Powered by

Southend

Enterprise Adviser

Network

Enterprise Adviser Handbook

2017

1 | P a g e

Welcome Southend Borough Council is delighted to be delivering the Enterprise Adviser

Network on behalf of the Careers and Enterprise Company, alongside South East

Local Enterprise Partnership. We are thrilled that you have chosen to be part of

this exciting new network.

The Enterprise Adviser Network enables us to build and create powerful, lasting

connections between local businesses and the schools and colleges in the area.

Contents Welcome ................................................................................................... 1

About Us ................................................................................................... 4

Careers and Enterprise Company ............................................................... 5

South East Local Enterprise Partnership...................................................... 5

Southend Borough Council ........................................................................ 6

Greater Essex ......................................................................................... 6

Essex Employment and Skills Board ........................................................... 7

Chartered Institute for Personnel and Development (CIPD) ........................... 8

Careers and Enterprise Landscape ................................................................ 9

Understanding the Career Cold Spots – CEC 2016 ..................................... 10

Good Career Guidance – Gatsby 2014 ...................................................... 12

Moments of Choice – CEC 2016 ............................................................... 15

Enterprise for All: The Relevance of Enterprise in Education – Young 2014 ... 16

Local Employment Setting ......................................................................... 17

Essex Evidence Base .............................................................................. 18

Southend Labour Market Information ....................................................... 19

2 | P a g e

The Enterprise Adviser Network Project ...................................................... 22

Vision................................................................................................... 23

Current Progress in England .................................................................... 24

Aim ..................................................................................................... 24

Enterprise Adviser Network Structure ....................................................... 25

Tracking and Impact .............................................................................. 26

Role of the Enterprise Adviser .................................................................... 27

Enterprise Adviser Job Description ........................................................... 29

Memorandum of Understanding ............................................................... 31

Role of the Enterprise Coordinator .............................................................. 34

Job Description ..................................................................................... 35

Role of the School/ College ........................................................................ 38

Memorandum of Understanding ............................................................... 39

The First Meeting ..................................................................................... 42

Strategy Development .............................................................................. 44

Activity Planner ........................................................................................ 48

Enterprise Adviser Log .............................................................................. 52

Safeguarding ........................................................................................... 54

Education Landscape ................................................................................ 56

Year Groups and Key stages ................................................................... 57

Staff structure ....................................................................................... 57

Curriculum ............................................................................................ 58

Accountability and Performance Measures ................................................ 58

Key Stage 4 ....................................................................................... 58

Key Stage 5 ....................................................................................... 59

SATs ................................................................................................. 59

English Baccalaureate ............................................................................ 59

GCSE Grading Structure ......................................................................... 60

Technical and Professional Qualifications .................................................. 60

BTEC ................................................................................................. 60

OCR Cambridge .................................................................................. 60

NVQ .................................................................................................. 60

Post-16 ................................................................................................ 61

3 | P a g e

When can a young person leave education? ........................................... 61

College .............................................................................................. 61

6th Form ............................................................................................. 61

A-levels ............................................................................................. 61

UCAS................................................................................................. 62

Jobs with Training ............................................................................... 62

Apprenticeships .................................................................................. 62

Traineeships ....................................................................................... 63

Supported Internship........................................................................... 63

Types of Schools ................................................................................... 63

The School Year .................................................................................... 65

Ofsted .................................................................................................. 67

Ofsted Investigation into Enterprise Education and Work-Related Learning . 67

How Ofsted Inspect Careers Information Advice and Guidance in Schools .. 69

Glossary ................................................................................................. 71

Useful Resources...................................................................................... 79

4 | P a g e

About Us

5 | P a g e

Careers and Enterprise Company

The Careers and Enterprise Company is an

employer-led organisation that has been set up

to inspire and prepare young people for the fast-

changing world of work. Formed by a small team

of specialist professionals from a range of public

and private sector backgrounds, it works with a range of senior stakeholders

including corporate and education leaders, schools, colleges, businesses and

other employers, and government ministers and policy makers. Its role is to take

an umbrella view of the landscape of careers and enterprise, supporting

programmes that work, filling gaps in provision and ensuring coverage across

the country.

The Enterprise Adviser Network in Southend is match funded by the Careers

Enterprise Company.

For more information, please visit: www.careersandenterprise.co.uk

South East Local Enterprise Partnership

The South East Local Enterprise Partnership

(LEP) is the business-led, public/private body

established to drive economic growth across East

Sussex, Essex, Kent, Medway, Southend and

Thurrock.

Our LEP is one of 39 partnerships set up by the government to be the key body

determining strategic economic priorities while making investments and

delivering activities to drive growth and create local jobs.

As well as being the biggest LEP outside of London, SE LEP is also one of the

most local. The LEP operates a fully devolved model with increased reach into

local communities through local delivery partnerships in East Sussex, Kent &

Medway, Essex and Thames Gateway South Essex.

For more information, please visit: http://www.southeastlep.com/

6 | P a g e

Southend Borough Council

The Southend Enterprise Adviser

Network is match funded by Southend

Borough Council and The Careers and

Enterprise Company. The Enterprise

Coordinator role is based within the

Economic Development team, allowing the EAN direct links to local employment

and economic information and development in the local area.

For more information, please visit: http://www.southend.gov.uk/

Greater Essex

Made up of Southend Borough Council, Thurrock Council and Essex County

Council; Greater Essex has a total of 6 Enterprise Coordinators working in

partnership throughout Essex.

For more information regarding Thurrock Council,

please visit: https://www.thurrock.gov.uk/

For more information regarding Essex County Council,

please visit: http://www.essex.gov.uk

7 | P a g e

Essex Employment and Skills Board

The Board is proud to be employer-led,

established in recognition of the gap

between skills provision and the skills

needs of businesses in Essex. Strategically devised of Essex employers

representing the key employment growth areas, secondary school representation

and FE/HE training providers, the Board is responding to these skills challenges

by developing new and innovative solutions, and by delivering valuable

programmes.

Through our research, we have identified seven priority sectors which have a

particular significance within Greater Essex, but are all currently suffering from

skills shortages: Advanced Manufacturing and Engineering, Care, Construction,

Finance and Insurance, Health, IT, Digital and Creative and Logistics.

Key partners include:

Essex Employers

Essex Chamber of Commerce

Essex Borough, City and District Councils

Southend Borough Council (observer role)

Thurrock Council

Essex Further Education Colleges

Essex based Training Providers

Essex based Higher Education Institutions

Sector Skills Councils

Essex Community and Voluntary Service

For further information regarding the EESB, please visit:

http://essexpartnership.org/content/essex-employment-and-skills-board

8 | P a g e

Chartered Institute for Personnel and Development (CIPD)

CIPD is the professional body for HR and people

development. They are the voice of a worldwide community

of 140,000 members committed to championing better work

and working lives. They‟ve been setting the benchmark for

excellence in people and organisational development for more than 100 years.

Through their expertise and research they provide a valuable point of view on

the rapidly changing world of work.

We are delighted to have the CIPD supporting with the recruitment of our

Enterprise Advisers and their ongoing involvement with the EAN.

For more information, please visit: https://www.cipd.co.uk/

9 | P a g e

Careers

and

Enterprise

Landscape

10 | P a g e

Understanding the Career Cold Spots – CEC 2016

Originally published in 2015 and updated in 2016, this research sets out which

areas of England need the greatest help with regards to careers support based

on 10 indicators.

11 | P a g e

Local data for Southend LEA for the 2016 report is below. Southend has 4 indicators in the bottom third for the country (cold indicators), highlighted

below, although this could be assumed to be 5 with work experience included. Since the first report in 2015, there has been very little change

Measure Southend LEA Data

SELEP

Barriers Percentage known to be eligible for and claiming free school meals, 2016

8.64% 9.7%

Positive outcomes

(education)

% Pupils attaining 5+ A*-C GCSEs (including English & Maths), 2014/15

64.7% 57.8%

Opportunities informed

decision making

% A-levels entered that are STEM (Maths &

Science only), 2014/15 32.6% 26%

% STEM A-levels that are entered by girls

(Maths & Science only), 2014/15 41.71% 42.3%

% In sustained apprenticeship destination

post KS4, 2013/14 3% 4.3%

Positive

outcomes (labour

market)

% 16-17 year olds recorded NEET (not in

education, employment and training), 2013 6.04% 7.9%

% Employers answering: 16 year old

school leavers are poorly or very poorly prepared for work

25.89% 39%

% Employers answering: 17-18 year olds recruited to first time job from school are

poorly or very poorly prepared for work

21.38% 16%

High levels of

engagement between business and

schools

% Employer establishments who had

anyone in on work experience, 2014 TBD 40%

% Employer establishments who offered any work inspiration, 2014

TBD 30%

The report found that an area where careers and enterprise provision works well

has the following features

High levels of engagement between schools and employers

Opportunity informed decision making by young people, e.g. choosing

educational pathways that have a clear connections to their future

employment

Positive outcomes, education attainment and fitness for work

For the full report, please visit:

http://www.careersandenterprise.co.uk/research/understanding-careers-cold-

spots-2016

12 | P a g e

Good Career Guidance – Gatsby 2014

Written by Sir John Holman, for The Gatsby Charity Foundation, the Good Career

Guidance paper (often referred to at the Gatsby report) looked into career

guidance in secondary schools in England. They compared England‟s careers

guidance with that of 6 other countries (the Netherlands, Hong Kong, German,

Finland, Canada and Ireland). Previous studies had shown these countries to

have good careers guidance and educational results. The research formed 8

benchmarks for good careers guidance which underpin much of the CEC EAN

work.

The eight benchmarks are shown below. Those highlighted are the areas lacking

the most nationally. The EAN is envisaged to have the biggest impact on

benchmarks 5 and 6. The Compass Tool directly links to these 8 benchmarks

1 A stable careers

programme

Every school and college should have an

embedded programme of career education and

guidance that is known and understood by pupils, parents,

teachers, governors and employers.

