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Synopsis of statutory guidance for Careers pub April 10th 2014

Thursday 10th April 2014

We've been waiting for this for months, well 8 months to be precise. It's finally here at last the revisited statutory guidance for careers guidance and inspiration in schools. In the key points they make the following statement

Ofsted has been giving careers guidance a higher priority in school inspections since September 2013.

So if you've not been inspected since then, it's time to re think your provision.

The first interesting thing is the title, now we have to inspire as well as provide advice, information and guidance all on top of educating our pupils. So get a cuppa, or a glass of wine; follow the Careers Defender crib sheet for headteachers who don't want to read the full documents.

There are 2 documents published today, statutory and non statutory. This article only deals with the statutory guidance. I have kept sub headings the same to aid those of you who may wish to refer to the main document at some point.

Another blog will follow on the non statutory which outlines what 'good' provision would look like.

Statutory Duty - for the governing body

• Governing bodies have the duty to ensure that all registered pupils in years 8-13 are provided with independent careers guidance in an impartial manner The word impartial means that no bias or favouritism towards a particular work or educational option. So those SLT members refusing to let the local college come in to do an assembly, tut tut
• Governors should provide advice to the head teacher upon which to base a strategy which delivers the school's legal obligations and the strategy should be embedded within a clear framework linked to outcomes rather than ad hoc activities.
• The strategy should meet the needs of all pupils ie be targeted and:-
• include a range of activities designed to inspire including Employer talks; Careers fairs; Motivational speakers, and College and university visits
• Consider the needs of pupils who require sustained or more intensive support

Online tools DO NOT meet the statutory duty on their own.

• Schools can retain in-house arrangements but again they are not sufficient to meet the duty in themselves and advice and guidance MUST be provided from external sources to meet legal requirements
• Schools should take steps to ensure stereotyping is prevented in all forms of advice and guidance provided.

School Responsibilities

• Schools are expected to work in partnership with local employers and other education and training providers
• Pupils must be aware that if they don't gain grade C or above in maths & English (document actually says or but I think this is a grammatical error) they will be required to continue working towards obtaining them up until the age of 19.
• Pupils, in particular girls, (it says so in the document) must understand the important role of maths and sciences upon career aspirations
• Pupils should be offered the opportunity to develop entrepreneurial skills for self employment, including potential barriers whilst ensuring they understand working for themselves is a viable option.
• High attaining pupils must be supported to make an informed choice about post 16 choices and should be aware that apprenticeships, HE and jobs with training may offer an alternative to university degree routes.
• Promote awareness of volunteering and the National Citizen Service

Inspiring Young People

Create a learning environment that encourages Managing risk by decision-making, team building and problem solving skills (Yes I know you have stuff in place to prove that lot)
Work experience plays and important part in post 16 provision. (Oops there goes year 10 work experience)

Build strong connections with employers

• Address the mismatch between the careers young people want to pursue and the opportunities available. Choices should be based on clear labour market information and how the labour market is expected to change in the future (Think Shift Happens)

• All schools are expected to engage fully with their local employers and their professional community who are expected to demonstrate the opportunities available and the skills needed. There should also be a clearer focus on enterprise skills , confidence and practical know-how. There is a list on page 10 of the document outlining various activities that fit this criteria but a better one is included in the Pearson 2020 report, A Cloudy Horizon on page 15.

The National Careers Service

• Will provide a brokerage service between schools, colleges, local communities and employers working with Jobcentre Plus
• Helping Pupils to access information on the full range of education and training options and engage with other learning providers

Schools must secure independent guidance on the full range of education and training options.

• This is where they tell you exactly what information MUST be included at what age.
• Post 14 GCSE & UTC & studio schools along with enrolment at local colleges
• Post 16 apprenticeships, employment with training, supported internships, tech levels and traineeships
• Post 18 FE courses, higher apprenticeships, undergraduate degrees.
• Schools must make sure pupils can find out about the range of options offered by other providers and have a responsibility to act impartially. opportunities could include visits, careers fairs etc. The primary consideration is the best interests of the young person.

Securing Support for choices and progression

• Schools need to recognise that different pupils will need different levels/types of support. The school should use the data and information it has available to provide the best fit possible.
• Face to face guidance - Role models alumni and mentors or coaches are all mentioned here, along with careers advisers. However, I can't help but point out that, in my opinion, qualified careers advisers are trained professionals who are able to provide the most tailored, quality assured and reliable advice.
• Attention is drawn to the special needs of pupils from disadvantaged backgrounds, potential NEETS and SEND pupils.

Working with Local Authorities

• Must work with local authorities to support the vulnerable, at risk of NEET and SEND
• All 17 year olds must have agreed post 16 plans and are covered by the "September Guarantee"
• Information sharing - Schools must share relevant information with the local authority support services unless the pupil if over 16 or their parent has instructed them not to share this information
• Schools should work with LAs to provide targeted support for alternative provision and pre NEET pupils (how many times will they say the same thing?)
• The guidance then points to a Ofsted case study about use of PP money use for targeted advice for disadvantaged pupils

Ensuring adequate Support for pupils with SEND

• Ensure information on specialist provision is made available and help is supplied for them to access the information.
• Make use of the "Local Offer" information published by LAs
• All Education, Health & Care Plans from year 9 at the latest onwards must include a focus on preparing for adulthood including employment, independent living and participation in society.
• JobcentrePlus disability employment advisers can be involved.

Evaluation and monitoring of advice and guidance

• Schools should satisfy themselves of the quality of any external organisation they plan to work with.
• Activities should be monitored and evaluated and pupil feedback should be taken into account.
• Ofsted inspectors will take account of the quality of IAG when judging leadership and management. Ofsted can use destinations data as part of this process.
• Schools can use the data to consider the destinations into which former pupils progressed and how successful their transitions are.