Issue - meetings

This report presents York Learning’s self assessment report (SAR) for the academic year 2014/15.The self assessment report is part of the service’s quality improvement arrangements and is presented as part of the governance arrangements for the service.

Resolved:  That, subject to the agreed amendments, the Self Assessment Report and Quality Improvement Plan be approved.

Reason:     To strengthen the service’s governance arrangements in light of Ofsted requirements.

The Executive Member gave consideration to a report which presented York Learning’s self assessment report (SAR) for the academic year 2014/15.  The self assessment report formed part of the service’s quality improvement arrangements and was presented as part of the governance arrangements for the service.

Officers stated that, having recently participated in a peer challenge process, and having reflected further on the draft self assessment form, it was proposed that some of the provisional judgement gradings be amended as follows:

·        Effectiveness of leadership and management across all areas – Grade 3 (requires improvement)

·        16-18 Foundation Learning outcomes for learners – Grade 4 (inadequate)

·        Apprenticeship outcomes – Grade 4 (inadequate)

Officers stated that the revised judgements reflected the new inspection regime and the outcomes that learners had achieved.  Plans were in place to address and improve performance in these areas and this was already taking place.  They believed that the service could demonstrate that it had the capacity to improve.

The Executive Member questioned officers on the following issues:

·        Referring to paragraph 9 of the report, officers were questioned about the increase in the number of learners on full-time courses rather than part-time courses and were asked if this excluded those who may not be able to attend on a full-time basis.  Officers stated that full-time attendance gave better outcomes and enabled the service to offer work experience as part of the programme.  Full-time provision also enabled the service to better secure funding.  A full assessment of the young person’s needs was carried out when determining the most appropriate provision for them.   Legislation did, however, require young people to be in full time education until they were seventeen years old.  The service was still able to offer traineeships to those for whom full-time courses were not suitable.

·        The Executive Member questioned officers about the significant challenge for some learners in achieving an English and Maths qualification at grade C.  Officers gave details of the functional skills qualifications that were also available and the work that was taking place to redesign the curriculum to take a more project based approach.

·        Referring to the reference in the report that there was some teaching where no improvements had been demonstrated, the Executive Member asked officers how this issue was being addressed.  Officers outlined the procedures that were in place and stated that this issue was only in respect of one or two classes.

·        Referring to 16-18 Foundation Learning, the Executive Member noted the references in the areas for improvement to a disproportionate emphasis on the final assessment and to the fact that only 25% of learners achieved a positive progression outcome.  Officers were asked how the service ensured that it recognised and supported learners’ other needs as well as focussing on achievement.   Officers stated that they worked closely with agencies such as Connexions and they also signposted learners to other relevant providers.  Staff were very aware of the need to ensure that learners received appropriate social and emotional support to enable them to achieve  ...  view the full minutes text for item 24