GOOD CAREER GUIDANCE
G O O D C A R E E R G U I DA N C EP E R S P E C T I V E S F R O M T H E S P E C I A L E D U C AT I O N A LN E E D S A N D D I S A B I L I T I E S S E C TO R
www.goodcareerguidance.org.ukPublication date: July 2019Cover image: Illustration by Cath Riley
011CONTENTSFOREWORDSIR JOHN HOLMAN02FOREWORDCLAUDIA HARRIS03ABOUT THIS COLLECTION051 . T H E I M P O R TA N C E O FGOOD C AREER GUIDANCEFOR ALL STUDENTS062 . T H E G AT S B Y B E N C H M A R K S083. PERSPECTIVESFROM THE SPECIALE D U C AT I O N A L N E E D S A N DD I S A B I L I T I E S S E C TO R124. FURTHER SUPPORT ONYO U R J O U R N E Y TO G O O DC AREER GUIDANCE40GLOSSARY44
02FOR E WOR DIt is my ambition that every youngperson should experience world-classcareer guidance, framed by the GatsbyBenchmarks for Good Career Guidance.As I saw when I was a headteacher,career guidance is vital for socialmobility. It is about showing youngpeople – whatever their circumstances –the options open to them, and helpingthem to make the best choices fortheir future.guidance activity to the different needsof their students.When we piloted the Benchmarksin schools and colleges in North EastEngland, between 2015 and 2017,we began to build up an understandingof how the Benchmarks can beimplemented in special schools andfor students with Special EducationalNeeds and Disabilities (SEND).The Gatsby Foundation and TheCareers & Enterprise Company aregrateful to Disability Rights UK andthe many other specialist partners inthe sector who have helped us withthis work. There is so much goodpractice already going on around thecountry, and we hope this publicationis both a celebration of great practiceand a source from which you can learn.We consulted with experts from specialschools and colleges, together withSEND specialists from mainstreamschools, who work with young peoplewith a very wide range of SEND. Theclear message we received was that theBenchmarks make a difference and thatsame framework of high expectationsshould be available to all students.But we recognise that some of theBenchmarks may be implemented ina different way in special schools andcolleges, alternative provision, andfor some students with SEND inthe mainstream. We recognise thatthe professionals who work with theseyoung people every day are the expertsand are best placed to adapt their careerWe have collected together a set ofexpert perspectives, from leadingpractitioners across the sector andfrom national SEND organisations.I hope these will help you on yourjourney to embed the Benchmarks inyour setting, and put in place a careerguidance programme that supportseach and every student.Sir John Holman,Senior Advisor to the Gatsby FoundationAuthor of Good Career Guidance
033I have been hugely impressed by the range of different typesof provision, including special schools and specialist colleges,that are confidently using the Benchmarks to improve careerguidance for their students.Helping schools and colleges prepare andinspire young people for the fast-changingworld of work is at the heart of what wedo at The Careers & Enterprise Company.We believe the Gatsby Benchmarksprovide a robust and high-qualityframework for career guidance. Theyhelp to deliver a system of high aspirationsfor all students in all types of settings.We have been working closely with theGatsby Foundation and other partnersto make sure we understand how theBenchmarks can be implemented forstudents with Special Educational Needsand Disabilities (SEND).We have already published practicalinformation and guidance for schoolsand colleges in our SEND GatsbyBenchmark Toolkit, developed inpartnership with sector expertsTalentino and the Career DevelopmentInstitute. We also work with morethan a third of special schools throughour Enterprise Adviser Network –something we hope to build uponover the coming years. The Networkprovides each school with a dedicatedsenior business volunteer to helpprovide strategic careers support andstrengthen links to local employers.And we have also launched two CareersHubs focused specifically on SEND, toprovide strategic, joined-up support toyoung people with SEND.We therefore see and hear about theexcellent work taking place in all typesof schools and colleges throughoutthe country.I have been hugely impressed by therange of different types of provision,including special schools and specialistcolleges, that are confidently usingthe Benchmarks to improve careerguidance