CAREERS EDUCATION, INFORMATION, ADVICE & GUIDANCE POLICY

Transcription

1 CAREERS EDUCATION, INFORMATION, ADVICE & GUIDANCE POLICY Owner Safeguarding, Prevent & Operations Officer Last Review July 2018 Approved by Corporation Next Review July 2019 Related Documents See section 7

2 Contents 1 Introduction Background and Purpose Scope Aims and Objectives Learner Outcomes Careers Education, Information, Advice and Guidance Implementation Quality Assurance Policy Review Links to Other College Policies and Documents Appendix 1: Requirements and expecations of Colleges Appendix 2: The Gatsby Benchmarks Appendix 3: Examples of Parent/Carer Involvement Appendix 4: Policy Statement on Provider and Employer Access Appendix 5: Career Management Structure Chart Appendix 6: Equality Impact Assessment

3 1 Introduction 1.1 Havering College of Further and Higher Education (HCFHE) is fully committed to ensuring that all learners acquire the skills, knowledge and attitudes to manage their learning and career progression. In order to achieve this, the College recognises the importance of implementing Ofsted s Common Inspection Framework and duties regarding career guidance and skills development and the importance of employer engagement within CEIAG. 1.2 The College also recognises its duty to secure access to independent careers advice for its learners and to ensure that learners are supplied with guidance materials and a wide range of up to date reference materials relating to careers education. 1.3 The governing body reviews and monitors the quality of Careers Education Information Advice and Guidance termly via reports to the Student Governor committee. 2 Background and Purpose 2.1 The purpose of this policy is to specify the College s approach to developing learners understanding of career and progression routes and the level of preparation required for the workplace and will comply with the Government s Careers Strategy and Careers Guidance for FE and Sixth form Colleges by ensuring learners have engaging and inspirational careers education, information and guidance through access to employers and other providers. It also outlines the College s role in supporting learners ability to progress effectively within learning and the labour market and therefore underpin social mobility and economic efficiency. We will follow the Government s Careers Strategy December 2017 and the Careers Guidance for Further Education Colleges February We will ensure that the learners have access to a range of opportunities and that they receive an excellent programme of advice and guidance delivered by appropriately skilled staff. 2.2 The Careers Guidance for Further Education Colleges February 2018 sets out its expectations for Colleges (see Appendix 1- Requirements and Expectations of Colleges). The College will work towards these requirements and expectations and will work within the given timelines. 3

4 2.3 In 2014, the Government established The Careers and Enterprise Company (CEC) to be the strategic coordinating function for employers, schools, colleges, funders and providers and to provide high impact careers and enterprise support to young people. The initial focus was on employer engagement and allowing leaners access to a variety of different employers from a wide range of sectors. 2.4 The College s Vision, Mission and Purpose The quality of careers education, information, advice and guidance is central to the College s Vision, Mission and Purpose. Vision - is of a College which is a resource provided by the community for the community. Mission - is to deliver high quality education and training that responds to the needs of employers and individuals. Purpose - is to attract and retain learners to ensure they achieve and thereby raise standards, widen participation, address social exclusion and contribute to economic growth. 2.5 The College s Values We aim to be: Passionate - About our learners and customers success and teaching and learning. Inclusive - Positively promoting the diversity of our learners, and recognising the blend of skills and talent that our staff possess. Innovative - Being creative, resourceful, enterprising and have the courage to be different, leading from the front. Optimistic - Believing positively, striving for high standards, inspiring others and expecting the best. 4

5 3 Scope 3.1 This policy applies to all staff involved in the delivery of information, advice and guidance; careers guidance; teaching; enterprise and employability. All learners up to and including the age of 18; year olds with a current Education, Health and Care (EHC) plan in place under section 37 of the Children and Families Act Aims and Objectives 4.1 Aims The College will ensure that by delivering high quality, professional careers education, information, advice and guidance learners develop personal, social and employability skills and attitudes to enhance employability and are supported in their career management. Furthermore, to achieve this aim, the College will be guided by the Gatsby Benchmarks to develop and enhance its Careers provision. (See Appendix 2 Gatsby Benchmarks) The College recognises that both coordinated external support and appropriately skilled and experienced careers leadership in the College are important to meet the Benchmarks The College has a named Careers Leader who has the support of the Senior Leadership Team (SLT) to ensure delivery of the careers programme across all 8 Gatsby Benchmarks. 4.2 Objectives To ensure all learners have: access to high quality, professional and impartial 1:1 careers guidance; access to an inspirational Careers Education programme that challenges career stereotypes and promotes equality of opportunity; opportunity to improve employability skills and their understanding of and awareness of entrepreneurship through employer encounters; access to information about work, employment and apprenticeship opportunities that makes learners better informed of progression, career and employment routes; 5

