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#CEIAGConfOxon

Emily Smith IAG Development Officer

Oxfordshire County Council Welcome

#CEIAGConfOxon

Janet Johnson Strategic Lead for Vulnerable Learners

Oxfordshire County Council Introduction to the Day

Steve Stewart OBE Careers England

The National Context

Deirdre Hughes OBE Warwick University

Nick Chambers Education and Employers

Careers Matter

Paul Chubb MBE The Boundary Partnership

Quality Assurance

“SIMPLIFYING, CLARIFYING & RATIONALISING QUALITY ASSURANCE FOR CEIAG “

OXFORDSHIRE

January 31st 2017 *******************************************

http://www.qualityincareers.org.uk

PAUL ANTHONY CHUBB, MBE Organising Secretary of the Quality in Careers Consortium

And Director for The Quality In Careers Standard

07976 575536 pac@qualityincareers.org.uk ************************************************

TO START WE NEED TO RECAP WHERE WE ARE TODAY

COMPARISON WITH AD 50-60

14000 Parishes in

England & Wales

NOURISHING……..OUR 3000 PLUS SCHOOLS AND US….WE ARE ON A MISSION

THE CAREERS PROFESSION TASK FORCE CHAIRED BY DAME RUTH SILVER

OCTOBER 2010 “TOWARDS A STRONG CAREERS PROFESSION”

HTTP://WEBARCHIVE.NATIONALARCHIVES.GOV.UK/20130401151715/HTTPS://WWW.EDUCATION.GOV.UK/PUBLICATIONS/EORDERINGDOWNLOAD/CPTF%20-

%20EXTERNAL%20REPORT.PDF

RECOMMENDATION 10:

The Task Force Recommends That An

Overarching NATIONAL KITE MARK

Should Be Established

To Validate The Different

CEIAG QUALITY AWARDS

For Schools, Colleges

And Work-based Learning Providers.

THE EDUCATION ACT 2011 – HOW THE STATUTORY DUTY FOR SCHOOLS

TO ‘SECURE ACCESS TO INDEPENDENT CAREERS GUIDANCE’ IS PHRASED ON FACE

OF THE ACT

[5] Careers Guidance Provided To Pupils At A School Is Independent For The Purposes Of This Section If It Is Provided Other Than By—

• (A) A Teacher Employed Or Engaged At The School, Or

• (B) Any Other Person Employed At The School

The Act therefore requires SCHOOLS to be COMMISSIONERS of Careers Guidance not providers of it (that’s not to say they will not provide SOME of it, but the new DUTY is to secure external Careers Guidance in addition to whatever a school provides internally)

1. In 2011/12 we worked to establish this as NATIONAL VALIDATION

FOR ENGLAND’S DEDICATED CEIAG QUALITY AWARDS which

accredit the FOUR components of CEIAG

• Careers Education

• Careers Information

• Careers Advice &

• Careers Guidance

2. The Quality in Careers Standard © is owned by and overseen by

the QUALITY IN CAREERS CONSORTIUM BOARD

• Established in January 2012

• Initially chaired by Dame Ruth Silver, now by Dr. Barrie Hopson

Details of the founding members of the Consortium (including AoC,

ASCL & NAHT), who serves on the Board and of the National

Validation team are on the Quality in Careers website

http://www.qualityincareers.org.uk

• Our Approach to national validation: NO COMPROMISES

The ELEVEN CEIAG QUALITY AWARD providers which have met the 15 National Validation criteria :

1. C & K Careers Quality Standard 2. Career Connect CEIAG Award 3. Career Mark 4. Inspiring IAG 5. Investing in Quality (Cambridgeshire CEIAG

Award) 6. Investor in Careers 7. Quality Award in CEIAG (Prospects) 8. Recognition of Quality Award for CEIAG

(Essex) 9. Sheffield City Region CEIAG Award 10. Future Focus (Staffordshire ENTRUST CEIAG

Award) 11. Stoke on Trent CEIAG Award

WHAT DO DEDICATED CEIAG QUALITY AWARDS DO?

