SOUTH EAST SHEFFIELD
VOCATIONAL SIXTH FORM
4 The Lead Partner
8 The Proposal
13 S.E. Sheffield Learning Alliance
17 Delivering the Aims
24 Progression Routes
25 Flexibility of Curriculum
26 Individual Progression Routes
32 Monitoring Structures
35 Action Plan
Appendix 1 Targets
Appendix 2 Management and Staffing Structure
Appendix 3 Running Costs
“ Centre for Economic and Social Inclusion was commissioned by Sheffield First to research the employment and skills
challenges faced by the city. This concluded that there were persistent and pernicious problems of worklessness and a skills
deficit that can only be overcome through a new approach.” Sheffield First Work and Skills Partnership
The need for change is a stark reality.
In South East Sheffield:
Almost 25% of young people leave without a G.C.S.E. qualification
Over 50% do not achieve five passes above level C
School attendance is well below the national average
Educational exclusion is rife
Participation rates in further education or training are the lowest in the city
Approximately two in every three school leavers does not achieve a level 2 qualification
Employment rates are the lowest in the city
Young people in the NEET category in the south east of the city make up almost one quarter of the city –wide total for NEETS
Outreach initiatives are difficult to sustain and show little positive impact
Too many young people simply “ .
disappear” Others are lost in a plethora of statistics, initiatives, schemes and projects. Time, money
and people have been devoted to the issues. Whilst some initiatives have been successful, overall, their impact has not been sufficient
to raise inner city Sheffield from the lower end of the national deprivation league. Sheffield is surpassed only by Newcastle and
The Lead Partner
Founded in 1883 the United Church Schools Trust (UCST) and United Learning Trust (ULT) have had substantial experience in
operating and building schools both in the private and public sectors. The great success of ULT has been working with failing schools to
start the teaching and learning transformation whilst developing the new sites and buildings. Successful school building benefits from
partnering and developing relationships over time. Throughout this process we have been pleased to partner with organisations of
similar Group values established an excellent team of architects, designers, quantity surveyors and project managers. Consequently
this continues to give us a depth of experience and awareness that enables us to ensure quality of design and construction together
with the ability to meet timetables and work to budget.
United Learning Trust, the sponsor of the Sheffield Academies, provides outstanding education to young people across the country. ULT
is a non for profit charity, the United Church Schools Trust. To satisfy its charitable objectives, ULT is required to ensure that its
Academies are founded on a Christian ethos. ULT hopes and expects that this ethos of care, tolerance, discipline and hard work can be
accepted by people of all faiths and none. UCST and ULT’experience combined experience bridges the private and public sectors,
bringing significant benefits to teachers, students, parents and
ULT Academies aim to enable each student to become a balanced
articulate person with:
The intellectual freedom to be creative;
The confidence to initiate;
The flexibility to adapt to change
The resilience to cope with adversity;
The compassion to serve others;
The motivation to have a lifelong love of learning
The integrity to lead a principled life
The Sheffield Academies Sixth Form provision opened its doors on schedule, one year after the opening of Sheffield Springs and
Sheffield Park Academies. Whilst there have been many challenges for both organisations, they have brought a level of academic
success, pupil self-esteem and professional rigour which was previously unknown by their staff and students. They are developing as a
driving force of academic and vocational achievement within the communities that they serve. Their specialisms, arrived at after
considerable local consultation, were specifically identified to support the current and future economic and employment needs of the
City, will impact very positively on the NEETS and traditional Worklessness statistics of the community. The Academies’ mission to
develop “ best in everyone”
the may once have seemed merely rhetoric, but already they have raised standards and aspirations and
thus, becoming an agent of change for the children and families in South East Sheffield.
The initial success of the Sixth Form model adopted by the academies is that it provides an educational transition which is seamless –
both pastorally and vocationally. Building on the foundation of success initiated in Key Stages 3 and 4, it empowers young people to
take on the commitment of further education and training without many of the usual pitfalls.
Key Stage 5 becomes a natural pathway to more and better opportunities, as opposed to what many young people previously saw as
the prospect of upheaval and uncertainty and ultimately, more of the same –another chance to fail.
Entry figures to the Academies Sixth Form have surpassed the original targets, because those students know that they will get up every
morning and come in to an organisation which understands the need for a strong pastoral infrastructure, that builds a managed
curriculum of staged progression and which maximises the opportunities for the development of life skills in the broadest sense.
The Executive Director of the Academies has considerable experience within the sixth form sector, having worked in three 11-18
schools and initiating the set up two Sixth Form Colleges. Using his knowledge and expertise, the Academies have invested and
attracted a cohort of specialist sixth form staff from across the City that already have an understanding of the essential requirements
which need to be in place in order to recruit, retain and re-direct the life chances of young people who, traditionally, are vulnerable both
socially and educationally. The chairman of governors of the academic, Gordon Bridge CEO of AES Seal fully supports this bid. He is
committed to support a partnership in which local industries and employers will be engaged.
The Sixth Form staff already has networks and connections to organisations and external agencies whose input we recognise, is also
vital to the success of the South East Sheffield Learning Alliance (see Page 13). These will be strengthened and formalised into
effective and symbiotic partnerships. The state of the art facilities and access to cutting edge technology will provide clear structure and
effective transfer of information between partners.
We believe, that by initial, close nurturing and the development of strong pastoral links not only with students, their families and those
agencies already working in the community, we will empower the young adults of south east Sheffield to enter the workforce as
effective, lifelong learners who will have the strategies to not only cope but also to succeed. We know that we can offer more and to a
greater number of students.
The Sheffield Academies are primarily about the development of young people by helping them to recognise their own potential. Our
subtext is one of sound economic and social regeneration. Our Sixth Form Vocational Centre will create mobility, economic well-being
and wealth by providing pathways at all levels to employment in Sheffield. It is our intention that local young people will be motivated
and empowered to fill local jobs in local businesses and industries in such a way that all can thrive.
We intend to sustain the success of our first year in Sheffield by operating a radical approach to curriculum design and delivery. The
curriculum has been overhauled to meet the needs of our client group- we now deliver a competency and skills-based curriculum which
places high currency on both the soft and hard skills so needed by pupils and so relevant to the employment sector.
The vocational and academic pathways we have created offer a broad access to a variety of learning, both on and off-site. We are
ideally located, have good transport links and offer choice and access between the two campuses. Our courses offer flexibility and
individualised learning opportunities to all, who we realise, can and need to learn in a different way or over a different time span. The
curriculum offered is at foundation (level 1) to advanced levels (3) of learning. Progress at all stages is closely monitored, so that
learning becomes guided, with intervention when necessary. The vocational courses are underpinned by literacy, numeracy, ICT, a
comprehensive pastoral and tutorial programme and other enrichment programmes.
We begin our Key Stage 4 programme a year early because we realise that it takes some children longer to develop their skills. The
pathway to success must be built with care, confidence and good judgement. We have designed a curriculum with clear progression
routes into the Sixth Form, and similarly, the post-16 offer provides progression routes onto further education, training, employment and
university. We have already negotiating fast track routes to university so that those students who have earned sufficient UCAS points
may begin Foundation Degrees at the start of Yr.13, from September 2009.
Future Sixth Form managed development will see a full A level provision being offered from 2008, as well as the introduction of two of
the new 14-19 Diplomas in Digital Arts and Construction, as agreed with the Sheffield Consortia.
The Sheffield Academies recognise that there are whole groups of young people whose capacity to learn is handicapped for a myriad of
reasons. Our core purpose is to work with those young people that are, traditionally difficult to reach. Within our existing organisations
we are already providing inclusive solutions which will impact positively on this year’NEETS statistics.
