Careers Guidance in Schools and Colleges: A Guide to Best Practice and Commissioning Independent Career Guidance Services June 2018 Foreword President, Career Development Institute April 2018

In 2012 the Government introduced the biggest change in career guidance for young people in provision of personal career guidance. in 40 years. Responsibility for providing provide. Benchmark 8 refers specifically to the access to impartial career guidance was transferred The Careers & Enterprise Company has been given to individual schools and colleges. Evidence from the lead role in supporting the implementation numerous surveys and reports however indicates of the strategy in schools and colleges. They have that the provision of support for young people introduced a new £2.5 million fund to support remains patchy. personal careers guidance. They are also working with clusters of schools and LEPs to trial 20 new The Career Development Institute (CDI) is committed career hubs, which will focus support on the This guide offers to making sure that every young person receives achievement of the Gatsby benchmarks. The CDI is a practical step by the highest quality careers guidance and we have working with the Careers & Enterprise Company on step approach to produced this guide to help schools and colleges these projects and we feel sure that this Guide will interpreting, meeting commission the best possible support for their pupils provide ideas, guidelines and templates which will be and exceeding the and students. of value here. requirement of the Statutory Guidance for The guide places the provision of career guidance In summary we hope this guide will provide all schools. in the wider context of a planned programme schools and colleges with practical information and of careers education, information, advice and advice to help you commission the very best careers guidance. Importantly, it offers a practical step- guidance support for your students. by-step approach to securing access to impartial career guidance that meets not only the statutory requirements but also the professional standards set by the CDI.

As part of a programme to improve career guidance in schools and colleges, the Department for Laura Bell Education published a new careers strategy at the President of the Career Development Institute end of 2017. The strategy is based on the eight Gatsby benchmarks, a framework that sets out clear expectations of what schools and colleges should

02 Careers Guidance in Schools and Colleges: A Guide to Best Practice Contents

Introduction to the Guide 04

The Statutory Duty 05

Best Practice 06

Assuring Quality 08

The Career Development Institute 09

A Step-by-Step-Guide to Commissioning Careers Guidance 11

Sources of Further Information 17

Annex A – Template for identifying services the school, or college, 18 needs to commission

Annex B – Template for researching potential providers 20

Annex C – Join Us! 22

Acknowledgement

This guide has been written and edited by David Andrews, CDI Policy Associate and Honorary Life Member of the CDI.

© CDI, 2018

Careers Guidance in Schools and Colleges: A Guide to Best Practice 03 choices and transitions as they progress through Introduction learning and into work. As a consequence of local authorities no longer being required, or funded, to the Guide to provide a universal careers service, schools and colleges in England are now providing support to In 2012 provision for the delivery of careers support young people and the guidance in this booklet should for young people underwent one of the most assist the review of those arrangements and help profound changes in four decades. From 1973, for to achieve the highest quality careers education, almost forty years, schools and colleges worked in information, advice and guidance services for pupils partnership with the local careers guidance service and students. to provide careers education, information, advice and guidance to young people. Over that period the external provider of careers advice and guidance revised edition has been produced following the went through four changes, from local education launch,The guide in Decemberwas first published 2017, of thein July Department 2014. This for new, authority (LEA) careers services, through privatised Education’s new careers strategy. The requirements careers companies and, later, Connexions, to local on schools and colleges to ensure that pupils and authority managed, or commissioned, IAG services. learners are provided with independent careers Nevertheless, the service was universally available guidance remain in place and are now set in the across England and free of charge to schools and wider context of the eight Gatsby benchmarks for colleges. It was a national service, locally delivered good practice. and funded by government. The revised statutory guidance for schools1 and the The Education Act 2011 transferred responsibility separate guidance for colleges2, published by the DfE for careers guidance from local authorities to schools set out an expectation that all schools and colleges and colleges. Since September 2012 schools have will use the benchmarks to review and develop their The Education Act been required to secure access to independent and careers programmes. Benchmark 8 states that every 2011 has transferred impartial careers guidance for their students, and pupil and learner should have the opportunity for a responsibility for careers in September 2013 this requirement was extended guidance from local to colleges. At the same time, the Government has authorities to schools removed the statutory duties on schools to provide arepersonal being guidance made. interview with a qualified careers and colleges. careers education in the curriculum and work-related adviser, whenever significant study or career choices 1. https://www.gov.uk/government/uploads/system/uploads/attachment_ learning at key stage 4. providers.pdf data/file/672418/_Careers_guidance_and_access_for_education_and_training_ This guide has been published to assist schools and 2. https://www.gov.uk/government/uploads/system/uploads/attachment_ colleges with meeting their responsibilities to put in f place arrangements that will best support students’ data/file/679639/Careers-Guidance.pd

04 Careers Guidance in Schools and Colleges: A Guide to Best Practice must be supplemented by external sources of support The Statutory Duty to ensure compliance with the requirement in the funding agreements. Schools

