To say that the consultants 4S have been selective in their analysis would be an understatement. Take a look at the information that we have managed to gather from various academic sources and government statistics. We have a duty to oppose these recommendations and ask searching questions of the Officers at the LEA who see this as their only way out of the terrible mess that they have managed to create over the last 10 years. The following are interesting articles and documents that put the S4 proposals into context:

KPMG 2002 - Now this really is a waste of Tax Payers Money! (added 21/03/05)

Puberty and the Age of Transfer

Putting the Truth First

Does reorganization lead to improved standards?

Comparing GCSE results with areas that have reorganised

Comparing progress since 1994 at GCSE and Key Stage 2 in areas that have reorganised with those that have not.

National Middle Schools' Forum

Research Paper No.2

Does reorganization lead to improved standards?

An examination of the evidence regarding the rate of improvement in standards in former three tier authorities that have reorganized, compared to that in authorities that have retained their middle school systems.

It is often asserted that abolishing middle schools, and moving to a transfer from primary to secondary schools at age 11, will lead to improved standards of achievement. Recently on the Isle of Wight the following list of authorities have been referred to as examples where reorganization has led to improved standards:

• Warwickshire
• Ealing
• Waltham Forest
• Surrey

These are all authorities that used to have 8 to 12 middle schools.

While standards have risen in these authorities, they have also been rising nationally.

In order to understand more clearly whether reorganization has led to better than might otherwise be expected improvements in standards this paper sets out to compare the improvements shown in these authorities with the improvements shown in systems where middle schools have been retained. In order to also include an authority with 9 to 13 middle schools I have also included Bradford.

The analysis looks at the available data at Key Stage 2 and Key Stage 4 using figures in the national performance tables.

Key Stage 4

Key Stage 4 performance figures are available from 1994 and so we can compare the improvement in achievement over the last 10 years in the authorities that have reorganised, compared with the improvement over the same period in authorities that have retained their middle school systems.

Source http://www.dfes.gov.uk/performancetables/index_archived.shtml

1. The 9 to 13 authorities which have retained their middle schools have all shown improvements, over the 10 year period, that are above the national average improvement.
2. The range of rates of improvement are broadly similar. The improvement shown by Ealing is perhaps better than in other authorities, but it starts from a relatively low base.

Key Stage 2

The first Key Stage 2 performance figures became available in 1996 and so in this case we can compare the improvement in performance over the last 8 years.

1. Once again there is very little to choose between the rates of improvement in the results of the authorities which reorganised and those which have retained their middle school systems.
2. The rates of improvement taken together in the two groups of authorities are broadly in line with the improvement nationally.

It would appear from the figures at both Key Stage 2 and Key Stage 4 that the improvements in achievement shown in the tables above are broadly similar in the two groups of authorities. Those authorities that have reorganised their middle schools systems do not show a marked difference in their rate of improvement of their results.

The authorities which have retained their middle school systems shows rates of improvement that are in line with or above that achieved overall nationally and are in line with those achieved in the group of authorities which reorganised.

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Source http://www.dfes.gov.uk/performancetables/index_archived.shtml

John Cannon, a Head of Department in a large urban comprehensive school on the mainland says that year 7 behaviour has got so bad that perhaps a return to the Middle School system would be an option to be considered.

In the two-tier system children are required to transfer from primary school to secondary school at age 11. This is usually a massive culture change and has led many secondary schools to introduce "zoning" for year 7 children to try and address the problems that have led to a steady deterioration in classroom behaviour. However, John Cannon believes that the use of "zoning" may miss the point somewhat.

He says that whilst it is true that many youngsters do mimic their older peers and that zoning addresses this problem, the main reason for year 7 "hell" is puberty and the age of transfer arriving at the same time.

Mr Cannon goes on to say "the argument also forgets that secondary schools are much larger than primary schools and that the pool of difficult disaffected pupils coming together in one place "goes nuclear" with the sudden surge of rebelliousness multiplied many times over."

The dip in year 7 performance at Key Stage 3 is often blamed on dull teaching and the transfer itself. Mr Cannon sees the more likely culprit to be hormones.

Another interesting point is that by zoning pupils in year 7 teachers are being forced to teach more than one subject (as they often have to in Middle Schools) which not something that most want to do. After all most became Secondary School teachers to specialise.

Mr Cannon suggests that: "perhaps somebody should carry out the ultimate experiment. Why not leave groups of 11 and 12 year olds in small primary schools and see if they stay sweet and pliable, being taught in one class room by one all purpose teacher? Sounds like an argument for bringing back middle schools to me…"

(source: TES 04/03/05, Seventh heaven without year 7 - Sounding Off)

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1. Standards achieved at age 11

   Looking at the country as a whole, the KS2 SAT results for 2002 show that there is very little difference between the proportions of pupils achieving Level 4 and above in middle schools and primary schools.

