PRU Conference Workshop
Then came “ Taking Back on Track forward
Response to consultation and next steps”
MR BALLS’ DOCUMENT SAID
“that we should secure a core educational
entitlement for all young people in alternative
• that there should be better planning and
commissioning of alternative provision both at
an area level and for the individual;
• that local authorities should be held to
account for outcomes from the alternative
provision they deliver or commission;
IF NOT A PRU – WHAT IS AP?
Defined as education outside school arranged by LAs
A private / public / third sector / voluntary
organisation offering full or part time courses
A company set up as a traded service which used to
be an LA service
An organisation offering accreditation / awards or
Unless offering some full time – not monitored by
SUMMARY OF OFSTED FINDINGS 2011 ON
produce a database of alternative provision within the local
area, and support partnerships of schools and units to
ensure a coordinated approach to commissioning
in the absence of national quality assurance mechanisms,
work with local schools to share information on the quality
of alternative provision
ensure that all alternative provision used by local authority
pupil referral units is of a suitable quality and is registered
by the DfE if necessary
CAN WE DO IT BETTER?
Before placing any young person with an
external or alternative provider, the local
authority or school must satisfy themselves
of the suitability of the placement.
They must also ensure that the young
person’s needs can not be better met
through their own existing provision.
D f E suggested the existence of a
strategic manager for AP
A dedicated senior member of staff with
responsibility for education other than at
school (EOTAS) leads to a more coordinated
approach to AP across the LA. (Ofsted)
WHY START THIS JOURNEY?
To enhance provision from within the PRU
and / or Special School and across the
To engage hard to reach learners
To bring in a different approach
To increase attainment and attendance
across the borough
WHERE DID DERBY BEGIN?
KS4 Engagement funding
Part time and full time
All schools to access
Preparation and Planning:
Know what you want – Clear about how you are
integrating provision as part of whole school approach.
Draw up a business case – why? How much?
Accreditation/hours/learning environment etc
Know what you want to achieve – outcomes,
accreditation to match pupil need.
Be aware of your timescales
THIS IS NOT A SIMPLE EXERCISE ! WHAT
DO WE NEED AND WHY?
Clear and formal procurement arrangements
Clear understanding and working with procurement teams
to ensure that LAs are not in breach of EU legislation and
the standards for spending public money are met.
Written contracts, protocols, and partnership agreements
with providers to ensure that minimum quality standards
are met .
Ongoing quality assurance processes to manage the
contract and to protect the learners.
identify need - develop an initial
briefing note based on your school's
develop your Business Case - the
essential planning document for
managing the whole procurement
define your procurement
approach - what are your options for
carrying out this procurement?
SCHOOL, INCLUDING ACADEMIES AND
Ensure that the quality is never less
than could be provided at school,-
tracking of progress and
AGREE THE SPEND
Show that spending decisions have been made
responsibly from the start.
Gain approval for the spend. - have levels
which can be approved by key staff.
contract value? you'll need to estimate how
much you think the whole procurement will
cost, over the full life of the contract - if the
agreement is to last perhaps over 3 years, the
total sum may reach key levels.
The estimated value of a Contract is calculated over the life of
the contract .
Within an LA, there may be a single contract covering all schools
– will almost certainly hit threshold levels
Each school could have its own contract at lower levels.
This contract value determines the process to be used. The
• Below £5,000
• Between £5,001 and £10,000
• Between £10,001 and £50,000
• Between £50,001 and EU procurement thresholds
• Above the EU procurement thresholds
WHAT HELP IS THERE?
markets and providers
– understanding the
tender and evaluation
– advertising for bids,
evaluating tenders, making
the right choice
COMMISSIONING V PROCUREMENT
Part of long term planning Basic rules of procurement
– not just a response to whenever school spends
DfE policy shift public money.
Intervention and These rules aim to ensure
that public funds are spent
openly and fairly
They protect you against
Open tendering needed legal challenges, financial
which may include internal penalties and damage to
and external services your school's reputation.
WHAT ARE YOU LOOKING FOR?