Maintained schools and Pupil Referral Units including apprenticeship providers and independent (PRUs) have a statutory duty to ensure that all trainingOther providers provides, of are post-16 encouraged education to follow and training, the registered pupils, from year 8 to year 13, are guidance for colleges as good practice. provided with independent and impartial careers guidance. Local authorities external to the school and ‘impartial’ as showing Local authorities continue to have responsibility for no‘Independent’ bias towards is adefined particular as being education, from a training source or providing support for vulnerable and disadvantaged work option. Governing bodies must also ensure students: this includes students with special that the guidance provided includes information educational needs and disabilities (SEND) up to their on the full range of education and training options, 25th including apprenticeships and technical education, not engaged in employment, education or training and promotes the best interests of the pupils to (NEET) birthday or at riskand ofthose becoming 16-19 year-oldsNEET. This who type are of whom it is given. The DfE’s statutory guidance goes IAG support is sometimes referred to as the targeted on to say that personal careers guidance does not element of the former Connexions service. have to be external – it can be delivered by school staff, if trained3 – but where it is internal it must be supplemented by external sources of support to National Careers Service ensure compliance with the legal duty. The National Careers Service provides careers These requirements also apply to academies and information and advice for young people through free schools, through their funding agreements its website, https://nationalcareersservice.direct. with the Department for Education. Although gov.uk/, and its telephone helpline, 0800 100 900. independent schools are not subject to the same Its remit to provide face-to-face careers guidance is, duty, the Independent Schools Inspectorate has however, limited to adults only. made the provision of impartial careers guidance a factor in determining compliance with regulatory requirements and advises schools in the private The Careers & Enterprise Company sector to follow the Statutory Guidance published by the DfE. In 2015 the DfE established The Careers & Enterprise Company, to support schools and colleges with The Technical and Act 2017 has setting up and developing their provision of support introduced an additional requirement, with effect operation its focus has been on helping schools to ensure that there is an opportunity for a range of engagefor young with people. employers, For the both first within two to school three yearsand in of educationfrom January and 2018, training on allproviders schools toand access academies all pupils to the workplace. From September 2018 its remit has in year 8 to year 13 for the purpose of informing them been extended to providing support for all eight In 2015 the DfE benchmarks, including the provision of personal established The Careers and apprenticeships. careers guidance. & Enterprise Company, about approved technical education qualifications https://www.careersandenterprise.co.uk/ 3. This means that a school could choose to employ a careers adviser to deliver to support schools and personal guidance. Careers advisers who are members of the CDI work to a strong code of ethics, which comprises 12 ethical principles, see http://www. colleges with setting up thecdi.net/Code-of-Ethics The Gatsby benchmarks and developing their provision of support for young people FE and Sixth Form Colleges International research, funded by The Gatsby

All FE and sixth form colleges in England are required Charitable Foundation and led by Professor Sir John to secure access to independent and impartial careers practice for careers guidance in schools: Holman, has identified eight benchmarks of good guidance for all learners up to and including the age of 18, and 19-25 year-olds with an Education, Health 1. A stable careers programme and Care Plan. Colleges also have a legal requirement 2. Learning from career and labour market to provide all learners with a wide range of up-to- information date reference materials relating to careers education 3. Addressing the needs of each student and career opportunities. The DfE’s guidance to 4. Linking curriculum learning to careers colleges goes on to say that personal careers guidance 5. Encounters with employers and employees does not have to be external – it can be delivered by college staff, if trained – but where it is internal it 7. Encounters with further and higher education 8.6. PersonalExperiences guidance. of workplaces

Careers Guidance in Schools and Colleges: A Guide to Best Practice 05 The original report was published in 2014 face a wider range of choices of courses and places http://www.goodcareerguidance.org.uk/the- benchmarks. In 2018 a version of the benchmarks for colleges was produced4. areto study. being Qualifications developed and such opportunities as GCSE and in A higher level have educationchanged, new extend technical now beyond education the qualificationsUK to other parts With reference to Benchmark 8 the expectation is that every student should have opportunities for make choices and manage transitions: they need good guidance interviews with a careers adviser, who qualityof Europe careers and further education, afield. information, Students need advice help and to could be internal (a member of the school or college guidance (CEIAG). staff) or external, provided that they are trained to an appropriate level, whenever study or career choices

Specifically, students need access to: are being made. The CDI defines the appropriate level the full range of options in education, training • andcomprehensive work, accompanied and up to by date information information on theon There has never been toof trainingthe Institute’s as being Register at least of the Career full QCFDevelopment Level 6, which progression opportunities that follow from each of a time when careers Professionals.is the minimum qualification level for admittance those options; guidance has been so important for young In schools every student should have at least one people as it is now. further interview by the age of 18. In colleges every • timely and impartial advice and guidance; to understand their strengths and interests, to learnerinterview should by the have age atof least16, and one the interview opportunity by the for end a • makeprogrammes effective of use careers of the education information, that advice equip themand of their study programme. guidance provided and to develop their career 4. management and employability skills. booklet-a5-4pp-rgb-aw1.pdf http://www.gatsby.org.uk/uploads/education/final-0099-gcg-college-

