Get Further

Getting students back on track in further education -

[Get Further @get_further]

6/ We look forward to working with Government and our college partners to help develop and deliver high-quality, equitable post-16 English and maths education in line with these reforms.

[Get Further @get_further]

We are delighted that yesterday’s Post-16 Education and Skills White Paper included the introduction of new level 1 stepping stone qualifications in GCSE English and maths.

Read our full statement on our blog: https://t.co/oxRjgwZ97n

And highlights in the thread below 👇

[Get Further @get_further]

5/ We hope these positive steps are taken further soon by the introduction of a 16-19 Student Premium – an extension of the existing Pupil Premium, which supports students from disadvantaged backgrounds up to age 16, but ends two years before their compulsory education.

[Get Further @get_further]

4/ We also welcome the Government’s commitments to: 📚 Enhanced CPD opportunities for teachers. 📊 Building the evidence about what works for this education phase. 📈 Increased funding rates for English and maths. 📝 Sensible updates to resit guidance and accountability measures.

[Sarah Waite @sarahjwaite]

🙌 It’s exciting to hear the Prime Minister commit to ending further education’s ‘Cinderella’ status, with higher standards in colleges – and to set the ambition that two-thirds of young people will go on to university or a gold-standard apprenticeship.

[Hartlepool College @hartlepoolfe]

“We want to remove those anxieties for people and support them to feel confident in their skills."
Stacey Carberry (Deputy Head of English and Maths)

We have partnered with @get_further to deliver 1 to 1 tutoring in GCSE English and maths.

Read more: https://t.co/COU4HQVOY7

[Get Further @get_further]

@EduPolicyInst @AliceEardley 2/ Alice will spotlight the transformative role of tutoring in helping students who leave school without English and maths GCSE to catch up, and the urgent need for better funding to support evidence-based interventions in post-16 education.
📍 Tuesday 30th Sept, 10am, MR 13

[Get Further @get_further]

Heading to the Labour Party Conference next week? Don’t miss this @EduPolicyInst panel, where our Interim CEO @AliceEardley will join an important discussion on the potential of tutoring to close the attainment gap, unlock opportunities for young people & support economic growth.

[Get Further @get_further]

Instead, coupled with sufficient funding, we need targeted reforms that help students with low prior attainment make real progress toward GCSE success. Details of our GCSE reform proposal can be found linked in the blog above 👆

[Get Further @get_further]

Our response to today's FE & Skills report from the Education Select Committee is now live. Check out our key takeaways on our blog, and in the thread below 👇https://t.co/VUlBY3IGP1

[Get Further @get_further]

However, we are concerned by the proposed three-route study model for students who leave school without English and maths. Evidence from international counterparts shows most young people can achieve a grade 4 if given the right support, and we shouldn't give up on this ambition.

[Get Further @get_further]

@southandcitycol 5/ This programme's success is a powerful reminder of what’s possible when we invest in giving students extra support. You can catch our segment on Midlands Today on BBC iPlayer (7:24 mins in): https://t.co/3OD04d95BV

[Get Further @get_further]

Yesterday, BBC Midlands Today joined us at @southandcitycol to speak to some students from our tuition programme about their GCSE results. Here are some highlights from the day, and insights into why programmes like this are so important, particularly in the West Midlands 👇

[Get Further @get_further]

@southandcitycol 4/ It was fantastic to celebrate this with a BBC visit. We were so proud of students Bethany and James for sharing their experiences and it was great to hear SCCB Principal Mike Hopkins and Rigby Foundation Executive Director Sonia Chhatwal talk about the impact of the programme.