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Learn about the background behind the Gatsby Pilot and how schools can achieve the 8 benchmarks of good careers guidance. Understand the positive impact and challenges faced by schools and colleges.
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What Good Looks Like The Career BenchmarksMatt Joyce – National Pilot Advocate
By the end of today, you will: • Better understand the background behind the Gatsby Pilot • Better understand how the Pilot has worked in the NE – positives and challenges • Better understand how the benchmarks have worked from an individual school’s perspective • Be able to consider how the benchmarks can develop your own CEIAG provision
The 8 Benchmarks of ‘Good Careers Guidance’ • Gatsby Foundation • Professor Sir John Holman • Six International Visits – Netherlands, Germany, Hong Kong, Finland, Canada, Republic of Ireland. • 8 benchmarks of ‘Good Careers Guidance’ identified. • Schools starting points in relation to the benchmarks tested via a survey of 10% of schools in England. Findings combined with the international research. • National Pilot commissioned in 2015 to test how schools and colleges can move from their starting points to a position of achieving the benchmarks.
The 8 Benchmarks 1 2 3 LEARNING FROM CAREER AND LABOUR MARKET INFORMATION A STABLE CAREERS PROGRAMME ADDRESSING THE NEEDS OF EACH PUPIL Each and every student Meaningful encounters 4 5 6 LINKING CURRICULUM LEARNING TO CAREERS ENCOUNTERS WITH EMPLOYERS AND EMPLOYEES EXPERIENCES OF WORKPLACES 7 8 ENCOUNTERS WITH FURTHER AND HIGHER EDUCATION PERSONAL GUIDANCE
Career Benchmarks – the Guiding Principle There is no single ‘magic bullet’ for good career guidance: it is about doing a number of things, identified in our benchmarks, doing them consistently, doing them well and doing them for each and every student.
Progress • Every school and college now fully achieves at least four benchmarks (previously 50% of schools/colleges fully achieved 0 benchmarks). • All schools and colleges now partially achieve every benchmark. • 88% of schools and colleges now fully achieve 6-8 benchmarks (making them better than any schools observed nationally in the original Gatsby report, where no school fully achieved more than 5 benchmarks). • 19% fully achieve all 8 benchmarks.
Indicators of impact Increase in Careers related activities Greater evaluation - a focus on tracking, qualityand impact. Improved websites - displaying the careers programme and who is leading this work New approaches -such as digital encounters and experiences of work Wider collaboration -between all types of schools and colleges. Clear action plans- with measurable targets and very specific ‘asks’. StaffCPD -training as part of ITT, for NQT’s and new staff. Staff placements in industry New strategic relationships with employers – e.g. Enterprise Advisers and mentioned in SEP
Where do I start? “The process of having easy to understand yet challenging benchmarks that you can measure, an audit document that requires evidenced based self-evaluation showcasing where your strengths and weaknesses are and highlighting where you are close to achieving, has been so useful. The audit translates easily into an action planning system, with measures and outcomes to know if you have been successful. Ultimately, this has helpedto drive improvement at our school.” Matt Joyce, Careers Leader, Harton Academy
Good Career Guidance website: www.goodcareerguidance.org.uk • Examples of how different schools/colleges have approached achieving the benchmarks • Signposting to other sources of support e.g. CDI Framework • Access to various Evaluation Tools
A Real Difference to Individuals “I am one very proud mother. Today Luke completed a week of works experience at Unipres. I have not witnessed this sparkle in him for such a long time. I've listened, intently each evening, to the days news and loved it almost as much as my Son. His self esteem and just the way his outlook has changed, is astounding. His self confidence has rocketed! Not only due to this past week, but also thanks to visits to the gym - so not only muscles being enlarged but also character. Thank you for helping me to allow my son to grow. For giving him these opportunities and believing in him. I am in awe of the changes I see before me. many thanks.” Parent
A Real Difference for Schools/Colleges “I have to say, the impact that the careers pilot has had on our school has been absolutely transformative. Learners are so engaged with their future steps - and the range of what they have been successful in applying for is just unbelievable. In speaking with the Assistant Head, she said that she has never known learners be so engaged with the GCSE Maths and she specifically credited the work that had been done on careers for that. I really believe that what has been achieved within our school could be a blueprint for other schools throughout the country in breaking the cycle of low expectations and aspirations. I wanted to let you know that the benchmarks have impacted on so many young people's lives within our school through the work of the pilot. It has been one of the best things that we have ever participated in.” - Headteacher
The Careers Leader is Crucial • Schools and Colleges have made rapid progress towards fully achieving the high standards of the benchmarks. • Progress is more rapid when the careers leader is a member of the senior leadership team or reports to an active senior leadership team link who has responsibility for the strategic quality of careers education.
The Careers Strategy “The careers strategy needs to be more than a document. We need to dramatically expand, the breadth and effectiveness of current careers provision in schools and colleges on all subjects” - Anne Milton, Apprenticeships and Skills Minister Speaking on Jan 24th at the 2018 BETT show.
