Evaluating the impact of careers guidance for continuous improvement

Karen Adriaanse HMINational Lead for Careers Guidance

19 June 2013

Session outline

Ofsted survey findings Policy background Careers education and guidance in

section 5 inspections and against the CIF

Careers guidance survey 2013 Evaluating careers guidance

Key findings of previous surveys (1)The introduction of national standards for this

work had helped to raise its profile, but the survey found no evidence of consequent improvement in the quality and consistency of the provision of these services.

When careers guidance was provided by the school and providers themselves, its quality varied considerably.

Young people who had learning difficulties and/or disabilities were disproportionately represented among those not in education, employment or training.

Only a small number of secondary schools visited knew how well students who had left at the age of 16 were doing.

Key findings of previous surveys (2)

Schools, providers and employers have an important role in making sure that young people are well matched to the vocational area and apprenticeship they wish to pursue.

Employers saw successful work experience as an important factor. The young people interviewed valued: - opportunities to help them learn how to explain

why they wanted to work in particular industries. - getting face-to-face advice from an employer - careers events with representatives from a

range of employers and post-16 training providers.

Recommendations for secondary schools

Secondary schools should: improve the planning and quality of careers education

and work-related activities by:ensuring that all Year 11 students receive

impartial advice about the full range of options available to themensuring that staff who provide careers education

have sufficient and relevant knowledge and experience

to carry out the role effectively

improve the placement of young people so that the work experience they undertake is a better reflection of their interests and aspirations

monitor more effectively the destinations of students who leave school at the end of Year 11 in order to evaluate the effectiveness of the careers information, advice and guidance they receive.

Other relevant survey publications

Economics, business and enterprise education

June 2011 Ofsted; Ref: 100086 Girls' career aspirationsApril 2011 Ofsted; Ref: 090239 Apprenticeships for young peopleApril 2012 Ofsted; Ref: 110177The special educational needs and disability

review – a statement is not enough September 2010 OfstedProgression post-16 for learners with learning

difficulties and/or disabilities August 2011 Ofsted; Ref: 100232

Good practice examples

Good practice site: www.goodpractice.ofsted.gov.uk

Career Planning: engaging and challenging students giving them exposure to a wide range of different occupations bringing together curriculum, career planning and enterprise education developing skills to help students find information independently relating their own abilities and achievement to

career intentions using their experiences to extend their

understanding of careers and work.

Policy background

The Education Act 2011: the duty to secure independent and impartial careers guidance for young people in schools

Statutory guidance for head teachers, school staff, governing bodies and local authorities

The National Careers Service

Raising of the participation age

The 16-19 Study Programmes and Traineeships

Changes to inspection September 2012

Section 5

Inspectors judge the quality of education provided in the school and its overall effectiveness - taking account of:

the achievement of pupils at the school

the quality of teaching in the school

the behaviour and safety of pupils at the school

the quality of the leadership in, and management of, the school.

Inspecting careers guidance

In judging leadership and management inspectors consider:

the extent to which leaders and managers provide a broad and balanced curriculum that meets the needs of all pupils, enables all pupils to achieve their full educational potential and make progress in their learning

how effectively …the school makes use of external agencies and the communities, including business…

Inspecting careers guidance

In judging overall effectiveness, inspectors consider:

how well pupils are prepared for the next stage of their education, training and/or employment

how well pupils gain a well informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training.

Inspecting careers guidance

Common Inspection framework

Sources of evidence

Sources of evidence include:

a summary of school self-evaluation – self-assessment

information about destinations for school leavers and support plans/use of support plans

increasingly, success rates and retention rates for post-16 students

discussions with students and staff

documentation including l improvement plans; curriculum plan; options information for parents/carers and students.

Careers guidance survey 2013

This survey will explore the extent to which all young people up to and including the age of 16 (particularly those most at risk of becoming NEET, disabled young people and those who have special educational needs) are receiving comprehensive impartial advice and guidance in order to make informed decisions about their options pre- and post-16.

The key questions

To what extent have the schools developed and implemented an effective strategy/policy to comply with the statutory duty?

To what extent do all pupils in years 9 to 11 receive career guidance?

What is the quality of the careers guidance provision?

What is the impact of the careers guidance offered in helping young people make informed choices?

How well the provision meets the needs of vulnerable groups and the impact on reducing NEETS?

Sources of evidence

What would you look for?

Sources of evidence

Interviews with governors, senior managers, teachers, support staff

Interviews with internal and external specialist staff

Interviews with external partners

Focus group meetings with students

Observations of career-related activities

Observations on 1:1 career guidance sessions

Review of documents, including destination data, strategic plans, learning resources, career guidance resources and individual career action plans

Parental survey

Evaluating the impact of careers guidance for continuous improvement

What next…

… for Ofsted after the careers guidance survey?

… for an institution after evaluating the quality and impact of careers guidance? Add slides

Inspecting: 16-19 Study programmes - Traineeships