   	Middle Schools	Primary schools
   English	74%	75%
   Maths	69%	74%
   Science	87%	87%

   In Northumberland in 2003, however, the results show that achievement at KS2 is either in line with or slightly above the national averages:

    

   	Northumberland Middle Schools	National average
   English	75.2%	75%
   Maths	72.3%	73%
   Science	88%	87%

   Standards in Northumberland are in line with national expectations at age 11.

    

2. Progress from 11 to 14.

   Nationally it is clear that middle school pupils make better progress during Key Stage 3 than pupils in other forms of schooling. The national performance tables show that the value-added (or progress made) during KS3 is higher in middle school systems.

   These figures for 2003 are similar to

   Age of entry to secondary school	Average Value Added 2002	Average Value Added 2003
   11 (two tier)	99.8	99.8
   13 (three tier)	101.3	100.4

   (Source: 2002 and 2003 DFES performance tables)

   This better than average progress is also evident in the results for Northumberland schools. In 2003, for example, the percentage of pupils achieving Level 5 and above at age 14 was above the national average in all three subjects:

    

    

    

   	Northumberland Schools	All schools
   English	71%	69%
   Maths	74%	71%
   Science	71%	68%

   (Source: 2003 DFES performance tables)

   It has been argued by some in the past that transferring schools during a key stage hampers middle school pupils in Key Stage 3. These results show that far from being disadvantaged they make better progress than in other types of school.

   Middle school pupils make better progress during Key Stage 3 than pupils in other forms of schooling.

    

3. This improvement is sustained at KS4

   At the national level children in middle school systems do better at Key Stage 4. The proportion of pupils achieving 5 A* to C grades at GCSE is higher than in secondary schools with entry at age 11.

    

   Age of entry	Average Point Score	Average Value Added	% 5 A* - C
   11 (two tier)	34.6	99.1	51.7%
   13 (three tier)	35.4	99.1	53.0%
   National Average	34.8	-	52.9%

   (Source: 2003 DFES performance tables – excludes independent schools)

    

   In Northumberland, as nationally, pupils in three tier systems achieve higher results at Key Stage 4:

    

   Age of entry	Average Point Score	Average Value Added	% 5 A* - C
   Northumberland	35.4	99.2	54%
   National Average	34.8	-	52.9%

   (Source: 2003 DFES performance tables – excludes independent schools)

   Pupils in middle school systems achieve better results at GCSE than those in other forms of schooling - both in Northumberland and nationally.

    

4. What evidence is there for the assertion that standards would improve by changing to a two tier system?

Please click here for the full report:

KPMG 2002

We have looked at this excellent report, produced by real consultants and cannot fathom why the LEA ignored it. The only thing we can come up with is that it involved too much hard work.

All the green bits are ours and the blue is the KPMG report:

Contents

1 Introduction and Background 1

2 Executive Summary 4

1 Introduction and Background

This review and assessment of the Isle of Wight's post 14 educational and training needs was commissioned from the national post 16 education advisory team of KPMG by the Hampshire and Isle of Wight Learning and Skills Council (LLSC).

1.1 Background

The education and training on the Isle of Wight has been a cause for concern for some considerable time. The Isle of Wight College has required exceptional support since September 1998 and some of the Island's training providers have received a series of critical inspections. It was with this in mind that in July 2001 The Learning and Skills Council of Hampshire and the Isle of Wight commissioned Dr Terry Melia to perform a review of the Post -16 Education and Training on the Isle of Wight.

Dr Melia's report provided four options for further consideration and investigation the fourth of which was recommended by him, endorsed by a full meeting of the Local LSC on 7^th August and accepted by most the providers and stakeholders on the Island.

This option recommended that the LLSC work collaboratively with the Isle of Wight Council and the Local Education Authority (LEA) to develop a post -14 tertiary system that involves the high schools, the Isle of Wight College, the Island's training providers and learning and advice providers.

The report recognised that this option required a more detail analysis and it identified a number of issues, which the LLSC and LEA would need to address. It recommended the commissioning of a more in depth study of those issues as well as the establishment of a Task Group to monitor and control the study's progress and report back with recommendations to the LLSC and LEA.

Because of the serious concerns in respect to the quality in general of provision on the Island, and the extreme concerns as to the financial state of the College, it was decided that these studies would need to be carried out urgently. It is was original intended to commission this work so that the Chairman of the Task Group could report back to the LLSC and LEA on the 27^th November 2001. This was subsequently extended to recognise the scale of the task that needed to be undertaken, with the Chairman reporting back on 23 January 2002.

1.2 Aims and Objectives of the post-14 Review

The overall aim of this review, as identified in the project specification, was to inform and advise the LLSC on the best way to achieve and implement a unified and coherent strategy for education and training provision post-14 across the Island. In particular this required:

n a curriculum mapping exercise of all the Island's present post-14 education and training provision and an exploration of how provision might be located to allow the establishment of cost-effective group sizes, whilst protecting minority provision. In undertaking this exercise, recognition has been given to the current integration of the post 14 provision to that available pre-14 from the same provider eg the 13-18 portfolio provided by the Island's upper schools;

n a review of the Island's post-14 education and training estate, including its fitness for purpose, location and scope for rationalisation;

n an assessment of the performance of the Island's education and training institutions including in student retention and achievement, funding and their arrangements for strategic planning;

n a review of the role of employers in the provision of post-16 education and training.

