Careers Work in Schools and Careers Work in Schools and Colleges: national policy; Ofsted Colleges: national policy; Ofsted findings; good quality practicefindings; good quality practice

‘‘Promoting high quality careers work’ conferencePromoting high quality careers work’ conference

Suffolk County CouncilSuffolk County Council

Monday 4 November 2013Monday 4 November 2013

David AndrewsDavid Andrews

ContextContext high levels of youth unemployment and graduate high levels of youth unemployment and graduate

under-employmentunder-employment global market for HE global market for HE new tuition fees and post-16 bursary fundsnew tuition fees and post-16 bursary funds reforms to GCSE and A levelsreforms to GCSE and A levels higher apprenticeships and traineeshipshigher apprenticeships and traineeships destination measuresdestination measures RPARPA

successful progression = participation + successful progression = participation + achievementachievement

Students’ CEIAG support needsStudents’ CEIAG support needs Careers InformationCareers Information

on post-13/14 (KS4) options, post-16 options,on post-13/14 (KS4) options, post-16 options, post-17 and post-18 options post-17 and post-18 options

on progression routeson progression routes comprehensive, up to date, accessiblecomprehensive, up to date, accessible

Careers Advice & GuidanceCareers Advice & Guidance linked to tutoring and mentoringlinked to tutoring and mentoring effective recording and referraleffective recording and referral impartialimpartial

(based on the needs of the learner, not the institution)(based on the needs of the learner, not the institution) Careers educationCareers education

how to use information and guidancehow to use information and guidance career management skillscareer management skills employability skillsemployability skills

CEIAG in England CEIAG in England The partnership approach (1973 - )The partnership approach (1973 - )

Schools Schools careers informationcareers information careers educationcareers education initial advice and guidance, and referrals to initial advice and guidance, and referrals to

external careers guidance serviceexternal careers guidance service

External careers guidance serviceExternal careers guidance service careers guidance:careers guidance:

in context of IAG on wider range of issues in context of IAG on wider range of issues support for careers informationsupport for careers information support for careers educationsupport for careers education

National Careers ServiceNational Careers Service(launched April 2012)(launched April 2012)

For adults (BIS) - £84.4M in 2012-13For adults (BIS) - £84.4M in 2012-13 online and telephone helpline servicesonline and telephone helpline services face-to-face careers guidanceface-to-face careers guidance

(free to priority groups) (free to priority groups)

For young people (DfE) - £4.7M in 2012-13For young people (DfE) - £4.7M in 2012-13 online and telephone helpline servicesonline and telephone helpline services

www.nationalcareersservice.direct.gov.uk 0800 100 9000800 100 900

Education Act 2011: CEGEducation Act 2011: CEG From September 2012 schools have a new statutory duty From September 2012 schools have a new statutory duty

to secure access to independent careers guidance for to secure access to independent careers guidance for pupils in Years 9-11 (which has been extended down to pupils in Years 9-11 (which has been extended down to Y8 and up to age 18 in schools and colleges from Y8 and up to age 18 in schools and colleges from September 2013) September 2013)

‘‘careers guidance’ must be presented as careers guidance’ must be presented as impartialimpartial, include , include information information on all options in 16-18 learning, and promote the best on all options in 16-18 learning, and promote the best interests of the pupilsinterests of the pupils

‘‘independentindependent’ is defined as provided by persons other than those ’ is defined as provided by persons other than those employed at/by the schoolemployed at/by the school

[[the duty applies to academies and free schools through their funding the duty applies to academies and free schools through their funding agreementsagreements]]

The statutory duty to teach careers education has been The statutory duty to teach careers education has been repealedrepealed

From September 2012From September 2012

Decisions about the careers education, and Decisions about the careers education, and careers guidance, young people receive are careers guidance, young people receive are being made by schools being made by schools

There is a range of providers of careers There is a range of providers of careers guidance (local authority services, guidance (local authority services, private providers, individuals, etc.)private providers, individuals, etc.)

