14-16 technical education in practice: South Gloucestershire and Stroud College

Why was the provision introduced?  

SGS Flex was introduced to give pre-16s an opportunity to gain a vocational qualification in an area of interest and to experience a college setting. The cohort is a mix of students who are elective home educated (EHE) and school-funded Year 10 and/or Year 11s.  

What does the provision look like in practice?

We are a bespoke Level 1 course in construction, animal or hair and beauty. Students spend one afternoon a week at the college, and the course runs from end of September to June, with the aim of completing the qualification by early May.  

We have three groups of 12 learners, who are referred by their school.  The referral process includes completing and submitting a profile form, followed by further conversations about the young people, especially around safeguarding, meeting needs, support requirements, where necessary.  Learners must successfully complete a taster session before a place is offered and they also have two-week trial at the start of the course.    

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

Our rates are very high; for 2025/26, we had an 86% achievement rate for students who were funded by their school, and an average attendance across all the courses of 80%.  

What is your relationship with these students’ schools?

All communication is via schools, so they remain involved and responsible.  They are sent half-termly attendance reports, but they are always notified on the day if a learner is absent so they can chase non-attendance and update the college.  

Where necessary, college safeguard team arrange phone call with school’s designated safeguarding lead (DSL) to discuss students and put risk assessment in place, if required. Where needed, we may arrange follow up meetings to discuss learners before offering places.  Schools support the young person with attending, arrange transport (if required) and there is a learning or behaviour need, may provide in-class support to accompany the learner. The school is responsible for timetables and releasing the student, which has not generally been a problem.  Most schools will arrange a visit to view the provision prior to taster, at the taster session or in the first couple of weeks.  The school completes paperwork, such as funding agreement, SLA and enrolment once a place has been offered, and the college arrange visits and provides the paperwork to meet school audit and requirements for an alternate provision (ALP) setting.    

What about this provision works particularly well, and why?  

This provision is particularly effective at engaging learners who may struggle in a traditional school environment. Attendance at FLEX sessions is generally strong, even among students who have a history of poor attendance in school. Behaviour is also good, with very few concerns reported and no behavioural incidents recorded during the 2025/26 academic year.  For many learners, the FLEX qualification may be one of only a small number of qualifications they achieve before leaving school. As such, it provides a valuable sense of accomplishment, raises aspirations, and contributes positively to future education and employment opportunities.  The programme also supports successful post-16 progression. Completing a FLEX course and receiving a positive tutor reference can strengthen progression into post-16 at college, where they may otherwise not meet entry requirements.  

A key strength of the provision is its ability to engage young people with a history of poor attendance, behavioural challenges, or social, emotional and mental health (SEMH) needs. Learners often develop increased confidence, resilience and self-belief through participation, particularly as they become familiar with a college environment and begin to see themselves as successful learners.  Feedback from learners suggests that the college setting removes some of the barriers they experience in school. The practical nature of many courses enables them to engage with subjects that genuinely interest them and to see clear links between their learning and future career pathways. Smaller class sizes, typically around 12 learners, allow for stronger relationships with staff and a higher level of individual support. Learners frequently report feeling respected, listened to and treated as young adults. The supportive environment encourages them to ask questions, learn from mistakes and participate confidently without fear of embarrassment or criticism. As a result, they often find the setting more relaxed, inclusive and motivating, which contributes significantly to their engagement and success.  

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

Courses are only for one academic year and schools are often looking for a longer placement of more days that may include English and maths, which we do not currently provide.  Schools often see the potential benefits of ALP provision for a broader range of learners; however, available funding can restrict the number of places they are able to support. Given these constraints, schools typically prioritise learners with the greatest identified needs, for whom a college-based Level 1 award programme may not always be the most suitable option. This means that some learners who could benefit from the programme may not be prioritised for funding. College constraints around staffing and timetabling these sessions, especially in practical workshop spaces.  

How is the provision funded?  

Schools fund the places for those on-roll at an agreed advertised cost.  If a learner requires in-class support this is pre-agreed and supplied by school.