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

1. Careers Work in Schools and Colleges: national policy; Ofsted findings; good quality practice ‘Promoting high quality careers work’ conference Suffolk County Council Monday 4 November 2013 David Andrews

2. Context • high levels of youth unemployment and graduate under-employment • global market for HE • new tuition fees and post-16 bursary funds • reforms to GCSE and A levels • higher apprenticeships and traineeships • destination measures • RPAsuccessful progression = participation + achievement

3. Students’ CEIAG support needs Careers Information on post-13/14 (KS4) options, post-16 options, post-17 and post-18 options on progression routes comprehensive, up to date, accessible Careers Advice & Guidance linked to tutoring and mentoring effective recording and referral impartial(based on the needs of the learner, not the institution) Careers education how to use information and guidance career management skills employability skills

4. CEIAG in England The partnership approach (1973 - ) Schools • careers information • careers education • initial advice and guidance, and referrals to external careers guidance service External careers guidance service • careers guidance: in context of IAG on wider range of issues • support for careers information • support for careers education

5. National Careers Service(launched April 2012) For adults (BIS) - £84.4M in 2012-13 online and telephone helpline services face-to-face careers guidance (free to priority groups) For young people (DfE) - £4.7M in 2012-13 online and telephone helpline serviceswww.nationalcareersservice.direct.gov.uk0800 100 900

6. Education Act 2011: CEG From September 2012 schools have a new statutory duty to secure access to independent careers guidance for pupils in Years 9-11 (which has been extended down to Y8 and up to age 18 in schools and colleges from September 2013) ‘careers guidance’ must be presented as impartial, include information on all options in 16-18 learning, and promote the best interests of the pupils ‘independent’ is defined as provided by persons other than those employed at/by the school [the duty applies to academies and free schools through their funding agreements] The statutory duty to teach careers education has been repealed

7. From September 2012 • Decisions about the careers education, and careers guidance, young people receive are being made by schools • There is a range of providers of careers guidance (local authority services, private providers, individuals, etc.) • LAs retain responsibility for the targeted support for the more vulnerable young people, including those who are NEET and those with SEN/LDD (e.g. Section 139a assessments)

8. school/college - external guidance service partnership • Careers Service service level agreements • Connexions partnership agreements • School (or college) - commissioned contracts with providers of careers guidance

9. Careers guidance from 2012: schools doing it themselves • employing a professionally qualified careers adviser • training a teacher or member of the non-teaching staff to provide career guidance • giving the job to someone not qualified or trained“It will not be sufficient for schools to employ their own careers professional … and then rely on signposting to a website …”John Hayes, Minister for FE, Skills and Lifelong LearningMarch 2012

10. Careers guidance from 2012: schools buying in careers guidance • from the [a] local authority • from a careers guidance company • from a sole trader/individual CA • from a social enterprise formed by several CAs • from an EBP • from an FE college student services department • from a local partnership of schools + sixth form college • from a university careers service as an individual school or as a consortium

11. Targeted IAG support Local authority’s definitions of: • Client group – to which young people is the service made available (age range, criteria)? • Range of services – help with what issues? Crucially, does the targeted IAG support include impartial careers guidance?

12. Education Select Committee report Careers guidance for young people: The impact of the new duty on schools (January 2013) “The Government’s decision to transfer responsibility for careers guidance to schools is regrettable. We have concerns about the consistency, quality, independence and impartiality of careers guidance now being offered to young people. We heard evidence that there is already a worrying deterioration in the overall level of provision for young people. Urgent steps need to be taken by Government to ensure that young people’s needs are met.”

13. National Careers Council An Aspirational Nation: Creating a culture change in careers provision (June 2013) The National Careers Service should significantly expand its work with schools, young people and parents. Employers should … go into schools and colleges to give students insights into different careers, enthuse them about the world of work and provide access to active experience of work…

14. Going in the right direction?(Ofsted, September 2013) “... the new statutory duty for schools to provide careers guidance is not working well enough.” • Only 1 in 5 schools are ensuring that all students in Years 9, 10 and 11 receive the level of information, advice and guidance they need • Too few schools have adequate arrangements to provide individual careers guidance interviews with a qualified external adviser for students that need one

15. Ofsted report [continued 1] • Poor support for vulnerable students • Insufficient training and briefing for teachers and tutors giving careers guidance • Small number of schools providing very effective careers guidance - linked to school leaders giving it a high strategic priority • NCS not focussed sufficiently on supporting young people up to age 18. Website and telephone services not promoted in schools and are under-used • Links between careers guidance and local LMI weak. Too few partnerships with employers