• Act as a DEVELOPMENT TOOL for schools and colleges to

identify: • what they do well,

• what do not so well, • put in place action plans to address areas of need • Uniquely assess the quality of all 4 aspects of CEIAG

against rigorous externally-determined national measures • All external assessors are occupationally competent CEG

specialists: • over 100 of them across England

• Confirm to parents, employers & the community at large

that: • the school/college not only takes CEIAG seriously

• but also has been assessed externally • and is assured they are doing the BEST of practice in the

country

WHAT DO WE ASSESS? OUR SEVEN TESTS FOR

SUFFICIENCY : Every School Needs To Address & Therefore Every Awarding Body Must Assess

1. Providing effective leadership, management and promotion of

career-related learning and careers guidance provision

2. Ensuring appropriate initial staff training and continuing professional development (CPD)

to secure the competency required of all staff

3. Providing a planned and progressive programme of careers, employability and enterprise education

in the curriculum

4. Securing independent and impartial careers advice and guidance

5. Working with employers and other external partners (e.g. employer engagement)

and agencies such as FE, WBL & HE

6. Involving and supporting families and carers

7. Monitoring, evaluating, & measuring the impact of careers provision

(including evidence of learning outcomes and progression)

OUR DEDICATED CEIAG QUALITY AWARDS:

VOLUNTARY TAKE-UP BY JANUARY

2017

OVER 1100 SCHOOLS/COLLEGES across England

• now hold or are working towards

• one of these dedicated CEIAG quality awards

• which comply with national Quality in Careers Standard criteria

• This includes over 30% of England’s State Secondary Schools

• and 30% of our Sixth Form Colleges

OUR SHARED MISSION : To Persuade Heads & Principals

To “DO WHAT IS RIGHT” = 3 Wise Choices

Organisations which meet

THE MATRIX STANDARD

for advice and guidance for learning and work

SPECIALIST CAREERS ADVISERS

who are qualified and competent to provide

independent and impartial Careers Advice and

Guidance (QCF level 6 in Career Development/Guidance)

WHAT DOES DfE SAY NOW? REVISED STATUTORY

GUIDANCE

DIRECT EXTRACT FROM “Careers Guidance and Inspiration in Schools” MARCH 2015

https://www.gov.uk/government/publications/careers-guidance-advice-for-schools

Evaluation and monitoring of advice and guidance Quality assurance and feedback

Paragraph 67. In Developing Careers Provision For Pupils, There Are Currently Three Aspects Of Quality Assurance That Schools Should Take Into Consideration:

1. The quality of the school careers programme. The Government recommends that all schools should work towards a quality award for careers education, information, advice and guidance as an effective means of carrying out a self-review and evaluation of the school's programme. The national validation, the Quality in Careers Standard, will assist schools to determine an appropriate quality award to pursue.

2. THE QUALITY OF INDEPENDENT CAREERS PROVIDERS. The recognised national quality standard for information, advice and guidance (IAG) services is the matrix Standard.

To achieve the Standard, organisations will need to demonstrate that they provide a high quality and impartial service. Schools can access an online register of organisations accredited to the matrix Standard.

3. THE QUALITY OF CAREERS PROFESSIONALS WORKING WITH THE SCHOOL. The Career Development Institute has developed a set of professional standards for careers advisers, a register of advisers holding postgraduate qualifications and guidelines on how advisers can develop their own skills and gain higher qualifications.

The main qualifications for careers professionals are the Qualification in Career Guidance (QCG) (which replaced the earlier Diploma in Careers Guidance) and the Level 6 Diploma in Career Guidance and Development. Schools can view a register of careers professionals or search for a career development professional who can deliver a particular service or activity.

