3.  A framework for development  A target to aim for  Celebrating success  Simple way of explaining excellence  Development opportunity for potential leaders  Rigour, consistency and best practice  Ticks the OFSTED boxes

4. But with added attitude

5.  The new arrangements were not working well in just over three- quarters of the schools.  Only one in five schools was providing students in years 9-11 with the careers guidance they needed to support decision-making. These schools were characterised by strong support for careers guidance provision from school leaders and managers.  Few schools demonstrated that they had the skills and expertise necessary to provide a comprehensive service.  Few schools had purchased an adequate professional service from external sources; a quarter of schools did not use qualified external advisers at all.  In most schools, careers activities were poorly co-ordinated, poorly monitored/quality-assured and poorly evaluated.  Links with employers were particularly weak; about two-thirds of schools had cut down their work-experience provision for students in years 10-11.

6. ‘ The responsibility now lies with schools and colleges who we have given a powerful new accountability to secure independent and impartial careers guidance for their students and who we will ask to publish on their websites what they do to help their pupils to go into education training and work. Schools will also be held to account through Ofsted for the support they deliver.’ (Inspiration Vision 2013)

7.  What do you want to do (for life)? › Well informed long term career choice by the conclusion of statutory education › Little expectation of change  Job for life  Single type of work environment for life  Single skill set for life › Predominance of low skill jobs, producing things › Set working hours dictated by employer › Highly structured, hierarchical working environments › Progressive enhancement through age and experience and at employers discretion  What do you want to do (next)?  Lifelong learners  Values (seeks) change  Regular job/project/task changing  Predominance of high skill, creative work  24/7//52 working  Virtual workplace  Limited management hierarchy  Multi-skilled and adaptable workers  Transferable skill (Right skills at the right time)  Interspersing of work, with learning and leisure  Project management not jobs and job descriptions  Life values dictated by self not company or job

10. Career Mark is a strong and effective quality award. It has proven itself over time with successive developments as the CEIAG landscape has changed and is now well tailored to reflect current legislation. The Award has been continually reviewed and maintains a clear focus on promoting school Improvement. During the assessment, one Career Mark school told us it had been "an engine for development" for his school.

14.  ‘Doing a Careers award does make a difference.’ – Education Select Committee  ‘One of England’s most rigorous quality awards.’ – David Andrews  ‘We want to be recognised for preparing our students and we want our students to be recognised for being well prepared.’ - School  It shows the school cares about the pupils and not just their grades. It really cares about our futures.’ - Student

15.  Membership = £60 per annum  First assessment=£1200  Revalidation=£450  On line support=Free  Suffolk County Council = Free Audit; 5 hours free support to prepare for assessment; maybe some financial support

16.  Initial audit  Create a team  Create a plan based on audit findings and linked to main school plan  Complete narrative and evidence portfolio  Submit for assessment  Be assessed  Revalidation in 2 years

17.  Assessor is allocated  Agrees process with school  Undertakes desktop analysis of narrative and evidence  Interviews wide range of students  Makes judgement  Writes report

18. Gary Longden Gary.longden@futuresnn.co.uk 0115 9601542 / 07918 905910