IAG in a changing world Implications for guidance “Critical to making the right choices is high quality impartial IAG” (Delivering 14 to 19 Reform: Next Steps DCFS October 2008)

Context Part of the bigger picture Meeting the needs of the 21 st century Meeting the needs of the individual 14 to 19 learners Raising of the participation age to 17 (2013) 18(2015) Delivering CEIAG in a recession

14 to 19 A levels,4 assessments, extended project Diplomas - 17 lines of learning by 2011 Apprenticeships expansion and entitlement - NAVMS Foundation Learning Tier Changes in Learning

Widening participation Tuition fees grants and loans Higher Education

Career education and guidance (CEG) enables individuals to become effective planners and managers of their own progression through learning and work IAG supports young people at key points of transition to help make decisions about their future and is also available at any time in their teenage years when they need help to deal with any issues they may be facing CEG and IAG

coherent learning programme,Young people need to be helped to determine whether their chosen course fit together into a coherent learning programme, and to identify what particular programme might lead to and what progression routes/pathways it might foreclose. “Helping learners want what they need “ Using feedback from guidance to inform curriculum provision and planning (student voice) Personalised IAG

1.Competent trained workforce A joint DCSF/DIUS review of the qualifications supporting IAG is underway Work is beginning with TDA to embed IAG into ITT programmes Specialist ITT route for PSHE teachers 3 features of effective IAG provision

2.Well planned and coherent curricular provision DCSF have produced principles of careers education to be delivered in schools Review of programme of study for PSHE will allow prescribed careers education content for KS3 and 4 Quality award for CEIAG 3 features of effective IAG provision

3.Performance management New school well being indicators will measure satisfaction of parents and learners with PSHEE including IAG OFSTED reporting suggests that IAG provision is good or satisfactory in 95% of cases Proxy measures such as NEET and retention rates in Lancashire have been positive but not recession proof 3 features of effective IAG provision

Give external IAG providers relevant info to help them ensure the right individuals receive appropriate advice and guidance from outside school Adhere to appropriate info sharing and safeguarding Comply with equality legislation and related codes of conduct Make available impartial advice and guidance for young people that is differentiated to meet their needs Schools Responsibility

Identify sources of IIAG and know how to access them Have a good understanding of their own strengths, aptitudes, interests, ambitions along with confidence to express these Understand the range of opportunities available to them locally and nationally Cope positively with transition and change Be supported by parents and carers who understand how best to advise them What do young people need?

1.Understanding IIAG 2.Central support 3.Policy support 4.Curriculum planning 5.Workforce development 6.Quality review and evaluation 7.Vulnerable Learners 8.Involvement of YP and their parents in IIAG 9.Growing the Guidance community What are the issues for Lancashire?

All learners receive appropriate comprehensive and impartial information and guidance to inform their curriculum choices at age 14, 16, 17 and 18 All Learners are informed and know how to use post 16 prospectus Personal and academic development is effectively monitored with realistic targets Learners have a good understanding of the broad content and requirements of their course including assessments and travel to or from other institutions and support arrangements Clear and well used protocols between providers where student information is shared in a timely fashion enabling transition easy Personal financial and advocacy support is made easily available and accessible for 16 to 19 year olds including those from vulnerable groups What we need to achieve

Enhance the information and guidance offered in Y9: options and progression routes Continue to provide guidance (help with next steps) linked to tutoring and mentoring (help with current learning ) throughout KS4 and post 16 Establish effective recording of guidance and tutoring :ILPs Enhance working partnership with the external provider of IAG(YPS) referrals and follow up Issues for guidance

Schools, colleges, work based training providers Career information Career education Initial advice and guidance and referrals to external service External IAG service Careers guidance Support for careers information Partnership approach

Start careers education earlier in Y7 & 8 Review curriculum model for careers education/PSHEE Increase the emphasis on developing careers planning and careers management skills - - assessing potential, learning styles - skills to access and use information Continue careers education post 16 in schools, sixth forms, colleges and work based training Link career education to personal finance education (e.g., tuition fees, grants and loans) Issues for careers education

is responsive to the needs of the learner is comprehensive enables young person to make use of independent external sources of help is integrated in all parts of the curriculum helps young person to progress empowers young people challenges stereotypes raises aspirations Principles of impartial career education

1.Advising SLG on policy and priorities and resources 2.Managing careers and related information 3.Planning careers education 4.Training of teachers and tutors 5.Monitoring teaching and learning in careers education 6.Referring to PAS/YPS adviser 7.Liaising with tutorial managers and mentors 8.Reviewing and evaluating IAG and careers education, preparing development plan 9.Reporting to SLG and governors 10.Managing the work of support assistant 11.Maintaining own CPD Leading and managing IAG and Careers Education in schools

Local Quality Award Have learning providers got the right things in place? Learning outcomes for CEG (National Framework CEG 11 – 19) Quality standards for young peoples IAG (DCSF 2007) Have we got it right? Are we working together? Assuring quality

Common prospectus Common application form Coordinated approach to support for post 16 and post 14 choices Joint activities Access to student information across centres for effective tutoring and guidance ILP Networking of IAG and career education coordinators virtually and for real PAs role working across consortia Partnership programme of CPDP Working together

1. Young people are informed about how information advice and guidance services can help them and how to access the services they need. 7. Parents and Carers know how information advice and guidance services can help their children and know how to access these services. IAG Quality Standards 1 and 7

Evidence and Impact: Careers and guidance related interventions on-line professional resourcewww.eep.ac.uk/ Support