Consultation Document
Our students will become people who can do things as well as know about them
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Contents Vision, Ethos and Values
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Frequently Asked Questions
8-13
Admissions Policy 14-16 Curriculum Statement 18-21 www.robertowenschool.co.uk
Proposer Biographies 22-24 Principal Designate 25 School Location 26
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Vision and Values Our Vision The Robert Owen Vocational School will provide a happy, creative, co-operative community dedicated to providing a balance of vocational and academic educational opportunities.
an individual learning and career plan agreed with their personal coach.
We will be a co-operative school, with a commitment to our co-operative values.
Our students will become people:
We will be a vocational school, dedicated to preparing our students for the workplace of the 21st century. They will be prepared to be the employees and employers of the future through strong engagement with employers, training providers, the local community and partnerships with colleges and universities. The school will operate a professional, business-like learning environment with real practical experiences. People are our most valuable asset and we want the best for them. We see our students as individuals and each will have
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We have high aspirations that we will deliver through innovation and excellence.
• who can do things as well as know about them i.e. rounded people with skills as well as knowledge; • who have the ability to make informed and realistic decisions about the future e.g. choice of career, further study or experience, in a contemporary and rapidly changing society; • who are qualified to follow the career path of their choice; • who understand how to set up their own business. Our students will develop their skills, achieve academic success and maximise their chances of successful careers.
Our school will be the school that we all wish we had been able to go to. It will:
• develop fully the intellectual, social, creative and expressive abilities of all of the students; • encourage students to develop and adopt a set of moral values, based on co-operative principles, applicable to their role in contemporary society; • encourage the capacity to approach various kinds of problems methodically, systematically and effectively; • encourage students to be able to develop positive personal relationships with others, work effectively within a team and will promote individual selfsufficiency in an adult world; • promote a flexible and a positive attitude combined with a willingness to learn. Our new and innovative school curriculum will: Provide an innovative and balanced 1419+ curriculum, through individualised, student-centred learning, with a clear emphasis on:
• core qualifications – GCSEs in English, Mathematics and Science. It is clear that for a wide range of career prospects achievement in the core is essential and we will have a special focus on achievement in these areas; • a range of optional qualifications including additional GCSEs; • specialisms at post-16 with academic and vocational higher level qualifications available; • vocational qualifications including development of the Vocational Baccalaureate; • work placements, residentials and outdoors education; • finance and enterprise skills; • developing personal employability skills, qualities and attributes; • a range of extra-curricular activities.
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• work to be a school with happy, motivated, enterprising young people whose strengths and needs are recognised;
Employability skills, qualities and attributes have been agreed with the stakeholder board of local businesses, employers and community groups supporting the school and will include, for example, communication; relationships with others; team work; innovation and creativity; problem solving; and project management.
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Learning We will offer a bold new approach to learning, involving: • taking learning out of a traditional classroom setting, teaching the curriculum through providing real experiences with local businesses; • project based learning; • learning through residentials and outdoors education; • student co-operative enterprises; and • a personalised approach developed with each student’s personal coach who will carry out regular student appraisals. This practical approach to learning is designed to improve engagement and improve grades. Our students’ curriculum vitae will be able to evidence their skills for employment and include a range of real work experience and training by employers along with the qualifications to enable them to follow their chosen career path.
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Our Values We are a Co-operative School and our School Values are founded on the International Co-operative Values and Principles, agreed and understood by co-operators worldwide.
Community We are a caring, co-operative community that is serious about its social responsibility.
Integrity We are open and honest and act according to our values and principles.
Democracy We listen to all in our community and seek consensus.
Equality and Respect We expect all in our community to treat each other with respect and accept that we are all individuals and entitled to equal opportunities; valuing each individual and treating them fairly and equitably.
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Responsibility We expect all in our community to accept selfresponsibility for their own actions, learning and career choices; to develop as independent learners and to adopt the principles of self-help, being pro-active and positive when presented with challenges.
Solidarity We are a loyal team that believes we can achieve more together than as individuals.
