Activity Name Careerpilot Sessions Date 120 individual dates throughout Tranche 3 (September 2018 – July 2019), some with multiple sessions delivered (≈220 sessions delivered) Location 56 target schools and colleges across Cornwall, , and (see schools involved) Total number of ≈9000 Students students (≈8400 Year 9, 10 and 11; ≈600 Year 12 and 13) Number of target ≈2200 Students, 24.4% of total participants students (≈2000 Year 9, 10 and 11; ≈200 Year 12 and 13) Schools All Saints , College, Bishop Fox's School, Bodmin involved College, Brannel School, Bridgwater & Taunton College, Bridgwater College Academy, , Bucklers Mead Academy, Callywith College, Chilton Trinity, Clyst Vale Community College, , Cornwall College, Cullompton Community College, Eggbuckland Community College, College, Fowey River Academy, , , Hayle Academy, Heathfield Community School, Hele's School, Honiton Community College, Humphry Davy School, , King Edward VI Community College (KEVICC), Lipson Co-Operative Academy, Mounts Bay Academy, Notre Dame RC School, Paignton Community and Sports College, Penrice Academy, , School of Creative Arts, Pool Academy, Robert Blake Science College, St Boniface's RC College, St Cuthbert Mayne, St Ives School, St James School, Stoke Damerel Community College, , Teignmouth Community School, Exeter Road, The Blue School, The Castle School, , , , , , Torpoint Community College, Academy, Truro and Penwith College, School, ,

Introduction

Throughout Tranche 3, Next Steps South West (NSSW) staff worked across Cornwall, Devon, and Somerset to deliver Careerpilot sessions to target and non-target students in years 9-13 across 56 target schools. All sessions were designed around the Careerpilot website, an award-winning online resource that provides free, impartial information and support on the many routes to higher education (HE) and higher-level study.

Throughout Phase 1 of NCOP, NSSW offered two Careerpilot sessions:

 Job Sectors – delivered to students (primarily in Year 9), with a focus on helping students explore different job sectors and understand how higher education relates to their career opportunities.  HE Skills Mapping – delivered to Key Stage 5 students (primarily in Year 12), designed to help them use Careerpilot as a tool for identifying and recording skills and experiences relevant to progression into HE.

All sessions were based in computer suites at target schools, and were led by the NSSW delivery team (Institutional Officers (IOs) and County Outreach Officers (COOs)). Sessions

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were supported by Student Ambassadors (SAs), who helped facilitate activities and provided additional information regarding their experiences of higher education.

As a key intervention within the NSSW core offer during Phase 1, Careerpilot sessions were offered to whole year groups in target schools. As a consequence, in Tranche 3 a mixture of target NCOP students and non-target students engaged in sessions, enabling NSSW to support a large number of students (≈9000) across all three counties access this resource.

Aims

The two Careerpilot sessions aim to support students to address key barriers identified by NSSW relating to their Knowledge of HE, Socio-economic factors, and Soft Skills. Both workshops aim to help students think about their future career plans, including HE.

 The Job Sectors session focuses on helping younger students explore different job sectors, careers, and their entry requirements, and to encourage them to consider HE as part of their career route, including higher level apprenticeships. As such, this session familiarises students with the ‘Jobs’, ‘Courses’, and ‘Qualifications’ sections of Careerpilot, and aims to broaden students’ understanding of career and study routes.  The HE Skills Mapping session introduces students to the ‘Post-16 Skills Map’ tool on the Careerpilot site. It helps students to use this resource in order to identify, evidence, and record their skills in personal statements for UCAS, college, apprenticeship and job applications.

Overall, both Careerpilot sessions aim to support students in increasing their motivation and raising their aspirations. Through the use of Careerpilot, and through discussions with delivery staff and SAs, the workshops encourage participants to reflect on their future plans, and give them tools with which to make informed decisions about their next steps.

Evaluation Design and Data Collection

Evaluation of Careerpilot sessions across the NSSW consortium in Tranche 3 consisted of a post-activity evaluation survey for each session type. These surveys were designed to evaluate the short- and medium-term outcomes of each session outlined in the tables below.