We envisage that the creation of the South East Sheffield Learning Alliance will cater effectively for the following groups by creating
realistic programmes of personalised learning which will meet the needs more appropriately of:
Young people with mental health problems
Young people who are part of a Youth Offending programme
Young people with both physical and mental disabilities
Young people who speak English as an additional language
Young people who have been permanently excluded from school
Young people who need an alternative to mainstream education
The Learning Alliance will ensure an early identification of need in South East Sheffield Schools, which allows for ownership, choice and
flexibility for its students. We are aware that by not providing high quality advice and guidance at critical points, young people could
make the wrong decisions, lose heart and may drop out. We aim to not only attract those young people who are in danger of becoming
NEETS but also to retain them within the Alliance.
The published Consultation Reports produced by Dame Jocelyn Barrow following the
Public Consultations leading up to the establishment of Sheffield Springs and
Sheffield Park Academies confirmed support for a vocational curriculum. This
reflected the findings of National and local LSC and Sheffield City Council research,
including the Donaldson Report.
Following the identification of needs, the LSC and Sheffield City Council have called
for bids to set up provision to matched to their key objectives:
Raising participation in education and training
Raising the achievement of Young People
Raising the quality of provision on offer and learner satisfaction
The Plan has taken account of area and City wide priorities and the established
frameworks for planning, including timescales. The stated needs set out in the above
documents, drawn from research and stakeholder consultation, inform the direction
and formation of the proposal. It recognises the role that must be played by a new 6th
Form Vocational Centre and the Learning Alliance, in the City wide plan for
regeneration and the engagement of communities with a particular focus on the
South East of the City.
Plans drawn up by groups and Partnerships across the City have been taken in to
account including Improvement Plans, the Vulnerable Young People’Plan, the City
wide strategies for Inclusion, HE widening participation plans.
As Lead Partner, we intend to have at the heart of the provision, a collaborative approach to designing and providing a curriculum for
the benefit of learners. This requires all partners to be convinced of the benefits of partnership and sign up to a South East Sheffield
Learning Alliance which will pay particular attention to existing successful provision, mirroring its best practices without duplicating
content especially where it would jeopardise existing provision. It is essential that Partners should put the objectives of the Learning
Alliance at the forefront.
The careful construction and nurturing of the Partnership is seen as the most important key activity in the plan to develop in order to
pump prime the activities and commitment of the Learning Alliance.
The Lead Partner proposal recognises the benefits of working in partnership with Key Stakeholders to deliver the vision and objectives.
Its intention is to drive a South East Sheffield Learning Alliance which will draw on the efforts, resources and commitment of
1. Increase learner choice
2. Improve levels of curriculum breadth
3. Provide distinctive 16-19 provision which meets the needs of learners
4. Create sustainable provision
5. Produce affordable, cost effective provision which gives value for money.
In order to develop and deliver the Plan, we will establish:
A Learning Alliance for South East Sheffield, engaging stakeholders in the process.
A curriculum offer jointly planned and delivered by key partners in the Learning Alliance.
A 6th Form Vocational Centre, established on the Sheffield Springs Academy site, located in the ‘ science block. This will be
refurbished to provide a South East resource, consisting of: a Construction and Engineering workshop; A Hair and Beauty salon;
a Teaching Kitchen with a Hospitality facility; a Business Centre; a Recording Studio and Editing Suite.
A Vocational room in each of the four South East schools (other than Academies) fully equipped to develop the teaching of their
vocational specialisms in KS 4/5. this will extend and strengthen current progress by the Consortium, for the delivery of Diploma
lines. The centre will provide complementary and sustainable opportunities for students to develop vocational skills and
Key elements of the curriculum focussing on the early identification of needs and potential NEETs.
Learning from best practice and building on successes as identified in the Donaldson report, including the Vocational courses at
Castle College and the work at Longley Park.
Liaison with other post 16 providers in the City to ensure that opportunities and benefits to young people are maximised and
duplication avoided. Regular meetings will convened and data provided.
Collaborative work with Partners in the Learning Alliance to ensure joint resources are employed to best effect, using Digitalbrain
(see page 20) as a tool for collaboration and synergy.
Opportunities for students to follow mixed provision at different locations.
A common timetable for identified students across KS 4 to maximise curriculum delivery and transport arrangements.
Shared transport to facilitate movement of students and staff.
Robust support for transition from one organisation to another including data exchange and tracking system (Digitalbrain see
A broad curriculum offer, allowing students to select from a range of accredited pathways delivered through a Personalised
Progression routes matched to individual need, including special educational needs, supported by robust pastoral care provided
by tutors, Learning Mentors and Business Mentors.
Promotion of functional skills through intensive support in small groups and one to one, including on line tutoring.
The personal development of the individual student will be a main focus of the support.
Pathways with support and guidance to enable individual learners to achieve at each stage and progress to the next level.
Learning Assistants fully trained to support students with Special Educational Needs appropriate to ability and aspirations and
with tailored provision to create access to employment.
Care which keeps the most vulnerable students ‘warm’ , encouraged through regular contact via text messages, email, personal
contact, small peer group support, buddying, mentoring. This will include partnership work with services to support particular
groups such as recent Care Leavers, Students with a history of exclusion, Teenage mothers.
Capacity by recruiting to key posts from staff across the Learning Alliance and by filling skills gaps externally.
Investment to attract and retain quality practitioners.
Robust QA systems to secure continuous improvement in the quality of teaching, training and all aspects of provision.
Teachers and tutors who will work flexibly in the Vocational Centre and in the work place to support student and employer.
An infrastructure across the Alliance to promote a vibrant model of Professional Development for all staff through: exchanges;
mentoring; coaching; ICT communities; shared resources.
The commissioning of suitable training providers to extend the curriculum and deliver some work based learning components
within BTec First and National Diplomas.
A system which builds on the most successful elements of the Aimhigher programmes, including widening participation
The targeting of intensive support from Learning Mentors; Learning Assistants and Business mentors.
Close liaison with Sheffield Futures (Connexions) to ensure that best advice and guidance is provided to meet individual need.
Close liaison with teams involved in supporting vulnerable young people, such as YOTs.
Partnership work with other post 16 providers in the City to ensure best use of resources and achievement of City wide targets.
Establishing regular communications with key groups such as the AIP, Vulnerable Young People’Strategy Group, Extra District
Building on existing links with training providers and local employees to provide apprenticeships.
A system to seek and make use of regular feedback from Stakeholder groups through quarterly reviews including students,
parents/carers/, community groups, employers, training providers through focus groups, telephone surveys and on line surveys to
inform and evaluate the direction and progress of the Vocational Centre.
Motivating Young People to want to Learn
In addition to carefully tailored programmes and robust support to encourage participation and promote retention, there will be an
agreed system of rewards, and for every student, opportunities for Outdoor Education and Personal Challenge through:
1. Visits to Outward Bound Centres
3. Schemes such as Duke of Edinburgh
4. Community involvement
5. Sport and Leisure programme
We shall also provide life skills courses such as driving skills, managing personal finances and parenting skills.
No student will leave without having some basic vocational skills and vocational plan. Through personal tutors and Connexions services,
they will be provided with full information about grants and other opportunities for resources.
The issues raised in the reports, research and consultation documents mentioned at the top of this section, together with data provided
by The Local Authority and the South Yorkshire LSC have informed the vocational curriculum model, the staffing plan and related
costings. The Plan on the following page illustrates the intended offer over two years, by level and curriculum area.
A South East Sheffield Learning Alliance
The opportunity presented through this competition, to muster and drive the collective forces of the schools and other organisations in
the South East of the City, is one not to be lost. Competition may seem an unusual place to promulgate co-operation, but it is not a
solitary process and implies the presence and role of others in that process. The competition is already stimulating creative approaches
to collaboration and flexible and sustainable provision. The vitality of any Partnership will need to be a force for regeneration and
transformational change in the South East of Sheffield. The intention of the Lead Partner is to forge a South East Sheffield Learning
Alliance which will be made up of all key players in the South East of the City, focussed on improving the quality of provision, raising
standards and improving life chances of young people and their families. The Learning Alliance Must be a key element of the City’ s
overall strategic plans for improvement and therefore needs a lead Partner for the bid who will commit itself to close work and ownership
of the City’goals and targets in the South East of Sheffield. ULT is committed to making that Partnership work.
