Memorandum submitted by CASCAiD
In response to the recent call for evidence to contribute
towards the Education Committee inquiry into the Role and Performance
of Ofsted, CASCAiD Ltd is pleased to offer the following observations
into the inspection process in relation to careers education,
information, advice and guidance provision in schools.
ABOUT CASCAID
CASCAiD is the UK's leading provider of careers information
and guidance solutions. Part of Loughborough University, CASCAiD
has over 40 years experience of supporting the delivery of careers
education, information, advice and guidance (CEIAG) to young people.
We work in over 75% of secondary schools in the UK.
THE IMPORTANCE
OF CEIAG
The most important role of a school is to prepare
a young person for adulthood by providing them with the skills,
knowledge and ability to succeed in life and secure their economic
wellbeing. In order for a young person to understand the relevance
and importance of what they are learning throughout their school
life, there is a need to provide them with greater links between
their education and their future choices. Where a young person
can see the impact that achievement in different learning themes
has on their future opportunities, they raise their aspirations
and ultimately they achieve more.
Therefore CEIAG has a crucial role to play in every
young person's learning journey. However in our experience this
isn't reflected in many schools' practice enough and CEIAG is
given a low priority. Greater focus by Ofsted on the quality and
effectiveness of CEIAG provision in schools is necessary in order
to address this.
CEIAG PROVISION
We have seen vast differences in the quality and
extent of CEIAG provision in schools. Where it works well, schools
are working in partnership with external service providers (including
local authority and Connexions) to ensure that provision is impartial
and in the young person's best interests.
However, too often Senior Leadership Teams (SLT)
in schools do not see how vital their role in CEIAG delivery is
and this translates into a lack of support for delivery which
materialises as insufficient time and resources for delivery.
A member of SLT should be nominated as being responsible for CEIAG
and they should champion its integration throughout the school's
teaching, ensuring that it is supported throughout the institution.
THE ROLE
OF INSPECTION
Greater focus must be placed on CEIAG during inspections.
In order for SLTs to fully embrace CEIAG they need to understand
that insufficient and inappropriate provision will have an impact
on the outcome of an inspection.
Relatively few inspection reports refer to CEIAG,
which considering the vital role that it plays in a young person's
future, is concerning.
Inspections should consider the following factors
in relation to CEIAG and make reference to them within inspection
reports:
— Impartiality
of provision—how well provision reflects the best interests
of the young person.
— Integration
within the curriculum—how well provision is linked to subjects
to enable students to recognise the links between what they are
learning and how it will benefit them in the future.
— Impact
of provision—how well provision raises aspirations and motivates
students to engage with and achieve in different subjects.
INSPECTION METHODOLOGY
The role of Ofsted inspections is broad; however
CEIAG should be given greater focus as it has cross curricular
implications and a direct impact upon achievement levels.
As an alternative to more inspection of CEIAG we
would recommend the introduction of a mandatory quality award
which could then be referenced in inspection reports. There are
currently a number of voluntary quality awards schemes, such as
Career Mark. If made compulsory, Ofsted's role would be one of
reporting on the progress individual schools are making towards
accreditation or re-accreditation. This would clearly ensure that
the schools' CEIAG provision is being inspected against a quality
framework, by an inspector who is experienced in CEIAG. It would
also ensure that quality is comparable against other institutions.
September 2010
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