Best Practice Case Study

a local authority career and the guidance for colleges (February 2018) clarify guidance service theThe Government’s statutory guidance expectations for schools of governing (January 2018)bodies, senior leaders and other staff, in terms of both what School, schools and colleges must do and what they should do. Throughout both documents, the full eight Gatsby 11-16 academy, 670 students benchmarks are promoted as a framework for best practice. The careers leader, supported by the assistant head with responsibility for the curriculum, The guidance from the DfE is permissive in that it manages career guidance in the school. allows schools and colleges to decide how best to Impartial guidance is provided by Hampshire meet their responsibilities to ensure access to career Futures, part of Hampshire County Council, guidance. There is, however, a clear message that the through a bespoke contract that has been in school’s or college’s provision of advice and guidance place since 2012. should comprise a coherent programme of activities that cover all eight benchmarks and that inform, inspire and motivate young people, prepare them for days of careers interviews a year, and work and help them to understand where different The school contracts with the service for 60 education and training choices could take them in the future. Access to good quality, independent and meetstipulates the needs the requirement of the school for and a Level in additional 6 qualified impartial career guidance is seen as a key component tocareers individual adviser. interviews The service in years works 9, flexibly10 and 11,to of such support. Hampshire Futures provides group work in year 11 and other workshops, talks to students and There has never been a time when careers guidance parents in year 8 (options) and year 11 (post- has been so important for young people as it is now. The landscape of education, training and employment 11 parents consultation evenings and on exam opportunities that students need to navigate is results16 opportunities), day. and attendance at the year more complex and more challenging than that faced by previous generations. While the economy is The school also commissions support from beginning to recover from the recent recession, levels Hampshire Futures for arranging the careers of youth unemployment and under-employment are fair and, as a more recent development, the still high. The raising of the age for participating in organisation of work experience for the whole learning, and the introduction of new providers such of year 10. as UTCs and studio schools, mean that young people

06 Careers Guidance in Schools and Colleges: A Guide to Best Practice The CDI believes that schools and colleges Advice and guidance are closely linked to related should have in place a co-ordinated programme activities such as tutoring, progress reviews, of careers support that includes the following academic monitoring and mentoring. Through these elements. activities school and college staff begin to help students look at future options and identify when students need to be referred to careers advisers for Careers information more in-depth guidance. Advisers offering career

Information on the full range of options available in guidance theory and practice. Guidance from the education, training and work, and the progression DfEguidance supports should the beCDI’s professionally view that they qualified should in hold a Advisers offering career opportunities that follow those options. Careers guidance should be information can be provided through a range Registered Careers Professionals. They should also professionally qualified berelevant able to qualification act impartially at QCF and Level this is 6 a or key above principle and be in guidance theory and software, websites; social media and telephone in the CDI’s Code of Ethics. A later section of this practice. helplines;of media including: information books, talks leaflets from colleges, and posters; guide provides detailed guidance on commissioning universities, apprenticeship providers and independent career guidance services. employers; visits to colleges, universities, training [ref. Gatsby benchmarks 3 and 8] providers and businesses. [ref. Gatsby benchmarks 2 and 7] Careers education

Career advice and guidance Planned and progressive programmes of activities in the curriculum which help students to develop Advice helps students to interpret information the knowledge and skills to understand themselves, and apply it to their own situation; guidance is the research the opportunities available, make decisions and move successfully on to the next stage. The CDI professionals to help students explore their options has published a framework for careers, employability andin-depth make support informed provided choices by that qualified are best careers for them. and enterprise education 7-19, and supporting resources, available from www.thecdi.net/Careers-Framework-2018 [ref. Gatsby benchmarks 1 and 4]

Careers Guidance in Schools and Colleges: A Guide to Best Practice 07 Effective engagement with employers 3. Quality assured providers of career guidance Opportunities to be inspired, informed and advised by employers through talks and work place visits. The quality standard for the guidance sector is Employers can also enhance programmes of careers matrix5. Not only does the CDI recommend that education through contributing to classroom- schools and colleges should secure career guidance based lessons, running CV workshops, conducting services from an external provider, but also it mock interviews and supporting enterprise recommends that only organisations with matrix activities, plus offering work experience and work accreditation should be used. This is in line with shadowing placements. Such activities should be the requirements placed by the DfE on providers integrated into the programme of careers support of career guidance to adults through the National and complemented by access to impartial career Careers Service. The Institute does not expect guidance. independent careers advisers working as sole traders [ref. Gatsby benchmarks 5 and 6] to gain matrix accreditation but instead expects them to be on its Register of Career Development Professionals. Assuring quality 5. http://matrixstandard.com The CDI is a member of the Consortium The CDI supports the three aspects of quality Board that oversees the assurance for careers support in schools and national quality award colleges. for CEIAG in England, Case Study the Quality in Careers Standard. 1. Professional qualifications for careers new careers company advisers The Norwood School, Lambeth As the UK-wide professional association for all career development professionals, the CDI believes 11-18 community school, that all advisers employed or contracted to provide 860 students career guidance to young people should hold an The school commissions careers guidance development and be registered on the UK Register of services from Careers Events Limited. The link Careerappropriate Development professional Professionals, qualification the in public career register adviser for the Norwood School, Alix Boyle, that can be searched through the home page of the CDI’s website http://www.thecdi.net/Professional- Register- holds a Level 6 careers qualification and in A2017-18 formal hasannual 65 daysagreement committed sets outto the the school. The pages that follow provide further information on priorities. As well as individual guidance interviews, assemblies and group work, Alix Development Professionals held by the CDI and the is available at parental consultation evenings otherprofessional services qualifications, available from the the UK Institute. Register of Career and on exam results day. Alix is present in the school each week of the academic year and has a permanent base that is advertised to students 2. Reviewing and evaluating the CEIAG on the school’s website. All students in Years programme in the school or college 10, 11 and the Sixth Form have a one to one interview during the year. Students with greater The CDI is a member of the Consortium Board needs are seen more than once. that oversees the national quality award for CEIAG in England, the Quality in Careers Standard. The The careers adviser works very closely with award provides a framework for school or college self-review and evaluation and offers a means who is Senior Deputy Head at Norwood. Alix the school’s careers leader, Jessie Nicholas, of externally assessing and accrediting careers is currently working on a project to boost programmes. There are 12 licensed awarding bodies take up of higher education at Russell Group for the standard. Information about the standard Universities. She also works on destinations and contact details for the 12 awarding bodes can be data and supported the recent large scale found at http://www.qualityincareers.org.uk/ careers fair. Careers Events offers partner schools careers software as part of the overall The DfE strongly recommends that all schools and agreement. colleges should work towards achieving the Quality in Careers Standard. http://www.careersengland.org.uk/quality. php?page=ceiag-quality-awards

