CAREERS INFORMATION ADVICE AND GUIDANCE

SELF-ASSESSMENT AND DEVELOPMENT PLAN SUPPORT FOR SECONDARY SCHOOLS AND

ACADEMIES

WAKEFIELD COUNCIL2013

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CONTENTS

1. Rationale Page 3

2. Ofsted: Guidance from September 2012 Page 3

3. Data Page 7

4. Careers Guidance Statutory Duty Page 8

5. Delivering the careers curriculum Page 11

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1. Rationale

The Education Act 2011 inserted a duty, section 42A, into Part VII of the Education Act 1997, requiring schools to secure access to independent1 careers guidance2 for pupils in years 9-11. From September 2013 this is extended to years 8-13. Careers guidance must be presented in an impartial3 manner and promote the best interests of the pupils to whom it is given. In addition, under the Education and Skills Act 20084, the LA has the duty to support young people into education or training.

The purpose of this document is to provide a self-assessment tool to support schools in meeting their statutory duties in relation to the provision of independent and impartial information advice and guidance. It may also serve as evidence in discussion with other agencies, for example, with Ofsted, who will be looking for evidence that schools are meeting their statutory duties, during inspection.

2. Ofsted: Guidance from September 2012

The self-assessment tool below (SA1) provides schools with the five foci of school inspections, what guidance Ofsted has provided in relation to the provision of careers guidance and IAG against these foci, where this guidance can be found in Ofsted publications, and some examples of how the Ofsted requirements could be met. Schools can use SA1 to evaluate how prepared they are for inspection. Sources of information and data which may enable schools to self-evaluate and track improvements are listed below SA1.

1 Independent is defined as external to the school. In house arrangements must be supplemented by external sources of careers guidance which could include an external careers provider, employer visits, mentoring, websites and telephone helpline access. Schools should secure access to face-to-face careers guidance where it is the most suitable support for young people to make a successful transition. Taken together the external sources must provide information on the full range of post-16 options and access to face-to-face support where needed2 Careers guidance refers to activities intended to make education, training and occupational choices, and can include careers information provision and programmes, counselling interviews, taster programmes, work search programmes and transition services.3 Impartial is defined as showing no bias or favour towards a particular education or work option (or provider).4 http://www.legislation.gov.uk/ukpga/2008/25/contents

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SA1: Ofsted guidance as published in the Framework for School Inspection5 (FFSI) and the School Inspection Handbook6 (SIH) published April 2013. http://www.ofsted.gov.uk/schools/for-schools/inspecting-schools/inspecting-maintained-schools/main-inspection-documents-for-inspectors

Fully met

Partially met

Not met

Comments/areas for development

Overall Effectiveness(SIH)

Paragraph 104

When reporting on the quality of education, inspectors … must take into account the destination of pupils when they leave school and consider how well they have been prepared for their next steps.Destination data of school leavers is scrutinised and findings applied to current school pupil cohorts

Paragraph 107

Evidence of pupils’ spiritual, moral, social and cultural development can be found, for example, where 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 trainingPupils receive impartial information advice and guidance on the options available to them, and this is evidenced across each year groupSchemes and plans for lessons, including PSHE, evidence delivery of careers education and progression planning

Achievement(FFSI)

Paragraph 52

When evaluating the achievement of pupils, inspectors consider how well pupils are prepared for the next stage of their education, training and / or employmentThe acquisition of reading, writing, communication and maths prepare pupils for the next stage of learning.Pupils engage in careers educationPupils engage in the review, evaluation and design of careers educationPupils submit post-16 applications which are appropriate to their levels of achievement

Teaching SIH Para 112

The most important role of teaching is to promote learning and to raise pupils’ achievement. It is also important in promoting their spiritual, moral, social and cultural development. Teaching should be understood to include teachers’ planning and implementing of

5 08 April 2013 Ref 1201006 08 April 2013 Ref 120101

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SA1: Ofsted guidance as published in the Framework for School Inspection (FFSI) and the School Inspection Handbook (SIH) published April 2013. http://www.ofsted.gov.uk/schools/for-schools/inspecting-schools/inspecting-maintained-schools/main-inspection-documents-for-inspectors

Fully met

Partially met

Not met

Comments/areas for development

learning activities, including the setting of appropriate homework, across the whole curriculum, as well as marking, assessment and feedback. It comprises activities within and outside the classroom, such as additional support and intervention.

FFIS Para 53

The most important purpose of teaching is to raise pupils’ achievement. Inspectors consider the planning and implementation of learning activities across the whole of the school’s curriculum, together with teachers’ marking, assessment and feedback to pupils. They evaluate activities both within and outside the classroom. They also evaluate teachers’ support and intervention strategies and the impact that teaching has on the promotion of pupils’ spiritual, moral, social and cultural development.Is careers guidance taught across the curriculum? See the statutory guidance for careers guidance.Are employability skills delivered as part of careers education or elsewhere in the curriculum?Are pupils taught how to use UCAS progress?

