Consultation: Skills for All Strategy

Consultation closed: Tuesday 23 April 2024
Consultation opened: Thursday 25 January 2024

Priority 1: Foundational

The government’s ‘Best Start for Life’ policy tells us that the 1,001 days (from pregnancy to the age of 2) are the most important for development, setting the foundations for an individual’s cognitive, emotional and physical development.

The first priority focusses on supporting parents and children in their Early Years, helping them transition smoothly into life at school and supporting both parents and schools to make the most of these initial steps.

We will achieve this by:

• making sure there are enough local spaces for all eligible preschoolers to get free childcare (this is important to ensure their education meets their needs, setting them up for success in the future)
• providing the right support at the right time for children with special educational needs and disabilities (SEND) (this is important to ensure that every child is supported to succeed in their education)
• sharing successful approaches to understand what kind of learning works well in the early years (this is important to make sure children have a positive learning experience, which in turn will lead to a love of education)
• bringing together different partners - education, health, social care, community services (this is important to create one unified voice for early childhood development in Central Bedfordshire)
• offering strong family learning and early help opportunities for families to learn and grow together (this is important to support parental engagement, raise aspirations, and have a positive impact on children’s learning outcomes)

Priority 2: Pathways to achievement

During the school years, from the time someone starts learning until they finish, are the years where they start to build the skills they need for life. As well as building their academic skills, like reading and writing, school plays a crucial role in the development of social skills, motor skills, independence, problem solving and decision making. All these things help prepare children for future academic and life challenges.

This priority focusses on working closely with schools to secure the best possible outcomes by supporting attendance and providing information and guidance to support learners to develop. We aim to integrate concepts like climate change and artificial intelligence into the curriculum, aligning with professional standards, national trends, and the needs of learners, families, and local businesses.

We will achieve this by:

• addressing the current shortage of school places by looking at current and future needs (this is important to create an engaging environment in schools that encourages pupil participation and helps them to progress through the school system)
• delivering the Central Bedfordshire Attendance Strategy (2023 to 2028) (this is important to increase attendance at school, in turn raising the overall level of educational achievement and encouraging more people to complete higher or further education)
• enhancing existing careers advice services (this is important to ensure young people consider careers in sectors in Central Bedfordshire which have the most opportunity for growth)
• ensuring support for pupils with additional needs and/or vulnerabilities including those:
  • with special educational needs and disabilities (SEND) (this is important to ensure that every child is supported to succeed in their education)
  • from disadvantaged backgrounds (this is important to ensure that every child is supported to succeed in their education)
  • from minority groups or for those whose first language is not English (this is important to ensure that every child is supported to succeed in their education)
  • with poor attendance or who are at risk of exclusion (this is important to ensure that every child is supported to succeed in their education)
• embedding employability skills, work experience and digital skills in the school curriculum (this is important to equip students with practical skills that are important for success in the workforce)
• providing life skills lessons and information to all pupils who are 14 to 16 years old, through digital and drop-in services at current youth and community services and within schools (this is important to support personal resilience, and equip young people with practical skills essential for their futures)
• strengthening vocational GCSE provision in secondary schools (this is important to support employability skills, work readiness, and provide alternative routes to further and higher education)
• ensuring that everyone has access to learning within Central Bedfordshire (this is important to enable people to receive the education appropriate to them and their needs)
• developing services to support learners with English as an additional language (EAL) with a targeted focus on children and young people (this is important to ensure that every child is supported to succeed in their education)

Priority 3: Future workforce

It’s important that people leaving school have the right skills, and access to training or learning resources, to help them navigate the workforce and continue to progress through their career. Furthermore, it’s important that they have the resilience to navigate a shifting labour market of new technologies, as well as having the skills to address climate change and improving sustainability by exploring careers in green sectors like sustainable construction and renewable energy.

Priority 3 focusses on this, and on increasing the resources available to support people to progress at work. This includes those who are unemployed or working in a role that doesn’t fully utilise their skills and experience (this could be because of a lack of suitable jobs).

We will achieve this by:

• enhancing existing careers advice services (this is important to ensure everyone can access quality information, advice and guidance to support them to progress at work)
• supporting young people to acquire higher level technical skills through the provision of T levels and apprenticeships (this is important to help young people progress to skilled employment – including apprenticeships or higher education – particularly in sectors which have the most opportunity for growth)
• ensuring appropriate and tailored support for young people aged 16 to 24, including young people with additional needs and/or vulnerabilities such as those with SEND, disadvantaged, from minority groups, English as an additional language, and those living in rural areas (this is important to support young people to progress to further and higher education)
• finalising the planned post-16 EET strategy to provide a plain English document to structure support for those classified as NEET and other vulnerable young people to look at areas of alignment, potential for review and the benefits of a social value focus (this is important to support young people to progress to further and higher education)
• delivering online resources to support understanding of the available opportunities for employment, work placement and volunteering (this is important to support residents to access jobs in areas of demand)
• providing an interactive tool and prospectus providing a post-16 directory of skills provision (this is important to support learners, employers and careers and education advisors to find and choose the right training options that match their learning goals)
• maximising available funding opportunities to secure capital investment in post-16 education and training infrastructure in Central Bedfordshire (this is important to meet the identified priorities in the Local Skills Improvement Plan (PDF) over the next 3 years for the South East Midlands)
• developing links between graduates of higher education institutions (HEIs) in Central Bedfordshire and local employers (this is important to support retention of highly skilled talent and increase productivity of local businesses)
• reviewing provision for supporting people into employment (this is important to support simplified, streamlined, and targeted employability provision)
• supporting those people who haven't been in employment for a long time, and who need greater support (this is important to help people reconnect, by offering advice, guidance and support in a welcoming environment)
• implementing UKSPF (United Kingdom Shared Prosperity Fund) People and Skills funding aimed at tackling economic inactivity (this is important to increase employability and skills, and support residents into jobs in areas of demand)
• piloting a green skills programme through the use of UKSPF funding (this is important to support people into green work by encouraging a pipeline between education and employment)

Priority 3: Future workforce

The quality of a child’s teachers and support staff at school directly contributes significantly to the academic, social, and emotional development of students and impacts the quality of education they receive.

This priority focusses on how we will support schools to attract and retain teachers and support staff, as well as develop their skills. We want to collaborate closely with multi-academy trusts, headteachers, school governors and parents to create the best learning environments for children and young people.

We also recognise that investing in school estates and learning equipment directly impacts the quality of education and the overall learning experience for students, creating a positive environment for teaching and learning.

We will achieve this by:

• analysing the current workforce within schools to identify trends and challenges including absence rates and skill shortages (this is important to develop specific plans to overcome these issues)
• continuing to invest in school buildings, grounds and equipment to meet the demand for school places and additional skills, as well as connecting schools and further and higher education provision (this investment will support the development of new curriculum and support excellence in delivery)
• supporting rural and smaller schools to navigate funding challenges, academisation, transport barriers, and the drive for efficiency and performance (it is important to recognise that rural and small schools play a vital role in meeting resident needs)

How we will monitor success

The Skills for All Strategy will continue to evolve and respond to new data, opportunities and challenges as they emerge. An annual implementation plan which is informed by the strategy will detail our short-term actions, and will be reviewed and updated on an annual basis. We will also publish an annual progress report.