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Strategic Aim for
2024/25
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Link
to local / National Skills Priority
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Actions
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Targets
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Aug
25 Progress/comments
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A.
Increase participation and engagement in progression-based packages
of learning
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Local
– engagement and participation; recruitment to target
sectors.
Regional –
Widen access and participation; unlock progression pathways and
underutilised talent; develop flexible provision.
National –
progression into bootcamps, Free courses for jobs (FCFJ),
apprenticeships
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1.
Develop
curriculum models that clearly link learning opportunities to job
role in priority sectors with at least one pathway by sector area
in place by January 2025
2.
Provide wider range of learner touchpoints through on-demand,
blended, hybrid and face to face interactions linked to each
pathway with a pilot approach available by January 2025
3.
Develop curriculum models that clearly link learning opportunities
to job role in priority sectors with at least one pathway by sector
area in place by January 2025
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1.
Increase
participation in IAG linked multi-programme internal progression
from 45% to 60%.
Increase
progression into provision in:
·
Wider
FE/HE (from 10% to 15%)
·
Bootcamps (23/24
course completion was 64% target for 24/25 70%)
·
Level
3 learning ‘Free courses for Jobs’ into
employment/self- employment /promotion from 94% to
95%
·
Percentage of
Apprentices remaining in sustained employment 58.6%
·
Progression into
employment from 50% to 70%
2.
All
curriculums have a strong blended and online offer alongside face
to face. Increase offer of online/hybrid learning
from
15% to 19%
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1.
Participation towards IAG has increased to 53% and is continuing to
be a focus.
·
Progression
into other FE/HE currently at 12% but enrolments for some learners
is still to come.
·
Bootcamp
provision delivered 87.5% course completion and half of those on
programme have been offered paid roles within the financial
sector..
·
Increased
participation into L3 courses - growth area Childcare /Adult
Care. Overhitting allocations by 104.6% with the DFE leading
to a bonus in funding.
·
99%
of apprentices that are completing retain sustained
employment.
·
Currently
at 33% have destination outcomes progressing into
employment.
2.
19% of the offer is reflective of hybrid, online,
blended
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B.
Develop curriculum pathways for adults finding mental wellbeing as
a barrier to engagement with learning and employment
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Local
- Increase the levels of independence in adults with disabilities
to gain technics and responsibility for health and
wellbeing.
Regional
– Widen access and participation;
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1.
Develop
a strand of tailored learning offer that engages with a group of
individuals that struggle to see themselves in learning or
employment due to health barriers.
2.
Develop
learning materials and support mechanisms.
3.
Pilot
programme to be up and running January 25 that recruits from JCP
and partners and from those who are at risk of dropping out of
programmes due to poor mental wellbeing.
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1.
Identify
what the programme will look like, target groups, partners
involved.
2.
Build
course content that has clear wellbeing and employment / skills
links.
3.
Progression
into wider learning or employment of 60% of the cohort.
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First
Steps was to train a group of managers and tutors in wellbeing and
supporting mental wellbeing.
1.
All managers and some teachers have all undertaken a level 2 Mental
Health first aid and Advocacy in the Workplace course.
2.
The wellbeing offer to staff and learners was developed starting
trials at Door 84 and parents in schools. The SEMH group have
developed a programme of courses and content for 25/26 which will
be funded via Trailblazers to support wellbeing whilst promoting
employment.
3.
This
is still early days as the offer hasn’t had clear referral
routes or funding to implement it fully.
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C.
Develop a curriculum pathway for adults with SEND to increase
participation and independence post EHCP
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Local
- Increase the levels of independence in adults with disabilities
to take personal responsibility for health and
wellbeing.
Regional
- Widen access and participation
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1.
Undertake
research with learners exiting provision managed by service post
EHCP to ascertain skills needs at end of 2023/24 academic
year.
2.
Discuss
with partners in education and SEND teams ongoing needs not
currently being met that would support independence and continued
employment in adult community by end of September 2025
3.
Investigate
key learning to inform on a curriculum offer
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1.
Secure
a route to research that is either free or externally
funded.
2.
Develop
a work plan with partners that has IAG pathways towards employment
skills development and learning plans.
3.
Look
to inform curriculum plans for 25/26
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1.
EHCP
review schedules done to implement triage appointments with ASC -
liaison with subs and Ruth Horner and initial pathway drafted out.
Lynne Johns will pull together data alongside Ruth on their mosaic
database to look at numbers of those not engaging and also
potentially cross reference with LAC activity
2.
