Effective Transitions for Year 8 students in Lancashire: Research Findings

1. Effective Transitions for Year 8 students in Lancashire: Research Findings Jo Hutchinson and Hayley Lamb Tuesday 26th June 2007

2. Purpose of the research To establish the extent to which careers education and guidance is effectively equipping students in years 7 and 8 with the skills they need to make realistic choices and successful transitions in Year 9

3. How? • In-depth qualitative research with 12 schools in Lancashire, Blackburn with Darwen and Blackpool • Literature review • Interviews/focus groups with • 107 young people • 18 staff members • 190 parent questionnaires (13% response rate)

4. The questions we asked • Young people were asked about • transitions/PSHE/aspirations/self awareness/ preparedness for choices • Staff were asked about • planning and preparedness for curriculum entitlements in 2008 • Parents were asked about • what they know about the choices and how involved they felt

5. Key literature on transitions • Moon, S. et al. (2004). A systematic review of recent research into the impact of CEG on transitions from KS3 to KS4. London: EPPI-Centre. • Smith, D. et al. (2005). A systematic review of research impact to impact of CEG During KS4 on young people’s transitions into post-16 opportunities. London: EPPI-Centre. • Wright, S. (2005). Young people’s decision-making in 14-19 education and training: a review of literature. Oxford: University of Oxford. • Blenkinsop, S. et al. (2006). How do young people make choices at 14 and 16? Nottingham: DfES.

6. Key findings from literature (1) • Good quality CEG interventions can have a positive impact and contribute towards the success of transitions made at KS3 and KS4 • Interventions include individual interviews, group work sessions and career-related information, along with specific CEG programmes • However, young people make decisions in different ways and, consequently, need varying levels and types of support at different stages

7. Key findings from literature (2) • Range of external and internal factors that influence the effectiveness of CEG: - parents, relatives and friends – sometimes more influential than ‘career guidance’ - subject and other teachers - institutional factors and academic attainment • However, students are less reliant on external factors when they feel supported by the school

8. Key findings from literature (3) • 4 key issues for providers of support: - Decision-making skill gap – skills to make the best use of the available information - Quality of CEG – comprehensive and impartial, delivered by trained staff with the support of external professionals and part of curriculum - Mediation of information – good quality and impartial with appropriate training for teachers - Personalised support – varying levels and types

9. Key findings from research • Lack of knowledge, anxiety and concern about their futures expressed by young people • Parents use informal sources of information or earlier experiences, and rely on schools to tell them what they need to know • Schools aware of curriculum changes, but few have plans yet to adapt PSHE curriculum accordingly

10. Young people • Have had little CEG in PSHE up to year 8 - those that have don’t remember it unless it is called “careers” • Imagination and hearsay can fill the information void • Have little self-awareness and can’t relate what they have to what might be needed in a career • Young people are ill-prepared for option choices in year 9, they know it, and are anxious about it

11. Parents and carers • 13% completed the questionnaire • Those that did not will include the un-interested and uninvolved reported by schools • Of the respondents:- • Two-thirds rely on prior experience, friends and family • 40% report little communication from schools • All want to be involved • 39% are not confident about year 9 choices and implications of those choices for careers

12. School managers • Identify barriers to effective delivery of CEG • Timetabling pressures • School organisation and location • Lack of trained advisors/tutors and limited resources to buy it in • Value Connexions but do not use PAs for CEG delivery in Year 9 or earlier • Vary regarding the importance to which CEG is attributed in their particular context – some examples of good practice

13. Conclusions – Who cares (1) • Young people at year 7 and 8 are "open" to career interventions • Some parents are interested and open to information from schools • Policy drivers indicate desire to support IAG for young people • Schools care, but how to support effective practice?

14. Support for Schools • Encouragement to focus on IAG aspect of 14-19 agenda • Resource sheets for young people and for parents - ICT and paper based • Pro-active input by Connexions and school staff at year 7 parents evenings • CPD for school staff who deliver IAG to years 7 and 8

15. Thank you Jo Hutchinson Email: J.Hutchinson@derby.ac.uk J.Hutchinson@derby.ac.uk Hayley Lamb Email: H.E.Lamb@derby.ac.uk