GATSBY BENCHMARK 3
Addressing the needs of each pupil
WHAT GOOD LOOKS LIKE
Students have different career guidance needs at different stages. Opportunities for advice and support should be tailored to each of these stages, with diversity and equality embedded in the school’s careers programme.
- A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
- Schools should keep systematic records of the individual advice given to each student and subsequent agreed decisions. All students should have access to these records to support their career development.
- Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school.
WHY THIS MATTERS
Profound inequalities exist across different courses and jobs sectors. These affect national productivity and individual wellbeing. For instance, based on WorldSkills UK figures, 9% of professional engineers are female, 99% of beauty therapists are female and 95% of computer game developers are male. The gender pay gap is further evidence of a need to ensure our careers and enterprise provision tackles underlying inequalities. One analysis by Deloitte estimates that at the current rate, the pay gap will not be eradicated until 2069 – 99 years after the Equal Pay Act.
- The Social Mobility Barometer Poll shows half of people believe that where you end up in society is mainly determined by your background. Four in five believe that there is a large gap between the social classes in Britain with poorer people held back at every stage. 71% say there are significant differences in opportunity depending on where you live in the country. The poll uncovers deep social pessimism amongst students and calls for a coalition of businesses, communities, councils, schools and universities to champion a level playing field.
- According to Mencap, only 6% of people with learning difficulties are currently in paid employment, despite the fact that 60% want to and are able to be.• Students with SEND are the most likely group to be absent or excluded from school according to recent Ofsted findings. They are also less likely to achieve in terms of their attainment and progression.
- Progression to higher education varies from under 10% in some schools to over 90% in others. This divergence is a focus for the National Collaborative Outreach Programme (NCOP) and solutions rely in part on more effective careers and enterprise programmes.
TOP TIPS FOR EMPLOYERS
- Consider how you can support special schools with employer encounters and work experience. Talk to other employers in your area who have had positive experiences working with SEND students, for example, National Grid and their EmployAbility programme.
- Consider how you can offer mentoring support to more vulnerable students through proven mentoring programmes, for example, Talentino, Young Enterprise or Youth at Risk.
- Draw advice from teachers and specialist agencies, such as the National Autistic Society, on how best to accommodate and support students with SEND.
- Ensure that you share the learning goals and mind sets schools are seeking to develop through employer encounters and experiences of work.
- Work with the school to embed equality and diversity into your programme of support through use of positive role models and other approaches.
- Review how far your support is reaching all students with the school.
- Assess with the school/college how your contribution provides students with the knowledge and support they need for the next phase of their journey.
- Work with schools to explore the opportunity to talk to parents as well as students about work opportunities to help broaden families’ horizons.
- Share personal stories about overcoming barriers and accessing support.
- Support schools and colleges to record careers events and activities through systematic evaluation.