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Acting also as Project Leader for the QUALITY IN CAREERS STANDARD

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Presentation on theme: "Acting also as Project Leader for the QUALITY IN CAREERS STANDARD"— Presentation transcript:

1 Acting also as Project Leader for the QUALITY IN CAREERS STANDARD
Paul Chubb Executive Director, Careers England Acting also as Project Leader for the QUALITY IN CAREERS STANDARD

2 POLICY COMMENTARIES: freely accessible on the Careers England website
Tracing every step of the development of the Coalition Government’s policies for CEG since May/November 2010 Implementation of the Education Act 2011 Statutory Guidance, & the Practical Guide HoC Education Select Committee report & HMG response National Careers Council report Ofsted Thematic Survey report & HMG response

3 THE EDUCATION ACT 2011 – essential never to forget how the new Statutory Duty for Schools to ‘secure access to independent careers guidance’ is phrased on FACE OF THE ACT [5] Careers Guidance Provided To Pupils At A School Is Independent For The Purposes Of This Section If It Is Provided Other Than By— (A) A Teacher Employed Or Engaged At The School, Or (B) Any Other Person Employed At The School The Act therefore requires SCHOOLS to be COMMISSIONERS of Careers Guidance not providers of it (that’s not to say they will not provide SOME of it, but the new DUTY is to secure external Careers Guidance in addition to whatever a school provides internally)

4 3 fundamental problems for us all
Money Test of Sufficiency Regulation “Good Intentions are Not Enough”

5 CAREERS ENGLAND SURVEY (22.11.12)
Over 1500 schools in 40% of England’s LA areas ………… “too much left to chance” Dramatic reductions…. IMPACT ON YPs & economy? Only 16.5% (250) schools had retained this year the level of CEIAG they provided in Circa 4000 secondary & special schools with year olds, & if survey result is replicated across all it means that 83.5% of schools had reduced provision……. That’s about 3300 schools in England It’s on the CE website

6 CRISIS? WHAT MUST WE ALL DO? PROMOTE QUALITY AND ACCOUNTABILITY ….HOW?
CBI views: “on life support” HoC EDUCATION SELECT COMMITTEE: “regrettable” See the 12 months’ press coverage: WHAT MUST WE ALL DO? PROMOTE QUALITY AND ACCOUNTABILITY ….HOW?

7 The Task Force recommends that an overarching national kite mark
THE CAREERS PROFESSION TASK FORCE chaired by Dame Ruth Silver October “Towards a strong careers profession” Recommendation 10: The Task Force recommends that an overarching national kite mark should be established to validate the different CEIAG quality awards for schools, colleges and work-based learning providers.

8 Overseen by the QUALITY IN CAREERS CONSORTIUM BOARD
NATIONAL VALIDATION FOR ENGLAND’S DEDICATED CEIAG QUALITY AWARDS which accredit the FOUR components of CEIAG Careers Education Careers Information Careers Advice & Careers Guidance Overseen by the QUALITY IN CAREERS CONSORTIUM BOARD Established in January 2012 Initially chaired by Dame Ruth Silver, now by Dr. Barrie Hopson Details of who serves on the Board and of the National Validation team are on the QiCS section of the Careers England website

9 DEDICATED CEIAG QUALITY AWARDS
12 Awards now promote & support ALL 4 components of good quality CEIAG in schools & colleges e.g. INVESTOR IN CAREERS = widely across the country & here in Kent e.g. CAREER MARK & INSPIRING IAG = strong regional presence and expanding into other areas The other 9 are currently specific to particular LA areas OVER 1100 SCHOOLS/COLLEGES across England already hold or are working towards one of these dedicated CEIAG quality awards Details of all 12 Awards = available on Careers England website with direct links to each

10 QUALITY IN CAREERS STANDARD certificates:
SIX CEIAG QUALITY AWARD providers have met the 16 National Validation criteria and on 24th October received their QUALITY IN CAREERS STANDARD certificates: C & K Careers Quality Standard Career Mark Inspiring IAG Investor in Careers Quality Award in CEIAG (Prospects) Recognition of Quality Award for CEIAG