We recognise that Partnership between organisations is hard to achieve. Organisational tensions do not go away overnight, as
differences are not easily overcome. Creating a truly shared purpose is paramount and this has already been set out by Sheffield City
Council and the Learning and Skills Council. All parties need to sign up to their common agenda and the agenda on which the bidding is
premised. Success will depend on local autonomy and ownership and a mutual process of setting priorities and targets.
In the initial stages, the Partnership, known as the South East Sheffield Learning Alliance or the Learning Alliance, will depend on
commitment from the involved Partner organisations and their representatives, and the design of structures to best support the
development of the Learning Alliance. The Partnership will need to be nurtured and that the structures and processes will need to be
clear, robust and agreed.
We intend to forge:
A sense of a common future with common goals
Communication and commitment to the best interest of the Learning Alliance
The determination to work creatively, innovatively and iteratively
Recognition for the part played by each Partner
Sharing and learning from one another
The right representation and authority are of key importance in governance of the Learning Alliance. Whilst the United Learning Trust
will be the lead Partner, other organisations will be full Partners and will be valued as such. This commitment will be reflected in the
make up and powers of the Local Governing Body of the Learning Alliance. Membership needs to be prescribed yet have the capacity to
be flexible enough to respond to changing dynamics and new and growing roles and responsibilities of key stakeholders within the
South East of the City. The ethos needs to be one of inclusion, not exclusion, and the Alliance will promote that ethos of mutual support
Stakeholder organisations listed on the membership of the Learning Alliance will identify an appropriate lead representative to ensure
that the relevant and various processes and communications are in tune with the common goals of the Partnership. This is of
importance if the Alliance is to work ’ and
The Learning Alliance will value the voice of the Student, the Parent/Carer and the Community and will act fairly and transparently
Partner members of the Learning Alliance will give and receive regular reports including performance data as requested by the
Partnership, relating to the agreed common goals and targets of the Learning Alliance. These will be linked directly to local and national
goals and targets set out in the agreed and published strategies and policies such as the Local Authority’Transforming Learning
Strategy and The Area Improvement Partnership Plan. The Action Plan for the Learning Alliance will take full account of the Area
Partnership Plan and the research undertaken identifying local needs.
The Learning Alliance will need to support and work energetically towards the achievement of its’common goals and targets for Young
People in the South East neighbourhoods by:
Raising attainment in Key Stage 4
Improving attendance in Key Stages 3,4,5
Reducing the number of permanent exclusions in South East Sheffield schools/academies
Increasing the proportion of 16 year olds participating in full time education
Reducing the proportion of young people not in education, employment or training (NEETs)
Increasing the proportion of young people achieving at least a level 2 qualification by the age of 19
Improving levels of retention between 16 and 19
Improving the choice of learning pathways for young people
Common goals and targets must be achieved through commitment to collaborative work and delivery, choice and diversity. Each of the
partners will have opportunities to contribute their strengths and specialisms to the curriculum provision and delivery of the Vocational
Centre. Partner organisations will have opportunities to learn from best practice and share resources for the good of young people in the
14 –19 cohort. The Donaldson report and other work commissioned by the Local Authority and the LSC informs the provision to be
offered. The audits and matrices of current provision and unmet need across the area, carried out by the Local Authority services and
the Learning and Skills Council, are crucial in setting out the agenda for change and for ensuring that need based provision is both
targeted and efficient.
Sheffield’Equity and Excellence Settlement, sets out the values and ambitions for strategic planning in the City, and which should
underpin our own planning for the South East Sheffield Learning Alliance. Briefly, the Learning Alliance will pursue:
Equity and Access for all students
Teaching and Learning which strives for excellence, enrichment, access and inclusion and achievement
Trust and commitment to common goals for the good of young people in the South East of Sheffield.
Ambition to make a long term difference to the social and economic well being of young people and the communities in the South East of the City
The Learning Alliance will be guided by the established principles for strategic planning:
Parental and Pupil Choice
Collaborative Work with Training Providers, Local industries and Local Employers will be a priority for the
Learning Alliance so that the resources of the community invest in young people for their future and for
the regeneration of south east Sheffield.
Delivering the Aims of the Learning Alliance
The table included below summarises how we expect to support the aims of the Learning Alliance:
How we expect to support these
Aims Outcomes we desire
1 Capacity within the
Audit and identify best practice
To establish and develop a sustainable Partnership to help students
across the Alliance.
Partnership through the South East to succeed.
Identify common goals
Sheffield Learning Alliance Effective collaboration and
Establish a common identity
use of joint resources
2 Establish common codes of
Effective communications and
Build partnership links between
systems to track and support
partner organisations, student
To create systems which enable early students.
identification and support of vulnerable Data enables organisations in
Establish wrap around care.
young people the Learning Alliance to better
Establish a common system of
Establish training and use of
3 increase by 150 each year,
the number of young people
Market new provision.
To provide 300 additional post 16 places moving on to post 16
Establish progression routes from
by the end of Year 2 education.
Reduce the number of NEETs
in the SE of the City.
How we expect to support these
Aims Outcomes we desire
Establish Diploma lines.
Provide pre-vocational and entry A broad range of vocational
to employment courses. opportunities in place.
Extend and strengthen links to All students follow a Personal
To increase the range of vocational employers.
4 Learning Plan.
opportunities in the post 16 framework Commission training providers to All students receive Diploma
deliver widened access courses
accreditation at appropriate
and work based learning and
progression routes through from
Key Stage 4 to FE and HE
Increase the number of
To engage employers and training Audit Employer skills needs. employers involved in working
providers in developing a demand led Ensure training providers fulfil with the Alliance year on year.
5 vocational skills centre Employer needs. Increase the number of
Provide robust work place apprenticeships
support for students and Shape the programmes to
Employers. take account of employer and
Create programmes matched to
Improved attendance rates at
individual need and rate of
To engage more young people in the KS3, KS4, KS5
learning process Improved post 16 retention
Provide strong pastoral support
to build self-esteem and
Improved KS 4 attainment
managed success in learning.
How we expect to support these
Aims Outcomes we desire
Improve the quality of Learning and
All KS 4 students accessing and
Build on Aimhigher activities to
achieving on one of the new
develop aspiration and self worth.
Provide opportunities for outdoor
To inspire young people to learn to All KS5 students following
7 challenge and team activities.
work programmes tailored to individual
Provide students with challenge and
Reduce the number of NEETs
Provide courses and support to equip
Increase vocational skills and
each student with functional skills.
Provide wrap around care.
Provide vocational experiences
Provide opportunities for outdoor
challenge and team activities. Improved attendance
To equip young people with the skills
Provide students with challenge and Improved retention rates
8 needed to lead a full and independent life skills. Increase in numbers moving on to
life Provide students with functional skills. HE and employment
Provide wrap around care matched to
To make a measurable contribution Deliver a functional skills programme
Raise attainment in KS 4 and 5 to
to the regeneration of South East Provide apprenticeships and vocational
enable more young people to gain
9 Sheffield courses
entry levels to employment.
Provide students with life skills to equip
Improved figures for employment
them to be responsible citizens
in the South East of the City.
