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CHAPTER FOUR: CONCLUSIONS AND RECOMMENDATIONS
4.1. In this chapter we pull together our conclusions from the evaluation and make our recommendation in relation to the xlerate with xl programme. The recommendations are also summarised at the end of the chapter.
4.2. It is quite clear from our findings that xlerate with xl is an excellent and very effective programme, and one that is having a very positive impact on the young people. More specifically, we have no doubt that it does help the students to become more enterprising and, as such, accords with the DtS principles. We also believe that it has an important part to play in addressing the NEET issue, although this is a very complex long-term problem, and one for which there is no quick fix.
4.3. In terms of the evaluation, it should be recognised that xlerate with xl is at a relatively early stage of development and accordingly, we have concentrated on more strategic structural issues, rather than precise details and local variations or differences. Nevertheless we do recognise that quality control mechanisms are being adopted and, perhaps more importantly, we have noticed something of a learning culture among those involved with the programme. This is perhaps not an uncommon feature in the early stages of a new and innovative programme - and is certainly something we would very much hope continues.
4.4. As a general point in terms of the number of clubs being established in Scotland we have been made aware of some possible reticence on the part of some schools to join the programme, even though currently there are no direct financial costs. To a large degree this is not too surprising given the stage of the development of the programme and the possible unknown commitments on the part of the schools - for example in terms of staffing. It should also be noted that at the time of writing the PTS are at full capacity in terms of supporting clubs, although they are in the process of increasing this capacity. It does though follow that the programme would benefit from further widespread promotion, in particular to all secondary schools / provision, as well as the wider education community (in particular those with an interest in NEET students).
Why should it work?
4.5. It is perhaps worth briefly considering how the programme might work. A proper analysis of why it appears to be such an effective intervention for a significant number of children is beyond the remit of this evaluation. Nevertheless, several issues are briefly discussed below which may provide some insights. It should, however, be borne in mind that these are just snippets from a rapidly developing and increasingly complex area of research - and as such do not do it full justice.
The key to the success of the programme would appear to be the relationship between advisers and students, and the approach to learning. We look at this below in terms of young people's developmental needs and the importance of learning with adults.
Developmental needs
4.6. Young people are moving from childhood and beginning to mature far sooner than in previous generations, even though full adulthood does not occur until they reach about 25. 33 The effect of this is that the period between childhood and adolescence (the latency period) is becoming shorter, and although in schools many S3 and S4 children appear to be young adults, they are in effect still working their way through this latency period - a familiar sight to many parents and teachers. This period is one when children need to learn by exploring, testing and even challenging the world around them. For many, this critical stage of development may be left unsatisfied by the mainstream education system. It is suggested here that many of the activities and approaches of the xlerate with xl programme do help to meet these important developmental needs.
Cognitive apprenticeship
4.7. Formal education is a very recent phenomenon in the history of human evolution, with children previously having learned from an adult - the master. Indeed, for some youngsters, this still happens, for example more formally in the creative areas such as music and drama, or in sports, or indeed in many other shared learning experiences. It may also occur less formally in the family (or extended family). This apprenticeship, whether it be in specific areas or more generally, can impart far more than just the technical aspects of the activity, with much being learned about life in general and, very importantly, how the child fits in. For many of the prospective xlerate with xl students, it would appear that this process may not be happening and that the advisers take on the role of master.
4.8. This is a very brief snapshot and there are many other factors involved, but in essence it is seems clear that xlerate with xl is hitting the right buttons for many students and is having a substantial impact on their education and development. Moreover, this is happening very quickly, in that generally within a few weeks of joining the club, most of the young people are settling down to work and joining in with the activities.
Advisers
4.9. As mentioned previously, we were struck by the commitment and care shown by the advisers to their students and the programme. However, we do have some concerns regarding the sustainability and expansion of the model: in essence possible burn-out of advisers and a lack of opportunities for progression. This was highlighted by the many advisers who said they loved the job/role but could not envisage doing it full-time on a daily basis. It was said that it was important to get a break from xlerate with xl by doing their other job, whether teaching, or youth or community work.
4.10. We recognise that many of the students are difficult and that in itself makes the job stressful - indeed if it were not for xlerate with xl some might be in a far more expensive alternative education provision, or possibly NEET. Furthermore, it is important that the best and most talented staff are attracted to work with xlerate with xl, both from the point of view of the programme, and being able to take their learning and experiences back to their original job.
