Memorandum submitted by Dean Penford,
Higher Education Champion Nottingham North
I appreciate the efforts of the White Paper,
and support many of the issues raised in the response, Shaping
the Education Bill Reaching for Consensus, launched at 12.30 pm
14 December 2005. As a practitioner on the ground within the Nottingham
North parliamentary constituency, working with Aimhigher Nottinghamshire
to increase participation leading to higher education, many of
my concerns for the White Paper are within the response document.
I would just like to add, or in some case reinforce,
some of the issues particularly of issue to education progression
with the constituency of Graham Allen.
CHAPTER 2, A SCHOOL
SYSTEM SHAPED
BY PARENTS
Although this issue is adequately covered within
the response paper, it is particularly pertinent to Nottingham
North. There appears to be an undercurrent throughout parts of
the White Paper, whilst recognised in other parts, that there
is a cohesive body of parent power waiting to be involved in education
decision making. Schools within Nottingham North have considerable
issues getting any level of participation and cooperation from
and with parents or carers. There is an issue of ability to engage
within this agenda even if the enthusiasm can be found. Several
wards within Nottingham North have particularly poor levels of
adult numeracy and literacy, which would act as a barrier. Recent
refocusing of funding by the LSC has taken finance away from including
adults in learning to focus on the 14-19 increased delivery successes.
There will be many parents and carers of what are inevitably the
more vulnerable of less engaged young people who will feel excluded,
or self-exclude, from any decision making process around education.
There needs to be a more cohesive strategic
partnership, working through school level, including Surer Start
and Connexions (depending upon the reform agenda for Connexions),
to work engaging parents and carers within education opinions
before the system can be shaped by the majority of local parents/carers.
There needs to be a clearer role of coordination
and distribution of new vocational provision 14-19, and post 16
learning transition, to advantage all local young people. The
plans for Academies within Nottingham North needs to confront
the lack of local post-16 education and work based learning opportunities
in a spirit of partnership between schools and the FE sector.
CHAPTER 3, CHOICE
AND ACCESS
FOR ALL
Where will the "choice advisers" be
drawn from? I have concerns about levels of expertise and understanding
necessary to be able to support engaged parents, and engage disengaged
parents, with a forward view on the progression implications of
different choices. Will this build on current local resources,
for example within Nottingham North (Area 1 and Area 3) local
learning champions? How will these efforts be coordinated? Imposing
a different source of education advice may work against the development
of current resources and local IAG provision. This is again a
question of genuine partnership working towards an understood,
shared, common goal.
CHAPTER 4, PERSONALISED
LEARNING
It is alarming how many teachers working within
a role of careers advice and work related curriculum development
in school have no relevant qualification (Diploma in Careers Education)
to help them carry out his role to the young people's best advantage.
The focus of Connexions on work with those least engaged has left
a gap that has not been filled by PSE/PSHE or other support in
school. The wider the curriculum the more good quality advice
and guidance is necessary to ensure choices are made with the
best understanding of personal development and progression.
CHAPTER 5, PARENTS
DRIVING IMPROVEMENT
There is a need for greater partnership development
through schools to engage parents in school parent partnerships.
There is a need for community education programmes to reinforce
the benefits to all of engaging fully within education opportunities.
There needs to be clarity over coordination, responsibility and
management of agencies working towards this. Tailored information
for the move into primary and from primary to secondary education
needs to be extended to include tailored information, rather than
generic information, about the move to post-16 learning.
CHAPTER 6, SUPPORTING
CHILDREN AND
PARENTS
Wholly endorse the drive for healthier school
environment. At a recent Aimhigher careers fair within the constituency
a school coordinator pointed out to me how unhealthy and less
mature pupils from his Nottingham North school compared to pupils
from a county school who were attending the event. It wasn't just
the uniform that distinguished them. There should be concerted
efforts made to fund breakfast club facilities in school cafes,
particularly in areas of other disadvantage.
CHAPTER 7, SCHOOL
DISCIPLINE
On-site alternative provision needs to be managed
to protect the interests of young people not involved in alternative
provision, to reinforce reward for participation within education.
Parenting orders need to be enforced, sympathetically
but do need enforcing to be taken seriously. This needs to be
a sustained approach.
CHAPTER 8, THE
SCHOOL WORKFORCE
AND SCHOOL
LEADERSHIP
There is a need for more in depth consultation
on the delivery of career planning education and guidance within
schools. This needs to match the delivery improved curriculum
choices. Guidance and progression need to be at the forefront
of a schools ethos, not a bolt-on provision to maintain minimum
entitlement.
CHAPTER 9, A NEW
ROLE FOR
LOCAL AUTHORITIES
I would wholly endorse the issues raised by
the Shaping the Education Bill response document (page 5 and page
6).
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