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Introduction of non-accredited learning for pre-entry and entry one learners (RARPA)
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Authors
Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
To improve preparation-for-adulthood outcomes for learners with complex needs, Kirklees College engaged in a NATSPEC-led SEND Centres of Excellence peer review focused on introducing meaningful non-accredited learning (RARPA) for pre-entry and entry-level learners. Challenges included lack of consistent baseline assessment, unclear progress tracking against EHCP outcomes, and limited measures of personal and social development. Actions included implementation of new practical baseline assessments, staff CPD on RARPA processes, consistent target-setting protocols, photographic and video evidence capture, visual learner targets, and cross-site quality assurance. Evidence of impact includes stronger learner ownership of targets, more precise progress monitoring, improved retention (86.8% _ 94.5%) and attendance (+1.5%), and 92% positive destinations, an increase from the previous year's 84%.
Description
Keywords (free text)
further education, 16-19 education, inclusion, special educational needs and disabilities (SEND, peer review, non-accredited learning pathways, preparation for adulthood