In addition the study was required to:

n Provide an analysis and forecast of future demand (volumes and patterns)

n Provide strategic options and recommendations, with milestones, target and timetables for future action.

n The specification requested analyses of provision and participation in key education and training sub-sections including: school post 14; further education; higher education; work based learning; adult and community learning; information, UfI; advice and guidance services; and, Employment Service provision

1.3 Review Methodology

The review has involved extensive data collection on both the demand for and the supply of post 14 education and training provision across the Island.

In addition, interviews have been held with all the providers of post 14 education and training on the Isle of Wight, namely 5 maintained schools and one private school, the further education college; private training providers both on and off the Island, adult and community education providers, the Hampshire and Isle of Wight Learning Hub, and the Employment Service. These interviews were conducted so as to ascertain information and perceptions on a comparative basis, for all providers.

Key stakeholders have also been interviewed through their representatives, to ascertain their perceptions and beliefs about the present pattern and profile of 14 plus provision and also about how greater focus and coherence of that provision might be achieved in the future. A list of all the organisations whose representatives agreed to participate in the interviews as part of this review, is also included in Appendix 23.

An analysis of the present market and forecast of future demand for post 14 provision has been provided in Chapter 3 of this report.

On the basis both of the desk data obtained and the interview findings, an in depth analysis has been undertaken in order to provide an evaluation of the current post 14 provision, at course and programme level. Wherever possible the provision has been analysed in relation in terms of its uptake, students' retention and completion and their subsequent attainments. Analysis has also been undertaken in terms of the provision's quality against national benchmarks and instances where there is significant duplication of provision. The outcomes of these analyses and an evaluative commentary are contained within Chapter 4 of this report. The data used to analyse the current provision pattern and profile, in these terms, is contained within Appendices 1- 4, 9, 11-20, and 22.

The generic perceptions of the various specific sub-sectors of learning providers and those of key stakeholders have been summarised in Chapter 5 of the report. These perceptions have been recorded, particularly in relation to the opportunities for, and perceived barriers to, greater collaboration between particular providers.

Chapter 6 reports on the evaluation of the schools and college estates based on visits and analysis of current accommodation strategies. Visits were also made to all of the private training providers in this context.

Chapter 7 of the review provides an evaluation of identified options as to the optimum strategy to be adopted by the LLSC with its partners, in order to provide a more coherent, unified and efficient pattern of 14 plus provision across the Island, over the next 5 years.

Chapter 8 of the review provides conclusions and recommendations as to the key actions that need to be taken in order to achieve the strategy in the future.

1.4 Confidentiality

This report is strictly confidential and has been prepared for the Hampshire and Isle of Wight Learning and Skills Council.

It should not be distributed to third parties without the express permission of KPMG.

1.5 Acknowledgements

We would wish to take this opportunity to thank everyone who contributed to the completion of this study, either by making themselves available for interview and/or by the supply of accurate and comprehensive data from a variety of sources including from the LEA, the LSC locally, the College, the High Schools, the Connexions Service, the Isle of Wight Partnership, the Employment Service, the Hampshire and Isle of Wight Learning Hub, and from other interested stakeholders.. We recognise that this exercise was undertaken at a busy time for all concerned and are grateful for the co-operation and openness of the contributors.

2 Executive Summary

2.1 Introduction

The executive summary extracts the key messages that are contained in the full report. It provides a summary of the content and conclusions from the main report but it does not attempt to carry all the discussion or argument contained within the main document. The executive summary is presented under the same chapter headings as the main report.

2.2 Assessing Demand for Post 14 education and Training

The Isle of Wight has a population of around 125,000 of which just 40,500 are in employment The island has the lowest GDP per head in the SE region, and indeed, with the exception of Mid Glamorgan, the lowest in the entire UK. The impact of this manifests itself on the island in the form of high levels of socio-economic deprivation. The unemployment situation is the worst in the south east of England, and of the island's 33 wards, many fall into the category of most deprived in the country for indicators in addition to unemployment.

Measured by certain indicators, the Isle of Wight behaves more like an urban than a rural economy. The low GDP, isolation and poor access, the relatively low population density and high proportion of people of retirement age and over are mainly rural traits, whereas the high incidence of single parenthood and births outside marriage are more usually associated with urban deprivation. These are significant findings when choosing appropriate benchmarks to assess economic, social or educational performance.