08 Careers Guidance in Schools and Colleges: A Guide to Best Practice expert The Career voice • conferencesA strong media and presence commenting with onthe policy; CDI as the Development Institute in the field; advising politicians, speaking at

If you care about being a careers professional - sponsored awards including Careers Adviser/Coach • The UK Career Development Awards – ten join the Career Development Institute of the Year and Careers Leader of the Year;

The Career Development Institute (CDI) is the UK- vacancies in the sector. wide professional body for the career development • ‘Careers in Careers’ job board, advertising current For more information visit the website - education and skills policy as it affects those with . You can apply online whomsector. careerWe have development a key role to practitioners play in influencing work and UK a clear purpose to improve and assure the quality and Newshttp://www.thecdi.net/Join-Us by Email; quarterly magazine Career Matters; availability of career development opportunities for NICECand receive journal; all themember benefits rates of membershipfor CPD and events; – regular all throughout the UK. networking through regional meetings; a Community of Interest for careers leaders and much more. We have a strong and growing membership of

– over 4,250 - all of whom subscribe to a Code of UK Register of Career Development Ethicsindividuals, and are students committed and affiliateto the principles organisations of CPD. Professionals We are also the custodians of the UK Register for Career Development Professionals and the National The Register is cited in the Statutory Guidance for Occupational Standards for the Career Development schools and the Guidance for colleges as a means sector. of assuring the quality of provision of independent career guidance. It is seen as the sector’s equivalent We provide: of Chartered Status.

website www.thecdi.net; social media (Twitter and Registration requires the individual to hold a • LinkedIn)A powerful presence; brand supported quarterly by magazine an comprehensive Career Matters; twice yearly NICEC journal; or above. Many registrants also hold postgraduate diplomasqualification in career in career guidance development and development at QCF Level and 6 some hold Masters degrees. on a training needs analysis of members; free • webinars;A schedule a of CPD events resources and conferences area and a basedmonthly CDP newsletter;

We have a strong and growing membership of individuals, students and affiliate organisations – over 4200 - all of whom subscribe to a Code of Ethics and are committed to the principles of CPD.

Careers Guidance in Schools and Colleges: A Guide to Best Practice 09 We also have a Fast Track route for members holding All registrants are currently practising and must keep their skills, knowledge and understanding up to date example careers education, youth and community by undertaking a minimum of 25 hours Continuous professionalalternative qualifications studies and human to those resources. listed below, in for Professional Development per year. This is planned,

the CDI website and monitored as part of the CDI’s are: ongoingrecorded commitment and reflected to upon maintain in a dedicated professional part of The qualifications currently required for the Register standards across the sector.

• Diploma in Career Guidance A critical condition of registration is adherence to By using Careers Career Development/Career Management/ Career the CDI Code of Ethics. This Code is detailed and Advisers who are on • EducationPost Graduate and DiplomaCoaching/Career in Career Development Guidance/ and covers for example, adherence to professional the Register you can Coaching Studies standards; impartiality; maintenance of professional be assured of the boundaries; updating skills and knowledge; accuracy high quality of the of information provision; working in an open and Information and Guidance in Higher Education independent career • Post Graduate Diploma in Career Education, transparent manner and in the best interests of guidance provided. the client; promotion of equality and diversity and optional unit in Labour Market Information • Post Graduate Diploma in Career Coaching with where there is clear evidence of risk. As such it is the cornerstonethe need to maintain of the practice client confidentialityof a career development except Guidance/Career Guidance and Development professional. • Qualification in Career Development/Career

Development By using careers advisers who are on the Register you • QCF Level 6 Diploma in Career Guidance and can be assured of the high quality of the independent career guidance provided. They are entitled to use the post nominal RCDP and a bespoke logo which can • S/NVQ Level 4 in Guidance/Advice and Guidance/ be used to promote the quality of the independent LDSS plus the QCF Level 6 Units or HE Modules in professional practice; Use career and labour market career guidance on offer in the schools and colleges in Career Guidance Theory; Reflect on and improve information with clients which they work.