11 HoC SELECT COMMITTEE REPORT
Unprecedented Enquiry….Published January 2013…..concluded….. “Govt decision to transfer responsibility for CG to schools is REGRETTABLE” Recognises cannot change, but RECOMMENDS actions to make the BEST of the new arrangements Recommends Improved accountability…and Enhanced role for NCS with extra funding

12 HMG RESPONSE to Committee?
DEFERED: most recommendations pending the Ofsted Thematic Review was published REJECTED Immediately: most significantly the Annual Careers Plan So….let’s look at OFSTED

13 ROLE OF OFSTED “to inspect, not to regulate” “report by exception” [KS4 & 5: destination measures] key-stage-4-and destination-measures THE THEMATIC SURVEY which is now completed and published (60 schools/academies)

14 THE NEW ARRANGEMENTS WERE NOT WORKING WELL
Ofsted THEMATIC SURVEY (1) On the basis of the evidence gathered, the key findings included:  THE NEW ARRANGEMENTS WERE NOT WORKING WELL IN JUST OVER 75% OF THE SCHOOLS. Ofsted (2013). Going in the Right Direction? Careers Guidance in Schools from September 2012. Only 1 in 5 schools was providing students in years 9-11 with the careers guidance they needed to support decision-making. These schools were characterised by strong support for careers guidance provision from school leaders and managers. Few schools demonstrated that they had the skills and expertise necessary to provide a comprehensive service. Few schools had purchased an adequate professional service from external sources; a quarter of schools did not use qualified external careers advisers at all.

15 On the basis of the evidence gathered, the key findings included:
Ofsted THEMATIC SURVEY (2) On the basis of the evidence gathered, the key findings included:  In most schools, careers activities were poorly co-ordinated, poorly monitored/quality-assured and poorly evaluated. Links with employers were particularly weak; about 66% of schools had cut down their work-experience provision for students in years Most schools were poor at promoting apprenticeships and labour market information. Awareness of the National Careers Service helpline and website provision for young people was very limited in nearly all schools.

16 OFSTED THEMATIC REPORT: MY CONCERNS?
Highly limited concept of the underpinning importance of careers education and co-ordinated careers education programmes There is a worrying ambiguity on how far schools can ‘go it alone’ despite the EXPLICIT wording of the EDUCATION ACT /Sufficiency Test??? No reference to school annual “career plans” No significant attention given to inter-school consortia and partnerships

17 MY VIEW ON THE RESULTANT GOVERNMENT ACTION PLAN
Department for Education and Department for Business, Innovation and Skills (2013). Careers Guidance Action Plan: Government Response to Recommendations from Ofsted’s Thematic Review and National Careers Council’s Report. Concern that too much is expected of employer involvement without proper underpinning Careers Education programme. VERY FEW REAL COMMITMENTS, EXCEPT: To Revise the Statutory Guidance for schools To Extend the role of National Careers Service in relation to school

18 HMG COMMITMENTS RE: REVISING STATUTORY GUIDANCE (YET TO BE PUBLISHED)
Will highlight need to build strong connections with employers ….(must though be co-ordinated into C EDUCATION PROGRAMME) Will be clearer on getting information from all relevant education/training providers (including FE and apprenticeships) Will indicate explicitly that signposting to a careers website is not sufficient……(but what IS SUFFICIENT?) Will emphasise using destinations data in evaluating impact of careers support to students

19 Revising the Statutory Guidance: OMISSIONS
Revising the Statutory Guidance: OMISSIONS? NO COMMITMENT YET to any of these HoC Select Committee recommendations Ensure a minimum of one careers interview with an independent adviser Achieve a CEIAG Award validated by QiCS; secure independent guidance from a matrix-accredited provider; ensure that professional careers advice is offered by a careers adviser qualified at Level 6 Provide integrated careers education and work-related learning Publish an annual careers plan, with specified components (c.f. FINLAND & ONTARIO)

20 ‘EXTENDING THE NCS ROLE?’
‘To act as a facilitator to bring schools and employers together so that young people can be inspired, mentored and coached by employers’ Enhancing local LMI on NCS website Marketing NCS website more actively to schools and young people Briefly covered in the current RETENDERING specification, but no real clarity …..and no extra money

