Careers Guidance And Access For Education And Training .
Careers guidance andaccess for education andtraining providersStatutory guidance for governing bodies,school leaders and school staffOctober 2018
ContentsSummary4About this guidance4Expiry or review date4What legislation does this guidance refer to?4Who is this guidance for?4Main points5The Gatsby Benchmarks7Requirements and expectations of schools9Support for schools9Statutory duties10What is the governing body expected to do?11Compliance with the duties and statutory guidance11Responsibilities of schools13Meeting the Gatsby Benchmarks15Benchmark 1: A stable careers programme15New requirement to publish information about the careers programme16Benchmark 2: Learning from career and labour market information18Benchmark 3: Addressing the needs of each pupil19Targeted support for vulnerable and disadvantaged young people20Information sharing22Benchmark 4: Linking curriculum learning to careers24Benchmark 5: Encounters with employers and employees25Benchmark 6: Experiences of workplaces27Benchmark 7: Encounters with further and higher education28New legal duty: access to providers of technical education and apprenticeshipsBenchmark 8: Personal guidance2931Annex A: Example of a policy statement on provider access33Further information37Useful resources and external organisations237
Other relevant departmental advice and statutory guidance39Other departmental resources393
SummaryAbout this guidanceThis is statutory guidance from the Department for Education. This means that recipientsmust have regard to it when carrying out duties relating to independent careers guidanceand provider access to schools. We use the term ‘must’ when the person in question islegally required to do something and ‘should’ when advice is being offered.Expiry or review dateThis statutory guidance replaces the version issued in January 2018. This statutoryguidance will be reviewed annually and updated if necessary.What legislation does this guidance refer to? Sections 42A 1, 42B and 45A of the Education Act 1997 Section 72 of the Education and Skills Act 2008 Schedule 4 (15) of the School Information (England) Regulations 2008Who is this guidance for?This is statutory guidance for: governing bodies, proprietors, school leaders, careers leaders and school staff inmaintained schools 2, academies and free schools (including alternative provisionacademies and free schools) 3 that provide secondary education; local authorities that maintain pupil referral units that provide secondary education.Subsection (6) of section 42A was amended by the Careers Guidance in Schools Regulations 2013For the purposes of this statutory guidance, references to ‘maintained school’ or ‘school’ means acommunity, foundation or voluntary school, community or foundation special school (other than oneestablished in a hospital) that provides secondary education. It also includes pupil referral units.References to a ‘governing body’ or ‘proprietor’ include a local authority that maintains a pupil referral unit.3All academies and free schools are subject to the new duty to provide pupils with access to a range ofeducation and training providers. Many academies and free schools are subject to the duty to provideindependent careers guidance through their funding agreements, including those which opened fromSeptember 2012 and those which have moved to the updated funding agreement. Academies without therequirement are encouraged to follow the guidance in any case as a statement of good practice.124
Main points The Government’s careers strategy 4, published on 4 December 2017, sets out along term plan to build a world class careers system that will help young peopleand adults choose the career that is right for them. This statutory guidance hasbeen updated to expand on the aim set out in the strategy to make sure that allyoung people in secondary school get a programme of advice and guidance that isstable, structured and delivered by individuals with the right skills and experience. To achieve this aim, the careers strategy sets out that every school and academyproviding secondary education should use the Gatsby Charitable Foundation’sBenchmarks 5 to develop and improve their careers provision. This statutoryguidance has been restructured around the Benchmarks with information on whatschools need to do to meet each one. The Gatsby Benchmarks are not a statutoryframework but by adopting them, schools can be confident that they are fulfillingtheir legal duties: the existing duties to secure independent careers guidance andprovide opportunities to a range of providers to inform pupils about technicaleducation qualifications or apprenticeships and the new duty to publish informationabout the careers programme on the school website. The Benchmarks go further by defining all of the elements of an excellent careersprogramme, based on the best national and international research. Governmentrecognises that the work needed to meet all eight Benchmarks will vary forindividual schools. Government’s expectation is that schools begin to worktowards the Benchmarks now and meet them by the end of 2020. Compass is anonline self-evaluation tool 6 for schools to use to assess how their careers supportcompares against the Gatsby Benchmarks and the national average. Schoolsshould