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 EnglandActing also as Project Leader for theQUALITY 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 2010Implementation of the Education Act 2011Statutory Guidance, & the Practical GuideHoC Education Select Committee report & HMG responseNational Careers Council reportOfsted 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 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 SchoolThe 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 MoneyTest of SufficiencyRegulation“Good Intentionsare 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 inCirca 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 EnglandIt’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 anoverarching national kite markshould be establishedto validate the differentCEIAG quality awardsfor schools, collegesand 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 CEIAGCareers EducationCareers InformationCareers Advice &Careers GuidanceOverseen by the QUALITY IN CAREERS CONSORTIUM BOARDEstablished in January 2012Initially chaired by Dame Ruth Silver, now by Dr. Barrie HopsonDetails 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 & collegese.g. INVESTOR IN CAREERS = widely across the country & here in Kente.g. CAREER MARK & INSPIRING IAG = strong regional presence and expanding into other areasThe other 9 are currently specific to particular LA areasOVER 1100 SCHOOLS/COLLEGES across England already hold or are working towards one of these dedicated CEIAG quality awardsDetails 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 theirQUALITY IN CAREERS STANDARD certificates:C & K Careers Quality StandardCareer MarkInspiring IAGInvestor in CareersQuality 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 arrangementsRecommends Improved accountability…andEnhanced role for NCS with extra funding
12 HMG RESPONSE to Committee? DEFERED: most recommendations pending the Ofsted Thematic Review was publishedREJECTED Immediately: most significantly the Annual Careers PlanSo….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 WELLIN 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 yearsMost 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 programmesThere 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 schoolsTo 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 recommendationsEnsure a minimum of one careers interview with an independent adviserAchieve 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 6Provide integrated careers education and work-related learningPublish 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 websiteMarketing NCS website more actively to schools and young peopleBriefly 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 meetTHE MATRIX STANDARDfor advice and guidance for learning and workSPECIALIST CAREERS ADVISERSwho 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 provisionthe leadership and management (including the involvement of those providing the governance of schools) of their career-related learning and careers guidance provisionits 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 andCONTINUING PROFESSIONAL DEVELOPMENT (CPD)to secure the competency required of all staff involved in planning and implementing career-related learning provisionanalysing the training needs of their career-related learning and careers guidance provision leadership, management and delivery teamsplanning 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 provisionensuring 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 CURRICULUMtogether with careers information and careers advice and guidanceusing 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 peopleembedding career-related learning in the PSHE curriculum by establishing relevant links with employers and work- related learning within the wider curriculumensuring 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 needsinvolving 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 ANDIMPARTIAL CAREERS ADVICE AND GUIDANCEfor young peoplePart 1commissioning 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 effectiveensuring 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 ANDIMPARTIAL CAREERS ADVICE AND GUIDANCEfor young peoplePART 2ensuring that all young people have equity of access to independent and impartial careers advice & guidance from external sourcesestablishing 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 agenciesinvolving others in effective partnerships to support young people’s career aspirations and decisions– partnerships should draw in particular uponexternal providers of careers advice and guidance services, local authorities,further and higher education,work-based learning providers,employers and other agenciesestablishing 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 CARERSinforming families and carers that all young people have a right to access its career-related learning and careers guidance provisionengaging 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 PROVISIONa 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) MEASURINGTHE IMPACTOF 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 destinationsevaluating 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 WilliamsonSkills & Employability ServiceKatherine AtkinsonELS 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 18The Destination MeasureThe responsibility of CEIAG now placed on schoolsThe role of CXKManagement of tracking process brought in-house to KCCSignificant budget reductions