Careerpilot – Job Sectors Session Barrier to HE Short-term outcomes Medium-term outcome Knowledge of HE Increased knowledge of graduate Increased understanding of opportunities benefits of HE study Socio-economic factors Increased understanding of job Raised aspirations sectors

Careerpilot – HE Skills Mapping Session Barrier to HE Short-term outcomes Medium-term outcome Knowledge of HE Increased confidence in Increased understanding of evidencing transferable skills for how to access HE courses HE progression Soft Skills Increased ability to identify own Increased awareness of transferable skills and those transferable skills for future required for HE progression study and employment

Impact evaluation surveys consisted of a range of questions to gather data relating to the session outcomes and the barriers with which they were aligned. In total, 1115 surveys were

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collected throughout Tranche 3 for both Careerpilot interventions. After cleaning, this sample was reduced to 1064 surveys for data analysis, comprising 806 ‘Job Sectors’ surveys and 258 ‘HE Skills Mapping’ surveys.

Evaluation Results and Analysis

The following sections present data from the two separate Careerpilot session surveys, with analysis highlighting key findings and the evidence these results indicate in relation to session aims and the NSSW barriers to HE.

Job Sectors Session (Key Stage 4)

Given the primary focus on job sectors in this Careerpilot session, the evaluation survey firstly gathered evidence to ascertain whether students had found the intervention useful in this regard. Figure 1 shows that the significant majority (87%) of respondents found the session either ‘Very useful’ (36%) or ‘Quite useful’ (51%) in helping them to explore job sectors and career options, with only 2% stating that it was ‘Not at all useful’.

How useful was this session in helping explore different job sectors and career options? Not very useful 7% Not at all useful 2% Unsure Quite Useful 4% 51% Very useful 36%

Figure 1 – Students’ perceptions of usefulness of Job Sectors session

This data indicates that students found the sessions beneficial, although it does not show whether the sessions met the short-term outcome of increasing students’ understanding of job sectors. Figure 2 presents data relating to this outcome, showing responses to a multiple choice question asking students to select one of four definitions of the term ‘Job sector’.

Thinking back over the session, which of the following best explains what a job sector is?

53% 23% 11% 13%

The name given to a group of related jobs or careers The different courses you can study to be qualified for a particular job The individual roles in a company The location of a job (e.g. office, outdoors, shop)

Figure 2 – Students’ definition of ‘Job Sector’

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Although 53% of respondents selected the correct definition of the term ‘Job sector’ (‘The name given to a group of related jobs or careers’), this proportion is not significantly high enough to conclusively suggest that the sessions were effective in ensuring that the majority of students increased their understanding of the concept of a job sector. From this data it could therefore be argued that in future Careerpilot Job Sector sessions it would be beneficial to ensure that students have an explicit understanding of the term ‘Job Sector’ before they are introduced to the ‘Jobs’ section of Careerpilot. However, it should be noted that, as with the majority of multiple-choice ‘tests’ like this, not all students will select the correct answer.

Figure 3 shows students’ use of Careerpilot during the session. Whilst 87% of respondents agreed that that Careerpilot had helped them research jobs in which they had already been interested (42% ‘Strongly agree’, 45% ‘Agree’), it is of note that 82% of respondents agreed that they had discovered new careers and their entry requirements (30% ‘Strongly agree’, 52% ‘Agree’). This data indicates that students’ interaction with Careerpilot and their participation in the session may have raised their aspirations for their career plans, broadening their understanding of the different career routes and job sectors available to them.

'I used Careerpilot today to...'

60% 52% 45% 44% 50% 42% 40% 40% 34% 30% 27% 30% 20% 20% 12% 11% 13% 8% 5% 6% 10% 3% 1% 1% 4% 1% 0% Look at a job or career I Discover new jobs and Find jobs and careers Find a university or was previously careers and their entry that link to my hobbies higher education interested in requirements and interests provider where I could study in the future

Strongly agree Agree Unsure Disagree Strongly disagree

Figure 3 – Students’ use of Careerpilot

It should also be noted that, as shown in Figure 3, 40% of respondents agreed or strongly agreed that they had used Careerpilot during the Job Sectors to find a university of HE provider for their potential future study plans. Whilst this figure does not represent the majority of students, it does indicate that a number of participants began to make the link between researching job sectors, career routes, and the courses that could help them reach their planned career paths, even though HE provider and course information and research is not explicitly covered by the session aims. This data could also suggest that some students may have increased their understanding of graduate opportunities as a result of the session, as they had used the workshop to research HE courses, perhaps in response to increased understanding of the importance of graduate study for their desired career route. However, this evidence is not conclusive, and more data would be needed in relation to this outcome in order to robustly argue that it had been met by the sessions.

