Fighting the good fight... How to counter being told CEIAG isn't as important as exam results

A six step way to success

Photo by Jonathan Tomas on Unsplash

Many of the questions I get asked are about how to counter the (often) SLT argument that exam results are more important than CEIAG and that money can't be found for CEIAG. Well you probably won’t win that argument BUT you can prove that good CEIAG DOES strengthen attainment, behaviour and destination outcomes. All of which are key for good Ofsted outcomes.

From my many years of ‘defending careers’ both inside and outside of the school arena, I’ve found the following methodologies to be most effective.

Know your research

There is a great deal of research that links good CEIAG with better exam results

• The recent Gatsby report on page 68 says

"Practitioners wanted this benchmark to recognise the importance of all subjects, not just science, technology, engineering and mathematics (STEM) subjects. This approach has already been adopted in many institutions, including during the pilot of the benchmarks. Many employers agreed and several exam board specifications now include references to careers-based skills or they encourage careers links in different disciplines"

• Education and Employers — “Motivated to Achieve” report

This UK study found that short-term career-talk interventions (volunteers from the world of work talking to students) before GCSEs changed students’ attitudes, boosted motivation, and translated into improved GCSE results — especially among lower-achievers and less-engaged student populations (Moore et al., 2017).

There is a lot of other evidence too, paid subscribers can access a one page synopsis of the research with links for you to supply to those you need to convince.

Link your pitch to School Priorities/Language

What are the school priorities? Find them and show how good CEIAG can contribute, e.g. if the head talks about progress scores, attendance or behaviour, show how careers activities support each one, don’t forget that you may need to provide evidence to support your statements.

• Encounters with employers raise aspiration and increase effort in key subjects.

• Regular guidance helps reduce low-level disengagement because students see where their learning is going.

• Targeted employer involvement can support underperforming groups and improve their confidence.

Make it low-risk and curriculum-friendly

Heads worry about time. Show how careers education can fit into what’s already happening: The report into the updated Gatsby Benchmarks extended the need to include CEIAG in just core subjects (Maths, English, Science & PSHE) to include all subjects.

This doesn’t mean adding to an already challenging amount of teaching time but simply adapting how we teach. Many subjects as mentioned, already include including career based skills so, case studies, in tray exercises, short employer videos, curriculum-linked encounters, or using tutor time for labour market awareness are all possibilities. This removes the fear of “lost teaching time.”

Emphasise destinations and Ofsted

Schools are judged on the whole picture, not just grades. Ofsted expects pupils to understand pathways, see a connection between learning and life beyond school, and receive impartial guidance. Destination measures matter for the school’s reputation. A strong careers programme strengthens this.

Show the employer perspective

If possible, share short quotes or feedback from local employers who say the same thing, that academic success is important, but so are transferable skills, work awareness and attitudes. Heads respond well to external voices.

Make it about opportunities, not ideology

You catch more flies with honey. Avoid making it sound like you’re arguing. Instead use language that will enhance shared objectives, For example, “This will help raise ambition, improve engagement and support the grades we all want.” Below are a few stances that often work. All these stem from the Motivated to Achieve report cited above.

• Exposure to real-world careers (through talks, workplace visits, employer engagement etc ) can shift attitudes. Many students begin to see schooling as relevant to their futures. That often translates into greater effort, better concentration, and increased motivation.

• Career education supports self-efficacy and learning engagement. Students who understand potential career paths are more likely to believe they can achieve good results and be more engaged with their studies.

• The benefits are often strongest for students who are lower-attaining or disengaged: those who might otherwise underperform or slip through the cracks gain the most lift when given career connection and guidance.

• On a school-wide scale, effective careers provision appears connected with a broader “guidance culture” that supports curriculum relevance, smoother post-16 transitions, and enriched learning environments — which indirectly fosters better overall outcomes.

A few more resources

The following are some digestible news reports that you may wish to use to illustrate

• https://www.thebrokerage.org.uk/research-shows-link-between-career-talks-and-better-grades/

• https://www.bbc.co.uk/news/education-48268267

• https://www.derby.ac.uk/news/2021/improving-career-guidance-in-schools-and-colleges-leads-to-better-student-outcomes-and-attitudes/

Paid subscribers are able to download time saving resources below

A fully customisable powerpoint that can be used for SLT/Staff meetings/Governors info sessions

A one page synopsis of the research that proves CEIAG improves results.