21 Our shared MISSION is THIS: “Do what is Right” Heads & Principals – 3 wise choices
Organisations which meet THE MATRIX STANDARD for advice and guidance for learning and work SPECIALIST CAREERS ADVISERS who are qualified and competent to provide CAREERS ADVICE & GUIDANCE (QCF level 6 in Career Development/Guidance)

22 Each School needs to address (1)
Providing effective LEADERSHIP, MANAGEMENT AND DELIVERY of career- related learning and careers guidance provision the leadership and management (including the involvement of those providing the governance of schools) of their career-related learning and careers guidance provision its arrangements for promoting career- related learning and coordinating the effective involvement of experiences of the world of work within the curriculum

23 Each School needs to address (2)
Ensuring appropriate INITIAL STAFF TRAINING and CONTINUING PROFESSIONAL DEVELOPMENT (CPD) to secure the competency required of all staff involved in planning and implementing career-related learning provision analysing the training needs of their career-related learning and careers guidance provision leadership, management and delivery teams planning and securing CPD to meet identified training needs to ensure that all staff have a basic understanding of the subject area, and that senior leaders have the understanding required to commission external careers advice and guidance to meet the needs of all young people within their learning provision ensuring that all staff involved demonstrate their competence in delivering career-related learning and actively maintain their CPD to ensure their knowledge is up-to-date and accurate

24 Each School needs to address (3)
Providing a CAREERS EDUCATION AND WORK- RELATED LEARNING CURRICULUM together with careers information and careers advice and guidance using a career-related learning curriculum framework (with a set of planned learning outcomes) within an overall scheme that effectively reflects the school’s ethos and meets the needs of all its young people embedding career-related learning in the PSHE curriculum by establishing relevant links with employers and work- related learning within the wider curriculum ensuring that all young people have access to advice and support from teachers and tutors, as well as to a comprehensive range of impartial and up-to-date careers information resources in formats suitable to their needs involving young people in contributions to, and reviewing the effectiveness of, the career-related learning and careers guidance provision (n.b. the powerful contributions of former students)

25 Each School needs to address (4 part 1)
SECURING INDEPENDENT AND IMPARTIAL CAREERS ADVICE AND GUIDANCE for young people Part 1 commissioning access to independent and impartial careers advice & guidance that is effective in meeting all young people’s needs , providing opportunities for face-to- face provision careers guidance for students – including using agreements and contracts that set out the services secured with review arrangements for ensuring that those services remain effective ensuring that externally provided careers advice & guidance is available from professionally qualified careers advisers (whether working for an organisation, as a sole trader, or in a small partnership) – including ensuring that any organisation providing such services meets the agreed sector standard (the matrix Standard) and that account is taken of the professional standards and qualifications determined by the Career Development Institute (QCF L6 & registration?)

26 Each School needs to address (4 part 2)
Securing INDEPENDENT AND IMPARTIAL CAREERS ADVICE AND GUIDANCE for young people PART 2 ensuring that all young people have equity of access to independent and impartial careers advice & guidance from external sources establishing data sharing and ensuring that data sharing agreements and processes benefit young people.

27 Each School needs to address (5)
WORKING WITH EXTERNAL PARTNERS and agencies involving others in effective partnerships to support young people’s career aspirations and decisions – partnerships should draw in particular upon external providers of careers advice and guidance services, local authorities, further and higher education, work-based learning providers, employers and other agencies establishing effective partnerships with other organisations that support or provide information, advice and guidance for vulnerable young people.

28 Each School needs to address (6)
Involving and supporting FAMILIES AND CARERS informing families and carers that all young people have a right to access its career-related learning and careers guidance provision engaging families and carers as partners in its career-related learning and careers guidance provision.

