Case study
Consortium:
T_h e TEAM approach
D
Delivering
iplomas
Headteacher Brian Rossiter of_f ers an account of the arrangements and structures his partnership has in place
to deliver Diplomas, and discusses some of the lessons they have learned
ASSETLAW, A district covering Our ASG co-ordinator (Keith) is employed high standard and is quality-assured across
B
about 300 square miles in north three days a week by the ASG. His salary the area. We have ensured that line leads have
Nottinghamshire, has a history is paid from fi nancial contributions from timetabled time to prepare for the new courses
of 11 to 19 providers working the ASG members and he has some clerical in the 12 months before they are activated.
in partnership. It is the strength of this support. Keith has been crucial. He facilitates T_h is has been paid for from the central budget
partnership that has allowed us to introduce the working groups and feeds information and that is managed by Keith.
Diplomas across the area. reports to the executive group and the larger T_h ey lead teams of colleagues across the area
ASG. We are employing someone who has as they share the tasks of creating a teaching
Area Strategy Group (ASG) time to both develop an overview and to take programme and the creation of teaching
Case study
T_h e heads of our local secondaries and the the project forward in an organised manner. materials. A key element has been that of
principal of the further education college I can best describe one vital role that Keith appropriate CPD to make sure that colleagues
have met monthly for more than 15 years. undertakes as that of “trouble-shooter”. Pulling are fully prepared for delivery. Colleagues have
Diplomas meant we had to meet formally in people together and satisfying the Gateway accessed awarding body and sector-specifi c
addition to this and organise ourselves with a process has meant hard discussions, as has training events and work placements.
more focused and strategic curriculum agenda the day-to-day development and preparation T_h e fi ve higher level groups (in the
– and so the ASG was born. of policy. Keith also makes links outside the diagram) have been developing general
T_h e group comprises the heads of the Bassetlaw area in wider Nottinghamshire and policies applying to the totality of meeting
seven secondaries (including a special school), beyond the county borders – crucial as we seek Diploma entitlement. You can see from their
the further education college principal, the to deliver the 2013 entitlement. titles that we have tried to ensure full coverage
local authority, Learning and Skills Council of issues that we believe need addressing.
colleagues, representatives from independent Sub-groups T_h e Curriculum Planning Group
training providers, our Education Business You can see from the diagram opposite that has been the most active. T_h is group of
Partnership, Connexions, and our all- much of the work across the area is devolved mostly curriculum deputies have picked
important ASG co-ordinator. We also have to a wide variety of groups. T_h e work of all up challenging issues such as delivery and
as an associate to the ASG a local public these groups is co-ordinated by Keith and fi nancial modelling. It is this group who
school which is contributing and watching each group has a tight remit. Each Diploma established our fi rst year model based on two
developments with interest. line has a colleague, a line lead, who is charged Diploma days being agreed across the district.
T_h e ASG meets half-termly to assess with bringing government aspirations into T_h ey have reviewed the model and have
progress and make broad strategic decisions. reality for students in Bassetlaw. produced a new one based on our experience.
An essential element that has aided our Line leads work up plans with colleagues We have now established a single agreed
development is the creation of a series of sub- and, in the context of our district-wide off er, Diploma day across the area for year 10 and a
groups which do the real work. T_h e format support the implementation of particular diff erent one for year 11.
for the overall organisation is shown in the Diplomas. Line leads ensure that the learning Evaluation, modifi cation and delivery
diagram on page 23. experience undertaken by students is of a have been their watchwords. T_h e constraints
22 Delivering Diplomas • Volume 1 No 1 Autumn 2009
22-23 case consortb.indd 12 17/9/09 18:37:52
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