England

For the information relevant to Re.ViCa see England from Re.ViCa.

By Nick Jeans, Sero and and Giles Pepler, Sero

For entities in England see Category:England - and also see Category:United Kingdom.

For an overview of the four home nations of the UK see United Kingdom.

Partners situated in England

• Sero Consulting

• School of Education, University of Leeds

England in a nutshell

England is the largest of the four "home nations" of the United Kingdom of Great Britain and Northern Ireland, commonly known as the United Kingdom.

The United Kingdom is a political union of England, Northern Ireland, Scotland and Wales. In the much longer term the total or partial break-up of this union appears inevitable to some commentators but the best evidence is that such a discontinuity is still some years ahead, and further ahead than it was, given the recent global recession. However, already (as in Canada) the various education systems in the four home nations of the UK are significantly different and getting more so. Even the authoritative OECD finds it impossible to provide unified reports on some aspects of the UK educational system.

The population of England is 53 million. The capital city is London - also the capital of the United Kingdom.

For more details on England see http://en.wikipedia.org/wiki/England

Education in England

Since it is considerably larger in population than the others combined it is common for observers to equate England with the United Kingdom. In the realm of education, this is a mistake - one has to analyse the constituent home nations.

Schools in England

Children must attend school from the ages of 5 until 16. However they will soon have to be in some form of compulsory education or training (at school, college or university) until 19. There are three levels of school education: primary, secondary and tertiary.

Although many children attend publicly funded schools, private schools also exist and cater for a percentage of the population. State schools are free, while independent ‘public’ schools charge fees. State schools educate more than 90% of English pupils, with 7% in independent schools, rising to more than 18% of 16+ pupils. The pupil/teacher ratio in Independent schools is 9.4:1. This compares with a ratio of 16.9:1 for maintained mainstream state schools.

Pre-school in England is relatively unregulated, and is not compulsory. The first exposure many children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school. Pre-schools are usually run by local councils, community groups or private organizations and pre-school is offered to three- to five-year-olds.

Primary schools cover years 1 to 6 (11 years old), with the emphasis on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. In a decreasing number of areas the primary stage is taken in separate infant schools (years 1-3) and junior schools (years 4-6).

Secondary schools cover year 7 (11 years old) to year 11 (16 years old), with many of them catering for general advanced level education for the 16-18 age group (years 12 & 13). Core subjects are taught for the first two years and a selection of electives are introduced thereafter, culminating in the main public examinations (GCSEs) which are normally taken in year 11 at age 16. Pupils may leave secondary schools at this time or continue to study at schools, sixth form colleges or further education colleges for A levels. Students generally need at least 5 A*-C GCSE Grades, including English and Mathematics as a prerequiste to start A-levels.

A small number of local authority areas still have Middle Schools for 9-13 year olds and another minority organisational variant is separate Junior High (11-14 year olds) and Upper Schools (14-18 years).

Primary education

Most children in England start school during the academic year that they are going to be five. In Primary education the emphasis is on developing English language and literacy skills, numeracy and basic mathematics. Students progress to secondary education at the completion of primary schooling without any examinations, but throughout both primary and secondary phases there are formative National Curriculum assessments, colloquially known as SATs, used to measure the attainment of children attending maintained schools in England. They comprise a mixture of teacher-led and test-based assessment depending on the age of the pupils.

Secondary education

Secondary education is from year 7 (11 years old) to year 11 (16 years old). Core subjects are taught for the first two years and a selection of electives are introduced thereafter, culminating in GCSEs. Pupils may leave secondary schools at this time or continue to study for A levels, though not all secondary schools offer this option. Students generally need at least 5 A*-C GCSE Grades, including English and Mathematics as a prerequiste to start A-levels.

A minority of pupils - generally the less academically able - may undertake part of their secondary programme in further education colleges in years 10 and 11.

The post-compulsory level

General upper secondary education

A-levels are part of the tertiary Further Education process, but often studied at secondary schools. A-levels can be studied by students in Years 12 and 13 in a Sixth Form institution, as an optional part of secondary school. This is an integrated part of a Secondary Education institution in many areas of the country, while others have separate Sixth Form Colleges - this is normally done as a direct continuation of the secondary education process and hence most students study for the qualification from ages 16 to 18.

The term Sixth Form has been retained as a vestige of the old system and is used as a collective term for years 12 and 13. The first five years of English secondary schooling were previously known as forms.

Sixth form education is not compulsory in England and Wales; however, university entrance normally requires at least 3 A-level qualifications, and perhaps one AS-level.

It is also possible for students to take A Level programmes in further education colleges - see Further Education & Sixth Form Colleges below.

Vocational education

Whilst a small amount of vocational education takes place in schools, the vast majority is provided by further education colleges and training providers. See the entry for Further education: Curriculum below.

Further and higher education

Further education in England is provided by FE colleges and work-based training providers. Colleges in the English further education sector are grouped in five categories: General Further Education Colleges (GFE); Sixth Form Colleges (SFC); land-based Colleges (AHC); art, design and performing arts Colleges (ADPAC); special designated Colleges (SD). Many of these colleges also provide work-based vocational training programmes.

Higher education is provided by Universities, University Colleges, Colleges of Education and also in more than half the GFE colleges.

Universities in England

Since it is considerably larger in population than the others combined it is common for observers to equate England with the United Kingdom. In the realm of education, this is a mistake - one has to analyse the constituent home nations.

England is the most complex of the home nations with well over 100 institutions which are universities or of university status and in receipt of HEFCE funding. Only one institution is fully private (University of Buckingham) but all universities seek to maximise their income from other than state sources. In addition some 200 colleges also receive some funds from HEFCE for teaching university-level courses and 29 of these belong to the “Mixed Economy Group” of FE-HE colleges.

Below is a list of 18 which are better known for large-scale e-learning implementation or significant activity (including research) related to this.

• University of Bolton
• University of Cambridge
• Canterbury Christ Church University
• University of Derby
• University of Leicester
• University of Liverpool
• Institute of Education
• Middlesex University
• Northumbria University
• University of Nottingham
• Open University
• University of Oxford
• Oxford Brookes University
• Sheffield Hallam University
• University of Southampton
• Staffordshire University
• University of Wolverhampton
• University of Worcester

For those who want to check against more "official" lists, Universities UK (UUK), the Association of UK universities, has 132 members, but this includes some university colleges also. The HERO web site at http://www.hero.ac.uk/uk/universities___colleges/index.cfm also links to all universities and colleges.

University Colleges

As noted in Wikipedia, the term "university college" is used in a number of countries to denote institutions that provide tertiary education but do not have full or independent university status. A university college is often part of a larger university. Precise usage varies between countries.

In the UK the situation is confused, but not identical to the general situation. Typically, university colleges are independent institutions which are too small to be counted as universities and usually also have some restriction on their ability to grant the full range of degrees especially research degrees (doctorates). In the past, as university colleges grew and developed in sophistication and competence, they tended to become approved as universities - this process is ongoing.

(By tradition, some prestigous institutions that are or were part of the University of London are also called "University College". These are covered above.)

At present (due to many having been upgraded recently) there is a historically low number of university colleges in the UK. Although several are active in e-learning and took part in the UK benchmarking exercise, none are currently engaged in large-scale e-learning activity. Among those of most relevance longer-term are:

• University College for the Creative Arts (at Canterbury, Epsom, Farnham, Maidstone and Rochester)
• University College Falmouth
• St Mary's University College, Twickenham, London
• University College Plymouth St Mark & St John

The links given are to their benchmarking activities on the UK wiki covering e-learning.

Colleges of higher education

In the typical British way, there is no definition of a "college of higher education". However, in general terms they consist of institutions which are small and specialised and which do not award their own degrees - but in the typical British way this rule is only a guideline. Areas of specialisation are usually one or more of music, dance, drama, art, teacher training, theology, agriculture or nautical studies.

A very few are innovative in e-learning, but not many. Examples of those who are include:

• Ravensbourne College of Design and Communication

Further Education & Sixth Form Colleges in England

There are currently (April 2011) 351 Colleges in the England further education sector. Just under twenty years ago there were around 450 but since 1993, when these colleges were removed from direct local authority control and became autonomous institutions incorporated by Act of Parliament, mergers and closures [mainly the former] have reduced their numbers by over 20%.

Colleges in the English further education sector are grouped in five categories:

• 227 General Further Education Colleges (GFE)
• 94 Sixth Form Colleges (SFC)
• 16 land-based Colleges (AHC)
• 4 art, design and performing arts Colleges (ADPAC)
• 10 special designated Colleges (SD)

GFE colleges largely provide vocational education and training for the 16+ age group and training for businesses. Most (but not all) provide some general education courses at GCSE and A/AS Level; many provide limited vocational training for 14-16 year olds by arrangement with local secondary schools and the majority provide some higher education courses in partnership with universities. A small number have contracts to provide prison education, but with internet access restricted in penal institutions, the opportunities for virtual education are limited. Both in size (measured by annual budgets) and numbers of institutions, they form the largest part of the further education sector. Annual enrolments are mostly in the range of 10000-20000 learners; some rural colleges are considerably smaller and the largest few have up to 50000 enrolments per annum. The majority of learners are aged 16-24.

Sixth Form Colleges (SFC) are much more like extensions of schools beyond the compulsory phase. They provide largely academic courses (GCSE and A/AS Level) in preparation for university entrance. Some provide a limited range of vocational courses and adult education programmes, but the bulk of their student population consists of 16-18 year olds, studying full time. They range in size from 650 learners (the smallest) up to 2500, with the majority in the 1000-1750 range.

The sixteen land-based colleges (AHC) focus on vocational training for land-based industries and recreational management, largely, but not exclusively, in the sectots of agriculture, horticulture, equine studies and land and recreation management (e.g. farm management, forestry and golf courses). Most of them include some higher education courses in their portfolio and undertake some distance learning, often with international students. They range in size from around 500 to 3000 annual enrolments, with the largest contingent in the age range 16-24.

The four ADPAC colleges are specialist colleges, focusing on vocational training in art, design and performing arts, although, confusingly, not all cover all three sectors. They are more akin to small specialised FE colleges than other parts of the sector. They are small in size (smaller than most SFCs) and the majority of 16-24 year old students will be preparing for further vocational training.

The 10 Special Designated Institutions (SD) are largely colleges of adult education, and although they do contain a small number of students under 21 years old, they are relatively peripheral to VISCED.

In addition to the 351 colleges described above, there are some 70 independent colleges which provide learning and vocational training to people with physical and learning disabilities. The majority of their students are aged 16-24 and the colleges are members of NATSPEC, the national association of specialist independent colleges. Many of these (e.g. National Star College have pioneered online learning and virtual education for youg people with disabilities.

Training Providers

Although GFE colleges deliver much vocational training for young people, a significant amount is also delivered by private training providers. These range in size from small, locally based organisations offering 100 training places or less, to large national companies offering over 1000 training places annually. Their 'trade' organisation is the Association of Employment & Learning Providers(AELP) - the linked website gives further details of membership and programmes. These private training providers specialise in offering Apprenticeships.

Education reform

The past twenty years have seen a continuing flurry of changes to all parts of the English education system, most notably in schools and further education. By the early 1990s the vast majority of secondary schools were non-selective comprehensives (though there remained wide variation in social and ethnic composition and academic achievements). Only 146 grammar schools remained, concentrated in a small number of local education authorities, especially Kent and Buckinghamshire. Sixth Form Colleges and FE colleges were still maintained by, and funded via the education authorities of local councils.

From 1993 onwards there have been large scale changes in governance, funding and curriculum in both the schools and further education sectors, resulting in increased diversity and numbers of schools, the removal of an increasing number of schools and all FE sector colleges from council control, and a gradual reduction in the number of colleges, through merger and occasional closure. These changes have not reduced bureaucracy and central control (as has often been sought), but have certainly increased confusion amongst parents and young people and stress levels for staff and managers. The major changes are summarised below and explored in more detail in the sub-sections following

Governance & Management:

• increasing numbers of schools (e.g. Academies) are now governed and managed independent of local authority control
• from 2011 onwards organisations are empowered to apply to set up 'free schools' based loosely on the Swedish free school model. There are very few of these yet, but (2012) 24 of these are now open, with a further 200 approved. It seems likely that the first virtual 'free school' will be approved during the year.
• since 1993, FE sector colleges, including SFCs, have been autonomous independent corporations out of local authority control. There is currently (2012) some interest being expressed by a number of SFCs in transferring to Academy status in order to improve their funding.