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Frequently Asked Questions What is a Free School? A Free School is an independent state funded school. The money comes from central government and approval is given by the Secretary of State for Education. Once established, a Free School is an Academy School. Free Schools give the opportunity to provide greater choice for young people and their families. What is The Robert Owen Vocational School (ROVS)? The Robert Owen Vocational School is an innovative 14-19 Co-operative School offering students a flexible and balanced programme of general and vocational education. The School will facilitate students’ broad intellectual, cultural and personal development as well as presenting them with an opportunity for effective preparation for work (including self-employment) and further work based training. When will the School open? The School will open in September 2013 to students entering Year 10, ages 14-15.
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What inspired The Robert Owen Group to propose opening The Robert Owen Vocational School? The Robert Owen Group is a cooperative organisation with over 20 years of experience in education, training and regeneration projects, including a long standing history of delivering vocational education. We believe that vocational education should play an important role in contemporary education and that young people should have the opportunity to study on a vocational route that is held in the same esteem as an academic route. We believe that our model for a cooperative vocational school is innovative and is important in supporting young people and providing opportunities in a rural area such as ours. Our plans are driven by the needs of the community and local businesses who participate through our co-operative structure. Will Free Schools force other schools to close? Free Schools do not force other schools
to close. They simply bring added value to the area through increased choice in education and enhanced resources. The Robert Owen Vocational School is keen to share this added value with local schools and to share in the benefits that it will bring.
organisations.
How long does this public consultation last? The public consultation starts at 9am on 20th May 2013 and lasts 6 weeks, finishing 5pm Friday 28th June.
What will this School provide that’s missing in Herefordshire and the wider region? The School will give young people more choice and opportunity. Our curriculum offers a different and new approach to vocational education and aims to give it the same esteem as academic education, much like that seen in other European countries such as Germany. Our curriculum will allow our students to study subjects in a practical and meaningful way, giving them opportunities to prepare for work, self employment and further study in a holistic manner.
A Co-operative School has a co-operative ethos; a co-operative governance structure; a co-operative curriculum; and a co-operative pedagogy. It holds the interests of its stakeholders in primacy. The Robert Owen Vocational School has an established Stakeholder Board which represents the interests of the local community and helps set the strategic direction for the School. The Stakeholder Board membership is comprised of local businesses, training providers, educational establishments and community
What is The Robert Owen Group? The Robert Owen Group is a cooperative organisation based in the Welsh Marches and rural West Midlands, with over 20 years of experience in education, training and rural regeneration. The Robert Owen Academies Trust is part of the Robert Owen Group and is proposing the set up of the Robert Owen Vocational School.
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What is a Co-operative School? A Co-operative School is a School which signs up to the international Co-operative Values and Principles that all co-operatives agree to. These include the values of: • Self help • Self responsibility • Democracy • Equality • Equity • Solidarity • Honesty • Openness • Social responsibility • Caring for others
Who are Free Schools accountable to? The Secretary of State for Education and Department for Education, just like any other school.
The Robert Owen Group is well experienced at effectively managing public funding and delivering high quality provision with value for money in mind. Who will the School be for? The School will be for young people aged 14-19.
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How many students will the School take? The School will initially take up to 60 students entering Year 10 in September 2013, rising to a capacity of up to 500 by September 2017. What is your Admissions Policy? The Robert Owen Vocational School will admit children from the full range of abilities that are wholly or mainly drawn from the geographical area of Herefordshire and the immediate surrounding areas within a 35 mile distance of Hereford City. Our full Admissions Policy is available on our website at www.robertowenschool.co.uk/ register-apply Will the School have a uniform? In keeping with our ethos of parity of esteem, the School will have a dress code for students. Where will the School be located? The School will open in temporary accommodation at the former Holme Lacy Primary School, Holme Lacy, HR2 6LW, before moving to its permanent home in
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Hereford City at the former Hereford High School for Boys site, Blackfriars Street, Hereford, HR4 9HS.