Level 4 in Guidance • Diploma in Career Guidance combined with the NVQ

10 Careers Guidance in Schools and Colleges: A Guide to Best Practice A Step-by-Step Guide to Commissioning Careers Guidance This section of the guide offers information and advice to schools and colleges on how to commission career guidance services from external providers.

Schools and colleges are free to decide how best to meet the requirement to secure access for students to independent and impartial career guidance. In the past schools and colleges were used to having available just one service for their locality; now they are free to purchase services from a range of providers operating in a market that includes both established careers organisations and new providers that have emerged since 2012.

Whether schools, or colleges, decide to commission career guidance from a local authority, careers company or individual adviser, the CDI recommends these 10 Steps.

Step 1: Step 2: Determine the school’s, or Decide whether to commission as The Statutory Guidance college’s, policy decision to an individual school or college, or makes it clear that commission independent career as part of a multi-academy trust schools and colleges are guidance services (MAT) or other grouping free to decide how best to meet the requirement to secure access for students to independent and impartial careers guidance. Step 4: Step 3: Review the current provision of Identify a senior leader to careers support, including career take responsibility for the guidance commissioning process

Step 5: Step 6: Identify the services that need to Confirm the budget for career be commissioned guidance services

Step 8: Step 7: Research potential providers Identify possible providers

Step 9: Step 10: Draw up a shortlist of providers, Monitor and keep under review the invite bids and agree a contract services provided

Careers Guidance in Schools and Colleges: A Guide to Best Practice 11 Step 1: areas. Commissioning career guidance services as Determine the policy decision to a member of a MAT, consortium, partnership or commission independent career guidance federation brings several advantages. Firstly, there services are economies of scale; secondly, the commissioning process could be led by one senior leader working The careers leader in the school or college, together on behalf of all the schools and colleges in the group; with the senior leader with overall responsibility for thirdly, the arrangement enables careers advisers to careers, should study the guidance from the DfE and move across the different establishments at various brief the governing body or corporation. They should times during the year to meet particular demands then seek formal approval to commission career and to cover for any absences. guidance services. It will be helpful at this stage to determine an indicative budget although the detail of Step 3: Identify a senior leader to take responsibility what is needed will come from Steps 4, 5 and 6. for the commissioning process Step 2: Decide whether to commission as an If the school, or college, is planning to commission individual school or college, or as part of a services on its own, it will be important to identify MAT or other grouping who will lead the commissioning process, taking advice from the careers leader. Where schools and Schools and colleges may choose to make their own colleges decide to collaborate to commission services, arrangements for commissioning career guidance the individual establishments will need to agree on services for students or they may decide to do so a senior leader who will lead the process on their in partnership with other establishments. There is behalf and a mechanism for consulting with each of a strong tradition of collaborative working among the partners. secondary schools, and with colleges, in many Step 4: Review current provision Case Study Before starting the process of identifying needs sole trader and selecting an appropriate provider, schools and colleges will need to take stock of their current Schools and colleges , Hampshire arrangements. This requires a review of what is may choose to make provided and some evaluation of how effectively it is their own arrangements 11-16 school, 950 students meeting the needs of all students. for commissioning careers guidance Career guidance services are commissioned The statutory arrangements place schools and services for students or from ‘NC Careers’, a sole trader previously colleges at the centre of the process, proactively they may decide to do employed as a team leader and careers adviser determining what is needed, from whom, rather than so in partnership with with Connexions South Central and Hampshire responding to a menu of pre-determined services. other establishments. Connexions. NC Careers also provides career The commissioning process, therefore, presents an guidance services to three other schools opportunity to look afresh at the existing support across North East Hampshire. The careers offered to students and to take greater control over the provision. Schools and colleges should identify on the UK Register of Career Development the strengths of their current provision and any Professionals.adviser holds the Level 6 qualification and is improvements they wish to make, taking account of feedback from the young people themselves. The careers adviser comes in for one and a half days each week and can provide cover if required on days that she is not available. Step 5: The adviser sees all those students in Year 11 Identify the services that need to be who ask for an interview or are referred by commissioned their tutors. She also ensures that all young people with SEND across Years 9-11 are This stage involves looking at the total provision of seen, supports with the mock interview day careers education, information, advice and guidance and enterprise day and attends the parents’ that the school or college considers students should evenings for Years 9 to 11. have access to and determining which elements the school or college itself will provide, what the local The contract is managed by the school’s authority continues to provide in terms of more careers leader, with support from the head targeted support for vulnerable or disadvantaged who has oversight of careers. students, before then identifying what services the school or college needs to purchase.

12 Careers Guidance in Schools and Colleges: A Guide to Best Practice Individual institutions are expected to find the money to purchase careers guidance services from within their existing budgets.

