DEELOPMENT TOOL - The Careers & Enterprise Company · School plan for Careers and Enterprise...

careersandenterprise.co.uk

The Tool comprises 5 elements:

1. AUDIT OF CURRENT ACTIVITY What activity is happening now

2. OBJECTIVES Setting objectives for the development plan by cohort

3. DEVELOPMENT PLAN School plan for Careers and Enterprise education

4. SUMMARY Progress and activity

5. INFORMATION SHEETS Gatsby, Statutory Guidance, Mapping, Ofsted references, Further information

Both the Audit of Current Activity and Development Plan are based upon all the Gatsby benchmarks with focus on:

• Encounters with Employers and Employees• Experience of Workplaces• Learning from Careers and Labour Market Information• Linking Curriculum Learning to Careers

The Development Plan includes the facility to include costs to assist with budget profiling and requests from SLT.

Note: Additional rows and columns can be added and colour coding used by you as required. This is the school/college plan and should be adapted as you deem appropriate. Take care not to disrupt the data entering the ‘Summary’ as this will save you time later when reporting.

September 2016 V1.0

DEVELOPMENT TOOLThis development tool is to be used for both the mapping of existing activity within a school/college and for creating school/college development plan for the future.


School

URN

Date

AUDIT OF CURRENT ACTIVITY

PUPIL NUMBERS PARTICPATING

Summary No. of Providers No. of Employers Cost Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Total

Encounters With Employers and Employees

Experiences Of Workplaces

Learning From Career and Labour Market Information

Linking Curriculum Learning To Careers Included in numbers above

Total

Enter current activity and provision to provide a map of what is being delivered within the school or college.

This information can then be used to identify what works well and should be kept and what gaps currently exist. The Provision Matrix can then be used to help select programmes and activity to be delivered in the future.

The Local Objectives under ‘Learning From Career and Labour Market Information’ can include needs specific to the area.

The data in the ‘Summary’ can be used to complete the Impact Tracking Questionnaire.


School

URN

Date

AUDIT OF CURRENT ACTIVITY Encounters With Employers and Employees PROVIDER EMPLOYERS PUPIL NUMBERS PARTICPATING

School Lead

Activity Definition Description of activity On Site/Off Site

Independent Provider name (if applicable)

No. of Providers Employer Names No. of Employers Cost Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Cohort (e.g. year group, G&T, etc.)

Cohort (e.g. year group, G&T, etc.)

Careers and skills fairs

A number of representatives from employers offer information about their companies and interact with pupils at an organised careers event

Careers talks An employee delivers an informational or inspirational talk related to their career to a group of pupils

Comprehensive careers websites

An interactive website that offers careers information, support for careers decision making and potentially chat capabilities/helplines

CV workshopsAn employee delivers lessons in the classroom related to writing CVs to prepare pupils for the job application process

Mock Interviews An employee delivers a one-to-one mock interview to a pupil to prepare them for the job application process

E-mentoring An employee delivers one-to-one guidance and support to a pupil individually over the internet

Mentoring with an employee

An employee delivers one-to-one guidance and support to a pupil in person

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

Short-term enterprise activities delivered in schools that can involve simulation of business challenges

Enterprise competitions

Longer-term business competitions involving employers where groups of pupil develop and run a small enterprise

Employer-led career learning

Employees enter the classroom to assist teacher in the delivery of traditional career learning activities

Employer-led curriculum learning

Curriculum learning (incl. STEM & MFL) co-delivered by teachers and employers, employees linking curriculum to their own experiences

Total


School

URN

Date


School

URN

Date

Experiences Of Workplaces PROVIDER EMPLOYERS PUPIL NUMBERS PARTICPATINGSchool Lead





Work place visits Pupils are taken as a group to a workplace and are introduced to its operation

Networking with employers

Pupils are introduced to employers through facilitated networking meetings

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

Part time working A pupil works a limited number of hours per week around their school responsibilities

Work related learning

Employers offer extended work experience to pupils and vocational training, in conjunction with traditional school based classes

Work shadowing A pupil shadows a particular employee to develop an understanding of their day-to-day role

Volunteering A pupil volunteers a limited number of hours per week around their school responsibilities

Skill building and citizenship

A pupil takes part in a skill building and citizenship programme including employability skills

Total


School

URN

Date


School

URN

Date

Learning from Career & Labour Market Information PROVIDER EMPLOYERS PUPIL NUMBERS PARTICPATINGSchool Lead





Apprenticeships

Discussed as an option in post 16 education. Employers have opportunity to showcase to pupils, staff and parents the value and offer of apprenticeships in a variety of careers. Young people with experience as an apprentice are introduced to pupils. Parents and guardians are provided with information showing the options and benefits of apprenticeships.

