Feasibility Study for the Future Delivery Of

Leadership for excellence

in education and training

Feasibility study for the future delivery of

post-16 education and training in Wrexham

Executive Summary

Background to the study

The feasibility study was undertaken by Optima Learning, commissioned by Wrexham County Borough Council’s Learning Partnership Board and funded by the Welsh Assembly Government.

The aim of the study was to analyse the current pattern of provision in the light of future demands and to consider what changes will be needed to increase participation in education and training and to raise standards of educational achievement. In doing so, the key consideration was how best to provide all learners with an expanded choice of pathways and subject courses in line with the WAG’s guidance on 14-19 Learning Pathways andthe requirements of the Learning and Skills (Wales) Measure 2009.

The study focuses on four possible models of collaborative provision to inform Wrexham’s response to the WAG’s transformation agenda. The evaluation of these optionsalso takes account of quality, financial and efficiency issues and the potential gains and possible losses from any changes that are proposed and their impact on learners and organisations.

With agreement of the LAs in Wrexham and Denbighshire, the options for post-16 include consideration of the curriculum and numbers of sixth form learners attending 11-18 schools in south Wrexham and the DeeValley including Llangollen, as well as the tertiary provision made by YaleCollege and other providers.

The study also considers strategies for expanding Welsh medium and bilingual provision and for achieving greater continuity of faith-based provision for post-16 learners

The research and consultation work was carried out between February and May 2009 and included meetings and discussions with over 30 key providers and stakeholders involved in 14-19 education and training.

Optima consultants also met with groups of young people in the 11-18 schools, YaleCollege and St Joseph’s Catholic and AnglicanHigh School to discuss the basis for their curriculum choices and to gather views about their learning experiences in school and college and how the pathways available to them might be developed to provide further choices in the future.

Profile of provision

In 2008, nearly 60% of Year 11 learners from Wrexham schools progressed to Further Education, mainly to YaleCollege. About 15% returned to sixth forms to follow either English or Welsh medium courses. With one or two exceptions, the role of school sixth forms is concentrated on meeting the needs of students at Level 3 (AS and A2 Level courses). As well as general and applied Advanced Level courses, a wide range of vocational and other pathways at Entry Level, Level1 and Level 2 is available for learners in Yale College and through work-based learning routes with local training providers. There is also a variety of progression opportunities for learners with ALN.

There is evidence of uneven participation and drop-out by Year 11 and Year 12 learners,a significant number of whom make unhelpful changes of direction. The profile of current provision suggests a need for development to ensure that learners achieve smooth progression from KS4 to post-16, that subject courses meet their needs and interests appropriately and that learning opportunities result in the achievement of meaningful qualifications.

Rationale for change

The study presents an analysis of current educational outcomes. Data on the achievement and destinations of Year 11 school leavers show uneven attainment across schools, lower than average rates for the proportion of young people staying on in full-time education and training and a relatively high proportion not involved in education, training or employment.

Analysis of the subjects currently taught in school sixth forms shows that learners do not have an equal entitlement and the choices available to them do not meet the requirements of the Learning and Skills Measure. There are many small classes that are uneconomic to deliver, especially in Year 13 when the majority of students drop from 4 AS subjects to 3 A2 courses.

At Key Stage 4, there is well developed collaboration between the schools and YaleCollege to provide additional subjects and vocational qualifications. While the 14-19 Network has also supported post-16 collaboration between schools, and between schools and YaleCollege, this has been in a limited range of subjects and has not so far been effective in broadening the take-up of vocational courses.

Feedback from Learners

The learners interviewed in the focus groups were overwhelmingly positive about the opportunities and quality of teaching they receive in school and college. Most choose to continue their studies in school or in college because they like the institution concerned, rather than because of the subjects available. However, about a quarter to a third of sixth form students had compromised in terms of their initial subject choices and combinations. Others thought they might have considered studying other subjects if these had been available.Manystudents felt that particular individuals were better suited to the ethos and environment provided by either the sixth form orthe college. School students valued the continuity of relationships and close level of support they received: college students valued the emphasis on developing independence and the approachability of staff.While some students were cautious about the benefits of collaboration, a similar number indicated a willingness to travel to another school or campus in order to gain a wider choice of subjects and combinations.

Value for money

The study includes an analysis of current and future costs of sixth form provision. This is based on current DCELLS funding allocations for post-16, average teacher salaries and conservative estimates of the teaching contact hours required to deliver AS and A2 subject courses. This shows that the current cost of sixth form provision is high and does not provide sufficient value for money. The pattern of provision made by individual sixth forms is not sustainable without a significant increase in the level of collaboration between providers.

Consultation with providers and stakeholders resulted in four possible options for the future delivery of English medium post-16 provision and recommended strategies for the expansion of Welsh medium and faith based learning.

Option 1 (sixth form consortium)

Maintain sixth forms in the existing 11-18 schools with greatly expanded collaboration between the schools, and between the schools and YaleCollege.The consortium partners would continue to deliver viable courses in-house and become specialist centres for the delivery of collaborative provision.