4.11. While there is benefit in having the two advisers working together as a team with each cohort which lasts two years, we do recognise the staffing implications. It is relatively straightforward, and we would suggest that it should be normal practice, to assign the teacher adviser to the club for the period, but this is not necessarily so easy for the youth or community worker - indeed much depends on the LA policies which we found did vary.
4.12. It was suggested that youth or community workers could be specifically appointed to an area or number of schools to work exclusively with xlerate with xl. This has a number of attractions, particularly in terms of schools being able to plan and staff clubs with some degree of long-term security, as well as for the staff themselves, in moving away from possible temporary / short-term contracts. In this respect we do share the concerns expressed by several of the headteachers that careful consideration needs to be given to employment status, as well as to the management and control of youth or community workers. We would therefore suggest that careful consideration be given to establishing a common policy across all LAs.
4.13. We would also point out that for many clubs, there was a steep learning curve. Although this need not necessarily be a bad thing, there was some evidence that the first year could be very difficult and consequently affect the quality of the programme. Having to start the club before attending the training course was cited as one reason. We would therefore suggest that in all but the most exceptional circumstances the training should be completed before the club begins. Possible exceptions may be where one of the advisers was particularly experienced, and ideally a trainer. In addition, peer support from nearby advisers could be built in to the model.
4.14. We would also suggest that all advisers, whatever their background, join, where appropriate, school and local-authority based training events. As well as this, teachers who are advisers should be able to join youth or community workers training events. Links should be made with other bodies, such as Health and Social Services and, again where appropriate, there should be attendance at training courses. We were also told of a number of specific areas of training needs, including business awareness and working with disaffected children. These could be organised by PTS/ YES on a regional basis. Linked to this, a number of advisers felt that they would benefit from business placements, which very much accords with the view of YES regarding the needs of many of the advisers.
Operational Protocols
4.15. There were calls from advisers, which were supported by several headteachers, that there should be clear operating protocols. We are aware of the PTS advice and would suggest that this be given a more formal / contractual status. This would provide the basis of agreed working principles between parties, and there would be less need for advisers (and PTS co-ordinators) to have to negotiate with schools. It would also ensure that schools would know exactly what they are letting themselves in for. We were told of schools that were thinking of joining the programme but were not entirely clear about the commitments.
4.16. Areas which should be explicitly specified and detailed include:
1. adviser selection and appointments
2. adviser employment terms (including preparation, training and development, and cover) while with the programme
3. resources, including accommodation
4. promotion of the programme, student selection and limitations on additions and removal from the club
5. work placements arrangement.
4.17. Currently, it should be noted that a number of the LAs have formal partnership agreements with the PTS. These make reference to most of the above points, and in several instances refer to the PTS adviser manual. Nevertheless, to help clarify the situation we would suggest that a simple, non-legal guide be provided for all schools and advisers.
Assessment and Accreditation
4.18. The key point here is that there needs to be a meaningful accreditation system which properly recognises the work and progress the students have made while on the programme, and one that is not too difficult to operate and administer. We do recognise that assessment nationally is under review and that this will have an impact on any final system. Therefore, it would not be appropriate to make detailed suggestions at this stage, although we would make the following observations.
4.19. We do feel that the current twin-track approach ( SQA and ASDAN) is not ideal, or particularly suited to the programme as a whole. We do appreciate that both have their advantages. The main advantage of the SQA Higher Still award is the widespread recognition and clear equivalence to other awards. However, against this was a view that they are quite difficult to administer and that the students need a lot of help and guidance. Moreover, the future of the Higher Still awards is being reviewed.
4.20. The ASDAN award at present is not recognised in the same way, although we are advised by the PTS that there are currently negotiations (and a pilot programme) between SQA and ASDAN which may result in a recognised equivalence between the awards. In addition, ASDAN awards are recognised throughout the UK. In terms of organisation and administration, the more structured ASDAN approach would appear to have a number of advantages, which is important from the point of view of advisers. More specifically, a number of the advisers administering the programmes are not teachers and are therefore generally less familiar with the SQA and exam systems. It is also the case that the ASDAN award recognises more aspects of the xlerate with xl programme, for example the xlerate module itself.
