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					COMMISSIONING
AND QUALITY
ASSURING
ALTERNATIVE
PROVISION

PRU Conference Workshop
July 2012
REMEMBER THIS?






Then came “ Taking Back on Track forward
    Response to consultation and next steps”
    October 2008
MR BALLS’ DOCUMENT SAID

“that we should secure a core educational
 entitlement for all young people in alternative
 provision;
• 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
 or schools
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
 vocational experiences
Unless offering some full time – not monitored by
 Ofsted
SUMMARY OF OFSTED FINDINGS 2011 ON
AP
 LAs should:
 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.
STRATEGIC MANAGER

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
 borough
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
ABSOLUTE ESSENTIALS

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.
STANDARD PROCUREMENT
           identify need - develop an initial
            briefing note based on your school's
            current needs
           develop your Business Case - the
            essential planning document for
            managing the whole procurement
            process
           define your procurement
            approach - what are your options for
            carrying out this procurement?
SCHOOL, INCLUDING ACADEMIES AND
PRUS SHOULD:
Ensure that the quality is never less
 than could be provided at school,-
 including
accommodation,
communication,
tracking of progress and
safeguarding.
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.
VALUE THRESHOLDS
 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
  thresholds are;
    • 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?
STANDARD PROCUREMENT

          markets and providers
           – understanding the
           market, identifying
           potential providers
          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
  decommissioning powers
                                 openly and fairly
 QA role
                                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?

Cost
Commitment
Attendance
Curriculum
Accreditation
OR – the school’s stated aim of re-engaging the
 students in learning, providing some variation and
 interest.
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
   Number (UKPRN)
  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
 body
Suppliers on a framework have had
 basic checks carried out – financial
 stability, track record, etc.
 RTO
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
 Assurance Gateway.
RTO

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
 organisations.
THE OFFER

 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 PQQ

The Pre Qualification Questionnaire is
 basic critical info about providers:

financial stability – an established pattern of
 turnover
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 /
 NEBOSH
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

Finer detail

Appropriate accreditation
Safeguarding protocols – enhanced CRB
Attendance
First Aiders
Schemes of work
Post 16 Progression routes
  THE CONTRACT
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
 next procurement?
DATA SECURITY

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.
 CONTRACT MANAGEMENT
Managing:
 documents – contracts / invoices / risk register
provider performance – set performance measures /
 review performance / address poor performance
relationship
change – eg negotiate a variation agreement
risk – eg data management
Contract exit - evaluation
QUALITY ASSURANCE

“visit the students at their provision regularly and
 sufficiently frequently to ensure their well-being
 and progress
agree with providers in advance how students’
 progress will be tracked and their achievements
 recorded
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
 student’s curriculum,
their personal and social needs,
the accreditation offered,
opportunities for progression.
ABSOLUTE ESSENTIALS

Effective Day to Day Support:

Clear referral and induction process / forms
Information Sharing protocol and consent ie
 safeguarding, academic, SEN etc
Risk Assessments
Clear communication routes
Incident Reporting
Key Worker Role and role in TAC meetings
ONGOING QUALITY ASSURANCE:

 Contract management – over its lifespan
 At least termly Review meetings
 Tracking of attainment
 SEN Tracking
 Monitoring of attendance
 Individual concerns/issues/support needed
 Lesson Observations
 Evaluation
SUPPORT AND DEVELOPMENT

Support and Development of Providers:

Good communication – identified role
Teacher to advise re accreditation
Regular liaison
Training – basic essential/development
Provider Forums
ABSOLUTE ESSENTIALS

Getting Commissioning Right!
 Get good advice and guidance
 Appropriate model of commissioning – tender, approved
  provider list – examples xxx
 Clarity
 Accountability
 Consequences of not delivering
CHANGE AND CHALLENGE

Be Brave!

Challenge practice
Balance Risks
Get rid if not effective
Sticking to your expectations
Questions?

				
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posted:10/25/2012
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