baseline themselves using this tool, consider the opportunities to improvetheir careers programme based on their confidential results, and track theirprogress against the Benchmarks over time. The careers strategy explains that both co-ordinated external support and anappropriately skilled and experienced leader in school are important to helpschools meet the Benchmarks. This statutory guidance explains what support willbe made available to schools between now and 2020. The Careers & Enterprise Company will provide external support to schools. TheCompany supports and coordinates collaboration between employers, schools,colleges, Local Enterprise Partnerships and careers and enterprise s-skills-andtalents5Gatsby Charitable Foundation (2014) Good Career Guidance. London: Gatsby Charitable chools-colleges/about-compass45
to create high impact careers and enterprise support to young people (aged 1118). The Company’s initial focus has been on employer engagement, based onevidence about the importance of giving young people more opportunities toconnect with employers of all sizes, and from all sectors. These encounters willinspire pupils and allow them to learn about what work is like, or what it takes tobe successful in the workforce. The careers strategy confirmed that The Careers &Enterprise Company will take on a more ambitious role building on their progressto date, offering all schools an Enterprise Adviser 7 by 2020. The Careers &Enterprise Company will also offer further support across all of the GatsbyBenchmarks. This will include the development of new resources, support forCareers Leaders and establishing Careers Hubs. The careers strategy sets out that that every school needs a Careers Leader whohas the skills and commitment, and backing from their senior leadership team, todeliver the careers programme across all eight Gatsby Benchmarks. Every schoolis expected to name this Careers Leader and publish contact details on theirwebsite from September 2018. More information about the role andresponsibilities of the Careers Leader is set out in a new guide, ‘Understanding therole of the Careers Leader’. 8 The way in which careers guidance will continue to be considered during Ofstedinspection is set out in Ofsted’s Common Inspection Framework 9 and SchoolInspection Handbook. 10 A successful careers guidance programme will also bereflected in higher numbers of pupils progressing to positive destinations such asapprenticeships, technical routes, school sixth forms, sixth form colleges, furthereducation colleges, universities or employment. Destination measures provideclear and comparable information on the success of schools in helping all of theirpupils take qualifications that offer them the best opportunity to continue ineducation or training. We publish KS4 and 16-18 (KS5) education destinations inperformance tables on gov.uk 11, meaning that they are now an established part ofthe accountability system.Enterprise Advisers are senior business volunteers who work closely with a local school to help develop apractical careers plan.8The Careers & Enterprise Company and Gatsby Charitable Foundation (2018) Understanding the Role ofthe Careers Leader. London: The Careers & Enterprise ps://www.gov.uk/school-performance-tables76
The Gatsby Benchmarks 121. A stablecareersprogrammeEvery school and college should have an embeddedprogramme of career education and guidance that isknown and understood by students, parents, teachers,governors and employers. 2.Learning fromcareer andlabour marketinformationEvery student, and their parents, should have access togood quality information about future study options andlabour market opportunities. They will need the supportof an informed adviser to make best use of availableinformation. 3.Addressingthe needs ofeach studentStudents have different career guidance needs atdifferent stages. Opportunities for advice and supportneed to be tailored to the needs of each student. Aschool’s careers programme should embed equalityand diversity considerations throughout. 4.Linkingcurriculumlearning tocareers12All teachers should link curriculum learning withcareers. STEM subject teachers should highlight therelevance of STEM subjects for a wide range of futurecareer paths. Every school should have a stable, structured careers programme that has theexplicit backing of the senior management team, and has an identified andappropriately trained person responsible for it.The careers programme should be published on the school’s website in a waythat enables pupils, parents, teachers and employers to access and understandit.The programme should be regularly evaluated with feedback from pupils,parents, teachers and employers as part of the evaluation process.By the age of 14, all pupils should have accessed and used information aboutcareer paths and the labour market to inform their own decisions on studyoptions.Parents should be encouraged to access and use information about labourmarkets and future study options to inform their support to their children.A school’s careers programme should actively seek to challenge stereotypicalthinking and raise aspirations.Schools should keep systematic records of the individual advice given to eachpupil, and subsequent agreed decisions.All pupils should have access to these records to support their careerdevelopment.Schools should collect and maintain accurate data for each pupil on theireducation, training or employment destinations for at least three years after theyleave the school.By the age of 14, every pupil should have had the opportunity to learn how thedifferent STEM subjects help people to gain entry to, and be more effectiveworkers within, a wide range of careers.Gatsby Charitable Foundation (2014) Good Career Guidance. London: Gatsby Charitable Foundation