LAs retain responsibility for the targeted support LAs retain responsibility for the targeted support for the more vulnerable young people, including for the more vulnerable young people, including those who are NEET and those with SEN/LDD those who are NEET and those with SEN/LDD (e.g. Section 139a assessments) (e.g. Section 139a assessments)

school/college - external guidance school/college - external guidance service partnershipservice partnership

Careers Service service level agreementsCareers Service service level agreements

Connexions partnership agreements Connexions partnership agreements

School (or college) - commissioned School (or college) - commissioned contracts with providers of careers contracts with providers of careers guidanceguidance

Careers guidance from 2012: Careers guidance from 2012: schools doing it themselvesschools doing it themselves

employing a professionally qualified careers employing a professionally qualified careers adviseradviser

training a teacher or member of the non-training a teacher or member of the non-teaching staff to provide career guidanceteaching staff to provide career guidance

giving the job to someone not qualified or trainedgiving the job to someone not qualified or trained

“It will not be sufficient for schools to employ “It will not be sufficient for schools to employ their own careers professional … and then rely their own careers professional … and then rely on signposting to a website …”on signposting to a website …”John Hayes, Minister for FE, Skills and Lifelong LearningJohn Hayes, Minister for FE, Skills and Lifelong LearningMarch 2012 March 2012

Careers guidance from 2012: Careers guidance from 2012: schools buying in careers guidanceschools buying in careers guidance

from the [a] local authorityfrom the [a] local authority from a careers guidance company from a careers guidance company from a sole trader/individual CAfrom a sole trader/individual CA from a social enterprise formed by several CAsfrom a social enterprise formed by several CAs from an EBPfrom an EBP from an FE college student services departmentfrom an FE college student services department from a local partnership of schools + sixth form collegefrom a local partnership of schools + sixth form college from a university careers servicefrom a university careers service

as an individual school or as a consortiumas an individual school or as a consortium

Targeted IAG supportTargeted IAG support

Local authority’s definitions of:Local authority’s definitions of: Client groupClient group – to which young people is the – to which young people is the

service made available (age range, criteria)? service made available (age range, criteria)? Range of servicesRange of services – help with what issues? – help with what issues?

Crucially, Crucially, does the targeted IAG support include does the targeted IAG support include impartial careers guidance?impartial careers guidance?

Education Select Committee report Education Select Committee report

Careers guidance for young people: The impact of Careers guidance for young people: The impact of the new duty on schools (January 2013)the new duty on schools (January 2013)

““The Government’s decision to transfer The Government’s decision to transfer responsibility for careers guidance to schools isresponsibility for careers guidance to schools is regrettable. regrettable. We have We have concerns about the concerns about the consistency, quality, independence and consistency, quality, independence and impartiality of careers guidance now being impartiality of careers guidance now being offered to young people. offered to young people. We heard evidence We heard evidence that there is alreadythat there is already a worrying deterioration in a worrying deterioration in the overall level of provision for young people. the overall level of provision for young people. Urgent steps need to be taken by Government to Urgent steps need to be taken by Government to ensure that young people’s needs are met.”ensure that young people’s needs are met.”

National Careers CouncilNational Careers Council

An Aspirational Nation: Creating a culture change An Aspirational Nation: Creating a culture change in careers provision (June 2013)in careers provision (June 2013)

The National Careers Service should significantly The National Careers Service should significantly expand its work with schools, young people and expand its work with schools, young people and parents.parents.

Employers should … go into schools and colleges Employers should … go into schools and colleges to give students insights into different careers, to give students insights into different careers, enthuse them about the world of work and enthuse them about the world of work and provide access to active experience of work…provide access to active experience of work…

Going in the right direction?Going in the right direction? (Ofsted, September 2013)(Ofsted, September 2013)

““... ... the new statutory duty for schools to provide the new statutory duty for schools to provide careers guidance is careers guidance is not working well enoughnot working well enough.”.”

Only 1 in 5 schools are ensuring that all students Only 1 in 5 schools are ensuring that all students in Years 9, 10 and 11 receive the level of in Years 9, 10 and 11 receive the level of information, advice and guidance they needinformation, advice and guidance they need

Too few schools have adequate arrangements Too few schools have adequate arrangements to provide individual careers guidance interviews to provide individual careers guidance interviews with a qualified external adviser for students that with a qualified external adviser for students that need oneneed one

Ofsted report [continued 1]Ofsted report [continued 1]

Poor support for vulnerable studentsPoor support for vulnerable students

Insufficient training and briefing for teachers and tutors Insufficient training and briefing for teachers and tutors giving careers guidance giving careers guidance

Small number of schools providing very effective careers Small number of schools providing very effective careers guidance - linked to school leaders giving it a high guidance - linked to school leaders giving it a high strategic prioritystrategic priority

NCS not focussed sufficiently on supporting young NCS not focussed sufficiently on supporting young people up to age 18. Website and telephone services people up to age 18. Website and telephone services not promoted in schools and are under-usednot promoted in schools and are under-used

Links between careers guidance and local LMI weak. Links between careers guidance and local LMI weak. Too few partnerships with employersToo few partnerships with employers

Ofsted report [continued 2]Ofsted report [continued 2]