Data analysed in Figure 4 indicates that the majority of participants found the Job Sectors Careerpilot session helpful for planning their future careers, as 81% of respondents felt either ‘Much more confident’ (31%) or ‘A bit more confident’ (50%) in researching a future job or career path after the session.

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As a result of today's session, do you feel more confident in researching a future job or career path? About the same Less confident 18% 1%

Much more confident 31% A bit more confident 50%

Figure 4 – Increased confidence in career planning

From these results it could be argued that the sessions are likely to have addressed the barrier of Soft Skills (career planning), whilst raising students’ aspirations for and confidence in their career paths, and thus addressing the barrier of Socio-economic factors to HE progression.

Additional data regarding students’ intentions for future use of the Careerpilot website aligns with indications in Figure 4 that the session provided an opportunity for students to engage in career research and planning. Figure 5 shows that, of the 806 respondents, 502 (62%) stated that they intended to use Careerpilot in the future to look at career options, with nearly half of respondents (47%, N=375) indicating that they will use the site to research qualifications for courses or careers, and a third (33%, N=265) noting that they will research post-16 study options on Careerpilot.

How will you use Careerpilot after today's session? Please select all options that apply.

I don't intend to use it again 74

Showing the site to family 173 Researching the qualifications needed for a 375 chosen career path or course Looking at Career options 502

Researching post-16 study options 265

0 100 200 300 400 500

Figure 5 – Students’ intended future use of Careerpilot

It should also be noted that a fifth of respondents (21%, N=173) stated that they intend to show Careerpilot to family in the future. Whilst it is not possible to know whether or not students do engage with the website in the future, this data nevertheless indicates that students recognise the resource as a useful tool, and that they may share it with family members. From Figure 4 and Figure 5 it can thus be suggested that, by introducing students to Careerpilot, the session is likely to have been beneficial for the majority of participants, helping them to address the barriers of Socio-economic factors, Soft Skills, and Influencers.

The final question on the survey asked students for any queries that they still had regarding Careerpilot and researching their future choices. In the 806 surveys, only 51 responses were received to this question, which have been coded into the five categories shown in Figure 6. Careerpilot Sessions Report Tranche 3 Eleanor Hodgson (Evaluation Specialist) Page 5

Do you have any further queries relating to Careerpilot and/or researching your future choices? 30 27 25 20 15 12 10 6 3 3 5 0 No further Positive feedback 'Yes' (no comment Specific job / Suggested website comments on website / given) career missing improvements session

Figure 6 – Categorised further queries and comments

Figure 6 shows that the majority of students who responded to this question had no further comments, which could indicate that the session was successful in addressing students’ queries or concerns regarding Careerpilot and career planning. Indeed, it should be noted that there was no negative feedback received relating to the delivery of the session, with only 3 students suggesting improvements on the website. From the other comments, 12 related to students requesting specific job- or career-related information on Careerpilot, with another group of students (N=6) providing positive feedback. The table below provides examples of responses under the three thematic categories which give explicit feedback.

Do you have any further queries relating to Careerpilot and/or researching your future choices? Specific job / career missing Suggested website improvements ‘I searched up parachute regiment but nothing ‘To improve this website you could create a quiz was there so it that could possibly be added that with an outcome of a set of jobs that would suit would be appreciated’ the user of the quiz rather than just a job sector.’ ‘I would like to be an architect’ ‘If there is another way to test for a good future ‘Any animal conservation’ job’ ‘It doesn't have rugby player’ ‘How I would apply for that job’ ‘How would I apply to be an actress’ ‘I was trying to type in carpenter but nothing was searching it’ Positive feedback on website / session ‘No I find it easy to work with’ ‘No I think it was a great website’ ‘I am very happy’ ‘I found Careerpilot very useful and interesting’ ‘It was a good website’ ‘Thank you for coming to see us! I enjoyed that lesson.’

Overall, this qualitative feedback indicates that the sessions were positively received by students, and aligns with the quantitative data analysed above to support the conclusion that the Job Sectors Careerpilot sessions were beneficial for attendees.

HE Skills Mapping (Key Stage 5)

As indicated by the session title, the main focus of the Key Stage 5 Careerpilot session was to use the post-16 skills mapping tool on the website in order to help students prepare for the personal statement element of any potential UCAS, job, or apprenticeship applications. As such, the first question on the impact evaluation survey asked students to indicate how useful Careerpilot Sessions Report Tranche 3 Eleanor Hodgson (Evaluation Specialist) Page 6

they had found the session in this regard. Data analysed in Figure 7 shows that the significant majority of students (86%) found the session either ‘Very useful’ (24%), ‘Quite useful’ (58%), or ‘Slightly useful’ (4%) for identifying transferable skills for applications. Additionally, a slightly smaller proportion (77%) noted that they had found the session either ‘Very useful’ (27%), ‘Quite useful’ (46%), or ‘Slightly useful (4%) in helping them identify the required skills for their chosen career path.

