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“Career Coach s upporting the Admissions Journey” Ben Owen Head of Student Services

“Career Coach s upporting the Admissions Journey” Ben Owen Head of Student Services. Background. ‘Pupils need not only access careers guidance but also the knowledge and skills to use the information and guidance provided to plan and manage their career choices and transitions’

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“Career Coach s upporting the Admissions Journey” Ben Owen Head of Student Services

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  1. “Career Coach supporting the Admissions Journey” Ben Owen Head of Student Services

  2. Background ‘Pupils need not only access careers guidance but also the knowledge and skills to use the information and guidance provided to plan and manage their career choices and transitions’ Careers Education in schools. Andrews, D (2011). Highflyers Publishing: Staffordshire

  3. Background “What support has the LA provided to schools to assist them in taking on the new duty for securing access for pupils to independent and impartial careers guidance?” Source: Langley et al 2014

  4. Local picture - Derbyshire • In Derbyshire the LA have developed a traded Universal Career Service • However, many schools have brought in external provision as well • Many schools have reduced the level of Careers Support, in one example one school reduced Careers Adviser support from 4 days per week to ½ day per week • With this local picture post 16 advice and guidance has greatly diminished, which in turn could have had a significant impact on recruitment of post 16 students onto the right course

  5. Student feedback

  6. Student feedback

  7. Student feedback

  8. Concept • Adding in a Guidance and Assessment stage that all applicants receive, greatly improving the consistency of the first experience of college • This stage will also allow the Guidance Team to work with applicants on why they are coming into college, using career research tools and LMI to see where their course choice leads them • Initial assessment at this stage will ensure that applicants will start to look at what their entry level will be, as well as ensuring all applicants receive this as part of their admissions journey

  9. Concept

  10. Process • Guidance activity to ensure the student is on the right course • Fast Tomato or the Skills Health Check (National Careers Service site) • Use Career Coach to explore study path to career goal • Ask set questions from the Interview Record Form • If a student is still unsure after this they are referred to a Guidance Officer for a full guidance interview

  11. The personal approach

  12. 2014 Admissions survey – feedback (student) • “I was interviewing a young lady who started a L3 Art & Design course in September 2013, she said her attendance wasn’t too good and she realised too late that she didn’t like the course and couldn’t transfer onto another course. She has now applied for L3 Business here at College as she feels this will help her achieve her goal of owning her own business. • While in the interview she told me that if her interview had been this process last year she may have changed her option.”

  13. 2014 Admissions – feedback (Curriculum Manager) • 12 people were down to attend and 100% attended (although one person was late with a plausible reason). • There was one applicant who had previously disclosed that she had colour blindness and it was a good opportunity to chat with her about this and her father wanted to pass on favourable comments. The applicant has also applied to Aldecar 6th form and he expressed that our college seemed to be a lot more professional with its interview system, initial assessment, the mini-public service taster (we did last night prior to the interview) and interview. At a local Sixth Form interview they attended all they talked about A-levels and that was it, he pointed out. • Thanks for letting me know about the colour blindness prior to interview. The time in between the initial interview and our interview last night gave me the opportunity to find out some info on this that I was able to discuss with the applicant and the amount of time in between these interviews was just right to cope with a busy CM schedule. • From our area point of view the pre-area interviews allowed the team to discuss each applicant and highlight any support needs and our mini-taster gave us the opportunity to observe these and comment in the interview stage. • Curriculum Manager Public Services

  14. 2014 Admissions survey – feedback

  15. 2014 Admissions survey – feedback

  16. 2014 Admissions survey – feedback

  17. 2014 Admissions survey – feedback

  18. 2014 Admissions – feedback (Ofsted) During our Ofsted Inspection in October 2013, where the College received an overall “good” grade, we received some extremely positive feedback from inspectors, such as; “particularly good information, advice and guidance ensures learners are on the appropriate programmes” “the student services team provides highly effective and timely support for learners” “Managers and staff use LMI very well to plan provision in their areas”

  19. 2015 Admissions – development • HE and 19+ processes will be changed for next year in line with student and staff feedback • Next years process will see the removal of the Fast Tomato/NCS stage and promote more of a guidance review with Guidance Officers leading on this aspect of the process • LU Apprenticeship recruitment processes will be brought in line with this process as well

  20. Thank you for your time Are there any questions?

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