Thames Valley Berkshire #BerksEnterpriseAdviser Gatsby Benchmark - - PowerPoint PPT Presentation

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Thames Valley Berkshire

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Gatsby Benchmarks

Gatsby Benchmark Definition Category 1 A Stable Careers Programme Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, teachers, governors and employers. Talks and websites CV workshops Mock interviews Mentoring Employability workshops Enterprise activities Employer – delivered classroom learning 2 Learning from Career and Labour Market Information Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information. 3 Addressing the Needs of Each Pupil Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout. 4 Linking Curriculum Learning to Careers All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career paths. 5 Encounters with Employers and Employees Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes. 6 Experiences of Workplaces Every pupil should have first-hand experience of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks. Workplace visits and experience Work shadowing Volunteering and citizenship 7 Encounters with Further and Higher Education All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace. 8 Personal Guidance Every pupil should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.

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Statutory requirements and expectations

• f schools

Timing Action

Ongoing (legal duty came into force in September 2012)  Every school must ensure that pupils are provided with independent careers guidance from year 8 to year 13. From January 2018 (legal duty came into force on 2 January 2018)  Every school must ensure that there is an opportunity for a range of education and training providers to access all pupils to inform them about approved technical education qualifications or apprenticeships.  Every school must publish a policy statement setting

• ut their arrangements for provider access

From January 2018 to end 2020  Every school should begin using the Gatsby Benchmarks and meet them by the end of 2020.  Every school should begin to offer every young person seven encounters with employers –by 2020. (inc STEM) From September 2018  Every school should appoint a named person to the role of Careers Leader to lead the careers programme. From September 2018  Every school will be expected to publish details of their careers programme for young people and their parents.  Regularly review and evaluate programme

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CEC Support for schools

CEC Support for schools - Timing Action From September 2018  Job specification and standards for Careers Leaders developed and started to be used by schools. From September 2018  The Careers & Enterprise Company will take on a broader role across all the Gatsby Benchmarks. During 2018 and 2019  CEC will provide tools to help schools meet the Gatsby Benchmarks. During 2018 and 2019  Careers Leaders training funded for 500 schools and colleges. By end 2020  All schools will have access to an Enterprise Adviser

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Strategic Goals

• All schools to begin working toward the Gatsby

Benchmarks, meeting them by the end of 2020

• All schools to have a named Careers Leader in place by

September 2018

• Schools and colleges should offer every young person

in years 7 – 13 at least one encounter a year by 2020.

• Schools and colleges to have access to an Enterprise

Adviser by the end of 2020

• All schools should have in place a link governor for

careers

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Careers Strategy

Guidance says: “Every school and college needs a Careers Leader who has the energy and commitment, and backing from the senior leadership team, to deliver the careers programme across all eight Benchmarks.” Why? The curriculum or learning-based approach and the evidence for it can be summarised as follows: In a learning approach, the various careers work components are integrated into the mainstream curriculum to provide a coherent, meaningful and developmental education. There is evidence both from the UK and internationally demonstrating that this approach is the most effective mode of delivery for careers work in schools. However, given the centrality of the curriculum, these approaches require substantial buy- in from school leaders, with support from partners and in-school champions. (Hooley et al., 2012)

http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20and%20Careers-final.pdf

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Careers Leader responsibility

Responsible for:  Delivery of a schools careers programme  Ensure school has a good careers programme, meets Gatsby Benchmarks  Programme published and regularly reviewed  Pupil destinations tracked and used to improve careers programme  Allow training provider access

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The role of careers leadership

Careers Leaders need to:  Have the appropriate skills and experience  Be sufficiently senior to lead the implementation of all eight of the Benchmarks  Have buy-in from the Governors and the Senior Leadership team  Work with subject teachers across the school

• r college so that careers provision is

embedded within the curriculum

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The role of careers leadership

A careers leader is………. Not a careers advisor (although these roles should work together and can be combined). A leadership role and needs to have a strong route to the school’s SLT and Headteacher