In terms of the labour market, there is an unusual juxtapositioning of the traditional industries with the new high-tech companies. This serves to polarize the employment opportunities on offer into low or unskilled or high skilled, with relatively little in between. Although largely dependent on tourism, which employs around 20% of the workforce and generates almost a quarter of the island's GDP, the island is currently experiencing growth in high-tech manufacturing industries, with a cluster of major manufacturers in the marine composites, plastics and electronics sector.

Unemployment rates are higher on the Isle of White than either in Hampshire or for national rates. The island experiences significant cyclical 'highs and lows' in unemployment due to the seasonal nature of much employment particularly in tourism, agriculture and construction. Unemployment rates amongst young men are much higher than for young women. This disparity is likely to continue to increase and is a serious cause for concern.

The Isle of Wight is a unique community, with its own micro-economy and labour market. The labour market, to a greater or lesser degree and notwithstanding wider economic influences, operates almost independently of the mainland. This means that regional and LLSC area level information and data cannot easily be applied to the island, but island-specific data is in relatively short supply. The data that is largely absent that would better inform this demand study includes occupation forecasts by sector, information on types of training funded by employers by sector, specific information on skills gaps and vacancies that are difficult to fill. All of these need to be island and sector specific.

The occupational sectors which are shown to be "growth" sectors on the island are construction, distribution, hotel and catering, transport and communications, finance and business services and government and other services. These projections are based on man-hours required and do not specify type of job created eg whether full or part-time.

17% of businesses on the Isle of Wight are experiencing skills gaps in their workforce, which rises to 25% of those organisations that are actively recruiting. 32% of organisations recruiting managers experience managerial skill shortages and nearly one in eight Island businesses acknowledge that their organisation is suffering from a lack of appropriate management skills. 17% of organisations experience skill shortages when recruiting IT staff. The greatest shortage of skilled applicants is observed amongst those companies wishing to recruit graduates.

According to a survey by the Isle of Wight Partnership, 53% of island organisations rely solely on 'on the job' training, or undertake no training at all. The remaining 47% undertake formal staff training in one form or another. 39% of organisations send at least some of their staff to the mainland for training. Of the businesses who do not train, many of them are very small businesses. The costs of courses and disruption to business are given as the key barriers which prevent organisations from undertaking training.

The island has a three-tier school system based on primary schools (age 4-9), middle schools (age 9-13) and 5 high schools (age 13-18). There is a further education college on the island and eight private training providers. Overall LEA performance figures indicate that Key Stage 1 results are above national averages. Key Stage 2 results for English are at the national average whilst those in Mathematics are significantly below. At Key Stage 3 results dip significantly and are well below the national averages in English and Mathematics. At GCSE fewer students on the island gain passes than those in England or Hampshire, with improvement rates also lagging behind. Average A level point scores are below national averages. Most GNVQs and NVQs are taken in the Isle of Wight College where the majority of results are below national averages. Spend per student on the Island both pre and post-16 is on a par with national spend, yet results are lower overall.

Progress towards the adult National Learning attainment levels against Adult Target 1 (50% of adults achieving Level 3 or above) and 2 (28% of adults achieving level 4 or above) are below the South East and England averages.

The highest staying-on rates in the South East are to be found on the Isle of Wight, although there are noticeably lower levels of participation in government sponsored training (GST). Unfortunately subsequent retention and rates in schools and the college are relatively low.

The estimated cohort of 16-17 year olds continuing in schools and further education will remain fairly stable in the next ten years rising from approximately 1,110 in 2001 to 1,120 by 2011. If participation rates were to rise from the current 78.4% to a much higher figure of 88.9% this would only rise to 1,280 by 2011. In the light of the above, the demand-side of the supply/demand equation must focus primarily on raising quality and attainment, and on provision that is appropriate to labour market demand. Indicators suggest that this must be primarily the local labour market, as reluctance or inability to travel further afield are limiting characteristics of the working population.

2.2.1 Pattern and Profile of Post 14 Provision

The Isle of Wight College had 1,044 full-time and 489 part-time 16-19 year old students on roll in 1999/00 and 960 full-time and 468 part-time in 2000/01 a decline of -% in full time and -% in part time students over the two years. The five most significant programme areas for 16-19 year olds in 1999/00 were Humanities, Hotel and Catering, Science and Computing, Health and Care and Business and Management. In 2000/01 the picture was similar except that there was a significant reduction in Hotel and Catering;

The college decided to stop providing A and AS courses from September 2001 as a major academic pathway for full-time students. However, it still continues to provide 13 A and AS subjects to support full time students on other vocational courses, or for part-time students. In 2000/01 the college provided for 16-19 year olds, 25 GNVQ programmes (Foundation, Intermediate, Advanced Level) or their AVCE replacements plus four National Diplomas, across 10 vocational areas. Within this provision there are only four full progression routes from Foundation (Level 1) to Advanced (Level3). In 2000/01 the college provided for 16-19 year olds, 33 separate NVQ qualifications at different levels in eight programme areas. Higher Education provision is mainly in Education, Business and Administration, Computing, Care, Engineering, Travel and Tourism, and Environment Management. Numbers in HE groups are often small. Part-time HE participation rates are below national averages.