Curriculum and qualifications

• a national schools curriculum for the years of compulsory schooling was introduced in 1994 and has been tinkered with and modified several times since then. It is currently (2012) being revised yet again, with the promise that it will be 'slimmed down'.
• separate GCE O Levels and CSEs were replaced by a single combined GCSE examination structure in the late 1980s. The current English Secretary of State has recently (2012) suggested that GCE O Levels might be re-introduced.
• the first year of 2-year GCE A Level courses was separately accredited as a stand alone qualification AS Level from 2002, but there are currently (2012) proposals for the reform of GCE A Levels which may involve abolishing the AS level separate qualification.
• a new system of accrediting work-based vocational training NVQs was introduced during the early 1990s. A parallel set of qualifications for school or college-based vocational education GNVQs was introduced at the same time, but these were phased out by 2007 and replaced with Applied GCSE and A Levels
• in an attempt to bridge the academic/vocational divide and provide industry-standard qualifications of high status, Diplomas for 14-19 year olds were introduced in 2008; these may replace Applied GCSEs and A Levels by 2013, but take-up has so far been disappointing and the present English government is not supporting their continuation.
• several attempts to simplify the enormous number of separate vocational qualifications have met with little success

Schools: Governance & Management

There are an increasing number of state school types in the UK – including three different kinds of academies, four major kinds of maintained schools, independent schools, grammar schools and others. Most state schools are ‘maintained’ by the Local Authority. All maintained schools follow the national curriculum, national pay and conditions, and are overseen and supported by the Local Authority. There are four main types of maintained schools. Their differences are over who employs the staff; who owns the land and buildings; and who controls the admissions arrangements. Community schools are run entirely by the Local Authority which employs the staff, owns the land and buildings and decides on admissions arrangements. Foundation and trust schools are run by a governing body which employs the staff and sets admissions criteria. Land and buildings are usually owned by a charity or by the governing body. Voluntary Aided schools (VA schools) are usually Faith schools run by the governing body which employs the staff and sets admissions criteria. Land and buildings are usually owned by a religious organisation. Voluntary Controlled schools (VC schools) are like VA schools but the Local Authority runs the school, employing the staff and setting admissions, but the land and buildings are usually owned by a charity such as a religious organisation.

Free Schools, traditional Academies and Academy converters all have the same status in law: they are all ‘Academies’ which means they are all independent schools which are funded by the state, must meet certain requirements set by the state, and are founded and held accountable through a legally binding “funding agreement”. They are independent in that they do not have to follow the National Curriculum, though they must be ‘broad and balanced’ in curriculum and must teach certain subjects including maths, English and science. The differences between free schools, traditional academies and academy converters are over who sets them up; why they are set up; whether there is a predecessor school; and what the ‘provider’ has to demonstrate in order to be given permission to set one up.

Academies are publicly funded independent schools, free from local authority control. Other freedoms include setting their own pay and conditions for staff, freedoms concerning the delivery of the curriculum, and the ability to change the length of their terms and school days. Academies are usually existing poorly performing state schools which are given to a new provider. They can be set up by Universities, FE colleges, education charities or businessmen. The provider must form a charity and cannot make a profit. Academies are held accountable through a ‘funding agreement’ – a contract with the Government. The Department for Education (DfE) ‘brokers’ between academy providers and schools which are underperforming. Academy converters are existing, usually high performing schools which opt out of Local Authority control to gain independence and autonomy. Existing state schools apply for academy status. The school governing body signs a funding agreement with the Government. Outstanding schools go through a rapid approval process, but all schools can apply for academy status. As of 1 June 2011, 1244 schools have applied to be an academy since June 2010. 831 of these applications have been approved. 430 have converted and are now open, an increase of 46 since 1 May 2011. The total number of open academies, including those opened under the previous government, now stands at 704. (http://www.education.gov.uk/academies/a0061176/latest-information-on-academies) The Government will open more sponsored academies (turning around underperforming schools) this year. 88 schools have now (June 2011) been identified and will open in the next academic year. This ‘sponsored academy’ programme is in addition to the 1,200 schools that have already applied to convert to academy status (‘convertor academies’). The academy programme was previously focussed on underperforming secondary schools. The Government is now using academies to tackle weak primary schools as well and the weakest 200 primary schools in the country will become academies in 2012/13. (http://www.education.gov.uk/inthenews/inthenews/a0077837/michael-gove-face-reality-reform-urgently) Academies are limited to changing existing schools, and often must rely on local authorities to support their creation.

Free Schools A Free School is a non-selective school that operate independently within the state system. It receives public funding according to the number of pupils it attracts and is independent from the Local Authority. Like all state schools it is subject to inspection by the national inspectorate Ofsted. It is also held to account through the results it achieves. It can be closed down if it underperforms. Free schools are adaptations of the charter school programme in the United States and the Free School programme in Sweden. The Coalition Government allowed groups to apply to set up Free Schools from June 2010. The first schools opened in September 2011; by September 2012 there will be 24 operating and a further 200 are likely to be approved.

In England Free Schools must:

• Teach students only from reception to 19 years old age range. Any school teaching nursery or over-19s cannot be funded for those years as a Free School;
• Abide by the Schools Admissions Code;
• Have more than 5 pupils over the age of 5;
• Take account of the SEN Code of Practice;
• Be run by a Charitable Trust;
• Provide a broad and balanced curriculum including the core subjects such as Maths, English and Science, although they do not have to follow the National Curriculum;
• Achieve good results and do well in inspections.

Independent state schools have existed for several decades. In the 1980s, City Technology Colleges were established in deprived areas. In the 1990s, existing state schools were given more freedom and independence under the status of Grant Maintained schools.

Independent schools are independent from both national and local government in finances, governance and operations. They are regulated lightly by government and inspected by a range of bodies. Independent schools vary from those set up by foundations in the middle ages through to new companies and charities running schools. They are funded by school fees, gifts and endowments and governed by an independently elected board of governors.

Grammar schools select their pupils on academic ability, although they can be maintained by the state. From 1985 onwards no new Grammar Schools were established, although there is currently (2012) a proposal to establish one in Kent, which is one of the few remaining Local Authorities to have kept Grammar Schools.

Schools: Curriculum

National Curriculum

The National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988. Children aged five to 16 in 'maintained' or state schools must be taught the National Curriculum. Within the framework of the National Curriculum, schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils.

The purpose of the National Curriculum was to standardise the content taught across schools in order to enable assessment, which in turn enabled the compilation of league tables detailing the assessment statistics for each school. These league tables, together with the provision to parents of some degree of choice in assignment of the school for their child (also legislated in the same act) were intended to encourage a ‘free market’ by allowing parents to choose schools based on their measured ability to teach the National Curriculum.

National Curriculum subjects

The National Curriculum, taught to all pupils in state or maintained schools, is made up of blocks of years, known as key stages:

• Years 1 and 2 of primary school are known as Key Stage 1
• Years 3 to 6 of primary school are known as Key Stage 2
• Years 7 to 9 (the first three years of secondary school) are known as Key Stage 3
• Years 10 and 11 are known as Key Stage 4.

Compulsory National Curriculum subjects are the same for Key Stages 1 and 2:

• English
• Maths
• Science
• Design and technology
• Information and Communication Technology (ICT)
• History
• Geography
• Art and design
• Music
• Physical education

These subjects remain for Key Stage 3 and the following subjects are added:

• A modern foreign language
• Citizenship

Schools also have to teach religious education, though parents have the right to withdraw children for all or part of the religious education curriculum. In addition, schools are advised to teach personal, social and health education (PSHE) and citizenship, together with at least one modern foreign language. At secondary level schools also have to provide:

• Careers education and guidance (during Year 9)
• Sex and Relationship Education (SRE)

In Key Stage 4, children study a mix of compulsory and optional subjects. The subjects they have to do are:

• English
• Maths
• Science
• Information and Communication Technology (ICT)
• Physical education
• Citizenship

Schools must also offer religious education, SRE and at least one subject from each of the four 'entitlement' areas:

• Arts subjects
• Design and technology
• Humanities
• Modern foreign languages

Review of the secondary curriculum: In September 2007 a new secondary curriculum was published, intended to give schools more flexibility. The new curriculum aims to:

• cut back on the amount of compulsory subject content
• give teachers more time and space to personalise their teaching by offering catch up lessons in the basics, and creating opportunities for all pupils to deepen and extend their learning
• develop a stronger focus on the development of personal attributes and practical life skills
• help teachers to make connections between the subjects and to view the curriculum as a whole

As noted above, this is now subject to further change! The current government believes that over the years the National Curriculum has come to cover more subjects than it should and wants to slim the curriculum down to cover only essential subjects. To help develop this new National Curriculum for 5 to 16 year olds in England, the review will consider what subjects should be compulsory at what age and what children should be taught in the main subjects at what age. Following public consultation, the aim is to begin teaching the new National Curriculum in maintained schools from September 2013. To begin with this will only cover English, mathematics, science, and physical education, with the new curriculum for other subjects coming in 2014.

Further education: Governance & Management

In 1993 the further education sector (including SFCs) was taken out of local authority control and colleges became independent, autonomous corporations. This major change in governance was accompanied by changes in funding systems, which are described in Administration and Finance below. In GFE colleges one of the main impacts has been an increased search for external funding through providing customised training and business services and a reduction in the total number of colleges - there has been a net loss of almost a third of separate GFE colleges through mergers since 1993.

Private training providers (members of AELP) are private companies, subject to UK company law.

Further education: Curriculum

There is no statutory curriculum for English colleges in the further education sector. The majority of learners study part-time with most undertaking vocational and work-related training; this also provided by private training providers, frequently in competition with colleges.

Vocational training programmes run at all levels, with a bewildering variety of accreditation (see section on Quality assurance, inspection and accreditation below). In addition to vocational training, large numbers of further education learners study:

• basic skills;
• ESOL (English for Speakers of Other Languages), though cuts in government funding mean this number is reducing;
• GCSEs and GCE A Levels.

Over half the GFE colleges provide higher education courses, with both Foundation and full degrees. The first GFE college to have its own degree awarding rights was Bradford College in 2012 and this trend is likely to increase.

Qualifications and accreditation

General and academic qualifications GCSE is the main qualification taken by school pupils at age 16. English schools are largely judged by the percentage of pupils gaining 5 'good' GCSEs - at grade C or above - including English and Maths. The UK government announced in 2010 that it was extending this judgement into an English Baccalaureate and has publoished DfE Performance Tables to indicate which subjects can be counted in this.

The main general academic qualification for 16-18 year olds remains the GCE A Level. The first year of 2-year GCE A Level courses was separately accredited as a stand alone qualification AS Level from 2002.

Vocational qualifications There are still a myriad of separate accredited vocational qualifications in England, in spite of several attempts to simplify the system. Many of these are highly specialised and industry-specific. Sector Skills Councils oversee qualifications in their industry area.

A national system of accrediting work-based vocational training NVQs was introduced during the early 1990s: this is paralleled by Scotland's vocational qualification framework of SVQs. A range of more general qualifications for school or college-based vocational education GNVQs was introduced at the same time, but these were phased out by 2007 and replaced with Applied GCSE and A Levels.

In addition to GCSEs, school pupils may also take vocational courses, either at their school or a linked GFE college.

Apprenticeships The current UK government is increasing the amount of vocational training provided through Apprenticeships, which are available to young people at three levels:

• Apprenticeships - designed for young people leaving school at 16+ with average levels of attainment, with successful completion equated to 5 'good' GCSE passes
• Advanced Apprenticeships - also available for young people leaving school at 16+, with successful completion equated to 2 GCE A Level passes
• Higher Apprenticeships - leading to qualifications at NVQ Level 4 and sometimes a Foundation Degree

Academic/vocational qualifications In an attempt to bridge the academic/vocational divide and provide industry-standard qualifications of high status, Diplomas for 14-19 year olds were introduced in 2008; these may replace Applied GCSEs and A Levels by 2013, but take-up has so far been disappointing.

QCF GFE colleges have maintained their core business of vocational training, largely for 16-24 year olds, and have absorbed the accreditation and qualification changes described in the section above. They are also currently involved in adapting their programmes and courses to the Qualifications and Credit Framework (QCF), which aims to link the English vocational accreditation framework with European systems.

