers’ Association (Alan
Hewitt), ending in March 2003.
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Partners include High Schools and Special Schools, Colleges, The Careers Partnership
(now Connexions Salford), M/c TEC (now LLSCGM), Salford BEP and the Pupil
Referral Units (PRUs)
The project has received Strategic Lifelong Learning Partnership funding of £90,000
over three years, with matched funding from the Private Sector of £ 6,000 and the Public
Sector of £30,000.
The key issues address the successful transition to Post 16 education and training,
including raising achievement at Key Stage 4 and improving retention at the chosen
destination.
The Project Management Structure is shown at Appendix 6.
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In 2001:  10% of the Year 11 cohort (189 students) participated.
 25 students from the 3 colleges were trained as mentors for the selected
group.
 79 of the students attended sessions at the 3 colleges in 9 curriculum
areas at 1-day taster sessions for Year 11 students.
 There were additional visits to careers advisors, employers and job shops.
 Career routes were explained in one to one sessions
The last available project evaluation at the end of Year One (October 2001) concluded
that:  For the selected cohort, attainment of A*-C grades increased by 9%
against predicted performance.
 A higher proportion (80%) of the selected cohort took up FE places than
would have been predicted without any intervention.
3.4.2 M Power
Work-based placements are arranged through M Power, leading to NVQ. In 2001/2002, 120
young people from years 10 and 11 were involved. 65 year 10 students continued into the
second year of the programme with 79 year 10 students starting in September 2002, making 147
students on the programme altogether, 79 at Salford College.
3.4.3 Public Service Agreement, Target 5.
Salford’s Strategic Information Unit has received £80,000 in pump priming money over 3 years,
“To increase the proportion of Year 11 school leavers going into further learning to 91% by
2005”.
Further learning is defined as an aggregate of the percentages of the Year 11 cohort remaining
within full-time education and work based training. The figure for 2001 was 73.3%.
A key issue identified by the Local Authority and Salford Lifelong Learning Partnership is the
need to share data relating to individual young people, essentially data transfer between Key
Stage 4 and Post 16.
This is essential to identify their needs and to design the way in which these needs can be met.
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It is critical to tracking students’ paths, thereby ensuring that all young people are included in
post-school opportunities.
The activities identified in this PSA target will form a fundamental building block in the
continued successful partnership between a wide range of stake-holding agencies, aimed at
tackling the social exclusion experienced by many school leavers. It will directly contribute to,
and enable the continued development of, a co-ordinated strategy to meet the needs of young
people.
The target will underpin the Area Wide Action Plan and the development of the Connexions
service in Salford. It will facilitate the achievement of many other goals in existing plans.
For example, the target will assist the Connexions Partnership in nurturing the potential of
young people through good advice and guidance, and in reducing the number of ‘lost’ school
leavers (those who fail to enter education, employment or training).
It will increase the ability of the Excellence Challenge initiative to continue the Excellence in
Cities programmes of additional support and study into further education and boost the numbers
entering Higher Education.
It will provide essential information that will inform the development of the 14-19 curriculum.
It will assist the development of clear progression routes between learning stages – school,
college, work-based learning, and university.
It will increase the ability of the LSC and its partners to successfully influence the provision of
post-16 education, employment, and structured work-based learning.
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4.
EXAMPLES FROM OTHER LOCAL AUTHORITIES
Visits were undertaken to Tameside, Knowsley and Blackburn with Darwin. Information
was collected from Middlesborough, Birmingham and Wolverhampton (The Deansfield
Experience).
The circumstances of each authority varied significantly according to factors such as: - physical
size; the number of schools and colleges; whether or not schools were 11 – 16, 11 – 18, or a
combination of the two; the level of deprivation; whether an Area Wide Inspection had taken
place, and so on. Consequently no one model for development is appropriate for Salford, but all
have ideas to offer for adoption or adaptation.
4.1
In Tameside an LEA wide conference was held in June 2002 at which the schools and
Tameside College had audited the range of inter school and Post 16 collaboration. Groups have
been established to promote partnership between Principals / Heads of Colleges, High Schools
and High Schools with Sixth Forms. I am grateful to Barry Wilson and Lucy Davies from
Tameside whose notes on Birmingham’s provision have been summarised below.
4.2
In Blackburn with Darwin there are nine 11 – 16 High Schools, one 11 – 18 High School, a
Special High School, and Blackburn College. The High Schools are part of the EiC initiative.
There is a local steering group with around 30 representatives from all schools, colleges,
training providers, Connexions, Youth Service and the LSC. This group has a practical focus.