“Good Career Guidance” (The Gatsby Charitable Foundation, 2014)

http://www.gatsby.org.uk/education/programmes/good-career-guidance

The welcome GATSBY BENCHMARKS describe the components (BENCHMARKS 2-7) of a STABLE CAREERS PROGRAMME (BENCHMARK 1).

Our national validation criteria (1.1-1.7) for the QUALITY IN CAREERS STANDARD DEFINE the organisational, professional and curriculum development and accountability processes that underpin quality and thus must be measured and assessed by CEG specialist assessors working for the 12 CEIAG Quality Award providers

Gatsby involves very helpful self-assessment, but we affirm that

• only with external assessment of the quality of CEIAG

• by a nationally validated CEIAG quality award can a school (& critically its cohort of PARENTS) be

confident that it provides the quality of the best for all of its

students.

THE HOUSE OF COMMONS

The Business, Energy & Industrial Strategy Committee

and The Education Committee have established a

Joint Sub Committee on EDUCATION, SKILLS & the ECONOMY

Its first report, published in July 2016 was on

‘careers education, information, advice and guidance’ ://www.publications.parliament.uk/pa/cm201617/cmselect/cmese/205/20501.h

tm http

Paragraphs 52 & 53 related directly to the QUALITY IN CAREERS

STANDARD,

the 12 CEIAG Quality Awards and the ‘matrix Standard’.

Basically the Committee said it was “complex” and “confusing”

and they recommended

MERGER of the Quality in Careers Standard & matrix

And bringing the 12 Awards together as one.

THE QUALITY IN CAREERS CONSORTIUM’S RESPONSE

Was A Joint Paper With

Assessment Services, CDI And Careers England

published in August 2016

“IMPROVING CAREERS SUPPORT FOR EVERYONE IN

ENGLAND”

We set out why that Joint Sub-Committee recommendation was

flawed.

Our joint response was made public and sent to DfE.

1st November 2016 the DfE issued HMG’s formal parliamentary

response

to the Joint Sub-Committee report

http://www.publications.parliament.uk/pa/cm201617/cmselect/c

mese/757/757.pdf

Included in HMG’S RESPONSE was section 9 (page 11)

accepting our line and rejecting the proposed merger with

matrix

But ACCEPTING the Committee’s call to

simplify, clarify and rationalize

CEIAG QA arrangements in schools.

OUR PLANS for the next stage of CEIAG Quality

Assurance

We are ALL agreed that we need greater brand clarity and therefore brand recognition.

We need a much simpler ‘how do we describe this in the LIFT?’ regime.

The Consortium has reviewed in detail a number of options

which we might seek to pursue with MINIMAL COSTS

involved.

We have concluded that the

simplest and most cost-effective option is

to move to a way of enabling

the 12 current award providers to become

AWARDING BODIES for the QUALITY IN CAREERS

STANDARD

as the sole public-facing award brand

WHAT ARE WE WORKING TO ACHIEVE?

Greater Simplicity

in the eyes of schools, of school leaders, governors, parents and

politicians.

School leaders tells us that they are well-used to choosing

which EXAMINATION BOARD to utilize for GCSE & A LEVEL.

The key is they are choosing GCSE & A LEVEL not the name of the

Board providing this (they value choice of offering from different

Boards)

– and all Examining Boards are regulated.

So our objective is for the SINGLE public-facing BRAND

to be “The QUALITY IN CAREERS STANDARD”

as the award a school would achieve

with a choice of 12 regulated awarding bodies.

The awarding bodies would be free to trade as they are named now.

HOW CAN THE DfE MINISTER HELP?

• Be assured that we have kept the DFE Careers Team

of officials aware of our discussions and potential

plans.

