14-16 technical education in practice: Activate Learning

Why was the provision introduced?

The 14-16 provision was introduced in response to requests from local schools for alternative, vocational education pathways for young people whose needs could not be met entirely in a traditional classroom. It is delivered across seven Activate Learning colleges: Banbury and Bicester, Bracknell and Wokingham, City of Oxford, Guildford, Merrist Wood, Reading, and The Leys College.  

The provision is designed for learners aged 14-16 with special education needs and disabilities (SEND) and/or social, emotional and mental health (SEMH) needs. All learners accessing the provision have an education health and care plan (EHCP). Learners are identified and referred by their schools, or in some cases from parents. In the 2023/24 cohort, the provision supported 35 learners aged 14-years-old and 38 learners aged 15-years-old across all colleges. Longitudinal data has been collected to follow the 2023/24 cohort until the end of 2025/26 academic year.    

What does the provision look like in practice?  

In practice, learners usually attend an Activate Learning college for one full day each week, most commonly on a Friday. Although one day per week is standard, there is the capacity to extend to two days per week where requested and appropriate for the learner.  Learners study practical, vocational courses delivered by college staff, with subjects varying across colleges, including construction, motor vehicle, hair and beauty, catering and hospitality, health and social care, sport, and animal care. The provision depends on each of the college's infrastructure and teaching capacity and the overall structure is consistent across colleges. A learner will complete a vocational placement alongside their existing schooling, but the subjects will differ between college sites.  

What is the students’ attendance, engagement and progression like?  

Staff described learners’ attendance and engagement with the provision positively. Many learners had previously experienced difficulties within school-based education but appear to engage more consistently when learning through practical, vocational subjects that align with their interests and skills. Participation in the provision could also support engagement with the rest of their education by helping them understand the importance of English and maths qualifications for accessing further college courses.  

Progression among the 14-year-old cohort was initially lower, as these learners had not yet completed their GCSEs.

Of the 35 learners aged 14 in 2023/24, eight remained in education through a study programme, continued link provision, or elective home education provision in 2024/25. By 2025/26, eleven of these learners were enrolled on a study programme.  

Of the 38 learners aged 15 in 2023/24, 18 enrolled onto a study programme in 2024/25. In 2025/26, 17 members of the original cohort remained enrolled in either a study programme or link provision.  At the beginning of the 2026/27 academic year, 14 learners from the original group of 73 are currently recorded as continuing in further study.    

How, if at all, does this provision impact students’ core subjects at school?  

The provision does not include separate English or maths classes, and there are no formal catch-up arrangements delivered by the colleges. However, the importance of these core subjects is reinforced throughout the vocational provision. Learners are shown how their attainment in English and maths GCSE relate directly to the entry requirements for the vocational courses they may like to do at the age of 16.  This can help engagement and teach young people to understand the practical relevance of attending school for their core subjects. However, no data is currently available to determine whether participation leads to improvements in English or maths attainment.    

What is your relationship with these students’ schools?

Relationships between the colleges and schools are described as good, with regular communication supporting learners’ placements. College staff maintain weekly contact with the schools, primarily by email. If a learner is absent or an attendance concern arises, the school is contacted by phone so that the issue can be followed up.    

What about this provision works particularly well, and why?  

The provision works particularly well because it offers a practical alternative to learners who may find traditional classroom-based education difficult to remain engaged with. Vocational learning allows learners to develop their skills through activities connected to interests and can strengthen their motivation. Attending a college before the age of 16 also helps learners become familiar with a further education environment and consider courses and futures available to them. This can make progression feel more manageable and give learners a clear understanding of their next steps.  

What are key challenges or limitations with this provision, and why?  

A key limitation is the absence of consistent data showing whether participation leads to progression onto higher level courses. Staff shared that some learners who might otherwise have entered a foundation programme appeared to progress to a Level 1 or Level 2 course. In one case, a learner progressed directly from the 14-16 provision in 2024/25 to a Level 3 Animal management course in 2025/26.   Staffing presents a further challenge because the provision operates on a small scale and does not have a dedicated 14-16 staff team. Existing staff can provide cover during sickness or leave, avoiding reliance on agency staff. However, replacement staff may not always have specific experience of teaching and supporting learners aged 14-16.  

How is the provision funded?  

The provision is funded by the learners’ schools, which are invoiced directly by Activate Learning. The model has the potential to be scaled where schools have sufficient funding and demand. However, expansion would also depend on college capacity, including the availability of vocational facilities for classes.  

Do you have further plans to expand this provision?

Activate Learning welcomes the government’s plan to extend access to technical and vocational education from the age of 14. However, whether expansion would be reasonable in practice would depend on funding, staffing, facilities, and the capacity to accommodate individual leaners alongside the colleges’ existing courses. Any expansion would need to retain the flexible approach that enables the provision to respond to everyone's needs.