Essential initial steps
The following is merely a guide indicating some essential initial steps to be taken when negotiating and setting up programmes. Small misunderstanding in the early stages could lead to considerable problems at implementation.
Defining Clearly your Aims
Before any initial approaches are made to local colleges, training providers or businesses, it is crucial to be clear about your project aims. Aims must clearly be in the interests of pupils, and then shared by both parties if the initiative is to be successful.
Defined aims must work in reality and there must be real commitment to them. Schools who are models of good practice go out of their way to monitor, track and support students on Link programmes. They are also likely to celebrate the success of students with displays, awards etc. College and other providers have important roles too.
Partners must be jointly committed to agreed aims and it is important that senior staff are involved in the monitoring and evaluating process. Agreed aims should lead to clear and measurable targets, only by this means can the project effectiveness be judged. Aims might include:
- To raise attainment levels (specific?)
- To increase skills and knowledge
- To improve attendance rates (specific)
- To enhance progression opportunities (target figures)
Defining your Outcomes
Outcomes will clearly be influenced by aims. Outcomes must be measurable and related to the Government Increased flexibility targets; the achievement of nationally recognised qualifications (as per section 96), improved attendance and enhanced progression rates into learning post-16.
Targets and milestones can be set for individuals for each of these. Both partners need to reach clear agreement on outcomes and share the responsibility of monitoring and measuring them.
Approaching Potential Partners
Initial approaches to potential partners are crucial. It is hoped that this publication will help schools and advisers in that initial step.
What are the initial key questions?
- Do they offer suitable provision and experience for the intended group/student?
- What is the quality and reputation of provision?
- Who are the key contacts and who else needs to be involved?
- What is the cost implication?
- What about transport arrangement and timetable logistics?
- What is in place on Duty of Care and Health and Safety issues? Are all partners clear?
- When is there a need to involve parents in the discussion?
- Can we work well with them?
Forward Planning & Calendar Arrangements
It is highly likely that partners may have different lengths of day, teaching sessions, academic calendar and vacation times. Consideration of the effect of longer sessions and later finishes for pupils must be taken into account and discussed. Schools will of course need to make provision for groups of students when they are not in college. Some schools may have a dedicated teacher to a group taught off site. Colleges will need to consider other aspects, e.g. how often may pupils be missing due to involvement in events at school. Clearly a communication system will need to be set up.
Partners will need to have contingency arrangements in the event of staff absence, both periodic, short term and long term absence. Partner responsibility in these cases will need to be considered.
Timetable Issues
One of the major constraints in developing collaborative flexibility programmes across the borough is of course timetabling. One note of caution on a common timetabling block for example across the authority would be that it would reduce the capacity for local colleges to something like 20% of current delivery, since all programmes would be condensed into a singe day. It is important in the mean time for schools, colleges and other providers to approach timetabling as flexibly as possible, with willingness to compromise.
Working within Collaborative Clusters
Schools may wish to negotiate with neighbourhood schools regarding the delivery of a subject area though a `collaboration' or `cluster'.
Pupils may need to be brought together in a school or neutral venue.