Behaviour and Safety(FFIS)

Paragraph 55

This judgement takes account of a range of evidence about behaviour and safety over an extended period. This evidence may contribute to inspectors’ evaluation of how well the school promotes pupils’ spiritual, moral, social and cultural developmentStrategies are in place to support good attendance as a factor towards a positive destination.Pupils are supported to adopt behaviours appropriate in the work place

Leadership & Management

SIH Para 127

Inspectors should consider: how well leaders and managers ensure that the curriculum

promotes high levels of achievement and good behaviour and successful progression to the pupils’ next stage of education, training or employment

the effectiveness of governance including how well governors

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SA1: Ofsted guidance as published in the Framework for School Inspection (FFSI) and the School Inspection Handbook (SIH) published April 2013. http://www.ofsted.gov.uk/schools/for-schools/inspecting-schools/inspecting-maintained-schools/main-inspection-documents-for-inspectors

Fully met

Partially met

Not met

Comments/areas for development

operate in such a way that statutory duties are met and priorities are approved

The Curriculum delivered allows progression to existing post-16 progression pathwaysGovernors are aware that careers guidance from September 2012 and September 2013 forms part of their statutory dutiesCareer Guidance statutory duty is met (see pages section 4)

FFSI Para 59

Inspectors will 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, and promotes their good behaviour and safety and their spiritual, moral, social and cultural developmentProgression to the pupils' next stage of education, training and employment is supportedInappropriate early entry to public examinations is addressedThere is an appropriate balance at KS4 between academic and vocational courses.Post 16 planning takes account of completion rates in sixth form courses.High levels of achievement over a sustained period of time support pupils' success post 16, even into higher education where appropriate

Note: Thematic inspections were conducted by Ofsted early in the 2012/2013 academic year, and a report on their findings is due to be published in July 2013. It is expected that the report will include to what extent all young people at risk of becoming NEET or those with learning difficulties and / or disabilities are receiving comprehensive, impartial advice and guidance in order to make informed decisions about their options pre and post 16.

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3. Data (including national benchmarks) to support self-evaluation and track improvements

The Client Caseload Information System (CCIS) is the database which is managed and administered by Connexions Wakefield. It is the source of all data on young people up to the age of 19 (and vulnerable adults up the age of 25) in regard to their destinations. It is also the data which is used by the Government to produce national publications on post-16 activity, and this includes the destination measures for KS4 and KS5. Review and evaluation of destination data can inform planning and commissioning. Other sources of information include the DfE, Wakefield Council, and education providers themselves. Wakefield Council will provide schools with a data dashboard to support school self-evaluation.

September guarantee offers (CCIS) October/November activity survey (CCIS) Drop out data (CCIS) Destinations data KS4 and KS5 (DfE) NEET tracker (Wakefield Council) Attendance (education provider) Persistent absence (education provider) UCAS post-16 application data (Wakefield Council) NEET data (CCIS) JWT data (CCIS) Unknown data (CCIS)

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4. Careers guidance statutory duty

All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 20027 and the Academies Act 20108 such a curriculum:

promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The self-assessment tool below (SA2) provides schools with the key elements in regard to meeting the statutory duty to secure independent careers guidance. It details the duties outlined in each of the three careers guidance documents below, and can be used to evidence the extent to which the school is meeting its statutory duty.

The Careers Guidance in Schools Regulations 2013 (CGR) http://www.legislation.gov.uk/uksi/2013/709/made Statutory Guidance: The duty to secure independent and impartial careers guidance for young people in schools (SG) at

http://www.education.gov.uk/aboutdfe/statutory/g00205755/statutory-guidance-for-schools-careers-guidance-for-young-people.

Securing Independent Careers Guidance: A practical guide for schools (SICG) http://media.education.gov.uk/assets/files/pdf/s/securing%20independent%20careers%20guidance%20a%20practical%20guide%20for%20schools.pdf

7 http://www.legislation.gov.uk/ukpga/2002/32/contents 8 http://www.legislation.gov.uk/ukpga/2010/32/contents

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Reference document and paragraph

SA2: Key elements of meeting statutory duty to secure independent careers guidance

Met Partially met

Not Met

Comments / Areas for development

SG 8 Schools secure access to independent and impartial careers guidance for their pupils in years 9-11 and all registered pupils in year 8 (12-13 year olds) and years 12 and 13 (16-18 year olds)

SG 12 Pupils are signposted to and access on line support through the National Careers Service website, helpline, webchat (https://nationalcareersservice.direct.gov.uk, 0800 100 900).

SG 13 Careers guidance must be presented in an impartial manner and promote the best interests of the pupils to whom it is given

SG 13 In year 8, information should include options available at age 14 such as University Technical Colleges, Further Education Colleges, Sixth Form Colleges and Studio Schools.

SG 13 For those over compulsory school age, information should include higher education and employment options post-18, including Apprenticeships.

SG 15 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 (this should be with a qualified careers adviser)

SG 15 Access to face-to-face guidance is particularly sought for children from disadvantaged backgrounds or those who have SEN, learning difficulties or disabilities

SG 15 Where in-house careers advisers are employed, this is supplemented with external sources of careers guidance to meet the duty

SG 16 The quality of the independent careers provider is demonstrated by their accreditation to the Matrix standard

SG 17 Pupils have access to a programme of careers activities (designed to help them gain the knowledge, skills and understanding to make the best use of the information and advice provided) e.g. mentoring, workplace visits, work experience, work shadowing, enterprise clubs, employer talks, links with local higher education institutions.

