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Putting progression at the heart of careers education, information, advice and guidance (CEIAG)

Case study

The Farmor’s vision is for careers education, information, advice and guidance (CEIAG) that anticipates and responds to a rapidly changing external environment and provides all students with the skills to make informed, appropriate decisions. There is a strong ethos of impartiality, promoting provision offered by local partners. Effective, repeated communication by the careers lead and senior leadership team (SLT) has resulted in a school-wide commitment to a coherent process which builds year on year. The school’s leadership has empowered staff to take ownership of CEIAG provision by offering a flexible programme that plays to their strengths and addresses weaknesses.

Key learning

  • CEIAG is delivered by tutors within weekly personal social health and citizenship education (PSHCE) lessons built around key transition events.
  • Student progress monitoring is integral. Early identification of those in need of additional support ensures that students do not become demotivated.
  • Students are educated in what each course can lead to, both in terms of educational progression and the careers that follow.
  • Advice given to students reflects the course most suited to their needs regardless of where that course is taking place.

Background

Farmor’s School is an 11–19 community school located on the edge of Fairford, Gloucestershire. There are 1,100 students on roll including nearly 300 in the sixth form. Farmor’s serves an extensive catchment including local towns and villages and, further afield, Swindon. The number of students with special educational needs (SEN) and/or disabilities is just below average and there are very few students from minority ethnic backgrounds. Farmor’s is a business and enterprise college, with science as a second specialism.

Key challenges

Evaluation continues to challenge members of the SLT who consider that it needs to be more robust. Working with external partners continues to be a challenge.

Solutions

Implementation of the PHSE programme experienced few barriers, with success linked to the transparency behind the ethos, structure and progression common to all year groups. Regular communication, in-service training (Inset) days and updates have given staff the confidence to take on the role of CEIAG advisers by providing robust understanding of the progression routes available to students. Staff are trained in recognising when they are best placed to offer advice and when it is time to call in the experts.

Leadership structures and approaches

  • An assistant headteacher (careers lead) leads CEIAG on a daily basis, whilst all members of the SLT are accountable for its strategic development. Responsibility for its implementation is cascaded to all staff.
  • Provision was changed to reflect the external climate. An ad-hoc set of days and events was pulled together into a coherent PSHCE-centred programme by a dedicated working party.
  • Regular communication from the careers lead or SLT occurs around key milestones such as transition points. Targeted, detailed information is provided for those taking a lead.
  • Monitoring of provision (eg SLT lesson observation is undertaken to ensure consistency). Regular programme reviews drive programme modifications aided by student feedback.
  • Demand for increasing post-16 vocational education is being delivered through collaboration with partners to ensure sustainable pathways.

Evaluation

External accreditation is being considered as a means to further ensure consistency and raise CEIAG’s profile. Other solutions being considered are making greater use of student voice and appointing a link governor in line with existing subject-based links.

Working with external partners

Regular meetings have brokered strong links and contributed to building trust and breaking down barriers due to perceived competition. Very effective progress has been made with other local schools and the south Cotswold schools partnership so that students are now able to access a wider range of vocational courses. Emphasis is now being placed on partnerships with further and higher education providers to enhance provision.

Evaluation of impact

A key strength of the strategic development of CEIAG is the way in which staff and students alike are able to recognise the coherent approach of the SLT and see the development of progression routes for all.

The vision for impartial advice that equally emphasises courses run internally or externally was confirmed by interviewees. Students questioned had made, or were going to make, full use of this extended curriculum offer if appropriate.

Ensuring that all students have access to one-to-one CEIAG throughout their time at Farmor’s provides a wealth of evaluation data that is reviewed regularly by the careers lead and SLT link.

Other forms of evaluation include student feedback questionnaires for key milestone events such as option evenings. This enables the SLT to reflect on progress and content to ensure that these are still meeting the changing needs of individual students.

Next steps

The careers lead and SLT constantly strive to build on their successes and seek to further develop an ever-evolving approach to put students ahead of changing demands within the marketplace.

  • The curriculum will continue to be extended to meet the changing needs of students. Continued emphasis will be placed on broadening the vocational offer both within the school and through work with local partners.
  • Attention is being given to the demand arising from raising the school-leaving age to provide students with a full range of appropriate options.
  • Concern was expressed about financial sustainability and so an extended range of partners is being sought in readiness to fill any potential void. Links with local businesses as potential employers are also to be grown further.
  • There is an aspiration to make greater use of student and parent voice in the future. This includes exploring further strategies for monitoring and evaluation so that student voice informs programme development.

Further information

Report written by Annabel Kay, National College research associate and deputy headteacher, Lawrence Sheriff School, Rugby