Labour Market Information (LMI)

Students and parents/guardians understand what the growth and/or high employment market sectors are locally and nationally and the opportunities that will exist within them. This includes information circulated in hard and soft copies, presententions and other media.

Skills Students and parents what skills and attitudes employers look for and how to record evidence them.

Self Employment

Students are made aware of self employment as a career option. Experienced self-employed people are introduced to students to share their experiences and promote self-employment.

Local Objectives

Local Objectives

Total


School

URN

Date


School

URN

Date

Linking Curriculum Learning To Careers PROVIDER EMPLOYERS



No. of Providers Employer Names No. of Employers Cost

Employer Encounters

Teaching staff have direct contact with employers and integrate them into delivery of their subject(s)


Staff CPD includes elements involving or delivered by employers

Labour Market Information

Staff are have access to and use Labour Market Information (LMI) in subjects

Employer Derived Resources

Staff are aware of and use materials and resources for use in curriculum produced by employers and sector representatives in their subjects

Total


Used to set Objectives (Desired Outcomes) and Goals for students.

The sheet can be modified to include year groups, vocational groups, cohorts such as SEN, more able, at risk, etc. A subject themed sheet can also be created.

Progress can be recorded against each goal to highlight areas of attention, record success or make observations for future refinements.

OBJECTIVES

Understanding The Goals: The Young Person’s JourneyGoals Definition Young Person’s Question Addressed

Notes:The goals are interlinked, may be iterative, and can apply to each year group and/or cohort.Young people will require a different balance of activity types depending on their age and career pathway.(1) Both curricular and extra-curricular(2) Soft skills development will need to underpin all goals of framework(3) This will be outcome focused, there will not be activities mapped to this goalSource: Deloitte What Works Project

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 (1) 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 (2) necessary to attain their desired employment. Have I learned the skills and behaviours I need?

Attaining (3) Young people attain and transition to their desired employment, or are en route to doing so in their career. Have I realised my potential?


School

URN

Date

OBJECTIVESPROGRESS

Year Group or Cohort Goals Success Definition (how will success be judged and/

or measured) Requires Attention Planned Delivered Comments

7

8

9

10

12

13


DEVELOPMENT PLAN

PUPIL NUMBERS PARTICPATING

Summary No. of Providers No. of Employers Cost Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Total

Encounters With Employers and Employees

Experiences Of Workplaces

Learning From Career and Labour Market Information

Linking Curriculum Learning To Careers Included in numbers above

Total

Similar to the ‘Audit’ sheet and to be used for detail activity planning. Items can be copied from the ‘Audit‘ sheet if they are to be included in the new plan.

There are additional columns to track your planning and progress and the use of colour coding may be useful to highlight areas of attention or completion. The ‘Comments’ column can be used to add detail of progress, record success or make observations for future.

School

URN

Date


School

URN

Date

DEVELOPMENT PLANEncounters With Employers and Employees PLAN AND PROGRESS PROVIDER

Activity Definition Description of activity Proposed Date(s) Quotes Sign Off Delivered Comments On Site/Off Site Provider name

(if applicable) No. of Providers Employer Names Cost

Careers and skills fairs

A number of representatives from employers offer information about their companies and interact with pupils at an organised careers event


Comprehensive careers websites

An interactive website that offers careers information, support for careers decision making and potentially chat capabilities/helplines

CV workshopsAn employee delivers lessons in the classroom related to writing CVs to prepare pupils for the job application process

Mock Interviews An employee delivers a one-to-one mock interview to a pupil to prepare them for the job application process

E-mentoring An employee delivers one-to-one guidance and support to a pupil individually over the internet

Mentoring with an employee

An employee delivers one-to-one guidance and support to a pupil in person

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

Short-term enterprise activities delivered in schools that can involve simulation of business challenges


Longer-term business competitions involving employers where groups of pupil develop and run a small enterprise

Employer-led career learning

Employees enter the classroom to assist teacher in the delivery of traditional career learning activities

Employer-led curriculum learning

Curriculum learning (incl. STEM & MFL) co-delivered by teachers and employers, employees linking curriculum to their own experiences