The college still has a Grade 4 for quality assurance resulting from its last inspection. And subsequent re-inspections. Retention and achievement levels for 16-18 year olds are generally below national averages. The quality of many observed lessons has been poor.

The High School population is very stable and the projected number of 16 year olds in any year remains at about 1,200 until 2011. In 2000 68% of Year 11 students staying on in education remained in their parent school sixth forms whilst 34% moved to college. Sixth forms are small and option choices and combinations within any one high school are very limited. There is limited development of vocational education options in schools either pre- or post 16. Vocational progression routes are inadequate in schools and are often limited at college because of low student numbers. A large number of small groups are run in both schools and the college to try and maintain option choice and progression. In 2001 half of the 'sixth form' cohorts in school or college contained less than nine students by the time they completed their course. This is a significant issue in the viability and the educational experience offered in sixth forms and by the college.

GCSE A*-C achievement in four of the high schools are below the national average, one school is above. At Advanced level (A/AS/GNVQ), four schools are at or below the national average, one is above. Retention rates in school sixth forms at 73%, are similar to those of the college.

The eight island Private Training Providers supported approximately 572 16-24 year old LSC funded trainees in 2000/01. These were on Foundation and Advanced Modern Apprenticeships, individual NVQs and Life Skills programmes. At least two mainland training providers are active on the island, the largest of these supported approximately 89 trainees in the same year. The main areas supported by these providers were Business, Hairdressing, Horticulture, Care, Information Technology, Telesales and Call Handling, Engineering, Hospitality and Catering. Recent inspection of the private training providers indicated that the quality of provision on the Island was significantly weaker than the national benchmark figures.

The Employment Services supported 191 starts on the four New Deal Options for 18-24 year olds in 2000/01. Of these, 64 opted for full-time education and training mainly in business administration, customer service, hospitality and catering, adult and child care. The Employment Service secures its requirements by contracts with 'approved' providers. Until recently the Isle of Wight Partnership and Hospitality Training Partnership (HTP) were the approved contractors for 18-24 New Deal. The Isle of Wight Partnership sub-contracted most of the off-the-job training to the College. The Employment Services have been happy with the quality of the training and supervision provided by HTP but have not been happy with some of the college's work. Contracts are currently being negotiated with a wider range of providers.

The Adult and Community Education budget is made up of income from both the LSC which funds the Local Authority as a 'Provider' and of income from the LEA itself. It aims to increase opportunities in good quality learning for adults with a particular focus on the involvement of more and different learners in education and training and in particular those who have benefited least from the education system. The main areas of provision funded by the ACE budget are: a leisure programme; a family learning programme; the Workers' Education Association's programme; a creative ITC programme; a community arts programme; and a range of basic skills partnership projects. In 2000/01 approximately 2,100 learners were supported directly through the first three categories of provision. Adequate statistics are not available to estimate how many learners are assisted directly or indirectly through the latter three categories.

The Basic Skills Network is an association of organisations that includes the College, Employment Services, Southern Careers, training providers and voluntary organisations. They all share an interest in improving basic skills across the Isle of Wight although not all are deliverers. Funding for the provision offered comes from a wide variety of sources and has been difficult to map. Overall numbers of individuals assisted by the Network are not known.

The College and three training providers are delivery centres for the Hampshire and Solent Learning Hub, providing on-line courses through Learndirect and other programmes. In 2000/01 the newly formed centres supported 434 course enrolments. In 2001/02, starting in August, 732 enrolments had been achieved by December.

The Information, Advice and Guidance Service for young people on the Isle of Wight is provided by VT Southern Careers Limited. Although they provide a 'universal service differentiated according to need' for all young people under 21 they have a 'Target' group. In the past this has consisted of those considered unlikely to achieve academically, those who have social indicators of being 'at risk' or are seen to be vocationally immature. Recently this definition has been changed to those 'at risk of making a bad careers decision'. Southern Careers also provide a service to disabled people of all ages and to some adults. Other advice to adults is provided by the Link2Learn partnership network of which the Southern Careers is also a member.

From September 2002 the core of the Careers Service will become part of the governments new service for young people, Connexions. This is a new overarching government strategy aimed at drawing together all of the youth support services for 13-19 year olds including health, education, youth justice and careers services under one co-ordinating body. Each geographical area is working out it's own operational model designed to fill the gaps in local provision. On the Isle of Wight four pilot projects have been conducted to investigate specific aspects of a Connexions Service including one scheme concerning young people living in rural communities.

2.3 Perceptions of the current Post 14 provision and its future development

This section is based on a series of interviews with providers and key stakeholders. Interviewees provided views on current aspects of provision, views on perceived needs and views on developments that would might improve education and training opportunities on the Island. Perceptions are attributed to the interviewee on the assumption, unless otherwise stated, that they might be representative of the organisation concerned. The providers interviewed included the high schools, the college and the private training providers. Two training providers interviewed are also two of the largest employers on the island. Key stakeholders included the LEA, the Isle of Wight Partnership, the Community Council, Education Business Links and Business Links, Wessex.