for their students, and inmany cases they are well on the wayto meeting all eight Benchmarks.It is clear to us that professionaljudgement is critical when designingand delivering an excellent careersprogramme which meets the needsof young people with SEND, includinghigh-quality employer encounters.I hope that reading through thispublication, and seeing the reflectionsof experienced teachers and otherexperts, will help practitioners envisionhow the Benchmarks can be put intopractice for young people with a widerange of needs.The Careers & Enterprise Companyis pleased to have worked on thispublication with the Gatsby Foundation.We hope it will be a source of inspirationas you work to ensure all students withSEND get the very best careers andenterprise education.Claudia Harris,Chief Executive of The Careers& Enterprise Company
04Disability Rights UK is a national charity. We are ‘disabled people leadingchange’, working for equal participation for all. We support disabled peopleto take up education and employment opportunities and develop theircareers through innovative projects, guides and leadership programmes.Young disabled people aged 16–24 are more likely than other groups toend up Not in Employment, Education or Training (NEET). Supportingthis group requires a stronger focus on their guidance needs, startingwith independent careers advice in schools. The Gatsby Benchmarksprovide an important framework for ensuring that young disabled people’saspirations are fully considered, supporting them to reach their potential.All of the Benchmarks are important, but we particularly value thefocus on gaining experiences of the workplace and employer encounters,which historically have always presented additional barriers for youngdisabled people.Rabia Lemahieu,Disability and Skills Manager, Disability Rights UKStudents from Catcote Academy discussing careers with Sir John HolmanPhoto credit: Hartlepool Mail
055ABOUT THIS COLLEC TIONT H I S P U B L I C AT I O N A I M S T O I N S P I R EC AR EER S LE ADER S , TE ACHER S AN DA L L T H O S E WO R K I N G W I T H YO U N GP E O P L E W I T H S P E C I A L E D U C AT I O N A LN E E DS A N D D I S A B I L I T I E S TO U S E T H EG AT S B Y B E N C H M A R K S T O C R E AT EA S TRONG C AR EER GU I DANCEPROG R A M M E FOR E ACH A N D E V ERYYO U N G P E R S O N .Through this collection we have gatheredtogether the views of leading practitionersand national experts on the importance ofcareer guidance for students with SpecialEducational Needs and Disabilities (SEND).Each describes how they, or those they support,have successfully used the Benchmarks to deliverbetter career guidance for students with a widerange of needs and disabilities. The articles aredrawn from many different types of provision,from residential schools and specialist collegesto mainstream schools.We hope the stories and messages withinthis publication give you confidence whenshaping your careers programme for studentswith SEND.FURTHER SUPPORTThis publication sits alongside The Careers& Enterprise Company’s SEND GatsbyBenchmark Toolkit, developed with sectorexperts Talentino and the Career DevelopmentInstitute. The toolkit provides detailed adviceand ideas to help you meet each Benchmark.There are numerous organisations availableto support you as you develop your careersprogramme, and many have contributed tothis publication. Some of them are listed in theFurther Support section, and on our website.Our website address iswww.goodcareerguidance.org.uk
061T H E I M P O R TA N C E O FGOOD C AR EER G U I DANCEFOR ALL STUDENTST H E G AT S B Y B E N C H M A R K S F O RGOOD C AR EER GU I DANCE HELPS C H O O L S A N D CO L L E G E S TOGIVE THEIR STUDENTS THEI N F O R M AT I O N , A D V I C E A N D G U I D A N C ET H E Y N E E D TO M A K E I N F O R M E DCHOICES ABOUT THEIR FUTURE.Good career guidance can have a profoundimpact on social mobility, as it ensures that eachand every young person, whatever their needs,background or ambitions, knows the optionsopen to them to fulfil their potential.This is particularly important for the more thanone million young people in England recognisedas having SEND. Far too often these youngpeople can be held back by negative stereotypesand assumptions about their limitations.Only through schools and colleges can we be surethat every young person gets the advice theyneed, and that this advice is in their best interest,and theirs alone.
