The Careers Strategy - Careers And Enterprise
The CareersStrategyA guide for secondaryschool governors
Contents1. Introduction to The Careers& Enterprise Company12. Careers Strategy Context23. Statutory Duties and Ofsted Requirements34. Support available from The Careers& Enterprise Company65. Role of Governing Body and Link Governor76. Questions for Governing Bodies87. Key questions to ask of the school leaders98. Prompt questions109. Glossary12
The Careers Strategy – A guide for secondary school governors1careersandenterprise.co.ukIntroduction to The Careers& Enterprise CompanyThe Careers & Enterprise Company was establishedin 2015 to help link schools and colleges to employers,in order to increase employer engagement foryoung people.1. Building Networks: Linking schools and collegesto employers and other external careers providersthrough the Enterprise Adviser Network andCareers Hubs.During our first three years, we have worked withLocal Enterprise Partnerships to build a nationalnetwork which now links 2,000 schools and colleges toemployers. We have also funded 150 programmes toprovide high quality employer engagement activities toyoung people where they are most needed.2. Supporting Careers Leaders: Providing training andsupport for Careers Leaders in schools and colleges.The Government’s Careers Strategy, published inDecember 2017, expanded our role.Our role is to link schools and colleges to employersand to help them deliver world class careers supportfor all young people by:3. Backing the Gatsby Benchmarks: Supportingimplementation of a best practice standard forcareers support, the Gatsby Benchmarks, with toolsand targeted funding.1
The Careers Strategy – A guide for secondary school governors2careersandenterprise.co.ukCareers StrategyContextCareers StrategyIn December 2017, the government published itsCareers Strategy which “aims to meet the skills thatthe country needs on the whole by connecting theworlds of education and employment.” In January 2018,the Department for Education (DfE) expanded on thisaim in its statutory guidance for secondary schools.There is an expectation for schools to take a strategicapproach to the development of their careers provisionand should be using the Gatsby Benchmark framework.This framework and benchmarks were first establishedby Sir John Holman in the Good Careers Guidancereport (2014) and are based on extensive, robustnational and international evidence.Secondary schools are expected by government tobegin using the Gatsby Benchmarks to improve careersprovision from January 2018 to meet them by theend of 2020. The DfE’s guidance outlines that whilstthe benchmarks are “not a statutory framework byadopting them schools can be confident that they arefulfilling their legal duties”.Research conducted by the UK based charityEducation and Employers has for the first time inEngland demonstrated a link between young people’sengagement with the world of work through careertalks and their GCSE attainment by using a RandomisedControl Trial (RCT).The research, ‘Motivated to achieve’ shows thatparticipation in career talks with volunteers from theworld of work can change the attitudes of Key Stage 4(14-16 years old) pupils to their education.The eight benchmarks are:Benchmark 1 – A stable careersprogrammeBenchmark 2 – Learning from careerand labour market informationBenchmark 3 – Addressing the needsof each pupilBenchmark 4 – Linking curriculumlearning to careersBenchmark 5 – Encounters withemployers and employeesBenchmark 6 – Experiences ofworkplacesBenchmark 7 – Encounters withfurther and higher educationBenchmark 8 – Personal guidance2
The Careers Strategy – A guide for secondary school governors3careersandenterprise.co.ukStatutory Duties &Ofsted RequirementsGoverning bodies have a key role in ensuring schoolsnot only meet their legal requirements, but alsoequipping their pupils with the tools and knowledge tomake informed choices about their futures. They cando this by offering strategic support to school leadersand by holding the headteacher to account for thequality of provision of careers education, informationadvice and guidance.The Governing Body should ensure that the schoolcomplies with its statutory responsibilities:1. The appointment of a Careers Leader.The most common models of CareersLeadership are:1. Middle leaderA teacher, or non-teaching member of staff, isappointed to a middle leadership role, with linemanagement support form a senior leader withoverall responsibility for careers. The role iscombined with other responsibilities, as a teacher,a non-teaching member of staff or careers adviser.2. Compliance with the Baker Clause.2. Senior leader3. The publishing of policy statements on the school’swebsite.A