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.
What good looks like
Young people 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 or college’s careers programme should embed equality and diversity considerations throughout.
- A school’s or college’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
- Schools and colleges should keep systematic records of the individual advice given to each student, and subsequent agreed decisions. All students should have access to these records to support their career development.
- The records of advice given should be integrated with those given at the previous stage of the student’s education (including their secondary school) where these are made available. Records should begin to be kept from the first point of contact or from the point of transition.
- Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave school. This data should be used to review a school or college’s careers provision and inform development and continuous improvement.
- Colleges should collect and maintain accurate data for each student on their education, training or employment destinations. This data should be used to review a school or college’s careers provision and inform development and continuous improvement.
Why this matters
- 26% of young people who received free school meals (FSM) in year 11 are not in education or employment (NEET) aged 18-24, compared to 13% of non-FSM students
- High achieving students from disadvantaged backgrounds are less likely to apply to higher education, attend a high-status university, or access high status professional jobs than similarly qualified peers from more affluent backgrounds
- FSM students make up only 16.7% of students in KS5 (16-18 years) academic pathways in comparison to 28% on vocational pathways
- 1,400 more students per year in post-16 EET during 2018/19 connected to schools’ reported Gatsby Benchmark provision.
The benefits of Gatsby benchmark achievement for Post 16 destinations report click here.
Webinar series:
- Exploring approaches to the collection and maintenance of destination data and student records >Webinar (Jan/Feb 2022)
- Making effective use of destinations data >Webinar (Jan/Feb 2022)
- Inclusion and developing careers provision to meet the needs of all students > Webinar (March 2022)
Careers Leaders:
Getting started with BM3
- Refer to the CDI Framework and Skills Builder to ensure that your progressive careers programme scaffolds student knowledge and understanding linked to allow students to challenge stereotypical thinking and raise aspirations.
- Explore how Compass+ can support you with collection and visualisation of Destination Data.
- Consider how you can engage students and track actual and intended destinations. The DfE will soon be releasing updated Destinations Data Good Practice Guide.
- Refer to resource and support from Benchmark 1 relating to strategic planning and evaluation to inform best practice on making effective use of Destination Data.
Training
All Careers Leaders require Outstanding training
For further support with Benchmark 1 register for our fully funded Careers Leader training.
Download our Training Catalogue which includes all the information you need and a helpful comparison guide on the 11 high-quality Training Providers we work with. Here you will be able to choose the right course to suit you and your development, so that you can embed a successful careers programme in your school/college.
Once you have chosen the right course and Training Provider for you, you are all set to register!
Careers in Context: Can Do Approaches
Young people will have had very different experiences during the pandemic and may require different or enhanced support
Opportunity:
- Prioritise working with colleagues from senior leadership team and other key staff to ensure that the careers programme is responsive and effective in supporting and tracking positive destination outcomes for all students.
How:
- Establish systems and processes to track, record and respond to intended and actual destinations ensuring that vulnerable students and those at risk of not making positive transitions are identified and supported.
- Support existing and newly identified vulnerable groups by providing tailored opportunities for advice and support, particularly for newly identified vulnerable groups may include those disproportionately or unexpectedly impacted by Covid-19.
- You can support the most vulnerable students by: Aligning your careers programme to whole school or college initiatives on student engagement and NEET prevention.
- Work with colleagues to understand key groups of students who are most at risk of NEET or not making a positive transition to ensure that your progressive careers programme explicitly meets the needs of these students.
- Analysing destination data and knowledge of local labour market to inform and shape your careers programme.
- Compass+ can support you with tracking and recording student level intended and actual destinations. You can also create custom groups so you can target relevant careers interventions for students with highest need.
- Refer to resource and support from Benchmark 1 relating to strategic planning and evaluation to inform best practice on making effective use of Destination Data.
Education Leaders and Governors:
Education Leaders and Governors: For further information on each Benchmark, to support you in your role, please see the Education Leader, Secondary and College Governor Guides.
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EmployAbility Leisure Guides
EmployAbility Leisure is an initiative by Aspire (EmployAbility Leisure) to create more accessible and inclusive training and workplace environments for disabled people in the fitness and leisure sector. Evidence-based guidance published as a result for disabled people, training providers and employers is available for free, instant download here.
Transition programmes for young adults with SEND. What works?
Produced in 2017 this paper describes the evidence base for transition programmes for young adults with Special Educational Needs and Disabilities (SEND). Schools, colleges and providers of careers and enterprise programmes are invited to use this evidence to inform the programmes that they are running and developing.
HY Up Podcast
The HY Up Podcast is a series of interviews that captures the stories of inspiring people from all walks of life.
Destination Data analysis example
Developed by the Career Leader at Bedford Academy this resource is an example of how destination data can be analysed and used to inform future provision.
Guidance for Middle Schools
Interpreting the Gatsby Benchmarks and Compass Completion Guidance (Updated 2021)
The guidance takes Middle School Careers Leaders through how to respond to the sub benchmark questions when completing your self-evaluation on Compass or Compass+.
Transition skills (mock interviews and CV workshops). What works?
This paper reviews the effectiveness of these employer-led transition skills events. Its findings will provide schools and colleges with evidence to support the delivery of these events and activities.
Guide for Education Leaders in schools and colleges
For Education Leaders, highlighting priority areas to maximise the impact of careers and the support and resources available.
Finding Your Futures
Developed by the National SEND Employment Forum these videos are aimed at introducing learners with special educational needs and disabilities (although they are not exclusive to this group) to an array of jobs and sectors.
InterviewBot
InterviewBot is an automated interview practice resource for schools and colleges, using real life avatars as interviewers. This resource prepares students for their first real life interviews but does so in a safe environment where they can grow their confidence.
This resource offers a free trial and option of costed subscription.
Designated Teacher E-Booklet
Developed in partnership by Worcestershire Virtual School and the Inspiring Worcestershire Delivery Team.
This reference resource will support the network of Designated Teachers to understand the national and local careers landscape.
South Somerset 14-19 Partnership ‘SEND Transitions: Imagine the Possibilities and Making a success of Further Education’
These resources have been developed by South Somerset Partnership as part of a transition project for SEND students. The resources pull together key Preparation for Adulthood information that will enable mainstream, special school and FE Careers Leaders to understand the journey and support available for young people with SEND.
Globally Responsible Careers in STEM
‘Globally Responsible Careers in Science, Technology, Engineering and Mathematics’ (GRC-STEM) – will help the growing number of job-seekers looking for employment with organisations that prioritise sustainable and ethical concerns.
This online resource asks each individual a series of questions concerning:
- Their personal requirements from a career and considering their interests in science and technology;
- The type of work they are interested in; and
- Their ethical concerns, bearing in mind the global issues that face society.