Delivering excellent careers guidance in schools– an Ofsted perspective Karen Adriaanse HMI Special Adviser (Improvement) FE and skills March 2015

The context for careers guidance The raising of the participation age The high youth unemployment Increasing number of young people whose destinations are ‘unknown’ The 16 to 19 study programmes

The study programmes The underpinning principles of the study programmes, which require that:  all providers of education and training should develop well- designed individual study programmes that offer learners progression to a higher level of study than their prior attainment to meet clear educational and career aspirations.

School inspection handbook September 2014 (para 154) Inspectors should explore: the extent to which the school has developed and implemented a strategy for ensuring that all pupils in Years 8 to 13 receive effective careers guidance the impact of this guidance in helping young people to make informed choices about their next steps how well the school meets the needs of all vulnerable groups of pupils, including reducing the numbers who do not continue to education, employment or training how well the school works with families to support them in overcoming the cultural obstacles that often stand in the way of the most able pupils from deprived backgrounds attending university.

School inspection handbook September 2014 (2) Quality of leadership in and management of the school - Paragraph 155 Inspectors should explore: how effectively the school works in partnership with other schools, early years providers, external agencies and the community (including business) to improve the school, extend the curriculum and increase the range and quality of learning opportunities for pupils. inspections-of-maintained-schools

The growth in apprenticeships

New Common Inspection Framework 2015  for schools, non-association independent schools, further education and skills providers and registered early years providers.  under it – four graded judgements across all remits.  leadership and management;  teaching, learning and assessment;  personal development, behaviour and welfare;  outcomes for children and learners. and greater emphasis on safeguarding and curriculum.  will provide greater clarity, coherence and comparability for users, learners, parents and employers.

Thank you