member of the school's senior leadership, whomay be a teacher or a non-teaching memberof staff, is given direct responsibility for theleadership of careers.4. Commitment to the delivery of independent andimpartial guidance.The appointment of a Careers LeaderFrom September 2018, schools are expected to haveappointed a dedicated Careers Leader to lead a careersprogramme underpinned by the Gatsby Benchmarks.The statutory guidance requires the Governing Bodyand headteacher to give “explicit backing” to theCareers Leader to ensure there is strong strategicleadership to develop a progressive and impactfulcareers programme.Further information about the role of the CareersLeader can be found here.3. Outsourced leadershipThe school contracts with an externalorganisation or individual to provide its careersleadership.4. Distributed leadershipThe tasks of careers leadership are sharedbetween a group of senior and middle leadershipsworking together as a team.5. Multi-school leadershipOne individual is the careers leader for more thanone school. This model is becoming increasinglymore common in Multi Academy Trusts.3
The Careers Strategy – A guide for secondary school governorsHow a school decides to interpret this new role isdown to the discretion of their senior leaders. CareersLeader research shows that the majority of schools areadopting the model of the Careers Leader advocatedin the North East pilot which was a member of SLTleading the careers provision across the school, andensuring the role has the full support of the seniorleadership team.Governors can empower Careers Leaders and keepup-to-date with developments and progress of theschool's careers programme by scheduling regularmeetings with the school's Careers Leader. Theresearch showed that over a third (36%) of CareersLeaders are engaging with governors about careersat least once a term, but 44 percent only once a yearand a fifth of schools are not yet involving governorsregularly. By involving governors with the school’swork on careers, the Governing Body can ensure thatCareers Leaders are supported and challenged at asenior level.Compliance with the Baker ClauseFrom January 2018, a new duty to provideopportunities for “a range of technical education andapprenticeships to access pupils and inform themabout technical qualifications and apprenticeships”was established. Every school is expected to publisha provider access policy statement which sets outtheir arrangements for education and training provideraccess to pupils and the access policy should be signedoff in agreement with the Governing Body. This duty isknown as the ‘Baker Clause’.careersandenterprise.co.uk4The policy statement must be published and mustinclude: Any procedural requirement in relation to requestsfor access; Grounds for granting and refusing requests foraccess; Details of premises to be provided to a person who isgiven access.The publishing of careers policy statementson the school's websiteThe careers policy statement must be published on theschool’s website and must include: Any procedural requirement in relation to requestsfor access; Grounds for granting and refusing requests foraccess; Details of premises or facilities to be provided to aperson who is given access (DfE statutory guidancefor secondary schools, p. 10).Schools are required to publish the followinginformation about their careers programme online: The name, email address and telephone number ofthe school’s Careers Leader; A summary of the careers programme, includingdetails of how pupils, parents, teachers andemployers may access information about the careersprogramme; How the school measures and assesses the impact ofthe careers programme on pupils; The date of the school’s next review of theinformation published.
The Careers Strategy – A guide for secondary school governorscareersandenterprise.co.uk5Commitment to the delivery of independentand impartial guidanceFrom September 2012, all state-funded secondaryschools (including academies and free schools) havea statutory duty to “secure access to independentcareers guidance” for their students aged 13-18.Schools need to make independent one-to-oneguidance available to every student throughout theirsecondary education. This can be through an in-houseadvisor or through buying in external support but theschool adviser, who should be qualified to at leastLevel 6, should be able to demonstrate that all adviceis delivered in an impartial manner, showing no bias orfavouritism towards a particular institution, educationor occupation.The Career Development Institute (CDI) has developeda set of professional standards for careers adviserswhich includes a Professional Register of advisers holding Level 6 or higher qualifications.
