1. Immersive education landscape: Teach First

2. Careers Information Advice and Guidance
Lambeth Academy

3. Academy context

4. Introduction
Lambeth Academy is a co-educational secondary which opened in September under the English academy programme, Lambeth Academy was one of the first City Academies of it’s kind.
Lambeth Academy was judged ‘good’ by OFSTED in 2013, and has been judged ‘outstanding’ under less formal reviews lead by Dame Sally Coates (2015).
Lambeth Academy is on a journey to become ‘ exceptional’ in all that it does, with a firm commitment to students and parents committed to achieving this aim.

5. The school context
The majority of students are from minority ethnic backgrounds, the largest group being of Black
Caribbean and Black African heritage.
Nearly half the students speak English as an additional
language and this proportion is increasing.
Over half of the students are supported by the pupil premium (extra government funding for
particular groups of students including those known to be eligible for free school meals).
This is well above the national average for secondary schools.
The number of disabled students and those who have special educational needs supported through school action is above that in other schools.

6. Our Focus According to OFSTED schools should:
Develop and implement a clear strategy for careers guidance.
Colleges and other providers need to ensure that students are well supported in making decisions about their career pathways.
To ensure that apprenticeships are given equal status to the academic route, for example, by fostering greater links with employers so that young people and their parents/carers are exposed to a wider range of career options to promote the wider range of progression routes available at further education colleges, independent learning providers, and communities and skills providers.

7. What are some of the challenges for schools like Lambeth Academy?
Our Focus
What are some of the challenges for schools like Lambeth Academy?

8. No whole school/SLT buy in
Our Focus
No whole school/SLT buy in
Many schools will be focussing on the new progress 8 measures which
will see schools moving away from the traditional A*-C English and Maths to
being measured on the achievement of pupils across 8 qualifications.
(English, Maths, 3 Ebacc subjects and 3 other subjects)
More pressure for schools as is estimated that 14% of students nationally will fall below
A*-C in due to the shift in what constitutes a now C grade.
Schools having to change assessment and planning to incorporate
the grading systems which are indicated to change again in the next year.
Schools having to plan around more of an aspirational syllabus than ever
before.

9. Our Focus
Funding
Although the Conservatives have announced that they plan to protect spending per pupil
Including extra pupils coming into schools, schools continue to have concerns over
the forecast for funding in next 5 years. According to the Institute for Fiscal Studies, this level of
Protection does not take in to consideration the following:
Impact of inflation
Pension changes
National insurance changes
Likely increase in salaries (very likely at a time where schools
are struggling to recruit and retain staff).
The Institute for Fiscal Studies calculates that this will amount to a 12% cut
in the schools budget in the next 5 years.

10. What are the concerns currently for OFSTED?
Our Focus
What are the concerns currently for OFSTED?

11. OFSTED
OFSTED recently analysed the provision of careers guidance in place for a
number of schools (Post 2012). They found common problems in schools visited
which included:
Knowledge- “very few schools visited know how to provide a service
effectively or had the skills and expertise needed to provide a
comprehensive service”
Training Over half the schools used existing staff to provide careers advice and
education yet these staff “often had insufficient training
and did not provide students with up to date information.
Collaboration with employers- most schools did not work “well enough” with
employers in order to make sure their students had a direct experience
of the world of work.

12. Work in groups of two or three discuss the following……
Our Focus
Over to you
Work in groups of two or three discuss the following……

13. Activity 1 What are the issues ?
What are the barriers you are likely to face with your partner schools?
Who are key people to be aware of?
Which stakeholders do you think are likely to be the most challenging?
What is the solution?
What Features, Advantages and Benefits can you come up to hook you school in?
10 minutes

14. Activity 2 Overcoming the barriers Lambeth Crescent case study
Lambeth crescent is a top performing secondary school and 6th Form and has been in existence for the last 4 years. Students generally leave the academy to go on to apprenticeships with very few staying on to 6th form. The school has a part time member of staff who is responsible for all careers interviews but does not have the capacity to organise work experience or trips because SLT are not keen for students to be taken out of the classroom.
The career co-ordinator is keen to improve the schools provision for careers guidance but knows the SLT are opposed to change
What is the solution here ?
10 minutes

15. CEIAG is everyone’s responsibility ……
Why should we prioritise Careers Education Information Advice and Guidance?
It is Lambeth Academy’s responsibility to improve the life chances for all students.
In 2014 the UK commission for employment and skills asked over 18,000 employers what characteristics they placed emphasis on when they recruited new members of staff.

16. CEIAG is everyone’s responsibility ……
The top answer was “relevant work experience”, seen as significant by 43 per cent of employers and very significant by 23 per cent.

17. Teach First Employability
Leadership Programme

18. TEACH FIRST
In 2015 Teach First Launched the first cohort of the Careers and Employability Leadership
programme
With the support of partners this programme targeted towards middle leaders allowed schools to develop the focus, accountability, confidence and capability required to implement and outstanding whole school strategy around careers and employability.
The programme was set out to achieve the following objectives:
Improve the career and employability prospects of students leading to improved destination measures
Develop expertise by attending a series of high quality training modules
Design and implement whole school strategy for careers and employability
including a robust monitoring and evaluation framework
Integrate and embed that strategy in schools
Develop a relationship with external organisations, networks, speakers and employers
Be a leading voice in influencing national debate and a key part of published learning .
Collaboration with employers- most schools did not work “well enough” with
employers in order to make sure their students had a direct experience
of the world of work.

19. Teach First
This year Lambeth Academy entered into a year long commitment with Teach First to develop a careers framework designed to support the Academy to manage and deliver a robust career and employability curriculum for whole school.
At present there is no formal designated framework for Careers, employability and enterprise education despite there being various independent tools for measuring Careers provision, of which include:
ASCL Foundation Code for CEIAG
Gatsby benchmark
CDI framework for careers, employability and enterprise education

20. Developing aspirational learners
The main focus for the Career department:
Ensure its young people develop key strengths, including resilience and wellbeing, to support high aspirations.
Narrow the gap in the proportion of young people taking part in further education or employment-based training post-GCSEs.
Narrow the gap in university graduation, including from the 25% most selective universities
We believe that working with organisations such as Perrett Laver will allow our students to experience the following:

21. Developing aspirational learners
Developing a greater understanding of the workplace environment
Broadening life experiences
Building more resilience in our learners
Supporting learners to develop their employability skills
Increasing employment opportunities for learners

22. THANK YOU