By clicking “Accept”, you agree to the storing of cookies on your device to enhance site navigation, analyse site usage, and assist in our marketing efforts. View our Privacy Policy for more information.
St. Francis Xavier Sixth Form College (SFX) is based in Balham, South London and is made up of around 1250 students. Approximately 40% of students are solely taking three A levels, with 60% taking combined applied general and A level or full applied general qualifications. We serve post-16 students who reside, and attend schools, predominantly in the London boroughs of Southwark, Lambeth and Croydon, but also draw students from across London and beyond. 70% of students live in postcodes that attract a financial disadvantage premium, with 35% entitled to 16-19 bursary awards. 85% of students are of black minority heritage. These factors are amongst the highest in the sector. Around 85% of students progress onto university each year and the majority of students are the first generation of their family to go to university. SFX?s decision to apply for the Skills Builder Accelerator Programme represents our response to the Skills and Post-16 Education Act 2022 that aims to help transform the skills and training landscape and level up opportunities across the country. This legislation has given rise to initiatives such as the Local Skills Improvement Plan for London and the latest Ofsted inspection framework that emphasises the need for a curriculum that 'should support learners to develop their knowledge and skills beyond the purely academic, technical or vocational.' Wider feedback from our partner universities and employers has also highlighted the need for higher levels of transferable skills amongst young people in modern Britain. St. Francis Xavier Sixth Form College is an inclusive educational community. Our aim is to provide a broad curriculum which emphasises the pursuit of excellence and focuses on career preparation, leadership and service to others. We are committed to preparing the whole person to lead a life of purpose and success in a just and sustainable world.
Overall impact
In our recent Ofsted report (Published January 2024), Personal Development at SFX was judged as 'outstanding'. We seek to provide learners with the opportunity to develop their whole selves - academically, emotionally, socially, spiritually and physically. The opportunities provided for students are designed to further support their positive progression after they leave SFX College. SFX Essential 8 and our partnership with Skills Builder represents our commitment to upskilling every student. Adopting the Universal Framework has given teachers and students a simple language to make the teaching of these vital skills explicit. I have been encouraged by the way both staff and students have bought into the need to develop transferable skills. These are the skills that will help our students with social mobility and benefit their futures. The colourful icons have proved popular with both staff and students who are proud to be recognised for their abilities in these skills. Particular highlights this year have included our Essential 8 award ceremonies held in our beautiful College Chapel, as well as our House Day where all students took on 'A Day in Politics' or 'Operation Moon base' Challenge Days.
Keep it simple
We launched 'SFX Essential 8' this year with Skills Builder displays in every classroom, as well as, full staff training on the rationale behind adopting The Universal Framework. The need for 'skills' has also been one of our College wide strategic objectives for this academic year. Initially, Essential 8 has been pushed through the pastoral curriculum via'?skills' themed sessions during weekly tutorials for all students. We also held four 'skills weeks' throughout the academic year with each one focusing on the four pairs of essential skills - Speaking and Listening, Creative Problem Solving, Self-management and Collaboration. Teachers awarded Skills Builder certificates during these weeks to their students. Most departments have now embedded the skills icons into their schemes of learning and lesson resources. The eight skills are also used to inform SMART targets with students during individual progress reviews.
Start early, keep going
Whilst all departments use their own tracking for the development of knowledge and skills, every tutor group in the college used the Skills Builder 'Benchmark' tool early in the year allowing students to self-assess their current levels of skills. Some groups repeated this process in the Summer term showing progress in relation to the acquisition of essential skills. Reference to Essential 8 skills is also a requirement on lesson observation forms so there is an expectation from all staff of the need to make the teaching of these skills explicit in their lessons. More recently, we have conducted a staff survey to reflect on the Skills Builder Accelerator+ Programme. We recently launched our 'Aiming High' programme, designed exclusively for high-achieving students at SFX. This programme is crafted to elevate their academic and personal profile, making them standout candidates for prestigious universities and sought-after degree apprenticeships.
Measure it
Whilst all departments use their own tracking of the development of knowledge and skills, every tutor group in the college used the Skills Builder 'Benchmark' tool where students self-assessed their current levels of skills. Some groups repeated this process in the Summer term showing progress in relation to the acquisition of essential skills. Reference to Essential 8 skills is also a requirement on lesson observation forms so there is an expectation from all staff of the need to make the teaching of these skills explicit in their lessons. More recently, we have conducted a staff survey to reflect on the Skills Builder Accelerator+ Programme.
Focus tightly
All students have received regular teaching of the essential skills in their tutorial slots. As Skills Leader, I have been collating resources from Skills Buidler Hub and puting these into Powerpoint presentations for tutors to deliver. These resources were initially more general, but with support from my Education Associate I have been able to focus on specific steps of our focus skills. We have received very positive feedback from staff on these resources. Meanwhile, students in our 'Aiming High' intervention group has received additional explicit teaching on this skill.
Keep practising
All students have had the opportunity to practse their essential skills through the wider curriculum. Almost every department is now using skills icons in their subject lessons, and essential skills are a compulsory part of any lesson observation. Over 80% of ourt eachers now have essential skills referenced on schemes of learning or curriculum maps. Some departments have embedded the skills into the curriculum particularly well, for example the Business Department, who have linked specific skill steps to units of work. Staff received training on how to reference the essential skills in their curriculum lessons and are now feeling more confident doing this. We have also conducted an audit of our enrichment clubs, highlighting the opportunities to build essential skills in each of these.
Bring it to life
All first year (Y12) students engage in a 'Careers Fortnight' during the Summer term. Every department plans relevant guest speakers and college trips during this time and some departments made clear reference to the skills during these sessions. The Summer term ends with a House Day with every student taking part in a Skills Builder Challenge Day. This year's House Day coincided with the General Election so most tutors delivered 'A Day in Politics'. The Student Union also held their hustings and elections on the day and candidates were encouraged to consider the skills when planning their campaigns.
What's next
Whilst I have been pleased with our progress in our first year of working with Skills Builder, there is more opportunity to further embed the framework throughout our institution. There are some staff and departments that need to further embrace the framework throughout their schemes of learning and resources. We plan to increase the teaching of specific skill steps wherever we find opportunities in the curriculum. We also plan to use the framework with both students and employers whenever our students engage in work experience placements from September.