Leadership Management Networking Co-ordination

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Leadership

• Advising senior leadership on policy, strategy

and resources for career education and guidance (CEG)

• Reporting to senior leaders and governors on

CEG

• Reviewing and evaluating CEG
• Preparing and implementing a CEG

development plan

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Management

Project management

• Planning schemes of work for career education
• Briefing and supporting teachers of career

education

• Monitoring teaching and learning in career

education

• Supporting tutors providing initial information

and advice

• Managing, in partnership, the work of the

careers adviser

• Monitoring access to, and take up of, guidance

Line management

• Managing the work of the careers administrator

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Co-ordination

• Managing the provision of careers

information

• Liaising with the PSHE leader and other

subject leaders to plan career education

• Liaising with tutorial managers, mentors,

SENCO and head of sixth to identify pupils needing guidance

• Referring pupils to careers advisers

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Networking

• Establishing and developing links with FE

colleges, apprenticeship providers and universities

• Establishing and developing links with

employers

• Negotiating a service level agreement with the

local authority for support for vulnerable pupils

• Commissioning career guidance services
• Managing links with the LEP and other

external organisations

• Securing funding for careers related projects

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Personal attributes

A careers leader should be someone who has:

• An interest in careers, employability, futures of young people
• An interest in their own professional development and the

willingness to contribute to the development of others

• An open mind about different educational routes and what

constitutes career success

• A passion for developing curriculum and working with other

educators in a cross-curricular way

• Experience of managing projects and monitoring the

progress and implementation of new initiatives

• Interpersonal and team working skills
• Strong communication skills
• Ability to make changes across the school and, develop the

school’s systems

• Ability to take initiative and be proactive
• Capacity to lead, influence and inspire others

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How do schools

• rganise

careers leadership?

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Careers Leader training

CEC will be funding 500 training bursaries Available to use with approved training providers Details will be available by the CEC over the summer term The first training courses will start from January 2019

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Careers Hubs

 20 x ‘careers hubs’ will be funded and supported by additional coordinators.  The hubs will link together schools, colleges, universities and other local organisations.  £5M will be invested to support these areas.  CEC will be running the process to support implementation of the hubs with an intent for them to be operational from autumn 2018

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Other training

Careers Leadership role from the Careers Development Institute http://www.thecdi.net/Certificate-in-Careers-Leadership  Plan and design career-related learning programmes  Lead and manage career development work in an organisation  Continuously improve career development work in an organisation Annual Membership to the CDI costs about £100 inc webinars and free training events throughout the year. Centres offering Careers training http://www.thecdi.net/QCF-Centres Careers and Enterprise Company Careers Leadership Role https://www.careersandenterprise.co.uk/schools-colleges/careers-leaders Prospectus for training providers to bid for the CEC Careers Leader role –issued (April) Training to start in January 2019, schools will be able apply for a bursary for the training. Other providers also provide careers training https://www.canterbury.ac.uk/search/search.aspx?search_keywords=careers%2 0education

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Resources

Careers & Enterprise Company

https://www.careersandenterprise.co.uk

World Skills - free careers planning toolkit/interactive lesson plans

https://www.worldskillsuk.org/the-skills-show/career-planning-toolkit

Talent Forum - free online course

http://www.forum-talent-potential.org

Compass - Careers benchmarking tool

http://compass-careers.org.uk

CIPD Careers Guide for Parents

https://www.cipd.co.uk/knowledge/work/youth/parents-careers-guide

Work experience guides

https://www.cipd.co.uk/knowledge/fundamentals/people/routes- work/placements-guide

Teachers and Careers: The role of school teachers in delivering career and employability learning

http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20 and%20Careers-final.pdf

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Contact us

Allison Giles Enterprise Co-ordinator

Allison@thamesvalleyberkshire.co.uk 0118 945 0200 / 07715 083082 tvb-enterpriseadvisernetwork.co.uk

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