29 Each School needs to address (7)
MONITORING, EVALUATING AND DEVELOPING PROVISION a planned approach to quality – including using evidence from monitoring and evaluation to inform planning and bring about improvements to its career- related learning and careers guidance provision. regularly reviewing its career-related learning and careers guidance provision and collecting feedback from young people, their families and carers, the delivery team (including external service providers) and external partners such as further and higher education, work-based learning providers and employers (c.f. the Annual Careers Plans in Finland & Ontario)

30 Each School needs to address (8)
MEASURING THE IMPACT OF PROVISION (including evidence of learning outcomes and progression) setting targets and objectives, and measuring the impact of career-related learning and careers guidance provision on young people’s progression and destinations evaluating outcomes for young people (including successful destinations and transitions) and using the results to inform the planning and development of its career- related learning and careers guidance provision (n.b. SCHOOL DEVELOPMENT PLANS)

31 Tracking Review update November 2013
Rob Williamson Skills & Employability Service Katherine Atkinson ELS Management Information

32 Local Authority Duties
…local authorities must collect information to identify young people who are not participating, or who are at risk of not doing so, to target their resources on those who need them most. The information collected must be in the format specified in the Client Caseload Information System (CCIS) Management Information Requirement6. To meet this requirement, local authorities will need to have arrangements in place to confirm young people’s current activity at regular intervals.

33 Schools, Colleges and other providers
Section 72 of the Education and Skills Act 2008 requires all schools to provide relevant information about pupils to local authority support services. This includes information that helps to identify those at risk of ending up not in education, employment or training (NEET) post 16, young people’s post-16 plans and the offers they receive along with their current circumstances and activities.

34 Schools, Colleges and other providers continued – ‘Drop outs’
Section 13 of ESA 2008 places a duty on all educational institutions (maintained schools, Academies, colleges, and education and training providers – including Apprenticeship providers) to tell a local authority when a young person is no longer participating. This duty is applicable if a young person leaves an education or training programme before completion (i.e. ‘drops-out’)..

35 Changes that have impacted on tracking over the last two years.
The Raising of the Participation Age to 18 The Destination Measure The responsibility of CEIAG now placed on schools The role of CXK Management of tracking process brought in-house to KCC Significant budget reductions

36 Budget reductions 2010-11 2013/14 300+ CXK workers
90 CXK workers on Kent contract PA in every school PA working with vulnerable learners MI Team of 10 MI Team of 3 Years of experience New role for KCC

37 The Tracking Review KCC undertaking a three year review and implementation plan Stage 1 – To automate the process as much as possible Stage 2 – Improve communication with providers (schools, colleges and training providers), Stage 3 - Establish processes to collect data on those in employment and Higher Education Stage 4 – Improve the quality of data supplied by providers Stage 5 – Improve the way we use data to support learners Stage 6 – Improve internal KCC working Stage 7 – Tracking vulnerable learners All Stages running concurrently

38 What has been achieved so far
Setting up of B2B with 60% of schools for automated data collection (more setups still being done) (stage 1) Improved data collection from colleges - data sharing protocols, secure data transfer, timely returns and membership of the KAFEC MI group (stage 1) Adoption of a revised school privacy notice by schools (37% have confirmed this has been done), that will allow the sharing of individualised destinations data with schools (stage 5) The development of a Communication strategy with schools and colleges (stage 2) Improved final September Guarantee return to the DfE this year.

39 Lessons learnt so far Technical issues with the B2B process
Need to improve the quality and speed of data returns Need to improve communications, keeping them simple and consistent Need for a glossary of tracking terms Need to ensure that providers understand this is a developing process and some lessons will inevitably be learned through experience Need to ensure providers understand that data collection has a direct impact on support for learners and that it should inform their work in schools and colleges

40 Statutory returns to the DfE
Tracking is a continuous process for those in the Year 12, 13 and 14 age groups. Each month the Local Authority has to submit a return to the DfE on their current activities and those up to the age of 25 with a learning difficulty. There are three additional specific reports that must also be returned. The Intended Destinations of Year 11s The September Guarantee for Year 11 and Year 12 The Year 11 Activity Survey (what learners are doing in the November after Year 11)

41 Tracking Years 12,13 &14 learners
A continuous process with a focus in November, to coincide with the Year 11 Activity Survey and to establish how often young people need to be followed up. NEET or unknown young people are followed up every 3 months those in full time education need following up every year

42 Tracking Years 12,13 &14 learners cont..
Requirement on providers Information on leavers and joiners in Year 12, 13, 14 can be collected from schools via B2B if they are transferring between schools Movement to/from colleges can be collected by their data returns The LA requires intelligence from schools on Year 12, 13 and 14 learners they know who are in who are moving from school into Employment/apprenticeships Higher Education or in danger of becoming NEET. Data collected on pre-defined spreadsheets. This is a process that will be reviewed for 2014 and communicated to schools.