The extent to which schools promote opportunities The extent to which schools promote opportunities available at other providers, including vocational training available at other providers, including vocational training and apprenticeships, varies considerably (from a wide and apprenticeships, varies considerably (from a wide range of taster courses and well-planned visits, to only range of taster courses and well-planned visits, to only providing dates for a college open day) providing dates for a college open day)

Only one-third of careers guidance interviews observed Only one-third of careers guidance interviews observed were considered good were considered good

4 out of 5 schools do not evaluate the quality of their 4 out of 5 schools do not evaluate the quality of their careers guidance effectively careers guidance effectively

Not all schools have accurate and complete data on Not all schools have accurate and complete data on students’ actual destinations and too few use the data to students’ actual destinations and too few use the data to analyse the opportunities taken up by their studentsanalyse the opportunities taken up by their students

Ofsted’s recommendations (1)Ofsted’s recommendations (1)

DfEDfE Provide clear and more explicit guidance to schoolsProvide clear and more explicit guidance to schools Ensure that information on students’ destinations is complete and Ensure that information on students’ destinations is complete and

accurateaccurateEmployersEmployers Work with NCS and all local schoolsWork with NCS and all local schools Provide more detailed LMI to schools and careers guidance Provide more detailed LMI to schools and careers guidance

professionalsprofessionalsNational Careers ServiceNational Careers Service Ensure external careers professional and school staff are updated Ensure external careers professional and school staff are updated

frequently on FE, HE and training frequently on FE, HE and training Market services more effectively to young peopleMarket services more effectively to young people Review accessibility of its website Review accessibility of its website

Ofsted’s recommendations (2)Ofsted’s recommendations (2)

Local authoritiesLocal authorities Ensure that all vulnerable young people are involved in a wide Ensure that all vulnerable young people are involved in a wide

range of careers guidance activitiesrange of careers guidance activitiesSchoolsSchools Develop and implement Develop and implement a clear strategya clear strategy for careers guidance and for careers guidance and

make good use of make good use of NCS resourcesNCS resources, , well-trained staffwell-trained staff, , careers careers guidance professionalsguidance professionals, , employer networksemployer networks and and local colleges and local colleges and other providersother providers

Use Use destination data to monitor choicesdestination data to monitor choices made by students made by students Ensure the Ensure the governing body has an employer representativegoverning body has an employer representative and and

foster foster greater links with employersgreater links with employers Promote the wider range of progression routes available at FE Promote the wider range of progression routes available at FE

colleges and other providerscolleges and other providersOfstedOfsted Ensure inspectors take greater account of the quality of careers Ensure inspectors take greater account of the quality of careers

guidance guidance

Careers Guidance Action PlanCareers Guidance Action Plan(BIS & DfE)(BIS & DfE)

will revise the Statutory Guidance for schoolswill revise the Statutory Guidance for schools will strengthen destination measureswill strengthen destination measures the NCS will act as a facilitator to bring schools the NCS will act as a facilitator to bring schools

and employers togetherand employers together will enhance and promote the LMI published on will enhance and promote the LMI published on

the NCS website the NCS website will work with the NCS to improve the will work with the NCS to improve the

information for young people and their parentsinformation for young people and their parents Ofsted will give careers guidance a higher Ofsted will give careers guidance a higher

priority in school inspectionspriority in school inspections

Re-assessing provisionRe-assessing provision

What could be provided internally?What could be provided internally?

What is available from the local authority?What is available from the local authority? what services?what services? for which students?for which students?

What is needed from an external provider? What is needed from an external provider?

Services from an external providerServices from an external provider

Pupils/studentsPupils/students one-to-one guidanceone-to-one guidance groupworkgroupwork drop-in surgeriesdrop-in surgeries support on results dayssupport on results days access in holiday timeaccess in holiday time

ParentsParents information meetingsinformation meetings consultation eveningsconsultation evenings

School/College staffSchool/College staff careers information careers information

supportsupport curriculum advicecurriculum advice support for work support for work

experienceexperience quality awardquality award INSETINSET network meetingsnetwork meetings

Providers of careers guidanceProviders of careers guidance schools themselvesschools themselves

impartiality?impartiality? qualifications to provide career guidance? qualifications to provide career guidance?

individual careers advisersindividual careers advisers referral and support?referral and support? professional updating?professional updating? cover for sick leave?cover for sick leave?