Provide entry to employment courses
Projections for the South East Sixth Form Vocational Centre
Entry Sept 2008
Learning Construction Engineering Hair and ICT/Digital Hospitality
Level Beauty Arts and
1 25 15 15 10 10
2 30 10 10 20 10
3 10 0 0 10 0
Totals 65 25 25 40 20
Overall total entry Sept 2008 - 185
Entry and progression Sept 2009
Learning Construction Engineering Hair and ICT/Digital Hospitality
Level Beauty Arts and
1 30 20 15 10 15
2 45 15 25 30 20
3 20 10 10 15 10
Totals 105 45 50 55 45
Overall total entry and progression by Sept 2009 - 300 students
Benefits for Students:
The Learning Alliance will use this form of electronic knowledge management to teach and manage courses and programmes of Study.
Learning Manager’ ’ aspect of Digitalbrain will allow students to interact with other students and tutors away from the classroom.
Tutors set assignments online and students submit work in the same way for marking and comments.
Access to the ‘
Blackboard’ ’ aspect of Digitalbrain will enable students to benefit from additional support, extra lessons and wider
resources. Again, this operates interactively.
Students can access a wider range of other information, for example:
Timetables Transport Guidance Maps
Grades/Targets Careers Routes Exemplar Material
Pathways Criteria levels Other Courses
Benefits for Teachers/Tutors/Support Staff:
For all staff who work in classrooms or workshops the Digitalbrain aspect of their work will continually push barriers and raise the
standard and quality of e-learning provision. Virtual learning environments ensure access to accurate schemes of work, interesting
lessons, support materials, hints and tips. Staff pool and share expertise which will ensure that good practice is accessed across the
Learning Alliance. Ready made, quality assured provision at the touch of a button when required.
Administration, record-keeping, monitoring and assessment is all accessed via the ‘ ’Admin Manager’ ’portal again ensuring commonality
across the Alliance. Access to the ‘
Noticeboard’ ’allows staff to interact, support, coach and provide effective CPD. This portal
promotes collaboration and partnership by practical and motivational routes to managing provision within the classroom and workshop.
Benefits for Administration/Outside Agency Partners:
Authorised staff from Partner organisations and centre administration will be able to access information regarding;
Attendance Support Maps
Timetables Routes Staff Diaries
Mentor Progress Statements Policies
Records Calendar Quarterly reviews
Importantly for the Learning Alliance and the Learning Skills Council access to the Digitalbrain portal will provide a new level of
transparency. Clear knowledge of registration, attendance, retention, progress & access to progression, access to reliable information
which will enable monitoring and evaluation to take place in a managed and collaborative forum. Access will generate a new level of
Partnership, which is essential to effectively tackle the issue of NEETs in South East Sheffield.
Digitalbrain tailors education around individual needs and is greatly enhanced by its innovative use of ICT. If focuses on:
Entitlement Every student within the Learning Alliance has access to the Digitalbrain portal
Engagement Portal usage provides a variety of communication methods such as emails, instant messaging, communities,
Learning at an individual student’pace, Anytime, anywhere.
Employer/ Training provider
Relevant access via e-portal to: student, timetable,
calendar, procedures, assessment, targets, reviews,
Relevant access via e-portal to: Virtual tour,
progress, Statements of Need, meetings schedule, training contact details, calendar, appointments
programmes, advice, vacancies, development plans, audits, information, student e-mail, on-line assessment,
teaching materials, lesson plans, extra curricular support information, attendance information,
information, wider materials, film, music, performance, progression routes, assessment targets, reviews,
books, plays, audio, revision guides, revision styles, one-to- progress, support lessons, support advice,
one interactive skill-building, Sciences of Work, project Blackboard, Notice board, employer/partner news
detail work based developments, study guides, notice updates.
board, blackboard, news faculty, departmental information,
e-mail, partnership information.
Public Access: Timetable, attendance, maps, transport, day-to-day
Virtual Tour / Home page / information, e-mail, tutor information, course
Course Information / Partnership information, career pathways, connexions, mentor,
Information / Prospectus / tutor access, progression routes, calendar,
Application Forms / Map / exam/assessment timetable, study notes, exemplar
Transport details / Calendar –Events / materials, wider reading, tips, on-line testing, extra
Contact details lessons, one-to-one skill-building, programmes, on-
line submission of work, on-line study advice, notice
board, blackboard, support materials, grade
boundaries/criteria, employer information, CV’ s,
interview advice, extra curricular activities, college
Support Staff news blog, volunteer activities, event news,
Relevant access via e-portal to: maps, transport, other
recruiting page, help wanted page, success gallery,
virtual art exhibitions, poetry, writing, musical,
staff, e-mail, records, reports, audit review, VLE, performance, dance, film, interview, crèche facilities,
student information, finance, requisitions, resources, counselling access, provision, first aid, nurse,
attendance, appointments, parental, employer business mentor appointments, exam, career
meetings, ECM, support, extra district, LA information sampling.
data, targets, assessment.
1. Range of data to inform Teacher planning, Personal Learning Plans and set appropriate yet challenging student targets
2. Each curriculum area to have a curriculum offer which provides opportunities, Y8 –Y13 to achieve qualifications, enrichment and
3. Curriculum offer takes account of the Personal Learning Plans, the nature of the cohort and access to a range of qualifications
from Y8 onwards at entry, level 1, level 2 and level 3.
4. Curriculum offer mapped across the School/Academy to ensure appropriate coverage and progression
5. Personal Learning Plans
6. Progression through pathways/qualification routes, plus core.
Vocational Skills Y12 –Y13
L1 –L2 Vocational
Academic L1 –L3
Y7 –Y8 Pure Subjects
CORE L1 –L3
Flexibility of Curriculum
AS LEVEL & A
L3 BTec Entry to
NATIONALS Employment pre-
Individual Progression Routes
This chart shows Vocational choices within Sheffield and South East Sheffield
CONSTRUCTION & HOSPITALITY &
HORTICULTURE & BUSINESS
HAIR & BEAUTY
SKILLS, & TOURISM
DIGITAL ARTS & LEISURE
= Available at Vocational Sixth Form & SOCIAL CARE
= Available at Sheffield Park Academy CHILD CARE
= Available at Sheffield Springs Academy
_____ = Specialism at Vocational Sixth Form
Location of Accommodation for the South East Sheffield Vocational Centre
The main accommodation will be at Sheffield Springs (refurbishment of the science block)
Complementary accommodation will be located within Sheffield Springs and Sheffield Park Academies
Each of the four South East Sheffield Schools will house a fully equipped vocational skills room which will be a resource for South East
Sheffield. The vocational accommodation will be linked to their ‘ .
The Learning Alliance may establish Outreach Centres to respond to growing and changing need.
The Vocational Centre will require accommodation fit for purpose.
The accommodation will consist of:
A specialist Vocational Skills Centre customised and fully equipped to meet vocational curriculum needs will be located on the
site of Sheffield Springs Academy. With extensive grounds
and an unrivalled outlook over the Derbyshire hills, the Centre
will convey an immediate sense of uplift and aspiration. The
accommodation will be state of the art and IT rich, fully
equipped to match work related specialisms set out in the
statement of need: Hair and Beauty; Construction &
Engineering; Hospitality and Catering; Creative & Digital Arts.
From February 2008, complementary state of the art
accommodation designed by the internationally renowned
architect’Aedas, at Sheffield Springs Academy, will be
available. Students will be able to access the most up to date
technology to develop their skills in the digital arts. There is a
6th form suite of tutorial rooms and a large student common
room, six ICT suites including three Business ICT suites, an outstanding Learning Resource Centre with a suite of 30 PCs and
several Performance areas, including an outside amphitheatre, fully equipped for teaching performance and the digital arts. There
are excellent sports facilities including a Sport England size sports hall, an All Weather Pitch and, Springs Leisure Centre with it
fitness suite and swimming pool.
From April 2008, complementary specialist accommodation at Sheffield Park Academy will be ready. Sheffield Park Academy has
a Business and Enterprise specialism, with a strong emphasis on vocational education. Accommodation at Sheffield Park
Academy includes: a Hair and Beauty Salon; a Travel and Tourism Bureau; a Construction Skills Workshop in addition to Design
technology rooms; a crèche and Child care suite; A fully equipped ‘ teaching’kitchen linked to the commercial kitchen and
restaurant service; Business and IT suites. Like Sheffield Springs Academy, Sheffield Park Academy has unrivalled sports
facilities which can be accessed and enjoyed by students. The Academy is IT rich and has several Business and ICT suites.