How useful was this session in helping you to... 58% 60%

50% 46%

40% 27% 30% 24% 17% 20% 10% 10% 4% 4% 4% 3% 1% 2% 0% … identify your transferable skills to talk about … identify the skills needed for the job/career in a personal statement or application? pathway you wish to pursue?

Very useful Quite Useful Slightly useful Not very useful Not at all useful Unsure

Figure 7 – Usefulness of session for identifying transferable skills

The results in Figure 7 suggest that the session provided students with an opportunity to reflect on and identify their transferable skills, and to use Careerpilot to link these to their planned HE study routes, aligning with and meeting the key aims of the workshop.

As a result of today's session, do you feel more confident in evidencing the transferable skills required for your desired job/career in a personal statement or application?

About the same 25% Less confident 1%

Much more confident 27% A bit more confident 47%

Figure 8 – Students’ increased confidence in evidencing transferable skills

Figure 8 provides further information relating to the indicated impact of the session. It shows that after the HE Skills Mapping sessions, almost three quarters of respondents (74%) felt either ‘Much more confident’ (27%) or ‘A bit more confident’ (47%) in evidencing the required transferable skills for their future careers in a personal statement or job application. Furthermore, Figure 9 indicates that the sessions were successful in providing participants with tools to help them write about their transferable skills in applications, as the significant majority (89%) were able to select the correct definition of the ‘ABC’ rule that was taught in sessions. This rule, which stands for ‘Activity, Benefit, Course’, is a tool designed to help students ensure that they include specific examples of their skills in their personal statements, Careerpilot Sessions Report Tranche 3 Eleanor Hodgson (Evaluation Specialist) Page 7

and that they explain how and where they developed them, and how they are relevant to the course for which they are applying.

Thinking back over the session, which of the following best explains the 'ABC' rule?

89% 5% 5% 1%

A rule for giving specific evidence of your skills and linking them to the job/course A rule for providing an extensive list of activities you've undertaken A rule for finding a job you are interested in A rule for checking your spelling and punctuation

Figure 9 – Students’ definition of ‘ABC’ rule

Overall, from Figures 7, 8, and 9 it can be argued that the HE Skills Mapping sessions are likely to have resulted in the intended outcomes of increasing students’ confidence in identifying and evidencing their relevant transferable skills for future applications, including UCAS personal statements. This data suggests impact on the barriers of Soft Skills and Knowledge of HE, as it evidences support for students with potential applications for future study and careers, and indicates that the sessions increased students’ confidence in this key element of their HE progression journey.

How will you use Careerpilot after today's session?

I don't intend to use it again 32 Showing the site to family 40 Planning a career 121 Developing a job application 100 Developing a personal statement for an FE application 31 Developing a personal statement for an HE application 89 Researching the skills for a career path/course 134 Researching the qualifications for a career path/course 157

0 20 40 60 80 100 120 140 160 180

Figure 10 – Students’ intended future use of Careerpilot

Figure 10 provides further data to support the indication of impact from the session, as it shows that a large number of students indicated that they intend to use Careerpilot in the future in a number of different ways to support them in researching and developing their future career and study plans. The majority of respondents (61%, N=157) stated that they will use Careerpilot to research qualifications for a career or course, with over half (52%, N=134) stating that they will use it to research the skills needed for their future plans. Significantly, almost two fifths (39%, N=100) noted that they will use the site to develop a job application, with nearly half of respondents (47%, N=120) indicating that they plan to use Careerpilot when developing a personal statement to apply for further study, either in HE (N=89) or FE (N=31). Although it is not possible to state with certainty that students will act on their intentions of future use of Careerpilot, it is nevertheless of note that respondents have acknowledged the potential way in which they could use the website, as this suggests that they are likely to have

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benefited from being introduced to the resource and understood how it can help them with career and study planning.

Finally, students were asked to provide any further comments or queries relating to Careerpilot and the skills mapping session. Only 10 comments were received from the 258 survey responses, and these have been categorised in Figure 11 below.

