CEIAG Briefing

6th November 2014Maercure Hotel, Hollingbourne

Maidstone

Ambassador Services

Lindsay Collins

Apprenticeship Information Ambassador Network

Lindsay CollinsDirector of Operations, KATO

Supporting Workforce Skills

Partnership across South East LEP

Key objectives• To provide Impartial Information to

years 9-11 and to 16-24 year olds.• To promote Apprenticeships and

Traineeships as a valuable pathway • To increase awareness and

understanding of Apprenticeships, Traineeships and Apprenticeship Vacancies

Key objectives

• To support Raising Participation and ensure Apprenticeships are promoted as an equal route for post 16

• To support partners and stakeholders to have a clear understanding of Apprenticeships

• 44 Apprenticeship Information Ambassadors across Kent and Essex

• Up to date toolkit and resources designed by providers and NAS in partnership

• Dedicated website • Commitment from stakeholders to

promote service

Support Provided

• Assemblies• Open Evenings• Small group sessions• Sessions on using the Apprenticeship Vacancy

Matching Service• Interview techniques with Apprenticeship

Training Providers• CV writing support

Contact

• www.apprenticeshipinformationambassador.co.uk• Or call 01795 432 606

Literature Review

Rajmund Brent

The BCC publishes its Workforce Survey.

• The BCC’s Workforce Survey suggests that stronger links must be formed between educators (schools, colleges and universities) and business to better prepare young people for work

• More than three-quarters (88%) of businesses think school leavers are unprepared for the workplace, while over half (54%) think graduates are not work ready

• John Longworth: ‘It isn’t about pointing the finger at young people - it is a joint responsibility between businesses, educators and government’.

Key findings from the survey

88% School leavers unprepared for work54% Graduates unprepared for the work place76% Lack of work experience is a barrier52% Businesses which do not offer work experience57% Lack of work readiness blamed on lack o lack of soft skill

building46% Lack of careers advice to young people27% Had not recruited as young person in the last year39% Offer apprenticeships54% Would do with enhanced financial incentives

Recommendations

Introduce experience of work in all secondary schoolsAssess secondary schools according to the future jobs and earnings of their pupilsWork with government and devolved administrations to place a business governor on secondary school boards Increase the take up of apprenticeships by extending the £1,500 apprenticeship grant for employers beyond 2016Allow all university students to choose business and enterprise modules as part of their degree programmes

Transforming 16 – 19 education

Too many learners deemed not ready to progress to level 2 are placed on long-term vocational programmes at level 1in colleges without clear plans for their progression inot training or employment

Many of the school and academy leaders intervied were unaware of the requirements of the study programmes and implications for post 16 provision.

Too much guidance careers guidance at all levels is weak.

Very few providers are able to arrange sufficient good-quality, work related learning, including external placements with local employers for all their learners.

Too few traineeships are offered and there are too few opportunities for learners to participate in supported internships.

OFSTED

All students access high quality non-qualification activity or work experience relevant to their study programme.

Students are exceptionally well prepared for the next stage in their education, training or employment.

Retention rates are high.

The requirements of the 16‑19 study programmes are not met. For example, students are on courses that do not allow them to progress to a higher qualification than that already achieved; the requirements for English and mathematics are not met.

Advancing Ambitions

Summary

The authors analysed data from over 800 schools and sixth form colleges to examine the impact of good quality careers advice on access to university and exam results. The report, by Professor Tristram Hooley of University of Derby, compared schools which had received a ‘quality award’ for their career guidance with those that had not received such accreditation.

Maths and English ProgressionKent schools and colleges

• Conversion to A* - C lower than national rate – 8.7%, 9.0%

• Understanding of study programmes, good pedagogy (differentiated teaching), use of stepping stones, continuity of staffing all essential here.

• Opportunities across providers to find better and best ways to deliver.

• This matter will not recede, with more rigorous specifications to look forward to.

• This year will see the last year 10 being able to do an accredited iGCSE course which will count in performance tables.

