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Chantry Middle School Careers Education, Information and Guidance

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Chantry Middle School Careers Education, Information and Guidance North East Ambition: Regional Careers Leaders’ Network Meeting Friday 14 February Welcome and the North East Ambition update Matt Joyce, Regional Lead: North East Ambition – North East LEP WELCOME! Agenda: 9:45 – 10:30 Tracking destinations • Corinne Templeman, Regional Lead: North East – Careers and Enterprise Company • Marie Jobson, Education Manager: North – Careers and Enterprise Company 10:30 – 11:10 Energy for Growth • Andrew Clark, Energy Programme Lead – North East LEP • Benedict Moore, Marketing Manager – ORE Catapult 11:10 – 11:40 Love our Colleges • Kim Smith, College Hub Facilitator – North East LEP 11:40 – 12:15 Blind data panel • Careers Leaders from across the North East LEP region 12:15 – 12.20 North East Ambition website – what’s next? • Lucy Johnson, Enterprise Co-ordinator, North East LEP Agenda: 12:20 – 13:00 Lunch and networking 13:00 – 13:25 Huntcliff School careers: Our journey so far… • Philippa Hartley, Deputy Head & Careers Leader and CEC Careers Leader of the Year, 2019 13:25 – 14:10 Linking careers to the curriculum • Neil Willis, Regional Lead: Education Challenge – North East LEP • Simon Wareham, Careers Leader – Southmoor Academy & Sandhill View Academy 14:10 – 14:50 Speed dating • Yvonne Haymonds, Careers Hub Facilitator – North East LEP 14:50 – 15:00 Summary, reflections and close • Denis Heaney, Enterprise Coordinator – North East LEP Three of the key findings: • There is a disconnect between aspiration and opportunity • Young people are confident in their choices and the disconnect is strikingly similar at age 17/18 as at age 14/15, with similar patterns to the jobs to which children aspire at age 7/8 • Many young people report only limited careers support from their schools and colleges, but those who do – in aggregate – are better connected to the labour market. Recommendations: • More support for careers guidance at secondary school level • Better labour market information for young people & more engagement with employers – including in colleges • A significant expansion of career-related learning at primary level. Parental engagement research: Based on a literature review and Stakeholder interviews • Parents are important – they can be both a positive and negative influence • Shared career conversations can be more effective • Parents need to be supported • There is a lack of evidence about impactful interventions. What’s next? • Develop a school/college-wide parental engagement strategy (based on feedback) • Determine what CEG is needed through analysis and be prepared to differentiate • Ensure the relationship is not reduced to a static series of concrete activities • Embed engagement in the curriculum and promote it to parents • Redesign existing activities to involve parents • Create parent-friendly environments which draw them in and use technology. Enterprise Adviser update: • 112 matches • Increased number of CPD sessions for schools and colleges • CPD being developed for Enterprise Advisers • Other examples of recent engagement with schools and colleges: ❑ Business Breakfasts ❑ Strategic planning meetings with key staff ❑ LMI sessions for students. News: for SEND schools Dates for the diary: Thursday 12 March - Leeds 2 – 7 March ‘It’s Your Future’ - Monday 2 March at 8.00am • Resources • Marketplace • Opportunities Bulletin. …and finally Thank you – have a great day! Tracking Destinations Corinne Templeman, Regional Lead: North East – Careers and Enterprise Company Marie Jobson, Education Manager: North East –Careers and Enterprise Company Tracking Destinations and Evaluation of the Data Regional Lead Corinne Templeman Area Education Manager Marie Jobson 14th February 2020 The outcomes for this presentation are: • Understand why schools and colleges collect destination data • Consider good practice around tracking intended destinations • Consider best practice around collection & analysis of Destinations Data Destination Data • Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school. • Colleges should collect and maintain data for each learner on their education, training or employment destinations. Discussion 1 Why collect Destinations Data? What is your key motivation for the collection of Destination 2 Data? Why collect Destination Data? Quality assure careers programme and careers advice and guidance Compare intended and actual to further quality assure provision Further detail around LMI Evidence of efficacy of careers provision To ensure the needs of vulnerable and ‘at risk’ cohorts are being met Celebrate student success and destinations and build alumni networks Benchmark 3 Sub Benchmark Tracking Intended