43 Specific tracking reports
Year 11 Intended Destination Survey This records what a Year 11 learner is considering in very broad terms after the end of the academic year. New data collection process this year (replacing the old What Next? Forms) In December 2013 Schools will receive a spreadsheet including all their Year 11 For each learner, schools will need to select options from a drop down list. There will be approximately 5 questions. Spreadsheets to be returned by end of January 2014, with a final deadline of 11th February

44 Specific tracking reports
Year 11 and 12 September Guarantee This records offers of further learning made by schools, colleges, training providers and employers. Data is collected from all providers on offers they have made to both internal and external applicants. Data collected this way, so that is verified by providers and not based on learner declaration Data is then collated in the Client Caseload Information System (CCIS – the database used to report to the DfE) Those without an offer then identified

45 September Guarantee timeline
1st November, Year 11 learners receive log in details to KC4U Year 11s make post 16 applications though KC4U Year 12s receive guidance from their current school/college and if appropriate make paper applications Providers make offers to learners by 31st March Offers made through KC4U automatically extracted on 31st March Offers made to learners outside KC4U submitted to Local Authority in a spread sheet by 31st March Details of late offers (after 31st March) sent at least monthly to the Local Authority If sufficient data provided by providers the Local Authority informs schools which of their learners do not have an offer and are in danger of becoming NEET. Those without an offer contacted by phone over the summer

46 Specific tracking reports
4. Year 11 Activity Survey This records where Year 11 learners have gone post compulsory education. Those schools (60%) who use B2B, enrolment data collected automatically Those schools not using B2B send enrolment lists to the LA Schools send lists of learners who they think have found employment or are in danger of becoming NEET to the LA Colleges send enrolment returns to the LA Data to be returned by end of September then collated on the CCIS This leaves 6-8 weeks to telephone ?000 Year 11 learners to establish what they are doing on 1st November and ?000 Year 12,13 and 14 learners

47 Why track young people? – Impact for schools
Yes – No action required Yes – No action required Yes – No action required Yes – No action required Intended Destination – Does the learner have appropriate one? Kentchoices4u - Is the learner making appropriate post 16 application(s) September Guarantee – Does the learner have appropriate offer(s) of further learning? Activity Survey Yr11 – Continuous tracking Yr 12,13,14 – Is the learner participating No – Intervention required No – Intervention required No – Intervention required No – Intervention required

48 How the Local Authority intends to use tracking data in the future
Fulfil our statutory duty to report monthly to the DfE To provide schools with individualised learner destination information and other data to help them support learners To focus KCC resources where there is need Identify provision needs through the District Data Pack process

49 What next? Sue Dunn to send a letter to Head Teachers
Collection of school contacts involved in tracking Collection of Intended destination data to begin

50 Vulnerable Groups Contract
Vanessa Henneker Assistant Director

51 Vulnerable Groups Looked after/ In care Caring for own child
Identified Priority Groups Tick if applicable 1 Looked after/ In care 2 Caring for own child 3 Refugee/Asylum Seeker 4 Carer not own child (young carer) 5 Substance Misuse 6 Care Leaver 7 Supervised by YOT 8 Pregnancy 9 Parent not caring for own child 10 LDD (Learning Difficulties and Disabilities where the young person is NEET) 11 Not in education employment or training (NEET) 12 At significant risk of being NEET eg threat of exclusion; below 40% attendance Vulnerable Groups

52 Overview of the Process The Six Step Approach
Referral from partner agency Need for support Identified CAF Initial Assessment (APIR) Explain the process and outline the six step approach Repeat cycle as appropriate and evidenced 1st Session – Action Plan 2nd Session 3rd Session 4th Session 5th Session Work undertaken Record clearly on database with Action Plans 6th session Review Action Plan and APIR Summarise, consider and select outcome for next step (Follow referral procedure flow charts).