Post
16 mapping and sufficiency project that links in with the
objectives on CYC valve agreements to understand changing needs of
the SEN demographic and to re examine current commissioning of
provision
3.
Survey with
providers of all post 16 provision in York completed. data from
Business Intelligance sent to analyse year 10 upwards for needs
analysis. - Results still to be analysed by team.
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D.
Develop a culture-based pride in place thematic family learning
offer
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Local
- Encourage families to work, learn and play together; Support
combined pride in and understanding of our wide and welcoming
common heritage; Work in spaces in communities to help them be more
useful and vibrant.
Regional –
Widen access and participation; unlock progression pathways and
underutilised talent.
National
– progression into bootcamps, FCFJ,
apprenticeships
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1.
Identify
key council leads on heritage and culture, in particular those
seeking to develop the young person culture passport.
2.
Support
working group to consider how this activity could support community
development whilst improving essential and transferable skills in
wider family members.
3.
Develop
learning materials and support sessions fundable as family learning
to support this activity
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1.
One
pilot targeting parents in a family
learning program offered within 2025,
depending on launch.
Progression into further/wider adult learning is at 45%
2.
4%
of that cohort with target IAG outcomes that lead to a national
priority objective stated in their ILP.
3.
Enable
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1.
Culture Pass not fully launched and therefore this objective is
still to come.
Current progression is 35% of
Family Learning learners progress into further learning from their
first engagement.
2-3.
These Targets are still related to culture pass which hasn’t
been active in this academic year.
However,
progression from Family Learning into wider learning activities
which is connected to National priority objectives or regional
related skills objectives is 23.2% (Digital, English, maths,
childcare, adult care)
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E.
Clearly developed and publicised pipeline progression programmes
into partner provision
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Local
and Regional - Widen access and participation; unlock progression
pathways and underutilised talent; develop flexible delivery
modes.
National –
progression into bootcamps, FCFJ, apprenticeships
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1.
Using
pipeline documents from Aim A identify key partner links to support
development of higher-level skills programmes.
2.
Work
with named partner to develop action plan for this
progression.
3.
Promote
this offer in line with action plan to incorporate flexible
delivery modes.
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1.
Programme
action plan in place by December 2024
2.
Targets
set for expected numbers and marketing plan in place in
2024-25
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1.
Action
plan implemented concentrated on specific areas of skills–
namely Digital, Childcare, Design, Accounting.
2. 5
Courses were created in following areas with clear progression
pathways which are connected to the FE provider as
follows:-
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Cyber
Security
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York
College
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Computer
Aided Design(CAD
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York
College
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Childcare
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Local
Employers/ York College, York St.John
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Textiles
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Degree
level course at York College
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Accounting
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Aspire
Accounting Academy
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Supporting
Children in Schools
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L2
Teaching Assistant York College
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A.
Our
next Skills Bootcamp (recruitment permitting) will be focussed on
Leadership and Management.
B. Working
with external partners on onboarding pathways for drone’s
courses at an accredited level.
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C.
Continue work to celebrate and embed essential and transferable
skills into the whole curriculum offer
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Local
– Improve essential skills.
Regional –
Embed Basic and Transferable Skills
National –
progression into bootcamps, FCFJ, apprenticeships
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1.
Review
ILP /RARPA or equivalent documentation to ensure transferable
skills development is captured by September 2024
2.
All
course planning documentation reviewed to ensure opportunities to
develop essential and transferable skills are
articulated
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1.
Percentage
of learners reporting awareness and relevance of transferable
skills to increase from 64% to 80%.
2.
Learners
being able to articulate Transferable skills
3.
Progression
into higher level essential skills increases from 25% to
65%
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1.
Reviews
show transferable skills clearly being articulated in classes and
is part of course paperwork. We have recorded an
overall increase to 71.26% of learners now exposed to and
understanding transferable skills.
2.
Classroom
visits have shown learners are able to articulate/reflect on how
their learning in the classroom supports them in other
ways.
3.
Current
progression data shows 75% of those progressing are going into
higher level learning against their starting points in essential
skills learning.
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D.
Maximise the economic potential of learners with ESOL needs
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Local
- allow people to take up better jobs that are better suited to
their skills, ambitions and aspirations and progress into the wider
economic infrastructure.
Regional –
Widen access and participation; unlock progression pathways and
underutilised talent; develop flexible provision.