6 encounters with Higher Education Institutions; support with evaluating information and developing analytical skills; support and guidance with training, further and higher education routes; a programme of Careers events, published annually, available on the College website and in student handbooks; the opportunity of involving Parents/carers in careers decision making (See Appendix 3 - Examples of parent/carer involvement). 5 Learner Outcomes 5.1 Learners Career Exploration Learners will be able to: investigate careers and opportunities in learning, work and apprenticeships and how these meet local and national priorities; access appropriate information, resources, help and guidance; understand changes in education, training and employment and the impact of these on career and working life; analyse opportunities in work, training and further and higher education; understand the full range of options available to them from various sources of information. 5.2 Learners Self Development Learners will be able to: understand self and key qualities and skills; develop key skills including team work, problem solving, independent enquiry, resilience, managing own career development; through work experience, test their effectiveness in the work place and develop skills through experience. 6

7 5.3 Learners Progression Learners will be able to: make and implement career plans; decide on next step in their career development using action planning, reviewing and setting smart targets; manage transition; search for appropriate opportunities and develop networks; prepare for work, further or higher education through written application and at selection interview. 6 Careers Education, Information, Advice and Guidance Implementation 6.1 Curriculum/Teaching, Learning and Assessing. Teaching staff, Progress Coaches and Facilitators contribute to the delivery of CEIAG through: the delivery of compulsory tutorials which include British Values, Prevent, Growth Mindset, My Safety, The Importance of maths & English and Equality & Diversity; skills for success delivered by Employability Facilitators; support for learners in preparing Individual Learning Plans (ILP) and ensure that learners are aware, monitor and review their individual targets and target setting; conducting regular Learner Progress Reviews and one to one reviews with learners; employability skills are identified, embedded and demonstrated in all learners main vocational qualifications; maths and English GCSE/FS is taught and embedded throughout the duration of learners vocational qualification; 7

8 ensuring that learners participate in careers events and industry days; ensuring learners on relevant courses have encounters with STEM Ambassadors. 6.2 Careers Office Careers guidance and development practitioners contribute to the delivery of CEIAG through providing: accessible, professional, impartial 1:1 careers guidance interviews across campuses, where learner s individual needs can be taken into account; independent external careers advice to learners through Prospects Careers Advice (See Appendix 4 Policy statement on provider and employer access); support to curriculum staff by delivering careers and progression tutorials; collaboration with the Centre for Apprenticeships and Work Experience in delivering employability sessions to learners; annual Futures Week careers and employability event across the College; careers practitioners who work collaboratively with curriculum staff, external agencies, employers, universities and volunteering organisations for the benefit of learners. 6.3 Centre for Apprenticeships & Work Experience. Contribute to the delivery of CEIAG through: organising industry specific talks for curriculum areas; assisting learners with enterprise activities and entrepreneurship; Enterprise and Work Placement Coordinators within curriculum areas liaise and work with employers to provide opportunities for learners to access meaningful work experience; assist in searching and applying for apprenticeship opportunities. 8

9 The College has in place a Careers Management Structure Chart (see Appendix 5). 6.4 Partnership Work The College will continue to work with a range of partners to assist in the delivery of CEIAG and labour market information including local and national employers, charitable organisations, recruitment consultants, STEM Ambassadors, Careers and Enterprise Company, National Careers Service, Job Centre Plus, apprenticeship employers and professional bodies. 7 Quality Assurance 7.1 The College holds the Matrix quality standard successfully re accredited in June 2018, Fair Train kite mark, Enterprise and Employability kite mark and is applying for the The Quality Award in CEIAG (Prospects) validated by Quality in Careers Standard (QiCS) as identified as an area for development in the learner employability action plan. Careers Advisers also follow the Career Development Institute code of ethics and the College is an Affiliate Member of the CDI. Learner feedback is key to the development of the service and is obtained through evaluations after 1:1 guidance, group work, large scale talks, events and activities. Learner feedback forms part of our Quality Assurance measure and consequently influences the development of the service. 7.2 Destinations The Head of Information Services is responsible for learners data capture and destination of learners is tracked annually and reports given to leadership. 8 Policy Review 8.1 This policy will be reviewed annually. 8.2 Compliance The College complies with the Department for Education Careers Guidance for further education colleges and sixth form colleges and Ofsted s FE and Skills Inspection Handbook. The College recognises that this forms a condition of grant funding. 9

