P Kershaw PP and IAG LB Bexley EtG Conference 16-11-16

16/11/2016 LB Bexley Eradicating the Gaps Conference 1

IAG and PP Students

Key Aims: IAG and PP students

• All PP students should have a greatly increased chance of NOT becoming NEET (Not in Education, Employment or Training) upon leaving school.

• To ensure that all PP students are exceptionally well prepared for the next stage of their life, whether that be in education, training or employment.

• To monitor and support students when they have left school to ensure that the plans they have are genuinely sustainable.

• To provide an ‘enhanced’ IAG service to all PP students including not only bespoke, independent IAG, but short term and extended work experience opportunities, accompanied college interviews, accompanied visits and first days, tracking and support throughout the first year of leaving school and a multi-faceted work skills programme.

• The follow-up programme is associated with feedback to review and refine the provision for other school students.

• Impact: only x students leaving from the school in xxxx are NEET.




https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/440795/Careers_Guidance_Schools_Guidance.pdf

How does this fit with DfE guidance to schools?

• Every child should leave school prepared for life in modern Britain.

• This means ensuring academic rigour supported by excellent teaching, and developing in every young person the values, skills and behaviours they need to get on in life.

• All children should receive a rich provision of classroom and extra-curricular activities that develop a range of character attributes, such as resilience and grit, which underpin success in education and employment.

• Ofsted has been giving careers guidance a higher a priority in school inspections since September 2013, taking into account how well the school delivers advice and guidance to all pupils in judging its leadership and management.


• High quality, independent careers guidance is also crucial in helping pupils emerge from school more fully rounded and ready for the world of work. Young people want and need to be well-informed when making subject and career decisions.

• Academies without the requirement for IAG through their funding agreements are encouraged to follow this guidance in any case as a statement of good practice.


How does this fit with DfE guidance to schools?

• Provision of an IAG consultant to meet with Pupil Premium students to discuss aspirations and create action plans along with targeted group activities.


What typical IAG provision should PP students have access to?

https://www.youtube.com/watch?v=zQOnn9AyloM

Key starting Points with PP students

• Assessing student’s knowledge about further education and career opportunities.

• Providing educational and informative trips • Providing industry awareness within the

subjects that the students are studying• Student’s aspirations


Careers guidance and inspiration in schools Statutory guidance for governing bodies,

school leaders and school staff DfE March 2015

• Schools should secure access to face-to-face careers guidance where it is the most suitable support for young people to make successful transitions.

• While most young people can benefit from face-to-face guidance, it is likely to be particularly useful for 12-13 year old children from disadvantaged backgrounds, those who are at risk of disengaging or those who have special educational needs, learning difficulties or disabilities.

• A Future First study showed that over 80% of students surveyed said that they feel more confident that they will succeed in the world of work as a result of hearing from alumni.


Different interventions will work for different schools and PP pupils......

• Mentoring and coaching • Speakers from the world of work in schools • An insight from Jobcentre Plus, or the National Careers Service into

the labour market and the needs of employers • Workplace visits and work experience placements • Work ‘taster’ events such as games and competitions • Careers fairs and career networking events • Access to open days at further and higher education institutions • Access to creative online resources and labour market intelligence • Help with basic career management skills like CV writing, CV

building, job searches and job interviews.


The National Careers Service

• The National Careers Service offers information and professional advice about education, training and work to adults and young people aged 13 years and over.

• Pupils and their parents can access support via a website, helpline and web chat (https://nationalcareersservice.direct.gov.uk

• or National Contact Centre 0800 100 900). • A mobile website and app are also available. • To support customers with pay-as-you-go mobiles and

no access to a landline, there is a facility to book a free call back through the website.


The CEC (Careers and Enterprise Company)

• The CEC is designed to broker partnerships between schools, Further Education colleges and employers in order to give pupils aged 12 to 18 better access to advice and inspiration in finding a career.

• https://www.careersandenterprise.co.uk/• https://www.careersandenterprise.co.uk/enterprise-adviser-

network• https://www.lepnetwork.net/



Parliamentary Debate Jan 2015. What is the difference between

the NCS and the CEC?

• Nicky Morgan (former SoS): “I think the NCS and the new company are doing different things. The company (CEC), as we have discussed, is very much employer-led, and I think that is not the case with the NCS. The NCS also focuses particularly on a number of priority groups. I want the new company to be very much about going into schools, with a particular focus on 12 to 18-year-olds. The NCS is an all-age service, although of course they will particularly focus on some younger people and low skilled adults without a level 3 qualification, as well as NEETs, as we have already discussed, and adults facing redundancy.”



2016 Update• In January 2016, the Prime Minister announced a campaign

for business people and professionals to volunteer to act as mentors to young teens at risk of dropping out of education or achieving less than they could.

businesses to encourage employees to volunteer as mentors chair of the Careers and Enterprise Company to oversee new

national mentoring campaign to attract high-flying role models

government to deliver on key social justice reform


Update from the Sutton Trust

• In February 2016, the Sutton Trust published its most recent update on the educational background of people at the top of professions in the UK, which as in previous years highlighted that the UK’s top professions remain disproportionately populated by alumni of private schools and Oxbridge, despite these educating only a small minority of the population.

• In its recommendations on social mobility, the Trust suggested the CEC might be given a broader remit and further resources to conduct trials into effective careers advice for disadvantaged children.

• http://www.suttontrust.com/researcharchive/leading-people-2016/



Educational elites and the top of UK professions

• The top of many of the UK’s most prestigious professions remain disproportionately constituted by those with elite educational and socio-economic backgrounds.

• Meritocracy is only part of the explanation, with a combination of other factors, including greater social and cultural capital, being of significant import, as discussed at the head of this report.

• In many ways, such capital is more difficult for those from disadvantaged backgrounds to acquire than academic qualifications.

• Student loans can support a disadvantaged student through their studies at the UK’s top universities, but they cannot get them through the entrance interview, nor provide the social skills and networks that are often used as proxies by some employers to recruit the same kind of person that they always have.


Documents

P Kershaw PP and IAG LB Bexley EtG Conference 16-11-16