14-19 and University Technical Colleges

The 14-19 year age range has been the focus of much curriculum reform (both attempted and partially implemented) during the early years of this century, although the end of compulsory schooling at 16 cuts across this age band. The Diplomas have been at the heart of this, following from bolder and more sweeping proposals in the Tomlinson report which have not been implemented.

The most recent attempt to focus on this age group has been the introduction of University Technical Colleges (UTCs). So far (mid-2011) only three are in existence, with a further 12 due to be approved shortly and increased numbers over the next 4-5 years. It seems likely that the UTC curriculum will be centred around a mixture of 14-19 Diplomas and traditional GCSEs and GCE A Levels.

Administration and finance

All schools in England have considerable autonomy in managing their own administration. However, the extent of autonomy varies according to the type of school: the administration of local authority schools is overseen by the relevant local authority, whereas Academies have a greater degree of independence, the degree of independence may vary, depending on whether the Academy is owned by a larger company, or is free standing.

FE sector colleges, including Sixth Form Colleges, are independent autonmous corporations responsible for managing their own affairs.

The funding of schools in England is complex, both for capital and revenue funding and varies according to the nature of the school's governance - whether it is an Academy, or a local authority school.

Most capital funding flows from central government, but with local authority schools this is channelled via the local authority. In the case of Voluntary Aided schools, most of which are faith schools, 15% of capital funding is provided by the sponsoring foundation.

Schools

Education Secretary Michael Gove announced on 5 July 2010 a comprehensive Review of all capital investment in schools, early years, colleges and sixth forms. Led by Sebastian James, Group Operations Director of DSG international plc, the Review team includes Kevin Grace, Tesco - Director of Property Services, Barry Quirk, Chief Executive of Lewisham, John Hood former Vice-Chancellor of University of Oxford and Sir John Egan, former Chief Executive of Jaguar and BAA. The review will guide future spending decisions over the next Spending Review period (2011-12 to 2014-15). It will look at how best to meet parental demand; make current design and procurement cost-effective and efficient; and overhaul how capital is allocated and targeted. The Building Schools for the Future programme (BSF) has been stopped and capital investment in education will be less generous up to 2015, targetting schools in the worst condition. Government focus is now to cut red tape and tackle urgent demand from rising birth-rates.

The DfE is reducing its End Year Flexibility (EYF) requirements by £1bn to help ensure no additional borrowing this year through better financial management and tighter controls. Because of the size of the reduction, however, the Department will have to make £156.5m savings from capital budgets. The £972,000 annual funding for the Commission for Architecture and the Built Environment (CABE) design advice service associated with the BSF programme will also be stopped.

The Schools White Paper ‘The Importance of Teaching’ describes a long term programme of work to reduce bureaucracy and give schools greater freedom to decide how they fulfil their functions in a number of areas, including: inspection and self-evaluation lesson planning assessing Pupils Progress (APP). financial management qualifications removal of statutory duties cutting guidance and improving communications to schools reviewing data burdens

On inspection and self-evaluation, schools judged outstanding by Ofsted have been free from routine inspection since September 2010. Inspection requirements for all schools will be streamlined from September 2011 and there will no longer be the expectation that schools should fill in a centrally prescribed self-evaluation form (SEF).

Outstanding mainstream primary and secondary schools will not be inspected in the 2010/11 academic year and, subject to parliamentary process, will no longer be routinely inspected in the future. However, outstanding special schools and pupil referral units will currently still be considered for inspection for the time being due to the vulnerability of the pupils and the fact that there is less reliable data on which to risk assess these schools.

Inspection requirements will be streamlined from early 2012 by reducing the 27 judgements currently in the school inspection framework to focus on four core areas: pupil achievement the quality of teaching leadership and management the behaviour and safety of pupils.

This slimmed-down inspection framework will not require schools to have completed a centrally prescribed self-evaluation form (SEF), allowing headteachers and governing bodies to choose for themselves how they evaluate their work. The SEF is a lengthy document (over 45 pages) which most schools update every year. It contains facts, figures and analysis, often duplicating information held elsewhere, and is used by Ofsted to inform decisions about inspection. Headteachers have estimated that just updating the SEF takes at least a working week for them and their school leadership team.

Lesson planning is one of the issues most frequently cited by teachers as creating workload. Teachers often produce lengthy individual lesson plans, especially when schools are preparing for Ofsted inspections. This can lead some teachers to spend a minimum of two hours a week just filling in lesson plan templates; time that could be better spent planning meaningful, motivating teaching.

Neither the Department for Education nor Ofsted actually require written lesson plans for every lesson, although inspectors may want to see where the lesson they observe fits in the sequence of teaching. It is accepted that teachers should plan their lessons but this does not mean imposing a centralised planning template on schools. A school’s approach to lesson planning is a matter for the individual school, best achieved by the headteacher reaching an understanding with classroom teachers about what kind of planning is best suited to the school, its teachers and its pupils. There may be times when it is appropriate to ask individual teachers for more detailed evidence of how they plan lessons (for example if there is evidence of poor planning in the past). However this should now be the exception not the rule.

Assessing pupils’ progress (APP) will continue as a voluntary approach to pupil tracking but will not be a statutory requirement.

The Government scrapped the the financial management standard in schools (FMSiS) requirement on schools from 15 November 2010. FMSiS will be replaced by a simpler standard, drawn up in association with schools themselves which will give governors and heads, local authorities and Government assurance about value for money and effective use of public resources.

Qualifications Restrictions over the use of accredited iGCSEs have been removed, along with some of the bureaucracy and cost associated with the Diploma: the requirement for every school to give access to every Diploma subject has been removed; the development of an extended Diploma and the four 'academic' Diplomas have stopped; and schools/colleges no longer have to form consortia and be approved by government before they can offer the Diploma.

Removal of statutory requirements on schools The requirement for schools to cooperate through Children’s Trust partnerships and to have regard to the Children and Young People's Plan (CYPP) will be removed. At the moment, the duty to cooperate means that schools (and colleges) are required to engage with the cooperation arrangements set up by the local authority. By removing this requirement it is hoped that schools and their local partners will come up with the most efficient and effective mechanisms for cooperation given their local priorities and circumstances, rather than having to follow a central model. The requirement for Children’s Trust Boards to produce and publish a joint Children and Young People’s Plan has also been removed. Schools are being given more autonomy to decide what school improvement support they need. The duty on local authorities to provide school improvement partners to each of their maintained schools is being removed. Schools will be able to buy in this type of support from their own budgets should they feel it is required. There will no longer be a requirement for schools to provide a school profile, leaving governing bodies and schools to choose how to publicise their school to parents. These regulations mean that if community and voluntary controlled schools want to make changes to the times of the school day, they currently have to carry out a lengthy consultation process with the local authority, school staff and parents. From 1 September 2011 schools will no longer have to carry out a lengthy consultation process with the local authority, school staff and parents on changes to the school day including lunch times and start/finish times. The requirement for schools to set statutory performance targets will be removed from September 2011 meaning the targets for 2012, which schools have just set and submitted to local authorities, will be the final time this is centrally required. In future, schools will decide what targets and measures to set for themselves along with choosing what forms of external support they want and determining how to evaluate themselves. The DfE’s guidance for schools will be reviewed and simplified, making guidance on key areas short and clear about what schools must do, should do and can choose to do.

Data collection requirements on schools (including the School Census) are being reviewed, aiming to streamline the data returns completed by schools for central government. The Department is committed a 30 per cent reduction in frontline data collection burdens by 2011/12.

Colleges

FE sector colleges are independent autonomous corporations which administer their own affairs but are subject to inspection from Ofsted and audit from the Skills Funding Agency (GFE colleges) or Young Peoples' Learning Agency (SFCs). The Skills Funding Agency funds provision for the 19+ age group (and GFE colleges overall) and the Young Peoples' Learning Agency funds SFCs. Funding levels are decided by the agencies and funding follows the learner, but only for agency approved courses - provision which is not agency approved is at colleges' expense and they can decide what fees they will charge learners.

Training Providers

Private training providers - members of Association of Employment and Learning Providers(AELP) are private companies, subject to UK company law. (AELP) They are funded by the Skills Funding Agency(SFA).

Quality assurance

Universities and colleges of higher education are reviewed through an institutional audit. Further education colleges that provide higher education programmes are reviewed through an academic review at subject level.

Quality assurance for UK universities and other institutions engaged in higher education is overseen by the Quality Assurance Agency (QAA).

Institutional audit aims to ensure that institutions are providing higher education, awards and qualifications of an acceptable quality and an appropriate academic standard; and exercising their legal powers to award degrees in a proper manner.

Where a university or college of higher education has collaborative arrangements that are too large or complex to be included in institutional audit, they have a collaborative provision audit.

Academic review at subject level looks at subject areas against the broad aims of the subject provider. Judgements are made about the academic standards and the quality of learning opportunities for students.

QAA also reviews healthcare education. Major review of NHS-funded healthcare programmes in England recognises the key importance of teaching and learning within a practice setting, as well as within higher education institutions. The Department of Health has contracted with us to carry out this work. The General Osteopathic Council (GOsC) has contracted with us to carry out QAA GOsC review of osteopathic programmes of study and universities and colleges that provide them.

All education and training below higher education is inspected by Ofsted, the Office for Standards in Education.

Schools

Ofsted is the Office for Standards in Education, Children’s Services and Skills. It regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It is independent in that it does not report to government ministers but directly to Parliament. Ofsted carries out hundreds of inspections and regulatory visits each week, publishing its findings within the Inspection reports area of its website, http://www.ofsted.gov.uk/.

A school inspection is carried out under section 5 of the Education Act 2005. Inspection is a process of evidence gathering, particularly through lesson observation, in order to provide an evaluation of how well a school is performing. Inspections take place over two days, and dialogue with senior managers in the school plays a central part. The school’s self-evaluation provides the starting point for inspectors, and the views of pupils, parents and other stakeholders are taken into account. Inspections are conducted by an inspection team. The size of the team is determined by the number on roll. Inspections result in a written report indicating one of four grades: outstanding, good, satisfactory or inadequate.

The frequency of school inspections depends on the outcome of schools’ previous inspections and an annual assessment of their subsequent performance. Schools that were satisfactory at their last inspection are inspected within three school years from the end of the school year in which that inspection took place. About 40% of these schools will receive a monitoring visit between inspections to check on progress. Schools judged inadequate at their last inspection will continue to receive regular monitoring visits and are reinspected after a specific period.

Good or outstanding schools are inspected once within five school years from the end of the school year in which that inspection took place unless there are concerns about their performance, safeguarding or welfare arrangements. Good or outstanding schools not inspected three years after their last inspection will receive an assessment of their performance, called an interim assessment report. This assessment will draw on test and examination results and information about, for example, pupils' attendance. It will explain to the school and to parents why the school will not be inspected in that academic year.

Schools receive between zero and two working days’ notice of a section 5 inspection, with most receiving between one and two days notice. HMCI may arrange for any school to be inspected without notice where there are particular reasons, such as those connected to pupils’ welfare, or where there are concerns about safeguarding or rapid decline in performance. Monitoring visits will be conducted without notice.

Schools are asked to tell parents about the inspection and to pass on an explanatory leaflet and letter to parents. The letter includes a confidential questionnaire asking for parents' and carers' views about the school, which they can return to the inspection team. It is available in English and different languages. Parents can ask to speak to inspectors during the inspection, and inspectors will do their best to meet with them.

When a school is inspected, a sample of pupils completes a confidential questionnaire giving their views about the school. Inspectors talk to groups of pupils to find out their views about the school and what it provides for them. Schools often conduct their own surveys to find out what pupils think. Inspectors will still see the results of this and discuss how the school has taken pupils’ views into account.

In boarding schools, residential special schools and children's homes that offer education pupils are asked to complete a further confidential questionnaire which gives the inspectors extra information about this aspect of the school's work. Inspectors write a letter to pupils after the inspection to tell them the main findings and how the school can improve further.

