T_h e Bassetlaw 14 to 19 Accord
T_h is Accord provides details of the agreements reached by the Bassetlaw partnership which are aimed at advancing working relationships
and practices so that the partnership may eff ectively plan, manage and deliver high quality education and training opportunities. T_h e
Accord is underpinned by the principles of working to maximise levels of student choice and achievement by providing a wide range of
appropriate curriculum pathways, progression routes and outcomes within a cost-eff ective and effi cient framework.
Strategic agreements require that partners:
• Produce a challenging and robust 14 to 19 delivery plan refl ecting the strategic objectives of the BASG and the objectives of the local
authority 14 to 19 partnership.
• Adhere to shared protocols on fi nance, data-sharing, student-tracking, quality assurance etc. Details of these protocols will be attached
as an appendix.
• Have due regard to the eff ects that their planned actions may have upon other partners.
• Ensure equality of opportunity and that the needs of the learner will be paramount in the planning and delivery of provision.
• Provide and maintain an infrastructure to support the collaborative delivery of 14 to 19 provision with funding for consortium-wide
services being agreed by the BASG. Work towards close scheduling across the consortium with regards to timetabling and the transition/
recruitment processes from key stage 3 to 4.
• Ensure that eff ective safeguarding practices are in place for all learners and shared responsibilities for all students.
• Provide a context and process for resolving disputes that may occur.
• Plan and deliver provision in accordance with a consortium curriculum strategy which maps out the off er, the delivery, and the
progression routes to meet the 2013 entitlement and the raising of the participation age.
Quality agreements require that partners:
• Provide eff ective systems to monitor quality across providers in order to ensure that a high standard of provision is maintained and that
staff development underpins the process of improvement evidenced by outcomes.
• Agree to work to improve the quality and capacity of the collective facilities and resources.
• Ensure that the learner voice is factored into quality improvement and is central to all developments.
Advice and Guidance agreements require that partners:
• Provide full and unhindered access to quality, impartial Information, Advice and Guidance (IAG) about the programmes available.
• Ensure a consistent approach in the provision of this advice.
• Ensure that students in year 9 are aware of progression routes at end of key stage 4 and during and at the end of key stage 5.
Cost-eff ective and cost effi ciency agreements require that partners:
• Ensure for all key stage 3 and 4 students that the transition/recruitment process is underway in the autumn term and concluded in
good time to allow for off ers of provision at both key stage 4 and 5 to be made suffi ciently early to allow for planning, preparation and
contingency.
• Seek to minimise the requirements to travel to access learning and to minimise costs of student travel undertaken to access courses and
to develop virtual learning environment and e-learning opportunities.
• Distinguish between “value” and “worth” of qualifi cations, particularly in relation to progression.
Principles underpinning Diploma delivery
• T_h e Bassetlaw Consortium will achieve the Diploma entitlement for all learners through the collaboration of a network of learning
providers, who will jointly develop delivery and facilitate student movement. Learner access to Diplomas is being developed in phases,
with all 17 Diplomas at all levels on off er within the consortium or signposted to all learners by 2013.
• All key stage 4 and 5 students in the consortium’s schools should be able to gain access to high quality provision in all Diploma areas
either within the consortium or via cross-boundary access. T_h ere will be a strategic plan showing details of projected student numbers
and how all students within the consortium will be able to access the Diploma.
• Diploma lines will be developed in conjunction with local employers, with a focus on developing the skills of young people.
• T_h e involvement of our special school in proposals will be essential in order that their students can access elements of the Diploma off er.
• Funding will follow the learner, and centres delivering Diplomas should not experience a fi nancial loss as a result of such delivery
– funding models will be developed accordingly.
• Progression to an Advanced Diploma will not be dependent upon students having followed a Higher Diploma.
• Schools will consider replacing BTEC off ers by off ers of Diplomas in similar skill sector context areas.
• T_h e consortium’s curriculum strategy for 14 to 19 delivery will facilitate the identifi cation of lead centres and the location of lines of
Diploma provision in line with an agreed BASG curriculum strategy.
• An IAG timetable will be agreed by the ASG IAG group, ensuring that learners have the necessary supportive information to choose the
most appropriate Diploma line regardless of delivery location.
Delivering Diplomas • Volume 2 No 1 Spring 2010 25
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