The School won’t fit many into Holme Lacy School, will it? Yes, Holme Lacy is not big enough to support 500 students. Holme Lacy is our temporary for our first year, before we move to our permanent home in Hereford City (see FAQ above). Holme Lacy is large enough to support our first year intake of up to 60 students. We will use it as the base for our academic studies and use external local vocational education providers. I don’t live in/near Hereford City. Can I or my son/daughter still attend? Yes! Our catchment area is within a 35 mile distance of Hereford City. We can discuss any specific transport issues with you on an individual basis as required. How will the curriculum be structured? The curriculum will be a flexible and balanced programme of general and
What academic studies will the School offer? All 14 - 16 year olds will study up to GCSE level in English, Mathematics and Science, plus have the option to study two or three further subjects up to GCSE level, for example computer science, languages, and the Arts & Humanities, which will include RE & Citizenship. Students will also follow a Core Skills Programme which will include numeracy; communications; careers education and guidance; micro-electronics; basic accountancy and money management. At post-16, A Levels will be available dependent on students chosen vocational route. What vocational studies will the School offer? Our innovative vocational education programme will give students the opportunity to study eight vocational areas: • Food & Drinks Manufacturing and Processing • Science, Engineering and Manufacturing Technologies • Health Care/Personal Services/ Public Service
• Sport, Leisure, Recreation and Health & Fitness • Performing Arts/Media/Publishing • Environment and Land Based Skills • Environmental Technology, Heritage and Building Services • Retail/Business Management/ Accounting/Legal Services Initially, in Year 10 students will study eight vocational areas in the School’s Vocational Studios with visits to employers’ and training providers’ premises. At the end of Year 10 students will narrow their studies to five of these eight vocational areas for the following academic year. Work on these five vocational areas will take place on employers’ and training providers’ premises as well as in the School’s Vocational Studios. Post-16 students will follow a more specialised vocational path and study the qualifications they require for progression and industry recognition. An important part of the programme is our Enterprise Unit, which will encourage and support the set up of micro businesses within the School. Will you offer any sports or outdoor, physical activities? The School has an extensive residential and outdoor education programme along with weekly Physical Education (PE) lessons. Each residential programme will be carefully designed to promote the
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vocational education. The School will facilitate students’ broad intellectual, cultural and personal development as well as presenting them with an opportunity for effective preparation for work (including self-employment) and further work based training.
personal qualities of enterprise: selfawareness; self-confidence; working in teams co-operatively and problem solving. There will be the additional option of a residential adventure camping activity during the summer vacation.
What is the self-employment incubator unit? The School will have a dedicated incubator unit to support students to develop their own co-operative enterprises.
How will you deliver the curriculum? We will deliver the curriculum through a combination of school based lessons, work placement visits and work based assignments, a virtual learning environment, and outdoor and residential programmes.
Who will the Principal be? The Principal will be Ms Vivien Dean.
Will you have a longer school year? The School will have an extended school week and year. Core qualifications will be delivered during the standard school year with students undertaking extension studies and booster courses during weekends and school holidays as part of their Individual Learning Plans. What qualifications will students receive? Students will receive traditional academic qualifications such as GCSEs and A-Levels, along with vocational qualifications such as NVQs. We are developing a brand new innovative qualification called the Vocational Baccalaureate to encompass all qualifications and experiences that the student undertakes. When the student leaves the School this will be accredited up to Level 3 (A-Level equivalent) and Level 4 (Professional equivalent). We are working with national examination boards and universities to develop this new qualification.
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Who will the other staff be? We are currently in the process of recruiting our other staff members. Will you employ fully Qualified Teachers? Yes, we will employ fully Qualified Teachers with Qualified Teacher Status (QTS). Who pays for the School? The School will be funded by the Department for Education. Before opening the School, the Robert Owen Academies Trust must enter into a funding agreement with the Secretary of State. The funding agreement provides the framework within which the School will operate. Model Funding Agreements can be found on the Department for Education’s website: http://www. education.gov.uk/a0074737/fundingagreement. What investment will come from The Robert Owen Group? The Robert Owen Group supports the School through generous ‘in-kind’ investment, such as using its existing business systems to enable the School to complete governance, administrative and financial operations. The School receives no direct financial investment from
Don’t new academies and “free” schools get a big financial advantage which does not seem like a level playing field? Free Schools are state funded and receive the same funding as any other new or existing school. What support has the Robert Owen Vocational School received? The School has received a fantastic amount of support from local businesses, community groups, parents and young people. We have also received support and made established partnerships with well renowned universities and further education establishments. Who is proposing to open the School? The Robert Owen Academies Trust, which is part of the Robert Owen Group, is proposing to open the School. For more details about the Trust members proposing the school please see page 22. How can I support this initiative? Please complete our questionnaire for the public consultation, now available on our
website at www.robertowenschool.co.uk. Plus: • You can become a ‘Friend of the Robert Owen Vocational School’. By doing this you will receive regular updates on the School and be invited to key events; • If you are a local business, you can register with our Business Ambassador to have students on placement; • You could join the Stakeholder Board. If you would like to know more please get in touch at www.robertowenschool.co.uk or call us on 01568 615510. How do I find out more? More information about the school and this public consultation, including details of the drop in events when you will be able to discuss our proposals in person is available on our website at www.robertowenschool.co.uk.