LAs/Connexions/careers/other organisationsLAs/Connexions/careers/other organisations existing providerexisting provider

continuity; links with ‘targeted’ servicecontinuity; links with ‘targeted’ service new providernew provider

fresh start; commissioning and contract monitoring; fresh start; commissioning and contract monitoring; bespoke service; local knowledgebespoke service; local knowledge

Careers education and work-related learning, Careers education and work-related learning, including enterprise: including enterprise: school autonomyschool autonomy

Schools were already free to determine:Schools were already free to determine: the amount of time allocatedthe amount of time allocated what was taughtwhat was taught how it was taughthow it was taught where in the curriculum it was taughtwhere in the curriculum it was taught

The only additional freedom that repealing the The only additional freedom that repealing the statutory duties gives schools is the freedom to statutory duties gives schools is the freedom to drop these areas from the curriculumdrop these areas from the curriculum

Careers education and work-related learning, Careers education and work-related learning, including enterprise: including enterprise: schools’ responsibilitiesschools’ responsibilities

equipping young people to make effective use of equipping young people to make effective use of information, advice and guidanceinformation, advice and guidance

making cost-effective use of the career guidance making cost-effective use of the career guidance that schools are paying forthat schools are paying for

developing young people’s career management developing young people’s career management and employability skillsand employability skills

ACEG Framework for careers and work-related ACEG Framework for careers and work-related education 7-19 + CDI User’s Guideeducation 7-19 + CDI User’s Guide

Quality awardsQuality awards and theand the Quality in Careers Quality in Careers standardstandard

Work-related learningWork-related learning

““blanket work experience for all pupils at KS4 has blanket work experience for all pupils at KS4 has served its time” served its time” Wolf Report, 2011Wolf Report, 2011

Work experience is not the same as work-related Work experience is not the same as work-related learning and enterpriselearning and enterprise

All pupils should learn about the world of work All pupils should learn about the world of work and develop skills for workand develop skills for work

All pupils, or students, should have experience of All pupils, or students, should have experience of the world of work, at a point in their 14-18 studies the world of work, at a point in their 14-18 studies that is relevant to their particular programme of that is relevant to their particular programme of learninglearning

Work experience in all Work experience in all 16-19 study programmes16-19 study programmes

‘‘meaningful’ work experiencemeaningful’ work experience relevant to study programme and /or relevant to study programme and /or

aspirationsaspirations structured plan with tangible outcomesstructured plan with tangible outcomes well managed and clear expectationswell managed and clear expectations reviewed with employer feedbackreviewed with employer feedback

ExperientialExperiential VocationalVocational ExtendedExtended

Employers and CEIAGEmployers and CEIAG

Careers IAGCareers IAG employers can employers can inspire, inform inspire, inform andand advise advise employers cannot provide employers cannot provide guidance guidance

Careers educationCareers education employers can work in partnership with employers can work in partnership with

schools to help develop young people’s schools to help develop young people’s employability skills employability skills andandcareer management skillscareer management skills

Outstanding careers lessonsOutstanding careers lessons clear objectives, clear objectives, made known to the learnersmade known to the learners differentiated activitiesdifferentiated activities enthusiastic teachingenthusiastic teaching effective questioning and leadership of effective questioning and leadership of

discussionsdiscussions clear explanationsclear explanations accurate and up to date careers knowledgeaccurate and up to date careers knowledge relevant use of technologyrelevant use of technology good quality handoutsgood quality handouts learners demonstrate achievementslearners demonstrate achievements crisp ending to the lessonscrisp ending to the lessons

Quality Assurance for CEIAGQuality Assurance for CEIAG

quality awards for CEIAG in schools and quality awards for CEIAG in schools and colleges (e.g. colleges (e.g. Career MarkCareer Mark) ) with national ‘kite-mark’ with national ‘kite-mark’ Quality in Careers Quality in Careers StandardStandard

quality standard for guidance providers - quality standard for guidance providers - matrixmatrix

professional qualificationsprofessional qualifications for careers for careers advisers (CDI register) advisers (CDI register)

Professional developmentProfessional development for CEIAG for CEIAG

Training for coordinator/manager (‘Careers Leader’)Training for coordinator/manager (‘Careers Leader’) careers education and guidancecareers education and guidance management and curriculum leadershipmanagement and curriculum leadership

Training of tutors providing guidanceTraining of tutors providing guidance knowledge and understanding of opportunities knowledge and understanding of opportunities

and progression routesand progression routes information and advice skillsinformation and advice skills school-basedschool-based

Training for teachers of careers educationTraining for teachers of careers education

Information briefings for all staffInformation briefings for all staff 14-19 options, qualifications and progression routes14-19 options, qualifications and progression routes

davidandrews_ceg@hotmail.comwww.davidandrewsceg.co.uk