Paul Chubb Executive Director, Careers England www.careersengland.org.uk paul.chubb@careersengland.org.uk 07976 575536 - PowerPoint PPT Presentation

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Title: Paul Chubb Executive Director, Careers England www.careersengland.org.uk paul.chubb@careersengland.org.uk 07976 575536


1
  • Paul ChubbExecutive Director, Careers
    Englandwww.careersengland.org.ukpaul.chubb_at_caree
    rsengland.org.uk07976 575536
  • Acting also as Project Leader for the
  • QUALITY IN CAREERS STANDARD
  • http//www.careersengland.org.uk/quality.php?page
    introduction

2
  • POLICY COMMENTARIES freely accessible on the
    Careers England website
  • Tracing every step of the development of the
    Coalition Governments 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
  • http//www.careersengland.org.uk/papers.php?pagec
    ommentaries

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 (thats 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 Englands 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 2011-12
  • Circa 4000 secondary special schools with 14-16
    year olds, if survey result is replicated
    across all it means that 83.5 of schools had
    reduced provision. Thats about 3300 schools in
    England
  • Its on the CE website www.careersengland.org.uk

6
  • CRISIS?
  • CBI views on life support
  • HoC EDUCATION SELECT COMMITTEE regrettable
  • See the 12 months press coverage
  • http//www.careersengland.org.uk/documents/Public/
    Careers20England20Paper20by20MONTROSE20.publi
    c20version.20march20201220to20march202013.pd
    f
  • WHAT MUST WE ALL DO?
  • PROMOTE QUALITY AND ACCOUNTABILITY .HOW?

7
THE CAREERS PROFESSION TASK FORCEchaired by
Dame Ruth SilverOctober 2010 Towards a strong
careers professionhttp//webarchive.nationalarch
ives.gov.uk/20130401151715/https//www.education.g
ov.uk/publications/eOrderingDownload/CPTF20-20Ex
ternal20Report.pdf
  • 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
  • NATIONAL VALIDATION FOR ENGLANDS 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
  • http//www.careersengland.org.uk/quality.php?page
    consortium-board

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 e-mail links to each
  • http//www.careersengland.org.uk/quality.php?page
    introduction

10
  • 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 accountabilityand
  • 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.lets look at OFSTED

13
ROLE OF OFSTEDto inspect, not to
regulatereport by exception
KS4 5 destination measureshttp//www.e
ducation.gov.uk/childrenandyoungpeople/youngpeople
/participation/a00208218/key-stage-4-and-16-18-des
tination-measures
THE THEMATIC
SURVEY which is now completed and published (60
schools/academies)
14

 
  • 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

 
  • 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
    10-11.
  • 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 RESULTANTGOVERNMENT ACTION PLAN
  • Department for Education and Department for
    Business, Innovation and Skills (2013). Careers
    Guidance Action Plan Government Response to
    Recommendations from Ofsteds Thematic Review and
    National Careers Councils 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? 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 schools 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 peoples 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 peoples 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 peoples 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 peoples 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 peoples 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 GroupsContract
  • Vanessa Henneker
  • Assistant Director

51
Vulnerable Groups
  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  
52
Overview of the ProcessThe 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
(No Transcript)
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 2012-13 to 900 per pupil
    in 2013-14.
  • The total spend in Kent was 26.2 million in
    2012-13 and this has increased to 40.2 million
    in 2013-14. 
  • 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

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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

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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.

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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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