1.1 Every school should have a structured careers programme that

has the explicit backing of the senior management team, and has an

identified and appropriately trained person of authority responsible for it.

1.2 The careers programme should be published on the school‟s website in a way that enables pupils, parents,

teachers and employers to understand the school‟s offer in this

area.

1.3 The programme should be

regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation

process

2 Learning

from career and

labour market information

Every pupil, and their

parents, should have access to good quality

information about future study options and labour market

opportunities. They will need the support of an

informed adviser to make best use of available information.

2.1 By the age of 14, all pupils should

have accessed and used information about career paths and the labour

market to inform their own decisions on study options

2.2 Parents and carers should be encouraged to access and use information about labour markets and

future study options to inform their support to their children

13 | P a g e

3 Addressing

the needs of each pupil

Pupils have different

career guidance needs at different stages. Opportunities for advice

and support need to be tailored to the needs of

each pupil. A school‟s careers programme should embed equality

and diversity considerations

throughout.

3.1 A school‟s careers programme

should actively seek to challenge stereotypical thinking and raise aspirations

3.2 Schools should keep systematic records of the individual advice given

to each pupil, and subsequent agreed decisions

3.3 All pupils should have access to these records to support their career

development

3.4 Schools should collect and

maintain accurate data for each pupil on their education, training or employment destinations after they

leave school

4 Linking

curriculum learning to

careers

All teachers should link

curriculum learning with careers. STEM subject

teachers should highlight the relevance of STEM subjects for a

wide range of future career paths.

4.1 By the age of 14, every pupil

should have had the opportunity to learn how the different STEM subjects

help people to gain entry to, and be more effective workers within, a wide range of careers.

5 Encounters with

employers and employees

Every pupil should have multiple opportunities

to learn from employers about work, employment and the

skills that are valued in the workplace. This can

be through a range of enrichment activities including visiting

speakers, mentoring and enterprise

schemes.

5.1 Every year, from the age of 11, pupils should participate in at least

one meaningful encounter with an employer.

6 Experiences

of workplaces

Every pupil should have

first-hand experiences of the workplace through work visits,

work shadowing and/or work experience to help

their exploration of career opportunities, and expand their

networks.

6.1 By the age of 16, every pupil

should have had at least one experience of a workplace, additional to any part-time jobs they may have.

6.2 By the age of 18, every pupil should have had one further such

experience, additional to any part-time jobs they may have.

14 | P a g e

7 Encounters

with further and higher education

All pupils should

understand the full range of learning opportunities that are

available to them. This includes both academic

and vocational routes and learning in schools, colleges, universities

and in the workplace.

7.1 By the age of 16, every pupil

should have had a meaningful encounter with providers of the full range of learning opportunities,

including Sixth Forms, colleges, and apprenticeship providers. This should

include the opportunity to meet both staff and pupils.

7.2 By the age of 18, all pupils who are considering applying for university should have had at least

two visits to universities to meet staff and pupils.

8 Personal guidance

Every pupil should have opportunities for

guidance interviews with a career adviser, who could be internal (a

member of school staff) or external, provided

they are trained to an appropriate level. These should be available

whenever significant study or career choices

are being made. They should be expected for all pupils but should be

timed to meet their individual needs

8.1 Every pupil should have at least one such interview by the age of 16,

and the opportunity for a further interview by the age of 18.

The report found a correlation between schools that were seen to have good

careers guidance, against the 8 benchmarks, and those that were graded

outstanding by Ofsted. Schools graded as outstanding were significantly more

likely to:

Have a structured formal careers programme (1.1)

Evaluate the effectiveness of their careers plan event 3 years (1.3)

Gather systematic feedback from pupils, parents and employers every 3

years (1.3)

Have a particular individual with responsibility for careers work and advice

(1.1)

Keep systematic records of individual advice (3.2)

Say that all pupils have had at least one direct experience of a workplace

(6.1)

Rate the careers programme as being „very important‟ for pupils (1)

For the full report, please visit:

http://www.gatsby.org.uk/education/programmes/good-career-guidance

15 | P a g e

Moments of Choice – CEC 2016

This research, carried out by the CEC, was based on Longitudinal Education

Outcomes (LEO) data, looking at the relationship between people‟s education

and their subsequent employment and earning. The main findings of the

research are:

„Choice overload‟ - The task of thinking about career options is too big for

young people. There is so much information but they do not have the skills

to sift through it. Young people struggle to find answers to basic questions

such as:

o What are the possible careers open to me?

o What will it be like to do a particular job?

o What would I need to do to get there?

Young people want experiences that help them understand what it would be

like to do different jobs and which inspire then with ideas about their future.

Personalised information that helps them find the best options for someone in

their circumstances, therefore reducing the cognitive burden of choices

Digital information about careers is fragmented

o At least 49 different organisations in the UK providing different types

of information services to young people

o Digital platforms not integrated into careers advice

LEO data can help provide the following information

o Longer term earnings outlook

o Comparable outcomes data – e.g. earnings and employment rates for

different career paths, such as university vs apprenticeships

Parents, peers, teachers, careers advisors and social factors (gender, popular

TV programs) all influence young people career decisions

Young people often pick one choice and focus solely on that because it is

easier than researching other options. Other young people avoid making any

decision because there is too much information and not any easy ways to

make comparisons

Moments of inspirations needed, not just information. Engaging young

people in the idea of a possible career rather than just providing lots of

information

Young people want more information to come to them rather than them

having to source it themselves

For the full report, please visit:

http://www.careersandenterprise.co.uk/research/moments-choice

16 | P a g e

Enterprise for All: The Relevance of Enterprise in Education –

Young 2014

Enterprise for All is about motivating young people to learn and excel in their

education and to see the relevance of their studies. Enterprise is more than the

creation of entrepreneurs, it is about a can-do and positive attitude and

equipping people with the confidence to develop a career and vocational

interests. Enterprise therefore supports the development of a wide range of work

and professional skills and capabilities, including resilience, risk taking, creativity

and innovation, as well as a self-belief that starting a business is a viable career

choice and one of the most exciting and challenging things a person will ever do.

The report contains a number of recommendations about how we can achieve

this:

The publication of a future employment and earnings record after leaving

education. This would allow young people to make informed choices

about progression pathways and career prospects

Developing an „Enterprise Passport‟ as a way of young people

demonstrating enterprise learning and work experience

Use of enterprise activities in schools, such as the new „Fiver Programme‟

used in primary schools , where pupils run a mini-business for a month

starting with £5.

Making full use of the Enterprise Adviser Network and working closely with

LEPs

Embedding enterprise flavor into new curriculum materials and

examinations

Providing teachers with experience in business as part of their continuous

professional development

Vocational courses at level 3 should contain a unit of working for yourself

Universities to have an elective enterprise module available to all students

For the full report, please visit:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/

338749/EnterpriseforAll-lowres-200614.pdf

17 | P a g e

Local

Employment

Setting

18 | P a g e

Essex Evidence Base

The Essex Employment and Skills board have identified seven key growth

priority sectors for Greater Essex through research. The Evidence Base 2016

provides labour market intelligence and covers all district, borough, city and

unitary areas in Greater Essex . It provides a picture of the local skills needs

throughout the country. As a result of the Evidence Base, new and innovative

programmes have been created to respond to the skills challenges and help to

drive local economic growth and development. The Evidence Base is a unique

document highlighting the skills needs in Essex, Southend and Thurrock and it is

the foundation of our existing programmes. Some of the achievements over the

past year as a result of the Evidence Base include the following:

The Digital Skills for Growth Programme, which supports over 70

Businesses.

Launching the FE Golden Hello and Tutor Training Programme, supporting

training provides to respond to industry need.

Forming sector action groups to open dialogue with companies across

Greater Essex.

Inspiring school students through our Education and Industry STEM

Programme.

Developing a logistics driver CPC Programme piloting a health and care

apprenticeship Programme.

19 | P a g e

Southend Labour Market Information

Southend has an aging population of 178,000.

In 2015, 26% of working age residents in Southend were qualified to NVQ level

4+ (degree or higher). This represents a 19.1% increase since 2005, however

this is still 10% lower than the proportion across the whole of England.

Southend has a higher percentage of out-of-work benefits than the Essex

average and the national rate. In February 2016, 10% of 16-64 year olds were

claiming out-of-work benefits in Southend compared to 8.1% for Essex and

8.7% for England. Southend‟s rate is also higher than its neighbours, namely

Thurrock (8%), Basildon (8.8%), Castle Point (7.1%) and Rochford (4.9%).

0 10 20 30 40

No quals

Other quals

NVQ1

NVQ2

NVQ3

NVQ4+

Highest level of attainment by qualification level

(% of residents aged 16-64, 2015)

Southend

Essex

England

0

2000

4000

6000

8000

10000

12000

14000

16000

£9,999 orbelow

£10,000 -£19,999

£20,000 -£28,999

£29,000 -£40,999

£41,000 orabove

Adult population (16+) by gross income (2015)

20 | P a g e

Southend is identified as a high wage, high welfare area. The population makes

a reasonable income, however welfare receipts for the area are also high. The

levels of out commuting to London influences the high wage designation while an

ageing population and slightly higher than average unemployment is influencing

the high welfare population.

Size of business by employees, 2015 Southend % Essex %

Micro (0 to 9) 86.1% 85.4%

Small (10 to 49) 11.3% 12.1%

Medium-sized (50 to 249) 2.3% 2.2%

Large (250+) 0.3% 0.3%

-4%

-2%

0%

2%

4%

6%

8%

10%

12%

14%

Annual gross value added (GVA) growth by industry 2004-

2014: Southend; UK

Southend UK

21 | P a g e

In 2011 Southend had 81,899 working residents aged 16 and over according to

ONS Census commuting data. Of these, 45% (36,877) commuted to a single

workplace within the local authority area, 9.3% were home workers, 9.3% did

not have a fixed commute, while 36.4% were out-commuters, travelling to a

single workplace in a different local authority. A small number (0.2%) worked

outside of the UK or offshore.

