Ensuring progression for all young people Tony Gallagher HMI

 careers duty  study programmes ‘Securing a better future for all at 16 and beyond’ 2014

 local accountability for tracking and ensuring that all young people meet their statutory requirement to participate in education or training remains unreliable  there is no effective national skills strategy or local accountability for the range of post-16 provision  the lamentable quality of much careers guidance is an additional obstacle HMCI Annual Report 2013/14 Further education and skills

‘Securing a better future for all at 16 and beyond’  landscape – disparate, fragmented, coherent?  welcome recent positive ETE trend for 16- and 17-year-olds but 18- plus and ‘not knowns’  difficult to identify a post 16 offer for all young people in each of the areas visited i.e. provision suitable for young people at different stages of development ..and an appropriate balance of traineeships, apprenticeships, vocational programmes and academic studies to equip learners with the skills employers are looking for  no clear structures or lines of accountability to ensure that the range of provision locally available serves all young learners well  a few excellent examples, but little systematic collaboration to reduce duplication and unnecessary competition

 competition frustrating strategies to meet needs of all  not enough schools, academies and providers meeting requirements to inform LA when a young person leaves before completing  collective responsibility - too few instances  good examples of LA teams providing personalised support for vulnerable young people  IAG – educating school staff about vocational pathways ‘a battle not easily won’  few school managers felt that they had sufficient capacity to ensure that they can engage with the complexity of 14–19 progression routes

 raising of the participation age NEET figures – nil!  increasing 18-plus NEET  ‘not knowns’ – some LAs still struggling – safeguarding concern  austerity – reportedly choice is reducing  expansion of apprenticeship programme  study programmes  duty on schools to secure access to independent and impartial careers guidance Current context – local and national

Hertfordshire’s young people perform well in terms of GCSE results  trend of lower NEET rates continues  contact rates continue to be excellent the NEET cohort  1053 (4.6%) Sept 15  383 > 6 months duration (of the 1053)  LDD 11.8%  youth offending 31.6%  care leavers and children looked after 20.6%

The study programmes The underpinning principles of the study programmes, which require that:  all providers of education and training should develop well-designed individual study programmes that offer learners progression to a higher level of study than their prior attainment to meet clear educational and career aspirations.

Effectiveness of leadership and management (CIF) Inspectors will make a judgement on the effectiveness of leadership and management by evaluating the extent to which leaders, managers and governors:  provide learning programmes or a curriculum that have suitable breadth, depth and relevance so that they meet any relevant statutory requirements, as well as the needs and interests of children, learners and employers, nationally and in the local community  successfully plan and manage learning programmes, the curriculum and careers guidance so that all children and learners get a good start and are well prepared for the next stage in their education, training or employment

Personal development, behaviour and welfare Inspectors will make a judgement on the personal development, behaviour and welfare of children and learners by evaluating the extent to which the provision is successfully promoting and supporting children’s and other learners’:  choices about the next stage of their education, employment, self-employment or training, where relevant, from impartial careers advice and guidance  where relevant, employability skills so that they are well prepared for the next stage of their education, employment, self- employment or training

Careers duty - examples of inspection findings:  clear strategic leadership of careers guidance and effective action to review and improve the service  the introduction of careers guidance from year 8 or even year 7  the involvement of external advisers  the involvement of work experience and employers, including new initiatives to raise aspirations and broaden students’ horizons  the use of business mentors and former students to inspire, support students as they plan their future careers and challenge career stereotyping  initiatives to embed career guidance into the curriculum, especially in science  the involvement of parents in a wider careers guidance activities.

Thank you