AEIAG0016

Written evidence submitted by Gloucester and Forest Alternative Provision School, The Peak Academy

Section 1 – Meeting young people’s needs

  1. Whether the current system of careers education, information, advice and guidance (CEIAG) is serving young people, particularly:

a) those from disadvantaged backgrounds;

          b) those who are known to the care system

          c) those who are not in mainstream education, including home-educated pupils and those in alternative provision;

          d) those from different ethnic minority backgrounds; and

          e) those who have a special educational need or disability.

 

I feel the current system does support the young people at the organisations I represent above.  These cohorts of pupils are among the most vulnerable and disadvantaged of our communities.  Both schools have a high percentage of pupils on Free School Meals, benefitting from Pupil Premium Grant, a higher percentage than mainstream of pupils in the care system.  The vast majority of our pupils have social care/multi agency involvement.  Both schools are based in Gloucestershire so there is representation from ethnic minority backgrounds but the vast majority are white British.  All the pupils at the Peak Academy have EHCP’s and are SEN and a very high proportion of the pupils at GFAPS are in the process of having SEN needs formally diagnosed.

The CEIAG works well at both schools primarily because the staff members responsible for this are so proactive.  Both schools finish at 16 years old so next steps post 16 is absolutely vital.  Each school provides every pupil from Year 7 onwards with many opportunities to discuss and explore career pathways that could work for them.  A huge number of our pupils are not academic (although some are) and therefore a more practical post 16 placement is very appropriate.  We are developing strong relationships with businesses to come in and chat to pupils to explain different opportunities.

  1. How careers and skills guidance could be better embedded in the curriculum across primary, secondary, further, higher and adult education, to ensure all learners are properly prepared for the world of work

The pandemic has impacted very negatively on careers guidance for all our young people.  Because both our schools have small cohorts, we are in a position to be flexible with the school timetable and work experience for a 6 week block for example, would be hugely advantageous.  Sadly this has not been possible for the last couple of years but our goal at both schools is to build relationships with local employers to make this happen. 

However, I feel strongly that work experience doesn’t HAVE to mean going out to a place of work – getting an employer to come into school or meet with pupils online to discuss the skills, both hard and soft, that are required to work in their industry is equally valid.

 

  1. How the Government can ensure more young people have access to a professional and independent careers advisor and increase the take-up of the Lifetime Skills initiative.

Getting an independent careers advisor is one of our stumbling blocks.  At the Peak, one TA has volunteered to do the 18 month apprenticeship to become the careers adviser.  This is a big additional commitment by the staff member in a school that is already stretched with very challenging pupils – testament to his passion of supporting our young people.  Sadly we don’t have this at GFAPS and our Careers Enterprise Supporter, Lauren Greening has been fantastically helpful in trying to find someone to fill this post from another school.

Is it vital that the independent careers advisor is qualified?  At GFAPS we have some amazing mentors who come into school and spend time getting to know our pupils to help support them in their next steps – is this not enough?

Section 2 – Structures and systems

  1. Whether and how the Government should bring responsibility for CEIAG under one body, for example a National Skills Service, to take overall responsibility for CEIAG for all ages, and how this might help young people navigate the CEIAG system.

I don’t know!  Our young people don’t really ‘navigate’ the system themselves, it is our staff that support them and signpost to suitable pathways.

 

  1. Whether such a National Skills Service is best placed in the Department for Education or the Department of Work and Pensions to avoid duplication of work.

I don’t know!

 

 

  1. Whether organisations like the Careers Enterprise Company and National Careers Service provide value for money to the taxpayer.

100% yes – in our case – Lauren Greening is simply amazing and provides tangible support for both our schools.

 

  1. How schools could be supported to better fulfil their duties to provide careers advice and inform students of technical, as well as academic, pathways.

I think the support from the Careers Enterprise Company (ie Lauren) is very good at advising what we need to showcase to our students.  We take every opportunity to showcase both academic and technical pathways.

 

 

  1. How the Baker Clause could be more effectively enforced

I don’t know!

 

  1. Whether the proposals for CEIAG in the Government’s Skills for Jobs White Paper will effectively address current challenges in the CEIAG system.

I don’t know

  1.                      Whether greater investment to create a robust system of CEIAG is needed, and how could this be targeted, to create a stronger CEIAG

Certainly thought needs to be given to what the skills are that employers are looking for so these can be matched to the subjects and skills taught at school – particularly for more disadvantaged pupils who don’t have parents with aspirations that can inspire.  In schools like the ones I represent, giving our young people the opportunities to experience real work examples to inspire and guide them is what we need.  This really comes down to individuals working tirelessly to support our young people. 

March 2022