OR – the school’s stated aim of re-engaging the
students in learning, providing some variation and
WHERE CAN YOU START?
UKLRLP? What is it?
The UK Register of Learning Providers
A point of registration for learning providers
Each has been verified against an external source
Each is then allocated a UK Provider Reference
THEY ARE NOT APPROVED OR QUALITY
ASSURED IN ANY WAY.
DON’T REGISTER IF FULL TIME!
“Commissioners must ensure that private
providers are registered with the DCSF as
independent schools, where it is appropriate.
LAs and schools should not offer contracts
to any provider which should actually be
registered as an independent school but is
not registered as such”
D.F.E. REGISTRATION AS A SCHOOL IF:
“It provides full-time education for five or
more students of compulsory school age or
one or more such students with a statement
of special educational needs or who is
looked after (within the meaning of Section
22 of the Children Act 1989) and is not a
school maintained by a local authority or a
non-maintained special school”
USE OF “FRAMEWORKS”
Use of existing framework agreements
Already in use by another public sector
Suppliers on a framework have had
basic checks carried out – financial
stability, track record, etc.
2011, a new register, the Register of Training
Organisations, has been launched.
A list of organisations that are eligible to be
considered for funding from the Skills Funding Agency
to deliver education and training services in England.
Organisations are required to pass a Due Diligence
When listed - they have already been
checked for financial viability and suitability
to be in receipt of public funds
Where a framework is to be used, the
PQQ can be avoided for the listed
Set out a proposal / advert for the type of package that
you want to be delivered
Include as many aspects as it is sensible to do (you may
include separate schedules eg for e-learning / short
intervention packages or full year provisions
You can make it restricted or non restricted
– this depends on how well you have assessed the
marketplace – how many responses are you likely to get?
The Pre Qualification Questionnaire is
basic critical info about providers:
financial stability – an established pattern of
track record - can they prove that they deliver?
relevant experience - similar projects? capacity -
do they have the resources to carry out the work?
DUE DILIGENCE CHECKS
Provider public liability insurance
HASP assessment especially for workshops
Checks by competent persons (COSHH /
General H&S procedures
Safeguarding roles and responsibilities / CRB
Arrangements for students with SEN
Licences / arrangements for educational
visits and / or adventurous activities
CLARITY OF EXPECTATIONS
Safeguarding protocols – enhanced CRB
Schemes of work
Post 16 Progression routes
awarding the contract – agreeing
and signing the formal legal agreement
contract management – securing
best value and positive outcomes
closure - lessons learned – what
lessons will you take forward to the
Access to personal data – same safeguards
needed as at school.
A Data Protection Act clause should be
included in all your contracts where
information is processed on individuals in
any way either electronically or on paper.
documents – contracts / invoices / risk register
provider performance – set performance measures /
review performance / address poor performance
change – eg negotiate a variation agreement
risk – eg data management
Contract exit - evaluation
“visit the students at their provision regularly and
sufficiently frequently to ensure their well-being
agree with providers in advance how students’
progress will be tracked and their achievements
use this information to evaluate the progress made
by students and the suitability of placements.”
Ofsted report on AP 2011
SELECTION FOR EACH STUDENT
taking into account the balance of each
their personal and social needs,
the accreditation offered,
opportunities for progression.
Effective Day to Day Support:
Clear referral and induction process / forms
Information Sharing protocol and consent ie
safeguarding, academic, SEN etc
Clear communication routes
Key Worker Role and role in TAC meetings
ONGOING QUALITY ASSURANCE:
Contract management – over its lifespan
At least termly Review meetings
Tracking of attainment
Monitoring of attendance
Individual concerns/issues/support needed
SUPPORT AND DEVELOPMENT
Support and Development of Providers:
Good communication – identified role
Teacher to advise re accreditation
Training – basic essential/development
Getting Commissioning Right!
Get good advice and guidance
Appropriate model of commissioning – tender, approved
provider list – examples xxx
Consequences of not delivering
CHANGE AND CHALLENGE
Get rid if not effective
Sticking to your expectations