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the Robert Owen Group or any other organisation outside of the Department for Education.
How can I tell you my views? To tell us what you think about our proposals please complete our short consultation questionnaire at www. robertowenschool.co.uk, any time up to 5pm on 28th June 2013.
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Admissions Policy For the 2013-2014 academic year, the Robert Owen Vocational School will manage its own admissions process. This admissions policy applies for the 20132014 academic year. In future years the Robert Owen Vocational School will participate in the co-ordinated admissions process operated by Herefordshire County Council and where relevant other neighbouring local authorities.
be considered against the criteria set out below. In order of priority;
The Robert Owen Vocational School has an admission number of 60 in Year 10.
(a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989).
The Robert Owen Vocational School will admit children from the full range of abilities that are wholly or mainly drawn from the geographical area of Herefordshire and the immediate surrounding areas within a 35 mile distance of Hereford City. Oversubscription criteria Where the number of applications for admission is greater than the published admissions number, after the admission of pupils with a Statement of Special Educational Needs where the school is named in the Statement, applications will
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1. A looked after child A ‘looked after child’ or a child who was previously looked after but immediately after being looked after became subject to an adoption, residence, or special guardianship order. A looked after child is a child who is:
2. Sibling link The definition of a sibling in relation to this Admissions Policy is a full or half brother or sister living at the same address when the application is made (i.e. two children with the same father and mother or two children who share either the same father or the same mother) or adopted or fostered children living in the same household under the terms of a Residence Order.
It is recognised that The Robert Owen Vocational School provides education in one of the most rural areas of England. Under the terms of criteria to be used in circumstances of equal levels of eligibility the random allocation method will be applied to ensure that equal opportunities are offered in this system to students living within 15 miles of the key communities of: Kington, Leominster, Bromyard, Ledbury, Ross-on-Wye, Peterchurch and Hereford.
Children’s position on the waiting list will be determined solely in accordance with the oversubscription criteria. Where places become vacant they will be allocated to children on the waiting list in accordance with the oversubscription criteria.
There will be close liaison as early as possible with parents of children whose statement names the Robert Owen Vocational School.
Appeals Parents will have the right to appeal to an independent appeal Panel if they are dissatisfied with the admission decision of the Robert Owen Vocational School. The Appeal Panel will be independent of the Robert Owen Vocational School. The arrangements for appeals will be in line with the Code of Practice on School Admission Appeals published by the Department for Education. The Robert Owen Vocational School will prepare guidance for parents about how the appeals process will work and provide parents with a named contact who can answer any queries parents may have about the process.
Waiting lists Where the Robert Owen Vocational School receives more applications for places than there are places available, a waiting list will operate until the end of the first term after the beginning of the academic year. This will be maintained by
Co-operation with Herefordshire Council and surrounding local authorities The Robert Owen Vocational School and Herefordshire County Council and the five other surrounding local authorities commit to work together to ensure a
Admissions information regarding students with statements of SEN A student with special education needs with a statement which names the Robert Owen Vocational School will automatically be offered a place.
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3. Other children In the event of equal levels of eligibility under the above criteria, the Robert Owen Vocational School will use an independently managed and supervised random allocation method.
the Robert Owen Academies Trust and it will be open to any parent to ask for his or her child’s name to be placed on the waiting list, following an unsuccessful application.
