CEIAG for Headteachers, Governors and SLT

CEIAG & the new Ofsted Inspection Handbook

Friday 1st August 2014

Yesterday Ofsted published a new Ofsted Inspection Handbook. Whilst there is little to add to previous instruction and information about Ofsted's interest in careers education; it does underline the core nature of careers education and the importance of the widespread dissemination of careers information and guidance throughout the school. When taken in tandem with the new (well they were new in April) statutory duty & guidance documents that were recently issued they do offer more structure to those planning whole school activities.

In order to help hard pressed school staff, I humbly offer my interpretation of what the new handbook. Whilst at first glance it looks like Ofsted is less concerned with careers education (You can find one of my posts about the previous incarnation here should you need reminding) One should remember that the statutory duty & guidance have come into effect since the previous Ofsted handbook, my comments and interpretations reflect the expectations of the statutory duty.

Inspecting Leadership and management pg 43

Inspectors should explore:

  • the extent to which the school has developed and implemented a strategy for ensuring that all pupils in Years 8 to 13 receive effective careers guidance They will be looking for your careers education framework and rationale to be clearly documented and available to all pupils, staff, parents and stakeholders..
  • the impact of this guidance in helping young people to make informed choices about their next steps They will be talking to pupils as well as looking at destination data. This also intimates that they will be looking for evidence of impact assessment.
  • how well the school meets the needs of all vulnerable groups of pupils, including reducing the numbers who do not continue to education, employment or training They will be asking how well your pupil premium and SEND strategy contribute to ensuring pupils continue to progress, along with the integration of careers education into these strands.
  • how well the school works with families to support them in overcoming the cultural obstacles that often stand in the way of the most able pupils from deprived backgrounds attending university. Ditto the point above

Separate 6th form Judgement

One of the major changes that this new Ofsted Inspection Handbook brings is the widely expected separate grade for 6th form provision, which will impact upon 11-19 schools.

page 78

  • how well students' personal, social and employability skills are developed and how well this prepares them for their next steps in education or at work, including the contribution of 'non-qualification' activity and/or work experience and appreciation of how to approach life in modern Britain positively I believe this is where they will be looking for evidence that labour market information (LMI) and its effects on career planning is incorporated, along with the development of an effective CV, social media presence etc
  • the extent to which students are supported to choose the most appropriate courses, taking into account retention and success rates, as well as destination and progression information and students' views This is where impartiality comes in, not only is the process impartial but will pupils describe it as impartial? My advice is to provide training to all teachers on how to respond to questions about progression, university and apprenticeships.
  • the extent to which teaching, including non-qualification activity and the quality of one-to-one and small group tutorial support, leads to all groups of students developing knowledge, understanding and skills, and enables them to make good progress over time This can also be demonstrated not just via curriculum interventions but also by targeting of careers education activity.

How well leaders and managers: page 79

  • ensure the effectiveness of the curriculum and the arrangements to provide well-planned and well-managed individual study programmes, including the contribution of partnerships with other providers and employers Think employer engagement, visits, mentoring
  • ensure that all students are provided with high-quality impartial careers education, information, advice and guidance prior to starting post-16 courses, and about choices following completion of their post-16 study programme I won't insult your intelligence by interpreting that one!
  • use information about the destinations of those leaving the sixth form to check the extent to which provision meets the needs of all groups of students. Destinations measures and how they are used not just by staff but also by students.


Inspectors will talk to students in order to assess pg 80

  • the quality and impact of any non-qualification activity and/or work experience
  • the quality and impartiality of the information, advice and guidance they were given prior to starting their post-16 study programme.

Careers education is specified in the dedicated 6th form grade descriptors for:-


Outstanding

All students are provided with high quality impartial careers education, information, advice and guidance prior to starting post-16 courses and are fully aware of their choices following completion of their post-16 study programme.

Good

The school provides good, impartial careers education, information, advice and guidance prior to starting post-16 courses. Students are aware of their choices following completion of their post-16 study programme.

Inadequate & requires improvement include no mention of CEIAG - so my interpretation is that you could find it difficult get Good or Outstanding without CEIAG being clearly signposted and provided to statutory duty level.

A final note

You may need to consider the impact of this statement in Inspecting partnerships and off-site provision

Page 23

Inspectors may wish to speak to key partners who work with the school. They should make every effort to telephone or meet with those institutions where pupils are taught off-site to help assess the school's quality assurance arrangements. They must evaluate the rigour with which the school monitors the attendance, behaviour, learning and progress of pupils attending alternative provision.