Total


School

URN

Date

DEVELOPMENT PLANExperiences Of Workplaces PLAN AND PROGRESS PROVIDER




Networking with employers

Pupils are introduced to employers through facilitated networking meetings


A pupil enters the workplace to develop insight into the day-to-day role of an employee in an organisation

Part time working A pupil works a limited number of hours per week around their school responsibilities


Employers offer extended work experience to pupils and vocational training, in conjunction with traditional school based classes

Work shadowing A pupil shadows a particular employee to develop an understanding of their day-to-day role



A pupil takes part in a skill building and citizenship programme including employability skills

Total


School

URN

Date

DEVELOPMENT PLANLearning from Career & Labour Market Information PLAN AND PROGRESS PROVIDER



Apprenticeships

Discussed as an option in post 16 education. Employers have opportunity to showcase to pupils, staff and parents the value and offer of apprenticeships in a variety of careers. Young people with experience as an apprentice are introduced to pupils. Parents and guardians are provided with information showing the options and benefits of apprenticeships.

Labour Market Information (LMI)

Students and parents/guardians understand what the growth and/or high employment market sectors are locally and nationally and the opportunities that will exist within them. This includes information circulated in hard and soft copies, presententions and other media.

Skills Students and parents what skills and attitudes employers look for and how to record evidence them.

Self Employment

Students are made aware of self employment as a career option. Experienced self-employed people are introduced to students to share their experiences and promote self-employment.

Local Objectives

Local Objectives

Total


School

URN

Date

DEVELOPMENT PLANLinking Curriculum Learning To Careers PLAN AND PROGRESS PROVIDER



Employer Encounters



Staff CPD includes elements involving or delivered by employers

Labour Market Information

Staff are have access to and use Labour Market Information (LMI) in subjects

Employer Derived Resources

Staff are aware of and use materials and resources for use in curriculum produced by employers and sector representatives in their subjects

Total


SUMMARYThe data in the ‘Summary’ can be used to complete the Impact Tracking Questionnaire. Only the total number of students per year group is required.

The Summary also includes a Checklist for Planning and Impact to assist in ensuring that all elements of a comprehensiveplan are completed. The Gatsby Benchmarks are also listed for review.


SUMMARY Summary of Employer Engagement PUPIL NUMBERS PARTICPATING

No. of Providers No. of Employers Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Total

Encounters with employers and employees

Experiences of workplaces

Learning from career and labour market information

Linking curriculum learning to careers

Total number of students in year group

Average number of encounters with employers and employees

Average number of experiences of workplaces


Checklist of Planning and Impact

Activity By When? In Progress Complete Comments

Compass audit tool completed, current provision versus Gatsby

Impact Tracking Questionnaire completed for baseline numbers

Audit of current activity completed

Objectives set for each year group and cohorts within

Activity plan complete, agreed and published

EA meetings in place

Impact

Programme impact tracking in place for teachers

Programme impact tracking in place for students

Destination of students reflect increased understanding of careers opportunities and needs

Parity of guidance for vocational and academic routes post 16

Parents/guardians more aware of labour market information

More that 4 employer engagements for year 7 to 13

Minimum of one workplace experience per student

Review meeting completed

SUMMARY


SUMMARYGatsby Benchmarks - Top Line Review

Benchmark By When? In Progress Complete Comments

1 A Stable Careers Programme

2 Learning From Career & Labour Market Information

3 Addressing The Needs Of Each Pupil

4 Linking Curriculum Learning To Careers

5 Encounters With Employers and Employees

6 Experiences Of Workplaces

7 Encounters With Further and Higher Education

8 Personal Guidance


INFORMATION SHEETSThe following pages provide a summary of key references for careers and education planning in schools.

• Gatsby -a breakdown of the Gatsby Benchmarks and effectiveness • Statutory Guidance -summary of DfEStatutory guidance for governing bodies, school leavers and school staff – March 2015• Map Gatsby and Statutory Guidance -mapping of Gatsby Benchmark 5 & 6 activities against the Statutory Guidance• Ofsted -relevant extracts from the Ofsted InpectionFramework• Further Information -sources of relevant additional information from publications and websites


GATSBY BENCHMARKSIn 2014 The Gatsby Charitable Foundation published a report on Good Career Guidance, based on international research. The report identifies eight benchmarks of good practice for career education, information, advice and guidance in secondary schools. The Framework of learning outcomes for careers, employability and enterprise education presented here provides practical support in relation to six of the benchmarks.