1. A stablecareersprogrammeEvery school and college should have an embeddedprogramme of career education and guidance that isknown and understood by students, parents, teachers,governors and employers.Every school should have a stable, structured careers programme that has theexplicit backing of the senior management team, and has an identified andappropriately trained person responsible for it.The careers programme should be published on the school’s website in a waythat enables pupils, parents, teachers and employers to access and understandit.The programme should be regularly evaluated with feedback from pupils,parents, teachers and employers as part of the evaluation process.Every year, from the age of 11, pupils should participate in at least onemeaningful encounter* with an employer. 5.Encounterswith employersand employees6.Experiences ofworkplaces7.Encounterswith further andhighereducation8.PersonalguidanceEvery student should have multiple opportunities tolearn from employers about work, employment and theskills that are valued in the workplace. This can bethrough a range of enrichment activities includingvisiting speakers, mentoring and enterprise schemes.Every student should have first-hand experiences of theworkplace through work visits, work shadowing and/orwork experience to help their exploration of careeropportunities, and expand their networks.All students should understand the full range of learningopportunities that are available to them. This includesboth academic and vocational routes and learning inschools, colleges, universities and in the workplace.Every student should have opportunities for guidanceinterviews with a career adviser, who could be internal(a member of school staff) or external, provided theyare trained to an appropriate level. These should beavailable whenever significant study or career choicesare being made. *A ‘meaningful encounter’ is one in which the student has an opportunity to learn about whatwork is like or what it takes to be successful in the workplace.By the age of 16, every pupil should have had at least one experience of aworkplace, additional to any part-time jobs they may have.By the age of 18, every pupil should have had one further such experience,additional to any part-time jobs they may have. By the age of 16, every pupil should have had a meaningful encounter* withproviders of the full range of learning opportunities, including Sixth Forms,colleges, universities and apprenticeship providers. This should include theopportunity to meet both staff and pupils.By the age of 18, all pupils who are considering applying foruniversity should have had at least two visits to universities to meet staff andpupils. *A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it islike to learn in that environment.Every pupil should have at least one such interview by the age of 16, and theopportunity for a further interview by the age of 18. 8
Requirements and expectations of schoolsTimingActionOngoing(legal duty came into force inSeptember 2012) Every school must ensure that pupils are provided withindependent careers guidance from year 8 to year 13.Ongoing Every school must ensure that there is an opportunity fora range of education and training providers to access allpupils in year 8 to year 13 for the purpose of informingthem about approved technical education qualificationsor apprenticeships.Every school must publish a policy statement setting outtheir arrangements for provider access and ensure that itis followed. Annex A sets out an example policystatement on provider access.(legal duty came into force on 2January 2018) From January 2018 to end 2020 Every school should begin using the GatsbyBenchmarks to improve careers provision now, and meetthem by the end of 2020.For the employer encounters Benchmark, every schoolshould begin to offer every young person sevenencounters with employers – at least one each year fromyear 7 to year 13 – and meet this in full by the end of2020. Some of these encounters should be with STEMemployers.From September 2018 Every school should appoint a named person to the roleof Careers Leader to lead the careers programme.From September 2018 Every school must publish details of their careersprogramme for young people and their parents.(legal duty came into force on 1September 2018)Support for schoolsTimingActionFrom September 2018 Job specification and standards for Careers Leadersdeveloped and started to be used by schools.From September 2018 The Careers & Enterprise Company will take on abroader role across all the Gatsby Benchmarks.During 2018 and 2019 The Careers & Enterprise Company will provide tools tohelp schools meet the Gatsby Benchmarks.During 2018 and 2019 By end 2020 Careers Leaders training funded for 1300 schools andcolleges.All schools will have access to an Enterprise Adviser.
