Sarah to welcome, set out agenda for two days.

Welcome: New Starters Sarah welcome (5 mins) How many 1st week? Intro team Set out the running order of the day

Company overview of EAN Role of others in supporting the EAN, Company, ECs nationally, LEP, employers Support available from the Company Reporting structures, tools and impact Review of the EAN in practice from the perspective of an EC and EA Suzy (5 mins) Ask ECs to spend a few minutes introducing themselves on the table and asking ‘what has motivated them to become an EC?’ By the end of the session ECs should have an understanding of 1.      Company overview of EAN 2.      Role of others in supporting the EAN, Company, EC network, LEP, employers, 3.      What makes a good EA 4.      Support available including a.      Templates and resources b.      People c.       Website and linked in d.      Network news e.      Training and events 5.      Reporting structure a.      EAN register b.      Information sharing agreement c.       Monthly reports to RLs d.      Pye Tait e.      Impact and case studies

What skills & qualities make an effective EA? Suzy (15 mins)

Work nationally, tailor locally Enable and convene the best programmes Company context We are not a provider We ‘join the dots’ An umbrella organisation – filling gaps in provision and ensuring coverage across the country Test, learn and adapt Build on what works Work nationally, tailor locally Enable and convene the best programmes Clare (15)

Company context The EA – a simple model. Aims to simplify the process for employers and education providers to work together − Encounters with businesses that inspire them − The information they need to understand their options − Access to support needed to plan a successful and fulfilling career Clare Reference the Gatsby tool to support schools in aligning their plan to the benchmarks through a simple survey

What does an Enterprise Coordinator do? Understands and steers the careers and enterprise agenda; Expert support for willing volunteers; Local knowledge and contacts; Link back into local skills strategy; Manages relationships with schools, colleges, employers and providers Clare Ask them to discuss their role in pairs – anything to add?

The Careers & Enterprise Company National landscape and key messages Jan (20)

We know that there is more to do There are 750,000 vacancies, one quarter skill-shortage related… … youth unemployment 3x higher than total unemployment  ONS June 2016

We also know what works Encounters with employers, with workplaces, with further and higher education Information about local jobs, how the curriculum connects to work A plan tailored to an individual’s needs and supported by guidance - Sir John Holman “…young adults surveyed who recalled greater levels of contact with employers whilst at school were significantly less likely to be NEET and earned, on average, 18% more than peers who recalled no such activities.” - Dr Anthony Mann

But it’s not consistently implemented 66% businesses believe work experience is critical for recruitment yet only 38% offer work experience in England Only in 40% of schools do young people have one encounter each year

Inconsistent coverage Our diagnostic Inconsistent coverage Schools not helped to distinguish between offers Schools and employers have different language and timetables

1. Identify where to focus: ‘Cold Spot’ research Outcomes Employer engagement Deprivation Cold spots include uptake of apprenticeships post KS4 – directing employer resources to coldspots – new cold spots released shortly – accurate lep level data – reflective maps

2. Understand ‘what works’ “ Careers information is so confusing for young people that it is irrational to engage… ” We put evidence at the heart of what we do Foundational research published: ‘What works’ review: to underpin all of our work on the ground ‘Cold Spots’ Prioritisation Indicators: to identify geographic areas of career an enterprise need Moments of Choice’ research: behavioural analysis of young people revealing that disengagement from career decision making is the rational response to today’s complex and unwieldy careers information and proposing ‘public information’ campaigns to address this ‘Compass’ tool launched: free tool to allow schools to benchmark their performance against ‘Gatsby benchmarks’

3. Invest in proven programmes We are targeting support where it is needed £10m invested in 35 proven careers and enterprise programmes: 75% invested in “cold spot” - areas most in need of careers and enterprise support Over £4m raised in cash match 250,000 young people to benefit Initial impact: 22,000 new encounters between business and schools in first quarter of the fund (multiple encounters > 18% uplift in earnings and significant NEET reduction) Expected impact: 1.5m encounters over course of the fund Spearheading a £12m Mentoring Fund and Campaign that will connect a new generation of mentors to pre-GCSE teens at risk of disengaging and under-performing, reaching 25,000 young people by 2020. 55 applications shortlisted in the fund; winners to be announced in November Regional campaign development kicked off with mentoring community; campaign to launch in line with mentor recruitment for September 2017

3. Invest in proven programmes Who are the funded partners in your area? Add fund beneficiary sheet to each table, with locations. (10)

4. Engaging & corralling stakeholders  Sarah (10) We are engaging and corralling key stakeholders and supporters Endorsement by joint Business and Education Select Committee Close working relationships with the Gatsby Foundation, Confederation of British Industry, Federation of Small Business, British Chamber of Commerce, Association of School and College Leaders 550 stakeholders convened in Liverpool for annual ‘Join the Dots’ Conference and hundreds more at events around the country. Inaugural Head Teachers group (39 principals from each LEP) to meet in November

