1. Evaluating the impact of careers guidance for continuous improvement
Karen Adriaanse HMI
National Lead for Careers Guidance
19 June 2013

2. Session outline Ofsted survey findings Policy background
Careers education and guidance in section 5 inspections and against the CIF
Careers guidance survey 2013
Evaluating careers guidance

3. Key findings of previous surveys (1)
The introduction of national standards for this work had helped to raise its profile, but the survey found no evidence of consequent improvement in the quality and consistency of the provision of these services.
When careers guidance was provided by the school and providers themselves, its quality varied considerably.
Young people who had learning difficulties and/or disabilities were disproportionately represented among those not in education, employment or training.
Only a small number of secondary schools visited knew how well students who had left at the age of 16 were doing.
In all Ofsted’s surveys, there was a failure to meet the needs of some of the most potentially vulnerable young people.
In the local authorities visited, young people who had learning difficulties and/or disabilities were disproportionately represented among those not who were NEET
In the survey on progression post-16 for learners with learning difficulties and/or disabilities, inspectors found a lack of knowledge about learners’ needs and the range of local provision that might meet those needs.
Work-based learning provision was rarely considered as an option. Where there were good plans, specialist staff had involved the young person successfully and enabled her or him to consider a range of provision.

4. Key findings of previous surveys (2)
Schools, providers and employers have an important role in making sure that young people are well matched to the vocational area and apprenticeship they wish to pursue.
Employers saw successful work experience as
an important factor.
The young people interviewed valued:
- opportunities to help them learn how to explain why
they wanted to work in particular industries.
- getting face-to-face advice from an employer
- careers events with representatives from a range of
employers and post-16 training providers.

5. Recommendations for secondary schools
Secondary schools should:
improve the planning and quality of careers education and work-related activities by:
ensuring that all Year 11 students receive impartial advice
about the full range of options available to them
ensuring that staff who provide careers education have
sufficient and relevant knowledge and experience to carry
out the role effectively
improve the placement of young people so that the work experience they undertake is a better reflection of their interests and aspirations
monitor more effectively the destinations of students who leave school at the end of Year 11 in order to evaluate the effectiveness of the careers information, advice and guidance they receive.

6. Other relevant survey publications
Economics, business and enterprise education
June 2011 Ofsted; Ref:
Girls' career aspirations
April 2011 Ofsted; Ref:
Apprenticeships for young people
April 2012 Ofsted; Ref:
The special educational needs and disability review – a statement is not enough
September 2010 Ofsted
Progression post-16 for learners with learning difficulties and/or disabilities
August 2011 Ofsted; Ref:

7. Good practice examples
Good practice site:
Career Planning:
engaging and challenging students
giving them exposure to a wide range of different
occupations
bringing together curriculum, career planning and
enterprise education
developing skills to help students find information
independently
relating their own abilities and achievement to career
intentions
using their experiences to extend their understanding of
careers and work.

8. Policy background
The Education Act 2011: the duty to secure independent and impartial careers guidance for young people in schools
Statutory guidance for head teachers, school staff, governing bodies and local authorities
The National Careers Service
Raising of the participation age
The Study Programmes and Traineeships

9. Changes to inspection September 2012
Section 5
Inspectors judge the quality of education provided in the school and its overall effectiveness - taking account of:
the achievement of pupils at the school
the quality of teaching in the school
the behaviour and safety of pupils at the school
the quality of the leadership in, and management of, the school.

10. Inspecting careers guidance
In judging leadership and management inspectors consider:
the extent to which leaders and managers provide a broad and balanced curriculum that meets the needs of all pupils, enables all pupils to achieve their full educational potential and make progress in their learning
how effectively …the school makes use of external agencies and the communities, including business…

11. Inspecting careers guidance
In judging overall effectiveness, inspectors consider:
how well pupils are prepared for the next stage of their education, training and/or employment
how well pupils gain a well informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training.

12. Inspecting careers guidance
Common Inspection framework

13. Sources of evidence Sources of evidence include:
a summary of school self-evaluation – self-assessment
information about destinations for school leavers and support plans/use of support plans
increasingly, success rates and retention rates for post-16 students
discussions with students and staff
documentation including l improvement plans; curriculum plan; options information for parents/carers and students.

14. Careers guidance survey 2013
This survey will explore the extent to which all young people up to and including the age of 16 (particularly those most at risk of becoming NEET, disabled young people and those who have special educational needs) are receiving comprehensive impartial advice and guidance in order to make informed decisions about their options pre- and post-16.

15. The key questions
To what extent have the schools developed and implemented an effective strategy/policy to comply with the statutory duty?
To what extent do all pupils in years 9 to 11 receive career guidance?
What is the quality of the careers guidance provision?
What is the impact of the careers guidance offered in helping young people make informed choices?
How well the provision meets the needs of vulnerable groups and the impact on reducing NEETS?

16. Sources of evidence
What would you look for?

17. Sources of evidence
Interviews with governors, senior managers, teachers, support staff
Interviews with internal and external specialist staff
Interviews with external partners
Focus group meetings with students
Observations of career-related activities
Observations on 1:1 career guidance sessions
Review of documents, including destination data, strategic plans, learning resources, career guidance resources and individual career action plans
Parental survey

18. Evaluating the impact of careers guidance for continuous improvement
What next…
… for Ofsted after the careers guidance survey?
… for an institution after evaluating the quality and impact of careers guidance? Add slides
Inspecting: Study programmes - Traineeships