Maths and English Progressionend KS4 2010 -2011 to end academic year 2012 - 2013

English Maths

4021 Achieved D – U 2010 - 2011 465522.6% GCSE entries 2011 – 2013 21.8%

6.1% GCSE passes 2011 – 2013 A* - C 5.5%14.7% GCSE passes 2011 – 2013 D - G 14.7%14.9% Higher level of learning, including

functional skills12.6%

14.2% Same level of learning, including functional skills

14.7%

25.4% Lower level of learning, including functional skills

26.4%

Red Rocket Associates

Elizabeth Jenkins

Red Rocket Associates

The WorkAcademy

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The WorkAcademy

A Collaboration Red Rocket Associates and Queen Elizabeth Grammar School, Faversham

When?

Where?

How?

Who?

What?

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Why?

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The Messages…

UK unemployment rate currently stands at around 6%

UK youth unemployment rate currently stands at around 13%

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Mind the Gap

UK Germany0

3

7

10

13

1616-24 All

% U

nem

ploy

ed

‘Businesses told us that, at the moment, a lot of young people have little grasp of what a job really requires of them and how to approach the world of work.’ CBI Action for Jobs 2011

British Chambers of Commerce survey of 3,000 firms found 9 out of 10 thoughtschool leavers were not ready for employment, and more than half said it was the same with graduates.

The British Chamber of Commerce Workforce Survey, Developing the Talents of the Next Generation October 2014

Business…

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Its not all one sided!

A Challenge to Business from the CIPD…

• Employers need to understand the business case of investing in their ‘talent pipeline’ and building skills and motivation of young people

• Engage with schools

• Make recruitment process transparent

“Employers are from Mars Young people are from Venus: Addressing the young people/jobs mismatch” CIPD Research Report April 2013 In association with Business In The Community

“Don’t rely on teachers but get external experts including employers, into schools to talk about these issues. We need a support agency like Connexions”

“It would be good to have more information about the process (Recruitment) if somebody would tell me how the process works, what are they looking for It’s like throwing something into a black hole…you don’t know what happens afterwards or where you went wrong.”

“Address the patchiness of current advice!”

“Careers advice needs to be part of the curriculum”

“We need more information on what choices there are”

“There should be more employer contact encouraged and more work experience opportunities – get involved”

* Endless forms * No response to applications * No feedback from employers * No support from adults * Constantly being asked for ‘experience’ * What’s the point? * Competing with experienced workers * No feedback feels personal…reduced motivation…then panic… *

Young People…Employers are from Mars Young people are from Venus: Addressing the young people/jobs mismatch” CIPD Research Report April 2013 In association with Business In The Community

Between the 24th June 2013 and the 4th July 2013, the polling group ComRes undertook online interviews of 1004 16-24 year olds who were not in education, employment or training (NEETs) on behalf of the University and College Union (UCU) for the UCU’s “Knowledge Economy” campaign.

Barriers to Employment

Lack of Confidence

Lack of Experience

Career Management Competencies (Using the Blue Print for Career Development Learning and Skills Improvement Service (LSIS) March 2010)

Employability Skills : Focus on Communication and Confidence

Business and Sector Engagement: Visiting speakers and networking event

Parent and Teacher Engagement: Evening Parent Information Event and CPD

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An Idea…

Red Rocket Associates

Liz Jenkins Education Programme Director

Soozi Parker Corporate Programme Director

Helen Connelly Marketing and Communications

Director Alison King Operations

Director

Helen Topliss Partnership and Business Development

Director

The Student:•Confident•Competitive •Clarity•Connected•Career Portfolio

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The Benefits

Teachers:•Compliments•Cements•Commitment and achievement

Aspiration, Attitude and Achieve-ment

• Secure Destinations• Statutory Requirements• Brokering Partnerships• Cost Effective: career guidance,

employability skills and strong business connections.

• Attractive Offer

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Benefits to the School

• Small group seminars• Visiting speakers and panel discussion• 1 :1 career coaching• Workshops ( ICT based: NCS, LinkedIn,

Career Portfolio)• ‘Flipped Classroom’ Using MOOCs

( Massive Open Online Course)• Project Management Tasks ( Networking

Event)• Public speaking• Reflection and Review

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Delivery

The pilot so far…

Business Development

Red Rocket AssociatesFuture Plans

Employer Engagement• Currently sourcing contacts from database

of employers accumulated through existing network– Differing sectors – differing perspective –

differing offer– Keen to be involved in the WorkAcademy

programme– Willing to volunteer time to ‘bridge the

gap’– CPD for staff and

discussion/presentations for Young People

Future ideas

• Primary WorkAcademy Programme• Offsite WorkAcademy in partnership

with other institutions/businesses• Expansion of CPD offer to Schools

and sharing of good practice• Development of holistic approach to

Career Management and Employability

‘In it Together’ Staff, Students, Parents, Community.