Schools and colleges should decide what advice and this is the aspect of careers support that schools guidance they could provide in-house. They should and colleges often have neither the time nor the also clarify what support they will continue to receive professional expertise to provide. Individual guidance from the local authority, for certain groups of young people. although schools and colleges can also think differentlysessions will or form more the widely largest about part the of servicesthe specification needed. Over the time that the new arrangements have been in place, it has become apparent that local authorities Thinking differently about face-to-face guidance differ in how they interpret the requirement to interviews means looking afresh at who needs support the most vulnerable young people. Schools guidance and when. Under the statutory duty, the and colleges should ask their local authority to only priority groups are those that the school or college decides. support, and what services they can expect. confirm which groups of students will receive Thinking more widely about the services needed means looking at other activities for students provision of advice and guidance they can make additional to careers interviews: these could include availableOnce schools internally, and colleges and what have access identified to targeted what groupwork sessions, drop-in surgeries and support support they will continue to have, they can then on results days, mentoring, coaching and support in determine what additional career guidance they need liaising with employers. It also means considering to commission. what services should be provided for parents and for the staff involved in careers education, information, When schools and colleges begin to think about advice and guidance. For parents or carers, activities could include information talks at options meetings service, the starting point is often one-to-one careers and access to careers advisers at consultation guidancewhat to include interviews. in a specification This is understandable for an external as evenings; for staff, services might include in-service

Careers Guidance in Schools and Colleges: A Guide to Best Practice 13 training for tutor teams and access to network Education - Business Partnerships (EBPs) meetings for careers leaders. Some EBPs, which have traditionally worked with schools and colleges on work experience and enterprise activities, have recruited careers advisers A template for identifying the services that the to offer schools and colleges integrated services for school or college wishes to commission and career guidance and work-related learning.

A to this guide. FE and sixth form colleges and universities preparing a specification can be found as Annex Colleges have within their student services

universities have their own careers advisory services. Step 6: Adepartments few offer career qualified guidance careers services advisers to schools.and all Confirm the budget for career guidance services The Career Development Institute (CDI) holds a register of career guidance professionals which can Schools and colleges have not been given any be accessed and searched via its website, additional funding to meet the new requirement. http://www.thecdi.net/Professional-Register-. These

money to purchase career guidance services from part of partnerships, social enterprises or for small or withinIndividual their institutions existing budgets are expected including, to find in the the case of largequalified organisations. practitioners may be self-employed; work as schools, the pupil premium funding. Clearly, however, any school or college will need to identify a budget for services before entering into negotiations with providers and the economies of scale that follow when working in a group may help to secure better value. Case Study

new social enterprise Step 7: Identify possible providers De Aston School, Lincolnshire

For the four decades prior to September 2012 the 11-18 academy, 937 students external career guidance service for state schools was free of charge, but schools and colleges were The academy commissions career limited to using their local, monopoly provider. Now development services from Complete-Careers, schools and colleges are free to use a provider of their a partnership of careers guidance and choosing. This is an evolving market and includes education specialists in the East Midlands. a range of providers of careers guidance services, The strategic management of the contract is including: overseen by the school’s Head of Vocational Studies and Careers, while the operational Local Authorities management is performed by the Work All local authorities in England are required to Experience Coordinator. The governing body, Many careers advisers continue to provide targeted support and several who worked with have also continued to offer a universal career supportthe headteacher as part of and the the tender finance process. director The schools as part of local guidance service, on a traded basis. Some of the Headprovide of Vocationalfinancial, administrative Studies and Careers and legal meets authorities or large latter local authorities offer services only to schools regularly with the lead partner for guidance companies are now and colleges within their area, while others may sell activities at Complete-Careers to review and offering services to services to institutions in neighbouring areas. plan accordingly. schools and colleges as sole traders. Careers companies An experienced careers adviser is assigned Most of the careers companies that previously to the school for two days per week, for provided services under commission to local approximately 32 days per academic year, to authorities are offering services to schools and complete guidance interviews for Year 10 to colleges. At the same time, new organisations, 13 learners, as well as those with an Education including social enterprises established by groups of and Health Care Plan and any learners careers advisers, have entered the marketplace. referred by the relevant head of year. The remaining eight days are used for delivering Individual careers advisers careers education lessons and other activities Many careers advisers who worked with schools for learners, and providing support to the as part of local authorities or large companies are careers staff. now offering services to schools and colleges as sole traders.

14 Careers Guidance in Schools and Colleges: A Guide to Best Practice PICS

Step 8: Professional qualifications of careers advisers Research potential providers and CPD Another important question is whether the Commissioning career guidance services is still individuals who would be providing career guidance relatively new territory for most schools and colleges. There are several options available and the recognised Code of Ethics. market for providers working with young people is to students are appropriately qualified and work to a unregulated. In researching the possibilities schools and colleges are advised to ask about the following admission to the CDI’s UK Register of Career issues: DevelopmentThe professional Professionals qualifications are requiredlisted in anfor earlier section of this guide. To join the Register individuals Range of services are required to hold a relevant careers guidance This is the obvious place to start: to clarify the range If the provider is not of services that the provider can offer and to check matrix accredited, the qualification at QCF Level 6 or above. the list against the services that the school or college Some practitioners may hold NVQ 4 Advice and school or college should wishes to commission. ask what alternative recognised by the Register without three additional quality assurance Guidance, which is a generic qualification that is not Quality standards arrangements the Schools and colleges will want to be assured that the provider uses. individual or organisation is a reputable provider QCF Level 6 units or HE modules: of career guidance services. The recognised UK • Reflect on and improve professional practice quality standard for the guidance sector is the matrix • Careerclients. guidance theory standard, http://matrixstandard.com. • Use of career and labour market information with The CDI advises schools and colleges to check that If the provider is not matrix accredited, the school or a deliverer holding the NVQ 4 Advice and Guidance college should ask what alternative quality assurance can demonstrate that they have achieved the three arrangements the provider uses. The matrix quality additional units or HE modules above. website and provide a useful checklist to assess In addition to holding an appropriate initial potentialstandards providers. can be downloaded as a pdf file from the regular continuing professional development to updatequalification, their knowledge careers advisers and skills. must Careers participate advisers in on the Register must complete and record at least 25 hours of CPD annually. The worlds of education,