The Careers Strategy – A guide for secondary school governors4careersandenterprise.co.ukSupport available from TheCareers & Enterprise CompanyWe have a range of training and supportavailable for mainstream schools.1. Access our Network Partner with an Enterprise Adviserand Enterprise Coordinator – we’llpartner you with a senior businessvolunteer and our trained EnterpriseCoordinator to support you in thedelivery of your careers programme.2. Support for Careers Leaders Sign up to our free online trainingcourse to learn more about the role. Register for a Careers Leadersbursary to carry out training withone of our 14 training providers Learn more through our 6-stepguide for newly appointed CareersLeaders to help them make asuccessful start in the role.3. Help meeting the Gatsby Benchmarks Evaluate and track your school’sprogress through our digital tools,Compass and Tracker. Understand the Gatsby Benchmarksbetter with our toolkits. Find high quality providers to deliverprogrammes within your schoolthrough our Provider Directory.Other sources of supportFurther support for Governors can alsobe found at: National Governance Association Governors for Schools The Career Development Institutewebsite has a range of supportincluding webinars for governors.6
The Careers Strategy – A guide for secondary school governors5careersandenterprise.co.ukRole ofGoverning BodyIt is not a requirement however; it is recommendedthat schools appoint a Link Governor for careers.The Link Governor should take a strategic interestin careers education and guidance and encourageemployer engagement for careers. They should beensuring that the school, as a minimum, meets itsstatutory requirements for the provision of workrelated learning and employer engagement for allits students. The Link Governor for careers is alsoencouraged to ensure that the school is constantlyreviewing its practice. The Careers and EnterpriseCompany recommends that the Link Governor forcareers meets regularly with the school’s dedicatedCareers Leader, Enterprise Coordinator and EnterpriseAdviser to ensure that there is a coordinated approachto careers and implementing the Gatsby Benchmarksacross the school.Role of Link GovernorThe role of the Link Governor could include: Supporting the member of staff at the schoolwho has responsibility for careers education andguidance by arranging regular meetings; Reporting back to the Governing Body on howthe school’s careers education and guidance iscontributing to the school’s strategic priorities; Reporting back to the Governing Body on howthe school’s careers education and guidanceis contributing to pupils' learning and careerdecision making; Facilitating the appointment of people fromthe business community as school governorsor associate members; Facilitating partnerships with local businesses; Ensuring that the Governing Body is advisedof and meeting the requirements of thestatutory guidance; Ensure that statutory duties are met; Encourage schools to work toward the Qualityin Careers Standard.7
The Careers Strategy – A guide for secondary school governors6careersandenterprise.co.uk8Questions forGoverning Body Are the details of the Careers Leader and the school’scareers programme published on the website? Is thisaccessible to students, parents, carers, employers andother stakeholders? Is it kept up-to-date? Does the school comply with its statutoryresponsibilities for Careers Education and are thesereflected in the school's Careers Policy? Does the school advise the Governing Body ofstatutory duties and guidance? Has the school published a policy statement settingout arrangements for education and trainingproviders to access pupils? Does the Governing Body have strategic oversightof careers? Is the Governing Body fully aware of thecareers programme that is offered in the school, howit is delivered and evaluated? Is careers discussedat Governing Body meetings and is a written recordkept of these discussions? Does the Careers Leader report to the headteacherand/or give a report in a full Governing Body meetingon progress made toward the broader strategic aimsof the careers programme? How is the school performing in relation to theGatsby Benchmarks? How does your school’sperformance compare to the national/local picture? Is the Governing Body aware of the destinations ofstudents over time (including sustained destinations)and is a plan in place to collect, analyse and improvedestination data? Does the Governing Body know how the curriculumpromotes progression to further education, training,apprenticeships and employment? Is the Governing Body aware of regional and nationallabour market information? Does the Governing Bodyensure the school uses labour market intelligence toinform decision making and promote progression? Do Governors attend careers events at the school?