This option would provide sixth form learners with a broader choice of subjects taught in more cost effective groups in most but not all subjects. It depends on a high level of collaboration between the schools and would involve a greater degree of travelling by students between sites than at present. The chief advantages of the model are low capital costs, minimal disruption and political acceptability. However, the model does not offer sufficient value for money. The potential advantages are insufficient to achieve the wished for benefits in terms of access and opportunity for learners to meet the requirements of the Learning and Skills Measure.

Option 2 (sixth form centre, plus home-based provision)

Establish combined sixth form provision for the south Wrexham area schools. Provision would be based partly in the participating schools, for viable groups in specialist subject areas, and partly in a sixth form centre and in YaleCollege.

This option seeks to combine some of the key advantages of sixth form and tertiary provision which might recommend it to the participating schools. Learners and parents would benefit from continuity of relationships with their base schools, while enjoying considerably enhanced subject choice. The increased cost effectiveness of provision would release funds to expand subject choices in line with the Learning and Skills Measure, to cover travelling costs and make some contribution to the capital cost of extending and adapting accommodation at an existing secondary school to serve as a sixth form centre. The co-location of the ‘centre’ with an existing school would remove surplus secondary places and significantly reduce overall running costs at the shared site. Nevertheless, it is likely that there will be some capital costs involved in adapting the available accommodation for dual use as an 11-16 school and shared sixth form centre. There will need to be effective management of the shared provision by the partner schools and YaleCollege and a suitable structure will need to be put in place to agree, implement and quality assure the collaborative element of provision.

Option 3 (sixth form centre)

Establish combined sixth form provision for the south Wrexham area schools on a single site, governed and managed through formal collaborative arrangements. The majority of AS/A2 provision would be taught by existing school staff, working in specialist teams, with additional general and applied options taught by staff from YaleCollege.

To be viable, a sixth form centre would need to provide teaching for some 400 sixth form students and thus include the current Year 12 and 13 cohorts from Maelor, Rhiwabon and Dinas Bran. While this would initially be unpopular with the three schools concerned, it does offers the possibility of joint ownership of the provision and for continuing links between sixth form students and their home schools through pastoral relationships, WBQ and continued participation in elective and extra-curricular activities.

The centre might provide a convenient additional base for some Welsh medium and bilingual provision. It would increase capacity for learners following Level 1 and Level 2 qualifications, including those progressing from Enrichment and Enrichment Plus courses - alongside provision offered currently by St Christopher’s School, YaleCollege and a range of other training and work placements. There is no funding for a separate capital building project. A sixth form centre would therefore need to be located centrally in an existing school building. Closing an existing secondary school would be politically sensitive and is a complex and potentially lengthy process.

Option 4

Deliver FT English medium post-16 education through full tertiary arrangements and re-designate schools with sixth forms as 11-16 schools.

This appears to be the simplest and most cost effective solution, offering the widest choice and common entitlement to the largest number of learners. The option provides an opportunity for the full integration of provision on the current YaleCollege campuses with expansion in designated subject areas through the development of the proposed Wrexham Skills Centre. The already sound case for the Skills Centre would be significantly strengthened by the need to cater for the additional full-time learners from the existing sixth forms.

The most serious drawback to the option is the potential political unacceptability of eliminating the choice of sixth form education within the county borough. Current sixth form students, their parents and school governing bodies all place a high value on the distinctive ethos of sixth form education and the support this provides for learners for whom this is the preferred option. Given the geographical location of the schools concerned, this might well leave schools vulnerable to losing more pupils to 11-18 schools in other English and Welsh local authorities.

Expansion of Welsh medium provision

With all four options, increased Welsh medium and bilingual provision would be achieved through a multi-stranded approach, including significantly enhanced collaboration and partnership with YaleCollege.

Key features of the strategy include closer partnerships with other Welsh medium providers, expansion of Welsh medium and bilingual provision at YaleCollege and increased use of e-learning to link with the wider Welsh medium Network across north Wales.

Post-16 faith-based learning

In order to realise the legitimate aspirations of the faith-based learning communities in Wrexham to make a distinctive contribution to post-16 provision, St Joseph’s Catholic and AnglicanHigh School, YaleCollege and representatives of the two diocesan authorities should initiate discussions with a view to establishing a formal partnership.

Key elements of provision include: strengthened chaplaincy in place in Yale College; development of a multi-faith chapel providing a calendar of opportunities for worship; involvement of St Joseph’s staff to teach Theology and to act as group tutors for students transferring from St Joseph’s HS; and continuing contact with the school through elective and extra-curricular activities, volunteering and community-based work.

Conclusion

All four English medium options provide a way of increasing opportunities for learners and achieving greater flexibility and choice of subject courses in ways that provide significantly increased value for money. The study examines a number of critical success factors, including cross border issues, progression from Key Stage 4, and the cost effectiveness of the options. It concludes that the weight of advantage lies with Option 2 and Option 4.

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