Careers Guidance in Schools and Colleges: A Guide to Best Practice 15 training and employment are constantly changing destinations are usually within the local area. It is and guidance practice is continually developing. important for careers advisers working with the Schools and colleges should ask how the provider school or college to have up to date knowledge of the intends to keep up to date, so that the career local labour market and the education and training guidance offered to students remains relevant and opportunities available in the local area. Schools and colleges should ask providers how they will ensure that careers advisers have access to this information. Impartialityreflects best professional practice. This will be particularly important if the school or The Statutory Guidance states that the careers college is considering commissioning services from guidance provided to students must be impartial. an organisation that has not previously operated This means that the guidance offered is in the best locally. interests of the young person and does not favour any particular option. Schools and colleges are advised Referral and support to ask how the provider ensures impartiality. Being Even experienced careers advisers can be presented a member of CDI requires the practitioner to work with questions from students, or their parents, towards an agreed Code of Ethics which includes that they have not encountered before and require impartiality as a key requirement. ongoing supervision and support. Schools and colleges should ask what arrangements the provider Experience of working with schools and colleges, has for supporting advisers in these situations, and with young people particularly when considering working with a sole Schools and colleges will want to be assured that trader. the provider has experience of working not only with schools and colleges but also with students of Cover for absence different ages and across the whole ability range. There will, inevitably, be occasions when careers advisers are not available for work, including illness Local knowledge or maternity/paternity leave. Schools and colleges Although students today choose to pursue should ask the provider what cover will be available opportunities in education, training in work further in such circumstances. from home that previous generations, initial

Even experienced careers advisers can be presented with questions from students, or their parents, that they have not encountered before and require ongoing supervision and support.

16 Careers Guidance in Schools and Colleges: A Guide to Best Practice DBS checks Step 10: Careers advisers working in schools and colleges Monitor and keep under review the services are usually in situations where they are with young provided people, often one-to-one, without an adult present. It follows that schools and colleges should ask to see The Ofsted survey of careers guidance7, published in documentary evidence that any careers adviser who will be working in the school or college has a valid did not evaluate their provision of careers education, and recent Disclosure and Barring Service (DBS) information,September 2013, advice found and thatguidance, four out including of five schoolsthe check (these were formerly known as CRB checks). element purchased from an external provider. Ideally they should have also completed Safeguarding Furthermore, only a third of careers guidance and Prevent training interviews were graded as good. Schools and colleges are advised to monitor the contract they agree with a Public liability and professional indemnity provider, review it at least once a term and evaluate insurance the impact annually, before making decisions about In the context of career guidance given to young re-commissioning for the following year. people by external providers, public liability insurance provides cover for claims for damage or Finally, we should not lose sight of the fact that the injury caused by a careers adviser while working in main reason for commissioning career guidance the school or college, and professional indemnity services is to ensure that young people receive insurance provides cover for claims for losses caused the best possible support for progression and the as a result of the information or advice provided transitions they face. Except in cases where the school to the young person. Sometimes the two types of or college commissions career guidance services insurance are combined into a single policy for from the local authority that is also providing the professional liability. Schools and colleges should targeted service, schools or colleges will be working ask for evidence that the provider has adequate with at least two providers: the local authority, for insurance cover. young people considered vulnerable, and another 6 provider, for the universal career guidance service. http://www.thecdi.net/New-CDI-Insurance-Scheme It will be important for the school or college to 6. The CDI provides information on insurance for careers professionals - establish a means of monitoring which students Costs have been provided with guidance, by whom, so that Of course, having determined whether or not the young people do not slip through the net and so that provider can supply the services needed, to the individuals can be cross-referred where necessary. quality required, the school or college needs to decide whether it can afford them. Each provider will have 7. Going in the right direction? (Ofsted, 2013) its own tariff of charges: schools and colleges will need to negotiate the costs of what they wish to commission. Costs might be per interview or group session, or Sources of Further for batches of time. Some may quote “all inclusive” others might breakdown delivery from preparation Information time. Always be clear as well if the price includes any follow up and agree what format and timescale any Department for Education. Careers guidance Finally, we should not reports will be provided in. and access for education and training providers. lose sight of the fact Statutory guidance for governing bodies, school that the main reason for leaders and school staff. commissioning careers Step 9: guidance services is Draw up a shortlist of providers, invite bids Department for Education.(January Careers 2018) guidance. to ensure that young and agree a contract Guidance for further education colleges and sixth people receive the best form colleges. (February 2018) possible support for Having researched potential providers, schools and progression and the colleges should follow their usual procedures for www.thecdi.net transitions they face. obtaining quotations, seeking tenders and awarding www.careersengland.org.uk contracts. www.qualityincareers.org.uk www.careersandenterprise.co.uk

A template for researching providers can be found as Annex B to this guide.