Work Placements
4.21. There are difficulties both from the school and xlerate with xl perspectives. On the one hand students are for the most part in school and it is perhaps not unreasonable to expect them to be a part of the school system. However, it is also clear that the current system does not effectively address the particular needs of a significant number of xlerate with xl students. For example, we were told of xlerate with xl students being at the bottom of the pile and being assigned unsuitable places. There would seem little doubt that a good work placement over an extended period of time can have a very positive effect. In terms of a way forward we have had sight of a plan from YES detailing a more formal and structured approach. It should be noted that one club was due to trial this system in March 2006.
Headteachers and Local Authorities
4.22. The needs of the headteachers in terms of the support and development of xlerate with xl should be further considered. For example, we were told of the substantial potential impact on the broader social inclusion agenda and other related initiatives. Suggestions with which we concur include local authorities taking a degree of responsibility for the briefing of headteachers and for the ongoing development and promotion of xlerate with xl. We would suggest that all local authorities should make specific reference to and, where appropriate, provision for xlerate with xl in their DtS plans (as one of the options for addressing the needs of students who are at risk of not fully participating in education). In addition, PTS staff could attend head teacher conferences and similar events, to inform and promote the programme.
Identity
4.23. While we recognise that the name xlerate with xl club differentiates the programme from the old version, we were told many times that people did not like it and frequently did not use it - certainly none of the students, and very few of the headteachers. It is also the case that some clubs did not like xl - as that is sometimes used to refer to extra learning or extra lessons (in fairness also excellent lessons). Moreover, the club term was not popular with some of the students, who would prefer the more neutral term group. Efforts should be made to adopt common terminology.
PTS Co-ordinators and YES Support
4.24. We are aware that this is an evolving model and that as the programme expands, new appointments will be made and, where appropriate, permanent bases established. However, at this stage we would suggest that the current complement of five co-ordinators for the whole of Scotland is an absolute minimum. Although we did not receive any complaints that co-ordinators could not be contacted, we were aware of some difficulties, particularly for those ( i.e. most of them) with large areas to cover. Moreover, the training and development needs of the coordinators need to be addressed, both in generic terms, as well as for individual specific needs.
4.25. We would recommend that a co-ordinator's span of control should be limited to 20-25 clubs. Although much obviously depends on the geographical spread, this ratio should allow the co-ordinators to get to know and support the advisers, as well as have a reasonable grasp of what is happening in the clubs and broader community. If more formal protocols were established, this would reduce some of the co-ordinators workload. However, this will partly depend on adviser recruitment and training needs, as well as promotional and PR functions within schools and their communities, and in local authorities.
4.26. In a similar way, we are advised by YES that recruitment is under way for more staff throughout the country to support the xlerate component, including visits to clubs. Like many others, including ourselves, they are keenly aware of the value and necessity of getting interesting business people into clubs. For both YES and PTS, we would recommend that where possible contacts be made and developed with the EDOs in the various local authorities.
A national advisory Panel
4.27. There is among the advisers a great deal of knowledge and experience, both in terms of education and child development, as well as of enterprise more generally. We would suggest the establishment of a panel at a national level to advise and support the PTS/ YES management. A number of headteachers or senior link teachers could be a part of the group, as well as local authority representatives ( e.g. Enterprise Development Officers, EDOs) and other interested parties. The primary remit of the panel could concentrate on the content and delivery of the programme, and potentially offer a feedback mechanism for other advisers and school link staff. In the longer term consideration could be given to establishing such panels at a regional basis ( i.e. as determined by the coordinators' area).
Community Involvement
4.28. We felt that the programme had much to offer in respect of community involvement, in particular the community-based project. We were told of various examples of interesting and valuable projects and we suspect that more goes on than is immediately obvious. This may well be of benefit to the individual host schools, as well as the students and the community. As mentioned below, work in this area could usefully be linked to the xlerate programme - possibly a form of social enterprise.
Xlerate Module
4.29. We recognise the improvements between what some of the respondents told us with respect to version one of xl, and what is now version two. We also understand that there continues to be a review of the materials, including reference to SQA assessment criteria. A number of suggestions are worth mentioning in this summary.
4.30. Several advisers made suggestions that there could be a two stage process to xlerate. In practice this might involve a short project (possibly linked to another module, such as the community project) and then the main project at a later date. It was also suggested that the project be integrated into other programme areas. We believe that the first suggestion - in effect, a practice run - does make sense. However, we are not so sure about the second: while there may be students for whom this approach is appropriate or even necessary, it would appear to detract from an important principle of xlerate - namely working together and concentrating on a particular project.