16. Ofsted report [continued 2] • The extent to which schools promote opportunities available at other providers, including vocational training and apprenticeships, varies considerably (from a wide range of taster courses and well-planned visits, to only providing dates for a college open day) • Only one-third of careers guidance interviews observed were considered good • 4 out of 5 schools do not evaluate the quality of their careers guidance effectively • Not all schools have accurate and complete data on students’ actual destinations and too few use the data to analyse the opportunities taken up by their students

17. Ofsted’s recommendations (1) DfE • Provide clear and more explicit guidance to schools • Ensure that information on students’ destinations is complete and accurate Employers • Work with NCS and all local schools • Provide more detailed LMI to schools and careers guidance professionals National Careers Service • Ensure external careers professional and school staff are updated frequently on FE, HE and training • Market services more effectively to young people • Review accessibility of its website

18. Ofsted’s recommendations (2) Local authorities • Ensure that all vulnerable young people are involved in a wide range of careers guidance activities Schools • Develop and implement a clear strategy for careers guidance and make good use of NCS resources, well-trained staff, careers guidance professionals, employer networks and local colleges and other providers • Use destination data to monitor choices made by students • Ensure the governing body has an employer representative and foster greater links with employers • Promote the wider range of progression routes available at FE colleges and other providers Ofsted • Ensure inspectors take greater account of the quality of careers guidance

19. Careers Guidance Action Plan(BIS & DfE) • will revise the Statutory Guidance for schools • will strengthen destination measures • the NCS will act as a facilitator to bring schools and employers together • will enhance and promote the LMI published on the NCS website • will work with the NCS to improve the information for young people and their parents • Ofsted will give careers guidance a higher priority in school inspections

20. Re-assessing provision What could be provided internally? What is available from the local authority? what services? for which students? What is needed from an external provider?

21. Pupils/students one-to-one guidance groupwork drop-in surgeries support on results days access in holiday time Parents information meetings consultation evenings School/College staff careers information support curriculum advice support for work experience quality award INSET network meetings Services from an external provider

22. Providers of careers guidance • schools themselves • impartiality? • qualifications to provide career guidance? • individual careers advisers • referral and support? • professional updating? • cover for sick leave? • LAs/Connexions/careers/other organisations • existing providercontinuity; links with ‘targeted’ service • new providerfresh start; commissioning and contract monitoring; bespoke service; local knowledge

23. Careers education and work-related learning, including enterprise: school autonomy Schools were already free to determine: • the amount of time allocated • what was taught • how it was taught • where in the curriculum it was taught The only additional freedom that repealing the statutory duties gives schools is the freedom to drop these areas from the curriculum

24. Careers education and work-related learning, including enterprise: schools’ responsibilities equipping young people to make effective use of information, advice and guidance making cost-effective use of the career guidance that schools are paying for developing young people’s career management and employability skills ACEG Framework for careers and work-related education 7-19 + CDI User’s Guide Quality awardsand the Quality in Careers standard

25. Work-related learning • “blanket work experience for all pupils at KS4 has served its time” Wolf Report, 2011 • Work experience is not the same as work-related learning and enterprise • All pupils should learn about the world of work and develop skills for work • All pupils, or students, should have experience of the world of work, at a point in their 14-18 studies that is relevant to their particular programme of learning

26. Work experience in all 16-19 study programmes ‘meaningful’ work experience • relevant to study programme and /or aspirations • structured plan with tangible outcomes • well managed and clear expectations • reviewed with employer feedback • Experiential • Vocational • Extended

27. Employers and CEIAG Careers IAG • employers can inspire, inform and advise • employers cannot provide guidance Careers education • employers can work in partnership with schools to help develop young people’s employability skills andcareer management skills

28. Outstanding careers lessons • clear objectives, made known to the learners • differentiated activities • enthusiastic teaching • effective questioning and leadership of discussions • clear explanations • accurate and up to date careers knowledge • relevant use of technology • good quality handouts • learners demonstrate achievements • crisp ending to the lessons

29. Quality Assurance for CEIAG • quality awards for CEIAG in schools and colleges (e.g. Career Mark) with national ‘kite-mark’ Quality in Careers Standard • quality standard for guidance providers - matrix • professional qualifications for careers advisers (CDI register)

30. Professional development for CEIAG Training for coordinator/manager (‘Careers Leader’) careers education and guidance management and curriculum leadership Training of tutors providing guidance knowledge and understanding of opportunities and progression routes information and advice skills school-based Training for teachers of careers education Information briefings for all staff 14-19 options, qualifications and progression routes

31. davidandrews_ceg@hotmail.comwww.davidandrewsceg.co.uk