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rapid and accurate exchange of relevant information occurs throughout the admissions process. Admissions procedure Process of application For 2014 onwards, applications for places at the Robert Owen Vocational School will be made in accordance with the Herefordshire Council’s co-ordinated admission arrangements, and if applicable, those of other local authorities, and will be made on the Local Authorities Common Application Form (“the CAF”). The School will use the following timetable for applications each year (exact dates within the months may vary from year to year) which, whenever possible, will fit in with the common timetable agreed by the Herefordshire Council’s and surrounding local authorities Coordinated Admission Scheme. (a) September - The Robert Owen Vocational School will publish in its prospectus information about the arrangements for admission, including oversubscription criteria, for the following September (e.g. in September 2012 for admission in September 2013). This will include details of open evenings and other
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opportunities for prospective students and their parents to discuss the School. The School will also provide information to the Local Authority for inclusion in the composite prospectus, as required; (b) September (after 2013) - The Robert Owen Vocational School will provide opportunities for parents to visit the School; (c) October – the CAF to be completed and returned to the home Local Authority to administer; (d) November – Local Authority sends applicants’ details to School; (e) December – January – Applicants considered by the School and a list of applicants ranked in accordance with the School’s oversubscription criteria sent to the Local Authority; (f) February – Local Authority applies agreed scheme for own schools, informing other LA’s of offers to be made to their residents; (g) 25th March offers made to parents.
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Curriculum Statement
Aim of the School’s curriculum To provide a flexible and balanced programme of general and vocational education in the 14-19+ age range for young people from a diverse range of rural backgrounds which will facilitate their broad intellectual, cultural and personal development as well as presenting them with an opportunity for effective vocational preparation for work (including self-employment) and further work based training. The 14-16 curriculum will be characterised by: • A diagnostic and assessment phase; • A core curriculum comprising: English, Mathematics and Science; • A common core skills curriculum including the social, personal and interpersonal skills; • Up to three additional subjects selected from Languages, the Arts and Humanities, RE and Citizenship; • Vocational Educational Studies including work experience; • Vocational Learning Plan; • Residential experiences; • Optional weekend extension studies; • Access to a full menu of 14-19 accreditation.
14-16 Curriculum
25%
Voc Bac
•
Learning Support
•
Voc Bac
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Extension Studies
•
Careers Guidance and Support
Voc ati on al
•
Residential Experience
•
Learning Support
•
Voc Bac
•
Accreditation
up to
40%
Th
General Education
S t ud
80%
n atio
•
e
uc
Common Core Skills
ral Educa tion
Ed
•
up to
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16-19+ Curriculum
en
The unique 16-19 curriculum will include: • Common skills core curriculum to cover the social, personal and inter-personal skills for preparation for the world of work; • A broad curricular base leading to a range of potential career opportunities at craft and technician levels; • Substantial and significant periods of integrated industrial, commercial, business or field experience; • A modular structure to provide maximum flexibility in terms of location, learning programme and mode of study; • Smooth progression to a range of nationally recognised qualifications; • Vocational Education (including Vocational A Levels); • Student centred teaching and learning strategies with individual study programmes planned in negotiation with students. 18
Common Core Skills
Gene
•
Th
Accreditation
•
n tio
Common Core Skills
•
75%
S t ud
ca
•
Core Curriculum, to include English, Maths, Science, Computer Science, Languages, the Arts and Humanities, RE and Citizenship
t
Residentials
e
en
•
•
du
• Vocational Placements
tional Edu cat Voca i on
Ge ne ra lE
•
Apprenticeships
•
Vocational Training
•
FE Courses
•
Voc Bac
•
Accreditation
Within this 14-16 curriculum offer there will be four clearly defined areas. The Common Academic Core which will involve the compulsory study up to GCSE level of : • English • Mathematics • Science • Plus an option to study between two or three further subjects up to GCSE level selected from computer science, languages, the Arts & Humanities, which will include RE & Citizenship. The Vocational Education which will offer the pursuit of eight vocational areas in the School’s Vocational Studios with half day visits by groups of students to employers’ and training providers’ premises. From summer half term each student will follow a work experience programme to the end
of July and at this point they will select five vocational areas from the list of eight that they have pursued to work on in the following academic year. Work on these five vocational areas will take place on employers’ and training providers’ premises as well as in the School’s Vocational Studios. The eight vocational areas are: • Food & Drinks Manufacturing and Processing • Science, Engineering and Manufacturing Technologies • Health Care/Personal Services/ Public Service • Sport, Leisure, Recreation and Health & Fitness • Arts/Media/Publishing • Environment and Land Based Skills • Environmental Technology, Heritage and Building Services • Retail/Business Management/ Accounting/Legal Services The Common Core Skills Programme which will include numeracy; communications; careers education and guidance; microelectronics; basic accountancy and money management; use of information resources and information systems; general inter-personal skills; the essentials of co-operative working, co-operative values and principles and the benefits to both individuals and communities of cooperative working.