Industry dynamics

Consolidation Sectors 2009-2015 Growth Sectors 2009-2015

Wholesale

Agriculture, forestry and fishing Motor trades

Health

Professional Scientific and technical ICT Construction

Accommodation and Food Arts, Entertainments recreation and other

Education Manufacturing Utilities

Creative and cultural industries

Declining Sectors 2009-2015 Fragmenting Sectors 2009-2015

Public Administration Transport and storage Aviation

Retail Tourism

Property Finance and insurance Business administration and support

Employee Job 2014 Southend Essex County England

% % %

Total Employee Jobs - - -

Full-time 61.4 65.2 68.5

Part-time 38.6 34.8 31.5

Employee Jobs By Industry

Primary sector & utilities 0.8 1.1 1.7

Manufacturing 6.8 8.1 8.3

Construction 4.3 6.9 4.3

Motor trades 1.4 2.4 1.8

Wholesale & retail 14.2 15.4 14.1

Transport & storage 2.4 4.8 4.6

Accommodation & food 7.5 7.1 7.0

Information & communication 2.6 3.9 4.3

Financial & other business services 21.0 20.6 22.8

Public admin; Education; Health 33.5 25.7 26.5

Other services 5.5 4.1 4.4

22 | P a g e

The

Enterprise

Adviser

Network

Project

23 | P a g e

„… young adults surveyed who recalled greater levels of contact with employers

whilst at school were significantly less likely to be NEET and earner, on average,

16% more than peers who recalled no such activities.‟

Dr Anthony Mann

Vision

Create a networked school/college and exposure to the world of work for all.

In only 40% of schools do young people have one encounter with an employer each year

66% of businesses believe work experience is critical for recruitment

Only 38% of businesses offer work experience in England

More is more

Increase employer and

workplace encounters for

young people to 4 or more

during their secondary

schooling Make it Last

Proudly embed within

the curriculum and

celebrate an ethos that

places careers and

enterprise opportunities

at the heart of the

school/college.

Follow the Impact

Look to the evidence of

„what works‟ to guide

strategic careers planning

in schools and colleges

Start Younger

Ensure careers education

begins at year 7

24 | P a g e

Current Progress in England

We are achieving impact across the country

1000 Enterprise Advisers and 81 Coordinators „joining the dots‟ through our

network in less than a year:

Live in 38 out of 39 LEP areas of England

1500+ schools signed up – a third of all secondary schools and 100 colleges

1300+ business volunteer Enterprise Advisers recruited

90 Enterprise Coordinators supporting the network

3 fold increase in proportion of schools and colleges with employer

engagement plan (15% to 45%)

35,000 hours of Enterprise Adviser volunteer time invested in schools

(~£11m value, conservative est.)

Over 1million students impacted

Expected coverage next year: half of all schools and colleges

Aim

The aim of the programme is to inspire and prepare young people for the world

of work. Also, to create powerful connections between schools in Southend and

local and national companies to ensure young people are able to fulfil their

career aspirations.

Our Enterprise Adviser Network will create a network of brokerage between

employers and schools, giving greater consistency and coverage than exists

today. It aims to motivate young people, support them in making informed

choices about their future and help them achieve their full potential, both in and

out of school.

“Enterprise means more than just the ability to become an entrepreneur. It is

that quality that gives an individual a positive outlook, an ability to see the glass

as half full rather than half empty, and is a valuable attribute for the whole of

life. It is a quality many bring with them on starting primary school but far too

many leave secondary school without.”

“Inspiration about enterprise should begin at an early age when children are

open to the ideas and influences which will shape their futures.”

„Enterprise for All‟ (June 2014) Lord Young

25 | P a g e

Enterprise Adviser Network Structure

Southend Borough Council is working in partnership with South East LEP and The

Careers and Enterprise Company, to deliver the Enterprise Adviser Network

project to Southend secondary schools and college.

The EAN is set up in a cluster structure

to allow national coverage but tailored

to local needs. The network in

Southend is comprised of 18 schools

and 2 colleges.

The Enterprise Coordinator role is to

oversee the network. They provide:

An understanding of the careers

and enterprise agenda

Expert support for volunteers

Local knowledge and contacts

Links back into the local skills

strategy

Management of relationships

with schools, colleges,

employers and providers

26 | P a g e

Tracking and Impact

The CEC have the following success factors:

Whole-school careers and enterprise plan owned by the school/college

Uplift in employer and workplace encounters, including in younger year

groups

Increase in teacher confidence

Increase in employers‟ perceptions of preparedness for work

Lightening of the cold spots (see Cold Spots Report)

In Southend we are aiming for 100% coverage in schools and colleges in the

area with all schools having a careers and enterprise strategy, including all year

groups and all progression routes.

Tracking of the EAN is

completed using a

number of methods:

An EAN register which

is submitted to the

CEC monthly to show

the number of EAs and

schools in the network

A Pye Tait baseline

assessment completed yearly to show the difference in the number of careers

and enterprise activities, along with the types of activities and age groups.

This also includes information about the strategic policy in the school/college

Teacher questionnaire to show confidence of teachers with regards to careers

and enterprise education and the extent to which it is embedded in lessons

EA questionnaire to gain an insight in to their perceptions of the network, the

impact it is having and the ways it can be improved locally

Young people questionnaires to gain an insight to their perception of the

careers and enterprise education within their school and the types of

activities that they feel could help them

EA log to record any meetings and other activity occurring across the local

EAN

Depending of the strategic planning for careers and enterprise education at the

school/college, it may be that the teacher and young people questionnaires are

not completed in the first year.

27 | P a g e

Role of the

Enterprise

Adviser

28 | P a g e

“I propose that Enterprise Advisers would advise head teachers and teachers on

the ways employers can engage with the school, drawing on advice from key

local partners, including those that offer careers advice. I would envisage that

the Advisers are drawn from all sectors of the economy and not only restricted

to entrepreneurs. What they will all have in common is an enthusiasm and

dedication for helping young people to realise their potential by using

opportunities that enterprise can offer.”

„Enterprise for All‟ (2014 ) Lord Young

29 | P a g e

Enterprise Adviser Job Description

The Role of the Enterprise Adviser

Enterprise Advisers will be the cornerstone of The Careers & Enterprise

Company‟s national programme. They will be a nationwide network of high

calibre volunteers with experience of employment or self-employment.

Main purpose of the role

Supported by an Enterprise Coordinator, the Enterprise Adviser will work closely

with the senior leadership team of a specific school or college to:

Support the development of a whole school strategy for careers,

enterprise and employer engagement

Provide access to their local business networks

Help schools and colleges to focus efforts on programmes and activities

that are most effective in motivating young people, supporting

independent choice, and supporting positive outcomes for young people.

Activities

The Enterprise Adviser will work with a school or college on a one to one basis.

The Enterprise Adviser will be matched and introduced to that school or college

by the Enterprise Coordinator.

The Enterprise Adviser will:

Be committed to supporting a school or college for at least 1 academic

year, committing a minimum of one day per month

With the support of the senior leadership team, develop, shape or add

value to the school or college‟s careers, enterprise and employer

engagement strategy

Working with the Enterprise Coordinator, conduct an initial diagnostic and

support the school or college in identifying priority areas for support

Use their contacts to encourage a wider group of employers or the self-

employed to work with the school or college to help them enhance their

careers, enterprise and employer engagement strategies

With expert sector knowledge of their sector, commit to developing a

good understanding of the wider employment base in their locality

Engage in the LEP Enterprise Adviser induction programmes

Join the LEP Enterprise Adviser network group and attend the network

meetings

Share best practice across the Enterprise Adviser network and provide

support to other Enterprise Advisers

Utilise the resources provided by the Enterprise Coordinator such as the

toolkit

30 | P a g e

Promote the role of Enterprise Advisers amongst existing contacts and

networks to contribute to the recruitment of new Enterprise Advisers.

Enterprise Advisers will not:

Use their position to promote or sell services of any sort to schools or

colleges.

Duplicate existing activity: they will be mindful of other organisations

working locally and be clear that their role is complementary to any

existing activity.

It is important that there are no conflicts of interest.

Skills and experience

Enterprise Advisers will be:

Drawn from the world of work (businesses and the public sector,

organisations of all sizes including the self-employed)

Passionate about motivating young people, supporting independent

choice, and supporting positive outcomes for young people

Able to work effectively with employers and schools and colleges

Well connected to employers of all sizes and the self-employed and have

established networks and contacts which they are willing to share

Have a sound knowledge and understanding of the needs of the local

labour market and a willingness to promote these

Motivated to lead engagement with schools and colleges in the local area

and help them understand how effectively they are motivating young

people and preparing them for the world of work

Have knowledge of the support available in local area and an

understanding of how young people, the school and college could benefit

from this support.

Although Enterprise Advisers are unlikely to have direct contact with young

people, they must be DBS checked.

31 | P a g e

Memorandum of Understanding

Enterprise Adviser Network

Memorandum of Understanding between

The Careers & Enterprise Company,

The Enterprise Adviser and Southend Borough Council

This Memorandum of Understanding (MoU) outlines the role, responsibilities and commitments of Enterprise Advisers and South East Local Enterprise Partnership (LEP) through Southend Borough Council. Enterprise Adviser

Name

Email

Telephone

Southend Borough Council Enterprise Coordinator

Name

Email

Telephone

1. THE PROGRAMME

The purpose of the Enterprise Adviser Network is to create powerful, lasting connections between local businesses and the schools and colleges in their area. 2. THE COMMITMENT

South East LEP through Southend Borough Council commits to:

Providing support from a full-time Enterprise Coordinator (EC),

Matching the Enterprise Adviser (EA) to a local school/college,

Support the EA to work directly with the EC, the school’s senior leadership and careers teams,

Support the development of the strategy for employer engagement and careers and enterprise education,

32 | P a g e

Providing a locally tailored toolkit to assist the EA to advise the school/college at a strategic level,

Providing the EA and school with up-to-date information about the local labour market and employer needs,

Providing examples of evidenced best practice and what works well from local providers of careers and education programmes,

Conducting a Disclosure and Barring Service checks for the EA in line with the South East LEP policy,

The Enterprise Adviser commits to:

Working with their designated school/college to develop a whole school strategy for careers, enterprise and employer engagement

Connecting their designated school/college to local business networks

Helping schools and colleges focus their efforts on activities; o most effective in motivating young people o support independent choice, and, o support positive outcomes for young people.