The above accommodation will be supplemented by accommodation provided by Training Providers and employers.
The Accommodation Schedule
The Vocational Centre will be subject to planning conditions. It will be DDA compliant and a community resource. It will include:
2 x 20 place Business/IT suites with Interactive Whiteboards (IWBs)
2 x small IT based study areas/tutorial rooms (each with 12 PCs)
4 x Workshops/work related learning rooms with IWBs, fully equipped to meet the four defined areas of need (Construction &
Engineering, Hair & Beauty, Catering & Hospitality, ICT & Digital Arts)
6 x Tutorial rooms with IWBs
3 x large offices for Learning Mentors; Teaching assistants and Teachers/Tutors
1 x Reception
1 x Connexions office and Careers resource area
1 x small office for the Director
1 x small office for the Director’PA.
1 x meeting room
1 x multi agency room
1 x SEN room NB Students & staff will have access to canteen and other facilities at Sheffield
Based on indicative costings by CM Parker Browne (QS) and ULT’experience of refurbishment projects, the cost of the above
accommodation scheme will be in the region of £5m depending on the detail of the accommodation and decisions about school based
specialist vocational accommodation. The scheme would need to be discussed in more detail before agreeing sums.
Start Up Costs:
Start up costs will be required to cover:
employment of key staff before opening
development of partnership
Running costs are attached as appendix 3.
ULT recognises the importance of robust governance, fit for purpose. The Local Governing Body of the Vocational Centre will represent
the interests of the local communities and the key stakeholders.
The Local Governing Body will be known as the Learning Alliance Board and will support the Academy to thrive and meet the needs of
students and the South East Sheffield Community in the short, medium and long term. It will help ensure that local needs are met in the
context of regional and national needs. It is proposed that the composition of the Local Governing Body will consist of the following
representation (one from each of the following organisations):
United Learning Trust (Chair)
The Learning and Skills Council
Sheffield City Council
Connexions (Sheffield Futures)
The Director of the Academy for Vocational Excellence (ex-officio)
Birley Community College
The City School
Handsworth Grange School
Sheffield Springs and Sheffield Park Academies
East Hill Special School
South East Primary School Heads
Chamber of Commerce
Sheffield Training Providers
Youth Offending Team
Student Body & Parent & Community
Key Stage 3 & Key Stage 4 Pupil Referral Units, Spring Lane
2 co-opted members from the Sheffield Business Community / local Employers TOTAL: 23
Sub-committees agreed by members of the Local Governing Body of the Learning Alliance will look in more detail at the following:
Curriculum and Standards
Staffing and resources
Other committees which are fit for purpose will be established by the Learning Alliance Board. It is essential that the structures are
adaptive not prescriptive and that there are opportunities for interconnected relationships which generate new possibilities. To this
extent, the South East Sheffield Learning Alliance will form the infrastructure to make this opportunity a reality and the collective
goal, the critical link between the Partnership.
The ULT representative will chair meetings of the Learning Alliance.
Two Vice Chairs will be elected by Board members
Meetings will be serviced by the Centre for Vocational Learning.
Committees will have agreed terms of reference.
The Learning Alliance Board will receive regular reports based on an agreed cycle of meetings, including the Quarterly Review. It will
evaluate the work and achievements of the Learning Alliance and the South East Vocational Centre.
Learning Alliance Board
This Board will operate both as a monitoring group as well as being the major decision-making body of the Learning Alliance. It will
receive regular reports from committees and the Centre Manager.
The Learning Alliance Board Sub-Committees
Curriculum provision and standards
Staffing and Resources
Sub Committees will receive regular reports form the Centre Manager and the Executive Team relating to their focus.
These sub committees will be responsible for:
Monitoring the progress and effectiveness of the Alliance Action Plan.
Monitoring the work of the Executive Leadership Team.
The work and findings of these groups will form a major plank of the information passed to the Learning Alliance Board.
They will act as recommending bodies to the Learning Alliance.
The Learning Alliance Vocational Sixth Form Executive Team
Co-ordinator of Studies
Co-ordinator for e-learning
Co-ordinator for Community and Pastoral Support
Co-ordinator for Finance and Resources
This Executive Team will be responsible for:
The day-to-day running and decision-making within the Sixth Form Vocational Centre.
The running responsibility and co-ordination of policy, process and practice.
Reporting to the Centre Manager.
Line managing the team of staff with whom they work. They will implement Q.A. procedures and Performance Management
systems across their specialist area teams and sub-groups.
Monitoring the work, collaboration, provision and standards within their area of specialism.
The completion of the Quarterly Review which will be presented to the relevant Learning Alliance sub-committee.
Additionally The Executive Director will be responsible for:
The Curriculum offer and standards reached.
Advising the Curriculum and Standards sub-committee on the quality and performance of the 6th Form Vocational Centre against
SOUTH EAST SHEFFIELD
LEARNING ALLIANCE BOARD
PARTNERSHIP & CURRICULUM &
AUDIT STAFFING &
COMMITTEE COMMITTEE COMMITTEE
CO-ORDINATOR CO-ORDINATOR BUSINESS & CO-ORDINATOR
FOR OF STUDIES FINANCE FOR FINANCE &
COMMUNITY & MANAGER RESOURCES
Alliance To build capacity in order to ensure effective on going delivery of the initiative
(a) The target group Existing 14 –19 Practitioners across the organisation of the Learning alliance
(b) Action to be taken, 1.1 Appointment of Overall Project Manager. January 2008
including timescales and 1.2 Appointment of Overall ICT Systems Co-ordinator January 2008
deadlines 1.3 Appointment of vacant Co-ordinator posts January 2008
1.4 Appointment of admin support January 2008
1.5 Audit of strengths / areas of need across education partners February 2008
1.6 Audit of strengths / areas of need across vocational partners February 2008
1.7 Audit of strengths/ areas of need across employer partners February 2008
1.8 Audit of strengths/ areas of need across LA partner agencies February 2008
1.9 Audit of accommodation /pooled resources/facilities across all partners February 2008
1.10 Nomination of partner key contacts –creation of communications structure February 2008
1.11 Development of Digital Brain ICT platform in order to share information / focus / organisational management
/ structure / provision of VLE February 2008
1.12 Appointment of staff to partners board sectors of development February 2008
1.13 Begin initial recruitment process (students) January 2008
1.14 Begin early identification of KS4 future NEETS February 2008
1.15 Public launch of Learning Alliance March 2008
(c ) The allocation of 1.1 Executive Co-ordinator
responsibility 1.2 Executive Co-ordinator
1.3 Executive Co-ordinator
1.4 Executive Co-ordinator
1.5 Co-ordinator of Studies
1.6 Co-ordinator of Studies
1.7 Co-ordinator of Studies