Statutory duties1. Section 42A of the Education Act 1997 requires governing bodies to ensure that allregistered pupils at the school are provided with independent 13 careers guidance 14from year 8 (12-13 year olds) to year 13 (17-18 year olds).2. The governing body must ensure that the independent careers guidance provided: is presented in an impartial manner, showing no bias or favouritism towards aparticular institution, education or work option; includes information on the range of education or training options, includingapprenticeships and technical education routes; is guidance that the person giving it considers will promote the best interests of thepupils to whom it is given.3. The Technical and Further Education Act 2017 inserts section 42B into the EducationAct 1997 and came into force on 2 January 2018. This new law requires theproprietor of all schools and academies to ensure that there is an opportunity for arange of education and training providers to access all pupils in year 8 to year 13 forthe purpose of informing them about approved technical education qualifications 15 orapprenticeships 16.4. The proprietor must prepare a policy statement setting out the circumstances in whicheducation and training providers will be given access to pupils, and to ensure that thisis followed. The policy statement must be published and must include: any procedural requirement in relation to requests for access; grounds for granting and refusing requests for access; details of premises or facilities to be provided to a person who is given access.13Independent is defined as external to the school. External sources of careers support could includeemployer visits, mentoring, website, telephone and helpline access and personal guidance providedexternally to the school. Taken together, the external sources must include information on the range ofeducation and training options, including apprenticeships. Personal guidance does not have to be external– it can be delivered by school staff, if trained. Where this advice or any other element of the careersprogramme is internal, it must be supplemented by external sources of support to ensure compliance withthe legal duty.14Careers guidance is understood in this document to be the full range of activity delivered under the eightGatsby Benchmarks.15“Approved technical education qualification” means a qualification approved under section A2DA of theApprenticeships, Skills, Children and Learning Act 2009. Section A2DA is not yet commenced but when inforce will allow for approval of technical education qualifications by what will by then be the Institute forApprenticeships and Technical Education (currently the Institute for Apprenticeships). In practice this willbe the qualification element of what will be known as the ‘T level.16An apprenticeship is a paid job with training, lasting a minimum of twelve months. Further information forschools can be found at Amazing Apprenticeships.10
5. The proprietor may revise the policy statement from time to time. The proprietor mustpublish the policy statement and any revised statement. It is expected that a policystatement will be published for each academy within a multi-academy trust.6. The School Information (England) Regulations 2008 require schools 17 to publishinformation about the school’s careers programme. This information must relate to thedelivery of careers guidance to year 8 to 13 pupi
Careers & Enterprise Company: Guide for new Careers Leaders in schools. Essential information, helpful resources and practical tools to help newly appointed Careers Leaders get started in the role. National Careers Service. The National Careers Service provides information, advice and guidance to help people make decisions on learning, training and work opportunities. The service .
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Our e-pack of careers guidance resources will help you deliver impartial careers information, advice and guidance in line with your statutory guidance duties and help you work towards several of the Gatsby Benchmarks. This pack is designed to add value to your existing careers provision and give you time-saving tools and resources to help you effectively and efficiently plan careers lessons .
The concept of careers and career-related learning in the primary school phase typically provokes a cautious reaction. Terms such as 'careers learning', 'careers education' or 'careers lessons' are often conflated with careers guidance which is often understood to be focused on careers choice. Many parents and teachers have concerns
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