53 Core Work Work in schools, colleges, prus to provide targeted intensive support via 6 session model Community NEET work includes CEIAG and targeted support Purchase additional Services Our referral process

54 Multiagency approach Part of KIASS Signposting to more specialist support Examples of focused work (RPA pilots) Additional funding to support vulnerable young people (ESF, Princes Trust and Youth Contract).

55

56 Improving Attainment for All: Effective Use of the Pupil Premium

57 Funding As you know the funding per pupil has increased from £623 per pupil in to £900 per pupil in The total spend in Kent was £26.2 million in and this has increased to £40.2 million in   We need to see more impact of having this additional resource.

58 Lifting my sights Student Voice
Up for greater challenge and harder things Making me more ambitious Raising the bar Relishing pushing myself

59 The role of Careers Information Advice and Guidance
We know that guidance is critical to helping young people make the right choices in education and training, that it helps reduce the number of young people that might otherwise become not engaged in employment, education or training (NEET) and that it raises aspirations, increases motivation and, thereby, results in higher levels of achievement.

60 Strong careers information, advice and guidance
OFSTED identifed CIAG as a good use of Pupil Premium When careers education, information and advice is very strong. Careers advice and experiences are carefully mapped and recorded for all disadvantaged pupils.

61 What does it look like? PP pupils are provided with the best work experience placements. They also receive a wide range of preparation activities for future life: work-related learning activities, access to vocational courses, one-to-one interviews, mock interviews, work experience fairs, careers fairs, post-16 information sessions and outside career events.

62 What schools have done additional One to One careers interviews
the provision of follow-up interviews for individual students, where required, and funding to make sure that careers guidance professionals were available over the summer holidays. programmes of individual support from external careers advisers or from professional counsellors who worked closely with the special educational needs coordinator (SENCO), support staff and parents/carers.

63 What schools have done ring-fenced budgets to allow all their PP students to attend external careers guidance events, including college, university or workplace ‘tasters’ availability for the careers adviser or a member of staff to accompany the most vulnerable students to their interviews for employment or further education. college and university visits for Key Stage 4 and 5 students residential experiences at universities- summer schools

64 What schools have done World of Work day
register with Speakers4Schools and see if their speakers can attend a careers working lunch in order to discuss their job roles with students. Think about inviting local employers as well, and remember to call on your network of associates and school alumni too

65 Why To ensure that disadvantaged pupils make informed decisions about their courses and choices and be very well prepared for their future lives beyond 16.

66 INVESTORS IN CAREERS Investors in careers

67 INVESTOR IN CAREERS Striving for Excellence As professionals who take pride in what we do Excellence is what we strive for everyday Taking Responsibility Growing ourselves and others Having a Can Do Attitude

68 INVESTORS IN CAREERS Daily we strive to: Use initiative and act on opportunities to ensure our practices and organisation has healthy procedures. Take responsibility for objectives and setting priorities, that will develop our departments and roles within the school improvement plan Going beyond the guidelines and frameworks Taking ownership of problems and taking pre-emptive action to resolve problems. Continually introducing improvements to the way things are done. Develop innovative and improved practices. Learning new skills that will enhance our capability and delivery

69 INVESTORS IN CAREERS Holding or working towards a Quality Standard is a given recognition of how individuals and organisations strive to be recognised for the value they deliver and sustain. Holding a recognised validated Quality Award provides national validation of the organisations activities and professionally-driven content Currently 12 Awards have been validated as meeting the nationally required standards

70 INVESTORS IN CAREERS Investor in Careers is a quality standard for the management of careers education, information, advice and guidance (CEIAG) and is now the most widely used quality award of its kind recognised nationally across the country. All our Investor in Careers Award holders have demonstrated a commitment to provide impartial, independent careers education, information, advice and guidance to all young people.

71 INVESTORS IN CAREERS This really is one of the highest accolades an organisation can receive for excellence in this area of work and is definitely something the award holders can be very proud of.


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