The Careers Strategy – A guide for secondary school governors7careersandenterprise.co.ukKey questions to askof the school leadersGoverning bodies should be mindful of staff workloadwhen requesting data and should not expect toreceive data that is not already utilised by a memberof staff with responsibility for delivering the careersprogramme.Questions for secondary school Governing Bodiesto ask when monitoring progress towards thebenchmarks include: Is a robust school action plan in place to address anyareas of weakness around the Gatsby Benchmarks?Does careers education and guidance feature in theSchool Development Plan? How do we know the careers support the schooloffers is effective? What evidence is there for this? How does the school collaborate with other schoolsand organisations in the provision of careerseducation and guidance? Is this effective? Whatevidence is there of this? Does the school have adequate safeguardingand health and safety arrangements in place if/when pupils take part in work experience, or otheractivities off the school site? Has the school a named Careers Leader who isappropriately trained? Do they have sufficient timeand resources to undertake their role effectively? Does the Careers Leader have full backing of theheadteacher/Governing Body and how is thisdemonstrated? What evidence is there that all pupils have theopportunity to engage with further and highereducation, apprenticeships and other routes toemployment?9
The Careers Strategy – A guide for secondary school governors8careersandenterprise.co.uk10Prompt questionsBelow are prompt questions for the Link Governor to consider when meetingwith the Careers Leader. These are provided for each Gatsby Benchmark.Benchmark 1 – A stable careers programmeBenchmark 3 – Addressing the needs of each pupil Does the Careers Leader utilise the Compass selfevaluation tool? How is individual and cohort progression trackedover time? How often does the Careers Leader report to theheadteacher and/or give a report in a full GoverningBody meeting on progress made toward the broaderstrategic aims of the careers programme? Do students have access to the full range of objectiveinformation about all the careers options available toschool leavers? Does the Governing Body have strategic oversightof careers? Is the Governing Body fully aware of thecareers programme that is offered in the school, howit is delivered and evaluated? Is careers discussedat meetings and a written record kept of thesediscussions? Is feedback on the careers programme collectedfrom pupils, parents and staff and does this evidenceinform judgements about the effectiveness of theprogramme and shape future work? How has this feedback impacted on the plans forfuture events? Is the support offered to students at key points intheir education meeting the need? E.g. Transitionpoints, Options choices. How does the school track individual engagementwith the careers programme? Is the Careers Leader aware of and using Compass ,The Careers & Enterprise Company digital tool? Is there a plan in place to collect, analyse andimprove destinations data (including sustaineddestinations)? How effectively is the data being usedto adapt future provision?Benchmark 4 – Linking curriculum learning to careersBenchmark 2 – Learning from career and labourmarket information Is clear strategy on careers provision communicatedand embedded across the school? Is the Careers Leader aware of local, regional andnational labour market information (LMI)? Is theschool using labour market intelligence to informdecision making and promote progression? What evidence is there that careers is embedded inthe curriculum? How is this LMI being communicated to pupils? Whatevidence is there that they are using this intelligenceto inform their decision making? Is the careers provision sequential, meeting thechanging needs of the students as they progressthrough the school? Does the Careers Leader make use of the LEP websitefor local LMI information. What evidence is there that Heads of Department/Subject Leads are engaged with the school's CareersStrategy? Is it part of the School Development Plan/performance management/curriculum planning? To what extent are teaching staff engaging withbusinesses? What evidence is there to demonstratethis involvement? How does the curriculum promote progressionto further education, training, apprenticeship andemployment? How is this evidenced?
The Careers Strategy – A guide for secondary school governorsBenchmark 5 – Encounters with employers andemployees What evidence is there, that every pupil has ameaningful encounter with an employer every year? How does the school know the encounter wasmeaningful?Encourage the use of ‘The Meaningful EncounterChecklist’ published by The Careers & EnterpriseCompany. Are the encounters reflecting a range of industries?Does the school know the extent to which thesereflect the interests of their pupils?Benchmark 6 – Experiences of workplaces Do all pupils visit a workplace before the ageof 16 and then again before 18? This could bework experience or a work place tour – see workexperience toolkit for further guidance. How well are these visits embedded in thecurriculum/meeting the needs of the students?Benchmark 7 – Encounters with further and highereducation If the school has a sixth form, how can impartiality bedemonstrated for students making Post 16 choices? Do all students have an opportunity to visit Furtherand Higher Education institutions?Benchmark 8 – Personal guidance Is career guidance presented in an impartial manner,showing no bias or favouritism towards a particularinstitution, education or occupation? Does guidance include information on therange of education or training options, ps and technical education routes? Is the person providing individual career guidancesufficiently qualified? They should have aqualification at Level 6/7 in career guidance anddevelopment and ideally on the UK Register ofCareer Development Professionals, accessiblethrough the CDI website.Look at destinations data –What is the proportion ofstudents applying for vocational courses at college, 6thform or apprenticeships places? After Year 13, whatproportion are gaining places on degree programmes atuniversity (including elite universities), higher or degreelevel apprenticeships or employment? How is theschool using this data to tailor their careers provision? Does guidance advice promote the best interests ofthe pupils to whom it is given?Explore the longer-term destinations data collectedby the school. What is the dropout rate? How manyhave become NEET (not in education, employment ortraining)? Is this a reflection of the appropriateness ofthe advice given? How does the school know that our careerseducation and guidance has positive outcomes forpupils? What evidence is there of this? Who is responsible for managing careers guidance?How does the school monitor that he/she isperforming this role effectively? Does the school make careers education andguidance accessible to all students? What evidenceis there of this?
