Foundation Learning

This article looks at the introduction of Foundation Learning within a consortia.

The information is based on the analysis of records of consortium support conversations that took place in May and June 2010. However, although this analysis accurately represents the information contained in the records at that time, information gathered in the final conversations held in July by consortium advisers with consortium leads in which Foundation Learning was discussed, produced a good deal of additional information. Some of the latter information does not support the analysis here: in particular there would seem to be a much more positive intention to continue to pilot and then deliver Foundation Learning programmes.

How far is Foundation Learning developed? How far are schools engaged?

Foundation Learning development ranges from awareness and understanding through to detailed planning and implementation. However, overall it is still work in progress. Schools are, on the whole, very much engaged and involved.

Early stages

Despite excellent aware raising sessions to 500 practitioners in the city there is still limited understanding of what Foundation Learning is. (Leeds HAB)
All schools have had a Foundation Learning health check. The position is very mixed. Some will be implementing a few Foundation Learning programmes in September 2010. Most will introduce in September 2011. One school is very reluctant to engage with a Foundation Learning curriculum. (Guildford)
An audit has been undertaken for foundation learning by the Learning and Skills Improvement Service (LSIS). (East)

Planning, piloting and support

Partnership is committed to ensuring a cohesive Foundation Learning offer across all consortia (E Northamptonshire)
Foundation Learning is viewed as a replacement for the foundation Diplomas. LSIS audits have been carried out. There is to be a national Foundation Learning pilot in 2010–11. (Norfolk/various East of England)
The two local further education colleges have been engaged in the Foundation Learning pilot. Up to six schools are currently considering involvement in Foundation Learning provision from September. (Team Peterborough)
Foundation Learning development officer is in place and will be working with schools to develop Foundation Learning. (Greenwich)

Implementation and forward planning

From September 2010, every post–14 school will be offering a Foundation Learning programme. Only one school is proving reluctant to engage. (Middlesbrough)
The local authority has established a three-year plan for implementation of Foundation Learning and a working group. From September, Foundation Learning will be implemented in special schools and the pupil referral unit (PRU), and the group will look at increased flexibility of provision. There is work to be done to increase awareness of Foundation Learning in mainstream schools and how the existing Increased Flexibility Programme (IFP) can be converted to Foundation Learning. Mainstream schools will implement Foundation Learning on a gradual basis, so around 25 per cent of schools will be offering Foundation Learning to start with. (Croydon)
It is planned for approximately 30 per cent of Hull learners to be following this route in 2013 in Key Stage 4. The aim is to have some Foundation Learning provision in all schools. (Hull)

How is Foundation Learning being delivered? Is it part of collaborative provision?

Many aspects of delivery are mentioned, and this often includes collaborative approaches. Mixed models are also in use.

Collaboration

Collaborative models are emerging. (Fylde)
Significant collaborative provision in place alongside a high level of commitment from all partners. (ContinU)
Where Diplomas are established in schools and collaborative working is an expected part of delivery of teaching and learning, headteachers have shown greater enthusiasm for the collaborative development of Foundation Learning. (Liverpool)
In order to sustain development, the partnership will need to promote high levels of collaboration as in the Diploma. (Wandsworth)
Next year [two schools] have large numbers in Year 8 – so working on a partnership package between these schools. Also three in the north of the city are working together. (City of York)
Little Level 1 and Level 2 post-16 provision in Abingdon and provision in the town lent itself to a collaborative approach because of the geography and the relatively small cohort of potential learners. (Abingdon)

Mixed models

Pilots will be a mixture of collaborative provision and delivery by individual institutions. (Campus Luton)
Delivery models do vary to meet the needs of the schools. Recognised that a collaborative approach is needed and plans to devise a consistent delivery model for which they have engaged consultant support. They are considering the use of e-learning. (Vision to Learn)

Models still in development

Displacement is still the issue – but the local authority is working on a sustainable model with schools. (Warwickshire South)
Discussions on the Foundation Learning delivery model are ongoing. (Warrington)
Bolton currently has a number of Foundation Learning pilots groups where delivery is being supported via a range of different delivery models. (Bolton)
Three pilot programmes: a school working collaboratively with Bedford College, a school working collaboratively with a work-based learning provider, and a school offering its own discrete Foundation Learning bespoke programme. (Bedford Borough)

Other points on delivery

There is still confusion over whether the Foundation Learning programme will be standalone, or incorporated into the main school provision. (Basildon, Billerickay, Wickford)
The development of Foundation Learning is completely separate to the structures in place for Diplomas. The model is based on the earlier Key Stage 4 engagement programme and is being led at present by special schools and post–16 providers. Development work is in the early stages at present and none of the schools in the local authority are involved in the pilots.
There is an extensive and successful alternative education programme in place. This is being developed and mapped against the Foundation Learning to ensure that the programme is accredited.(Tendring)
All schools have appointed a Foundation Learning mentor. (South Somerset)

Would consortia continue to implement Foundation Learning if there were no more funding or support?

Funding is rarely highlighted in consortium adviser comments, but in some cases, potential funding problems have been flagged up. Issues arise with uncertainty of funding, expectation of reduced funding, and competing priorities.

Funding seen as potential problem

Post–16 funding appears to be insufficiently flexible to support the range of Foundation Learning provision. (Cambridge)
Funding will be an issue. (North Hertfordshire)
While six Foundation Learning pilots have commenced, it is not clear how many will continue as no information has been received yet on the Foundation Learning Grant, for example will the local authority receive any funding? How much will it actually receive? Because of this uncertainty, one secondary school with budgetary problems has already withdrawn. The partnership is to send an email saying it cannot guarantee that the Foundation Learning grant is coming through. (North Somerset)
All are desperate to know how Foundation Learning will be funded. (Kensington and Chelsea)
Concerned that a reduction in funding would cause problems. (Leicester City)

Competing calls on funding

The local authority released £12,000 for appointing a co-ordinator, but they want to spend the money on the programme, rather than making a particular appointment. (Braintree)
£300,000 has been allocated to Foundation Learning from practical learning funding and there is a local authority commitment to make a wider range of curriculum options available to all learners as soon as possible. Funding is not available to appoint a Foundation Learning champion. A lot of training will be needed to bring schools to the same point as colleges. (Bath and North East Somerset)
Ongoing work based on Entry to Employment (e2e) cannot be funded by the local authority as there is no available money but they will forward learners to the Stephen Lawrence Trust which continues to work with this. Lewisham has developed an exit strategy for all plans as the funding decreases to foster sustainability of the programmes. (Lewisham)

Any other significant barriers or hurdles to implementation of Foundation Learning?

Generally there is not a sense of barriers – rather there are points of encouragement. The barriers mentioned below are not raised in many cases.

Barriers or hurdles

Some lack of understanding about Foundation Learning. (St Albans and Harpenden)
Some schools have concerns about the costs of collaborative provision. (Chorley and South Ribble)
Foundation Learning toolkit is a bit too complex. Concerned that the message that 25 per cent of learners are suitable for Foundation Learning is inappropriate and that the delivery mode of support has been built on making a moralistic case for Foundation Learning. (Camden/various London)
Concerns that the Level 1 Diploma is very tough and many learners simply do not have the prerequisite skills to cope with the academic demands required. (Bassetlaw)
Challenge is encouraging headteachers to see it as a pathway and not a qualification. (Camden)
Newham came in early and fast because they thought BTECs were going to go but now they will be around till 2020 the pressure is off. (Newham)

Positive points

Complex but flexible programme. Good support and direction provided by LSIS. (Fenland)
The toolkit provided has been very useful. (Wakefield)