077During my time at National Grid, we made a commitment to help inspireand prepare young people with special educational needs and disabilitiesfor the world of work.We did this because we were passionate about helping all young peopleto realise their full potential, whatever their background or circumstances.But it was also of huge benefit to us as an employer to unlock the potentialof these students. We believe all employers should be open to workingwith schools and colleges in this way.I welcome this publication which I hope can encourage many moreemployers to get involved, so that all young people can receive thecareers support that they deserve.Steve Holliday,Vice Chairman of The Careers & Enterprise Company Boardand former Chief Executive of National Grid
082T H E G AT S B Y B E N C H M A R K STHE BENCHMARKS WERE FIRSTP U B L I S H E D I N G AT S B Y ’ S G O O D C A R E E RG U I D A N C E R E P O R T I N 2 014 . D E V E LO P E DBY PROFESSOR SIR JOHN HOLMAN ,WOR K ING WITH E XPERTS FROM THEU N I V E R S I T Y O F D E R B Y, T H E Y P R O V I D EA FR AME WOR K FOR WOR LD - CL ASS C AR EERGU I DANCE I N SCHOOL S , BA SED ONN AT I O N A L A N D I N T E R N AT I O N A LB ES T PR AC TICE .On publication of the report, Gatsby fundeda two-year pilot of the Benchmarks whichspanned schools and colleges of varying sizes,locations and Ofsted ratings, including a PupilReferral Unit. The pilot was a great success,with dramatic improvements being made acrossthe wide variety of settings. At the start of thepilot, in 2015, 50 per cent of the participatinginstitutions were achieving none of theBenchmarks, and no institution was achievingmore than three. Just two years later, 85 per centwere achieving six or more Benchmarks, withthree institutions achieving all eight. We haveseen improvements in the career readinessof students, a reduction in the number ofstudents Not in Education, Employment orTraining (NEET) and indications of positivechanges in academic performance.By implementing all eightBenchmarks, the school has seena dramatic fall in the number ofNEET students from 60 per centto 9 per cent in two years.Ron Cruikshanks,The Link School, Sunderland
0991We would encourage any schoolstarting out on their journey withthe Benchmarks to use theirknowledge and experience of SENDto develop a programme that meetsthe needs of their students. Thereis not a ‘one size fits all’ approach.15 109 46 13 83 1611 14512Emma Steele,Cleaswell Hill School, Northumberland2Following the success of the Benchmarkspilot in the North East of England, the wordingof the Benchmarks was refined, in consultationwith a number of colleges, to produce aversion specifically aligned with colleges.The Benchmarks for both schools and collegeswere adopted into the Government’s statutoryguidance for schools and colleges in Englandfrom 2018.7The schools and colleges that took partin the North East Career Benchmark Pilot:1 Berwick Academy2 Bishop Auckland College3 Castle View Enterprise Academy4 Churchill Community College5 East Durham CollegeEXPERTISE FROM THE SEND SECTOR6 Excelsior AcademyAs part of the pilot, experienced SENDpractitioners from across the North East, alongwith national advocates, formed a SEND workinggroup. Drawing on their expertise from acrossspecial and mainstream schools, and developingcareers programmes in different settings, theygave us the clear message that the Benchmarksprovide an aspirational framework that works foreach and every student.7 Greenfield Community College8 Harton Academy9 Kenton SchoolThe North East continues to refine its approachto providing career guidance to students withSEND, and now runs one of the first CareersHubs to have a specific focus on SEND.10 Duke’s Secondary School11Park View School12 The Academy at Shotton Hall13 St Joseph’s Catholic Academy14 Sunderland College15 The King Edward VI School16 The Link SchoolKEYSecondary School Further Education College
