Collaborative Approaches to 14-19 Provision - Communities and ...

14-19 PATHFINDERS: THE SECOND YEARguidance received by students. It appears that the perennial problem of the patchiness ofadvice and guidance in schools continues (for earlier research and inspection evidence seeCleaton, 1993; HMI, 1990).Development of individual learning plans197. The development of ILPs in the first year of pathfinders was uneven, although asubstantial amount of development work was getting underway (Higham et al., 2004).198. Coordinator assessments of second year progress were:More than expected As expected Less than expected Not applicable12 11 4 3This assessment represented a substantial increase in the pace of development compared withSeptember 2003 when only three coordinators reported more than expected progress. Thisshift can be explained by many of the development activities which were being put in place in2003 bearing some fruit in 2004.199. Many pathfinders reported on a wide range of piloting activities. These ofteninvolved only some of the schools and colleges involved in the pathfinder. In Coventry, forexample, ILPs were being developed in one federation with the intention that successfulpractice would be disseminated to the other three federations.200. Much of the development focused on electronic and on-line ILPs. In some these werelinked to broader developments in e-learning. In Lewisham, for example, the electronic ILPwas seen as being accommodated within the VLE which was being developed (see casestudy). The Nottingham ILP was being developed as part of the electronic portfolio andNottingham Passport, which was in turn linked to the tariff-based curriculum (see paragraph145 and the case study).66