Any Questions?

Please come and talk to us!

The Triple ‘A’ AwardAspiration Attitude Achievement

Gary Forrest

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Critical competencies for global graduates• a global mindset • global knowledge • cultural agility• advanced communication skills • management of complex interpersonal relationships • team-working and collaboration• learning agility • adaptability, flexibility, resilience, drive and self-awareness –

these attributes underpin the above global competencies and are essential, enabling qualities.– Global Graduates into Global Leaders, CIHE Nov 11

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Contestants on The Apprentice

• Don’t tell me the sky’s the limit when there are footprints on the Moon.

• As a salesperson, I would rate myself as probably the best in Europe.

• Business is the new rock 'n' roll and I'm Elvis Presley.

• I have the energy of a Duracell bunny, sex appeal of Jessica Rabbit and a brain like Einstein.

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creative

makes connections questioning

communicates well

self control

thirst for knowledge

curious creativityflexible

resilient

listens and reflects

critical

skilled

determined

humility

willing to have a go

thinks for themselvesshows initiative

gets on well with others

respect and good manners

gratitude

confident and ambitious

zest and enthusiasm sensitive to global concerns

optimistic

takes risks

self-editing

Characteristics, values and habits

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What employers want from school/college leavers• 78% - attitudes to work• 57% - general aptitudes• 50% - literacy & numeracy• 37% - academic results• “Definitions of achievement, based on GCSE

performance are too narrow”• 55% feel young people lack work experience• 61% unhappy at level of business and customer

awareness

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Graduate recruiters - quotes

• “…good personality …someone with ambition who will get on well with our team…”

• “…strong academically, good communication skills, strong written skills...”

• “…strong work ethos and willing to fit in. No assumptions that being a graduate gives them automatic rights over less qualified people…”

• “…a good degree result but coupled with common sense, a likeable personality…”

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Graduate Capabilities 2014

Network Rail Behaviour Capability Components

ChallengingCommunicating with and understanding

others

Establishes rapport with others quickly and easily, making a sound first impression; Persuades others of their point of view; Communicates clearly and concisely, and presents engagingly and with impact.

Accountable Solving problems and making decisions

Rigorously analyses information, asks questions to gain clarity and comes to rational solutions; Stays objective and makes use of facts and data to make decisions; Takes a clear stance, acts decisively and takes responsibility for decisions.

Collaborative

Working with and through others

Team orientated, considers the views of others, and includes others in decision making; Shows tolerance, consideration and trust in other people.

Managing innovation and change

Comes up with new ideas and fresh solutions; Embraces change and new challenges, and comfortable with ambiguity and uncertainty.

Customer Driven

Customer Driven

Demonstrates empathy, takes time to listen and shows an understanding of the motives of others; Takes action, initiates activity and makes things happen. Consistently achieves outstanding results, and perseveres through new or difficult challenges.

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I am more likely to go abroad to fill graduate vacancies as they tend to display a wider range of skills. I can get scientists with sound business and financial acumen.

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Ofsted revised inspection framework

• Common framework• Shorter inspections for those graded good• Greater emphasis on

– preparation for life and work– needs of employers and the economy– employability skills– work experience– careers advice

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Careers advice – customer response

My careers advice…......"Apply to university“I refused and they flew off the handle with me. 