• We in turn hope the Minister might move in his

proposed revised Statutory Guidance from

‘recommending’ schools should achieve and maintain

a CEIAG QUALITY AWARD

to ‘STRONGLY RECOMMENDING’

• And support schools to do so through a dedicated

‘careers premium’ of say at least

£1000 per school per annum

• provided they commit to achieve and maintain the

Quality in Careers Standard

“SIMPLIFYING, CLARIFYING & RATIONALISING QUALITY ASSURANCE FOR CEIAG”

“THE QUALITY IN CAREERS STANDARD” • Available across the whole country • Provided by 12 awarding bodies regulated by the Quality in Careers

Consortium • www.qualityincareers.org.uk

*******************************************

“SIMPLIFYING, CLARIFYING & RATIONALISING QUALITY ASSURANCE FOR CEIAG “

OXFORDSHIRE January 31st 2017

*******************************************

http://www.qualityincareers.org.uk

PAUL ANTHONY CHUBB, MBE Organising Secretary of the Quality in Careers Consortium

And Director for The Quality In Careers Standard

07976 575536 pac@qualityincareers.org.uk ************************************************

Break Until 12pm

Refreshments Available in the Exhibition Hub

#CEAIGConfOxon

Department for Education (via Emily Smith)

Destinations Data

Destination Measures

• % of students continuing their education or training, going into employment, or NEET

• Uses data the DfE already receives

• Two measures: KS4 and KS5

• ‘Sustained’ destination = for 2 terms after leaving

• Published annually by DfE and used by Ofsted

• Available to parents and students

Latest Experimental Release (Aug 2014 leavers)

Key Stage 4

• 91% were in a sustained EET destination (92% in Oxon)

• 4% went into apprenticeships (5% in Oxon)

• 1% of activity was not captured by the measure (2% in Oxon)

Key Stage 5 - those who entered a Level 3 course

• 79% were in a sustained EET destination (69% in Oxon)

• 5% went into apprenticeships (3% in Oxon)

• 13% of activity was not captured by the measure (21% in Oxon)

→

Developing the Measures

• Include data from DWP and HMRC

• KS4 destinations will be a headline performance measure

• Expand KS5 measure – include qualifications below Level 3

• Produce the data earlier

Links to CEIAG

• Quality assurance

• Accountability

• Informing choices on where to study next

Where to find your data

• Destination measures are published on Gov.UK https://www.gov.uk/government/collections/statistics-destinations

• If you require local destination data the EET Service can help. Contact: indra.gill@oxfordshire.gov.uk

Jan Ellis Career Development Institute

CEIAG Workforce Developments

Jan Ellis, Career Development Institute

UK-wide professional body

Almost 5,000 members

Strong focus on individual members Also membership categories for School Affiliates and Organisations

2017 – Year of Advocating on Behalf of Our Profession

Key aim: To support and encourage the delivery of high quality career development services, through our work to develop the careers workforce.

1. Professional body for the Career Development Sector – Career: education; guidance; development; coaching; consultancy; management

2. Defining, developing, maintaining and upholding standards

3. Developing technical and ethical competence through Awarding Body role (QCG/QCD) and CPD

4. Guarding against incompetence, incapacity and unethical behaviour

5. Supporting the next generation - attracting new people to the sector and qualifying new entrants

6. Raising the profile of the profession

Membership – almost 5,000

Promoting professionalism:

UK Register of Career Development Professionals (1250)

2017 ‘Year of Advocating on Behalf of our Profession’

Building political and policy influence and partnership working

Ownership of the National Occupational Standards NOS

Creating a new jobs board for the sector – Portico

Establishing a Career Development Pathway for the sector

Delivering a broad programme of CPD, including free webinars

Increasing member value through the website and members’ area

Training of Career Advisers

1. Qualification in Career Guidance → 2017 Qualification in Career

Development

7 universities in England and Scotland; 2 new centres in 2017; part of new undergraduate

degree from 2017

Set the sixteen Learning Outcomes which must be covered to achieve the QCD

A Blueprint of Learning Outcomes for Professional Roles in the UK Career Development

Sector (CDI website)