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SICG Resources and good practice examples are used to review and plan careers programmes, including the Association for Careers Education and Guidance (ACEG) framework for careers and work-related education: http://www.aceg.org.uk/wp-content/uploads/The-ACEG-Framework.pdf.

LA Pupils, their families and schools make full use of local career activities, events and resources e.g.

UCAS Progress prospectus and on line application tool https://www.ucasprogress.com/

ApplyWakefield www.wakefield.gov.uk/education/applywakefield Kudos (available on ApplyWakefield) Careers for schools (web resource) U-Explore Other web resources e.g online pupil/parent CEIAG surveys Post-16 progression events (NELC/CLC/SELC) CEIAG Strategy Group

SG 18 For those with learning difficulties and/or disabilities, advice should also include information on the full range of specialist provision that is available and what additional support is available to enable them to access the provision.

SG 18 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.

SG 20 Schools are required to provide relevant information about pupils to local authority support services (Section 72 of the Education and Skills Act 2008) This includes information that helps to identify those at risk of ending up not in education (NEET tracker), employment or training (NEET) post 16, young people’s post-16 plans and the offers they receive along with their current circumstances and activities e.g. CAF.Note: Robust evidence and data informs the diagnostic assessment of cohorts and individual guidance needs, and assists planning, delivery and commissioning

SG 22 Local Authority is notified whenever a 16 or 17 year old leaves an

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education or training programme before completionSG 23 Schools establish and maintain links with local education and training

providers, including further education colleges and work-based education and training providers, to ensure that young people are aware of the full range of academic and vocational options, including Apprenticeships.

SG 24 Schools arrange visits for 14-16 year olds to local colleges, work-based education and training providers and universities and, where appropriate, supplement these with local college and work-based education and training provider prospectuses

SICG The quality of your overall careers education, information, advice and guidance (CEIAG) programme to pupils, parents and the wider community, is validated by a quality award which exists for CEIAG provision in schools and colleges. The national validation, the Quality in Careers Standard, will assist you to determine an appropriate quality award to pursue: http://www.careersengland.org.uk/quality.php?page=introduction.

SICG Careers professionals working in school are qualified in either the Qualification in Career Guidance (QCG), NVQ Level 4 in Advice and Guidance and/or the Level 6 Diploma in Career Guidance and Development, depending on their level of input. www.cparegister.org.

6. Delivering the careers curriculum

Careers guidance plays a vital role in helping individuals make decisions about learning and work that are right for them. But for it to be effective, they need underpinning skills of careers management to make the best of opportunities available to them. Careers and work related education planned within the curriculum forms the foundation for effective transition and progression. It can be integrated into subject delivery, or planned for e.g stop the clock days, or delivered as stand-alone classes such as in PSHE.

A recent Ofsted publication on the effectiveness of PSHE links the delivery of careers education to the role of the PSHE team within the PSHE curriculum. See http://education.gov.uk/schools/teachingandlearning/curriculum/b00223087/pshe

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Whilst PSHE education continues to sit outside of the statutory National Curriculum and was the subject of this separate review, the DfE have made it clear that ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.’

There are a number of careers education resources which schools can utilise to deliver an effective careers programme, deliver careers education at an appropriate level to year groups, and self -assess. A number of these are listed below.

DCSF Ways and Choices – Resources to support careers education (2010) Includes a model partnership agreement, a diagnostic tool for senior leaders, an audit tool for careers coordinators, a careers education framework (7-19), parent/carer and pupil surveys, and classroom resources. Available on disc from Wakefield LA and soon to be available electronically. Contact rdraisey@wakefield.gov.uk

The Quality in Careers Standard – Careers England 2012 http://www.careersengland.org.uk/quality.php?page=introduction Career Development Institute (CDI) This is an amalgamation of the Institute of Career Guidance (ICG), Association for

Careers Education and Guidance (ACEG), National Association for Educational Guidance for Adults (NAEGA), and the Association of Careers Professional International (ACPI-UK) http://www.thecdi.net/Home

ACEG framework (see page 10) CEGNET http://www.cegnet.co.uk/ CEIAG good practice guide http://www.connexions-derbyshire.org/a/wp.asp?pid=504 Teaching resources uk http://www.teaching-resources-uk.com/lessons/careers/

7. Next Steps

The LA Officer (CEIAG) will visit schools and academies to support the completion of the self-assessment documents SA1 and SA2. Completed self-assessments will be collected and collated by the LA, to determine good practice which can be shared across the district, and facilitate support networks of CEIAG colleagues who can take a partnership approach in assisting schools and academies to address their areas for development. High level information gathered may be used council wide to determine regional, sub regional and local strategic priorities to increase young people’s participation.

8. Contacts

Your first contact in respect of this documentation is kayshaw@wakefield.gov.uk Tel 01977 721528.

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