Do you have any further queries relating to Careerpilot and/or skills mapping? 4 4 4 3 2 1 1 1 0 No further Positive feedback Negative feedback Suggestions for comments on session on session improvement

Figure 11 – Categorised further queries and comments

As can be seen in Figure 11, the majority of qualitative comments indicate positive reception of the HE Skills Mapping sessions, as they either stated that students had ‘No further comments’ (N=4), or provided positive feedback on the session (N=4). As only one suggestion for improvement and one single negative feedback response were received, it can also be suggested that students were happy with the sessions. The table below provides the qualitative data to illustrate these thematic categories.

Do you have any further queries relating to Careerpilot and/or skills mapping?

Negative feedback on session Suggestions for improvement ‘Doesn't cover ABC’ ‘Do they have any visual representation of courses beyond the written list of skills needed, i.e. actual sections of courses in detail? Do they have any characterized skill-based games/quizzes?’ Positive feedback on session ‘No, thank you’ ‘No, everything was explained well’ ‘Filled me with confidence to ask about what is needed for my future’ ‘Thank you!’

In summary, the qualitative and quantitative data analysed for the HE Skills Mapping Careerpilot sessions indicates that the workshops were successful in supporting students with discussing transferable skills related to planning and applying for future study and careers. The data also shows that sessions provided participants with tools and resources to help identify and evidence their own relevant transferable skills in future applications, thus indicating that the key outcomes for these sessions were successfully met.

ISC Survey Feedback

In order to triangulate self-reported responses from students in relation to Careerpilot sessions delivered in Tranche 3, data was also collected from NSSW In School Coordinators (ISCs) relating to the Careerpilot sessions run in their schools. In three ISCs surveys conducted at the end of each term during Tranche 3 (September 2018 – July 2019), 25 ISCs provided

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feedback relating to their perception of the different Careerpilot sessions and the impact of these activities on their students. It should be noted that, as ISCs provided limited detail about the interventions (with most stating that they were simply ‘Careerpilot’ sessions), it should be assumed that this data is representative of the overall NSSW delivery of both the Job Sectors and HE Skills Mapping Careerpilot sessions.

ISCs were asked to show their agreement with statements designed to evaluate perceptions of impact across any NSSW activity, and their responses are analysed in Figure 12.

ISC Survey Feedback - Careerpilot Sessions 100% 100% 96% 100% 88% 90% 80% 76% 80% 72% 70% 64% 60% 50% 36% 40% 24% 30% 20% 16% 20% 12% 12% 10% 4% 0% The majority of The activity The NSSW staff The student Students talked I have noticed It was easy to I would like to students raised the who delivered ambassadors positively about an impact from organise the arrange the learned aspirations of the activity were who helped their experience the activity on activity in my same activity in something the students approachable deliver the after the activity the students school/college my about HE or who attended and informative activity were (e.g. school/college career planning approachable conversations again from the activity and informative about HE or careers)

Strongly agree / agree Neither or N/A Disagree / strongly disagree

Figure 12 – ISC Survey Careerpilot sessions feedback

This triangulated data supports the findings from the student surveys and highlights the positive reception of Careerpilot sessions during Tranche 3. It is of particular note that 100% of respondents agreed or strongly agreed that students learned something about HE or career planning from the sessions, correlating with evidence in this report that has indicated impact on student Knowledge of HE and Soft Skills (career planning). Furthermore, the data suggests that the Careerpilot workshops are likely to have helped students to raise their aspirations and motivations, thus addressing the barrier of Socio-economic factors. Just over three quarters (76%) of ISCs agreed that they had noticed an impact from the activity on students, with 80% agreeing that the sessions had raised students’ aspirations, and 88% indicating that students had talked positively about the intervention.

Figure 12 also shows that although Careerpilot workshops may not always be easy for ISCs to arrange (12% disagreed that the activity was easy to organise), ISCs are nevertheless very keen to provide this intervention for their students, with 96% agreeing or strongly agreeing that they would like to arrange the same activity in their school again. These positive results are further supported by qualitative data given by ISCs, which included the following comments:

 ‘Careerpilot is a very useful resource, however, it is quite difficult to get all students together in a space with computers, therefore I now run the sessions with a few students at a time. I run the SEND sessions separately.’ (Autumn survey)  ‘The activity was delivered to whole cohort of 260 students and all learned about carer pathways and best ways to research them. The staff were brilliant and ambassadors continued discussions with students after the event. Created good discussions around careers and GCSE option choices followed up in tutor time.’ (Autumn survey)

