The 16 to 19 tuition fund 2021 to 2022 academic year

 How this funding is used at Redcar & Cleveland College?

Intent:

• To support learners, via a progress coach, who did not achieve a GCSE grade 4+ in English and/or maths to identify any deterioration/gaps in these skills and support rapid progression.
• Learners will be equipped with practical learning to support their chosen career pathway.
• Learners will improve effective communication and information sharing relating to career pathway.

Implementation:

• Learners will receive an individual discussion around any concerns regarding returning to college along with an assessment of their skills gaps focussed on development of English/maths skills.
• Development of an individual plan outlining their targeted intervention – supported by a subject specialist in small groups which are based on a common skills gap to enable peer support/interaction. 
• Sessions with Progress Coaches/ technicians include skills gap bridging sessions, time management, preparation for attending a placement setting including being Covid-safe, confidence building, emotional wellbeing and resilience, communicating during remote sessions, interacting remotely, communicating in front of others.
• We will work with a specialised training provider, where relevant, who will provide relevant practical training support to compliment study programme, enhanced by role play scenarios depending on subject area.

Impact:

• Learners will develop their skills in English and maths to bridge to gaps in learning enabling learners to pass their Functional English and maths qualification or improving their grade in GCSE English and maths.
• Learners will attend additional skills development sessions to improve skills and enable progress to the next level and or general improvement in skills techniques.
• Learners will be more confident and better equipped to engage in their timetabled English and maths classes, which will improve attendance, mental health and wellbeing. 
• Learner will be well positioned to progress onto a higher-level vocational course in the next academic year.
• Learners will have experiential learning experiences that support their knowledge and skills in readiness for the workplace following a significant gap in work experience opportunities.
• Learners will develop their skills and knowledge, and achieve their qualification.