Careers Guidance in Schools and Colleges: A Guide to Best Practice 17 Annex A: This section of the guide provides a template for schools and colleges on how to commission careers guidance services from external providers

Services for students Notes

One-to-one guidance interviews Which year groups? Numbers? When?

Groupwork sessions Which year groups? On what topics?

Drop-in surgeries When?

Support on results days Dates

Other

18 Careers Guidance in Schools and Colleges: A Guide to Best Practice Services for parents Notes

Presentations at information evenings Which year groups? Dates

Availability at consultation evenings Which year groups? Dates

Other

Services for staff Notes

Careers information support Publications. Advice on library

Support for careers education Resources. Curriculum advice. Training. Co-ordination

Professional development CPD. Network meetings

Careers Guidance in Schools and Colleges: A Guide to Best Practice 19 Annex B: Template for researching potential providers

Name of provider:

Contact person:

Address:

Postcode:

Email: Tel:

Website:

Services available Costs Notes

Quality standards e.g. matrix

Professional qualifications of careers advisers and professional development eg

• Diploma in Career Guidance • Post Graduate Diploma in Career Guidance/Career Development/Career Management/ Career Education and Coaching/Career Development and Coaching Studies • Post Graduate Diploma in Career Education, Information and Guidance in Higher Education • Post Graduate Diploma in Career Coaching with optional unit in Labour Market Information • Qualification in Career Development/Career Guidance/Career Guidance and Development • QCF Level 6 Diploma in Career Guidance and Development • S/NVQ Level 4 in Guidance/Advice and Guidance/LDSS plus the QCF Level 6 Units or HE Modules in Career Guidance Theory; Reflect on and improve professional practice; Use career and labour market information with clients • Diploma in Career Guidance combined with the NVQ Level 4 in Guidance

20 Careers Guidance in Schools and Colleges: A Guide to Best Practice Membership of the Career Development Institute (CDI) and Registration on the UK Register of Career Development Professionals

Impartiality

Experience of working with schools, colleges and young people

Local knowledge

Referral and support

Cover for absence

DBS checks

Public liability and professional indemnity insurance

Other notes

Careers Guidance in Schools and Colleges: A Guide to Best Practice 21 Annex C Bulk Membership We offer a Bulk Membership Scheme for Join Us! organisations and groups wishing to enrol 10 or more members. This method of payment is particularly popular with employers and groups of practitioners information, advice and guidance and are passionate because it means that employers and members can aboutIf you workproviding in the high field quality of careers services education, to your students and want to network with like-minded memberships are purchased through a single invoice. Now is a key time to be people, now is a key time to be part of your benefit from a discounted subscription rate where the part of your professional professional membership organisation – the Career membership Development Institute. organsiation –the Number of Bulk Membership Career Development Members Discount Institute. Types of Membership and Prices 10-100 10% The membership fee is £105 for individuals and

101 + 25% toschool pay aaffiliates; one-off admin £55 for fee students; of £25. and £190 for other affiliate organisations. New members are also asked If you would like to join the UK Register of Career Development Professionals as a Registered Methods of Payment

your register fee of £55. Professional Member this costs £160 and includes • Credit/debit card: we take card payments over the telephone - please call: 01384 376464. type of membership are on the website and available Details of the full range of member benefits for each details - • can-payAnnual and quarterly direct debit - see website for http://www.thecdi.net/Join-Us/-How-you- as PDFs. Joining is easy, you can: website • Complete the online membership form on the Institute. Please write the name of the member • Cheque: made payable to the Career Development http://www.thecdi.net/Join-Us that the cheque covers on the reverse side, eg

• Download a membership form from the website application form to - Career Development Institute, Membership for Ms J Smith, and post with your http://www.thecdi.net/Join-Us Ground Floor, Copthall House, 1 New Road, Stourbridge, West Midlands, DY8 1PH • Complete a membership form at any CDI event at Lloyds Bank; Sort Code 30-98-21; Account • BACS transfer: to the Career Development Institute member clear as the reference. 25337168. Please make the name of the new

22 Careers Guidance in Schools and Colleges: A Guide to Best Practice Join Us The Career Development Institute (CDI) is the new UK-wide professional membership body for the career development sector. Our members are careers advisers, careers educators, career coaches, career managers and other professionals working in the public, private, voluntary and community sectors.

Launched in April 2013, we are a new, contemporary body, with a growing membership of over 4250 individual members and affiliate organisations.

We have a key role to play in influencing UK careers and skills policy and a clear purpose to improve and assure the quality and availability of career development opportunities for all throughout the UK.

Joining is easy For full details of the member benefits, including joining the UK Register of Career Development Professionals, visit www.thecdi.net Apply online: www.thecdi.net/apply Ground Floor, Copthall House, 1 New Road, Stourbridge, Tel: 01384 376464 West Midlands Email: [email protected] DY8 1PH www.thecdi.net

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