36 Budget reductions 2010-11 2013/14 300+ CXK workers 90 CXK workers on Kent contractPA in every schoolPA working with vulnerable learnersMI Team of 10MI Team of 3Years of experienceNew role for KCC
37 The Tracking ReviewKCC 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 returnsNeed to improve communications, keeping them simple and consistentNeed for a glossary of tracking termsNeed to ensure that providers understand this is a developing process and some lessons will inevitably be learned through experienceNeed 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 11sThe September Guarantee for Year 11 and Year 12The 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 monthsthose in full time education need following up every year
42 Tracking Years 12,13 &14 learners cont.. Requirement on providersInformation on leavers and joiners in Year 12, 13, 14 can be collected from schools via B2B if they are transferring between schoolsMovement to/from colleges can be collected by their data returnsThe LA requires intelligence from schools on Year 12, 13 and 14 learners they know who are in who are moving from school intoEmployment/apprenticeshipsHigher Education orin 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 SurveyThis 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 11For 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 GuaranteeThis 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 declarationData 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 KC4UYear 11s make post 16 applications though KC4UYear 12s receive guidance from their current school/college and if appropriate make paper applicationsProviders make offers to learners by 31st MarchOffers made through KC4U automatically extracted on 31st MarchOffers made to learners outside KC4U submitted to Local Authority in a spread sheet by 31st MarchDetails of late offers (after 31st March) sent at least monthly to the Local AuthorityIf 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 SurveyThis records where Year 11 learners have gone post compulsory education.Those schools (60%) who use B2B, enrolment data collected automaticallyThose schools not using B2B send enrolment lists to the LASchools send lists of learners who they think have found employment or are in danger of becoming NEET to the LAColleges send enrolment returns to the LAData to be returned by end of September then collated on the CCISThis 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 requiredYes – No action requiredYes – No action requiredYes – No action requiredIntendedDestination – 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 participatingNo – Intervention requiredNo – Intervention requiredNo – Intervention requiredNo – Intervention required
48 How the Local Authority intends to use tracking data in the future Fulfil our statutory duty to report monthly to the DfETo provide schools with individualised learner destination information and other data to help them support learnersTo focus KCC resources where there is needIdentify 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 trackingCollection of Intended destination data to begin
50 Vulnerable Groups Contract Vanessa HennekerAssistant Director
51 Vulnerable Groups Looked after/ In care Caring for own child Identified Priority GroupsTick if applicable1Looked after/ In care2Caring for own child3Refugee/Asylum Seeker4Carer not own child (young carer)5Substance Misuse6Care Leaver7Supervised by YOT8Pregnancy9Parent not caring for own child10LDD (Learning Difficulties and Disabilities where the young person is NEET)11Not in education employment or training (NEET)12At significant risk of being NEET eg threat of exclusion; below 40% attendanceVulnerable Groups
52 Overview of the Process The Six Step Approach Referral from partner agencyNeed for supportIdentifiedCAFInitial Assessment (APIR)Explain the process and outline the six step approachRepeat cycleas appropriateand evidenced1st Session – Action Plan2nd Session3rd Session4th Session5th SessionWorkundertakenRecord clearly ondatabasewith Action Plans6th session Review Action Planand APIRSummarise, consider andselect outcome for next step(Follow referral procedure flow charts).
53 Core WorkWork in schools, colleges, prus to provide targeted intensive support via 6 session modelCommunity NEET work includes CEIAG and targeted supportPurchase additional ServicesOur referral process
54 Multiagency approachPart of KIASSSignposting to more specialist supportExamples of focused work (RPA pilots)Additional funding to support vulnerable young people (ESF, Princes Trust and Youth Contract).
56 Improving Attainment for All: Effective Use of the Pupil Premium
57 FundingAs you know the funding per pupil has increased from £623 per pupil in to £900 per pupil inThe 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 thingsMaking me more ambitiousRaising the barRelishing 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 PremiumWhen 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 donering-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 studentsresidential 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 WhyTo ensure that disadvantaged pupils make informed decisions about their courses and choices and be very well prepared for their future lives beyond 16.
67 INVESTOR IN CAREERSStriving 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 CAREERSDaily 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 CAREERSHolding 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 CAREERSInvestor 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 CAREERSThis 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.