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14-16 curriculum Following the in depth assessment and diagnostic phase during September 2013 the 14-16 curriculum for each individual student will be designed to deliver, within the standard five day week, a balanced and partially integrated blend of General Education and Vocational Education. In the General Education time our students will undertake a range of GCSE’s as well as vocationally related qualifications appropriate to the eight identified vocational areas. Work in residential and outdoor programmes which will be offered on the sixth day of the week and during traditional school vacation time will be recorded and accredited.
This work will be integrated across the General, the Vocational Education &
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Residential & Outdoor Programmes, will be mapped and recorded within the Vocational Baccalaureate.
and mutually agreed targets. It will be accredited at Levels 1, 2 & 3 with an option to extend to Level 4 if required.
The Residential and Outdoor Education Programme will be structured to target specific, mutually agreed and identified skills within the Common Core Skills Programme including the personal qualities of enterprise; self-awareness; self-confidence; working in teams cooperatively and problem solving. At all times team activities will be of the highest priority. Personal targets will be set for each course and these will be recorded within the Vocational Baccalaureate. There will be the additional options of residential adventure camping activities during the summer vacations.
The Voc Bac will be developed to record student achievements with details of both qualifications obtained together with other achievements in areas such as vocational placements, residential & outdoor experiences and in the Common Core Skills. The Voc Bac is the envelope within which all qualifications are indexed and held against clear and mutually agreed targets. Individual accreditation which recognises improvement and progress will be highly motivational to our student population.
The extended School week and the extended School year It is the intention to offer the students the chance to engage with a six day week and up to a forty eight week optional year through extended vocational placements; residential and outdoor experiences and extended teaching and learning camps for success in the Common Academic Core. Each student will have an individually negotiated time-table which will grow out of the initial assessment and diagnostic phase taking cognizance of each student’s personal demands and requirements. The Vocational Baccalaureate (Voc Bac) The Voc Bac will provide a record of competence within which all qualifications are indexed and held against clear
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Section A of the Voc Bac will capture the whole period of student involvement in the School’s 14-19+ programme of Vocational Education. It will provide a continuous recorded programme of structured formative and summative support, guidance and planning, appropriate to the student’s realistic career aspirations and which as a minimum must include work placements, residential experiences, leisure, recreation, community service, creative and aesthetic experiences in addition to any other assessed outcomes. Section B of the Voc Bac will be constructed and assessed in two complementary ways: • Transferable units of accreditation in the School’s Core Curriculum and the 14-16 years Vocational Programme as well as in the 16-19+ Vocational
The long project will be devised within the School but in best practice it will be a joint exercise with one of the School’s partner business or industrial organisations or with a further education college, work based training organisations or an institute of higher education. The choice will be dependent on the career aspirations and competency of the student working either in a team or independently. In the event that levels 1 to 3 of the Voc Bac are established the long project will be included in the differentiation criteria for the two levels of award – Voc Bac level 2 or Voc Bac Level 3. To achieve Level 3 the student, amongst other requirements, will be called upon to defend the long project in a viva examination conducted by a panel to include a representative of the external project setting body. In the case of further education or higher education a successful viva might be used as an exemption for admission interview. Section C of the Voc Bac may contain a variety of additional assessed material at a level appropriate to the student’s capacity. It is anticipated that most of the Section C work will be undertaken at the 16-19+ stage. In order to achieve the Voc Bac at