In September 2005 a new system of short notice inspections came into being. Under this system the senior leadership of each school are strongly encouraged to complete a Self Evaluation Form (SEF) on a continual basis, which requires them to be aware of strengths and areas for development. Inspections are generally two or three day visits every three years, with two days notice. They focus on the "central nervous system" of the school – examining how well the school is managed, and what processes are in place to ensure standards of teaching and learning improve; the school leadership and management are expected to be aware of everything in the SEF. The SEF serves as the main document when planning the inspection, and is crucial in evaluating the quality of leadership and management and the school's capacity to improve.

After an inspection of a school, Ofsted publishes a report on the school on its website. In addition to written comments on a number of areas, schools are assessed on each area and overall on a 4-point scale: 1 (Outstanding), 2 (Good), 3 (Satisfactory) and 4 (Inadequate). Schools rated Outstanding or Good might not be inspected again for five years, while schools judged less favourably are inspected more frequently, and may receive little or no notice of inspection visits.

Figures published in March 2010, show that revised inspection criteria, which were introduced in September 2009, have resulted in a reduction from 19% to 9% in the number of schools judged to be outstanding, and an increase from 4% to 10% in the number of schools judged to be inadequate.

Sometimes a school is placed into special measures if it is judged as 'inadequate' (Grade 4) in one or more areas and if the inspectors have decided it does not have the capacity to improve without additional help. Schools placed into special measures receive intensive support from local authorities, additional funding and resourcing, and frequent reappraisal from Ofsted until the school is no longer deemed to be failing. Furthermore, the senior managers and teaching staff can be dismissed and the governing body may be replaced by an appointed Interim Executive Board (IEB). Schools which are failing but where inspectors consider there is capacity to improve are given a Notice to Improve (NtI).

Colleges and Training Providers

FE sector colleges are inspected by Ofsted, together with a wide range of associated provision.

Private training providers are also inspected by Ofsted, under the same framework as FE sector colleges. Until recently, there was a Training Quality Standard scheme, designed to encourage excellence, but this is being scrapped by the current government in 2011.

ICT organisations

JISC

BECTA

LSIS Excellence Gateway

ICT in education initiatives

ALP e-learning site (part of LSIS)

Controlled assessment replaced coursework in most GCSE subjects in September 2009, and last year for English and ICT. The intention was to improve public confidence in the rigour of GCSEs. Instead of developing coursework at home, students must now work under supervision. While we might applaud the attempt to curb teachers spoon-feeding to pupils only the learning required to pass an exam, the effect on virtual schooling has been challenging.

The demand on students to attend school or college for a number of supervised days is clearly difficult for those who are unable to leave home or hospital. Sheffield’s Online College (http://www.online.sheffcol.ac.uk/) has found that the alternative of an exam supervisor visiting individual students is prohibitively expensive, particularly if the student lives abroad. Skype with video has been suggested as alternative, but since institutions have to make sure all aids such as spellcheck, grammar check etc are switched off and that they are not copying anything, this would be impossible to supervise.

Many online schools, including Oxford Open Learning, have now switched their GCSE English to IGCSE (‘I’ = ’International’) which is exam-only, claiming that controlled assessment “is not practical for adult learners studying independently on home study courses.” (http://www.ool.co.uk/subject/gcse-english/). Others who have switched to IGCSEs include Wolsey Hall Oxford (http://www.homeschooling.org.uk/), InterHigh School (http://www.interhigh.net/) and First College (http://www.firstcollege.co.uk/).

Numbers: According to http://www.home-schooling-uk.com/, each year 17% more children are home schooled in the UK (presently estimated at 50,000). 42% of home-educating families in the UK earn less than the national average wage. Despite perceptions that learning at home is a middle class phenomenon, 17% of home-educating families live on incomes of under £10,000 per annum.

The South Yorkshire e-learning Programme (SYeLP) , branded as e-sy.info, was set up in 2001. It was a partnership of the four local authorities in South Yorkshire: Barnsley Metropolitan Borough Council, Doncaster Metropolitan Borough Council, Rotherham Metropolitan Borough Council and Sheffield City Council, with support from Yorkshire Forward and the Learning and Skills Council (LSC). Established as a European Union (EU) Objective 1 funded project, which began with an initial feasibility study, followed by a pilot phase in 2001/2002 and roll-out of the main programme from 2003 onwards, the programme’s vision was:

• to contribute to economic regeneration in the sub-region and support the growth of information and knowledge-based industries through developing the digital skills of the current and future workforce;
• to harness the potential of digital technology to support and enable learning for all ages 10 and above, in schools, colleges, businesses and the community.

Aims South Yorkshire is an area of around 1.25m inhabitants. It is mainly urban but with rural pockets and has no unitary political authority.

When the programme started, the area was in severe economic decline due to the collapse of its traditional industries of coal and steel, and it was judged by the EU as an area of economic deprivation with GDP less than 75% of the EU average.

As a result the programme was set up to deliver and realise the benefits of Information and Communication Technology (ICT) in education and training, across South Yorkshire by:

• Improving educational achievement in schools and colleges
• Addressing social exclusion
• Increasing the skill-base of the current and future workforce to attract high technology companies
• Narrowing the digital divide
• Accelerating inward investment in ICT-related activity
• Sustaining the growth of e-learning throughout South Yorkshire

At the heart of the programme was a Virtual Learning Environment, a single point of access to learning resources shared by all organisations in the programme and by users through the Internet anywhere and anytime.

Achievements The programme’s achievements include:

• The creation of a single e-learning environment, which has aided the development of e-maturity and confidence in ICT and digital technologies in the sub-region
• Engaging 150 educational organisations in e-learning across South Yorkshire including, 31 primary schools, every secondary school and all Further Education (FE) colleges
• Engaging 450 Small & Medium Enterprises (SMEs) to participate in e-learning
• Developing e-learning in local community facilities such as Libraries and New Deal for Communities’ Projects
• Installing & upgrading ICT infrastructures in schools, colleges, businesses and local community organisations
• Engaging over 36,000 learners in e-learning
• 18,000 learners gaining ICT qualifications at Level 2 or above
• A growing national and international reputation for successful delivery of the largest e-learning programme in Europe through partnership working, as part of an economic regeneration strategy

Awards Since the programme was set up in 2001, it won a number of awards including:

• International “Supporting Excellence in e-Learning“(SEEL) Quality Award for e-Learning Regions
• National “e-Learning age Award for “best example of supporting learners online” from the e-Learning Network (2006)

Throughout the sub-region the programme has also directly contributed to:

• A rise in the number of pupils gaining ICT qualifications, with attainment in South Yorkshire rising faster than the national average and the sub-region’s closest statistical neighbours
• The numbers of General Certificate of Secondary Education (GCSE) ICT entries doubling over the same period
• Substantially closing the gap between South Yorkshire schools and the national target for pupil to computer ratio, with over 13,000 pieces of kit supplied.

Virtual initiatives in schools

The Bridge Academy and the Bridge Academy Online

The Bridge Academy is a pupil referral unit in Fulham, which caters for 175 boys and girls aged 11 to 16 who are not accessing mainstream schools. Just under half the pupils are from ethnic minorities, predominately Black Caribbean and Black African. Twenty-six pupils have statements of special educational needs, and 80% are eligible for free school meals. The standard of teaching at The Academy has for a number of years been recognised as of high quality, and the number of pupils achieving GCSEs has increased.

The Bridge Academy is taking part in an Innovation Unit sponsored field trial which has been running since Autumn 2006. The Academy is seeking to change the nature of the way its students participate in learning. The Bridge Academy Online was launched formally on 15 February 2007. The Bridge Academy Online is a virtual learning environment via which the school is setting up a differentiated core offer to enable it to provide for students outside the confines of the school building and school day. This offer ranges from a 5 GCSE diet to a highly individualised offer which includes (accredited) work and tailored courses. In phase 1 of the project, the Academy is providing 16 Year 9 students with an ICT equipment package, online activities and support for students and their families. By changing the timetable so students work from home for a day a week, it allows time for students to undertake these activities, and for teachers to personalise their learning. The Bridge Academy Online will draw content from other websites and sources and will develop tailored materials in order to support the bespoke offer which will address the needs of its young people.

The Academy hopes that the good relationships which have been nurtured between staff, parents and families will be extended by The Bridge Academy Online. Visits to pupils’ homes to install the equipment have already given staff added insight into pupils’ lives and their interests. One parent said

“Using The Bridge Academy Online with a computer at home has been fantastic. When he couldn’t do his homework before, he wouldn’t let me help him, he would tear it up. On the first day we had the kit we worked for five hours together working things out. Now he wants to know everything, how to do this, how to do that, and it stops him going out on the street.”

The network of relationships (between parents, staff and pupils) has been extended in parallel with the ICT network. This has been further strengthened with the recruitment of a former student as ICT technician. The ex-student has also designed the Academy’s logo.

The level of personalisation offered through the Bridge Academy and Academy Online is only possible because of the resources available and low learner-teacher ratio (maximum 6:1 and frequently lower). This means that it is unlikely to be replicable in mainstream schools (although it may be possible in Learner Support Units). However, specialist units and inclusion units may in some cases secure the additional resourcing necessary to provide a comparable level of personalisation and support.

The Innovation Unit speculates that the future for the Academy may lie in advising schools about personalising learning within the mainstream.

For an account of the Innovation Unit’s visit to and assessment of the Bridge Academy see http://www.innovation-unit.co.uk/images/stories/files/pdf/bridgeacademy.pdf

Accipio Learning

Accipio Learning claimed to be the UK’s leading provider of live, interactive, online education and offers a learning experience that is similar to a mainstream school. In partnership with schools and local authorities, Accipio teach the most challenging pupils and help them achieve academic success and re-integrate into mainstream school. However in August 2011 Accipio Learning went into Administration.

Accipio Learning was targeted at young people who cannot attend mainstream secondary schools and operates ‘…much like a traditional school.’ Accipio lists young people who are excluded, at risk of exclusion, bullied, with medical needs, looked after children, have behavioural problems, are travellers, refugees and asylum seekers as being its core client group. The company worked with over 80 Local Authorities and over 100 schools and had more than 1000 pupils each academic year.

Accipio (based in Hatfield, Hertfordshire) operated as a ‘virtual school’ but its courses focussed on the core curriculum subjects. It offered the core curriculum at Key Stages 3 and 4 and nationally accredited courses in work-related learning and basic skills. Available subjects were:

• KS3 – English, Maths, Science & ICT
• GCSE – English, Maths, Core Science, Additional Science, ICT, Preparation for Working Life (PWL) and Enterprise and Employability (E&E).

Accipio also offered a range of New to English courses for pupils who do not speak English as their first language. It offers an archive of over 1500 pre-recorded lessons. It employed a full-time teaching staff of 40, a learning platform and online resources.

Live lessons were supplemented with homework. Lessons utilised Acippio’s own content and that of third party providers. Students joined lessons of up to 15 pupils and logged in at a set time. An on-screen register showed who was present. Pupils were equipped with microphones and headsets and/or messaging facilities and could use instant messaging to ask or answer questions so that either the whole class or just the teacher could see. A daily progress report gave mentors and LEAs an up-to-date assessment of each pupil’s progress.

Accipio worked on an ‘annual cost per seat’ business model but each purchased seat was transferable, meaning that if a young person needed two months access due to illness the school still had ten months credit. One seat for a single subject would cost £1440. A package of 5 subjects would cost £6400 per seat per annum. Costs reduced with the number of seats purchased. This did not include broadband (£1150 pp.pa) or technical support (£450pp.pa).

Accipio offered access to its Archive for Schools alone at a cost of £10,000 for 10 learners per annum. The Archive was a resource of over 1100 GCSE lessons covering English, Maths, Dual Science and ICT. The Archive took the format of electronically recorded lessons using visual content and teacher audio, making “virtual” lessons accessible 24 hours a day, 7 days a week. http://www.accipio-learning.com/

Nisai Virtual Academy (http://www.nisai.com/uk/education/nisai-virtual-academy) is an online learning community and real-time teaching environment, working in partnership with Staffordshire University, focussing on support for NEETs (Not in Employment, Education or Training) and SEN (Special Educational Needs) students. It provides interactive learning programmes to students in the UK who are unable to access mainstream education. Typical students have disabilities, medical conditions, and behavioural issues, including the chronically ill/home educated, Excluded, Teenage mothers and Traveller Children.

