Supporting individuals through IAG

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Supporting individuals through IAG

• Melvyn RuffTel 01603 215366mruff_at_connexions-nor
  folk.co.uk

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IAG and the national agenda

• Central to success of current and the future
  system
• IAG can contribute to the achievement of
• Every Child Matters outcomes
• Personalisation of the curriculum
• School/LA targets e.g. attainment, progression,
  participation and NEET
• Gateway submissions 14-19 Progress Checks
• National IAG Quality Standards

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IAG is important because

• Young people say they want and need more IAG -
  especially face to face ..(Tell Us Survey)
• Inspection, research evaluation findings show
  that good quality IAG helps young people to
  progress and succeed

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Childrens Plan - tutoring mentoring

• Every young person should have a single member of
  staff a personal tutor/learning mentor - to
  help them make good progress across all subjects
  as well as developing as an individual.
• Tutors mentors should work with young people to
  identify their long-term aspirations and guide
  them on the best choice of subjects at age 14 and
  16.
• Childrens Plan, Building Brighter Futures

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What is IAG?

• Information, advice and guidance is an
  umbrella term. It covers a range of activities
  and interventions that help young people become
  more self reliant and better able to manage their
  learning, progression and their personal and
  career development

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What is Advice Guidance?

• Advice support activities that help young
  people to understand their progress in learning
  and personal development and to be able to
  interpret information and apply it to their own
  situation
• Guidance in-depth support from specialist staff
  to help young people understand themselves and
  their needs, confront barriers, resolve
  conflicts, develop new perspectives and make
  progress
• IAG needs to be both integral and external to the
  curriculum

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Guidance activities processes

• Informing
• Counselling
• Supporting
• Coaching
• Mentoring
• Advising

• Enabling
• Reviewing/Assessing
• Facilitating/teaching
• Advocating
• Feeding back
• After UDACE (1986)

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Cycle of individual support
LEARNING
ASSESSMENT
PLANNING/TARGET SETTING
RECORDING
INDIVIDUAL ACTION PLANNING
REVIEWING
REPORTING
GUIDANCE
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The Guidance Community
FORMAL
INFORMAL
Subject Teachers
Heads of Year/ House Teachers Tutors Mentors
SUPPORTING THE CURRICULUM
Peer mentors Connexions PAs Business
mentors Other guidance providers
Parents/carers Friends/Peers Relatives
Neighbours Business contacts
OUTSIDE CURRICULUM
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Joining things up Tutoring/ mentoring referral

• Use tutorial/mentoring sessions and progress
  reviews to
• Provide initial and on-going IAG support
• Follow up support curriculum activities in
  tutorial/ mentoring sessions
• Diagnose/identify individual IAG issues
• Make and track referrals to internal and external
  and specialised IAG providers e.g. Connexions
• Record, log and track activities and outcomes,
  working in partnership with others

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Joining things up Plans and Planning

• Tutor reviews
• Subject reviews target setting
• Personal development planning
• Recording achievement
• Person Centred Planning
• Career progression plans
• Individual Learning Plans
• SEN Transition Planning annual reviews
• Leavers Plans

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Joining things up IAG in Norfolk

• Some excellent Careers Education IAG provision
• Connexions Partnership Agreements in all schools
• Supporting Choices 2006/7 14-19 IAG entitlement
• 14-19 Collaborative networks
• Pilots for 14-19 Diplomas
• Area IAG groups Management Practitioners
• National framework for collaborative IAG IAG
  Standards and Area Kitemarking
• Collaborative IAG events and activities

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Supporting Choices 14-19 entitlement to
Information, Advice and Guidance in Norfolk
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Supporting choices IAG entitlement

• Information Ready access to high quality and
  impartial information about opportunities and
  choices
• Advice All young people are entitled to
  one-to-one advice/support activities including a
  minimum of one personal review discussion each
  year
• Guidance Young people will be entitled to access
  high quality and impartial guidance about their
  learning opportunities and personal development

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Quality Assurance for IAG
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The 12 Standards

• Young people are informed about services
• Young peoples personal wellbeing, financial
  capability needs met
• Information supports learning and career choices
• Advice and guidance support learning and career
  choices
• Equality and diversity are promoted stereotypes
  challenged
• Young people involved in design, delivery,
  evaluation of provision
• Parents and carers know about services
• Roles and responsibilities of providers are
  understood
• Personal and career development programmes
  planned collaboratively
• Staff qualified, work to professional standards,
  have CPD
• Systematic monitoring and evaluation lead to
  improvement
• Commissioning processes secure services which
  meet young peoples needs

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IAG improvement agenda?

• Provide an entitlement to good quality IAG 11-19
• Differentiation Respond better to individual
  needs
• Strengthen involvement of young people in IAG
• Enhance quality of careers education PSHE Y7-13
• Increase the emphasis on developing self-help
  skills
• Recognise and clarify mutuality of school
  external IAG staff
• Enhance and join up tutoring, mentoring support
• Develop stronger Delivery Partnerships around
  schools
• Provide better support for parents and carers
• Improve quality inc. training support for staff
  
• Improve review, evaluation and quality assurance

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Comments or questions

• Melvyn RuffTel 01603 215366mruff_at_connexions-nor
  folk.co.uk