Level 3 the work must be at NVQ Level 3 equivalency and this would include A level. However, for the majority of a whole ability range cohort it will accommodate a range of NVQ Level 2 outcomes. From day one in Year 10 each student will build up with their tutors their personal learning and achievement targets for each year ahead together with provisional targets for the 4+ years of the Robert Owen Vocational School Programme. In the area of accredited achievement it is the intention to offer as wide a menu as possible so that every student can publicly demonstrate progress and achievement. An example of the offer to each student within this 14-19+ menu will be: • Open College Network (OCN) units at Levels 1, 2 & 3 • EdExcel 14-19 Diplomas at Foundation; Higher; Advanced & Progression Levels • EdExcel Skills for Life at Entry & Levels 1 & 2 • EdExcel Generic Learning Award which will be linked to the Principal Learning component of the Diploma • NVQ units where appropriate 14-16 and linked to Apprenticeships etc. at age 16+ • GCSE’s in Mathematics; English; Science; Humanities; Arts; RE & Citizenship; Languages. • EdExcel Entry Level Certificates at Entry Levels 1, 2 & 3 • BTEC Awards at Level 1-3 • EdExcel Functional Skills linked to the 14-19 Diplomas as part of the Foundation suite of qualifications • Foundation Degrees and Open University modules
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Education Programme • Project-based extension of and integration with the units of accreditation to take the form of two short (up to one year) exploratory projects devised within the School for the 14-16 age phase, and one long, extended (up to two year) project in the 16-19+ phase which may be a negotiated development of one of the exploratory exercises or may have a new range of objectives.
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Proposer Biographies Anthony Batchelor, OBE Chair of the Robert Owen Academies Trust Anthony Batchelor has extensive experience of vocational education and the needs of businesses and students, having worked in further and higher education for thirty four years before retiring as Principal and Chief Executive of Kidderminster College in 2000. He has served as a governor of several primary and secondary schools and was a staff governor at Kidderminster College, prior to his appointment as Principal. Both as Principal and also as a trustee of the Robert Owen Foundation, he has taken a particular interest in academic standards and management; he is Chair of the Quality Committee of the Robert Owen Group. A graduate of the universities of London (BSc(Econ)) and Keele (MA), Anthony worked for Birmingham Polytechnic (now Birmingham City University) and the Open University and served for seven years on the Court of the University of Birmingham. Throughout his career he has taken a particular interest in
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assessment issues having been a senior examiner for both AQA and Edexcel. Anthony Batchelor has authored half a dozen textbooks, published academic articles, acted as an education consultant for the regulator QCA and its predecessors, is currently a Chair of Examiners for Edexcel and since 2006 he has set questions for the UK Clinical Assessment Tests for those applying to medical, dentistry or veterinary schools within UK universities. Awarded an OBE for political and public service in 1981 before moving to live in Herefordshire in 1989, Anthony was a Councillor (Kidderminster Borough (1967-74), Wyre Forest District Council (1973-87)); Leader of the Council (197983 and 1985-6), Chairman of the Council (1986-7) and Parliamentary candidate (1983, 1987). He is firmly committed to the principles of developing citizenship awareness, widening participation and encouraging community engagement.
James Crane Chair of Governors James Crane undertook the role of Chair of the Robert Owen Vocational School Board of Governors in July 2012 and brings with him a wealth of experience of working with 14-19 year old students particularly in a vocational context.
Education and Industry at Warwick University, the Learning and Skills Development Agency, and managing a 1416 vocational programme for disaffected young people for the Robert Owen Group.
James has been involved in the management and delivery of programmes of vocational education to 14-19 year old students for over 40 years. Initially in the formation of a Department of Hospitality and Catering at a College of Further Education in Cheshire and then developing Further and Higher education programmes at Herefordshire College of Technology.
Prior to his time in Further Education, James had a successful management career in the hotel industry, working in the UK, Switzerland and France and finally achieving the accolade as manager of the UK Hotel of the Year for two years whilst in Chester.
On his retirement from his post as Vice Principal in 2001, he was responsible for introducing and managing a Training and Vocational Education Initiative programme for Herefordshire Council as well as contracted projects for the Centre for
In his early years, James attended Hymers College in Hull and considered a career in music initially, being awarded a violin scholarship at 17 years at the Royal College of Music studying under the renowned English violinist Ralph Holmes. He was principal viola for the National Youth Orchestra and played also with the Halle Orchestra.