It offers personalised learning and support programmes that are individually tailored around the specific needs of each student. All programmes at the NVA include a timetable of live, fully interactive lessons. Directed by teachers using online classroom technology, live lessons enable young people to participate, communicate and collaborate with other classmates from any location. Programmes are tailored around existing school timetables and used as either stand alone courses or to complement and support existing provision. The NVA also offers bite-size booster programmes, providing additional short-term support where needed.

The NVA offers a range of courses from Key Stage 3 to Key Stage 5 (A Level), as well as vocational and wellbeing programmes. Each student is assessed upon enrolment to identify their strengths, goals and areas for development, enabling them to learn and progress at a level that suits them on an individual basis. There are seven GCSE courses offered (including ICT, English, Maths, AS Levels, basic skills, key skills and selected NVQs). Students have access to communication tools and act collaboratively or interact privately with teachers. Length of courses and frequency of lessons can be tailored to the needs of individual cohorts.

When logging on to the NVA each student enters their own tailored, personal workspace. From this area students can join lessons, view assignments and see information relating to them and their courses. Students can also access all other areas in the NVA community environment. Pupils log in to online lessons of 30 minutes duration and typically take two lessons per week per subject.

The Nisai company started in 1996, when its concept of personalised learning was first established whilst offering training services to corporate clients – providing end users with the skills to use the latest software and computer systems of the day. Nisai worked with a range of clients around the world; including Shell, Unilever and Procter and Gamble – coaching members of staff through individually tailored and personalised programmes.

Over a five year period Nisai developed its personalised learning and in 2001, entered the UK education sector through a partnership with Warwickshire County Council. Called the Nisai-Iris Partnership, the pioneering project offered synchronous learning to out of school children in the authority using Nisai’s live classroom technology. Nisai helped Warwickshire County Council to develop content and pedagogies and to harness new technologies for educational benefits. The experience gained was put into developing the Nisai Virtual Academy (NVA) which took on its first cohort of students in 2004, with most of its students registered with Warwickshire. NVA opened its second UK office in 2005 in the North East of England – taking on staff across a range of roles including development, support, teaching and administration. Since then it has worked with over 40 Local Authorities and other educational organisations. The NVA regularly works in partnership with schools, local authorities and support organisations to provide young people with local, face-to-face support. It also acts as an environment to bring each member of a student’s support team together to work collaboratively. NVA is recognised by IMS Global Learning Consortium as a leader in personalised learning

A Booster Programme has now been developed for schools and colleges to raise the attainment levels of students requiring additional support with their learning.

Specialist support is delivered both locally, in partnership with schools, and online through the NVA’s Wellbeing centre. This enables students exhibiting challenging behaviour to participate in accredited programmes with educational psychologists and other specialists in conditions such as autism and Asperger’s.

Exam results have been encouraging: In 2007, 72% of students achieved GCSE pass grades (A*-C) while 100% passed at A level. In 2008 64% of students achieved GCSE pass grades (A*-C), 65% passed Key Skills while 100% passed at A level. In 2009 63% of students achieved GCSE pass grades (A*-C), 86% passed Key Skills while 100% passed at A level. In 2010 NVA Students achieved a combined 98% pass rate at GCSE and 96% at A level.

The Nisai Group is now expanding its operations in Australia following a pilot of the business platform, Nisai Connect Lite. Using architecture developed for the Nisai Virtual Academy, the Connect Lite platform allows training providers and SMEs to provide learners with access to an online portal to communicate, share resources, collaborate on projects and access training materials. The platform also includes the online classroom service Nisai Live, which allows training providers to deliver live, interactive sessions to learners at any location.

Tel: +44 (0)20 8424 8475 Head Office: Milton Road, Harrow, Middlesex, HA1 1XB Regional Office North: Newport House, Thornaby Place, Stockton-on-Tees, TS17 6SE Email: info@nisai.com

InterHigh School (http://www.interhigh.net/) was opened in September 2005 and has delivered a full secondary school curriculum over the internet every school day since. It is aimed at LEAs wishing to use remote and offsite education services. Some independent schools also it. Regent college in London has even used the platform to open an additional school.

There are currently 250 pupils in the school between the ages of 10 to 19, about equal numbers of boys and girls. Classes are kept to a maximum of 18 pupils. There are a total of 7 year groups, currently across 15 classrooms, from year 7 to year 13. The staff are made up of the Principal, 17 subject teachers and 3 Administrative and Pastoral Leaders. The curriculum delivered is based on the English/Welsh National Curriculum for secondary school age pupils. In Year 11, pupils are entered for International GCSE examinations enabling them to continue on to further education or employment. InterHigh School is also offering A level subjects in its Sixth Form (InterHigh Advanced) from September 2010 and is open to all ages from 16+.

InterHigh is available to any pupil aged 10 – 17. Going to school on the internet allows pupils the flexibility of logging on from home (or anywhere with a suitable internet connection).

Each pupil in the school has their own secure username and password and this logs them into their personal School Control Panel. From here pupils can check their timetable for the week; check the main school notice board for updated information; look at the student Message Boards and keep in touch with classmates; use the Lesson Library for revision and going over work again in their own time; practice in the Games Room; upload homework; read grades and reports on homework; and contact the head teacher.

Pupils click on their Start lesson icon at 9.25 as lessons start at 9.30am, the registers show who has logged into their respective lessons. The school timetable provides a structured day with most lessons finishing by lunchtime. The number of different subjects taught in any one day is kept to minimum to allow consolidation of what is being learnt.

The Virtual Classroom is divided into 3 areas : The voice area where the teachers and students names appear, everyone can hear the teacher talking, and can ask or answer questions and talk to the whole class; The text area where Teachers and pupils can also communicate, using public text which everyone in the class can see, or a private messaging facility so that questions can be asked in private; The work area, where the teacher can use a follow-me-browser to take the class to a specific website. The interactive whiteboard works in the same way as any other class room whiteboard and sometimes Powerpoint presentations are used to illustrate a subject. Pupils often prepare their own presentations on a topic and these can be uploaded to be viewed by the whole class.

InterHigh expanded in September 2010 to include a new A level department. InterHigh Advanced is open to anyone wishing to study for AS or A levels, including adult learners, school pupils and college students. The costs are £840 per student per subject per year. Fees are due termly, £280 for each subject studied. The Advanced lessons are available in evenings generally from 6.00pm to 9.30pm UK time Monday to Friday. Each subject provides 3 hours of interactive lessons each week. In September 2011, InterHigh Education are opening another online school called Academy21 (www.academy21.co.uk/development). This will provide access to a core curriculum of IGCSEs in Maths, English, Science, MFL and Humanities. The IGCSEs are exam only, with no additional support from schools required for controlled assessments;

The school has been granted ‘New Provider’ status by the Open and Distance Learning Quality Council (ODLQC) and is working towards full accreditation.

The Web School, http://www.thewebschool.eu/#, offers full time tuition to learners aged 11 – 19 in virtual classrooms led by live, qualified secondary teachers. Post-16, learners have a choice of 15 A’ Level subjects and 3 Access to HE Diplomas for those aiming to go to university. All lessons are delivered via the internet in interactive virtual classrooms. It is an independent school, free from local authority control and therefore learners have to pay fees.

An indication of the size of the school may be gleaned from the fact that just 6 teachers are identified on the website, with 3 vacancies advertised, as well as temporary/casual positions.

Briteschool (http://www.briteschool.co.uk/) is unique in the UK in offering live Primary support (from age 9 onwards, sometimes from age 8). It offers both Primary and Secondary education for home-schooled and expatriate students. Teachers offer live virtual lessons and tuition in Maths, English, Sciences, French, Spanish, History and Geography. The IT / Computing ECDL, Digital Photography and / or Art courses are free options to all enrolled students, along with extracurricular Activities Week at the end of each Autumn Term. The school also provides Common Entrance preparatory exam classes for two hours per week for children wishing to progress to independent private secondary schools. A limited range of A-levels are available from September 2011. Teachers use a combination of microphone, text chat, a whiteboard, presentation software and weblinks to deliver the lessons. Most lessons are recorded and saved at the end of the lesson and reused later. There is an archive to catch up on lessons missed. Class sizes are limited to 13 students per Secondary class, ten in Primary, but one-to-one tutoring is also available. Secondary education costs £2,495 (excluding VAT) per year for the IGCSE level. Primary costs £999 (excluding VAT) for Homeschool Support for the full year, 3 x 2-hour sessions per week. £8 (excluding VAT) / hour for one subject in a class for Maths or English only, 2 x 1 hour sessions per week. Optional French and / or Spanish are offered for £5.50 (excluding VAT) / hour (2 hours per week, Thursday and / or Friday mornings) if there are places available. Individual Private Tuition: £25to £30 / hour Teachers (5 Primary and 5 Secondary) and support staff are all fully qualified.

The British Council provides a very wide range of learning resources to help people learn English. Learn English Online (http://learnenglish.britishcouncil.org/en/) has 500,000 learners, over 2,000 teachers, and over 80 teaching centres in 49 countries. You can get LearnEnglish apps on Android, iPhone and Ovi mobile platforms, as well as Facebook apps. The British Council has an island for learners and teachers in the Second Life virtual environment, offering the chance to visit the UK virtually. The island provides interactive LearnEnglish activities and quests based on UK culture where you can learn English in different ways, solve puzzles and problems, learn about the UK and meet people in other parts of the world. Learn English Online has another section called ‘Fun and Games’ where you can play a variety of games and listen to jokes to help practise English. There are also Podcasts at http://learnenglish.britishcouncil.org/en/elementary-podcasts to practise English language listening skills on a computer, or to download and save on a mp3 player. Each episode is accompanied by a range of activities to introduce new vocabulary and focus on the language heard. There are also support packs which can be downloaded, containing the tape scripts and extra learning activities. Videos are also available in the ‘Listen and Watch’ section. There is a section of the website for children at http://learnenglishkids.britishcouncil.org/en/ which includes guidance for teachers and parents, as well as a further complete section called ‘Teaching English’.

Wolsey Hall Oxford (http://www.homeschooling.org.uk/) uses a learning management system to provide online learning for 14 to 18 year olds studying A-Levels and IGCSEs through personal tutorials, rather than classes. The business has been supporting students on distance learning courses since 1894. Fees vary from £390.00 for one IGCSE to £510.00 per A level subject (over 2 years). It is estimated that students will take up to 200 hrs for an IGCSE subject and 700 hours for an A-Level subject (350 hrs for AS and 350 hrs for A2).

The USP of this business is fast feedback and responsiveness. Assignments sent to a tutor we are marked and returned within 48 hours, while tutors are available twelve hours a day, seven days a week to respond to queries. Students receive the subject’s core study material as soon as they enroll for a course, as well as access to the online learning environment which contains: a study guide; examination syllabus; profiles of tutors; programme of study, showing what a student needs to cover before each assignment; study schedule showing when each assignment is due; assignments, which students submit online and receive back marked within 5 working days; and relevant web links.

Each student is supported by a tutor, available by email or Skype at any time during the course, and a student services manager who deals with admin issues, advice or help. However students have to make their own arrangements to take the exams, using the Cambridge or Edexcel exam centres in the UK and the British Council or International School outside the UK.

Periplus Home Education (http://periplus.org.uk/) provides live, online teaching for young people aged 11-18. Students can choose to do a full taught curriculum, individual subjects at any level or intensive, short-term tuition prior to exams.

At Key stage 3 (11-14 years) the courses are based on the UK National Curriculum. At KS4 (14-16) the courses are based on the IGCSE syllabuses from Edexcel, assessed by final examination only. The portal provides a library of digital learning resources, archived recorded lessons and moderated forums for answers and advice. Online one-to-one tutorials are available at £30 per hour, but students can also pay extra to meet teachers face to face.

Based at the Paddington Academy, London, Periplus also offers solutions for Local Authorities and schools needing special provision for students aged 11-16 who are disaffected, excluded or unable to attend school for other reasons, potentially at lower cost than the authority could manage.

Group lessons are generally 40-60 minutes long. For private groups, the cost starts at £27 + £5 for each additional student. For the school groups one lesson a week for a year costs £240, though for IGCSE Maths there are 3 lessons per week, meaning the total cost would be £720 per year (36 weeks).

Periplus is a not-for-profit organization which hopes to become the leading provider of on line education for school age children within the next 5 years. It is run by John Edwards, ex Head Teacher of a secondary school, but most of the tutors are freelance.