5. Provide every school and college with dedicated support 81 Help schools connect to local businesses and build careers and enterprise plans 1 Enterprise Coordinator per 20 schools and colleges 1 Senior business volunteer (Enterprise Adviser) per school or college Provide senior counsel and connections 1000 40% CEO or Chair We are achieving impact across the country 1000 Enterprise Advisers and 81 Coordinators ‘joining the dots’ through our network in less than a year: Live in 38 out of 39 areas of England 1000+ schools signed up – a third of all secondary schools. And 100 colleges 1000+ business volunteer Enterprise Advisers recruited; 40% CEOs, MDs or chairs Initial impact: 3 fold increase in proportion of schools and colleges with employer engagement plan (15% to 45%) 35,000 hours of Enterprise Adviser senior volunteer time invested in schools (~£11m value, conservative est.; ~£50m expected next year) Expected coverage next year: half of all schools and colleges

www.careersandenterprise.co.uk @CareerEnt Next steps 1. Look at our research 2. See if our funded programmes can help you 3. Sign up for the network: get a dedicated Enterprise Coordinator and Enterprise Adviser www.careersandenterprise.co.uk @CareerEnt

Support available for ECs People Templates and resources Website and LinkedIn Network News Training and events Clare (15)

Support available: Regional Leads What is the role of a Regional Lead? Clare Focus on the role of the Regional Lead – 2 minute exercise – what support would you like from your RL? Then each RL share something they do to support ECs

Plan local strategy with LEP including launch/celebration event; Short term priorities C0ntact Regional Lead; Join LinkedIn Group; Plan local strategy with LEP including launch/celebration event; Issue press release; LEP/Skills Board Chair to write to businesses and schools; Join EAN register webinar Review local provision for employer engagement; Gather local LMI; Develop local comms; Develop EA induction, DBS check for EAs; Develop your EA training; Set up steering group; Review Pye Tait hub Clare

Website resources

Bi-Monthly Network News

Clare

Toolkit & Resources Sarah National and local – supported by careers and enterprise fund careers services – see fund handout Jan /Sarah – share info about the working group and next steps. Helen and Kate are in the audience.

EA Coffee Break Club: Webinar Series As short as the time it take to drink a cup of tea or coffee (10-15 mins), to: Support connectivity between the EAN and Company, share company news and disseminate best practice. Claudia Harris/Natalie Cramp: Company Overview & Vision for EA Success (Nov) Karleen Dowden, Education Policy Lead: The Education Landscape 101 (Nov) Professor Tristram Hooley: ‘What Works:’ An evidence-led approach to activity planning in schools (Dec) Roger Taylor: Moments of Choice- what this means for EAs supporting careers information planning in schools (January) All webinars will be recorded and shared via Network News Dates TBC Sarah

Events: National & regional Recognise sector and stakeholders Sponsorship / Awards (R&R) Young people (YAB) Annual conference Umbrella: Joining the dots Thought leadership Support & amplify (R&R) Sarah

Information sharing agreement Monthly reports to RLs Pye Tait Reporting structures EAN register Information sharing agreement Monthly reports to RLs Pye Tait Impact and case studies Kerry (30) John A will be there to deliver / answer questions

Streamlining Data Collection Clear separation of Impact Evaluation and Management Information Standardisation of Consent Forms Introduction of EAN Register Discontinuation of two existing Pye Tait surveys Revision of remaining surveys Expansion of newly launched Satisfaction survey

Information flows from Stakeholders

Overview of all data channels A. Impact evaluation 1. EA Signup Questions [once – on entry] NEW! 2. Impact Tracking by Pye Tait 2.1 Surveys on the Hub 2.1.1 EA Profile 2.1.2 EAN Status 2.1.3 Schools [annual – on entry & anniversary]  Revised 2.1.4 Employers [annual – September] 2.1.5 Satisfaction [annual – September]  Expanded 2.2 Qualitative research 2.2.1 Interviews [quarterly – end of quarter] 2.2.2 Workshops [quarterly – end of quarter] 2.2.3 Webinars [ad hoc] B. Management information reports 3. Reports to Regional Leads [monthly] 4. Financial Returns [quarterly] 5. EAN Register [monthly] NEW! C. Self Assessment 6. Compass Benchmarking Tool [ad hoc – as School requires] D. Administration 7. Diversity & Equality Form [once – on entry] 8. Consent Declaration Form [once – on entry]

Purpose of each data channel A. Impact evaluation 1. EA Signup Questions To collect information about the motivations, objectives, and experience of an incoming EA and establish the baseline against which counterpart questions in the satisfaction survey will be measured. 2. Impact Tracking by Pye Tait To track the impact, the EAN is having on Schools/Colleges/EAs/Employers/Providers/Young People. To identify, record, and disseminate best practice. To formatively evaluate the programme so the Company can manage performance, direct support where it is most needed, and support the Company’s reporting to DfE. To enable interim summative evaluation of the Programme as a whole. B. Management information reports 3. Reports to Regional Leads To update Regional Leads on activity and flag issues, risks, and lessons. 4. Financial Returns To account for money spent and claim grants from the Company on the basis of agreed targets. 5. EAN Register To collect MI data that enable the Company to report to DfE against its KPIs, to operate the Network effectively, and to communicate with stakeholders. C. Self Assessment 6. Compass Benchmarking Tool To enable Schools/Colleges to benchmark their CE provision and track their progress over time.

2. Impact Tracking by Pye Tait Updated Impact Tracking Hub

2. Impact Tracking by Pye Tait Questionnaires in Data Collection Zone Schools Employers Satisfaction Check for Updates

An audience with….. Georgina Angele, Enterprise Coordinator Coast 2 Capital Rebecca Tonks, Enterprise Adviser Vanissa Amliwala, Enterprise Adviser Q&A suzy

Questions Reflections Comments Ideas Concerns Floyd – networking drinks and dinner to close