National –
progression into bootcamps, FCFJ, apprenticeships
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1.
Carry
out needs analysis on ESOL and refugee cohorts completing summer
term 2024 to identify precursor trades, professions and
qualifications from home countries.
2.
Identify
patterns and trends and complete analysis by September.
3.
Develop
curriculum resources/pathways to aid transition of skills to UK
standards for delivery in March 2025
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1.
Report
on curriculum pathways ready for January 2025
2.
Resource
creation explored
with other partners for targeted
individuals with signposting to relevant skills/jobs February 2025
start.
3.
25%
of identified learners from ESOL successfully signposted onto
career related accredited courses (either with YL or suitable
partners) or relevant employers for employment.
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1.
Needs
Assessment revealed high number of ESOL learners have NO employment
history in home countries (24.2%), therefore basic employability
course identified. Industry backgrounds primarily identified
Business and Management (7.8%) and Social Care
(7.2%).
2.
There
has been an increase of ESOL learners into wider provision,
(Bookkeeping, Digital, Textiles, Health & social care, Cooking)
but figures won’t be known until 25-26 enrolments.
In
response CPD training sessions for tutors in all curriculum areas
delivered in Spring 25. Work being developed within Digital Skills
& work-based learning to design offers more accessible for ESOL
learners.
3.
Accredited ‘Employability Skills’ courses delivered.
This qualification consists of four units: Building confidence and
self-esteem, Effective communication for work, Exploring job
opportunities & Rights and Responsibilities at work. Extra
industry-specific units can be taken after. This has been
invaluable to all learners.
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E.
Reduce levels of digital inequality that impact participation and
progression
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Regional –
Widen access and participation; unlock progression pathways and
underutilised talent; develop flexible provision.
National –
progression into bootcamps, FCFJ, apprenticeships
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1.
Roll
out digital engagement programme (community workshops) to 3 IMD
areas in York.
2.
Improve
progression rates from engagement to formal quals.
3.
Increase
the number of learners engaging with new tech such as VR/AR, aerial
technology
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1.
30
new learners engaged by April 2025
2.
30%
conversion rate from engagement to formal accredited IT
routes
3.
3
community groups in IMD areas accessing new technology by July
2025
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1.
Community
workshops rolled out in 2024-25 in Acomb/Clifton/Tang Hall/New
Earswick based on access to data/community group feedback about
what their service users are missing/how they are digitally
excluded. 28 new learners within this offer were recruited,
Overall Digital learners have increased from 445 to 502
learners
2.
42.6%
of learners have progressed into formal accredited IT routes.
25.7% of learners progressed into essential skills (English, maths)
and 20% went onto employability or vocational courses.
3.
Acomb/Clifton/Tang
Hall/New Earswick has all had new offer encouraging new access to
digital skills within targeted IMD areas.
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F.
Increase access to additional funding to support the ability to
meet targets above.
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Local
- allow people to take up better jobs that are better suited to
their skills, ambitions and aspirations and progress into the wider
economic infrastructure.
Local
- Increase the levels of independence in adults with disabilities
to take personal responsibility for health and
wellbeing.
Local
- Encourage families to work, learn and play together; Support
combined pride in and understanding of our wide and welcoming
common heritage; Work in spaces in communities to help them be more
useful and vibrant.
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1.
Seek
out funding opportunities to increase venue opportunities from CA,
LA and Central Government.
2.
Continue to
explore venue availability across the city.
3. Continue to
explore mayoral opportunities towards a Business Skills Centre to
support provision of entry pathways to higher levels in specific
skill sectors.
4.
Cross
council working to improve promotion of learning/employment
pathways for those with SEND.
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1.
Secure capital
funding and/or support to achieve venue aims and expansion of
provision into creating those entry pathways to higher level skills
needs.
2. Clearly identify
building needs and promote any possible locations with the teams to
explore further.
3. Strategic Manager
to report back on cross council working and any barriers to
that.
4. Prepare a
business case setting out the capital investment and benefits of a
skills premises for local and regional use.
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1. Additional
funding via MCA towards Tailored Learning Offer has been agreed
this academic year.
2. Building needs
analysis produced with help of drawings and various
discussions. Looking at various venue and building business
case being produced
3. Discussions with
senior leaders on involvement within growth plans relating to York
Central Plans for learning opportunities there.
4. Capital
investment secured via increase to Tailored Learning funding.
Business case being produced promoting opportunities for growth
including 16-18 offer.
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