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Careers advice – customer response

Sally, I wouldn't bother looking at FE or beyond, you will have 2 children and be on the dole by the time you’re 18

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The Triple ‘A’ Framework

Presentation Title

QualityCriteria

Evidence Indicators

G GA AR R

Leadership and Management

Curriculum and Assessment

Partnership and Employer Engagement

Monitoring, Evaluation and Review

Rating

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Some key words and phrases

• Employability• Employability programme• Employer• Staff

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Leadership and management

• Vision and planned outcomes for employability

• Management and co-ordination of the programme

• Policy • Resources • Legal requirements • Recognition of achievements

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Curriculum and assessment

• Curriculum design • Entitlement• Learning outcomes • Assessment and accreditation• Continuity and progression• Teaching and learning strategies

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Partnerships & employer engagement

• Developing sustainable links• Communication• Involvement of external partners

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Monitoring, evaluation & review

• Monitoring• Evaluation• Reflective learning• Continuous improvement

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Employability support for your students?

The Triple ‘A’ AwardAspiration Attitude Achievement

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Gary Forrestgarydforrest@yahoo.co.uk

Twitter: @garydforrest

www.educationforemployability.co.uk

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COFFEE

Qualifications aand Assessment

Myra Gibbons

New Grades

Buckets

Points

QUALIFICATION CHANGE UPDATE KS4

• September 2015 - there will be new specifications for GCSEs in Mathematics, English Lang, English Lit, for first certification in the summer of 2017, using the new grading scale of 1 – 9.

• GCSE Mathematics, English language and English literature: results for current GCSE will count for the last time in tables for 2016 results (published Jan 2017). Any results taken early will not be carried forward for 2017 tables; for those tables ‘only the new GCSEs will count’. Implications for current Year 9.

• September 2016 - new specifications for other GCSEs (second stage subjects), with first certification in the summer of 2018. Implications for current Year 8. Second stage GCSEs – Bio, Chem, Physics, Hist, Geog, Languages, Art & Des, Citizenship Studies, Computer Science, Des & Tech, Drama, Dance, Music, PE, and RS.

QUALIFICATION CHANGE UPDATEKS4

• Summer 2016 – Progress 8 measure in place.

 • BTEC L2 Science qualifications (Principles of Science

and Application of Science) will not count on Performance Tables in the summer of 2017. Implications for current Year 9.

 • Students being registered now, this autumn, for NQF L2

BTEC Firsts will have to follow the new BTEC assessment rules. BTEC Firsts are Level 2 qualifications. BTEC Level 2, with External Assessment, very much a L2 qualification.

QUALIFICATION CHANGE UPDATEKS5

• KS5 information current - Autumn Term 2014

 • September 2015 – first teaching of new AS and A levels included in the

first stage (Eng Lang, Eng Lit, Eng Lang & Lit, Bio, Chem, Physics, Hist, Psychology, Art & Des, Business, Econ, Economics & Business, Computer Science, and Sociology). AS decoupled.

 • Summer 2016 – Performance Tables 16 to 19 will be made up of

Academic qualifications, and those from the Applied General listing and the Tech Levels listing.

 • September 2016 – first teaching of new Level 3 BTECs. These

qualifications will include some External Assessment, and a greater number of mandatory core units.

District Offers

John Turner

Marion Emptage

Traineeships and Apprenticeships

David Knox

Traineeships and Apprenticeships

David KnoxKent Employment Officer

Skills and Employability Service

What is a Traineeship?

• A high quality work placement to give the young person meaningful experience, develop workplace skills, and provide an opportunity to prove themselves to an employer.

• A focused period of work preparation training.

• This might focus on areas like CV writing, interview preparation, job search, self-discipline and inter-personal skills.

• English and maths for young people who have not achieved a GCSE Grade C or equivalent.

• The flexibility to include other elements such as vocational/industry specific content & qualifications

Who are Traineeships intended for?

• Young people aged 16- 23 and those with learning difficulty assessments to academic age 25.

16-18 if qualified below L3 or 19 -23 if qualified below full level 2

• Core target group is:• Not currently in a job / have little work experience• Qualified below L3• Reasonable chance of being ready for employment/Apprenticeships

within 6 months

• Not intended for:• The most disengaged who require intensive support• Those ready to start an Apprenticeship• Those in a job

More infohttp://www.apprenticeships.org.uk/traineeships.aspx

Traineeships – indicative framework

Employability Skills

Maths & English

Work Placement

Flexible content – Employer decides

1 - 6 Months Duration

Interview

Apprenticeship

Job

Further Learning

Story so far!

• An improving picture as more Traineeships become available.

