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Schools

Schools are at the heart of sustainable delivery of 16+ Learning Choices since they are the primary partner for delivering learning during the Senior Phase, and for supporting young people into positive destinations. Schools will wish to work in partnership with other providers and support organisations to ensure a sufficiently diverse range of opportunities for the young people who opt to stay in school beyond age 16. They will also want to build on existing post-16 transition planning, working closely with SDS and others, including parents and carers, to ensure systematic approaches to help young people make and take up their preferred learning choices.

School responsibilities include:

Learning Provision
  • Working with partners to develop and deliver a diverse curriculum with opportunities for progression in the Senior Phase;
  • Providing predicted S4-S6 achievement and assessment results to local authorities and SDS to inform the planning of future post-16 provision curriculum for excellence.
Support for Young People
  • Ensuring nominated lead responsibility for 16+ Learning Choices within the school;
  • Ensuring that school staff understand the principles and purpose of 16+ Learning Choices and communicate its relevance to young people and their parents and carers;
  • Working with SDS and other professional services to provide support for those most at risk of not having an offer;
  • Joint action with SDS on key dates (eg prelim results, SQA results days, UCAS acceptances) to confirm provisional offers, and to give additional support to those choosing an alternative route in light of their results;
  • Notifying SDS of young people not taking up intended S5 or S6 places, and leaving during, or at the end of, S5 or S6.
Data Management
  • Early identification of all young people eligible to leave school across S3-S6, with added attention to those likely to leave at their first opportunity and those at risk of not having an offer;
  • Reviewing/renewing - at agreed intervals - Data Access Agreements (DAAs) with SDS; ensuring staff understand the scope of the Agreements;
  • Supporting SDS to gather and analyse information on young people's intended post-16 destination, using this to shape the Senior Phase curriculum and to develop strategies for improving staying-on rates and positive transitions;
  • Maintaining up-to-date information on offers received by young people and sharing information with SDS, including offers of a place in S5 and S6;
  • Ensuring that Transition Planning Forms for young people with identified additional support needs are shared with post-16 partners to support progression;
  • Supporting the SLDR;
  • Completing the School Leaver Form; and sharing agreed data with SDS.

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