1.8 Co-ordinator of Studies
1.9 Co-ordinator of Finance / Project Manager
1.10 Project Manager / Executive Co-ordinator
1.11 Co-ordinator of e-Community
1.12 Executive Co-ordinator
1.13 Co-ordinator of Studies
1.14 Co-ordinator of Studies
1.15 Executive Co-ordinator
(d) Desired outcomes 1.1 Project Manager appointed by January 2008
( with any quantifiable 1.2 ICT Systems Co-ordinator appointed by January 2008
measures) 1.3 Admin Support appointed by January 2008
1.4 Audit completed, analysed and published by March 2008
1.5 Audit completed, analysed and published by March 2008
1.6 Audit completed, analysed and published by March 2008
1.7 Audit completed, analysed and published by March 2008
1.8 Audit completed, analysed and published by March 2008
1.9 Audit completed, analysed and published by March 2008
1.10 Register of Partner key contacts created allocated to covering areas of development. Sub-committees and
membership details published. Governance established February 2008 Meetings cycle published
1.11 Digital Brain system accessed across partner organisations February 2008
1.12 Key workers appointed/nominated to areas of development (education/employment/partnership/ICT)
Management Structure in place
1.13 Recruitment process initiated across all schools / partner organisations / sectors
1.14 Early identification across all schools / partner organisations / sectors indications of scope /scale and level
of need to be accommodated
1.15 Public launch of Learning Alliance takes place
(e) Monitoring ULT Project Board
arrangements ULT Project Board
ULT Project Board
ULT Project Board
Sixth Form ELT Meetings
Sixth Form ELT Meetings
Sixth Form ELT Meetings
Sixth Form ELT Meetings
Sixth Form ELT Meetings
1.10 Sixth Form Sub-committee meetings
1.11 Sixth Form Sub-committee meetings
1.13 Sixth Form Sub-committee meetings
1.14 Sixth Form Sub-committee meetings
(f) Evaluation 1.1 Publication of staffing structure December 2007
arrangements 1.2 Publication of staffing structure December 2007
1.3 Publication of staffing structure December 2007
1.4 Publication of staffing structure December 2007
1.12 Publication of staffing structure December 2007
1.5 Positive feedback from partners / sub-committees
1.6 Positive feedback from partners / sub-committees
1.7 Positive feedback from partners / sub-committees
1.8 Positive feedback from partners / sub-committees
1.9 Positive feedback from partners / sub-committees
1.10 Positive feedback from partners / sub-committees
1.11 Responses from ULT Head Office / partner organisations
1.13 Number of positive choices
1.14 Number of partner responses
1.15 Positive feedback from partners / sub-committees
All reviews completed by March 2008. New Operational targets to be set by mid April 2008
Alliance To develop partnerships and collaboration across the Learning Alliance
(a) The target group All partner organisations within the Learning Alliance
(b) Action to be taken, 2.1 Establish L.A.B. sub-committee for Partnership, Collaboration and Systems from across the Alliance
including timescales and December 2007
deadlines 2.2 Initial meetings of key partners (Academies / Schools / Colleges./ Employer / LSC / LA develop underpinning
philosophy / practise / unity of thought and approach. Common Identity January 2008
2.3 Visit key partners in situ –establish common purpose timescales of development and deadlines by February
2.4 Development Plan of Partnership Enrichment created post capacity building audits March 2008 and on going
2.5 Meetings cycle, communications system established Digital Brain established, Events /deadlines calendar
initiated March 2008 and on going
2.6 Key workers develop both electronic and face to face relationship with partners in key development areas.
March 2008 onwards on going (cross sector)
2.7 Audit of training and development needs of partnership staff completed March 2008
2.8 Creation of Common training / CPD events organised for post May 2008 –published April 2008 (cross
2.9 Formal partnership arrangements. Register of partnerships and providers published March 2008
2.10 Establishment of detailed specialisms, resources provision, commitment from Partners for (a) Promotional
(b) resource allocation (c) transport (d) timetable (e) accommodation purposes March 2008
2.11 Framework for vocational / work placed training / mentoring systems to be created as part of drive to recruit
additional employees / training providers May 2008 and on going
2.12 Academic / Vocational targets set together with all partner organisations April 2008
2.13 Common cross sector monitoring procedures established May 2008 on going
2.14 Principles of quarterly sector review established May 2008 and on going.
(c ) The allocation of 2.1 Executive Co-ordinator
responsibility 2.2 Executive Co-ordinator
2.4 Co-ordinator of Partnerships
2.5 Co-ordinator of Partnerships / Co-ordinator of e learning
2.6 Co-ordinato of Partnerships
2.7 Co-ordinator of Partnerships
2.8 Co-ordinator of Partnerships
2.9 Co-ordinator of Partnerships
2.10 Co-ordinator of Partnerships
2.11 Co-ordinator of Partnerships
2.12 Joint Co-ordinators action
2.13 Co-ordinator of Partnerships
2.14 Co-ordinator of Partnerships
(d) Desired outcomes 2.1 Sub-committee established codes of practise initiated December 2007
( with any quantifiable 2.2 Initial meetings take place Learning Alliance identity initiated January 2008
measures) 2.3 Visits to key partners / sectors take place, early timetable of action established
2.4 Enrichment Plan created, approved and timetabled by March 2008
2.5 Digital Brain and subsequent access training up and running March 2008
2.6 Key workers allocated sector organisations –inductions complete
2.7 Audit of training needs established
2.8 Common CPD/ training events organised for delivery post May 2008
2.9 All partners sign up to formal partnership commitment register published March 2008
2.10 Specialisms needs analysis / development complete March 2008
2.11 Framework created, recruitment of additional organisations initiated May 2008
2.12 All targets negotiated set and published
2.13 Common cross sector monitoring procedures in place May 2008
2.14 Quarterly sector review agreed and in place May 2008
(e) Monitoring 2.1 ULT Project Board
arrangements 2.2 Executive Co-ordinator
2.4 Co-ordinator of Partnerships
2.5 Co-ordinator of E Learning
2.7 Co-ordinator of Partnerships
2.8 Co-ordinator of Partnerships
2.9 Co-ordinator of Partnerships
2.10 Project Manager / Co-ordinator of Finance
2.11 Co-ordinatorr of Community / Partnerships
2.12 Executive Co-ordinator
2.13 Co-ordinator of Partnerships
2.14 Co-ordinator of Partnerships
(f) Evaluation 2.1 Feedback ULT Project Board
arrangements 2.2 Feedback from partners –Quarterly review
2.3 Partnership sub-committee
2.4 Partnership sub-committee
2.5 Partnership sub-committee
2.6 Partnership sub-committee
2.7 Quarterly Review
2.8 Partnership sub-committee
2.9 Partnership sub-committee
2.10 Partnership sub-committee
2.11 Quarterly Review
2.12 Partnership sub-committee
2.13 Partnership sub-committee
2.14 Partnershio sub-committee
Priority 3 Curriculum Provision
(a) The target group All KS 3 –KS 5 pupils & students in the Learning Alliance
(b) Action to be taken, 3.1 Audit of current provision, programmes accreditation starting January 2008
including timescales and 3.2 Begin recruitment to extended provision January 2008 ongoing
deadlines 3.3 Plan integrated curriculum pathways across Alliance schools, 6th Form centres February 2008
