Careers Education and Guidance Conference January 2012

Careers Guidance - the Future Collette Bailey Raising Participation Manager RMBC

Aims of This Presentation Outline the Challenges Faced by Rotherham in achieving Full Participation of al 16 – 18 year olds by 2015 Provide an overview of draft Statutory Guidance to schools leaders, school staff, governing bodies and local authorities in relation to the provision of careers guidance Reflect on current good practice and identify how we can continue to work together to ensure that all Rotherham young people achieve the best outcomes in terms of future learning and employment

RPA the Challenge By 2013 all 16 year olds will continue on some form of learning By 2015 all young people will remain in learning until their 18 th birthday September guarantee (100%) and 17 year olds (95%) 2013 target 98.5% academic age 16 in learning (93.3% year 12 in learning as of 2011) 2013 target 92% academic age 17 in learning (83.8% year 13 in learning as of 2011) Need to address Jobs without Training agenda Need to track all young people to measure progress

RPA the Challenge - 16 and 17 year olds in Learning

Not in Education or Training November 11

Education Act 2012 Places schools under a duty to secure access to independent and impartial careers guidance for their pupils from September “While complying with the requirement to secure careers guidance from an external source, schools will be free to make arrangements for careers guidance that fit the needs and circumstances of their students, and will be expected to work, as appropriate, in partnership with external and expert providers.” (Statutory Guidance DfE Janaury 2012)

Statutory Guidance - Expectations Securing Access to Independent Face to Face Careers Guidance –Schools should secure access to independent face-to-face careers guidance where it is the most suitable support for young people to make successful transitions. –Schools will need to make appropriate arrangements to meet the particular needs of disadvantaged children and will need to work in partnership with local authorities to support those with special educational needs and disabilities –Local authorities have continuing responsibilities for undertaking assessments for young people leaving school if they have a statement of special educational need and are likely to receive post-16 education or training or higher education, under section 139A of the Learning and Skills Act.

Statutory Guidance - Expectations Assuring the Quality of External Providers of Careers Guidance – Schools can commission independent careers guidance from a range of sources –Matrix Quality Standard is the service standard for careers guidance –Schools will need to evaluate the careers guidance needs of their pupils and demonstrate their capacity to guarantee that those needs are adequately and appropriately met – Careers Professional Alliance aims to strengthen professionalism in careers work, by developing a register of approved careers practitioners by 2013

Statutory Guidance - Expectations Providing Careers Education Requirement under the Education Act has been repealed Careers guidance is far more effective when pupils have the knowledge and skills, developed through careers education, to make best use of the information and guidance provided. Benefits of links and partnerships with external agencies to ensure young people have a rounded CE experience e.g. – work experience employer talks careers fairs National Quality in Careers Standard

Statutory Guidance - Expectations Ensuring Effective Support for Pupils with SEN –Schools will have responsibility for securing access to independent careers guidance for all pupils inclduing those with special educational needs (SEN) or disabilities –For those with learning difficulties and/or disabilities, this advice should also include information on the full range of provision that is available. –Schools should work closely with local authorities who have an important role to play, in particular through the provision of SEN support services and section 139A assessments

Statutory Guidance - Expectations Working with Local Authorities –Local authorities will be required to assist the most vulnerable young people and those at risk of becoming not engaged in education, employment or training (NEET). –Schools should work with local authorities to support them in recording young people’s post-16 plans and the offers they receive along with their current circumstances and activities –Schools should work in partnership with LA s to ensure they know what services are available, and how young people can be referred for support so that they are enabled to participate in continued learning and work. –Legislation in 2013 places a duty on schools to notify when 16 and 17 year olds leave learning

Statutory Guidance - Expectations Working with Local Learning Providers –Schools have a responsibility to act impartially –Schools should arrange visits for year olds to local colleges, work-based learning providers and universities. – This should be supplemented by local college and work- based learning provider information being made available to pupils to assist informed decision making –Apply Rotherham is central to this process

Breakout Session What good practice is happening locally and nationally ? What are the specific challenges that you face ? How are you / can you support each other? What ongoing support would be helpful in the future from the Local Authority?

Workshops Wharncliffe (Workshop 1) Updating our CEG policy and working with pupils and parents to raise attainment and aspirations. Sitwell (Workshop 2) Improving the quality of CEG through staff development and access to information on learning and work. Wentworth (Workshop 3) Working in collaboration with partners to support vulnerable learners through and beyond transition.