4.31. We would suggest that further consideration be given to the YES products. Clubs are under no obligation to use these, and indeed many do not, but that is perhaps a lost opportunity for YES. A number of possible suggestions were made, such as working in co-operation and selling products from established charities (Traidcraft was mentioned). Organisations such as this have the necessary distribution network, and this would send out a good message about the students and their clubs and schools. Moreover, some students may be less inhibited about pressure-selling such products.
4.32. The option to provide a service rather than selling a product is a positive step forward; however, we would suggest that one-off services such as organising an event should be avoided. Services which are ongoing would appear more conducive to the aims of the programme. More specifically, such services would encourage students to become more aware of, and involved with, longer-term business functions such as customer care, planning, and reviewing decisions, as well as ongoing budgeting and accounting. A 2-stage option could, for example, provide a one-off service project, followed at a later date by a product-based business.
4.33. We agree that the xlerate module provides a good lead into the world of work, but we felt there were limitations in the actual business model, or, more specifically, the view of business that it puts over. Clearly, no one model can possibly reflect the huge range of different businesses, but it may be worth building in, possibly as part of the YES support network, opportunities to look at other types of businesses or business models. Given that the majority of business start-ups are one-man or one-woman, ideas and issues surrounding self-employment could be included.
Programme Structure
4.34. We do recognise the desirability of having some degree of flexibility in terms of the structure and timing of the programme components, especially given the nature of the students, but we believe that there should be a default option, i.e. the current PTS model. Several advisers pointed out that it was important to have a clear structure when they first started, as they were a little unsure of what to expect. It was also stated that xlerate was a good first module because of the clear structure, although others felt it best to have it as the penultimate module, as it leads in to the world of work.
Residential
4.35. Based on the very positive responses, we would strongly suggest that all possible efforts should be made to ensure that all the students are able to attend a residential programme. We have no doubt about the immense benefits in learning opportunities provided by such events for this kind of student. The concerns of some advisers about taking their students away are real, and it may be that the host school is obliged as part of the protocols to provide support in terms of additional (possibly senior) staff. The issue of funding should also be looked at, possibly in terms of the schools / local authorities taking some degree of responsibility. In addition, it may be worth, at a national or regional level, establishing a network of suitable venues, which may help keep the costs down, and may also be able to provide suitable specialist staff.
Before and After
4.36. A number of comments were made about possible programmes before and after xlerate with xl. In principle, we think this makes a lot of sense, but it still needs to be carefully considered, as a simple extension of the programme, at either end, may not be beneficial.
4.37. In terms of a preliminary programme for xl, we were told of a school's experience with ASDAN for S1 and S2, and feel there would be value in exploring such an option. However, there would seem to be a number of disadvantages in having a specific pre-xlerate with xl programme, in that this might be perceived as a prerequisite for the main programme. This may not be in the best interests of the students, and might preclude other more suitable candidates who appeared at the end of S2, or indeed discourage some pupils from pursuing a more academic or subject orientated curriculum.
4.38. Therefore, we would advocate a separate programme not directly related to the main xlerate with xl programme. Many of the underlying principles and philosophy of xlerate with xl could still be adhered to, and the PTS might be well placed to develop this. We would, however, suggest that the programme be run by other staff within the school, and could quite possibly fit in with the broader enterprise curricular requirements. To this end the existing EDOs could be involved in the organisation and possible delivery.
4.39. In addition links could be developed with the associated ( i.e. Cluster of Learning Partnership) primary schools. There would be possible benefits both in terms of the primary / secondary transition process which has a significant impact on how well students settle and ultimately perform in school - in particular those that could be considered suitable for xlerate with xl, and by definition this includes potential NEET students. Furthermore, there is quite a large degree of common ground in terms of approaches to teaching between the primary phase and xlerate with xl, and it follows that advisers may benefit from working with and learning alongside primary colleagues. In some cases it may also help advisers to get to know students they may later be working with, although we would have concerns if this became some sort of pre-selection process, as even the most difficult primary pupils can change as they start and progress through secondary school.
