Edge Hill Careers Teachers and Advisers Conference

2015

Paul SymesEducational ServicesSpecialist Careers Education Consultant

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• Examine new Statutory Guidance published March 2015

• Discuss the implications of the guidance • How to implement the guidance across the

whole school • Ofsted –What are they up to?• Resources

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Statutory Guidance: ‘The Must’s’

• Para. 12. In-house support for pupils must be combined with advice and guidance from independent and external sources to meet the school’s legal requirements.

• Para. 16. The statutory duty requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year 8 (12-13 year olds) to year 13 (17-18 year olds).

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Statutory Guidance: ‘The Must’s’P S E S

Cegnet Careers Guidance – Making the difference. A Guide for Governors

Statutory Guidance: ‘The Musts’

• Para. 17. The governing body must ensure that the independent careers guidance provided:

• Is presented in an impartial manner• Includes information on the range of education

or training options, including apprenticeships and other vocational pathways

• Is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.

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Statutory Guidance: ‘The Must’s’

• Para.39. Schools must secure independent guidance that includes information on the full range of education and training options, including training options, apprenticeships and vocational pathways. This should help inform a pupil’s decision about their 16-19 study programme and beyond. Guidance should encompass good appropriate local further education, apprenticeships and vocational education opportunities and pupils should individually make their own choice about what is the best next step for them. In good time before decision points, schools should ensure that pupils are informed about the options available to them…

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Statutory Guidance: ‘The Must’s’

• Para. 49. Schools must ensure that young people are clear about the duty and what it means for them. In particular they must be clear that young people are not required to stay in school; that they can choose how to participate which might be through:

• Full time study in a school, college or training provider;• An apprenticeship, traineeship or supported internship;• Full time work or volunteering (20 hours or more)

combined with part time accredited study

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Statutory Guidance: ‘The Must’s’

• Para. 53. All schools (including academies and other state-funded educational institutions) must provide relevant information about all pupils to local authority support services. This includes:

• (i) basic information such as the pupil’s name, address and date of birth.

• ii) other information that the local authority needs in order to support the young person to participate in education or training and to track their progress. This may include for example: young people’s contact details, information to help identify those at risk of becoming not in education, employment or training (NEET) post-16, young people’s post-16 and post-18 plans and the offers they receive of places in post-16 or higher education.

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Statutory Guidance: ‘The Must’s’

• Para. 53.(Cont.) However, schools must ensure that they do not provide this additional information if a pupil aged 16 or over, or the parent of a pupil aged under 16, has instructed them not to share information of this kind with the local authority. The school’s privacy notice is the normal means of offering young people and their parents the opportunity to ask for personal information not to be shared.

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Statutory Guidance: ‘The Must’s’

• Para 54. Schools must also notify local authorities whenever a 16 or 17 year old leaves an education or training programme before completion. This notification must be made at the earliest possible opportunity to enable the local authority to support the young person to find an alternative place.

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Statutory Guidance: ‘The Must’s’

• Para. 64. Where a student has an EHC plan or a ‘Statement’ all reviews of the Plan or Statement from year 9 at the latest, and onwards, must include a focus on preparing for adulthood, including employment, independent living and participation in society. All schools should consider how to link employers with young people from year 9 onwards, as a critical part of helping young people with SEN raise their aspirations and develop their own career plans

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Statutory Guidance: ‘The Must’s’

• Para. 65. Schools should make use of the local offer published by the local authority which must set out details of SEN provisions in their area – including the full range of post-16 options. Schools must co-operate with local authorities, who have an important role to play, in particular through the provision of SEN support services and EHC plans. Statutory guidance on the SEN duties is provided in the new 0-25 Special Educational Needs Code of Practice.

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Statutory Guidance – The Suggestions

• Para.10. Schools should have a strategy for the careers guidance they provide to young people. This should reflect the school’s ethos and meet the needs of all pupils.

• Schools should consider the following principles for good practice when developing their strategy

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Statutory Guidance – The Suggestions

• Provide access to a range of activities that inspire young people, including employer talks, careers fairs, motivational speakers, colleges and university visits, coaches and mentors.

• Build strong links with employers who can help to boost young people’s attitudes and employability skills, inform pupils about the range of roles and opportunities available and help them understand how to make this a reality.

