Work Related Learning
What is work-related learning?
The formal definition of work –related learning is: Planned activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices, and learning the skill for work. A simpler way of putting it is “FAT”: Work-related learning is For work, About work, Through work. In the context of the simple definition:
- For work is about developing skills for enterprise and employability (for example, through problem-solving activities, work simulations, and mock interviews).
- About work is about providing opportunities for students to develop knowledge and understanding of work and enterprise (for example, through vocational courses and careers education).
- Through work is about providing opportunities for students to learn from direct experiences of work including developing the employability skills and “can-do” attitude that employers value. For example, through work experience or part-time jobs, enterprise activities in schools and learning through vocational contexts in subjects.
The underlying aims of work-related learning are:
- To provide employability skills;
- To provide young people with the opportunity to “learn by doing” and to learn from experts;
- To raise standard of achievement;
- To increase the commitment to learning, motivation and self confidence of students;
- To improve the retention of young people in learning after the age of compulsory schooling; • To develop career awareness and the ability to benefit from impartial and informed information and guidance;
- To support active citizenship;
- To develop the ability to apply knowledge, understanding and skills;
- To improve understanding of the economy, enterprise, personal finance and the structure of business organisations and how they work; and
- To encourage positive attitudes to lifelong learning.
Why is work-related learning important?
Increasingly, young people want to see that their education is relevant to their future working lives. They want to be sure that what they are learning is going to help them become more employable work-related learning “connects learning with earning” and, for many, this is a strong motivator.
What does work-related learning look like?
All students experience work-related learning at some point in their education – although sometimes they might not know it! They will certainly take part in it during the last two years or their compulsory education [key stage 4] because it is a statutory part of the curriculum at that stage.
Promotional Video
Ofsted Feb 2013
Overall effectiveness: Good with outstanding features.
This is a good school. School leaders know their pupils very well. Teaching is typically good and there are some examples of outstanding teaching.
All groups of pupils make good progress in all aspects of their learning. This is almost always from a very low starting point.
Pupils have excellent attitudes to learning in class and they behave exceptionally well around the school site.
School leaders, including members of the governing body, are ambitious for the school.Governors play a full role in raising standards at the school.
The achievement of pupils is good. There is a secure trend of improvement over time, with more pupils gaining good GCSE passes A* to G.
The quality of teaching is good. Lesson planning is well organised, teacher expectations of pupils are high.
The behaviour and safety of pupils are outstanding. Exceptionally skilful behaviour management systems have been developed by school leaders.
Pupils are very proud of their achievements. Pupils speak with warmth about their successes in physical challenges away from school.
Ofsted Residential 2015
“Leadership and management of the school is strong and committed to the school’s continued improvement.”
“Staff have excellent relationships with the residential pupils they care for based on respect and trust.”
“Pupil’s well-being , safety and progress is at the heart of all the work the staff undertake
Residential pupils make good to excellent progress from their starting points on admission to the school.”
“The therapeutic team provides residential pupils and the school staff with outstanding support.”
“Behaviour management is a strength of the school.”
“Residential pupils make excellent progress from their starting point on admission to the school – evident in improvements in their behaviours and the growth of their self-confidence and self-esteem.”
“Residential pupils take part in an extremely wide range of activities both on and off the school campus which enable them to have new experiences and develop new skills.”
“Residential pupils take on roles of responsibility within the school - some said that this was the first time that they had been placed in a position of responsibility and trust.”
“Residential pupils are very proud of their school and of the individual boarding houses. The staff team have developed an effective caring community within the school.”
“Residential pupils give back to the local community.”
“Residential pupils are well prepared for making the next move in their lives.”
“Pupils benefit from excellent pastoral arrangements.”
“The pastoral and education aspects of the school have high aspirations for the pupils.”
“Pupils have a strong effective relationship with the staff who care for them and spoke highly of them: ‘they (staff) never give up on you’
‘being here has changed my life’
‘you couldn’t ask for a better place,
‘I’ve been to other schools and this is the best’.”
“The wellbeing of pupils is at the heart of all practice – supported by comprehensive, individualised plans which clearly identify pupil’s individual needs.”
“The staff establish partnership working with families.”
“New pupils are placed in the nurture unit – a highly effective approach.”
“There are many examples of innovative practice which support young people to make progress in every aspect of their lives.”
“Positive reinforcement of good behaviours is central to the school’s ethos.”
“Health care arrangement at the school are very effective.”
“Residential accommodation across the school is of a very high standard.”
“The catering provision at the school is exceptional.”
“Child protection is given a high priority.”
“Throughout the inspection, the pupils’ behaviours observed were very good.”
“There has been very innovative work within the school around the issue of bullying.”
“Physical intervention is very rarely used.”
“Health and safety is given a high priority at the school.”
“Leadership and management of the residential provision is good.”
“Feedback from parents is very positive and they praise the staff for their dedication to the pupils and the positive outcomes they achieve.”
“There is a strong governing body at the school who are very committed.”
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