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Evaluating the impact of careers guidance for continuous improvement

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Presentation on theme: "Evaluating the impact of careers guidance for continuous improvement"— Presentation transcript:

1 Evaluating the impact of careers guidance for continuous improvement
Karen Adriaanse HMI National Lead for Careers Guidance 19 June 2013

2 Session outline Ofsted survey findings Policy background
Careers education and guidance in section 5 inspections and against the CIF Careers guidance survey 2013 Evaluating careers guidance

3 Key findings of previous surveys (1)
The introduction of national standards for this work had helped to raise its profile, but the survey found no evidence of consequent improvement in the quality and consistency of the provision of these services. When careers guidance was provided by the school and providers themselves, its quality varied considerably. Young people who had learning difficulties and/or disabilities were disproportionately represented among those not in education, employment or training. Only a small number of secondary schools visited knew how well students who had left at the age of 16 were doing. In all Ofsted’s surveys, there was a failure to meet the needs of some of the most potentially vulnerable young people. In the local authorities visited, young people who had learning difficulties and/or disabilities were disproportionately represented among those not who were NEET In the survey on progression post-16 for learners with learning difficulties and/or disabilities, inspectors found a lack of knowledge about learners’ needs and the range of local provision that might meet those needs. Work-based learning provision was rarely considered as an option. Where there were good plans, specialist staff had involved the young person successfully and enabled her or him to consider a range of provision.

4 Key findings of previous surveys (2)
Schools, providers and employers have an important role in making sure that young people are well matched to the vocational area and apprenticeship they wish to pursue. Employers saw successful work experience as an important factor. The young people interviewed valued: - opportunities to help them learn how to explain why they wanted to work in particular industries. - getting face-to-face advice from an employer - careers events with representatives from a range of employers and post-16 training providers.

5 Recommendations for secondary schools
Secondary schools should: improve the planning and quality of careers education and work-related activities by: ensuring that all Year 11 students receive impartial advice about the full range of options available to them ensuring that staff who provide careers education have sufficient and relevant knowledge and experience to carry out the role effectively improve the placement of young people so that the work experience they undertake is a better reflection of their interests and aspirations monitor more effectively the destinations of students who leave school at the end of Year 11 in order to evaluate the effectiveness of the careers information, advice and guidance they receive.

6 Other relevant survey publications
Economics, business and enterprise education June 2011 Ofsted; Ref: Girls' career aspirations April 2011 Ofsted; Ref: Apprenticeships for young people April 2012 Ofsted; Ref: The special educational needs and disability review – a statement is not enough September 2010 Ofsted Progression post-16 for learners with learning difficulties and/or disabilities August 2011 Ofsted; Ref:

7 Good practice examples
Good practice site: Career Planning: engaging and challenging students giving them exposure to a wide range of different occupations bringing together curriculum, career planning and enterprise education developing skills to help students find information independently relating their own abilities and achievement to career intentions using their experiences to extend their understanding of careers and work.

8 Policy background The Education Act 2011: the duty to secure independent and impartial careers guidance for young people in schools Statutory guidance for head teachers, school staff, governing bodies and local authorities The National Careers Service Raising of the participation age The Study Programmes and Traineeships

9 Changes to inspection September 2012
Section 5 Inspectors judge the quality of education provided in the school and its overall effectiveness - taking account of: the achievement of pupils at the school the quality of teaching in the school the behaviour and safety of pupils at the school the quality of the leadership in, and management of, the school.

10 Inspecting careers guidance
In judging leadership and management inspectors consider: the extent to which leaders and managers provide a broad and balanced curriculum that meets the needs of all pupils, enables all pupils to achieve their full educational potential and make progress in their learning how effectively …the school makes use of external agencies and the communities, including business…

11 Inspecting careers guidance
In judging overall effectiveness, inspectors consider: how well pupils are prepared for the next stage of their education, training and/or employment how well pupils gain a well informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training.

12 Inspecting careers guidance
Common Inspection framework

13 Sources of evidence Sources of evidence include:
a summary of school self-evaluation – self-assessment information about destinations for school leavers and support plans/use of support plans increasingly, success rates and retention rates for post-16 students discussions with students and staff documentation including l improvement plans; curriculum plan; options information for parents/carers and students.

14 Careers guidance survey 2013
This survey will explore the extent to which all young people up to and including the age of 16 (particularly those most at risk of becoming NEET, disabled young people and those who have special educational needs) are receiving comprehensive impartial advice and guidance in order to make informed decisions about their options pre- and post-16.

15 The key questions To what extent have the schools developed and implemented an effective strategy/policy to comply with the statutory duty? To what extent do all pupils in years 9 to 11 receive career guidance? What is the quality of the careers guidance provision? What is the impact of the careers guidance offered in helping young people make informed choices? How well the provision meets the needs of vulnerable groups and the impact on reducing NEETS?

16 Sources of evidence What would you look for?

17 Sources of evidence Interviews with governors, senior managers, teachers, support staff Interviews with internal and external specialist staff Interviews with external partners Focus group meetings with students Observations of career-related activities Observations on 1:1 career guidance sessions Review of documents, including destination data, strategic plans, learning resources, career guidance resources and individual career action plans Parental survey

18 Evaluating the impact of careers guidance for continuous improvement
What next… … for Ofsted after the careers guidance survey? … for an institution after evaluating the quality and impact of careers guidance? Add slides Inspecting: Study programmes - Traineeships

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