4.40. Many of those we spoke to suggested that there should be a programme after xlerate with xl, and we are aware this was mentioned in the original proposals. In terms of the needs of the students, there is much merit in this. However, as with a possible pre-xlerate with xl programme, we would caution against a simple extension to xlerate with xl. At this stage we would suggest that consideration be given to developing a separate post-xlerate with xl programme, possibly based on other existing PTS/ YES programmes, but with different staff running it. We feel that xlerate with xl benefits from being a structured programme with a fixed cohort which operates within a set timeframe, and that something could be lost if there were to be too much drift at the end, rather than a clean finish. Moreover, there could be issues of students becoming too dependent on the adviser, which may not be in their best interests, or that of other students.
Quality Assurance
4.41. We appreciate that this is still at the trial stage, but nevertheless have no doubt that the PTS has chosen the best way forward with a system based on the HGIOS framework. We would, however, make a number of observations in terms of the range of HGIOS headings, as well as the breadth and depth of the sub-headings. We would suggest incorporating a number of additional headings, but at the same time reducing their breadth. More specifically, we would suggest incorporating those from the Quality Indicators in Enterprise Education 34, as well as some others. We do, however, recognise that there is some overlap, and that some of our suggestions are already incorporated in the themes of the xlerate with xl model - to this extent our suggestions are in part a tidying-up exercise.
Quality Indicators in Enterprise Education
4.42. The headings below have been selected from the HGIOS enterprise education indicators and which we would recommend be incorporated in to the xlerate with xl system:
(1.2) Courses and programmes
Themes include - breadth and balance of the programme, integration and progression, and support for advisers
(2.1) Overall quality of attainment
Themes include - pupils attainment, evaluation with respect to other quality indicators
(4.2) Personal and social development
Themes include - promotion of personal and social development, progress in developing positive attitudes and personal and social skills
(7.3) Planning for improvement
This is already incorporated in the Review Report
Additional suggested headings from HGIOS
4.43. The headings below have been selected from HGIOS, and again we would recommend that they be incorporated in to the xlerate with xl system:
(4.4) Monitoring Progress
Themes include - profiles of pupils' progress (see for existing system)
(4.8) Link with local authority, other schools, agencies and employers
Themes include - links to other clubs, voluntary organisations, the wider community and employers
(5.2) Expectations and promoting achievement
Themes include - pupils and staff expectations and use of praise, promoting an ethos of achievement
(5.3) Equality and fairness
Themes include - sense and ensuring equality and fairness
(5.4) Partnership with parents, the school board and the community
Themes include - encouraging parents to be involved with the club, communicating with parents, the clubs place in the community
(6.2) Provision of resources
Themes include - sufficient finance and sufficient range and suitability of resources
(6.4) Staffing
Themes include - provision of staff, and their experience, qualifications and expertise
(6.6) Staff review and development
Themes include - links between staff reviews and club and programme development, staff development
4.44. While it may appear that this adds substantially to the xlerate with xl Quality Assurance Framework, in reality many of these points are already included. In effect this would bring the QA Framework more into line with the existing HGIOS system. There would be a number of possible advantages, including the xlerate with xl clubs QA system being able to contribute and tie in to the host school's system. This might help further integrate the work of xlerate with xl with other aspects of the curriculum, and could also result in more resources being targeted at the club, for example accommodation and staff training.
4.45. In terms of the breadth of the framework, i.e. the indicator statements, which run to nearly 200, we would suggest reducing the number. Clearly this would have to be considered in terms of the above recommendation to increase the number of headings. A possible approach would be to have a number of core indicator statements for each heading, supplemented where appropriate with individual club indicators, which could be determined by specific local needs.
4.46. A reduced number or breadth would then allow greater depth - in effect being able to concentrate on relevant or important issues. The current pilot system has a simple yes / no tick box, whereas HGIOS uses a 6-point scale. In reality, many of the statements cannot be properly answered with a simple yes or no; it is very much a matter of degree. Put another way such a simple scale might well miss some significant points; moreover, if the results were to be analysed at a national level, it would be far more meaningful to use a finer scale. We would therefore recommend that a 6-point scale be used, as with HGIOS.
4.47. With respect to the Review Report, as with the QA framework, it is important that this does not become too onerous, particularly given that xlerate with xl is for only a few hours a week. The structure itself appears appropriate, and given that it is largely driven by the QA framework, any changes to that may well be reflected in changes to the report. In terms of reviewing the report, which at present is undertaken by the coordinators in the summer term, workloads may become an issue. A possible development would be for advisers from different clubs to review each other - peer reviews. This would have the advantage of helping advisers to learn from each other. The co-ordinators involvement would then be to review the reports and then meet face-to-face with the advisers and the school SMT link. These meetings would not necessarily have to be during the summer term.