The Careers Strategy • Adoption and implementation of the Gatsby benchmarks (NE Ambition) • Establishment of new, regional Career Hubs • Recognition of the crucial role of the ‘Careers Leader’ • Careers Leader Training • Updated statutory guidance • Reference to Ofsted (new framework?) • Updated guidance for Colleges • Enhanced role for the Careers and Enterprise Company to support all 8 benchmarks • The Baker Clause (January 2018)
Integrating external partners in curriculum The Benchmarks do not replace any of the great work that you are already engaged in, rather, they enhance it by ensuring it is delivered as part of a coherent programme, targeted where it is needed and underpinned by robust evaluation structures Many, Many more…
Career Benchmarks – The Careers Leader “Good Career Guidance means linking different activities together to form a coherent whole…every school should have a stable, structured careers programme that has explicit backing of the senior management team, and has an identified and appropriately trained person responsible for leading it” - Sir John Holman
A little film to finish… https://vimeo.com/221586248
Harton Academy – Gatsby Pilot Context: Located in South Shields Mixed intake (KS2 APS: 27.1) 1,650 students – including 300 students in KS5 ‘Outstanding’ since 2006 Teaching School since 2011 Multi Academy Trust since 2017
Harton Academy Key staff: Governor – Mr Martin Lightfoot Executive Head Teacher – Sir Ken Gibson Head of School – Mr David Amos Senior Leader – Mr Richard Burroughs Careers Leader – Mr Matthew Joyce Work Experience Co-ordinator – Miss Cheryl Collins Careers and Enterprise Advisor – Mrs Emma Banks Other pastoral support e.g. Heads of Year However…CEIAG should be the responsibility of the whole school
CEIAG Programme DOTS model
CEIAG Programme Planned Happenstance
Harton Academy Harton’s CEIAG programme: The basics! Activities throughout KS3, KS4 and KS5, but mainly Targeted at Year 9, 11, 12 and 13 as these are the transition years We want to raise aspirations, broaden horizons and encourage achievement Big focus on successful PROGRESSION We want to help students solve the equation: E = Q + WE + S (x C)
Harton Academy How? We aim: To help students to recognise their strengths and weaknesses, as well as interests (curricular and extra-curricular) To introduce the students to ALL of their options, and to encourage them to start considering their future decisions as early as possible To introduce them to the ‘world of work’ To offer 1-1 guidance To aim to understand, and use, our destinations data To use alumni
Harton Academy Existing key events/experiences: Routes to Employment: Higher Education Routes to Employment: Further Education & Apprenticeships Post-16/18 Talks & Taster Sessions Work experience Enterprise Challenge Additional experiences e.g. Speakers for Schools
Harton Academy Existing events/experiences: HE+/Widening Participation Schemes Alumni Destinations (collect intended; confirm and interpret) 1-1 guidance (including targeted/external)
Harton Academy – Gatsby Pilot How did we rate on the benchmarks?: Benchmark 1: Ok Benchmark 2:Good Benchmark 3: Ok Benchmark 4: Weak Benchmark 5:Good Benchmark 6:Ok Benchmark 7:Good Benchmark 8: Good At the start of the pilot we met 0 Benchmarks
Gatsby inspired activities: “It has taught me to never give up” “I need to work hard and put more effort in” “I should aim to get better in everything I do” “I am going to improve my teamwork and communication skills”
Gatsby inspired activities: We have re-written our CEIAG policy and have uploaded it onto our website Subject Audit Unifrog Updated website with key resources incl. LMI
Gatsby inspired activities Benchmark 4 – Case Studies: This has been the hardest benchmark to achieve. However, we have made some progress, including through a successful collaboration with 3 other Gatsby schools to “link curriculum learning to careers” Science case study Social & Cultural case study
Destination Measures An alternative way of holding schools to account • Criticisms: • Time lag • Who/What is it a judgement on? • Gatsby: • Collaborative work between schools, LA’s and FE/HE providers • More immediate • Longer tracking? • More opportunity to use the data to help inform practice/develop curriculum and liaise with alumni
HartonAcademy –Gatsby Pilot Challenges:
HartonAcademy –Gatsby Pilot Benefits: Fantastic ‘tool’ to map our CEIAG provision, which identified strengths and weaknesses Helped us to create a focussed action plan for developing our CEIAG programme further Allowed us to target easy ‘wins’ – to improve our offer Allowed is to target longer term solutions, which will take time Evidence based justification for importance of CEIAG and how ‘success’ can be measured Raised the profile of CEIAG within the school, particularly within SLT Improved hierarchical structure for CEIAG throughout the school Network of support At Harton, Gatsby has been highly advantageous but it’s been ‘evolution and not revolution’
Conclusion: Gatsby has given us the opportunity to develop our own CEIAG programme, but also to (hopefully) inform future policy at a national level We believe it has made a positivedifference to our students – broadening their horizons, raising their aspirations and giving them the confidence to achieve It has given us a sense of achievement. We have now achieved 7 Benchmarks…and plan to continue our work to fully achieve Benchmark 4!
Conclusion “The mightiest oak tree was once just a tiny little nut that held its ground.”
mjoyce@hartonacademy.co.uk Thank you Any questions?