Interviews with key stakeholders were particularly valuable in building up a picture of perceived need and being able to cross refer this to the 'demand' findings. Stakeholders offered views about their perception of the quality of the provision available and the degree of confidence that they had in the different education and training providers. Most of the stakeholders felt that there were significant problems about the adequacy and sufficiency of provision but few had any formed views about potential future solutions. Although we have not talked directly to any small employers a number of the agencies interviewed felt they could act as proxies for their views.

Interviews with providers enabled us to focus on individual provider issues but also to explore the relationships between providers and their perceptions about the best way of bringing about improvement in the future. Their visions of what was desirable but also what was possible as achievable practical outcomes helped us develop the options for change.

Conversations with the high schools and the LEA, coupled with the DfES Key Stage performance data, alerted us to need to consider the contribution of the middle schools to subsequent events post-14. Discussions with the college led to appreciation of vulnerability of the college at a time when it is trying to implement its recently formed recovery plan. Interviews with the private training providers underlined their desire to be taken seriously in the overall planning and delivery of post-14 education and training.

Our interpretation of the provider perspectives gave us a feel for the political reality of achieving any of the emerging options. In particular it led us to an understanding of the flexibility that an individual institution might bring to future collaboration and joint planning.

Interviews with college and school students gave us the views of a sample of consumers.

2.4 Estates

The five high schools generally have good quality premises which are well resourced and strategically located across the island. The high schools offer the potential for increased community use.

The College has a large site with the potential for further development. The quality of a considerable amount of the accommodation is poor. There is a large amount of specialist accommodation, some of which is not intensively used. Current development plans including the disposal of part of the site would improve the quality of the accommodation and the environment of the site but it is a concern that insufficient attention has been given to the need to reduce available space in the developmental planning.

Private training providers have a variety of specialist and multi- purpose accommodation across the island which, in some cases, could take additional student numbers. Some training providers additionally use the facilities of the College.

The estates available for post 14 education and training on the island are sufficient for current needs. There are opportunities for rationalisation of the College estate and also of the schools estate, but such rationalisation will depend upon decisions relating to the nature of the College curriculum and the structure of educational provision in the future.

2.5 Identification and Evaluation of future Strategic Options for 14-19 Provision

Strategic options have been identified and evaluated for the LSC's consideration with its partners. Although many stakeholders and providers have felt that this study has been brought about because 'the college has the problems', it must be stressed that this is a 14-19 review in which all parts of the education and training system play a part. The review attempts to consider integrated solutions that will benefit all 14-19 learners.

In deriving the educational criteria to evaluate the emerging 14-19 options the aspirations of the Isle of Wight "Way Forward" have been merged with our own evaluation of inadequacies in the current provision. As the options are focussed on 14-19 provision, certain aspects such as improvements in higher education or adult and community provision may not be directly addressed by the criteria.

The criteria for evaluating potential 14-19 options are:

1 Facilitating access and participation in 14-19 provision across the island

2 Establishing an effective 14-19 curriculum

3 Enhancing standards achieved and progression

4 Quality improvement

5 Increasing support and guidance available

6 Strengthening management, collaboration and liaison

7 Improving cost-effectiveness, viability and value for money

To these we have then added two additional criteria for evaluating the options which are associated with the cost and complexity of implementing a given option.

8 Capital and implementation costs

9 Organisational disruption and associated political difficulty

Each of these issues is discussed in greater detail within Chapter 7.

The position of the College and the Middle Schools within the emerging options is discussed at length. Although the brief for this study was to focus on options for 14-19 the position of the college needs to be considered in relation to all its work, not just that for its 16-19 cohorts. The viability of the college has always been a problem and will continue to be so given the Island's small population and the present configuration of the college with so many 16-19 year olds remaining in the school sixth forms. A number of scenarios or models of what the college might become in the future are outlined.

1 As leader in a tertiary system, with a sixth form centre and a post 19 vocational centre(s);

2 As a focussed 19 plus provider with a some 16-18 provision but a lessening dependency on 16-18. Providing support to 14-19 strategies in schools;

3 As a focussed 19 plus provider with a minority of 16-18 interests but with increasing collaboration with mainland FE and HE institutions to deliver provision;

4 As a significantly reduced skills centre organisation with significant amounts of HE and FE being provided directly by mainland providers;

5 As a merged organisation with a mainland provider.

The functioning of the middle schools system has been reviewed because of its significant influence on pre-14 and hence post-14 events. Options to move to a primary school system (5-11) or a revised first school (5-9) and middle school system (9-14) are examined. The potential for these re-organisations, to address issues at Key Stage 2 and 3 are discussed. Three of the four options advanced include significant re-organisation of the first and middle schools

An outline of the major options with a brief commentary from the supporting discussions is presented below:

Option 1

A Tertiary Board would be set up with representation from the LSC, the LEA, schools, the college and private training providers. Under the guidance of an independent chairman the Tertiary Board would make recommendations or decisions about the delivery and integration of post-14 provision. (This was the fourth option in the Melia report).