Performance Monitoring
4.48. We feel there are a number of ways in which the existing data could be better used and the system generally developed and enhanced. While we do appreciate the requirements to collect and pass on key indicators, including attendance, exclusion and external exam data, we would suggest that this should be supplemented with additional contextual data. Although the hard data may help provide a national picture of the xlerate with xl cohort, it will say little, if anything, about how they (the students) have performed while on the programme, and ultimately what the programme has done for them and Scottish education more generally.
4.49. Therefore, we would suggest developing a system with a broad range of indicators which are collected on a regular basis. Of course, some of this is already done, for example the Student surveys (and the QA Framework). However, as with the QA system, we would suggest reviewing the questions in the Student survey, as some, we feel, are perhaps not appropriate. For example, questions about the programmes impact on life goals may be too abstract. It may be that some of the questions which we have used for this report could be incorporated, and this would also have the advantage of providing a baseline.
4.50. Careful consideration also needs to be given as to how the information is used. Aggregating the figures at a national level would, we think, provide useful data in terms of the overall performance of the programme, as well as, for example, identifying areas of concern or those worthy of potential development (on a national or regional basis). However, at the club level they may be less useful (or appropriate) - particularly as performance measures. For example, it would be wrong to judge an individual club against national norms which were derived from such data, given the typical sample size ( e.g. 10-20), and the many factors over which advisers have no control. This is, however, not to say that with the careful use of the data, advisers and coordinators together would not be able to review performance with the appropriate contextual factors in mind.
4.51. Mention should also be made of the Scottish Executive's Assessment is for Learning (AifL) strategy 35 and associated ongoing developments. While the relevance of these developments to programmes such as xlerate with xl is not entirely clear, the underlying philosophy demonstrates a significant shift in the national approach to assessment and performance monitoring. This change would seem likely to have an impact on programmes such as xlerate with xl, as well as, of course, on the host schools. A fundamental principle of this new philosophy is the notion of formative assessments and ongoing feedback, as well as personal learning planning. Indeed, this very much chimes with the approach already taken by xlerate with xl. We also note the proposals regarding an Integrated Assessment Framework for Scotland's Children. 36 This notion of a multi-agency approach, with a common framework designed to support children and their families, would seem very relevant to many xlerate with xl students.
4.52. Finally, we would suggest that as far as possible, any system which might be adopted is able to link to other systems - particularly before and after the students join the programme. This would help reduce data collection, but also help develop an understanding in a number of areas such as: which students is the programme most suitable for; how and why it works, and what are the longer-term impacts (including NEET). This does largely tie in with suggestions we make in appendix 1 for a continuous monitoring system. Such a system would take a broad long-term view, looking at factors before the students joined the programme, how they got on during it, and tracking them after they finished.
Young people at risk of becoming NEET (not in education, employment or training)
4.53. There can be little doubt that xlerate with xl has much to offer young people at risk of becoming NEET, although we do recognise the difficulties in addressing the needs of this particular group of young people - the issues are both complex and long-term. Furthermore, we feel that when compared to other more targeted programmes, xlerate with xl may well have a number of significant advantages, particularly because it is school-based. We do, however, recognise the difficulties here in this report of making meaningful like-for-like comparisons. For example, some programmes work with permanently excluded students, and it is undoubtedly far more difficult for these programmes to have a significant impact on their students. We would also acknowledge the cause and effect problem of complex systems, i.e. being able to show it was a particular programme that had the effect, rather than some other cause.
4.54. Looking first at preventing students becoming NEET, we felt that xlerate with xl is well placed to help, largely because the programme is wide-ranging and incorporates many of the activities which have been identified as beneficial, for example outdoor education and transition to work programme. And it is just possible that one of these might strike the right cord, and go on to help the student avoid becoming NEET.
4.55. We also felt that the student / adviser relationship was significant, indeed probably the most significant factor. During the programme a very strong bond of trust and friendship often develops between the adviser and student. This puts the advisers in a relatively unique position - something between a parent and teacher - to guide and influence their students away from NEET. It may be appropriate to offer specific training to advisers to help them with this role.
4.56. There would also seem to be a number of specific advantages due to the school-based nature of the programme. Importantly, xlerate with xl students remain a part of the school, and even although some may be on the periphery, it is nevertheless more realistic for them to be eased back in to the mainstream and from here to pursue a more meaningful academic course which is less likely to lead to NEET.
