Evaluating the Quality of Careers Guidance

Karen Adriaanse HMI National Adviser for Careers Guidance and Employability

Presented by Dr Deirdre Hughes at the Careers Live Conference 31 st January 2013

Session outline

     Survey findings Section 5 inspections – background Careers education and guidance in section 5 inspections Survey visits 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 schools 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 at school 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 them ensuring 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 aspirations

April 2011 Ofsted; Ref: 090239 

Apprenticeships for young people

April 2012 Ofsted; Ref: 110177 

The special educational needs and disability review – a statement is not enough

September 2010 Ofsted 

Progression 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.

Changes to inspection September 2012

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.

Sources of evidence

  Sources of evidence include:    a summary of school self-evaluation information about destinations for school leavers increasingly, success rates and retention rates for post 16 pupils discussions with pupils and staff documentation including school improvement plans; curriculum plan; options information for parents and pupils.

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?