Destinations Tracking intended Destinations allows Careers Leaders to: • Review intended destination against raising aspiration agenda • Targets bespoke personal guidance with a qualified careers advisor where there is a need • Compare against actual destination data for quality assurance of provision Five key benefits for careers practitioners Be more Save time strategic and plan Measure and with ease Collabora and targeted te with monitor colleague effectivelReach s yand build https://www.dropbox.com/s/2w3jjft5uhs508d/Compass %2B%20Master%20Presentation%20Deck.pptx?dl=0 a wider network Benchmark 3 Sub Benchmark Use of Compass+ Compass+ supports Careers Leaders with: • Tracking intended and actual destinations • Recording students activities • Managing groups • Enabling reports to be generated around groups and individual students Benchmark 3 Examples: Collection of Data Destinations Data Tracking: Service level Agreement, North Tyneside (Benchmarks 3&8) Year 11: Tracking of Intended Destinations via 1:1 Interviews GCSE Day: Intended Destinations ‘check and review’ September: date check with 6th Forms, FE Colleges, ITPs and young people September – December: Interim report at student level to schools 31st January: Final report shared with schools (following submission to DfE) Easter: ‘Snapshot’ data capture for past two cohorts Destinations Data Tracking: Traded Service, Stockton Borough Council, Tees Valley Tracking for 3 years, which is unique as most other LA’s only do this for 2 years (3rd year is not statutory). SBC have put extra funding/staffing towards this Schools do have to pay for this service and can be standalone for data tracking or within a personal guidance package Other schools who are achieving BM3 in Tees Valley either: . Pay the LA for this service for 3 years . Pay an external provider e.g. Careers Inc for 2 years tracking and then an internal member of staff will track the 3rd year . Have an internal member of staff who track students for 3 years Destinations Data Tracking: Shuttleworth College, Lancashire Destinations Data Tracking: Shuttleworth College, Lancashire Destinations Data Tracking: Key Points Local Authority Data LA tracking for up to 3 years* Can be within broader service level agreement including 1:1 Personal Guidance packages Allocated School Resource: Schools/colleges Human Resource Career Leader/Admin Staff/Whole School GDPR Considerations Resources to manage GDPR barriers: GDPR permissions to be embedded within Year 11 systems Stakeholder Engagement and rationale is key Local collaboration and networks also support smoother data capture Template within government guidance Intent To build alumni network To inform improved provision St John’s School and Sixth Form College: A flexible approach to collecting destinations data Discussion How do you currently track Destination Data? What opportunities are there to improve this? Benchmark 3 Analysis of Data Benchmark 3 Sub Benchmark Evaluation of Destination Data • Explore destinations figures for key stage four and post- 16 students and identify any deficits in take up of pathways, subjects or courses that could be addressed by better tailoring of the careers programme • Review trend data over time to identify patterns, particularly for vulnerable groups • Use Destination Data to identify Alumni who can support careers provision • When planning staff CPD, share success stories and case studies from school alumni that can be shared through school curriculum Destination Data: Analysis • Intended Destinations • Analysis • Action Discussion How do you currently analyse and use Destination Data? What opportunities are there to improve this? Resources In the Department for Education guidance there is an example of a consent form to be completed before students leave to enable you to contact them after leaving to support you track destinations Free Online Training Modules: An Introduction to Careers Leadership 1. Building Course Aims: networks • Understand what good careers leadership looks like • Understand each of the Gatsby Benchmarks in 3. Backing detail 2. Supporting the Gatsby careers benchmarks • Have given some consideration to what a careers leaders programme and strategy for your school or college could look like • Have identified the next steps in your development Recommended for: as a Careers Leader Careers Leaders Enterprise Coordinators SLT/Governors with Enterprise Advisors responsibility for Careers Careers Co-ordinators Funded training bursaries for Level 6/7 Careers Leadership are available: I personally have found the role considerably enhanced by completing the L6 diploma in Careers Guidance and Development to fully understand the theoretical principles which underpin careers work and I would strongly recommend this to any prospective Career Leader or
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