4.57. The school-based aspects also make it more feasible for the advisers (and others) to make specific more casual arrangements at relatively short notice. This may be to join another class, get extra help, and so on - importantly this allows the right moment to be grasped, rather than necessarily having to pursue some more bureaucratic process, which in itself might raise the pressure and expectations on all parties. The key to making this work would seem to be the trust and quality of the relationship between the school, advisers and PTS. We found this tripartite relationship to be generally good and it would seem likely that it will improve as the programme grows and develops.
4.58. The programme is also well-placed to address the community issues surrounding NEET - both in terms of other agencies, and businesses and people who live there. The community or youth worker adviser can help with the end of S4 transition - a point at which there is obviously a particular risk of NEET. In practice, this could involve existing links with training providers, colleges and local employers. Although we are aware this does to an extent already happen, it should perhaps be factored-in to the role and workload of the advisers.
4.59. We would also suggest that the programme is in a good position to have an impact on the next generation of students at risk of becoming NEET. Regrettably, it tends to follow that today's NEET students are tomorrows NEET parents 37, and a relatively high proportion of these future parents are in xlerate with xl clubs. Given the quality of the student / adviser relationship, and the generally increasingly positive view of education shown by the students as they progress through the programme, there is perhaps an opportunity for clubs to look at parenting attitudes and values.
4.60. We do concur with the call in the NEET literature review 38 for better evidence in terms of what works and for which students, and we do recognise that there is something of a dearth of good reliable evidence. In essence, we would suggest that broad-based longitudinal studies are needed, which address both the before and after ( i.e. of S3 and S4), and most importantly make comparisons between the many programmes and initiatives. (See recommendations in the Appendix). In essence, we have little doubt that there is much good work going on in respect of NEET, but it can be difficult to identify exactly what and where it is - and it follows there is much that the various initiatives can learn from each other.
Potential Benefits to Host Schools
4.61. Besides the benefits of the programme to those students taking part, there are, we feel, broader potential benefits to the host schools. Firstly, in terms of the social inclusion agenda; xlerate with xl addresses the needs of, and works with, students who it is quite possible would end up socially excluded, and as we have seen has considerable success with this group. It should be noted that this group is far more diverse than simply the more obvious difficult or disaffected students, but also includes quieter and perhaps more withdrawn students. Indeed it can be very difficult for schools to meaningfully engage this second group in education.
4.62. In practical terms we were told by a number of headteachers that xlerate with xl provides an in-school support mechanism for some of the students on the programme, and one that extends beyond the formal club sessions. We also heard of instances were other teachers and support staff had enjoyed and gained from working with the xlerate xl club and advisers, and in some instances seeing students in a different setting and light. It is the case though that some of these advisers were senior and important figures in the school, and whether the same would happen with much less experienced advisers is unclear - nevertheless as the programme becomes more established we would expect this sort of mutual learning and cooperation to increase - but of course much depends on the value placed on the programme by the head teacher and senior staff.
4.63. The programme also provides an opportunity for schools to further build and develop wider community links, in particular with other stakeholders, including the youth and community services. Future possible developments in terms of a pre-xlerate with xl programme could bring further benefits, including the opportunity to use such a programme to support the primary / secondary transition process.
4.64. Whilst there are benefits in hosting an effective xlerate with xl club it is not necessarily an easy option. Certainly in the early stages most clubs need a significant amount of support from the head teacher and senior link staff in particular. In essence, a partnership approach is essential if an xlerate with xl club is to be effective and of real benefit to the students and school more generally.
Xlerate with xl and the wider system
4.65. Finally, and in conclusion, it is perhaps worth reflecting on the place of xlerate with xl in the wider system. In terms of the underlying principles of both the DtS strategy and enterprise in education more generally, it would seem clear that xlerate with xl very much supports, and does we feel provide a positive example of good and effective practice for enterprise education. Further, and more generally, we have little doubt that xlerate with xl is helping create a smarter, successful and more inclusive Scotland, both in terms of the impact directly on the students, and also, we believe, in demonstrating how some of the more difficult children in the system can be effectively engaged in education.
Summary of Recommendations
Advisers
1 Clarify and formalise where appropriate working principals, in particular with respect to time allocations, for student contact, planning and other duties, and training.