Attend an Enterprise Adviser induction/training session

Participating in Enterprise Adviser Network meetings (maximum 3 per year)

Promoting the work of Enterprise Advisers amongst contacts and local networks to aid EA recruitment

Allow Southend Borough Council, South East LEP or The Careers & Enterprise Company to notify the EA’s employer of their participation if requested

Reading and abiding by Southend Borough Council Safeguarding and Child Protection policy

Not promoting products or services produced by their company or organisation to the school staff

3. COMMUNICATIONS

The Enterprise Adviser’s main point of contact be the Enterprise Coordinator in their LEP

area.

The Enterprise Adviser agrees to their contact details being shared with The Careers &

Enterprise Company (CEC) and will occasionally hear from the CEC regarding national events

and opportunities for the network.

The Enterprise Adviser’s contact details will be shared with their designated school/college to

facilitate the working relationship.

4. ACTIVITY NOT WITHIN THE PROGRAMME SCOPE

As an Enterprise Adviser, you will not be expected to:

Deliver careers and enterprise activities directly to young people

Change existing external or school based programmes that are working well

5. AMENDMENTS AND ISSUE RESOLUTION

Should any party wish to amend the content of this MoU, they should discuss the changes proposed with the other party and both parties should agree before the amendment is included.

33 | P a g e

Should any dispute or disagreement arise during the duration of this MoU; the initial approach should be an informal discussion to highlight the issue and reach a resolution. If for any reason no resolution can be found, then both parties must agree to an action promptly. If required, the MoU can be made invalid through notification in writing by either party.

6. DATA PROTECTION

All data is handled in line with our privacy policy and the Data Protection Act 1998. For further details and information please see ‘The Enterprise Adviser Network Consent Declaration Form’ The parties affirm understand and agree to know the content of MoU.

ENTERPRISE ADVISER SOUTH EAST LEP REPRESENTATIVE

Signature: _______________________ Signature: __________________

_____

Name: __________________ _____ Name:

_______________________

Position: __________________ _____ Position:

_______________________

Date: _________ Date: _________

34 | P a g e

Role of the

Enterprise

Coordinator

35 | P a g e

Every Enterprise Adviser Network cluster has

an Enterprise Coordinator (EC) as its core.

They are in position to:

Understands and steers the careers

and enterprise agenda;

Expert support for willing volunteers;

Local knowledge and contacts;

Link back into local skills strategy;

Manages relationships with schools,

colleges, employers and providers

Job Description

The Enterprise Coordinator is the pivotal role in The Careers & Enterprise

Company‟s national programme and critical to achieving its aim of motivating,

inspiring and supporting young people in making informed choices about their

future and help them achieve against those choices.

Main purpose of the role

The Enterprise Coordinator sits at the heart of a local cluster system intended

to:

Help schools and colleges to improve their careers and enterprise

activities and to engage with the world of work

Make it easier for employers and the self-employed to engage with

schools and colleges

Focus everyone‟s efforts on programmes and activities that are most

effective in motivating young people, supporting independent choice, and

supporting positive outcomes for young people

Enterprise Coordinator(s) will do this by recruiting local schools and colleges to

join The Careers & Enterprise Company‟s programme, and will then match each

school and college with an Enterprise Adviser.

The Enterprise Coordinator will work with schools and colleges and their

Enterprise Advisers to conduct an initial diagnostic of their careers and

enterprise strategy, and will support the Enterprise Adviser in further developing

and optimising this strategy.

The Enterprise Coordinator will help ensure that the best local careers and

enterprise provision is made available to schools and colleges in their area by

acting as a core link to existing provision. The Enterprise Coordinator will also

help stimulate more provision where necessary by working closely with the

36 | P a g e

Enterprise Advisers, local employers, and with the central team at The Careers &

Enterprise Company.

The role will involve regular contact with senior people across a wide range of

partners including:

Schools and colleges and employers/the self-employed

Local, regional and national skills organisations and education/training

providers

Business representative organisations and third sector partners

The Careers & Enterprise Company

Main responsibilities

1. Build effective relationships with local schools and colleges. Understand their

needs to ensure the programme has impact and addresses those needs.

Engage them in the programme.

2. Establish, equip and support a high-profile and high-performing Enterprise

Adviser network matched to local schools and colleges:

a. Work with LEP leadership and local employers, the self-employed and

employer groups to recruit and establish the Enterprise Adviser

network;

b. Introduce and match those Enterprise Advisers to local schools and

colleges;

c. Equip the Enterprise Advisers with the resources and contacts that

they need to fulfil the role and help them make the best use of the

opportunities available;

d. Ensure the experience is managed to a consistently high standard

across the cluster.

3. Understand the business and provider offers for schools and colleges in the

area and make this knowledge available to Enterprise Advisers and schools

and colleges

4. Stimulate even more activity from local employers and the self-employed by

engaging effectively and tenaciously with local employers and employer

groups (e.g., Chambers, CBI, FSB, IoD)

5. Harness energy, input and support from all senior employment and education

leaders in the area, including:

LEP chair, Chief Executive, Employability and Skills Board;

Educational leaders (head teachers, college principals, academy chains;

Employers, the self-employed and employer groups (e.g., Chambers, CBI,

FSB, IoD); and

Leading providers (e.g., NCS, BITC, EPBs).

37 | P a g e

6. Localise and tailor The Careers & Enterprise Company toolkit, based on

knowledge of local context; share best practice and case examples back to

The Careers & Enterprise Company

7. Rigorously track impact working closely with The Careers & Enterprise

Company

8. Optimise the performance of the cluster:

a. Set a culture of excellence

b. Closely review whether the activities being provided in schools and

colleges are meeting the needs of young people, schools and local

economic needs and if not, identify ways to improve that activity;

c. Promote and share leading practice across the cluster of schools

and colleges

d. Formally evaluate and report progress to the LEP Employability and

Skills Board, your local Programme Board, and The Careers &

Enterprise Company.

9. Raise the profile of the programme locally through all available channels e.g.

through interaction with local press and MP.

10.Ensure effective and broad-based governance of the programme across a

range of stakeholders.

38 | P a g e

Role of the

School/

College

39 | P a g e

Every school will be at a different point in their careers and enterprise

development journey and will have a different staffing structure with regarding

the careers leads. It is important to know the background of the school and also

future development plans to be able to work with the school in developing the

careers and enterprise strategy.

Memorandum of Understanding

Enterprise Adviser Network

Memorandum of Understanding between

The Careers & Enterprise Company,

SCHOOL/COLLEGE and Southend Borough Council

This is a Memorandum of Understanding (MoU) between The Careers & Enterprise Company CIC,

SCHOOL/COLLEGE and South East LEP through Southend Borough Council:

School/College

Organisation Name

Registered Address

Telephone

Southend Borough Council

Organisation Name

Registered Address

Telephone

1. THE ENTERPRISE ADVISER NETWORK

The purpose of the Enterprise Adviser Network is to create powerful, lasting connections between

local businesses and the schools and colleges in their area.

2. COMMITMENTS

South East LEP through Southend Borough Council commits to:

Provide support from a full-time Enterprise Coordinator (EC)

Match the Enterprise Adviser (EA) to a local school/college

Support the EA to work directly with the EC, the school’s senior leadership and careers teams

Support in the development and review of the strategy for employer engagement and careers

and enterprise education

40 | P a g e

Provide the school and EA with up-to-date employer need and labour market information

Provide examples of evidenced best practice and opportunities to share good practise

Carry out Disclosure and Barring Service checks on the EA (and any other volunteers

pertaining to this programme as required)

Provide The Careers & Enterprise Company’s Audit & Development Tool to enable the school

senior leadership team to develop and implement a robust careers, employability and

enterprise strategy.

SCHOOL/COLLEGE commits to:

Provide a nominated person from the Senior Leadership Team to work with the EC and EA on

The Careers & Enterprise Company’s Enterprise Adviser Network

Conduct an initial diagnostic using the CEC’s Audit & Development Tool to identify what

current activity works well and any gaps in provision

Develop and/or adapt school strategy to embed work related learning across the school

Commit to delivery of an agreed Development Plan and to share completed plans with the

South East LEP, Southend Borough Council and the CEC

Commit to the programme for a minimum of one academic year

Share best practice and case studies with the Enterprise Adviser

Offer honest feedback and review of the programme to support continuous improvement

Act as a champion for the programme with other schools/colleges and businesses

3. ACTIVITY NOT WITHIN THE PROGRAMME SCOPE

South East LEP through Southend Borough Council will not:

Deliver careers and enterprise programmes directly to students

Disrupt existing external or school based programmes that are working well

Duplicate existing activity

Charge for services

4. AMENDMENTS

Should any party wish to amend the content of this MoU, any proposed changes should be discussed

and agreed in writing with the designated parties to this agreement.

5. BREACHES AND ISSUE RESOLUTION

Should any issue arise during the duration of this MoU, then the initial approach should be an

informal discussion to highlight the issue and reach a resolution. If for any reason no resolution can

be found, then both parties must agree to an action promptly. If required, the MoU can be made

invalid through notification in writing by either party.

If for any reason, both or either party continue to fail to abide by the commitments and/or resolve

breach(es), then the MoU will become invalid through notification in writing.

The parties affirm to know, understand and agree to all articles of this MoU as above.