Periplus Home Education is also seeking expressions of interest to demonstrate the viability and sustainability of an application for the first state funded ‘school’ for home educated students. Using the new government legislation, they are currently engaged in consultation with government ministers and potential partners with respect to opening an Internet based, nationally available “Free School” for secondary age children, which, if successful, would open in September 2013. A critical step however, is an indication of the likely demand for such a school.

First College (http://www.firstcollege.co.uk/) is a small family business offering iGCSEs in all mainstream subjects as well as pre-GCSE courses and Advanced Spanish and French. Delivery is through live interactive small classes for 11 -17 year olds. Normal class size is 10-12, sometimes a maximum of 15, with a teacher-student ratio of 1:5. All students start school at 09.30 UK time by logging into the school website for 3 one hour lessons daily Monday to Thursday, 09.30 -14.00 (UK time). Classes and homework are provided via the internet with no specialist software needed. IGCSE exam results range from A* to C, with a few Ds. Established in 2006, there are seven teachers in the team. FEES are payable in monthly instalments of £198 for 10 months, Sept – June, or termly for £660.

The Digital Learning Community (http://www.thedlc.org/index.shtml) is a self-contained initiative/team within the East Riding Council, School Advisory Service. DLC provides direct teaching services to schools in the shape of lessons broadcast via the Internet to subscribed school cohorts. This ‘virtual classroom’ and virtual learning environment provides for an interactive lesson to be delivered into the classroom irrespective of location. DLC’s blended learning approach means that the learning can continue in school or at home (or elsewhere) after the lesson has been completed.

DLC currently offers courses across the curriculum and age groups from Yr2 to Adult learners. Courses for children and young people are arranged in subject areas but offered to specific target groups including Gifted & Talented, Booster, General, ICT Skill, Personal, Social and Health Education, and Special Educational Needs

Courses are typically from 6 to 12 lessons of between 30 and 60 minutes and are charged to external (not East Riding) schools at per pupil fees of between £60 and £180 per course. DLC already provides lessons for schools across the country. DLC will provide bespoke lessons and courses on virtually any subject although these will inevitably be more expensive than the existing offer.

DLC also offers ICT support for schools, advice for Local Authorities, online training for businesses and online CPD for teachers and Local Authority staff.

Since the start of formal timetabled lessons in January 2005, the DLC has taught some 600 children from 64 different primary schools across the East Riding of Yorkshire, Derbyshire, Cornwall, Coventry and Hull.

EXite (Exploiting Information Technology in Education) is a new leadership programme for ICT in schools and academies. It builds on the original SLICT (Strategic Leadership of ICT) intervention programme, led by two of the directors of the original project, Hannah Jones and Mike Briscoe.

With the support of the National Association of Head Teachers (NAHT), the Association of School and College Leaders (ASCL) and the Independent Academies Association (IAA), it will advise schools on learning platforms, Facebook, Twitter, Google Apps, Moodle, Twitter, Microsoft's free live@edu email service, greater use of web 2.0 technologies and mobile learning.

Hannah Jones, formerly with the National College for the Leadership of Schools, Colleges and Children's Services, and Mike Briscoe, previously at Becta, were both directors of the influential SLICT programme. Over seven years this national project reached more than 13,000 school leaders and developed a strong national and International reputation.

Due to be piloted in September 2011 and rolled out from January 2012, EXite will bring together best practice and utilise the expertise of leaders within successful schools and academies. It will provide a framework of professional development opportunities for school leaders to review use, strategically plan and embed new technologies.

The elements of EXite include face-to-face professional development days, online materials, toolkits, resources and Skype workshops – all of which will be led by experts and school leaders from the EXite team. All programmes will be delivered over approximately four months and it is the EXite policy to deliver face-to-face events in schools or academies.

http://www.exite.org.uk/

The Maths Factor (http://www.themathsfactor.com/) is an online maths school for children in primary school to use at home.

Courses are available in separate ‘schools’: Arithmetic (costing £9.99 for the first month and £14.99 per month thereafter), Times Tables and Algebra (both £19.99 for a one-off purchase) along with ‘Perfect Practice’ (£5.99 for an online workbook) and a ‘Summer School’ (£14.99 for a one-off purchase).

Arithmetic and Times Tables start with an initial assessment. The course is then tailored to the appropriate level automatically, continually monitoring performance and progressing through the course as appropriate for the student. A range of video lessons are backed up by Maths Games to help reinforce concepts. There are also teachers on hand to answer queries a parent dashboard that allows parents to monitor their child's progress through the program. The Algebra School and ‘Perfect Practice’ are similar, but have no initial assessment.

There are different Summer Schools for each year of primary school from those who have just finished in Year 1 to those making the move from Year 6 to secondary school). Each Summer School includes Arithmetic that an average child would expect to have completed during the school year they have just finished with unlimited access to teaching videos, learning games and practice sessions which can be repeatedly reviewed until the end of September.

Notschool.net http://www.notschool.org/

Notschool.net is an Online Learning Community offering an alternative to traditional education for young people who, for a variety of reasons, are unable to engage with school or other complementary provisions such as home tutoring or specialist units.

Notschool.net targets young people disengaged from classroom learning because of: Illness or phobia, Pregnancy, Bullying or disaffection, Travelling, Reluctance to learn Exclusion, In care. It is primarily aimed at the 14-16 age range, although both younger and older teenagers also use its services. It is the only virtual alternative provision that is considered to be 'full-time off site attendance'. It was developed in conjunction with and is supported by the DCSF.

Since it started as a research project in 2000, Notschool has supported over five and a half thousand individual students (known as researchers) helping over 98% back into lifelong learning and employment. Many young people stay with the project for in excess of 18 months, so the number of "student years" is more than this.

Over the last five years, 65-70% of Notschool.net students successfully pass onto college or work based learning. Of these, 45-60% go to college, and the remainder to work-based learning. Between 25 and 30% go directly into work.

To support the annual average population of 750 young people, around 190 staff are used. (around 90 FTE posts): 126 mentors (part time, working 1 day a week each); 6 experts (though there are more experts who are also mentors); 50 regional team people (these are our people on the ground); and 3 in the core team.

Notschool mentors develop individual learning plans with each of their researchers. Accreditation is through the NCFE awarding body although Notschool focuses on re-engagement above accreditation. Nationally, 99% of Notschool researchers achieve 2 or more certificates. A part A award is equivalent to entry level (pre GCSE) and a part B is equivalent to level 1 (D-G at GCSE). However, many of the ‘lower end’ certificates do not have a point score and are not recognized by FE institutions or training providers.

Notschool.net works on a ration of 1 mentor to between 4 and 6 researchers. Each mentor is contracted for a set weekly number of hours (7-8 hours for 4-6 researchers) and submits a weekly online report about each researcher. Researchers are not allowed to attend any other form of training or learning. The total cost of a place is around £8000 per annum, though the actual figure is unclear. This is partly because places are subsidized through DCSF funding and because Notschool negotiates individual agreements with Local Authorities without a set national model. The average stay is just over 18 months. Many researchers join in the autumn of their year 10 and stay on to the July of their year 11. Notschool thinks it needs at least 6 months to really make a difference. It also takes younger students from years 8 and 9.

Virtual initiatives in colleges and training providers

MoLeNET

The Mobile Learning Network (MoLeNET) initiative funded and supported 104 projects involving approximately 40,000 learners and over 7,000 staff, in the 3 years 2007/08, 2008/09 and 2009/10

MoLeNET was a unique collaborative approach to introducing and supporting mobile learning in education and training via supported shared cost mobile learning projects. The LSN MoLeNET Support and Evaluation programme provided technical and pedagogic advice and support, materials development, continuing professional development, mentoring, facilitation of peer-to-peer support, networking and resource sharing, research and evaluation.

LSN are continuing to provide services which support institutions, organisations and practitioners to introduce and embed mobile learning into their teaching and learning delivery

MoLeNET was the biggest mobile learning programme in the UK and probably the world. Collaboration at national level involved participating institutions and the Learning and Skills Council (LSC) sharing the cost of mobile learning projects, with the LSN providing support and evaluation. The programme included technical and pedagogic advice and support, materials development, continuing professional development, mentoring, facilitating peer-to-peer support, networking and resource sharing, research and evaluation. National online support included MoLeTV (www.moletv.org.uk) and MoLeSHARE (http://www.moleshare.org.uk)

MoLeNET used a broad definition of mobile learning: “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” The attraction of mobile learning is that it can take place in any location, at any time, including classroom, workplace, home, community locations and in transit. Mobile devices include mobile phones, smartphones, PDAs, MP3/ MP4 players (e.g. iPODs), handheld gaming devices (e.g. Sony PSP, Nintendo DS), Ultramobile PCs (UMPCs), mini notebooks or netbooks (e.g. Asus EEE), handheld GPS, video cameras, voting devices, etc. Mobile learning also involves connectivity via wireless networks, mobile phone networks and linking to institutional systems.

The first phase of MoLeNET began in 2007. The second phase included 30 new projects. The programme completed its third and final phase last year. http://www.molenet.org.uk/

The Sheffield College MoLeNET project The Sheffield College joined the MoLeNET programme in Phase 2, a £300,000 bid targeting Sheffield City College, using the acronym ‘MATTS’ (M-learning – A Tool for Transformation in Sheffield). The partnership bid led by the college for MoLeNET3 was awarded £237,500 as part of the national £2.5m MoLeNET3 allocation in 2009/10. Phase 3 targeted the college centres at Hillsborough and Norton. Partners were the Sheffield Diploma Consortium and six local secondary schools: All Saints School, Chaucer Business and Enterprise College, The City School, Myers Grove School, Stocksbridge High School and Wisewood Sports and Community College. The Project Manager was Dave Pickersgill, reporting to a steering group and a project implementation group, consisting of college and school managers, critical friends and consultancy from Sero Consulting Ltd.

Throughout the MATTS project there were various face-to-face events which enabled staff to meet and talk about what they are doing. However, because of the demands on staff time it was appreciated that not everyone was able to attend all the events. For this reason a well-used Moodle was set up to support a MoLeNET Community of Practice. http://vle.sheffcol.ac.uk/moodle/course/view.php?id=854

In a related initiative, Sheffield College was one of eight colleges receiving £40,000 capital funding to set up a MoLeNET Academy. The Academy was a centre of excellence for mobile learning CPD and helped to support three micro projects at Franklin College (Grimsby), Hartlepool College and John Leggott College (Scunthorpe).

Case Studies of micro projects:

• Case Study 1: Using Qwizdom voting devices with Carpentry and Joinery students.

Aims: to further engage level 2 Carpentry and Joinery students.

Addressing the challenge: • Learners took part in quizzes to check if learning had taken place by using the hand held voting devices to submit answers to prepared questions. The responses were recorded and their progress fed back to them in the form of a game (racing cars). This created healthy competition as well as requiring the students to meet their learning objectives. • Each learner’s progress was monitored against learning objectives set by the teacher and the results tracked in the game. • Students enjoyed using Qwizdom.

Impact on teaching and learning: • Students using Qwizdom got better results • Students were more engaged with their learning when Qwizdom was being used. • Students were more active and contributed more towards the lesson. • The tutor facilitated the lesson but the session soon became more student-led.

Learner’s reaction: • One student suggested that they could create the content for future Qwizdom sessions. • Students are requesting the use of Qwizdom for future lessons

John: “Qwizdom has helped me to remember important bits of information.”

Sam: “I enjoyed using Qwizdom because it makes learning fun.”

Teacher’s reaction: (referring to an Ofsted observation during the March 2010 inspection of the Sheffield College)

"The inspector fed back to colleagues and other departments that if they would like to see active learning taking place they should go and see one of my lessons as the inspector was impressed at how the students were involved in the session. This has increased competition within the group to achieve, in a fun and productive way. I have been assessing my learners with this resource and I love it and so do my learners. One particular group recently took their Gola on line end exam where they achieved 5 distinctions, 5 merits and 1 pass out of 11 learners. This was their first attempt at the test and these are results that I am extremely proud of." Michael Cook, Carpentry and Joinery, Sheffield City College.

Lessons learned: • Setting up initial power point presentations to use with Qwizdom can be time-consuming. Better to add to an existing power point presentation. • Develop uses as a team of teachers rather than alone!

Next steps: • Develop more lessons with Qwizdom software. • Use reports created in Qwizdom to track student’s progress.

