14-16 technical education in practice: Orbital South Colleges

Why was the provision introduced?

The provision was introduced to give young people an early, supported experience of vocational learning and college life, helping them remain engaged and make a more confident transition into post-16 education. Learners are identified and referred by their schools. The offer is particularly suited to Year 11 learners who respond well to practical learning, including some with SEND or an education, health and care plan (EHCP), and learners who may have experienced barriers to engagement in a school setting. Selection is undertaken collaboratively by schools, based on individual need, readiness and likely benefit from a college-based programme.  

What does the provision look like in practice?  

Orbital South Colleges offers two pathways, both of which are delivered in college for three hours, one day per week, by a dedicated vocational specialist. Groups are normally limited to eight to 12 learners to support a calm, inclusive learning environment, and school staff attend with most groups.  

The first pathway is the college experience programme, which runs from September to June, is non-accredited programme, and gives learners experience of college life and vocational teaching. Learners can sample and change subjects each term, meet potential future classmates and receive a certificate of attendance. Subjects currently include motor vehicle, hair and beauty, construction multiskills, music, print design, and film and photography.  

The second pathway is the pre-college programme. This 32-week programme enables learners to study one vocational subject in greater depth, with ongoing coursework, practical training and assessment. Learners work towards a Level 1 qualification or, in motor vehicle, a recognised college certificate of completion. Subjects currently include motor vehicle, hair and beauty, construction multiskills, and IT and digital.  

Both pathways are designed to support progression to a full-time Level 1 or Level 2 college programme, with learners already familiar with the campus, staff, expectations and learning environment.  

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

Average attendance across enrolled learners is reported at over 70%, although this varies by school cohort and can be as low as 50% where learners face more significant barriers. Formal registers are maintained for every session, and absences or non-attendance are reported promptly to schools.  

Learners generally engage well with practical teaching and the college environment. All learners with high attendance are reported to have successfully completed their pre-college programme.  

Overall progression is reported at around 85%. Around two-thirds of learners enrolled onto a full-time college course for September, particularly in motor vehicle and hair and beauty. Learners who did not progress to the college mainly moved out of the area or continued at school. These outcomes indicate that regular participation supports successful completion and transition, while also reflecting the learning and personal challenges experienced by some learners.  

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

The provision is planned with schools to minimise disruption to English, maths and other core GCSE subjects. Delivery days are selected to avoid pupils' English and maths lessons wherever possible, and bespoke arrangements can be agreed where college timetabling allows. The pre-college programme is delivered on Mondays at East Surrey College and Tuesdays at John Ruskin College; the college experience programme runs on Thursdays at East Surrey College and Fridays at John Ruskin College. The calendar also accommodates mock examinations and study leave, and both pathways finish before the main GCSE examination period. This approach reduces the need for catch-up arrangements and protects learners' participation in their core curriculum.  

What is your relationship with these students’ schools?

Relationships with partner schools are strong and supported by a named college contact. Schools receive programme information after Easter, followed by planning over the summer to arrange enrolment, face-to-face meetings and campus tours for prospective learners. Most schools provide staff to accompany learners on site. The college maintains formal attendance registers and shares attendance confirmation, learner feedback and any concerns directly with schools by email or telephone. Costings and operational queries are also managed through the named contact, enabling issues to be resolved promptly and day-release arrangements to be tailored where timetabling permits.  

What about this provision works particularly well, and why?  

The strongest feature is the combination of authentic vocational learning and early familiarisation with college. Learners are taught by vocational specialists, use the same facilities as full-time students and are treated as members of the college community. This supports engagement, helps learners build relationships with staff and peers, and reduces uncertainty about moving from school to college. The reported progression rate of around 85%, together with around two-thirds of learners enrolling on a full-time course for September, indicates that the model is supporting transition into further education.  

Bill Darnbrook, Skills Practitioner in Motor Vehicle, said: “Many students progress better when they have early experience of college, because the delivery is different from the fixed structure of school and can better suit individual needs.” He also described the college as “a place where seeds are sown so that students can blossom.”  

Two learners who completed the College Experience Programme have now enrolled on the Level 1 Motor Vehicle programme. At enrolment, both said they were excited to return and work through the qualification levels towards becoming mechanics. Learner progression example. A learner who completed Level 1 Hair and Beauty through the Pre-College Programme has progressed to Level 2. The learner said: “The college is so nice, the teachers are supportive and they have inspired me to pursue a career in hairdressing.”  

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

The vocational areas offered are also in high demand from full-time students, so workshop space and specialist staffing limit the number of school-link places available. Where programmes are full, the college operates a waiting list and allocates places if learners withdraw.  

Attendance varies significantly between school cohorts, with average attendance above 70% but some cohorts reporting attendance as low as 50%. This requires close monitoring, rapid communication with schools and coordinated support for learners who face barriers to participation.  

Some learners require additional behaviour, wellbeing or safeguarding support. The college works closely with its safeguarding team and partner schools to identify needs, respond to concerns and put appropriate support in place. The model is therefore effective but resource-intensive, and expansion must be matched by sufficient curriculum capacity and learner-support arrangements.  

How is the provision funded?  

Partner schools fund places through their own funding streams. The college reviews charges annually, taking account of study-programme delivery costs and inflation, and invoices schools at the start of the academic year. Demand from surrounding schools is high and the model is scalable in principle. In practice, growth depends on available specialist staff, suitable teaching space, safeguarding and learner-support capacity, and the ability to protect full-time curriculum delivery.  

Do you have further plans to expand this provision?

The offer is reviewed annually with curriculum teams to identify additional vocational options and respond to demand from schools. The range has expanded from three subjects to seven this year. Further growth will be considered where there is clear demand and sufficient specialist staffing, facilities and learner-support capacity to maintain quality and safeguarding.