41 | P a g e

SCHOOL/COLLEGE REPRESENTATIVE SOUTH EAST LEP REPRESENTATIVE

Signature: _______________________

Signature: _______________________

Name: _______________________

Name: _______________________

Position: _______________________

Position: _______________________

Date: _________

Date: _________

42 | P a g e

The First

Meeting

43 | P a g e

Ahead of the first meeting with the school, you should have a look at the school website, where you will be able to see the school prospectus and latest Ofsted

report. You may also wish to look data relating to the school/college at: https://www.compare-school-performance.service.gov.uk/

The first meeting with your school is an ideal opportunity to get to know your

main point of contact and begin building a relationship that will be integral to

your experience with the Enterprise Adviser Network. In the first meeting your

Enterprise Coordinator will accompany you to the school. In the initial meeting it

is important to cover any issues you are uncertain about and find out about the

priorities of the school. The Enterprise Coordinator will introduce the programme

and set expectations.

Below is a guideline structure to an initial meeting:

1. Introductions

a. Current job role

b. Relevant career history

2. Summary of the school

a. Strengths

b. Exam results

c. Ofsted

d. School ethos

e. Attitudes and aspirations of students

3. The school/college‟s current careers and enterprise landscape

a. Current careers education and events

b. Strategy development

4. The role of the Enterprise Adviser

a. Reasons for joining the Enterprise Adviser Network

b. Expectations of working with a school/college

5. The expectations of the Enterprise Adviser Network

a. The school‟s expectations of the Enterprise Adviser

b. Any particular areas of strategy, planning, groups of stakeholders,

or issues that school would like to focus on

6. Next steps

a. Memorandum of Understanding

b. Time for both parties to consider partnership

c. Best days/times for meetings to occur

44 | P a g e

Strategy

Development

45 | P a g e

One of success factors for the EAN is for all schools involved to have a whole-

school careers and enterprise strategic plan. Some schools may have an

operational plan, i.e. a diary of events and activities, but most will not have a

strategic plan to help stakeholders understand the aim of careers and enterprise

development at the school, include impact and evaluation methods.

An example of strategic goals progression is shown below:

Goals Definition Pupil Question

Addressed

Motivated Young people are engaged in

understanding the world of work and

motivated to pursue a job or career

Why should I have a

career?

Aware Young people are aware of options in the

labour market, locally, nationally and

internationally. They are also aware of

their current strengths and interests

What are my career

options and which are

of interest to me?

Aligned Young people make choices that support

their aspirations and are aligned to labour

market opportunities

What choices do I need

to make to improve my

chances of success?

Acquiring Young people acquire skills and behaviours

necessary to attain their desired

employment

Have I learnt the skills

and behaviours I need?

Attaining Young people attain and transition to their

desired employment, or are en route to

doing so in their career

Have I realised my

potential?

Below are some initial questions that may help to encourage discussions with

your school:

1. How up to date are you with the local economy, current and future skills

shortages, industry developments, future trends and the issues facing

employers and your students in the future regarding employment and

skills?

2. How up to date are you with the national economy, developing industries,

competition from abroad, comparisons with other countries, future skills

needs from today‟s young people?

3. How relevant or important do you feel these issues are to your school

(staff, parents, young people, and governors)?

4. What does enterprise mean to you? (Employability, careers guidance,

entrepreneurship, labour market information, provision of aspiration and

motivation, relevance to studies)

46 | P a g e

5. What do you think are the main outcomes and competencies that an

embedded enterprise culture would have on your staff, students and the

school?

6. How much knowledge do you think your students have about the local

labour market and the skills employers will be looking for in the future?

7. How would you rate „aspiration‟ in your school (Pre-16 and Post-16)

8. Are you confident all students understand their options?

9. What do you think might be the best mechanisms or ways of coordinating

engagement in this agenda?

10.In the last 2 years have you developed any; Enterprise activity, enterprise

education plans, CPD for staff regarding enterprise, evaluations of current

plans and provision?

11.Do you have an employer engagement strategy that enables sustainable

engagement of employers, to ensure that they receive good customer

service and that a mutually beneficial relationship is built?

12.How do you allocate funding for enterprise?

13.Do you have a teacher responsible for enterprise? Is this stand alone or as

part of PSHE / Citizenship, WRL, Work experience coordinators, careers

coordinators?

14.Are they responsible for all employer engagement or is this scattered

across roles in the schools?

15.Do you actively engage parents or governors for their business expertise?

16.What sort of support / guidance do you receive from both governing

bodies and/or the Academy Trust/LEA?

17.Do you work with feeder primaries to ensure a streamlined approach to

enterprise?

18.Do you feel there is an embedded enterprising approach to teaching and

learning in the school or it more often an „add on‟ activity? How can this

be improved?

19.What would you suggest are the critical factors to ensure a successful

approach to enterprise in the school?

a. Support of SMT

b. Support of governors / parents

c. A dedicated member of staff

d. A strategy / policy for enterprise education

e. Time in the timetable

f. High priority in the curriculum

g. Time and resources for employer engagement

h. Combinations of external provision and embedded across the

curriculum

i. Ensuring relevance via enterprising ways of teaching (learning by

doing)

j. Relevant CPD for teaching staff

47 | P a g e

k. Measurement of the impact of activity

l. Sustainability

20.What are the barriers to implementing these?

21.What can be done by business to support schools, above what is already

being done?

48 | P a g e

Activity

Planner

49 | P a g e

This is an excel document that will be electronically sent to all EA‟s. Your

Enterprise Coordinator would like this document to be kept up to date with what

activities have been planned and delivered. This document aims to keep a track

of the impact that the Enterprise Adviser Network has had on a schools careers

strategy. The document could be colour-coded to show activity that the school

already have in place, activity that is planned and activity that has been

delivered. Although the document looks large, it should be something that

schools and Enterprise Advisers work on together to share the workload and to

develop a more in-depth understanding of the careers strategy within the school.

Examples of activities that fit into the Gatsby benchmarks are shown below:

50 | P a g e

Category # Activity Definition

Talks and

websites

1 Careers and

skills fairs

A number of representatives from employers

offer information about their companies and

interact with pupils at an organised careers

event

2 Careers talks

An employee delivers an informational or

inspirational talk related to their career to a

group of pupils

3

Comprehensiv

e careers

websites

An interactive website that offers careers

information, support for careers decision

making and potentially chat

capabilities/helplines

CV

Workshops 4 CV workshops

An employee delivers lessons in the classroom

related to writing CVs to prepare pupils for

the job application process

Mock

Interviews 5

Mock

Interviews

An employee delivers a one-to-one mock

interview to a pupil to prepare them for the

job application process

Mentoring

6 E-mentoring

An employee delivers one-to-one guidance

and support to a pupil individually over the

internet

7

Mentoring

with an

employee

An employee delivers one-to-one guidance

and support to a pupil in person

Employability

Workshops 8

Employer

delivered

employability

skills

workshops

An employee delivers lessons in the classroom

related to employability skills such as self-

awareness, timekeeping and communication

skills

Enterprise

Activities

9 Enterprise

activities

Short-term enterprise activities delivered in

schools that can involve simulation of

business challenges

10 Enterprise

competitions

Longer-term business competitions involving

employers where groups of pupil develop and

run a small enterprise

Employer-

delivered

classroom

11

Employer-led

career

learning

Employees enter the classroom to assist

teacher in the delivery of traditional career

learning activities

51 | P a g e

Category # Activity Definition

learning

12

Employer-led

curriculum

learning

Curriculum learning (incl. STEM & MFL) co-

delivered by teachers and employers,

employees linking curriculum to their own

experiences

Workplace

visits and

experience

13 Work place

visits

Pupils are taken as a group to a workplace

and are introduced to its operation

14

Networking

with

employers

Pupils are introduced to employers through

facilitated networking meetings

15

1-2 week

work

experience

A pupil enters the workplace to develop

insight into the day-to-day role of an

employee in an organisation

16 Part time

working

A pupil works a limited number of hours per

week around their school responsibilities

17 Work related

learning

Employers offer extended work experience to

pupils and vocational training, in conjunction

with traditional school based classes

Work

Shadowing 18

Work

shadowing

A pupil shadows a particular employee to

develop an understanding of their day-to-day

role

Volunteering

and

citizenship

19 Volunteering A pupil volunteers a limited number of hours

per week around their school responsibilities

20

Skill building

and

citizenship

A pupil takes part in a skill building and

citizenship programme including employability

skills

52 | P a g e

Enterprise

Adviser

Log

53 | P a g e

After every meeting or other such activity, including research, please complete

the EA log.

This can be completed via desktop, tablet or smart phone.

The link to the form will be sent via email to you but can also be found

here:https://docs.google.com/forms/d/e/1FAIpQLSfZDO7dhfwAzFdQ8eiwRoMx-

HMUSjAKe85WsiC7n5guq-wZMA/viewform?c=0&w=1

E.g. EA/School

Meeting, Apprenticeship

Research, Careers fair

attendance

Any actions

from the meeting/ activity and

who they have been assigned

to Information

requests, Provider

requests, Event

information, etc

54 | P a g e

Safeguarding

55 | P a g e

Safeguarding is at the heart of all educational establishments. In order to fulfil

your role as an Enterprise Adviser your Enterprise Coordinator will have to

complete a DBS check on you. This is the Disclosure and Barring Service check,

the old Criminal Record Bureau (CRB) check. Generally, it can take around 8

weeks to get a DBS check. Enterprise Advisers will have an enhanced DBS

check as you will be working within a school. This checks for spent and unspent

convictions, cautions, reprimands and final warnings plus any additional

information held by local police that‟s reasonably considered relevant to the role

being applied for including a check of the DBS barred lists.

Although the role of the EA does not involve any direct delivery to young people,

if you think that you may find yourself in the situation where you are working

with young people or would like further information on safeguarding, child

protection or e-safety, please speak to your Enterprise Coordinator or contact at

your school/college.

For information on the Southend-on-Sea Local Safeguarding Children Board,

please visit: http://www.safeguardingsouthend.co.uk/children/index.html

The Southend Borough Council Safeguarding policy can be found at:

http://www.safeguardingsouthend.co.uk/children/downloads_25_1855812554.d

ocx

56 | P a g e

Education

Landscape

57 | P a g e

Education provision in England has changed beyond recognition in the past ten

years. New types of school, changes to governance, staffing structures and an

evolving curriculum can be quite overwhelming. This concise guide to the current

education landscape will hopefully help you understand its structure and

influences.