The Careers Strategy – A guide for secondary school governors9careersandenterprise.co.uk12GlossaryAn important distinction needs to be made herebetween careers programme, strategic careers plan andany related calendar of events.A careers programme identifies careers learningoutcomes for each year group and for any definedcohorts of students. Interventions can be mapped andaudited against these outcomesEnterprise CoordinatorAn Enterprise Coordinator sits at the heart of theEnterprise Adviser Network and connects schoolsand colleges with employers and careers programmeproviders. The Enterprise Coordinator acts as thecentral point of information for local and nationalsolutions.A strategic careers plan ensures that the CareersLeader is able to implement the careers programmeand track impact. A strategic careers plan can bedevised by the Careers Leader and the EnterpriseAdviser. A strategic careers plan may include thefollowing areas as objectives: resource to supportimplementation of careers programme, employerengagement, structures to engage colleagues, prioritybenchmarks, vulnerable groups, connecting to keyschool priority areas (attendance, literacy, etc.), links tomental health & wellbeing.An Enterprise Coordinator’s role is to:A calendar of careers events may also be created toshare with stakeholders to highlight interventions andevents. helping schools and colleges to focus efforts onprogrammes and activities that are most effective inmotivating young people, supporting independentchoice, and supporting positive outcomes for youngpeople.Our Network: Enterprise Adviser NetworkOur national network connects schools and collegeswith employers and careers programme providers andsupports them to work together to provide youngpeople with effective and high-quality encounters withthe world of work.The network is made up of Enterprise Coordinatorswho we co-fund with Local Enterprise Partnershipsand Combined Authorities. Enterprise Coordinatorsare trained professionals who work with clusters of 20schools and colleges to build careers plans and makeconnections to local and national employers. help schools and colleges build upon their careersand enterprise activities and engage with the worldof work; make it easier for schools and colleges to engagewith employers and careers programme providers; focus everyone’s efforts on programmes andactivities that are most effective in motivatingyoung people, supporting independent choice andsupporting positive outcomes for young people;
The Careers Strategy – A guide for secondary school governorscareersandenterprise.co.uk13Enterprise AdviserCareers HubA senior business volunteer who spends around 8hours a month working closely with the headteacheror Senior Leadership Team. An Enterprise Adviser usestheir business experience and professional networksto help develop and implement an effective careersstrategy that puts opportunities with local employers atthe heart of a young person’s education. An EnterpriseAdviser adds value by:A Careers Hub is a group of between 20 and 40secondary schools and colleges located in the samegeographic area, working together, and with partnersin the business, public, education and voluntary sectorsto deliver the Gatsby Benchmarks and ensuring thatcareers outcomes are improved for all young people. supporting the development of a whole school/college plan for careers, enterprise and employerengagement; providing employer perspective and insight andaccess to their local business networks; helping schools and colleges to focus efforts onprogrammes and activities that are most effective inmotivating young people, supporting independentchoice, and supporting positive outcomes for youngpeople.Secondary schools and colleges within a Careers Hubshould have a shared vision of how they will worktogether to improve outcomes for the young people intheir area. help schools and colleges build upon their careersand enterprise activities and engage with the worldof work make it easier for schools and colleges to engagewith employers and careers programme providers focus everyone’s efforts on programmes andactivities that are most effective in motivatingyoung people, supporting independent choice andsupporting positive outcomes for young people.
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careers meets regularly with the school's dedicated Careers Leader, Enterprise Coordinator and Enterprise Adviser to ensure that there is a coordinated approach to careers and implementing the Gatsby Benchmarks across the school. Role of Link Governor The role of the Link Governor could include: Supporting the member of staff at the school
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