This model has many attractions, not least that it is the least disruptive, easy to set up and could be very flexible. It does not recommend any structural or functional changes to any existing institutions. The advantages and disadvantages of this model are discussed in detail. The main drawback is that the Tertiary Board will have no jurisdiction over delegated constitutional powers of school governors and the college corporation. It would also be difficult to overrule the statutory powers of the LEA. Whilst recommendations could be enforced by the use of the funding levers it is unclear at present whether the LLSC and the LEA have the powers to selectively fund what is provided, to the degree of sensitivity that would be necessary to allow the Tertiary Board to achieve its recommendations.

Option 2

First and middle schools re-organised into 5-11 primary schools. 11-16 secondary schools feeding into a Tertiary College which would offer all post-16 education. This might be based on a 16-18 centre, mainly offering Curriculum 2000, with a vocational FE unit largely catering for post-19 vocational education, adult and community education and HE. (This was the second option in the Melia Report)

This option was rejected by Dr Melia but the powerful logic of a tertiary solution based on the evidence from this study has caused us to return and re-examine this possibility. As Dr Melia pointed out a general FE college will always struggle on the Isle of Wight with a population of only about 127,000, when so many 16-18 year old students remain in schools sixth forms. All the available information from both the college and the schools demonstrate a large number of small group sizes and restricted option choices in each of the existing institutions. The college is already in financial difficulty because of this and at least one high school head is aware that the school sixth form is subsidised from the income intended for the lower school. With future convergence of 16-18 funding it is likely that most of the other high school sixth forms will become un-economic with their present numbers. The obvious financial and educational solution is to create a tertiary college as described above.

The advantages and disadvantages of this option are discussed in detail. The greatest problems concern the likely cost in capital and staff re-deployment, the simultaneous disruption to the educational system at all levels and the political difficulties of delivering the outcome.

Option 3

First schools (5-9), Middle schools (9-14), High Schools 14-18+ with significant vocational developments 14-19, close collaboration with the College 14-19, reduction from 5 to 4 High Schools.

The advantages and disadvantages of this option are discussed in detail. This option provides a less drastic re-organisation of the first and middle schools than envisaged in Option 2 but is intended to address the issues of poor Key Stage 3 performance whilst providing a valuable platform for imaginative post-14 developments.

Pupils would transfer to the High Schools at 14 where there would be maximum development of the opportunities within a 14-19 curriculum. It is proposed that in addition to academic AS and A levels, the new High Schools would develop an increased range of vocational options both pre and post 16. These programmes would be developed in close consultation and collaboration with the college. The outcome of these discussions must take into account the changing viability of the college but the high schools must be allowed to develop some areas of the vocational curriculum if a real 14-19 curriculum offer with full parity of esteem between vocational and academic education is ever to be realised.

In order to achieve economies of scale, reduce the number of small groups and to protect minority subjects some high school rationalisation is contemplated. The current five high schools would be reduced to four with the loss of one of the Newport/Cowes schools. The remaining four schools would work as two collaborating pairs, Ryde with Sandown and the remaining two Newport/Cowes area schools with one another. The full range of the 14-19 offer would be made by pooling the resources of both schools across the critical mass of students that will be available in each year group.

In the above model the college would work closely with the high schools in both the pre and post-16 stages. Post-16 the college would be the main provider in key vocational areas in company with the private training providers. Post-19 the college would provide all vocational educational and training, higher education and adult and community education. In all of these roles it would be likely to work in wide ranging partnerships with other agencies. The model of the college envisaged in this option is as in 2 or 3.

Option 4

First and middle schools re-organised into 5-11 primary schools. 11-18+ secondary schools. Virtually all 'lighter' vocational work would be moved into schools who would have their vocational facilities extended. Pairing and collaboration as Option 3 (but the closure of one high school would not be possible as the 11-18+ schools would be too large). Some 'heavier' or skills options such as Construction, Engineering, Hair and Beauty, delivered through skills centres on an industrial estate or commercial location either by a remodelled college or by private training providers.

The advantages and disadvantages of this option are discussed in detail. The size of the sixth form cohorts will be increased by the retention of more vocational students and improved delivery of Curriculum 2000 and the 14-19 agenda but the drawback is that collaboration between schools is likely to be more difficult than in option 3 because of the different timetabling demands of the different age groups. Most of the schools could not manage the increased vocational commitments with their present management, staff and expertise. Increased sixth form size will be entirely at the expense of the college recruitment. This will have a significant direct impact on the viability of the college. It may have a further strategic consequence in that it may significantly damage the college's ability to forge meaningful partnerships with mainland providers under Models 3,4 or 5.