Year Groups and Key stages

Staff structure

Headteacher/ Principal

Deputy Head/ Vice Principal

Assistant Head/ Head of Sixth Form

Head of Department/ Faculty/ Subject/ Curriculum Leader

Teaching Staff

Support Staff

Governing Body

Careers advisors/leads may be

at any level in this

organisation structure and

some schools choose to have

external organisations acting

as their careers staff.

Every school will run differently. However, this

diagram aims to give an overview of a general

structure for staff in schools/colleges.

58 | P a g e

Curriculum

Secondary state schools are required to follow the National Curriculum; whereas

academies and free schools do not have to follow the national curriculum.

However they must provide a broad and balanced education and are subject to

the same accountability measures as state schools, which means that in reality,

the vast majority of free schools and academies also follow the national

curriculum.

The vast majority of year 7 students starting secondary school in September

2015 who will sit their GCSEs in 2020, are advised to follow core academic

subjects as stipulated in the English Baccalaureate i.e. English language, English

literature, the sciences, mathematics, history or geography and a modern

foreign language.

At key stage 5 students follow a Post 16 study programme which is made up of

academic or applied and technical qualifications; non-qualification activity

including work experience; and the study of English and maths where students

do not hold a GCSE graded A*-C in that subject by age 16. Study programmes

should be designed to meet the needs of each individual and enable progression

to higher education, training or employment.

Accountability and Performance Measures

Performance tables published by the DfE provide an accessible source of

comparative information on pupil achievement in a secondary schools based on

KS4 and KS5 results.

Key Stage 4

From 2016, the headline measures that will appear in performance tables under

the secondary school accountability system will be:

Pupils‟ progress across 8 subjects from age 11-16 (Progress 8) compared

to others with the same results at age 11

Pupils‟ average grade across 8 subjects (Attainment 8)

Percentage of pupils achieving at least a C grade in English and

mathematics

Percentage of pupils achieving the English Baccalaureate

The Government will look to a schools‟ Progress 8 results in determining whether

a school has met the minimum standard for pupil achievement or progress.

Progress 8 captures the progress a pupil makes from the end of primary school

to the end of secondary school and was designed to make schools accountable

for pupil progress across a broad range of subjects.

59 | P a g e

Key Stage 5

A significant reform of the accountability system for 16-19 providers comes into

effect with the 2016 performance tables (published 2017).

There will be up to five sets of headline measures (applying to both schools and

colleges), which are:

Pupils‟ progress from GSCE to age 18 compared to others with the same

GSCE (or equivalent) results

Pupils‟ attainment

Pupil‟s progress in English and maths (for those students who have not

achieved at least a grade C at the end of key stage 4)

the proportion of pupils that dropout (retention)

the proportion of pupils who go on to further study, a job or training

(destinations)

The tables will also report average grades for each type of qualification

(Academic, Tech Level and Applied General) separately.

SATs

Standard Assessment Tests (SATs) are national curriculum tests given at the

end of Year 6. They are used to show a child‟s progress compared with other

children born in the same month. Assessment covers English reading, grammar,

punctuation and spelling, and Maths. Other subjects including writing, speaking

and listening and science are teacher assessed.

English Baccalaureate

As of September 2015 it is compulsory for Year 7 students to study the core

English Baccalaureate (EBacc) subjects when they sit their GCSEs in 2020. Many

schools have already made the EBacc compulsory for its students.

The EBacc subjects are: English Maths

Science Either history or geography

A foreign language For further information, please visit:

https://www.gov.uk/government/publications/english-baccalaureate-

ebacc/english-baccalaureate-ebacc

60 | P a g e

GCSE Grading Structure

As of September 2015, reformed GCSEs will

be introduced over a three-year period.

They will be graded from 9-1. Although 4

will be equivalent to a current grade C, the

department for Education has defined 5 and

above as a good pass.

Technical and Professional

Qualifications

BTEC

The Business and Technology Education Council (BTEC) First is

a vocational qualification taken in England and Wales and

Northern Ireland by young people aged 14 and over and by

adults. BTEC qualifications are fully recognised as holding equivalences to

GCSEs. For example, a Level 2 BTEC First Diploma is worth the equivalent of

four A*- to C-grade GCSEs. This means you can take a Level 1 BTEC First

independently alongside GCSEs, or work towards them both in the same subject

area.

OCR Cambridge

OCR Cambridge qualifications are the same levels as described

in the BTEC section above. The main difference between the

two is simply the examination board and some of the methods

for assessing and verifying the quality of learner work.

NVQ

A National Vocational Qualification (NVQ) is a work based

qualification which recognises the skills and knowledge a person

needs to do a job. The candidate needs to demonstrate and prove

their competency in their chosen role or career path. NVQ 2 is equivalent to four

or five GCSEs at grades A-C. NVQ 3 is equivalent to two A Levels. NVQ 4 is

equivalent to a Certificate of Higher Education. NVQ 5 is equivalent to a Diploma

of Higher Education or Foundation Degree.

61 | P a g e

Post-16

When can a young person leave education?

If a child was born on or after 1 September 1997 they must stay in some form of

education or training until at least their 18th birthday. This does not necessarily

mean staying in school; young people have a choice about how they continue in

education or training post-16, which could be through:

An apprenticeship or traineeship

Full-time study in a school, college or with a training provider

Full-time work or volunteering combined with part-time education or

training

College

There are 2 colleges within Southend that students can attend: South Essex

College and Southend Adult Community College

6th Form

The term sixth form describes the school years numbered 12 and 13, which are

called the Lower Sixth (L6) and Upper Sixth (U6) by many schools.

A-levels

A levels are typically taken by students looking to continue on to higher studies.

Earning five or more A*– C grades in GCSE examinations, including English and

mathematics, is often a requirement for students wishing to continue their

studies at A Level. Additionally, many sixth form schools or colleges require that

students choosing a particular A-level program have at least a C grade or better

(more commonly a B grade is required) if the subject is taken at the GCSE level.

More selective schools or colleges will require As and Bs in at least six subjects.

Like GCSE, A-Levels are also going through a period of change. Notably this is

from modular courses, including exams that can be retaken throughout the

duration of the course and often resulting in both AS and A-level qualifications,

to a linear approach where exams can only be taken at the end of the 2 years

and AS qualifications are uncommon. (AS used to be the first year of the A-level

qualification and learners could drop one AS subject before moving on to their

second year at A-level.) Much of the coursework has been removed from

specifications. Learners usually take 3 A-level subjects.

62 | P a g e

UCAS

All post-16 qualifications, whether A-levels or vocational/

technical qualifications are awarded UCAS points. The UCAS

Tariff is a means of nationally differentiating students based upon grades. It is

used as a means of giving UK students places at UK universities.

For more information on the UCAS tariff points, please visit:

https://www.ucas.com/ucas/undergraduate/getting-started/entry-

requirements/tariff/calculator

For information on qualification levels, please visit: https://www.gov.uk/what-

different-qualification-levels-mean/list-of-qualification-levels

Jobs with Training

If you do choose the work/voluntary work route, this will involve you working

towards a nationally recognised qualification as well as being employed, self-

employed or volunteering for 20 hours or more a week.

Apprenticeships

An apprenticeship is a real job with training allowing the

apprentice to earn while they learn, whilst gaining a

nationally recognised qualification. Apprenticeships take

between one and five years to complete and cover 1,500 job roles in a wide

range of industries, from engineering to accountancy, public relations to

veterinary nursing. Apprenticeships are now available up to degree level.

Name Level Length Equivalent level

Intermediate 2 12-18 months 5 GCSE passes (A* to C)

Advanced 3 18-24 months 2 A level passes

Higher 4,5,6 &

7

24+ months Foundation degree and above

Degree 6 & 7 24+ months Bachelor‟s or master‟s degree

All apprenticeships will include elements of on the job and off the job training

leading to industry recognised standards or qualifications. Some apprenticeships

will require an assessment at the end of the programme.

For more information on apprenticeships, please visit:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/

570436/A_Guide_to_Apprenticeship_Factsheet.pdf

63 | P a g e

Traineeships

A traineeship is a course with work experience that gets you ready for work or

an apprenticeship. It can last up to 6 months. You can apply if you‟re:

eligible to work in England unemployed and have little or no work experience aged 16 to 24 and qualified below Level 3

For further information on traineeships, please visit: https://www.gov.uk/find-

traineeship

Supported Internship

A supported internship are for students with learning difficulties or disabilities

who want to get a job but need extra support to achieve this. They are unpaid,

last for at least six months and combine employer-supported work experience

and vocational study.

Types of Schools

Community Schools

Local authority (LA) maintained schools at which the LA is the employer, owns

the land, buildings and sets the admissions criteria. Community schools are not

influenced by business or religious groups.

Foundation Schools

They have more freedom to change the way they are run than Community

schools. The governing body employs the staff and sets its own admissions

criteria. The land and buildings are usually owned by the governing body or, in

trust schools, a charity.

Academies

While there are different types of academies in operation in England, they all

have the same status in law as „academies‟. They are publicly funded,

independent schools, held accountable through a legally binding „funding

agreement‟. They are all-ability schools, established by sponsors from business,

faith or voluntary groups and have more freedom and control over curriculum

design, school hours and term dates, staff pay and conditions.

Grammar Schools

Run by the council, a foundation body or a trust, they are publicly funded and

select all or most of their pupils based on academic ability. Grammar schools can

also be maintained schools.

64 | P a g e

Special Schools

Provide for pupils with statements of special educational needs (SEN), that

cannot be fully met from within mainstream education.

Free Schools

Funded by the government but not run by the local council, they have more

control over how they do things. Free schools operate on a not-for-profit basis

and can be set up by any number of organisations including charities, faith

groups, communities, universities, teachers, parents or businesses. They are

„all-ability‟ schools, so can‟t use academic selection processes like a grammar

school. Free schools can set their own pay and conditions for staff, change the

length of school terms, the school day and they don‟t have to follow the national

curriculum.