• KATO are looking at driving this agenda forward.

• Traineeship can be applied for, through: https://apprenticeshipvacancymatchingservice.lsc.gov.uk/navms/forms/candidate/Apprenticeships.aspx

Kent County Council Work Experience

• KCC is currently redesigning our Work Experience programme to provide a better experience with a more robust system to help ensure the student gains practical experience which will support them into the world of work.

• We aim to create an employment pathway, which would start with our Work Experience programme.

Apprenticeships

Changes to Apprenticeships• Funding• Trailblazers• Kent County Council’s own

Apprenticeship scheme

Changes to funding

• Government wants the standards of all apprenticeships to be raised to the level of the best, by making them more rigorous and more responsive to the needs of employers, so they can grow and compete.

• Giving employers direct control over the funding of the external training and assessment of their apprentices will give them more influence to improve its quality and relevance. Building on the results of the funding consultation last summer and the funding principles announced in the Autumn Statement, this consultation sets out a core model that could be implemented either through PAYE or an Apprenticeship Credit, and seeks views on these two payment mechanism options.

Changes to funding

• The consultation document was based on key principles including co –investment and payments by results (PBR), and set out three options for routing funding through employers.– Direct payment model– Pay as you earn payment model– Provider payment model

• Government are due to announce their decision shortly on the model they have chosen.

• With the plan to implement in 2016

Trailblazers

Background• In November 2012, the government-commissioned “

Richard review of Apprenticeships”

• Eight Trailblazers led the way by developing Apprenticeship standards for eleven sector occupations.

• The Key Dates:– 2015/16 period of transition to full implementation of the reforms– 2016/17 standards will have been developed for all the occupations where

Apprenticeships should be available.– 2017/18 all new Apprenticeship starts from will use these employer defined

standards.

• KCC is currently involved in phase 3

KCC’s Apprenticeship programme

• KCC Apprenticeship programme• Drive on Advanced & Higher Apprenticeship

KCC Apprenticeships

The KCC Apprenticeship programme has an ambitious target of 120 starts per year.

We are now working with 70 departments.

Our target for 2018 is 880 apprenticeship starts and we’re currently at 430.

The programme provides a variety of opportunities to young people across Kent, Including;

- Business & Administration

- Customer Service

- ICT

- Teaching Assistant

- Childcare

KCC Apprenticeships

One of our key targets is to increase the number of advanced and higher apprenticeships.

Kent County Council runs a very successful Accountancy training scheme which supports people through the levels to membership of the Association of Accounting Technicians (AAT).

Higher apprenticeships in project management and team leading are also available. This will create a talent pool of future managers

Higher Apprenticeships

Support

The Skills & Employability service offer support to KCC’s apprentices in the form of employability skills workshops

There is also a coaching network to enable an apprentice to transition into the world of work.

KCC has its own awards for apprentices. It also enters a team of apprentices for a national competition. This covers leadership, team building and community related tasks.

Tracking Update

Rob Williamson

Tracking update and Kentchoices4u consulatation

Rob Williamson

Tracking update

Agenda

1. Transfer to KCC

2. Tracking arrangements September – December 2014– Scale of task– Progress to date– Process for data collection– Outcomes– Intended Destination

3. Tracking January 2015 onwards

4. Kentchoices4u consultation

Transfer to KCC• CXK MI Team transferred to KCC in June 2013• Collection of data from schools and colleges coordinated by KCC

from September 2013– September 14 data collection 19% improvement on previous

year

• Tracking of Not Knowns and supporting vulnerable learners in house 1st April 2014– July 2014 NEET rate lower than previous year and by

September 2014 almost 7% lower than the previous year– July 2014 Not Known rate matched the performance of previous

year

Transfer to KCC

• September 2014-December 2014 1st full activity survey

• By September 2015 will have completed a full cycle

Scale of task - 51,000 young people(academic age Year 12, 13 &14)

Collecting school data

Step 1 - September

• School sixth form enrolment data returned to MIU by 16th September

• 21000 records handled• 90% data cleansed and input

completed by end September• New process this year almost

19% improvement on last year• Only 4 schools not submitted a

return by end of September

College data

Step 2 September – Mid October

• New process • All colleges submitted a return

to MIU by 1st October deadline.

