UpdatesRajmund Brent

DestinationsDestinations for students completing L3 in 2012• Overall education or employment/training destination 6420 (77%) • Any education destination 5150 (61%)• Apprenticeships 290 (4%) • Top Third of HEIs 2050 (20%)• Higher education institution 4100 (45%) • Employment with training 800 (10%)• Education destination not sustained 370 (6%) • Activity not captured in data 880 (14%)• Destination not sustained/recordedNEET190 (3%) • Recorded as UCAS acceptance for deferred entry260 (3%)

Maths and English

• Progress in English and Maths for students completing KS4 in 2011

• Students who did not achieve A*-C in GCSE English at KS4 3897

• Students who did not achieve A*-C in GCSE Maths at KS4 4212

• Higher level of learning English 22% Maths 13%• Same level of learning English 32% Maths 27%• Lower level of learning English 7% Maths 6%

Careers Guidance and Inspiration in Schools

• the DfE is no longer afraid to talk about ‘careers guidance’ – it is freely used throughout the document in place of ‘advice and guidance’.

• there is a significant strengthening of the guidance• there is no new money on the table other than the

funding for the Careers and Enterprise Company which still hasn’t launched

• It asserts the value of improved careers guidance in preparing young people for employment and employability

Careers Guidance and Inspiration in Schools

• There is a need for schools to have a strategy for careers guidance(but not an annual plan)

• It explains the role of the new Careers and Enterprise Company; but the assertion that it will ‘transform careers and enterprise provision for young people’ has still to be tested.

• It emphasises that schools with post-16 pupils should pay attention to the new study programmes

• It mentions the new post-16 opportunities database that should be up-and-running by October 2015

Careers Guidance and Inspiration in Schools

• It significantly strengthens the guidance to schools on ensuring adequate support for pupils with special educational needs and disabilities.

• It recommends that all schools should work towards a quality award for careers education, information, advice and guidance. – the school’s career programme, the independent providers within the school, the schools career professional