Among the activities taking place within the area there are: The Year 11 Project, that has taken the thirty most disaffected pupils off their own schools’ rolls
and placed them on the college roll for 5 days per week.
The Learning to Work Project, that has allowed for 5 or 6 students from each school to spend 2
days each week in college (subsidised by a grant from the ESF) and one day on a work
placement and 1 day on a work placement organised by the local education business
partnership. As a result of the subsidy, the total cost is £89 per student for 36 weeks.
All but two schools are offering Applied GCSEs, supported through Increased Flexibilities
Funding. The aim is to use one examination board (AQA) for all, except Manufacturing, to
enable cost effective training to be provided by the Board using the college premises as a centre.
Students can therefore more easily transfer between schools or join classes in other schools if
necessary.
Students attend school for one Applied GCSE Session and the College for the second, held as a
twilight session between 4 and 6pm.
This arrangement, which is not uncommon, raises all kinds of interesting questions to do with
repaying to students what may be perceived as additional time as well as issues to do with
attendance and registration.
The two-week Work Experience is organised by the East Lancashire EBP, freeing up valuable
time within schools for related vocational activities.
4.3
In Knowsley following the Area Wide Inspection, 14 – 19 became a principal focus for
development. This has led to the establishment of the Knowsley 14 - 19 Collegiate.
The Collegiate is supported by its stakeholders. The stakeholders include the Education and
Lifelong Learning Departments, Schools, Knowsley Community College, Greater Merseyside
Connexions, Knowsley Compact, and the Greater Merseyside Learning and Skills Council.
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The Collegiate’s approach consists of the following four strands: - An Enhanced Curriculum; A
Coherent Delivery Mechanism; Innovative Vocational and Learning Centres; and a Virtual
Learning Environment.
Each Knowsley student is entitled to:  A core curriculum including English and Maths
 Support, guidance and mentoring
 A progress file
 A personal development programme
 Access to high quality work related learning or work experience
 Independent learning skills including the effective use of ICT
 Access to on-line learning
Management of the Collegiate is overseen by the Governors’ Forum. A Professor from
Liverpool Hope University is the chairman of the forum.
From the beginning of October 2002 the Chairman of Education will become the Chairman of
an executive management group comprising each of the five major stakeholders.
Each one of these stakeholders will in turn Chair one of five project task groups: - Curriculum;
The Vocational Skill Centre; E Learning; Employer Liaison; and, Student Entitlement.
Each task group will have an action plan with targets.
In setting up this collaborative management structure with its own system of governance,
control of 14 – 19 education has effectively passed from the LEA to the Collegiate.
4.4
In Birmingham there are 96 high schools across the city. The schools are already established
into six partnership groups and have a history of working together.
The schools were invited to organise into workable clusters, each containing no more than 6
schools, and to present strategies to show productive and creative ways of delivering the 14 – 19
curriculum. Three such groups have been accepted in the first round.
For example the “Oaks Collegiate Academy” includes a Beacon School, 3 schools that had been
identified as in serious weaknesses, a special school and one other. To date the schools had:  Helped one another to apply for specialist status
 Agreed common INSET days for the cluster
 Held common Inset activities each Wednesday after school
 Developed an ICT intranet to share on-line learning and materials
 Organised common twilight and daytime sessions for students working on extension
activities
 Sold the benefits of the cluster to the parents. All children access the facilities of the
Collegiate.
 Attracted staff that may wish to gain from the benefits of teaching in more than one
school.
4.5
In Wolverhampton the Authority appointed a Post 16 Coordinator in 1999 and a Strategic
14 - 19 Coordinator in 2001.
Helen Singh, the Head teacher at Deansfield High School within the Wolverhampton
Authority, has spoken on several occasions to Salford audiences about her transformational
work that has capitalised on the 14 – 19 opportunities now available.
The school is in an area characterised by high levels of deprivation as measured by Free School
Meals, SEN, surplus places and pupil mobility. The school is no longer in special measures and
can now boast a wide range of academic and other achievements.
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Helen describes the challenge as the need:  To accept the primacy of the needs of the learner
 To provide each student with high quality impartial advice
 To develop a Lifelong Learning Culture
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Her strategy has been to protect the core entitlement of 5 GCSEs, provide an Extended core of 2
GCSEs, and Guidance blocks of 2 GCSEs plus an Alternative Curriculum for around 26
disaffected or disengaged pupils.