Gatsby Benchmark Definition

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, teachers, governors and employers.

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.

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.

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 career paths.

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.

6 Experiences Of Workplaces Every pupil should have first-hand experience of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

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.

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.


GATSBY BENCHMARKSGatsby Benchmark Category Activity Description

5Encounters With Employers and Employees

Talks and Websites

Careers and skills fairs A number of representatives from employers offer information about their companies and interact with pupils at an organised careers event


Comprehensive careers websites An employee delivers an informational or inspirational talk related to their career to a group of pupils

CV Workshops CV workshops An employee delivers lessons in the classroom related to writing CVs to prepare pupils for the job application process

Mock Interviews Mock interviews An employee delivers a one-to-one mock interview to a pupil to prepare them for the job application process

MentoringE-mentoring An employee delivers one-to-one guidance and support to a pupil individually over the internet

Mentoring with an employee An employee delivers one-to-one guidance and support to a pupil in person

Employability Workshops 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 ActivitiesEnterprise activities Short-term enterprise activities delivered in schools that can involve simulation of business challenges

Enterprise competitions Longer-term business competitions involving employers where groups of pupil develop and run a small enterprise

Employer-Delivered Classroom Learning

Employer-led career learning Employees enter the classroom to assist teacher in the delivery of traditional career learning activities

Employer -led curriculum learning Curriculum learning (incl. STEM & MFL) co-delivered by teachers and employers, employees linking curriculum to their own experiences

6 Experiences Of Workplaces

Workplace visits and experience


Networking with employers Pupils are introduced to employers through facilitated networking meetings

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

Part time working A pupil works a limited number of hours per week around their school

Work related learning Employers offer extended work experience to pupils and vocational training, in conjunction with traditional school based classes

Work shadowing Work shadowing A pupil shadows a particular employee to develop an understanding of their day-to-day role

Volunteering and Citizenship


Skill building and citizenship A pupil takes part in a skill building and citizenship programme including employability skills

Consistently Effective

Some Evidence of Effectiveness

Low Effectiveness (in Isolation)

No evidence of impact yet


STATUTORY GUIDANCE FOR GOVERNING BODIES, SCHOOL LEAVERS & SCHOOL STAFF - MARCH 2015The Department for Education’s Statutory Guidance issued in March 2015 identifies the need for schools to “Have a strategy for the careers guidance they provide to young people. The strategy should be embedded within a clear framework linked to outcomes for pupils.” (Para 10, p.4).

Point Title Key Points

7-15 Key points

Pupils should leave prepared for adult life/Schools should have a strategy in place for the careers guidance that they provide/Inspire young people/Build strong relationships with employers/Offer work experience/Widen access to advice on post 16 options/Provide face-to-face guidance/Work with LA's to identify vulnerable students i.e. those at risk of NEET, SEN etc/Work with JCP/Prevent all forms of stereotyping in the guidance provided/Make use of online tools/Secure independent and impartial advice and guidance/Measure the effectiveness of of CEIAG by considering both the attainment and the destinations of pupils/Use Destination Measures

16-17 Statutory Duty Provide independent, impartial careers guidance from Year 8 -13. Includes information on all options and the guidance promotes best interests of young person.

19-24 Responsibilities of SchoolsWork in partnership with local employers and other providers/Make clear to students that grade C or better in GCSE maths or English is needed by end of Year 11, otherwise students must continue with this/Encourage good knowledge of maths and the sciences and ensure exposure to occupations that require STEM subjects, especially for female students/Encourage developmental of entrepeneurial skills for self employment/Ensure high attaining students are given options besides university i.e. higher apprenticeships/Promote out of school opportunities that could help with their careers aspirations i.e. NCS

25-27 Inspiring young people Provide opportunities for contact with employer networks, FE College, HE institutes, mentors, coahces, alumni etc/Create a learning environment which encourages pupils to tackle real likfe challenges and develop decision making, team building and problem solving skills/Contact with real employers and workplace visits.

28-32 Building strong connections with employers

Ensure students are aware of labour market information and how opportunties may change in the future/Use employers to explain about the skills needed and competition for various jobs to pupils/Ask employers to link curriculum subjects to employment opportunities/Employer engagements could include mentoring, insight into Jobcentre Plus, workplace visits, careers fairs, help with basic careers management skills like CV writing, interview skills etc/Tap into organisations that can support with this i.e. Business in the Community Business Class Programme, Mosaic (mentoring), Careers Academies UK, Inspiring the Future/Help students to gain confidence to compete in the labour market by providing them with opportunites to develop the skills and attributes relevant for employment.