10 9 Links to Other College Policies and Documents 9.1 This policy links with the College s: Information Advice and Guidance Policy. Enterprise & Employability Development Strategy. Equality & Diversity Policy. Observation of teaching, learning and assessment policy. Compliments and Complaints Policy. 9.2 This document is produced with due regard to the following Government guidance and duties: Careers Strategy: Making Most of Everyone s Skills and Talents (2017). Careers Guidance Guidance for further education colleges and sixth form colleges February Careers Guidance and access for education and training providers Career Guidance & Inspiration in Schools 2015 statutory guidance. Education Act 2011, section 29. Technical and Further Education Act London Ambitions (London Councils) CDI code of ethics. CDI CEIAG Framework. 10

11 Appendix 1 Requirements and expectations of colleges Ongoing Timing (requirement was introduced in September 2013 through FE college and sixth form college grant funding agreements) From January 2018 to end 2020 Action Every college must ensure that 16 to 18 year-olds and 19 to 25 year-olds with an EHC Plan are provided with independent careers guidance. Every college should begin using the Gatsby Benchmarks to improve careers provision now, and meet them by the end of 2020 For the employer encounters Benchmark, every college should begin to offer every learner at least two meaningful encounters with an employer each year and should meet this in full by the end of At least one encounter should be related to the learners field of study. From September 2018 Every college should appoint a named person to the role of Careers Leader to lead the careers programme Every college should publish the careers programme on the college s website in a way that enables learners, parents, college staff and employers to access and understand it. 11

12 Support for colleges Timing Action From September 2018 The Careers & Enterprise Company (CEC) will take on a broader role across all the Gatsby Benchmarks During 2018and 2019 CEC will provide tools to help colleges meet the Gatsby Benchmarks During 2018 and 2019 Careers Leaders training funded for 500 schools and colleges By end 2020 All colleges will have access to an Enterprise Adviser 12

13 Appendix 2 The Gatsby Benchmarks 1. A stable careers programme Every college should have an embedded programme of career education and guidance that is known and understood by learners, parents, teachers, employers and other agencies Every college should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it. The careers programme should be published on the college s website in a way that enables learners, parents, college staff and employers to access and understand it. The programme should be regularly evaluated with feedback from learners, parents, college staff and employers as part of the evaluation process The college provide this with: T-shaped employability sessions Stretch & challenge Industry Days/employer talks Encounters with HEIs 2. Learning from career and labour market information Every learner, and their parents (where appropriate), should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information. During their study programme all learners should access and use information about career paths and the labour market to inform their own decisions on study options. Parents should be encouraged to access and use information about labour markets and future study options to inform their support to the learners in their care Information from LMI for all via Careerometer placed on Moodle Careers Office information on What do Graduates do? 3. Addressing the needs of each learner Learners have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each learner. A college s careers programme should embed equality and diversity considerations throughout. A college s careers programme should actively seek to challenge stereotypical thinking and raise aspirations. Colleges should keep systematic records of the individual advice given to each learner, and subsequent agreed decisions. The records of advice given should be integrated with those given at the previous stage of the Careers Guidance interviews recorded on student records in ProMonitor Learner Review meetings 13