3.4 Plan integrated vocational pathways across Alliance schools, Training providers February 2008
3.5 Early identification of NEETs pupils across Alliance schools, February 2008
3.6 Establish centres of specialisms, outreach, community learning facilities March 2008
3.7 Begin recruitment of staff for extended provision March 2008
3.8 Construct common Learning Alliance timetable features March 2008
3.9 Create development plan for roll-out & delivery of new courses and new accreditation from September 2008
onwards –April 2008
3.10 Collaborate on V.L.E. delivery & resource writing. March 2008 onwards
3.11 Liaise with Alliance partners regarding transport May 2008
3.12 Hold motivational, esteem raising events KS3 April 2008 onwards
3.13 Hold motivational, esteem raising events KS4 April 2008 onwards
3.14 Deliver common CPD needs for staff & training providers May 2008 onwards
3.15 Access Digital Brain –prior learning statistics
3.16 Initiate Learning Alliance revision programme April 2008 June 2008
3.17 Co-ordinate celebration of vocational/academic awards July 2008
(c ) The allocation of 3.1 Co-ordinator of Studies
responsibility 3.2 Co-ordinator of Studies
3.3 Co-ordinator of Studies
3.4 Co-ordinator of Studies
3.5 Co-ordinator of Studies/Co-ordinator of Community
3.6 Co-ordinator of Studies/Co-ordinator of Community/ Co-ordinator of Partnerships/Co-ordinator of Finance
3.7 Co-ordinator of Studies/Co-ordinator of Finance
3.8 Co-ordinator of Studies
3.9 Co-ordinator of Studies/ Co-ordinator of Partnerships
3.10 Co-ordinator of Studies/Co-ordinator of e-Community
3.11 Co-ordinator of Studies/Co-ordinator of Finance
3.12 Co-ordinator of Studies
3.13 Co-ordinator of Studies
3.14 Co-ordinator of Studies
3.15 Co-ordinator of Studies/Co-ordinator of e-Community
3.16 Co-ordinator of Studies
3.17 Co-ordinator of Studies
(d) Desired outcomes 3.1 Audit complete & published
( with any quantifiable 3.2 Recruitment events in place
measures) 3.3 Curriculum pathways agreed
3.4 Vocational pathways agreed
3.5 NEETs pupils identified
3.6 Specialisms identified & accredited
3.7 Staff recruitment underway
3.8 Common Learning Alliance provision timetable in place
3.9 Development plan created and approved
3.10 V.L.E. platform underway, resources in production to meet curriculum needs
3.11 Transport mechanisms in place
3.12 Motivational events at KS3 in place & delivered
3.13 Motivational events at KS4 in place & delivered
3.14 Performance targets for Learning Alliance curriculum set & published
3.15 Targets set from statistics
3.16 Revision programmes in place
3.17 Celebration of awards in place
(e) Monitoring 3.1 Sub Committee meetings
arrangements 3.2 Sub Committee meetings
3.3 Sub Committee meetings
3.4 Sub Committee meetings
3.5 Sub Committee meetings
3.6 Sub Committee meetings
3.7 Sub Committee meetings
3.8 Sub Committee meetings
3.9 Sub Committee meetings
3.10 Sub Committee meetings
3.11 Sub Committee meetings
3.12 Sub Committee meetings
3.13 Sub Committee meetings
3.14 Sub Committee meetings
3.15 Sub Committee meetings
3.16 Sub Committee meetings
3.17 Sub Committee meetings
(f) Evaluation Quality Assurance –on-going
arrangements Quarterly review –feedback students/parents/providers
Alliance Community Pastoral Provision
(a) The target group All students and staff within the Learning Alliance
(b) Action to be taken, 4.1 Appoint Co-ordinator of Community Jan ‘ 08
including timescales and 4.2 Audit support staff across the Alliance in order to develop best inclusive practice Feb ‘
deadlines 4.3 Audit Alliance partner strengths, needs, resource issues Feb ‘ 08
4.4 Early identification of NEETs, Feb ‘ 08
4.5 Adoption of Codes of Practice, policies and procedures for all inclusion/support workers/ outside agency
staff/District Service staff Mar ‘
4.6 Establish calendar of meetings –both day-to day running and developmental Mar ‘ 08
4.7 Creation and adoption of development Plan with targets and actions for delivery of Alliance Inclusion
programmes Mar ‘ 08
4.8 Collaborate on V.L.E. Digital Brain support programmes, resource writing, access to important links and
websites. Mar ’ onwards
4.9 Identification of outreach centres and nature of their specialist support and core purpose April 2008
4.10 Recruitment of new staff to meet the needs of new cohort April 2008 onwards
4.11 Initiate Learning Alliance Revision support groups Ape ’ onwards
4.12 Ensure SEN/ Disability Statements of Need meet requirements and legislation. May ‘ 08
4.13 Initiate ILP for all deemed in need. Allocate mentors/learning guides/Lass matched to student need.
May’ onwards Support throughout assessment period.
4.14 Common training/CPD programme delivered. May ’ onwards08
4.15 New student/ parental contacts established Jun ’ onwards
4.16 Development of extra-curricular provision including summer learning and social events Jun ’ onwards
(c ) The allocation of 4.1 Executive Co-ordinator
responsibility 4.2 Co-ordinator of Community
4.3 Co-ordinator of Community
4.4 Co-ordinator of Community/Co-ordinator of Studies
4.5 Co-ordinator of Community/Co-ordinator of Studies
4.6 Co-ordinator of Community/Co-ordinator of Studies
4.7 Co-ordinator of Community/Co-ordinator of Studies
4.8 Co-ordinator of Community/ Co-ordinator e-Community
4.9 Co-ordinator of Community/ Co-ordinator e-Community
4.10 Co-ordinator of Community/ Co-ordinator e-Community
4.11 Co-ordinator of Community/ Co-ordinator e-Community
4.12 Co-ordinator of Community/ Co-ordinator e-Community
4.13 Co-ordinator of Community/ Co-ordinator e-Community
4.14 Co-ordinator of Community/ Co-ordinator e-Community
4.15 Co-ordinator of Community/ Co-ordinator e-Community
4.16 Co-ordinator of Community/ Co-ordinator e-Community
(d) Desired outcomes 4.1 Co-ordinator of Community appointed
( with any quantifiable 4.2 Audit completed and published
measures) 4.3 Audit completed and published
4.4 Identification complete, discrete groups established, needs formalised
4.5 Codes of Practice in place and supported
4.6 Calendar agreed and published
4.7 Development Plan published and support4ed
4.8 Digitalbrain accessed. Resource writing in progress
4.9 Outreach centres identified and resourced
4.10 Staff recruited to support needs of new cohort
4.11 Revision support groups up and running. 95% attendance
4.12 Statements of Need fully resourced
4.13 ILPs initiated for target groups
4.14 CPD programme delivered. 100% attendance
4.15 Student/parent/Alliance contracts in place
4.16 Extra curricular calendar in place and accessed
(e) Monitoring 4.1 Sub Committee meetings
arrangements 4.2 Sub Committee meetings
4.3 Sub Committee meetings
4.4 Sub Committee meetings
4.5 Sub Committee meetings
4.6 Sub Committee meetings
4.7 Sub Committee meetings
4.8 Sub Committee meetings
4.9 Sub Committee meetings
4.10 Sub Committee meetings
4.11 Sub Committee meetings
4.12 Sub Committee meetings
4.13 Sub Committee meetings
4.14 Sub Committee meetings
4.15 Sub Committee meetings
4.16 Sub Committee meetings
(f) Evaluation Q.A. system from team level upwards on-going evaluation
arrangements Quarterly review –feedback from students/parents/providers/partners
Alliance To implement the delivery of an electronic learning and administrative working environment
(a) The target group All students and staff working within the learning Alliance
(b) Action to be taken, 5.1 Appoint Co-ordinator of e-Community Jan’ 08
including timescales and 5.2 Audit skills of support staff to develop the e-community Jan’08
deadlines 5.3 Audit of Alliance partner strengths, resource needs and training issues Jan’08