Rotherham CEIAG Conference Learning from Barnsley RPA Delivery Pilot Careers Guidance and Transition Support Debra Norton

RPA Local Delivery…progress so far Strong tracking of ‘at risk’ year olds Tutor / IAG staff training model Use of Young People voice to help identify the causes of disengagement from learning providing key messages that will inform our way forward a multi agency panel approach pre16 progressed the role of the Participation Adviser enabling partners and stakeholders, including young people themselves and their parents, carers and families, to work together to improve the quality of support, care and learning for young people as we move towards full participation developed a pre-16 Vulnerability matrix and model for identifying young people at risk of not progressing in EET at 16 that works with the RAG rating systems developed in Phase 1. Phase 3 is focused on helping schools and local authorities to prepare for new duties in relation to securing impartial IAG and developing new targeted post 16 support services in the new Government policy context.

Planning for Transition Maintain a high quality, impartial and independent information, advice and guidance offer to young people during and beyond the transition period Continue to provide Apply Barnsley Area Prospectus, Common Application process, IKIC and U-xplore Undertake a needs analysis to identify current and future demand for both careers guidance and targeted IAG and support services Consult with stakeholders on service scope and delivery models for LA funded targeted provision to vulnerable young people

Planning for Transition Agree any future role that the LA could fulfil to support schools in the delivery of independent and impartial careers advice Model future models of school/ALC delivery through RPA Local Delivery project Develop a service specification for the targeted service to vulnerable young people and those NEET Inform young people and parents/guardians of the forthcoming changes and arrangements for both advice and support

Future Models of School/ALC Delivery 3 mainstream schools: The Dearne: External, Independent?, new provider Kirk Balk: External, Independent, existing provider Priory: External, Independent, existing PA 2 special schools (inc PRU): Greenacre: External, Independent?, supported employment Springwell: Internal capacity building All other schools: CPD Development of specifications Additional funding

What have we learned?..Schools The Dearne: Kirk Balk: Special Schools: Other schools: Overall: Lots of positives, real potential but lots of work to do and lots of other (more pressing?) priorities

What have we learned?...LA Money is not the question or the answer Schools are on a steep learning curve when it comes to commissioning The marketplace for IAG is not developed…yet The divide between targeted and universal is not helpful Big leap of faith requires a (Partnership) safety net Impact??? Drive and enthusiasm to embrace change within school setting vital. Are you ready?

Supporting Retention in Post 16 Learning –the importance of quality careers guidance Helen Talbot – Assistant Principal Curriculum Paul Collier – Head of Student Services/CIS Tuesday 31 st January 2012

The Student Journey at Rotherham College of Arts and Technology Advice at Schools (currently in liaison with Connexions) Advice at Schools (currently in liaison with Connexions) Applications General Enquires College Open Events Internal Progression Website Postal Application CAP

Phone conversation with Student Liaison Officer One to One meeting with Student Liaison Officer (SLO) Course specific meeting with curriculum leaders School reference / support needs (Provides college with vital information including individual support needs where appropriate) School reference / support needs (Provides college with vital information including individual support needs where appropriate) Impartial Advice and Guidance Course/careers guidance processes

Skills tests through BKSB (Basic & Key Skills Builder) Taster skills testing Formal testing to support application Programme Advice and Guidance (within specialist Curriculum Areas) ConditionalUnconditional Offer

Enrolment Process Invitation Late applicants (One Stop Shop) Late applicants (One Stop Shop) Full diagnostic assessment to identify appropriate literacy and numeracy levels for Functional Skills

Induction / settling in process Safeguarding (including Health and Safety) Code of Conduct Expectations – attendance/behaviour Points of contact: Head of Department, Curriculum Leader, Student Liaison Officer, Safeguarding Officer and Connexions Financial Support Student Voice/Student Ambassadors Opportunities to transfer to alternative course if first choice inappropriate

Attendance monitored daily Job Shop to support recruitment to part-time work (includes CV writing, interview techniques etc) Advice & Careers Guidance on progressing routes/different opportunities UCAS Applications EMC Themes Programme support which aids retention from support areas Evaluation of service feeds into curriculum plan and student support for following year

Disciplinary process to support retention ILPs - target setting through tutorials Monitoring students at risk/self referrals or tutor referrals Programme support which aids retention from curriculum areas Evaluation of service feeds into curriculum plan and student support for following year