10GATSBY CAREER BENCHMARKS FOR SECONDARY SCHOOLSBenchmarkSummary1A stable careers programmeEvery school and college should have an embedded programmeof career education and guidance that is known and understoodby students, parents, teachers, governors and employers.2Learning from career and labour marketinformationEvery student, and their parents, should have access to goodquality information about future study options and labour marketopportunities. They will need the support of an informed adviserto make the best use of available information.3Addressing the needs of each studentStudents have different career guidance needs at differentstages. Opportunities for advice and support need to be tailoredto the needs of each student. A school’s careers programmeshould embed equality and diversity considerations throughout.4Linking curriculum learning to careersAll teachers should link curriculum learning with careers.STEM subject teachers should highlight the relevance of STEMsubjects for a wide range of future career paths.5Encounters with employers andemployeesEvery student should have multiple opportunities to learnfrom employers about work, employment and the skills thatare valued in the workplace. This can be through a range ofenrichment activities including visiting speakers, mentoringand enterprise schemes.6Experience of workplacesEvery student should have first-hand experiences of theworkplace through work visits, work shadowing and/or workexperience to help their exploration of career opportunities,and expand their networks.7Encounters with further and highereducationAll students should understand the full range of learningopportunities that are available to them. This includesboth academic and vocational routes and learning in schools,colleges, universities and in the workplace.8Personal guidanceEvery student should have opportunities for guidance interviewswith a careers adviser, who could be internal (a member of schoolstaff) or external, provided they are trained to an appropriatelevel. These should be available whenever significant study orcareer choices are being made. They should be expected for allstudents but should be timed to meet their individual needs.
11GATSBY CAREER BENCHMARKS FOR YOUNG PEOPLE IN COLLEGESBenchmarkSummary1A stable careers programmeEvery college should have an embedded programme of careereducation and guidance that is known and understood by learners,parents, teachers, employers and other agencies.2Learning from career and labour marketinformationEvery learner, and their parents (where appropriate), should haveaccess to good quality information about future study options andlabour market opportunities. They will need the support of aninformed adviser to make the best use of available information.3Addressing the needs of each studentLearners have different career guidance needs at different stages.Opportunities for advice and support need to be tailored to theneeds of each learner. A college’s careers programme shouldembed equality and diversity considerations throughout.4Linking curriculum learning to careersAll subject staff should link curriculum learning with careers,even on courses which are not specifically occupation-led. Forexample, STEM subject staff should highlight the relevance ofSTEM subjects for a wide range of future career paths. Studyprogrammes should also reflect the importance of maths andEnglish as a key expectation from employers.5Encounters with employers andemployeesEvery learner should have multiple opportunities to learn fromemployers about work, employment and the skills that are valuedin the workplace. This can be through a range of enrichmentactivities, including visiting speakers, mentoring and enterpriseschemes, and should include learners’ own part-time employmentwhere it exists.6Experience of workplacesEvery learner should have first-hand experiences of theworkplace through work visits, work shadowing and/or workexperience to help their exploration of career opportunities,and expand their networks.7Encounters with further and highereducationAll learners should understand the full range of learningopportunities that are available to them. This includesboth academic and vocational routes, and learning in schools,colleges, universities and in the workplace.8Personal guidanceEvery learner should have opportunities for guidance interviewswith a careers adviser, who could be internal (a member of collegestaff) or external, provided they are trained to an appropriatelevel. These should be available for all learners whenever significantstudy or career choices are being made. They should be expectedfor all learners, but should be timed to meet individual needs.