14 4. Linking curriculum learning to careers All subject staff should link curriculum learning with careers, even on courses that are not specifically occupation-led. For example, STEM subject staff should highlight the relevance of STEM subjects for a wide range of future career paths. Study programmes should also reflect the importance of maths and English as a key expectation from employers. learner s education (including their secondary school) where these are made available. Records should begin to be kept from the first point of contact or from the point of transition. All learners should have access to these records to support their career development. Colleges should collect and maintain accurate data for each learner on their education, training or employment destinations. Throughout their programme of study (and by the end of their course) every learner should have had the opportunity to experience how their subjects help people gain entry to (and be more effective workers within) a wide range of occupations. Vocational qualifications linked to career paths Maths and English focus groups Employer talks/industry days T-Shaped employability workshops 5.Encounters with employers and employees Every learner should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes, and should include learners own part time employment where it exists. Every year, alongside their study programme, learners should participate in at least two meaningful encounters* with an employer. At least one encounter should be delivered through their curriculum area. Colleges should record and take account of learners own part-time employment and the influence this has had on their development. *A meaningful encounter is one in which the learner has an opportunity to learn about what work is like or what it takes to be successful in the workplace Employer Visits Industry Days 6. Every learner should have first- By the end of their study programme, every Work Placements 14

15 Experiences of workplaces hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks. learner should have had at least one experience of a workplace, additional to any part-time jobs they may have. Work Shadowing and work place visits Supported Internships 7. Encounters with further and higher education All learners should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace. By the end of their programme of study, every learner should have had a meaningful encounter* with a range of providers of learning and training that may form the next stage of their career. This should include, as appropriate, further education colleges, higher education and apprenticeship and training providers. This should include the opportunity to meet both staff and learners. Apprenticeship talks HEI talks and taster days Participation in National Collaborative Programme (NCOP) *A meaningful encounter is one in which the learner has an opportunity to explore what it is like to learn in that environment. 8. Personal guidance Every learner should have opportunities for guidance interviews with a career adviser, who could be internal (a member of college staff) or external, provided they are trained to an appropriate level*. These should be available for all learners whenever significant study or career choices are being made. They should be expected for all learners but should be timed to meet individual needs. * The college should ensure that access to a level 6 adviser is available when needed. Every learner should have at least one such interview by the end of their study programme. Level six qualified career guidance practitioner within the college Independent career guidance via Prospects 15

16 Appendix 3 Examples of parent/carer involvement The following list is neither exclusive nor exhaustive, but details the range of activities and methods by which parents and/or carers may be made aware of CEIAG. Access to ParentPortal Invitations to Learner Review Meetings Invitations to Progression Evenings Invitations to Open Events Invitations to departmental parents evening 16

17 Appendix 4 Policy statement on provider and employer access Havering College of Further & Higher Education 1. Introduction This policy statement sets out the college s arrangements for managing the access of providers to learners at the college for the purposes of giving them information about the provider s education or training offer. This complies with the College s legal obligations under Sections 42B and 45 of the Education Act 1997 and Section 29 of the Education Act It also takes into account recommendations from the Department of Education s (2017) Career s strategy: making the most of everyone s skills and talents. 2. Learner entitlement All learners are entitled: To find out about apprenticeships, degree apprenticeships, higher education and employment opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point. To hear from a range of local employers and institutions about the opportunities they offer, including apprenticeships, degree apprenticeships, higher education and employment through options evenings, industry days, progression events, group discussions and taster events. To understand how to make applications for the full range of academic and technical courses. 3. Management of provider access requests Procedure A provider wishing to request access should contact: Career Guidance & Development Officer or Careers Leader Telephone:

18 Opportunities for access A number of events, integrated into the college s careers programme, will offer providers an opportunity to come into College to speak to learners and/or their parents: An example is set out below Autumn Term Spring Term Summer Term Industry Days Industry Days National Apprenticeship Week National Careers Week Industry Days Please speak to our named Careers Leader to identify the most suitable opportunity for you. The College policy on safeguarding [ sets out the College s approach to allowing providers into College as visitors to talk to our learners. Please also note the contents of the following documents: Health & Safety campus guide for visitors and Visitors guidance for staff. 4. Premises and facilities The College will make appropriate spaces available for discussions between the provider and learners, as appropriate to the activity. The College will also make available AV and other specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit with the Careers Leader or a member of their team. Providers are welcome to leave a copy of their prospectus or other relevant literature at the Careers Office and/or in the Learning Resources Centre. 5. Approval and review This policy will be reviewed on an annual basis. 18