Links: http://goo.gl/TCSNu Qwizdom Education: http://education.qwizdom.co.uk/index.php

• Case Study 2: Using iPod Nanos at All Saints Catholic High School Sheffield

Overview Year 7, top set: As part of two schemes of work, 'Debating and Presentation' and 'The Merchant of Venice', students used the voice memo function on iPod Nanos to record themselves practising presentations, speeches and audio guides. They worked with a learning partner to listen back to this work, identifying strengths and setting targets. The targets were then reflected upon and discussed before students created final, 'neat' copies of the speeches. This work could then be marked in the teacher's own time, maximising the drafting time available in lessons for students. The devices were also taken on a trip to Stratford-upon-Avon for students to record details, which they developed and expanded back in class.

Impact on teaching and learning • Improved speaking and listening grades by an average of one sub-level per student; • Increased understanding of students' own speaking habits and strengths. Planning lessons with the iPod Nanos gave students time to work on their speeches and as they were able to listen back to them, they were keen to create a 'perfect' recording. Students took ownership of their own work and understood speaking and listening grades more clearly. Crucially, they were much more engaged in speaking and listening work using the Ipod Nanos than with previous tasks, where they wanted to "just get up and do it"; using the iPod Nanos helped them understand the importance of drafting and practising. Significantly, students could identify the improvements they had made between the first and final recordings.

Next steps Continue using with top set year seven next year and trial a similar project with another class for their speaking and listening assessments to encourage similar engagement, independence and pride in their work. Ten of the current group help run a lunchtime news group; the iPod Nanos can be used in a similar way to improve their news broadcasts.

• Case Study 3: Using PSPs in a Mencap competition

A group of LLD learners who attend Norton College wished to enter the ‘MENCAP Snap! 2010 photo and film competition.’ The 2010 theme was, ‘to tell us what you like doing to be active.’ The ‘School Sports Partnership – SEN Athletics MLD 2010’ event at the English Institute of Sport in Sheffield was a good venue for image-gathering as the learners would be entering many of the events. Some twenty schools and colleges from across the region took part in this day (18th May 2010). Student Adam Cowlishaw was subsequently one of the 100 winners in the photography competition: http://goo.gl/RenRs Aims: (i) a structured opportunity to use the camera function of the Sony PSP (ii) the opportunity to enter a national competition and (iii) opportunities to increase their self-awareness and esteem.

Addressing the challenge: PSP devices (with GoCameras) were first introduced in the classroom. On event day, learners were encouraged to record events, using both still and video digital imaging. After the event, images were studied and appropriate entries made to the Mencap competition Outcomes and reactions: Learners quickly became adept at using the PSP GoCamera function Learners enjoyed seeing results immediately and were able to act on results Speech and language improved significantly Impact on teaching and learning: The PSPs have made a great impact on teaching and learning within the department. The students were quick to respond to requests when using the equipment and they enjoyed inventing new ways of using them to learn. They helped spark new ideas and students have gained in confidence and self-esteem. eg using eye contact when talking to someone. Memory recall has also improved.

Learners’ reaction: Learners can connect with this technology immediately; whatever their learning difficulty they need very little demonstrating on how to use it. The technology has been key to opening doors which were previously locked with some students. They may not have the ability to write a diary of events but they can record it! It brings their ideas to life and they respond with great enthusiasm. This in turn encourages speech and language therapy. "I like using the PSP in lessons because I don’t like writing, my writing and spelling isn’t very good. I don’t feel embarrassed using the PSP and I like being able to see my pictures so I can see how good they are." (Chris Wells, age 18) "It’s magic I like using the PSP for taking pictures and videos better than playing games on it. My memory isn’t very good and when I look back at my videos I remember things better." (Danielle Barson, age 17)

Teacher’s reaction: Some teachers some were worried they wouldn’t be able to demonstrate the PSP and help the students use the device effectively enough to get the desired results. They soon realised the students needed very little tuition on how to use the device. The students enjoyed teaching the teachers! Staff then enjoyed encouraging the students to be more creative with their ideas. "I wasn’t surprised at the increase in learner engagement: even though our students have learning difficulties they grasp new ideas quickly. What did surprise me was the knock on effect of using the PSP’s video function. Students responded to questions on video more readily than in Q & A sessions in the classroom. It sparked positive reaction and students who are normally very quiet and unresponsive to many activities ‘woke up’ and took notice. These were the students who produced the best video and picture results." (Jeanette Bell, Lecturer Additional Support)

Managers’ reactions: "A programme of staff training is planned around the use of the new technology being offered to Additional Support. The team is keen to explore ways in which the new technology can be used to enhance our curriculum area. I am excited at the prospect of staff using other technologies which may become available. It’s about time we used resources which allow our students and teachers to be more creative. The results have been very encouraging so far." (Paul Blakeney, Additional Support Manager) What Worked The PSP created opportunities for an expanded learning environment, from classroom to offsite learning to home. It instantly engaged learners who would normally take a long time to grasp new concepts. Instant assessment made a huge difference: improvements and alterations could be made there and then thus allowing the student to feel less frustrated.

Next steps: Wi-fi access is planned for parts of the Norton building which will allow increased use of other PSP functions Student-led sessions will extend the boundaries of using mobile technology in offsite sessions. Links: http://goo.gl/E9y12 English Institute of Sports Sheffield: http://www.eis-sheffield.co.uk/ Mencap Snap! 2010: http://www.mencap.org.uk/page.asp?id=3704

• Case Study 4: PSPs at City School English and Media class, Y9

Using PSPs to identify the key aspects of film trailers, explore camera angles and analyse film for purpose. Also to increase student engagement, increase independence in learning and to personalise learning. Each student had their own PSP, working independently, identifying key features of a documentary film trailer. Each student had their own task to do. The PSPs helped the teacher to avoid having to play the same video over and over again to the whole class on the whiteboard. Each student could watch the film as many times as they needed to. T: “We’re probably getting twice as much work done…The PSP has saved our lives.” Students concentrated very effectively on the task. Mobile devices provide variety, an alternative mode of delivery and a solution to the difficulty of differentiated learning in a class. Resources used: PSPs, headphones, trailer video which each student can pause when they need to, rewind, etc. The task was to answer specific questions analysing the trailer, such as: ‘Speed – does the film speed up or slow down?’ ‘Use of Captions’ ‘Describe the music and any changes you hear’; ‘The last image you see’; ‘use of voice over – what is said.’ ‘How many scene changes can you count?’ Sound effects – can you identify any sounds?’ The teacher (Martin Greenhough, Faculty Head – Communications) used the PSP to develop independent work. The device enables differentiation in how students respond to task, from level 4 to level 7. Each student can work at their particular level, rather than having to fit in with the pace or depth of rest of class. Link: http://goo.gl/2w7Jr

• Case Study 5: Using Mobile Technology in a Learning Resource Centre'

Aims: The Learning Resource Centres at both Hillsborough and Norton Colleges wished to increase use of the LRC by (i) attracting hard-to-reach learners and (ii) enhancing the service available to learners.

Addressing the challenge: A wide variety of devices were introduced:

• A lunchtime Nintendo ‘games club’
• Graphics tablets loaned to students
• Dell mini-9 notebook pcs used to supplement desktop devices
• IiPods loaned out to students for exam revision
• E-readers

Learning Assistant Melinda Green believes; "students are already really enjoying using these devices, so we're excited about trying out some other ideas to ensure we're utilising them as effectively as possible. After that, our next challenge is to develop a QR-code treasure hunt ready for Induction in September."

Next steps: • A wider selection of Nintendo games will be obtained using other funding sources • Learners will be encouraged to suggest suitable games. • Wi-fi access is planned for the LRC at Norton from September 2010 (other centres already have this) Link: [1]

Findings of Sheffield College project

The Sheffield MoLeNET Camel process used a radically different approach to traditional CPD: buy the kit first, distribute it to teachers willing to experiment with it, then share successes and failures with other staff (combined with a buffet to encourage informal networking and guest speakers to give further ideas on how the kit might be used).

A perennial problem for staff development is: which comes first – the kit or the training?

It is easy for institutions to waste money on staff training where teachers are introduced to innovative practices which turn out to be impossible to implement in classrooms because they lack the necessary equipment. This waste of money is, however, invisible, so the practice tends to continue without a proper examination of its effectiveness. Any waste of money is much more visible using the MoLeNET model, if kit is bought but then not used. But precisely because it is so visible, there is a much stronger incentive to do something with it and kick-start the process of staff development.

‘Show and tell’ events to share experiences were successful because staff felt completely free to be open and honest about shortcomings as well as triumphs. This too is unusual in most project reviews, where implementers feel an obligation to highlight successes and minimise or brush under the carpet any failures. This openness in turn encouraged other teachers to have a go, feeling less in awe of ‘experts’ or innovators who might decry their faltering steps or limited ambitions. The model also neutralised the common conservative response that an innovation might work in the trainer’s subject area, but ‘couldn’t work in my class.’ Nobody is told, ‘This is what you should try and do’. At most the advice is: ‘This is one way you might try, but you will probably find a better way yourself.’

This devolution of the source of innovation from trainer to teacher can also be carried further, when students come up with their own ideas of how to use new devices which the teacher had not thought of. Such a collaborative approach to innovation seems much more likely to win hearts and minds than any new approach imposed by managers.

The project has proved the learning value of mobile devices. Both teachers and learners have embraced the potential of the technology with great enthusiasm. This potential would have remained hidden without the injection of funds and impetus provided by the project. However it is doubtful that the college can afford to provide new devices for students on the same scale year on year. Fortunately, this scale of provision is not necessary, since students own a large number of mobile devices themselves – devices that they would prefer to use, since they’re familiar with their operation. The project has proved cost-effective in having a significant impact on the culture of the college, encouraging institutional acceptance that mobile learning can and will be highly effective and that the network therefore needs to be accessible by wi-fi to both college and learner-owned devices. It is hoped that this culture change will help the college to make the most of the potential offered by mobile technologies and maintain its reputation for innovation in learning technology.

LearnDirect

University for Industry (http://www.ufi.com/home2/aboutus/aboutus.asp) is the organisation behind the learndirect brand, set up in 1998 to use new technology to transform the delivery of learning and skills. Ufi Ltd is a private limited company and a wholly owned subsidiary of Ufi Charitable Trust, a company limited by guarantee and a registered charity.

Through the learndirect brand, Ufi has helped more than 3 million people gain skills and qualifications in areas such as Maths, English and IT. Learners use the internet to access their courses and qualifications which range from basic skills to vocational and leadership and management. Training is also provided to employers, and Ufi has worked with thousands of businesses in the last decade.

10,000 people log on and learn with learndirect every day. Ufi runs the Life in the UK Test for the UK Border Agency. It had a turnover of £140 million last year. It has 500 direct employees. It also indirectly employs about 2,000 people in a network of centres around the country. More than 500,000 Skills for Life test passes have been achieved with learndirect. Leandirect claim that learners can earn £2,240 more on average after learning with them. More than 34,000 people have achieved a Level 2 qualification with learndirect. It has worked with more than 6,000 businesses through the Train to Gain initiative, with training designed to fit around business priorities.

Learndirect provides a wide range of online courses to improve employability and raise the skills of the working population. From basic skills to NVQs and other qualifications, online courses mean learners can log on and learn wherever suits them best, be it at home, at work, in one of the learndirect centres in local communities, or anywhere with internet access. Wherever people choose to do their learning, support is on hand to help them on their way.

Qualifications offered include Certificates in Literacy and Numeracy and National Vocational Qualifications (NVQs). Learndirect offer a range of courses designed to match the National Curriculum in Adult Literacy and Numeracy. These are nationally recognised qualifications and are similar to having a GCSE. Learndirect also offers a range of courses in IT - from the beginners Digital Literacy Certificate, through to the European Computer Driving Licence (ECDL) and ITQs. NVQs are qualifications which demonstrate ability at work and training is delivered mainly on the job. NVQ assessment recognises performance at work with a nationally recognised qualification in:

• ITQ
• Team Leading NVQ - Level 2
• Management NVQ - Level 3
• Health and Social Care NVQ
• Business and Administration NVQ - Level 2 and 3
• Customer Service NVQ - Level 2 and 3

Sheffield Online College (http://www.online.sheffcol.ac.uk/) has been offering online learning to learners and their employers since 1997, making it one of the first colleges in England to use the internet in this way. The experience gained in this field is reflected in the quality of its courses, and in the acclaim that the courses, course teams and individual tutors have received. The college has won many national awards since 1997 and all courses lead to nationally recognised qualifications. The Online College is also the home of online teaching and learning resources for the use of learners, tutors and employers in Sheffield.