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Statutory Guidance – The Suggestions

• Offer high quality work experience that properly reflects individuals’ studies and strengths, and supports the academic curriculum

• Widen access to advice on options available post-16, for example, apprenticeships, entrepreneurialism or other vocational routes alongside the more traditional A levels and university route

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Statutory Guidance – The Suggestions

• Provide face-to-face advice and guidance to build confidence and motivation. This should include consideration of the role that careers professionals can play in supporting pupils as one element of a varied careers programme.

• Work with local authorities to identify vulnerable young people, including those with special educational needs and those at risk of not participating post-16, and the services that are available to support them.

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Statutory Guidance – The Suggestions

• Provide information to students about the financial support that may be available to help them stay in education post -16

• Work with Jobcentre Plus to develop a smoother pathway between education and work

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Statutory Guidance – The Suggestions

• Para.18. The governing body’s advice should be informed by the requirements and the key principles for good careers guidance set out in this document – see key points in particular

• Para. 25. Modern careers guidance is as much about inspiration and aspiration as it is about advice

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Statutory Guidance – The Suggestions

• Para. 46. Pupils can gain confidence and motivation from the opportunity to explore career ideas through individual face to face discussions with a range of people:

• Role models and inspiring individuals from the careers to which they aspire

• Alumni who can pass on their experience from vocational courses, apprenticeships and degrees…….

• Mentors or coaches who can provide a more nurturing influence, helping young people to build their confidence and resilience

• Careers advisers who can help pupils to locate ambitious education and career options, by identifying opportunities and assessing pupils’ abilities, interests and achievements.

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The Annual Careers Plan

• The Annual Careers Plan was produced for CEGNET by :Anthony Barnes, David Andrews, Claire Nix, Kath Wright in May 2014.

• Working document to help Careers Leaders plan their work .

• It sets out very simply a plan to help Careers Leaders co ordinate their work across the whole school.

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The Annual Careers PlanP S E S

It has 10 areas to help you plan your work

1. Development of Priorities

2. Summary of Provision 3. Calendar of main

activities4. Agreement with

providers5. Allocation and

Deployment of Resources

6. Framework for Evaluation

7. Staff development 8. Roles and

Responsibilities9. Leadership and

Management 10.Engagement with

Parents

The Annual Careers PlanP S E S

The annual careers plan can be found at :

•http://www.cegnet.co.uk/resources/category/leading-managing

CDI – Why Does Employer Engagement Matter ?

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•Gives a good overview of Employer Engagement •Provides good sound/ common sense advice on engaging with Employers •Provides a good set of resources for planning, recording and evaluating activities •Available on Cegnet

The Way Forward

• When dealing with employers you should:– Develop a policy on child protection and have it

formalised– If activities or demonstrations are taking place

ensure the appropriate risk assessments are completed by the employer

– Ensure the employers receive a full brief before any events in school outlining in detail what is expected of them, general information about the event your objectives etc,

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The Way Forward

• Is it realistic to think we can fully achieve success of this document in careers curriculum/ PSHE time alone?

• Document : Understanding the link between Employers, Schools and the National Careers Service

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Understanding the link between Employers, Schools and the National Careers Service

• Nearly all schools/colleges reported some type of links with employers, or participation in employer-linked external events to support careers advice activities.

• The nature of the employer engagement varied to a certain extent with the different types of schools Only four schools/colleges (that is, two Academy schools with a sixth form, one maintained school without a sixth form and one FE college) were not interested in linking with employers.

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Understanding the link between Employers, Schools and the National Careers Service

• Employer engagement is not normally provided for all students. Only one third of all schools provided activities for all students irrespective of age. For all other schools, the activities were aimed at Year 10 and Year 11 students. – There is a strong argument for engaging

employers with Key Stage 3 students across the curriculum to enhance the curriculum

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The Way Forward

• Employer engagement has to be strategically organised to sustain links with employers. One contact person should liaise, organise and record all activity.

• Regular contact needs to be sustained, send newsletters, monthly check in with companies, invites to school productions etc. like any relationship it needs work and time to make it work.

• Use Press releases as an incentive for the businesses to be involved

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Quality Assurance

• All schools should work towards a Quality Award. Nationally there are 12 awards available.

• The quality of independent careers providers The recognised national quality standard for information, advice and guidance (IAG) services is the matrix Standard. To achieve the Standard, organisations will need to demonstrate that they provide a high quality and impartial service. Schools can access an online register of organisations accredited to the matrix Standard.