• Improvement in the quality of data, but still some issues

• 22000 records handled• Data cleansed, bulk of data

input by end of October• Still some anomalies to deal

with

Year 13 leavers data

Step 3 – Aim to be completed by 3rd November

• New Process• Year 13 leaver destination data

requested from Heads of Sixth. Deadline 15th October.

• Information returned to Skills & Employability Service via Perspective Lite

• 5000 records collected• Manual input• 22 schools still to submit a

return

Year 11 and 12 leaver destinations data supplied by schools

Step 4 – November

• New Process • Careers Co-ordinators receive

template by 8th November• Include information on all

leavers who did not go to a sixth form or college

• Returns through Perspective Lite

• Deadline 18th November

Apprenticeship & Training Provider data

Step 5 – All year

• The National Apprenticeship Service send monthly lists of apprentices to MIU

• 2000 records cross checked each month

• Directory of Kent Training Providers offering other training produced

• New process for regular returns from training providers being established

• 6 provider returns made to date

Out of county data

Step 6 - November

• New data sharing protocol established with neighbouring authorities

• Kent an importing authority

Leaver and joiner data

Step 7 – All year

• Schools & colleges to submit monthly returns of who has joined and who has left their organisations to MIU

• Essential for picking up young people in danger of becoming NEET

The not knowns

Step 8 - December

• Beginning of December Not Knowns identified

• Telephone tracking begins• 28% success rate with

phone calls• Without phone numbers

they can’t be tracked

We need your support

• Requests for data need to be returned on time

• Data returns should ideally include ULNs

• Where possible young peoples’ phone numbers need to be sent

Outcomes

• The identification of NEET young people who require support

• A dovetailing with the NEET to EET process

• Individualised destination reports for school by December/January for schools who issued the privacy notice last year in time for their July 2014 leavers to see it.

• An evaluation of the whole process

• Strengthened partnership between providers and KCC

The Intended Destination

What Year 11 learners intend to do after Year 11

– Full time education – same school– Full time education or training – different school or college– Traineeship or apprenticeship– Full time employment/self employment or volunteering combined

accredited part time study– Employment without training– Other destination– Undecided– Not obtained

Intended Destination

Sims schools

• New, revised guidance to be sent to schools early November will be available from:

http://www.kelsi.org.uk/school_management/day-to-day_administration/management_information/tracking_young_people.aspx

• Data to be input into Sims by 31st January

Non Sims schools

• A template will be sent to schools for the collection of the data in December

• To be returned by 31st January

Tracking January onwards

• September Guarantee guidance to follow in February

• Leaver and Joiner data to be returned monthly by providers

• Updating young people status e.g. a young person in employment without training needs to be contacted every 6 months otherwise they become unknown

www.kenthcoices4u.com

Consultation

Agenda

• What is in scope?

• Why are we changing KC4U?

• What are we hoping to achieve?

• Giving feedback

What is in scope?

• In scope the local kentchoices4u pages incorporated in the kent.gov.uk website

• Not in scope in this process – UCASprogress

Why are we changing KC4U?

kentchoices4u has in the past been focused on opportunities starting at the beginning of the following academic year.

The Skills & Employability Service are increasing having more direct contact with young people who are looking for immediate starts

– Telephone Tracking– Troubled families– Kent Employment Programme– Grads Kent

There is a clear need for a focal point for local information to support young people at all times of the year.

What do we hope to achieve?

A website that will:• be simple and easy to use• support all 16-19 year olds move into a positive destination

regardless of their current status.• signpost directly to sources of the most up to date information and

opportunities• speak in plain English• support professionals work with young people• become the first port of call for post 16 support

KC4U landing page

Options at 16 and beyond

Search and apply

Careers advice

Giving feedback

You will receive an email this week requesting feedback which should be sent to prospectus@kent.gov.uk by 30th November:

• what works?

• what needs improving?

• what is missing?

• How easy is it to find what you are looking?

Success at School

Mitesh Bhimjiyani

Success at School

• http://www.slideshare.net/successatschool

• http://successatschool.org

• https://www.youtube.com/watch?v=r8UOsny7g50