2. Level 6 → To be reviewed and updated end of 2017

CDI Academy – New OCR Centre planned for spring 2017 offering Level 6 in Career

Guidance and Development

2016 Roles in schools are changing

Career Teacher is role is changing

New Career Leader role emerging – not a new profession but

part of the wider careers profession

CDI is working to professionalise the role – see CDI Briefing:

Careers Leaders in Schools

Link Governor Advocate for CEIAG Support and challenge

Senior Leader Overall responsibility for Assistant Head CEIAG Deputy Head Line manager for Careers Leader

Careers Leader Day-to-day leadership Teacher; CA or and management other professional Middle leader

Careers Administrator More routine organisation Support staff and Administration

Leadership

1. Advising senior leadership on policy, priorities and resources

2. Reporting to senior leaders and governors

3. Reviewing and evaluating CEIAG and the work of partners/career adviser

4. Preparing and implementing a CEIAG development plan

Project management

5. Planning schemes of work for career education

6. Briefing and supporting teachers of career education and tutors

7. Monitoring teaching and learning in careers education

8. Monitoring access to, and take up of, career guidance

Line management

9. Managing the work of the careers administrator

Coordination

10. Managing the provision of careers information

11. Liaising with PSHE leader and other subject leaders to plan career education

12. Liaising with tutorial managers, mentors, SENCO and head of sixth form to identify pupils needing guidance

13. Referring pupils to career advisers

Networking

14. Establishing, maintaining and developing links with employers, apprenticeship providers, F&HE

15. Establishing and developing links with employers

16. Negotiating SLA with the local authority

17. Commissioning career guidance services

Accredited routes L6 Certificate in Career Leadership – 3 units at L6 with certificated

awarded by the CDI

HE based certificates and diplomas

National pilots Teach First CELP (15 schools 2015-16; 48 schools 2017-18) – Key

questions: is this scalable? How long might this take?

Non-accredited short courses Run by CDI; LAs; career companies and commercial providers

A national programme delivered locally

1. CEIAG advisers based in LEPs supporting CEIAG development in the LEP area – could include Gatsby facilitator and workforce development role, working alongside Enterprise Coordinators

2. Government bursary scheme to incentivise: Training of career advisers People who have NVQ L4 to achieve the three units at Level 6 →

registration and recognition as registered career development professionals

3. Investment in capacity building in schools: Speed-up and invest in the training and accreditation of career

leaders Make development funding available to schools for two years linked

to the QiCS – Quality Awards.

Panel Discussion

Question and Answer Session with our Speakers

Ruth Ashwell National Citizen Service

Building on CEIAG

National Citizen Service

• NCS relates to CEIAG

• 1000+ young people 16-17 in Oxfordshire over 2017

• Young people from range of backgrounds and abilities

• Programme supports development; building confidence, independence, sharing with peers, team building and much more

• Useful opportunity after year 11 to build on CEIAG, think about the future.

• A supportive opportunity for young people to:

– think through what’s next - consolidate choices made or consider other options

– develop EET plans if they are still undecided

– talk to peers, professionals in a range of fields and NCS staff

• NCS is an OPPORTUNITY

National Citizen Service

Simon West NCS Champion School Awards

Lunch Until 2:00pm

Exhibition Hub and Lunch in the Dinning Room #CEIAGConfOxon

Steve Stewart OBE Careers England

Introduction to the Afternoon Speakers

Deborah Parkhouse and Verity O'Hara

Young Carers Service

Supporting Young Carers to Reach Their Full Potential

Eleanor Stone and David Glover Joint Housing Team

Challenges for Homeless Students and Those Living Independently

Evaluation and Next Steps

Evaluation

• Tell the person next to you your answers to Q13 and Q14 on the evaluation form

• Before you leave at the end of today, please complete the rest of the form and hand it in on your way out of the lecture theatre

Janet Johnson Strategic Lead for Vulnerable

Learners

Closing Remarks