The 'Online Professional' courses have a client list that includes The British Council, The Federation of Small Businesses, Edexcel, Kent Adult Education Service, Lloyds TSB, South Yorkshire Police, NSPCC, The Open University, Proctor & Gamble, Devon County Council and UNISON trade union. Online College courses have also been undertaken by more than 1,500 further education colleges and universities. Thousands of individual learners have studied online with The Sheffield College.

Courses available include English from Level 1 (Literacy for Adults) to GCSE and A level, as well as IELTS for international students who want to study or work in an English-speaking country.

The ten week Level 1 English course is free of charge and leads to the national Adult Literacy level 1 qualification. Students have their own online tutor to provide guidance and support you through a programme focused on life in South Yorkshire. Students study at their own pace at a time that suits them, supported by the tutor who marks work and helps improve grammar, spelling, punctuation and understanding.

The Level 2 Literacy is a fully tutored ten week English online course with a nationally recognised qualification at the end which is the equivalent to grade C or above at GCSE English. It is free of charge and prepares students to pass the one hour adult literacy test, which is taken at Sheffield City College. Students can study where and when they choose, s supported by a tutor who is in regular contact by email. The tutor marks work and gives feedback on how to improve.

GCSE English Language Online is probably the best known online course in the UK. It has been running since 2001 and over one thousand people have gained grades A*-C. Almost 45% of those learners get A or A* and the pass rate at C or above is 99.7%. It is a one year online course beginning in September and ending with an exam in May or June the following year. Students belong to an online class and have their own online tutor. The course has won five national awards.

IELTS (International English Language Testing System) is the most important English qualification for international students who want to study at university or do professional work in English speaking countries. The course provides students with their own UK native English speaking tutor, who contacts them online two or three times a week and marks their work. Students can interact with their fellow IELTS students at any time and have unlimited opportunities to practise their reading and writing. They can also take a one-to-one practice mock Speaking IELTS test with their tutor, either face-to-face or via a web camera and watch video clips of an IELTS test showing students who achieve a high score in IELTS, teaching others how to achieve similar success. The online A Level English Language and Literature course is suitable for people who want to progress from GCSE and need to achieve at level 3 to progress to university, a college foundation degree course, or because their employers expect a high level of English.

2 Foundation degree courses are also available – in eCommunications and eBusiness and Management. Students can study fully online with the Sheffield College (for three years, part time) then progress to Sheffield Hallam University for the BA Hons (two years, part time). The courses exploit a range of online technologies such as online forums, blogs and wikis and explore how these technologies can be used in business.

The Management and Leadership Award and Certificate - Level 5 from the Chartered Management Institute is designed for practising middle managers who wish to develop their core management skills and practices and learn how to fully exploit the resources of the internet.

LeTTOL (Learning to Teach Online) has had almost 3,000 students from across the world since it began in 1997. It is an online course aimed at teachers, lecturers, trainers and content developers who wish to transfer their existing skills to an online environment.

An offshoot from LeTTOL, The Effective Mentor's Toolkit course addresses the skills and knowledge that mentors need to be effective in the mentoring role. In addition it explores how modern technologies can enhance the role, using such things as email and the internet to support and provide information to mentees.

Getting to Grips with Moodle aims to introduce students to a range of Moodle's content creation, communications, interactivity, and management tools; and consider how they can be used effectively in an educational and training context. The course is supported by a tutor. The course is not aimed at 'techies' but at ordinary teachers and trainers who want to develop online provision for their learners.

CIPD – the Chartered Institute of Personnel and Development (http://www.cipd.co.uk/training/) offer ten different portfolios of Human Resources Courses at levels 1-7:

Coaching

Employment law

Learning and development

Management and people management

Organisational development

HR management

Psychology at work

Recruitment and selection

Reward management

Talent management

The courses are designed to be flexible, with multiple start dates throughout the year, and often blend face-to-face and online learning. The institute also offers support for in-house delivery, so that learners can study in their own workplace. It claims over 13,000 learners per year at Foundation, Intermediate or Advanced levels. Learners can choose the mode of study they would prefer. For example:

• Full time - candidates are required to attend a number of taught sessions at their centre totalling at least 21 hours per week. The sessions are usually held during the day.

• Part time - candidates are required to attend one or two taught sessions at their centre. Each session usually lasts between 3-4 hours, and they are held in the evening and/or during the day.

• Supported distance learning - candidates study in their own time, using learning materials such as workbooks. Many centres integrate workbooks with online learning media contained within their virtual learning environment. Candidates are supported by their centre through periodic face-to-face tutorials and group workshops (online or offline at an approved centre).

• Block - candidates attend a series of taught sessions, usually delivered in blocks of three to five consecutive full days over a specified period.

• Mixed mode - aimed at experienced individuals who may require some distance learning support from their centre but are generally ready for assessment. Centres running mixed mode programmes are approved to offer competence-based assessment which enables candidates to use evidence from their workplace to meet the majority of CIPD's qualification requirements. The type of learning input and support provided by the centre will vary according to the centre's resources and the needs of the candidate.

Virtual College (http://www.virtual-college.co.uk/), founded in 1995, works with companies and public sector organizations (including UFI, NHS, Police and General Electric) as well as providing e-learning to individual learners. Based in Ilkley, West Yorkshire, it employs over 70 people including technical staff and designers, but it is not clear how many are teachers, nor how many live online classes are delivered (as opposed to self-contained courses).

As well over 150 e-learning courses available direct from the college or developed alongside distance learning partners, it also runs its own Learning Management System. It claims to have over 600,000 current registered online learners, mostly on vocational courses such as Business Skills, Continuing Professional Development, Fire Safety, Food Hygiene Training, Safeguarding Children, Housing Associations, Moving and Handling, NHS & Social Care, Health & Safety, Healthcare, Engineering and Productivity. Two of the most popular online courses are Food Hygiene Level 2 and a mandatory electrician's course.

Free E-Learning Courses for NEETs are also available from the 1st September 2011 until the 23rd December. The following courses can be accessed free of charge: Time Management, Customer Care, Health & Safety in the Workplace, Data Protection in the Workplace, Money Matters and Climbing the Career Ladder.

The Virtual College Network is also home to numerous e-Academies; specialist websites that concentrate on a sector to ensure that a team is meeting specific training needs, as well as providing a hub for updates and developments in policy and legislation. The most recent addition to the e-learning network is the 21st Century Apprenticeships hub, which is designed to help organisations get the most out of advances in training solutions, maximising learner progression while minimising costs and administration.

Oxford Open Learning (http://www.ool.co.uk/) offer a wide range of GCSE, iGCSE and A level courses, as well as ‘Skills for Learning’ courses, including ‘Everyday Good English’, ‘Everyday Mathematics’, ‘Everyday Information Technology’ and ‘Everyday Bookkeeping’. It has been offering course materials since 1988. It provides courses for students who are over 18 years of age. Its sister company, Oxford Home Schooling, provides similar courses for students who are under 18 years old.

Last year 79% of Mathematics GCSE students achieved a grade C or above, set against a national average of just 50%. Students are usually adult learners, some of whom under-achieved in school and now wish to rectify that, and some who, whilst having a generally good academic background, now need a specific qualification to make progress in their career.

Oxford Open Learning provides the student with written course materials that have been developed to cover a particular syllabus or specification. All course materials have regular activities and self-assessment tests. Courses also include tutor-marked assignments which students send to their tutor for marking. Tutors make regular contact by telephone with their students to maintain motivation.

Oxford Open Learning make the point that all GCSE English courses (as opposed to IGCSE English courses) now include controlled assessment. Coursework is unavoidable and it must be directly supervised by the tutor. This is not practical for adult learners studying independently on home study courses, so OOL recommends the IGCSE English courses instead. The ‘I’ in IGCSE stands for ‘International’ but IGCSEs are recognised as having the same standing as “ordinary” GCSEs by government, schools, colleges and employers. The main difference with IGCSE specifications is that they are exam-only. There is no controlled assessment before the final exams and you do not need to submit coursework. This is ideal for distance learners and students of home study courses.

Vision2learn (http://www.vision2learn.com/) is run by Creating Careers Ltd (http://www.creatingcareers.com/) which claims to be the UK’s leading company developing and supplying accredited e–learning to the Further Education sector. The company is based in Newcastle Upon Tyne. Vision2learn’s vocational qualifications have been running since 2001 and are suitable for people aged 19+ and as they lead to national qualifications are eligible for government funding in England. Learners can choose from a range of online courses and receive help from an online tutor employed by a local college. These courses can be accessed from www.vision2learn.net. Colleges that use these courses include Doncaster and Somerset.

The sister site, Vision2learn for schools (www.vision2learnforschools.com) delivers over 50 courses and resources online to 14-19 year olds in a range of vocational subjects including computer, work, and life skills. Learners achieve nationally–recognised accredited qualifications. Schools earn GCSE equivalence points contributing to their Level 2 achievement targets without having to find teachers who are expert in these subjects.

Cambridge English Online (http://www.cambridgeenglishonline.com/) began in 2002, specializing in innovative English language learning materials, but is now creating more resources for other subjects. It works in partnership with the British Council, BBC and Cambridge University Press. It also hosts Learn English Mobile, which lets publishers and developers of mobile English learning and teaching apps showcase them in one place, so that students can find them more easily.

Online College of Art and Design (http://www.artcoursework.com/coursefinder.html) provides school and Further Education courses, including: IGCSE in Fine Art or Art and Design; A level in Art and Design; Foundation Diplomas in Art and Design, Fine Art or Graphic Design; ABC awards in Animation or Interior design; ABC Certificates in Animation or Interior Design; ABC Diplomas in 3d Modelling and Animation, Computer Aided Design or Interior Design. It also offers Recreational courses and portfolio preparation for university.

Each student gets a personal tutor who gives supports through the online course, marks art work and answers questions, as well as a student course co-ordinator. There is also an online art club where students can discuss their art work with fellow OCAD students.

Tutors tend to be freelance and part-time.

Online College of Art and Design (OCAD), 83a High Street, Stevenage, Hertfordshire SG1 3HR UK

Virtual initiatives in Higher Education

Very major initiatives (GELIs)

These are the following:

Open University University for Industry (Ufi) London University External Programme

It should be noted that the main focus of Ufi is FE but there is a small amount of HE delivery in the Work-Based Learning area from partner universities via a specialist Ufi subsystem.

Current prima facie MELIs

There are fewer than there were in the heyday of English e-learning during the UKeU era. However, the following are prima facie cases:

University of Liverpool – joint venture with Laureate at MSc level University of Derby (a former member of GUA) Staffordshire University

MELIs now faded to NELIs

These include:

Middlesex University – Global Campus (downsized after key staff losses) Anglia Ruskin University – Ultraversity and Ultralab (both now closed)

New NELIs some maybe rising to MELIs

These all need investigation but are likely to include:

University of Bolton (said to have taken over Ultraversity) Canterbury Christ Church University – arrangement with Hibernia College of Ireland Essex University – joint venture with a commercial provider for Foundation Degree University of Leicester – featured in the MegaTrends report Northumbria University – including operation as an ASP provider.

Failed initiatives (FELIs)

The best known example is the UK e-University (UKeU) which is very well documented and will not be described further. This is often said to have lost around £50 million but in fact around £10 million of this was used after it closed to support a number of Academy initiatives including the Pathfinder programme, so that the actual loss was rather less.

A less well-known but actually larger failure is the NHS University (NHSU), which seems to have lost around £90 million and achieved no practical results at all. Until recently there were no reports on this at all except for one strictly confidential and little-known report on technology but one excellent report has recently become available – not quite public but for subscribers of the Observatory for Borderless Higher Education (OBHE). However, the archives of NHSU are closed (as they are for IU but not completely for UKeU) and many technical aspects were not covered in the OBHE report.

References

Both

• [2]
• [3]
• [http://www.pisa.oecd.org/pages/

Relevant websites

Both

• European Commission
• [4]
• [5]
• [6]
• [7]
• [8]
• [9]
• [10]
• [11]
• [12]
• [13]