33-36 Careers and Enterprise Company Core purpose is to broker relationships between employers and schools/colleges to ensure young peple are inspired and guided to succeed in working life

37-38 National Careers Service Offers information and professional advice about education, training and work to adults and young people. Support can be accessed via website, helpine, on line chat etc

39-43

Helping pupils to access information on the full range of education and training options and engage with other local learning providers

Secure independent guidance thaty covers all options available/Ensure guidance is provided in good time before decision making points/Ensure pupils understand the progression routes avialbale to them post 16/provide opportunties for visits to colleges, unis, workplaces etc/Encourage pupils to use websites and good quality portals to explore opportunities avialable/encourage other providers to engage with pupils on school premises to ensure studetns are aware of all options/act in best interest of young person

44-45 Securing support for choices and progression

Different pupils will require different support to make good choices based on their aspirations and the info they can access/Ensure individual needs of all pupils are considered/Encourage use of digital resources that can help pupils to self-assess their skills and research career options i.e. plotr/NCS

46-47 Face-to-face careers guidance From role models and inspiring individuals, alumni, mentors/coaches/careers advisers. Face-to-face guidance is particuallry important for those from disadvantaged backgrounds, at risk of disengaging or SEN

48-49 Duty to participate in education or training after 16 Ensure pupils are clear about what the duty means for them and what participation means.

50-52 Working with local authorities Schools to work with LA's to identify those at risk of not participating post-16/September Guarantee/Work with LA's to ensure they know what supoport services are available

53-55 Information Sharing Schools to provide info on pupils to LA's to support young people to participate in education or training and track their progress/Inform LA's as and when a 16 or 17 year old leaves education or training programme.


The Department for Education’s Statutory Guidance issued in March 2015 identifies the need for schools to “Have a strategy for the careers guidance they provide to young people. The strategy should be embedded within a clear framework linked to outcomes for pupils.” (Para 10, p.4).

Point Title Key Points

56-60 Targeted support for vulnerable and disadvantaged young people Work with LA's to identify young people who are in need or at risk post 16 of disengaging/Ensure pupils in alternative provision are targeted/Ensure pupils are aware of the 16-19 Bursary Fund

61-65Ensuring adequate support for pupils with special educational needs or disabilities

Ensure independent and impartial advice is avialable for young people with SEN and that this includes all of the education, training, and employment opporutnties on offer, including Supported Internships for those with EHCPs/Schools should seek to understand the interests, strengths and motivations of children with SENs and use this as a basis for planning support for them/Seek partnerships with employment services, businesses, disability orgs to help pupils understnad what is available to them as they get older/make use of the Local Offer published by the LA

66 Working with Jobcentre Plus Work with JCP to develop a smoother pathway between education and work

67-68 Evaluation and monitoring of advice and guidance

Ensure quality assurance and feedback/Government recommends that all schools should work towards a quality award for CEIAG in order to self-review (Quality in Careers Standard)/Ensure quality of independent careers provision is up to scratch and registered to the Matrix Standard/Monitor and evaluate the activity taking place

69 The role of Ofsted Ofsted will take account of the quality of independent careers guidance and of students' destinations in making their judgement on theleadership and management of the school/

70-71 Destination Measures Assess the success of CEIAG for pupils through the destination measures data/Use LA information on destinations of pupils post 16 to assess progression of students

STATUTORY GUIDANCE FOR GOVERNING BODIES, SCHOOL LEAVERS & SCHOOL STAFF - MARCH 2015


MAPPING OF GATSBY ACTIVITIES & STATUTORY GUIDANCE

Gatsby Activities for Encounters With Employers and Employees and Experiences Of Workplaces Definition

Careers talks 16-17 Providing independent, impartial careers guidance from Year 8-13. Includes information on range of options and the guidance promotes best interests of young person.