123PERSPECTIVESFROM THE SPECIALE D U C AT I O N A L N E E D S A N DD I S A B I L I T I E S S E C TO RCO N T R I B U TO R SDame Christine Lenehan, Director14Emma Steele, Head of sixth form andCareers Leader, and Chair of the North EastSEND careers working group16Mary Stokoe, Careers andProgression Adviser18Jenny Connick, Founder20
13Clare Howard, CEODr Adam Boddison, Chief Executive2232Maurice George, Assistant Headteacherand Careers LeaderRon Cruikshanks, Director of Safeguardingand Strategic Careers Leader2434Jackie McGarry, Careers& Employment CoordinatorSophie Carvin, Manager of theNorthumbrian Water Group Academy2636Bernie White, Director of EducationHelen Hall, Special Educational NeedsCoordinator at St Joseph’s Catholic Academy2938
14PERSPECTIVES FROM THE SEND SECTORCOUNCIL FORDISABLED CHILDRENDame Christine Lenehan, DirectorThe Council for Disabled Children(CDC) is the umbrella bodyfor the disabled children’s sector,bringing together professionals,practitioners and policy-makers.It works collaboratively, frompolicy to practice, to ensurethe best outcomes for childrenand young people.The CDC has a clear vision that disabledchildren’s needs are met, their aspirationssupported and their rights respected.We work with government, local agencies andpublic bodies to challenge and champion policyand practice, using the knowledge we gainfrom working closely with sector leaders andfront-line practitioners. Our aims include helpingall parties to understand current legislation andto put it into practice, through resource sharingand training. We believe that by sharing whatwe learn, collaborating with others and buildingpeople’s skills and knowledge, we can make adifference to the lives of children, young peopleand their families.Good careers advice and guidancecan make a huge difference to thelives of students with SpecialEducational Needs and Disabilities(SEND). Our young people wantto fulfil their ambitions and becontributing members of theircommunity. The Gatsby Benchmarkshelp deliver the information andencounters that will allow this totake place, and I welcome theiradoption by government.RAISING ASPIRATIONS STARTSWITH LEADERSHIPFor many students, it is the poverty of aspirationrather than their impairments which hold themback, including the aspirations adults hold foryoung people as well as those the young peoplehold themselves. We know that go
The Careers & Enterprise Company is pleased to have worked on this publication with the Gatsby Foundation. We hope it will be a source of inspiration as you work to ensure all students with SEND get the very best careers and enterprise education. Helping schools and colleges prepare and inspire young people for the fast-changing
Good morning, good morning Good afternoon Good evening, good evening Good night, good night Nice to meet you Nice to meet you, too. Goodbye, goodbye. See you. (repite x2) See you later! The Greetings Song (Saludos) Good morning, good morning Good afternoon Good evening, good evening Good night, go
Career Clusters . Career Clusters are broad occupational groupings based on a set of common knowledge and skills required for a specific career. Career Clusters provide opportunities for all students regardless of their career goals and interests. Career Pathways . Career Pathways are a sub-grouping of occupations and career specialties used .
The SSP is fully integrated with the Career Cruising career guidance system. Career Cruising is an internet-based career exploration and planning tool that students use to explore career and school options and develop a career plan. Career Cruising can be accessed from school, home, the library, or wherever your child has access to the internet.
guidance counsellors to better situate themselves in relation to the role of assessment in the context of career and guidance counselling. 1 The OCCOQ is Québec’s professional order (college) of career and guidance counsellors. All practising career and guidance counsellor
Forensic Science Regulator GUIDANCE - GUIDANCE- GUIDANCE- GUIDANCE- GUIDANCE- GUIDANCE- GUIDANCE- GUIDANCE- FSR-G -206 Consultation Version Page 4 of 34 1. INTRODUCTION 1.1.1 For the purposes of this appendix, contamination is defined as "the introduction of DNA, or biological material containing DNA, to an exhibit at or after the point
Career clusters are one way to group career paths. Careers with common features are in the same cluster. The 16 Career Clusters outlined in this Resource Guide can be used during career exploration as a way to find your best career match. Review the circular graphic on page 14 to see how the career fields, career clusters & pathways fit together.
the relationship of career guidance and orientation to TVET for young people, much of the discussion applies to adults as well. 3 Policy rationale 3.1 Policy rationale for career guidance and orientation in general Career guidance and orientation is
Appendix 9. A Sample of Careers Education Programme - Year 4 to Form 5 78 List of Tables and Figures Table 1. Guidance teachers' use of computers for career guidance 25 Table 2. Type of training guidance teachers would choose 33 Figure 1. Structure of the National Career Guidance Centre 38 Figure 2.