The Alternative Curriculum “---is not about getting out your worst children” but it is about:  Raising levels of attainment through high quality alternative styles of learning
 Providing a positive learning experience for those whose interests and needs are not
fully met by the National Curriculum
College based NVQ course are timetabled against two of the Guidance blocks on 2 half days,
(two lots of three lessons out of thirty), and the third Guidance block, (six lessons out of thirty),
is for Applied GCSEs which are taken by everyone. This six-lesson block is, or is to be,
timetabled at the same time across the City.
4.6
In Summary
Local authorities have responded in a whole variety of ways to the Governments 14 – 19
Agenda, as described in “extending opportunities, raising standards”, and to the increased
flexibility provided within the national curriculum framework, both prompted by perceptions
about the role of education in responding to the economic and social demands of the country.
This is exemplified through the need to meet skill shortages, the desire to increase and maintain
economic competitiveness and the apparent disaffection with learning provision exhibited by a
significant minority of the current school population.
Developments in Salford are at least equal to developments elsewhere in the country. We were
delighted that this was recognised by the invitation to submit a Pathfinder Proposal. Our current
provision and plans for future development is clearly summarised in the Pathfinder Proposal
(see Appendix One). Appendix Three summarises all the Vocational Activity taking place as of
September 2002 within our area.
In taking forward the 14 – 19 development work within Salford the following draft policy
statement is proposed for consideration. I am grateful to Terry Wood at Blackburn with Darwin
for sharing a model which has been adapted to our context.
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5.
A DRAFT SALFORD POLICY FOR 14-19 YEAR OLDS
5.1
A Proposal
Salford Local Authority, the Directorate of Education & Leisure and its partners will cooperate
fully to enhance and take forward the further establishment of good professional networking, to
promote the learning opportunities of all our pupils and students, increase motivation and
encourage participation in full time and lifelong learning. We will:  Work together collaboratively and sensitively through the Salford Lifelong Learning
Partnership and the 14 – 19 Participation Group, in conjunction with the High Schools
(including Special High Schools), Sixth Form and Further Education Colleges, Higher
Education Institutions, Employers, Training Providers, Connexions Salford, the Local
Learning and Skills Council Greater Manchester, and Salford Business Education
Partnership.
 Ensure the spread of excellence, appropriate curriculum and a broad range of opportunities
through optimum flexibility, enabling Salford pupils to equal and exceed the standards of
the country’s best
 Plan and monitor the success of this initiative through consultation with students and their
parents in addition to those listed above.
 Be sensitive to and monitor carefully the take up, involvement and impact upon students,
according to ethnic background and gender.
 Enable all the partners in this endeavour to continue to work together effectively by
ensuring transparent decision making and providing clear information about potential
funding sources, funding streams and purposes.
5.2
Underlying principles
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The school will retain responsibility for all students on work, vocational centre, or college
placement
Vocational programmes that respond to the needs of students will be explored and
developed
Students and their parents/guardians will be consulted during the formulation of vocational
curriculum provision
Schools will promote with teachers, students and parents parity of esteem for all vocational
curriculum provision
A guidance programme during Year 9 will be an integral part of a vocational curriculum
package offered to each student
The RoA / Progress File will be a key document in recording and reviewing progress
Rights and responsibilities will be set out formally in a student, parent, school agreement
where the vocational provision includes significant time on Vocational Centre, College or
Work premises
Each student with significant off site provision will have an identified adult mentor within
school who will regularly monitor progress against the ILP
The 14 – 19 Participation Group will monitor, revise and evaluate developments and
disseminate good practice
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5.3
Core Curriculum Entitlement
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All KS4 students should have access to a curriculum that prepares them for adult working
life and meets their developmental needs
All schools, and other partners involved with KS4 students, should be committed to using
the increased flexibilities set out in the revised national curriculum framework.
All schools should provide a structured Year 9 guidance programme for induction to KS 4
Tuition in Key Skills – Communication, Application of Number and Information
Technology, should be seen as a minimum entitlement
The school should provide the opportunity to develop personal, social and vocational skills
through a range of programmes or experiences
Entry for a minimum of 2? GCSEs or equivalent (including English and Maths?)
All accreditation to be based on Section 96 of the Learning& Skills Act 2000.
(See www.dfes.gov.uk/section96)
Identification of a home base school with responsibility for any student on an out of school
placement
Differentiated curriculum provision between Yr10 & Yr 11 to enable non age related
accreditation
Enhanced work experience opportunities with careers advice guidance to ensure progression
/ continuity Post 16
6.
FUNDING SOURCES.
Funding Sources (see Appendix x)
See Appendix 6
7.
ACTION POINTS AND RECOMMENDATIONS
See Appendix 7
Nigel Harrop
14 – 19 Developments Coordinator
October 2002
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