Comprehensive careers websites 25-27 Inspiring young people

Careers and skills fairs 28-32 Build strong connections with employers

Employer-led career learning 33-36 Careers and Enterprise Company

37-38 The National Careers Service

Careers talks 10 Offer high quality work experience

Employer-led career learning 25-27 Inspiring young people

Work shadowing 28-32 Build strong connections with employers

33-36 Careers and Enterprise Company

66 Work with JCP

Employer-led career learning 10 Offer high quality work experience

Work place visits 25-27 Inspiring young people

Networking with employers 28-32 Build strong connections with employers

Enterprise activities 33-36 Careers and Enterprise Company


Careers talks 25-27 Inspiring young people

Comprehensive careers websites 28 Choices must be based on a clear view of the current labour market and how opportunities may change in the future

28-32 Build strong connections with employersopportunities may change in the future

Careers talks 25-27 Inspring young people

Volunteering 28-32 Build strong connections with employersopportunities may change in the future

Skill building and citizenship 33-36 Careers and Enterprise Company



E-mentoring 16-17 Providing independent, impartial careers guidance from Year 8-13. Includes information on range of options and the guidance promotes best interests of young person.

Mentoring with an employee 25-27 Inspring young people

Employer-led career learning 33-36 Careers and Enterprise Company

37-38 The National Careers Service

Employer delivered employability skills workshops 25-27 Inspiring young people

Enterprise activities 33-36 Careers and Enterprise Company



Part time working


Work shadowing

Volunteering


Enterprise activities 22 Encourage development of entrepeneurial skills for self-employment

Enterprise competitions 25-27 Inspiring young people

Skill building and citizenship 33-36 Careers and Enterprise Company

Enterprise activities 25-27 Inspiring young people

Enterprise competitions 33-36 Careers and Enterprise Company

59 Ensure pupils understand about how to access 16-19 Bursary Fund




Comprehensive careers websites 16-17 Providing independent, impartial careers guidance from Year 8-13. Includes information on range of options and the guidance promotes best interests of young person.

Mentoring with an employee 23 Ensure high attaining pupils are aware of all options besides university, including higher apprenticeships

Employer-led career learning 24 Ensure pupils are aware of out of schools opportunities i.e. NCS

Employer -led curriculum learning 25-27 Inspiring young people


41 Visits to colleges, universities and workplaces

Enterprise activities 16-17 Providing independent, impartial careers guidance from Year 8-13. Includes information on range of options and the guidance promotes best interests of young person.

Skill building and citizenship 25-27 Inspiring young people


CV workshops 25-27 Inspiring young people

Mock interviews 28-32 Building strong connections with employers


School led activity 25-27 Inspiring young people


48-49 Duty to participate in education or training after 16

53-55 Information sharing



OFSTED’S COMMON INSPECTION FRAMEWORKEffectiveness of leadership and management

28... the extent to which leaders, managers and governors: successfully plan and manage learning programmes, the curriculum and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education, training or employment

Personal development, behaviour and welfare

31… the extent to which the provision is successfully promoting and supporting children’s and other learners’:• choices about the next stage of their education,

employment, self-employment or training, where relevant, from impartial careers advice and guidance

• where relevant, employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training”

Outcomes for children and other learners

32… the extent to which children and learners:• attain relevant qualifications so that they can and

do progress to the next stage of their education into courses that lead to higher-level qualifications and into jobs that meet local and national needs”


FURTHER INFORMATIONPublications

Careers guidance and inspiration in schools – Statutory guidance for governing bodies, school leaders and school staff (DfE, March 2015)

The Common Inspection Framework for Education, Skills and Early Years (Ofsted, September 2015)

Good Career Guidance (The Gatsby Charitable Foundation, 2014)

Careers education in the classroom (Teach First, 2014)

The PSHE Association provides a non-statutory Programme of Study for PSHE provision at key stages 1-4, of which careers education forms a key component

Moments of Choice

Websites

www.thecdi.netwww.qualityincareers.org.ukwww.careersandenterprise.co.ukwww.cegnet.co.uk/uploads/resources/Essentialreading.pdf

https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools

https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015

http://www.gatsby.org.uk/uploads/education/reports/pdf/gatsby-sir-john-holman-good-career-guidance-2014.pdf

https://www.teachfirst.org.uk/sites/default/files/Careers-in-the-classroom-report.pdf

https://www.pshe-association.org.uk/curriculum-and-resources/resources/pshe-association-programme-study-pshe-education

https://www.careersandenterprise.co.uk/posts/why-are-career-choices-so-hard-for-young-people

DEELOPMENT TOOL - The Careers & Enterprise Company · School plan for Careers and Enterprise...

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