Option Review

Each of the options are tested against the set of nine educational, financial and organisational criteria listed earlier (developed in Section 7.3).

On the basis of the 'educational' criteria alone, the best option for a strategy to improve the coherence and quality of the 14-19 provision whilst also addressing issues at Key Stage 2 and 3, is Option 2, the Tertiary Option. In terms of the overall benefit to learners at all stages, particularly in a situation where the overall cohort of students is limited, the Tertiary Option remains the best option. Based on the educational criteria alone Option 3, ie with the high schools as 14-18+ institutions but with increased vocational commitments in consultation with the college, is the second best option. However, the difference between the two on educational grounds is slight.

Where Option 2 becomes particularly difficult is in the ability to deliver it, and its practicality. The overall cost would be very high and the disruption to the whole of the educational system would also be considerable. The role of the college would be very important in this option but with the present crisis of confidence in the college this would be politically difficult to deliver. Option 3 is less drastic in terms of the pre-14 re-organisation envisaged and thus is much less costly and may offer fewer political difficulties in its implementation. Both Options 2 and 3 attempt to address the overall issue of viability. This issue is not satisfactorily addressed by either Options 1 or 4. Option 3 attempts to build on the strengths of the current providers whilst giving the college time and space to recover from its current difficulties. When the 'difficulty' criteria related with cost, disruption and political difficulty are taken into account, Option 3 clearly becomes the preferred option although there is still the need for this to be fully costed and evaluated. Hence it is Option 3 that we recommend to the LLSC and the LEA for further consideration and wide consultation.

2.6 Conclusions and Recommendations

On the basis that Option 3 is the recommended primary option for 14-19 provision, other recommendations follow from this. In addition there are conclusions from the post-19 work that we have carried out that lead to subsequent recommendations. These are summarised below;

2.6.1 A strategic planning group, drawn from members of the Task Group, be set up immediately to:

1 Identify urgent areas where collaboration between providers would be beneficial and can be implemented within the current structures and funding regimes. Proceed to the implementation of such arrangements immediately;

2 Set up effective arrangements for the integration of the strategic planning between institutions for 14-19 provision, within current structures and funding arrangements;

3 Devise a minimum 14-19 curriculum offer and entitlement across the island with agreed entry and progression routes, within current structures and funding arrangements;

4 In association with the new Connexions service improve advice and guidance available to all young people within the new collaborative framework;

5 Agree a set of quality and value added performance measures that would be common to all providers, held centrally and reviewed annually.

2.6.2 A small implementation group, drawn from the LEA, the LLSC and the Task Group, to be set up immediately to:

1 Consult more widely on the implementation of the 14-19 preferred option;

2 Fully cost the organisational changes associated with the preferred 14-19 option;

3 Prepare an implementation strategy and a timetable for the preferred 14-19 option;

4 Prepare a consultation and communications strategy for the implementation of the preferred 14-19 option;

5 Examine ways in which constraints such as transport arrangements and schools admissions policies would need to be overcome to facilitate the 14-19 preferred option.

As part of this work we would recommend a strategic review of accommodation options across all providers to ensure that LLSC and the LEA are getting best value for money.

2.6.3 A joint working group of the private training providers and the college to be set up under the chairmanship of the LLSC and as a subgroup to the strategic planning group to:

1 Develop and implement a combined quality improvement strategy for

both the college and the private training providers.

2 Devise and implement a common quality assurance system;

3 Examine the feasibility of joint use of plant and accommodation;

4 Develop strategies for collaboration in different vocational areas

5 Develop strategies to tackle common island issues such as the need for

training of seasonally employed workers and the training of young men.

We strongly advise that this working group will need some external objective support.

2.6.4 In addition we would recommend…..

1 The implementation of the College recovery plan is initiated immediately but is re-appraised in the light of the emerging collaborative agenda.

2 A strengthening of the 14-16 link arrangements with local schools through the creation of a properly funded LEA/College jointly run programme for students of all abilities.

3 An influential consortium of employers and providers is convened to assist the College in setting up new Higher Education and FE links either on or off the Island.

4 A strategy is developed to co-ordinate the provision and delivery of adult basic skills education across the island.

5 The capacity of the voluntary sector to contribute to the increase in provision of adult basic education should be evaluated.

6 The LLSC should consider, along with its partners, ways in which it may be able to provide greater encouragement to enable the development of ICT as a means of delivering learning and accessing learning resources and staff expertise. This would support institutions in determining where and how ICT can be best used to enhance curriculum delivery and could be a determining part of the evolving collaborative agenda.

7 Appropriate LLSC and Employment Service officers, with a specifically Isle of Wight brief, are allowed to develop collaborative strategies to providers, and the use of common labour market intelligence, as quickly as possible.

8 The LLSC considers ways to broker future collaborative partnership working between agencies to share data on needs analysis and research to inform education and training provision.