Careers Guidance in Schools

Debate between Andrea Jenkyns and Jack Lopresti

Wednesday 13th July 2022 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Andrea Jenkyns)]

It is a pleasure to serve under your chairmanship, Ms Rees.

I congratulate the hon. Member for Weaver Vale (Mike Amesbury) on securing this important debate. It is wonderful to have the opportunity to talk about the importance of careers guidance. Like the hon. Member, I was the first in my family to go to university, as a mature student. I agree with him that all schoolchildren should be made aware of the vast array of options available to them, including FE, HE, apprenticeships, the new T-levels and the work environment. I hope he feels that, as I delve deeper into my speech, I answer some of the questions and respond to some of the points made.

Careers guidance in schools is a fascinating part of my new brief at the Department for Education, and it has never been more significant. High-quality careers guidance is an essential underpinning of the Government’s schools, skills and levelling-up reforms. I may not agree with the hon. Member for Weaver Vale on everything, but today’s debate underlines the shared commitment to ensuring that all young people get the advice and help they need to pursue their chosen path in life. I pay tribute to his excellent work during his many years in the careers service. We are fortunate to have the benefit of his experience and knowledge of this most important issue.

I will talk about our vision for careers guidance in schools and set out three key ways in which we are realising that vision: first, a world-class careers framework for schools; secondly, our significant investment in support to help schools and colleges to improve their careers offer; and thirdly, our innovative plans to improve the quality of information and data that will help young people to navigate their career choices. In our vision, careers guidance will connect our young people to opportunity and will equip them with the support that they need to succeed. That is a critical point for unlocking individual potential and for boosting the long-term economic prosperity of our great country.

Our skills reforms are transforming opportunities for young people. High-quality careers guidance is crucial if we are to capitalise on the skills revolution. It is important not only that we seek to provide better choices, but that we give clarity to young people and their parents about what those choices might offer. A few people in the Chamber touched on that point today. Our mission is to drive the quality of careers guidance in schools. That begins with a framework to guarantee access to independent careers guidance for every pupil. It offers a clear sense of what good looks like, and it will hold schools accountable for progress.

This September, new legislation to extend the legal entitlement to independent careers guidance to all secondary school-aged pupils in all types of schools will be implemented. I commend my hon. Friend the Member for Workington (Mark Jenkinson)—who is not present, I am afraid—for sponsoring that legislation. The implementation of that careers guidance Act will be followed swiftly, in January, by a significant strengthening of provider access legislation: the duty on schools to invite the providers of technical education or apprenticeships to talk to pupils. Again, we have touched on that today.

[Jack Lopresti]

May I congratulate my hon. Friend on her appointment, and say how thrilled and proud I am? Does she agree that apprenticeships are a fantastic way not only to enhance social mobility, but to increase the skills level in order to maintain our sovereign defence manufacturing capability? That will not only enable us to defend our country better in the decades to come, but create lots of jobs.

[Andrea Jenkyns]

I thank my honourable husband, or should I say my hon. Friend? I obviously agree with him—although I don’t usually—that we are not only defending our country and the people of Ukraine, but benefiting from that capability.

In January, there was a significant strengthening of provider access legislation, with the duty on schools to invite providers of technical education or apprenticeships to talk to pupils. As the hon. Member for Chesterfield (Mr Perkins) said, there will be at least six opportunities for pupils to have high-quality encounters with different providers throughout school years 8 to 13, so that they can understand and explore technical choices before making vital decisions about their next steps.

Our adoption of the Gatsby benchmarks as a career framework has been a great success. From a standing start in 2018, more than 4,200 secondary schools and colleges are using them to develop and improve their careers programmes. The benchmarks are based on international best practice and describe all the crucial components of a world-class careers programme for young people. Since the launch of the Government’s careers strategy in 2017, we have seen improvements across every dimension of careers guidance, with a particularly strong performance by schools in disadvantaged areas. There was a question about the strategy, which I will touch on later.

It is incredibly valuable to be able to measure the inputs of schools into careers guidance and to see that outcomes are improving. Early analysis shows a positive link between careers education, as assessed by the Gatsby benchmarks, and young people going into sustained education, employment and training after leaving school. A recent study based on data from nearly 2,400 schools shows that when Gatsby benchmarks are achieved by a school, that increases the likelihood of a student being in education, employment or training after year 11. It amounts to a 10% reduction in the proportion of students who are not in education, employment or training post-16 if schools meet all eight benchmarks, compared to schools that achieve none. Importantly, the reduction is twice as great, at 20%, in schools with the most disadvantaged students. We know what is working well and we know where schools are finding it difficult to implement the benchmarks, and that allows us to target our support more effectively.

To realise the maximum value from our investment in careers guidance, we are strengthening the accountability framework for secondary schools. On all graded inspections, Ofsted inspectors assess the quality of careers education, information, advice and guidance on how much it benefits pupils in deciding on their next steps. It is important that pupils feel they are at the centre of that journey. If a school is not meeting the requirements of the provider access legislation, inspectors will state it in the published inspection report and consider what impact it has on the quality of careers provision, and the subsequent judgment for personal development.

We have developed a model to support schools in improving their careers offer.