2 Explore with COSLA and other relevant bodies, the issue of employment terms and conditions of service for youth / community workers whilst working with xlerate with xl.
3 Formalise the two adviser ( i.e. Teacher and Youth / Community worker) model, and incorporate this into any guidance or service agreements.
4 Further expand and develop specific adviser CPD training, including business awareness / understanding, and programmes aimed at addressing the very wide range of needs of the students (and not only for those who might be described as disaffected).
5 Encourage advisers to contact and work with where possible colleagues in the feeder primary schools.
6 Investigate opportunities for advisers to do short term business placements.
7 Investigate the adoption and development of an adviser peer professional support system.
8 Ensure that wherever possible all advisers are able to attend training events in the host schools, as well as where relevant events offered to the youth and community sectors.
9 Enable and encourage advisers to link with, and where appropriate join events, such as training courses and conferences, offered by other relevant bodies; for example, from the health, training and careers sectors.
Coordinators
10 Keep under review the number of clubs ( i.e. span of control) and areas covered by the coordinators as the programme expands.
11 Establish permanent bases for all coordinators.
12 Identify as part of the appraisal process both generic coordinator training and development needs, as well as any individual specific needs.
13 Where possible and appropriate allow and encourage coordinators to attend adviser training events.
Operational protocols
14 Detail and formalise appropriate operational protocols for the clubs including; resources and accommodation, promotion and the place of the programme in the S3 curriculum choices, ongoing support for advisers.
15 Review the information provided to new and existing host schools, in particular specify the necessary resource commitments for schools.
Accreditation
16 Move towards a single track simplified system, in particular investigate and if appropriate contribute to the development of an ASDAN award accredited and supported by the SQA.
17 Work placements - evaluate the pilot extended work placements, and develop in cooperation with bodies such as COSLA, Careers Scotland, and the head teacher associations, a national model and good practice guidelines.
Locally
18 At the local authority level work closely with the existing DtS infrastructure ( EDOs) to promote and support xlerate with xl clubs in the schools and community.
19 At a local level continue to develop links with the local community, for example, through the community based project module.
20 On a local basis continue to work with local authorities and other relevant stakeholders to identify how xlerate with xl can contribute to local social inclusion plans.
Xlerate module
21 Clarify the guidance for the delivery of the xlerate module with respect to the option to provide an on-going service rather than one off events.
22 Continue with the appointment and development of YES trainers for the xlerate module, and increase the number of club visits.
23 Consider options for different delivery methods to allow for flexibility at the individual club level - for example, a two stage approach.
24 Review YES products, in particular consider offering products from other organisations such as Traidcraft.
25 Create a more explicit link to the world of work - for example, use xlerate as a platform to inform students of different business models, including self-employment.
Programme advisory panel
26 Establish a national level panel, mainly comprising of experienced advisers, headteachers and local authority representatives.
27 Use the panel to carry out a systematic review of the programme components, as well as to help develop the programme more generally.
28 Where appropriate, provide advice and direction on specific issues such as assessment and accreditation.
Residential
29 Give further consideration to the organisation of the residential option so as to make it available to all students.
Pre and post programmes
30 Explore and consider setting up a pilot pre-xlerate with xl programme for S1 and S2 students, possibly in conjunction with the existing DtS infrastructure ( e.g.EDOs).
31 Where appropriate link the above to certain existing local primary school initiatives to help with the transition from primary to secondary.
32 Explore and consider setting up a pilot post-xlerate with xl programme for S5 and S6 students, possibly in association with the existing DtS infrastructure, and other relevant local stakeholders.
Quality assurance
33 Rationalise the present system, in particular reduce the number of specific items in the framework, but at the same time increase the depth or level of detail for those remaining or added.
34 Ensure the system ties in more closely with the existing HGIOS system, and where appropriate incorporate other relevant HGIOS enterprise indicators.
35 Consider a formal peer review system to review in the first instance the club annual reports.
Performance indicators
36 Improve the analyses of existing data that is collected at a club level, as well as considering whether any further items should be included.
NEET
37 In light of existing evidence, consider how xlerate with xl can further contribute to addressing the needs of these students.
Further research
38 Extend the information system so that it provides a continuous performance monitoring function which will help to, explain how and why the programme works, which type of students it is most suited for, how it compares and relates to other alternative education / curriculum programmes, track students and the end of the programme so as to be able to assess the long term impact.
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