Studio Schools

A new concept in education, they seek to address the growing gap between the

skills and knowledge required by employers. Usually with around 300 pupils,

they deliver mainstream qualifications through project-based learning. This

means working in realistic situations as well as learning academic subjects.

Students work with local employers and a personal coach, following a curriculum

designed to give them the skills and qualifications they will need in work, or to

take up further education.

City Technical Colleges

Independent schools in urban areas that are free to attend. They‟re owned and

funded by companies as well as central government, but not the local council.

They have a particular emphasis on technological and practical skills.

University Technical Colleges (UTCs)

Government-funded schools for 14–18 year olds that teach students technical

and scientific subjects. UTCs integrate technical, practical and academic learning

and create an environment where students can develop the abilities that

industry requires.

Pupil Referral Units (PRUs)

Offer alternative provision for pupils unable to attend a mainstream or special

school, usually because of behavioural, emotional and social difficulties (BESD).

Further Education Colleges

Provide a wide range of academic, vocational and professional qualifications at

different levels for students of all ages (from 16) including part time, evening

and weekend classes.

65 | P a g e

Sixth Form Colleges

Publicly funded, providing advanced school level qualifications such as A- Level,

BTEC and International Baccalaureate Diplomas for 16 to 19 year olds. They can

be stand-alone institutes or part of a school.

Faith Schools

Associated with a particular religion, they are mostly run like other state schools

in that they have to follow the National Curriculum. However, the main

difference is that they are allowed to teach their own religion exclusively. The

admissions criteria and staffing policies may be different too, although anyone

can apply for a place.

The School Year

The dates on the follow table correspond to the majority of schools across the

Southend area. You school will notify you if a different term dates are in place.

For local term dates, please visit:

http://www.southend.gov.uk/info/200175/schools_colleges_and_the_university_

of_essex/51/term_dates

The table should give a brief rundown of the activity occurring in a school each

given month. This can be used as a guide when planning activity as there may

be times that space is limited or when certain year groups may be targeted. For

example when developing the school‟s career strategy, it might not be suitable

to suggest a year 11 activity day in May as the exam season will be starting,

instead, years 7,8 and 9 may be a better focus during this time.

66 | P a g e

Term Month Holidays Activity

Autumn September New academic year starts

Secondary School applications

open

October 1 week half term UCAS application systems

open

November

December 2 weeks Christmas

Spring January Timetabling for the next

academic year begins

UCAS deadline

Provisional post 16 funding

allocation

February 1 week half term

March Year 6 secondary school

places confirmed

Year 8/9 options process

April 2 week Easter

Summer May 1 week half term GCSE and A Level exams

June GCSE and A Level exams

Year 11 and 13 leave after

last exam

Year 11 and 13 leave after

their final examinations

July Year 6 transition days begin

End of academic year

August 6 weeks (July-Aug) GCSE and A Level results

UCAS offers confirmed

67 | P a g e

Ofsted

Ofsted is the Office for Standards in Education, Children‟s Services and Skills.

They inspect and regulate services that care for children and young people, and

services providing education and skills for learners of all ages.

All the schools and colleges involved in the EAN will be inspected by Ofsted, their

latest inspection report is likely to be on their website. Depending on their last

inspection grade the frequency of inspections varies, as shown in the table

below.

Grade Description Frequency of inspections

1 Outstanding Exempt from routine inspections unless concerns

about performance arise

Exemption does not apply to special schools or PRUs.

2 Good Approximately every 3 years

3 Requires

Improvement

Ofsted monitoring visits are likely to occur and full

inspection every 2 years

4 Inadequate Ofsted monitoring visits will occur and full inspection

within 18 months

For information about Ofsted, please visit:

https://www.gov.uk/government/organisations/ofsted

Ofsted Investigation into Enterprise Education and Work-Related

Learning

During 2016, Ofsted visited 40 schools to specifically investigate the availability

and effectiveness of enterprise education and work-related learning. This

included how well schools and business were engaging with each other and how

these schools were promoting alternative to university, including

apprenticeships.

The key findings from the investigation were:

School engagement was dependent on whether school leaders considered

it to be a priority

Impact of careers and employer engagement activities were unclear

There was limited opportunity for meaningful key stage 4 work related

learning

Provision for employer engagement was too heavily reliant on the

personal networks of teachers and parents

68 | P a g e

There was a lack of coordination across local areas

There were concerns from both parents and pupils about the quality and

reputation of apprenticeships

Recommendations for schools from the investigation included:

Ensuring a coherent programme

Developing stronger links with business by using local networks

Effective use of the expertise of their specialist teachers

Effective mechanisms for monitoring and assessing progress in relation to

developing knowledge, understanding and skills

Recommendations for Ofsted inspectors from the investigation included:

Ensure that inspection judgements take greater account of the coherence

and rigour with which schools prepare pupils for employment and self-

employment

Ensure inspection reports make it clear whether the provision of careers

education, information, advice and guidance are a strength or weakness

of the school

Recommendations for employers from the investigation included:

Support local schools in greater number by offering activities such as

mock interviews, participation in careers fairs and career talks

Provide well-planned and constructive opportunities for pupils to gain

work experience and an insight into a range of roles and occupations

through work shadowing

Ofsted suggest that a good CEIAG programme in a school includes:

A commitment from school leaders

A common understanding of what enterprise education is, based on an

agreed definition

A coherent programme

Systems in place to assess pupils‟ progress in relation to enterprise

education as well as to monitor the quality of provision in this area

Effective programmes in place to develop teachers‟ understanding of

enterprise education and their expertise in delivering it

Making effective use of links with employers to ensure that the content of

courses is up to date and reflects current business activity

69 | P a g e

How Ofsted Inspect Careers Information Advice and Guidance in Schools

Grade descriptors for personal development, behaviour and welfare:

Outstanding (1)

In secondary schools, high quality, impartial careers guidance helps pupils to

make informed choices about which courses suit their academic needs and

aspirations. They are prepared for the next stage of their education,

employment, self-employment or training.

Pupils understand how their education equips them with the behaviours and

attitudes necessary for success in their next stage of education, training or

employment and for their adult life.

Good (2)

In secondary schools, pupils use impartial careers guidance to make choices

about the next stage of their education, employment, self-employment or

training.

Grade descriptors for outcomes for pupils:

Outstanding (1)

Pupils are exceptionally well prepared for the next stage in their education,

training or employment and have attained the relevant qualifications. Compared

with the national average for all pupils, higher proportions of pupils and of

disadvantaged pupils, progress on to a range of higher and further education

establishments, apprenticeships, employment or training. These destinations

strongly support their career plans.

Good (2)

Pupils are well prepared for the next stage of their education, training or

employment and have attained relevant qualifications. The proportion of pupils

progressing to higher and further education establishments, apprenticeships,

employment or training is close to or above average. These pupils do so at a

level suitable to meet appropriate career plans.

Grade descriptors for the effectiveness of the 16-19 study programmes:

Outstanding (1)

High quality impartial careers guidance ensures that learners follow study

programmes that build on their prior attainment and enable them to develop

clear, ambitious and realistic plans for their future.

70 | P a g e

Good (2)

Impartial careers guidance ensures that learners undertake study programmes

that build on their prior attainment and enables them to develop clear and

realistic plans for their future.

“I want education to be everyone‟s business, involving parents, teachers,

business and the whole community. Schools shouldn‟t be places where business

people drop their kids at the beginning of the day . Businesses should lead by

example”

John Cridland CBE

Director-General of The Confederation of British Industry

71 | P a g e

Glossary

72 | P a g e

Term Definition

A Levels A levels are typically taken by students looking to continue on

to higher studies. These are exams taken after GCSEs.

Academies State maintained but independently-run schools established

with help from business, faith or voluntary group sponsors.

Apprenticeship Employment training that involves following and studying a

master of a trade on the job instead of in school. There are a

variety of apprenticeship grades, some being the equivalent

of A levels or degree qualifications. There is currently low

awareness of the opportunities and progression routes

apprenticeships offer.

Articles of

Association

The Articles of Association sets out regulations for academies

including the composition of the governing body.

Attainment 8 A student‟s average achievement across 8 key subjects at

GCSE.

Attainment

targets

These establish what pupils of differing abilities should be

expected to know and be able to do by the end of each Key

Stage of the curriculum.

BEI Department for Business, Energy and Industrial Strategy

BTEC The Business and Technology Education Council (BTEC) First

Diploma is a vocational qualification taken in England and

Wales and Northern Ireland by young people aged 14 and

over and by adults.

CEIAG Acronym for Careers Education Information Advice and

Guidance. An effective careers education programme will

ensure that young people gain the necessary skills and

information to make impartial and effective decisions

regarding careers and professional development.

Collaborative

Converter Chain

Groups of academies that are governed individually and that

each have their own funding agreement but which agree to

work together through a collaborative partnership

Community

Governor

A governor representing community and local businesses

chosen by members of a governing board.

DDA Disability Discrimination Act - The legislation required public

bodies to promote equality of opportunity for people with

disabilities

73 | P a g e

Destination

Measures Data

Destination Measures Data is produced and published by the

Department for Education using existing data collections and

is based on sustained participation. It shows the percentage

of a school‟s former pupils who continued their education or

training (including through an apprenticeship), went into

employment, and those who were not in education,

employment or training (NEET). The data is broken down by a

range of pupil characteristics, including special educational

needs, eligibility for free school meals in year 11 and at key

stage 4, disadvantaged pupils who would have attracted the

pupil premium.

DfE Department for Education

Directed Time Time when a teacher must be available to carry out duties,

including attending staff and parent meetings.

