What does the updated statutory guidance mean for careers guidance
What should a good careers guidance meeting look like?
Firstly, thanks to everyone that read yesterday’s overview of the new guidance. Over 2,500 reads inless that 24 hours is amazing.
Over the next few days I’ll be looking at each of the Gatsby Benchmarks in more detail. I’m going to start with Benchmark 8 as it seems to have caused so much panic, (along with the work experience issue but that will be next don’t worry)
I’ve created a bullet pointed checklist of the must and should do points to make them clearer, you can download that at the end. Please read the whole post before you look at that, it will seem less scary.
So what does all this mean for a Careers Leader AND for the school as a whole? I must say that the new statutory guidance puts MUCH more emphasis on the role of SLT and school staff being on board with the careers programme. Therefore I make no apologies for putting this ‘should’ in bold font at the start of the blog.
The Role of Careers Leaders and Advisers is to support integration of careers guidance across departments and with SENCO, subject teachers, and pastoral teams.
The Careers Guidance Meeting
MUSTS
Whatever you call it, all learners should have at least one meeting by the time they are 16, so essentially in KS3/4. They should also have another by the age of 18,
All meetings should be undertaken by a fully qualified professional (they should be L6 or 7 qualified careers advisers. I should point out here, that I’ve come across a lot of people who think L6 Careers Leader qualifications qualify them. I can categorically say, it does not.)
Shoulds
Staff should ensure meetings are contextualised with information on learners’ academic performance and careers education. So ensure the careers adviser has details of the learner before the meeting.
Meetings should be timed to fit into periods where significant career or study decisions are being made and scheduled based on individual need
Meetings should be 45 minutes (as recommended by CDI). Though using common sense I’d say that any subsequent follow up meetings can be tailored to the needs of the learner.
Should be young person-centred, tailored, and embedded in a sequence with preparation and follow-up). So ensure learners know the purpose of the meeting and prepare any questions they may want to ask. Then a debrief perhaps with their form tutor or by a diary/feedback activity that can be accessed by staff to ensure quality and next steps
Staff should ensure learners with SEND have their EHCP outcomes and aspirations considered and use person-centred approaches (e.g. vocational profiling) staff should also use EHCPs, personal education plans, or pathway plans to guide discussions with relevant students.
Staff should ensure looked-after children or care leavers have personal education/pathway plans considered.
Coulds
Careers advisers could be internal (school or college staff) or external.
Schools and colleges could use the CDI’s UK Register of Career Development Professionals to find advisers.
Learners could gain career management skills, set goals, and build future plans from personal guidance.
Learners could have a named adviser to foster better relationships (especially for SEND and care-experienced learners).
Schools could commission services from self-employed advisers or organisations holding the matrix Standard.
Guidance as Part of the Overarching Careers Program
Shoulds
Personal guidance should be integrated within the broader careers programme and pastoral/learner support systems, therefore it is important for the careers leader to work with the careers adviser, SEND coordinator, and other staff to ensure personal guidance is effective and embedded.
Careers advisers should be part of any activity to evaluate and develop the overall careers programme.
There should be support and encouragement for continuous professional development (CPD) for careers advisers.
Ok, that’s it for GB8. So here is the checklist that I promised you.