5.4 Access ULT’existing technical expertise ensuring capacity-building of new provision Feb’ 08
5.5 Access ULT’existing e-learning and VLE development Mar ‘
5.6 Develop stage by stage roll-out plan, including sustainable financial plan Mar ‘
5.7 Roll out training programme for use, delivery and resource-writing May’ onwards
5.8 Appoint/nominate technical support per individual partner –access, delivery, resource production May’
5.9 Access careers-based links. Significant development of e-pathways to careers information and advice.
Interactive delivery May’ onwards
5.10 Dedication of central team to production of e-learning teaching resources and programmes of study support
May ’ onwards
5.11 Provide access and training to outreach centres Jun ’ onwards
5.12 Secure funding streams to maintain development and technical upgrades Jun ’ onwards
(c ) The allocation of 5.1 Executive Co-ordinator
responsibility 5.2 Co-ordinator e-Community
5.3 Co-ordinator e-Community
5.4 Co-ordinator e-Community/ULT ICT Co-ordinator
5.5 Co-ordinator e-Community/ULT ICT Co-ordinator
5.6 Co-ordinator e-Community/Co-ordinator of Finance
5.7 Co-ordinator e-Community
5.8 Co-ordinator e-Community/Partner Organisations
5.9 Co-ordinator e-Community/Sheffield Futures/Connexions
5.10 Co-ordinator e-Community
5.11 Co-ordinator e-Community/Co-ordinator of Community
5.12 Co-ordinator e-Community/LSC/ULT/LA
(d) Desired outcomes 5.1 Co-ordinator of Community appointed
( with any quantifiable 5.2 Audit complete & Published
measures) 5.3 Audit complete & Published
5.4 ULT ICT support in place
5.5 V.L.E. development accessed
5.6 Clear plan of action, funding & development in place
5.7 Training programme published & accessed
5.8 Closer links developed via common technician support
5.9 Career information, access & guidance becomes a major sector of the intranet
5.10 Appropriate, needs-led resources created for the e-community freely accessible for all in the Alliance
5.11 Outreach centres given training & access to e-community
5.12 Funding for future development secured
(e) Monitoring 5.1 Sub Committee meetings
arrangements 5.2 Sub Committee meetings
5. 3 Sub Committee meetings
5.4 Sub Committee meetings
5.5 Sub Committee meetings
5.6 Sub Committee meetings
5.7 Sub Committee meetings
5.8 Sub Committee meetings
5.9 Sub Committee meetings
5.10 Sub Committee meetings
5.11 Sub Committee meetings
5.12 Sub Committee meetings
(f) Evaluation Quality assurance system on-going.
arrangements Quarterly review –feedback students/parents/providers
Alliance Quality, Audit, Standards
(a) The target group All Partners within the Alliance
(b) Action to be taken, 6.1 Appoint Co-ordinator of Partnerships January 2008
including timescales and 6.2 Nominate & Identify Partner Project Team Leaders January 2008
deadlines 6.3 Initiate Project Partnership Board January 2008
6.4 Develop & Adopt Code of Practice, Unity of approach, procedure February 2008
6.5 Create Local Governing Body, calendar, structure, processes February 2008
6.6 Create Partnership Board, calendar, structure, processes February 2008
6.7 Institute Policies of Health & Safety, Management, Quality Assurance February 2008
6.8 Organise Local Governing Body sub-committees March 2008
6.9 Initiate targeted training programme for Governance, Audit, Standards across Alliance April 2008 onwards
6.10 Establish Quality review process April 2008 onwards
6.11 Establish Alliance sub-committee teams which fund & support LGB sub-committees. Allocate Co-ordinator
responsibility to sub-committees April 2008 onwards
6.12 Co-ordinate Audit, Finance, target-setting, data analysis via Digital Brain May 2008 onwards
(c ) The allocation of 6.1 Executive Director
responsibility 6.2 Co-ordinator of Partnerships
6.3 Co-ordinator of Partnerships
6.4 Co-ordinator of Partnerships
6.5 Co-ordinator of Partnerships
6.6 Co-ordinator of Partnerships
6.7 Co-ordinator of Partnerships
6.8 Co-ordinator of Partnerships
6.9 Co-ordinator of Partnerships
6.10 Co-ordinator of Partnerships
6.11 Co-ordinator of Partnerships
6.12 Co-ordinator of Partnerships
(d) Desired outcomes 6.1 Co-ordinator of Partnerships appointed
( with any quantifiable 6.2 Sub-committee members & their leaders identified
measures) 6.3 Partnership sub-committee identified
6.4 Unified Code of Practice established
6.5 L.A.B., calendar, structure, processes in place
6.6 Sub-committees, calendar, structure, processes in place
6.7 Policies of Health & Safety, Management, Quality Assurance in place
6.8 L.A.B sub-committees organised
6.9 Training programme in place & 100% attended
6.10 Quality review process adopted
6.11 Alliance sub-committee teams established
6.12 Digital Brain access initiated
(e) Monitoring 6.1 ULT Project Board
arrangements 6.2 ULT Project Board
6.3 ULT Project Board
6.4 ULT Project Board
6.5 ULT Project Board
6.6 ULT Project Board
6.7 L.A.B. sub-committees
6.9 Partnership sub-committee
6.10 Partnership sub-committee
6.11 Partnership sub-committee
6.12 Partnership sub-committee
(f) Evaluation Reports to: ULT Project Board, LA.B., Quarterly Review
(a) The target group Students in the Learning Alliance to benefit from customised accommodation
(b) Action to be taken, Design and Planning –October 2007 –February 2008
including timescales and ICT Strategy –December 2007 –January 2008
deadlines Room layouts and Furniture layouts –January 2008 –February 2008
Refurbishment of Springs Science block March 2008 –August 2008
Refurbishment of 4 Vocational rooms in 4 SE schools March 2008 –August 2008 (if new build required, then
until December 2008)
Handover of Vocational Centre at Springs –September 2008
Handover of SE school based Vocational accommodation September 2008 / January 2009
(c ) The allocation of Project Manager to oversee, co-ordinate and meet timescales
responsibility CPM to oversee and co-ordinate the build.
(d) Desired outcomes Accommodation fit for purpose, to deliver the vocational curriculum to 300 students
( with any quantifiable
(e) Monitoring The Project Manager will produce monthly overall progress reports
arrangements The Project Manager and the Construction Project Manager will update the Risk Register each month.
The Construction Project Manager, the Architect and the QS will provide monthly progress reports
The Learning Alliance will receive monthly reports from the Project Manager
The Academies’ Construction Group (Project Board) will receive monthly reports
(f) Evaluation The Learning Alliance and the Academies’ Construction Group will interrogate reports and evaluate each month.
arrangements A post occupation review will take place
Alliance Leadership and Management Capacity building
(a) The target group Leadership and management teams
(b) Action to be taken, Project manager appointed –January 2008
including timescales and Project plan agreed by the Learning Alliance –February 2008
deadlines Curriculum plans developed and agreed –January 2008 –March 2008
Recruitment of leadership team –March 2008 –May 2008
Recruitment of tutors and support staff –March 08 –July 08
Marketing plan agreed by Learning Alliance February 08
Recruitment of students Jan 08 –August 08
Training and development plan agreed by Learning Alliance –May 2008
Strategic Development Plan, inc targets agreed by Learning Alliance - May 2008
Pastoral, financial and admin systems set up –June 2008
(c ) The allocation of Project Manager
(d) Desired outcomes( All deliverables in agreed project plan completed
with any quantifiable
(e) Monitoring Monthly reports to the Learning Alliance Board
arrangements The Learning Alliance and will monitor the delivery of the project
(f) Evaluation The success and impact of the project will be judged by the achievement of the plan and its capacity to deliver to
arrangements students by September 2008
Stakeholders will be provided with opportunities for feedback
Targets Year 1 Year 2
1) KS 4 Attainment ( En/Ma) Meet the Sheffield average Exceed the Sheffield average
2) KS 4 Attendance Meet the Sheffield average Exceed the Sheffield average
3) Reduce Permanent exclusions By 50% No permanent exclusions
4) Increase No. of 16 year olds in FT Ed. By 150 + By 300 (from 2007 baseline)
5) Reduce NEETs Population By 40% By 60%
6) Increase level 2 achievement By 20% By 40%
7) No of students on Vocational Learning
* 2007 to be used to as baseline for calculations
DEPUTY CENTRE CO-ORDINATOR OF e- CO-ORDINATOR OF
MANAGER & CO- LEARNING FINANCE &
ORDINATOR OF TRAINING RESOURCES (0.2)
10 FTE TEACHERS / 10 LEARNING CO-ORDINATOR FOR 1 IT TEACHER 2 IT TECHNICIANS RECEPTIONIST & 2 ADMIN ASSISTANTS
TUTORS ASSISTANTS COMMUNITY & STUDENT SERVICES
4 TECHNICIANS 9 X LEARNING