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 ‘I think any activity that includes input from Student Ambassadors is invaluable to my work in school. The students can see that uni students are 'normal people' like them. They are able to ask questions and get good, helpful and honest answers. They are then able to see that they themselves could go to on to HE and achieve in the future. This time we were lucky to get an ambassador that attended our school so even better!’ (Autumn survey)  ‘Students enjoyed the skills mapping and became far more aware of how their activities relate to skills and CV building as well as improving UCAS personal statements. Staff were fantastic - enthusiastic, knowledgeable and reliable.’ (Autumn survey)  ‘Several of the students said they would use the website again. I have also shown the website to other pupils and teachers and shared it with the head of year 9 and 10 so that they could feed that on to the relevant teachers. We are currently using the website as part of our process encouraging our year 10s to find a work experience placement. In terms of organising the event it was difficult to avoid overlaps of students during the day as pupils move around a lot due to option subjects. However, after trying a few different things, I managed to minimise this.’ (Spring survey)  ‘NSSW are highly professional and informed and worked well with our students. Career Pilot website is easy for students to use and contains lots of very useful information.’ (Summer survey)  ‘Brilliant sessions run by everyone who came in. Thank you so much, not only did the students enjoy it, so did the staff. I have had students talk to me about what sorts of careers were suggested to them and what they want to do for work experience relating to their career pilot sessions.’ (Summer survey)

The ISC feedback above echoes findings in the student surveys, indicating that students engaged well with the sessions, and that the Job Sectors and HE Skills Mapping workshops provided participants with useful resources and tools to support their career planning and to help them consider future study routes, including HE. Indeed, this qualitative data aligns with findings in the student surveys which suggest that students intend to engage with Careerpilot in the future. Positive comments relating to NSSW staff also align with data in Figure 12, in which 100% of ISCs agreed or strongly agreed that the NSSW delivering the staff were approachable and informative. Finally, ISC comments highlight the role played by SAs in supporting Careerpilot sessions, indicating the additional impact of engaging students in an intervention that is built around the Careerpilot website, but which ensures focus on and discussion of HE options with NSSW staff and SAs.

Conclusion and recommendations

The analysis of student and ISC quantitative and qualitative survey data in this report provides a body of evidence which indicates positive reception of and potential impact from the Careerpilot sessions delivered by NSSW staff throughout Tranche 3.

It can be strongly argued that the Job Sectors Careerpilot workshops supported students in exploring job sectors and relevant careers and HE study routes, whilst also helping them to increase their knowledge of graduate opportunities through a broadened understanding of careers options and pathways. Students in these sessions stated that they found the Careerpilot website useful, interesting, and easy to work with, and both ISCs and students were positive about the delivery of the workshops. Similarly, data from the HE Skills Mapping sessions indicates that these workshops increased students’ confidence in identifying their transferable skills, all the while supporting them to better understand how transferable skills relate to HE courses, and how best to evidence these in applications for further study or employment. Overall, the data for both sessions highlights potential impact on the barriers of

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Knowledge of HE, Soft Skills, and Socio-economic factors to HE progression, with potential for impact on the barrier of Influencers, where students indicate that they plan to show the Careerpilot resource to family members.

Data from students and ISCs highlights some recommendations for future delivery of Careerpilot sessions in Phase 2 of NCOP. This includes some suggestions for improvements to the website, which is beyond NSSW control (such as the introduction of further quizzes). However, data indicates that some students in the Key Stage 4 sessions would benefit from a more explicit explanation of the term ‘Job sector’. Other recommendations relate to the evaluation of the sessions, as it would be beneficial to have more data specifically aligned with the session outcomes in order to further explore the success of the workshops in meeting their explicit aims and objectives. It should be noted that the evaluation surveys for Phase 2 Careerpilot sessions have been reviewed in advance of Tranche 4, and it is anticipated that these will be able to provide more robust data relating to session outcomes.

Above all, as a core element of the NSSW Phase 1 offer, data analysed in this report indicates that Careerpilot has been a well-received intervention that is likely to have been beneficial for the different groups to whom it has been delivered. Moreover, the positive feedback on Careerpilot sessions received throughout Phase 1 has led to the creation of an additional Careerpilot workshop for Key Stage 4 students (primarily in Year 10) on Pre-16 Skills Mapping during Phase 2 of NCOP. Finally, it is hoped that recent improvements to delivery resources for all workshops will ensure that NSSW target students and their non-target peers continue to benefit from engaging in workshops that introduce them to this resource, and that the sessions will further support students as they plan their next steps.

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