EA Acronym for Enterprise Adviser. Drawn from business,

volunteers work directly with the leadership of individual

schools to develop an effective employer engagement

programme, to inform a careers and enterprise whole school

strategy

EAL Acronym for English as an Additional Language. Refers to

students whose first language is not English

EBacc The English Baccalaureate (EBacc) is a school performance

indicator. It measures the percentage of students who

achieve 5+ A*-C grades in English, maths, science, a

foreign language and either history or geography

EBD Emotional and Behavioural Difficulties

EBP Acronym for Education Business Partnership. Their main aim

is to build sustainable links with employers. Previously

sponsored by the government, EBPs now charge schools for

their services but also secure corporate sponsorship and

tenders on behalf of schools/ colleges to deliver employer led

activities. Over the past year EBPs secured in excess of £1.4m

on behalf of schools to support work related learning. Main

services include Work Experience, Work Related Learning,

Enterprise Education and Careers Education, Information and

Guidance (CEIAG) by linking the worlds of business and

education to offer young people a rewarding and realistic

introduction to work.

74 | P a g e

EC Acronym for Enterprise Coordinator. Recruited or funded by

the LEP to engage a network of local business volunteers to

work with leadership and management teams within schools.

Education Forum Established by the government as a consultative group

including the NGA, the LGA and all the teaching and head

teaching unions.

EFL Employability for Life. A careers and enterprise scheme used

across some schools in the Essex area. Students complete

CV‟s, personal statements and record their achievements and

motivations in order to use this as evidence when seeking

employment.

EHC Acronym for Education, Health & Care. The replacement

programme for the statements of special educational needs

students and learning difficulties assessments for children and

young people.

Employer Large national employers, small businesses and the self-

employed.

Employer

Engagement

Strategies

Designed to enhance and develop the delivery of careers

education through various methods such as work experience,

enterprise activities, sector specific information, stimulation

challenges from employers, job specific tasks and tutorials.

ESB Acronym for Employment and Skills Board. Third party

organisations consisting of local businesses and educational

providers to identify employer skills gaps and ensure

businesses have a workforce with the skill sets they need to

thrive.

Executive Head The role of executive head is used to describe a head teacher

role that has elements of lead managerial responsibility for

more than one school. They are often found in Academy

chains.

Extended

Schools/Services

Schools that provide a range of services and activities often

beyond the school day

FE Acronym for Further Education. Distinct from Higher

Education offered in universities and beyond. Overlaps with

that of secondary school education.

75 | P a g e

FSM Acronym for Free School Meals. Refers to students who are

entitled to a free school lunch due to their family being in

receipt of certain other government benefits or household

income being under a specific threshold. All students in

Reception, Year 1 and Year 2 are entitled to receive FSM

under the government‟s universal infant FSM programme.

G&T – Gifted

and Talented

Acronym for Gifted and Talented. Refers to students who

have abilities developed to a significantly higher level to

others in their year group.

GCSE General Certificate of Secondary Education. These are

national exams taken in Year 11.

Governing Body A term that refers to the governing board of maintained

schools and academies (Board of Trustees).

HE - Higher

Education

Education post-18, usually at universities or colleges.

HLP Higher Learning Potential- See G&T

IAG Acronym for Information, Advice and Guidance. This allows

students to make suitable educational and employment

decisions and to minimise the potential costs associated with

uninformed and unsuccessful choices.

IEP Acronym for Individual Education Plan, a programme for

pupils with special educational needs.

INSET Acronym for In Service Education and Training. Courses for

practising teachers and other school staff.

Key Sectors Priority sectors that are recognised as key to future economic

growth and job creation.

Key Stage - KS There are 5 key stages across the compulsory education

sector, each containing different year groups.

Key Stage 1 Years 2-3 in primary school: ages 5-7.

Key Stage 2 Years 3-6 in primary school: ages 7-11.

Key Stage 3 The first three years of secondary school: ages 11-14, years

7-9. This is when students usually make their decisions about

what subjects to study to GCSE level.

Key Stage 4 The two years (year 10 and 11) when students study for their

GCSEs or equivalent qualifications: ages 14-16.

76 | P a g e

Key Stage 5 The two years of post-16 education when students study for

A-Level or equivalent qualifications: years 12 and 13, ages

16-18.

LA Acronym for Local Authority. An administrative body in local

government that LEPs are accountable to. LEPs may straddle

multiple LAs.

LEA Acronym for Local Education Authority

LEP Acronym for Local Enterprise Partnership. Voluntary

partnerships between local authorities and the private sector,

set up in 2011 by the Department for Business, Innovation

and Skills to help determine local economic priorities and lead

growth and job creation within local areas.

LGA Acronym for Local Government Association. National

organisation supporting and representing local government

LMI Acronym for Labour Market Information. Data, statistics and

research about the workplace including unemployment rates,

salary and demand and supply of labour. Reliable sources of

LMI are the Annual Survey of Hours and Earnings, Labour

Force Survey, Employer Skills Survey and Working Futures.

NASBM Acronym for National Association of School Business

Managers. Comprising senior members of non-teaching staff

responsible for managing nonteaching activity in a school, the

Association has been instrumental in the development of a

nationally recognised competency framework, contributed

extensively to the development of professional qualifications

and played an active role the development of government

education policy.

National Careers

Service

A publicly funded careers service for adults and young people

aged 13 or over. Services include providing information,

advice and guidance on learning, training, career choice,

career development, job search and the labour market.

National

Curriculum

This was established by the 1998 Education Reform Act to

ensure that all pupils receive a broad and balanced education

that is relevant to their needs.

National Leaders

of Governance

(NLG)

Highly effective chairs of governing bodies as designated by

the National College for Teaching and Leadership. They can

work with other chairs and governing bodies to help with their

development and improve their school performance.

77 | P a g e

NCS NCS is a branded acronym for the National Citizen Service, a

government funded part residential programme open to all 16

and 17 year olds in England that helps to develop

employability skills.

NEET Acronym for young people Not in Education, Employment

and/or Training.

NPD Non-Pupil Day. No pupils attend school, this is a day usually

used for staff training. See INSET.

NQT Acronym for newly qualified teacher

NVQ National Vocational Qualification is a work based qualification

which recognises the skills and knowledge a person needs to

do a job

Ofqual The Office of the Qualifications and Examinations Register.

Ofsted Office for Standards in Education, Children‟s services and

Skills. Ofsted inspectors assess the quality of independent

careers guidance and students‟ post-school destinations in

making their judgement on the leadership and management

of a school. In 2013 Ofsted reported that “only one in five

schools were effective in ensuring that all students were

receiving the level of information they needed”.

Partner

Organisation

Professional organisations/bodies who add to LEP careers

provision. Key relationships will be used to mobilise

volunteers.

PI Acronym for Performance Indicators. Used to evaluate the

success of a school in a particular activity.

PPI Acronym for Pupil Premium Indicator- the benchmark at

which Pupil Premium is measured.

Progress 8 A measure of how much progress a student has made across

8 key subjects at GCSE.

PRU Acronym for Pupil Referral Unit. Alternative provision for

pupils unable to attend a mainstream school or special school

due to BESD.

PSHE/ PSE Personal, Social (Health ) Education.

Pupil Premium The pupil premium is additional funding for publicly funded

schools in England to raise the attainment of disadvantaged

pupils and close the gap between them and their peers.

78 | P a g e

Pupil Profile Broad evaluation of a pupil‟s personality, interests and

capabilities. It forms part of the pupil‟s Record of

Achievement.

ROA Acronym for Record of Achievement.

SAT‟s Standard Assessment Tests (SATs) are national curriculum

tests given at the end of Year 6.

School Census A statutory return that takes place during the autumn, spring

and summer terms. Maintained schools and academies should

take part in the census.

SEN/SEND Acronym for Special Educational Needs and Disabilities.

Refers to students who have difficulties that affect a child‟s

ability to learn and may require special educational provision.

SENCO Acronym for Special Educational Needs Coordinator. The

teacher responsible for coordinating SEND provision in

schools.

Skills Gap Specific sectors can experience a skills gap, causing low job

density or a lack of a skilled workforce.

SLT Acronym for Senior Leadership Team.

Special School Schools that make provision for pupils with statements of

special educational needs, whose needs cannot be fully met

from within mainstream provision.

Special Unit A unit attached to a mainstream school to cater for children

with specific special needs.

Sponsored

Academy Chain

A group of academies sharing the same lead sponsor and

usually operating as either a multi-academy trust or an

umbrella trust

STEM Acronym for Science, Technology, Engineering and

Mathematics. The term is typically used when addressing

education policy and curriculum choices in schools to improve

competitiveness in science and technology development.

Traineeships A traineeship is a course with work experience that prepares

young people for work or an apprenticeship. It can last up to

6 months.

Work Experience A planned programme as part of careers education that

enables pupils in school time to sample experience of a

working environment of their choice

79 | P a g e

Useful

Resources

80 | P a g e

Description Source URL

Enterprise Adviser tools CEC https://www.careersandenterprise.c

o.uk/ea-tools

Information on career and

enterprise activities that a

school/college could engage

in

CEC http://www.careersandenterprise.co.

uk/school-activities

Research into careers and

enterprise that the CEC have

carried out

CEC https://www.careersandenterprise.c

o.uk/research

EA roadmap CEC https://www.careersandenterprise.c

o.uk/sites/default/files/uploaded/ent

erprise_adviser_roadmap_0.pdf

EAN toolkit CEC https://www.careersandenterprise.c

o.uk/sites/default/files/download-

files/careers_enterprise_co_activity_

toolkit.pdf

Careers guidance and

inspiration in schools:

Statutory guidance for

governing bodies, school

leaders and school staff

Department

for Education

https://www.gov.uk/government/upl

oads/system/uploads/attachment_da

ta/file/440795/Careers_Guidance_Sc

hools_Guidance.pdf

Progress 8 Factsheet Department

of Education

https://www.gov.uk/government/upl

oads/system/uploads/attachment_da

ta/file/285990/P8_factsheet.pdf

Framework for Careers,

Employability and Enterprise

Education

Career

Development

Institute

www.thecdi.net/write/Framework/BP

385-CDI_Framework-v7.pdf