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Traineeship Staff Support Programme (TSSP)

Join us at Cambridge Regional College for a full agenda covering project overview, partner feedback, action planning, and more. The TSSP Programme aims to improve the quality of traineeship delivery. Learn, share, and contribute!

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Traineeship Staff Support Programme (TSSP)

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  1. Traineeship Staff Support Programme (TSSP) Welcome! Cambridge Regional College, Cambridge 28th April 2014

  2. AGENDA10am – 1pm (followed by lunch) • Project Overview - Aims/objectives/outcomes • Partner feedback (Homework task) • Issues arising from the feedback • Action planning: • - provider development plan to improve own delivery • - contributing material for the ‘How to’ guide LUNCH

  3. Introductions • Name • Organisation • Role • Looking for ideas to help with …?

  4. TSSP Programme • The Education and Training Foundation/AELP bid • £715,000 funding in total – national project – 14 successful • Purpose - CPD, resources/materials to improve outcomes from traineeship programmes for learners and employers. • Strands: • 1. Quality of teaching (eg English and maths, Employability skills) • 2. Engaging with employers and work placements • 3. Robust initial assessment processes • 4. Quality of provision for learners from vulnerable and excluded groups • http://www.traineeship-staff-support.co.uk/

  5. Our project- Transition from Functional Skills to GCSE English and Maths Aim: to increase the scale of traineeship delivery in the East of England and to improve the quality of teaching with a focus on English and Maths, employability and basic occupational skills. In doing this we will concentrates, in the main, on developing trainers and assessors to deliver English and Maths with a focus on GCSEs.

  6. Structure of project • Runs from April – July 2014 • CRC lead provider • ACER project management • 3 partner groupings – 6 partners • Groupings – • Business Managers/Employer Engagement/WBL • English Specialists • Maths Specialists • 5 Workshops • 1-2-1 support • Dissemination event • Production of two good practice ‘How to’ Guides

  7. Workshop 3 – Offering Support with maths Objectives to: • provide you with an opportunity to share your experiences of delivering maths support on Traineeships • gather examples of good practice for collation in a set of a 'How to' guide • identify areas of programme delivery in which you or your staff might like to have support through the project

  8. Background – political landscape Wolf report - recommendations for successful progression into labour market and into higher level education and training. Study Programmes principles - should include a mix of qualification-led and non-qualification activity. Expectation that students: • Take at least one qualification of substantial size with rigorous assessment and good progression opportunities • Be engaged in either support activity eg tutorial time, study skills and particularly for low attaining students, personal and social development • Engage in meaningful work experience, as appropriate, to meet their needs and ambitions • Continue with English and maths if they have not achieved GCSE A*-C at age 16. • DfE project - started June- finish October 2013

  9. Review of Apprenticeships by Doug Richard - Core Principles • Employer defined, led and owned • Apprenticeships aimed at new people in new jobs • Outcome focused - what apprentices should know, and be able to do, at the end of the apprenticeship • Link to professional registration • Level 2 in English and maths before completion • Independent, end-point, synoptic and graded assessment • Encourage diversity and innovation • Purchasing power lies with employers

  10. Review of adult vocational qualifications system- Nigel Whitehead, BAE Systems • Qualifications to be more clearly based on the needs of employers and individuals • Regulatory, funding and accountability arrangements designed to deliver training and qualifications which clearly lead to progression into a job or further study • Employer ownership of occupational standards and qualifications • Design and assessment of qualifications should reflect the best research and international practice • Priority for action: To identify those qualifications in maths and English which best enable adult learners to progress to GCSE standard. (Reform of GCSEs planned for Sept 2015)

  11. Traineeship programmes - Learner journey

  12. Partner provision Task – Homework - Partner feedback As a group: Identify issues arising from the feedback Agree tasks to be completed going forward

  13. Development Plan– Partner Template Action Planning • Identify effective practice/ resources/hyperlinks to key national resources/reports • Identify action for improvement

  14. Finally … Reminder: • Evaluation forms • Development plans to be agreed • Telecoms to be arranged Thank you for your contribution to this project.

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