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Quality Assurance

• The quality of careers professionals working with the school. The Career Development Institute has developed a set of professional standards for careers advisers, a register of advisers holding postgraduate qualifications and guidelines on how advisers can develop their own skills and gain higher qualifications.

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Quality Assurance

• Schools should monitor and evaluate the activity taking place whether that involves school staff, volunteers or external providers. This could for example include observations by senior members of staff.

• Schools can also take into account pupils’ feedback. This can be done informally or formally, for example via school councils or other mechanisms.

• Feedback from parents and from employers engaged in the activities can also be useful. Schools can use this feedback to evaluate different activities and delivery options to inform future provision.

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Ofsted

• Para:69 Ofsted inspectors will take account of the quality of independent careers guidance and of students’ destinations in making their judgement on the leadership and management of the school and, if applicable, a separate judgement on the sixth form.

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Ofsted- What are they saying?

• Thistley Hough Academy – Stoke on Trent • Overall: Requires Improvement:• ‘Students report that they are well supported

through the academy’s careers, advice and guidance programme. In 2014 all students progressed to further education, employment or training’ (January 2015)

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Ofsted- What are they saying?

• Neale Wade Academy- Cambridgeshire • Overall: Requires Improvement • ‘The many opportunities for other activities, such as

leadership, sport and performance, are highly valued by students. The advice and careers guidance that the students receive ensures they choose appropriate pathways both at GCSE and post 16. These include other school sixth forms, sixth form colleges and further education as well as work with training’ (January 2015)

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Ofsted- What are they saying?

• The Ilfracombe Academy • Overall: Requires Improvement • The school’s arrangements for helping young

people make informed choices about their next steps are especially effective in guiding those in the sixth form towards appropriate courses’ (February 2015)

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Ofsted- What are they saying?

• St Richard Reynolds Catholic High School London• Overall – Outstanding • ‘ Careers Education starts in Yr 7 with consideration

of styles on employment and voluntary work. In yr 8 students reflect on their own skills, interests and thoughts for their future education and careers. Hen the time comes, students should be well prepared to make informed choices about their post 16 options which includes the school’s own sixth form’ (March 2015)

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Ofsted- What are they saying?

• Oasis Academy – West Yorkshire • Overall – Inadequate • ‘ The academy provides advice and guidance on careers and

education pathways from yr 9 onwards. Aspects of the yr 9 curriculum are organised on a carousel to introduce students to broad vocational and academic range of subjects available at Key Stage 4 . Students benefit from careers fairs and from well developed links with local employers that regularly visit the academy to speak to students. The academy has also developed a number of apprenticeship opportunities with local employers.’ (February 2015)

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Ofsted- What are they saying?

• Lowerstoft Sixth Form College• Overall – Requires Improvement • ‘A well structured group tutorial programme

includes activities to develop students’ skills for employment such as interview and presentational skills. However, the quality of teaching in tutorials varies and some is uninspiring which influences the extent to which students find these sessions valuable’ (January 2014)

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Resources

• Web site Tomorrows Engineers • www.tomorrowsengineers.org.uk/• Good introduction to engineering .

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Resources

• Cegnet has a section of Careers across the curriculum section. Includes the subject areas :

• Art • History • Geography • Citizenship • D and T • English • All above can be found at :

http://www.cegnet.co.uk/resources/category/teaching-learning

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Resources – LMI

• LMI – UKCES – Careers of the Future . • Good detailed update of major industries LMI.

Perfect for cutting up, laminating and using as a display ! Can be found at:

• http://www.cegnet.co.uk/uploads/resources/Career_of_the_future.pdf

• Anthony Barnes has published ‘ The best ten resources for LMI . A good article which can be found at: http://www.cegnet.co.uk/uploads/resources/The_ten_best_LMI_resources_%2812.14%29.pdf

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Resources

• Statutory Guidance documents :• For sixth colleges:• http://www.cegnet.co.uk/uploads/resources/

Careers_Guidance_and_Inspiration_College_Guidance.pdf

• For schools:• https://www.gov.uk/government/uploads/syst

em/uploads/attachment_data/file/417895/Careers_Guidance_Schools_Guidance_March_2015.pdf

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Thank you

• Paul Symes

• symeseducational@googlemail.com

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