19 Appendix 5 Careers Management Structure Chart Governor with Careers responsibility Vice Principal Teaching, Learning & Success Assistant Principal: Business & Technology Assistant Principal: Arts & Science Student Services team Learning Support team Careers Guidance & Development Worker 1.0 FTE Prospects Careers Worker 0.3 FTE Progress Coaches 11 x 0.5 FTE Employability Facilitators 5 x 1.00 FTE 19

20 Appendix 6 Equality Impact Assessment EQUALITY IMPACT ASSESSMENT Lead Manager: Safeguarding, Prevent and Operations Officer Area: Student Services Policy/Service/Function to be Assessed: Careers Education, Information, Advice and Guidance Policy New or Existing Policy/Service/Function? Which Stakeholders/Beneficiaries/Groups are intended to benefit from this policy/service/function? Learners The College will ensure that by delivering high quality, professional careers education, information, advice and guidance learners develop personal, social and employability skills and attitudes to enhance employability and are supported in their career management. 1. Briefly describe the aims, objectives and purpose of this policy/service/function or area of work Ensure all learners have: Access to professional and impartial 1:1 careers guidance Access to a Careers Education programme that makes learners better informed of progression, career and employment routes Opportunity to improve employability skills and their understanding of and awareness of entrepreneurship Access to information about work, employment and apprenticeship opportunities Support with evaluating information and developing analytical skills Support and guidance with training, further and higher education routes 20

21 2. Are there any other policies, procedures, guidance documents, services, functions, etc. that will interact with this policy/service/function? Information Advice and Guidance Policy Enterprise & Employability Development Strategy Equality & Diversity Policy Observation of teaching, learning and assessment policy 3. Does the policy/service/function affect the employees including contract or agency workers? 4. Does the policy/service/function affect the learners? 5. Does the policy/service/function affect the public directly? 6. Does the policy/service/function affect how other services are provided? 7. What impact is the policy/service/function likely to have on the following protected characteristics: (a) A positive impact is an impact that will improve equality of opportunity, have a positive impact on an equality group and/or improve relationships between members of different equality groups? (b) A negative impact is an impact that could disadvantage one or more equality groups and/or have less beneficial outcomes for one or more groups when compared with another? (c) A neutral impact is one where there is no disadvantage; experience will be the same for everyone? (d) A legal requirement is where a negative impact can be justified on the basis of a legal requirement? Protected characteristic Impact? What data/evidence has informed the assessed impact and/or what initial action has been taken to deal with adverse or negative impact where practicable (further improvement measures can be added to the improvement plan at the end of this assessment where necessary)? Age Neutral The CEIAG policy is applied unilaterally to all learners regardless of their characteristic. However, careers practitioners are aware of under achievement statistics in Looked After Children and encourage them to access careers more regularly in order to inspire and motivate. 21

22 The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. Disability Neutral Gender Neutral The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. However, careers practitioners are aware to explore all career paths with clients to avoid stereotyping and to motivate clients to consider careers where there is under representation such as female STEM practitioners. Gender reassignment Neutral The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. Marriage and civil partnership Neutral The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. Pregnancy and maternity Neutral The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. Race Neutral The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. 22

23 Religion or belief Neutral The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. Sexual Orientation Neutral The CEIAG policy is applied unilaterally to all learners regardless of their protected characteristic. 8. Consultation / Involvement: Senior Managers, TeLSaD (a) Who was consulted when the policy/service/function was written, amended or changed? (b) What does available data and the results of any consultation show about the impact of this policy/service/function? Statistical data is kept on service users and is reported termly to governors 9. Are there any staff development and/or training issues on equalities arising from this assessment (included these in your improvement plan) 23

24 Analysis of statistical data in 8b above 10. How is the policy/service/function going to be monitoring in regards to how it affects the different equality groups? Via college website, staff intranet and Moodle careers pages 11. How is the policy/service/function going to be communicated? 12. Are there any further improvements that are required in relation to this Equality Impact Assessment? (included these in your improvement plan) Signed (Completing Officer): (Completing Officer will implement this area of work) Print Name (Completing Officer): Date: Signed (Lead Manager): (Lead Manager is responsible for the effective working of this policy/service/function) Print Name (Completing Officer): Catherine Foley Date: 11 May

25 EQUALITY IMPACT ASSESSMENT IMPROVEMENT PLAN Ref No. Improvement required Timescale Responsible Date of completion Signature