Chris Morgan Chair of the Project Management Group and President of the Robert Owen Group highly successful national, multi million pound, five year project was funded by the Government and was selected to be rolled out across the United Kingdom as an exemplar of good practice at the end of the pilot period in 1988. It was this work that convinced Chris of the need to develop high quality and integrated 14-19 vocational education provision which addresses the parity of esteem issue and prepares our young people for an effective life.
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Chris Morgan has worked in education for over forty eight years in both formal and informal contexts and across the secondary school, further and higher education sectors. He has worked at all management levels from Chief Officer to classroom teacher. In 1983 Chris with others developed in Herefordshire the 14-19 TVEI Pilot Project which was based in what will be the new Hereford City Centre premises for the Robert Owen 14-19 Vocational School. This
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In addition Chris has served as a local authority education officer in the former Hereford & Worcester County Council; has worked for a number of national examination boards; has served as a regional trade union official; has sat on the national executive of a trade union and has served as a youth and community worker in a number of rural and urban settings. Chris whilst working for Hereford and Worcester County Council was pleased to lead the Council initiative in 1992 to set up the Marches Consortium as a co-operative of Herefordshire secondary schools and colleges which became the forerunner of the Robert Owen Group. Chris is often to be heard saying that “at the end of the day all that matters are our children and young people and that we must all be subservient to this absolute and total commitment”.
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Chris’ key areas of interest that he retains a deep passion for are: • 14-19 education and training provision which continues to engage his forty eight years commitment • Evidence based education provision • Special Needs • Sound governance of schools and colleges. He has served on the governing body of seven Herefordshire schools and colleges including serving as chair of governors on two separate occasions • Effective and accountable management of schools and colleges which doesn’t avoid the hard decisions which sometimes need to be taken to protect our young people • The Co-operative Movement where Chris is currently an elected member of the Co-operative Group • Rugby, soccer and cricket but particularly Gloucester RFC (Cherry & Whites) • His family including his much treasured grandchildren.
Principal Designate Vivien Dean
Vivien has extensive experience as a school leader. In the position of Deputy Principal, she has experience in leadership in the opening of an academy, and been responsible for curriculum, staff development, strategic leadership and the equipping of the new building. Other whole school responsibilities have included leadership of KS3, Assessment, GNVQ Co-ordinator and Head of Year. Vivien’s experience working as a local authority inspector included training by OfSTED, work as an accredited School Improvement Partner and intervention
work in schools requiring improvement. She held specific responsibility for 14 to 19 Education and was a member of the 14-19 Strategic Board working in close collaboration with the full range of educational providers to improve opportunities for students and to increase standards and retention. She worked closely with QCA on 14-19 issues over a number of years. She has expertise in curriculum development and in planning, teaching and assessment of both academic and vocational qualifications. Vivien has a BSc(Hons) in Chemistry and a PGCE both from London University and achieved NPQH.
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Vivien brings to the post of Principal Designate of the Robert Owen Vocational School a wealth of experience as a teacher, a school leader, an inspector and as a development adviser for an examination board. She has taught for twenty-one years in comprehensive schools.
Location of the School Temporary Site The School will open in September 2013 in temporary accommodation at the former Holme Lacy Primary School, Holme Lacy, HR2 6LW, Holme Lacy is large enough to support our first year intake. We will use it as the base for our academic studies and use external local vocational education providers. Permanent Site The School’s permanent site and buildings will be in Hereford City at the former Hereford High School for Boys site, Blackfriars Street, Hereford, HR4 9HS. The Blackfriars site will be developed into a modern and innovative resource for the region and the central location will provide the best possible access for students across our footprint.
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Catchment Area Our catchment area is within a 35 mile distance of Hereford City.
We can discuss any specific transport issues with you on an individual basis as required.
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www.robertowen.org E-mail: admin@robertowen.org Tel: 01568 615 510 Robert Owen House, 18 Burgess Street, Leominster, Herefordshire, HR6 8DE Member organisations: Robert Owen Academies Trust - 08220540 Robert Owen Foundation - registered charity number 1135628 Robert Owen Society - IPS29301R (& an exempt charity) The Marches Consortium - IPS28287R (& an exempt charity) Robert Owen Business, Innovation & Enterprise Society - IPS30008R Published May 2013 Š The Robert Owen Group