Ofsted has warned that a quarter of schools have highlighted funding as a barrier to delivering careers provision, in a new report published today.
The inspectorate also found that some schools are not meeting statutory guidance for starting careers education for students in Year 7.
The findings have been drawn from research that included 30 visits to schools, an analysis of inspection evidence from 31 schools and 13 further education and skills providers, and a literature review.
Last year, the Department for Education asked Ofsted to carry out this research into the quality of careers provision in schools, colleges and skills providers.
Here are Ofsted’s key findings on careers provision in schools.
1. Careers provision affected by limited time and resources
Analysis of inspection evidence highlights that time and resources were identified as significant barriers for schools in delivering a high-quality careers programme.
And on the research visits, schools told inspectors that they could not always dedicate as much time as they would like to careers guidance.
A third of schools referenced poor staffing levels and high staff turnover, leading to gaps in the breadth of what schools were able to deliver.
A quarter of schools noted funding as another barrier. One school told Ofsted that this meant they were unable to offer work experience placements to students in Years 10 and 11.
2. Most schools see careers as a strategic priority
In most schools Ofsted visited, the leadership team saw careers guidance as a strategic priority.
The report says that in schools where inspectors identified high-quality careers guidance, leaders were taking a “whole-school” approach, and there was significant buy-in from leaders and staff.
Ofsted said that in these schools there was a clear line of communication between staff members, careers specialists and school leaders.
3. Around one in four schools delivering ‘less effective practice’
Ofsted said that around a quarter of schools visited for the research were “demonstrating less effective practice”.
In these schools, inspectors found that the range of provision could be limited, the aims for each year group were unclear and staff delivering careers guidance were not appropriately trained or were working in an isolated way.
Careers guidance was not a structured activity, the watchdog report adds.
4. Careers guidance often ‘underdeveloped’ in key stage 3
The review says careers guidance was often underdeveloped in key stage 3, particularly for Year 7. Ofsted said it was not always as clear what the thinking was behind the careers programme for this age group.
In 2013, the statutory duty to ensure access to independent careers guidance was updated to apply to students in Year 8 and last year it was extended to students in Year 7.
In the review, Ofsted said that some leaders were unclear about the aims for students in Year 7, and the purpose of careers guidance was less explicit.
It added: “A few schools in our inspection evidence review did not start their careers programme until Years 8 or 9 and therefore were not yet meeting the requirements of the updated statutory guidance.”
5. Some schools aren’t giving balanced advice on technical routes
Ofsted said many of the schools visited ensured that students received unbiased guidance that was balanced between academic and technical options, but this was not the case in all schools.
It added that “a lack of unbiased guidance was usually not about schools deliberately choosing to direct students to particular courses that might benefit the school, but due to insufficient strategic planning and attention to the needs of individual students”.
6. Home working is affecting work experience
The negative impact of the pandemic on careers guidance has begun to dissipate, according to the review.
However, it added that changes in working practices, such as increased home working, are affecting the arrangement of work experience.
Ofsted said it has meant that some employers have now stopped offering work experience. Schools, as well as FE and skills providers, are finding it difficult to find alternative placements. Some schools have still not restarted work experience after the pandemic.
However, there are challenges. For example, some reported that they were limited by the time available for careers guidance. They said they were, nevertheless, working hard to provide the best careers guidance possible within these constraints.
7. Schools find it difficult to get students’ destination data
Some school leaders said collecting destinations data was difficult and that they were concerned about the time required.
Data protection requirements also made it harder to obtain destinations data. A few leaders wanted additional help with this and thought the system in their local area could be improved, the inspectorate said.
One of Ofsted’s recommendations for the DfE is for it to consider how post-16 and post-18 destinations data could be sent to schools, and whether data already held by the department could be used for this.
8. Some teachers had gaps in understanding about T levels
Schools and providers generally understood and promoted apprenticeships, although some teachers’ knowledge was limited, the report says. Ofsted added that there were more gaps in teachers’ understanding about T levels.
One of Ofsted’s recommendations is for schools to continue to develop staff knowledge of technical pathways (including T levels) and promote these equally alongside academic routes, using the DfE’s updated statutory guidance.
Ofsted’s chief inspector Amanda Spielman said: “Careers guidance is so important when it comes to helping children navigate their next steps after school or college.
“I’m really pleased to see that schools are improving students’ access to higher and further education, as well as apprenticeships and employers.
“I hope this review is helpful for the schools and colleges as they plan their career education moving forward.”
