Financial independence should be the goal of careers education

I spend a lot of time visiting schools. The fact that as an apprenticeship provider I am invited shows that the headteachers no longer see traditional options as a guaranteed route to employment or financial independence and equally do not want their students to add to the serious challenge which Alan Milburn is addressing in his NEET review.

Yet with many of the hundreds of students I talk to, the picture can be more nuanced than simply finding a job which comes with an apprenticeship. The need for financial independence often leads to the blunt question of “how can I make some money?”

The Diverse Futures model delivers a multi-stepped approach to supporting the objective of more local jobs for local people. It comprises three pillars: selecting talent based on character, attitude and aptitude for learning (not grades), work readiness training and further training which is flexible to individual learning and needs. This approach has led to Ofsted declaring the organisation to be ‘exceptional’ for inclusion, the first independent training provider (ITP) to be awarded this.

Our focus on inclusion is not at the expense of achieving successful outcomes; our overall apprenticeship completion rate is an almost unmatched 86 per cent for an ITP. For those learners from disadvantaged backgrounds, 73 per cent get distinction.

Achieving more successful career starts begins with providers being able to speak to pupils as young as 12. From then on until they leave school, it is vital that learners receive a constant update on local jobs, apprenticeships and other opportunities. The pathway to financial independence needs to be made clear.

The first pillar requires schools to encourage young people to lean into what they enjoy or are passionate about. They should start following people in that area, reading blogs and commenting on social media feeds.

It may be that what they thought was interesting was actually boring, but more often it isn’t dull at all. Those whose interest is piqued should start their own activity – set up a website, do demonstrations, sell products or do something else. When they approach an employer, the employer will see the passion, the person’s tribe and experience.

The best reason to land a job is based on “I love what I do but I want to do more of it” or in other words, “I’m doing it now but joining you could open up so much more opportunity”. This makes the young person very employable.

This is all new to most parents and schools, but highly relevant to increasing youth employment.

Diverse Futures has shared with the Milburn review team details of our second pillar, a blueprint for work readiness training which was described by inspectors as “distinct”. It has been proven on a commercial basis through Westminster City Council, Mazda and other employers.

It involves teaching practical workplace skills, human and professional skills, and future-focused skills. Obviously making this available as part of a national or devolved government programme presents ministers with a funding challenge, but a consequential reduction in the benefits bill would be a major pay-off.

Work readiness training can make a difference to securing a much sought-after apprenticeship opportunity which is the third pillar. As has been pointed out in these pages, Ofsted has not defined what exceptionally inclusive provision for apprenticeships looks like. But the report of our inspection offers clear pointers.

The first thing inspectors observed is that inclusion is embedded as “a defining feature” of our organisation. This starts with the leadership investing significantly in staff expertise and what Ofsted describes as “very effectively focused development in teaching, sector knowledge and additional learning support”.

Colleagues have protected time for professional learning. Partnerships are also key with employers, charities and specialists such as psychologists to strengthen apprentices’ experiences and progression.

The result is that the organisation uses detailed on-boarding, initial and cognitive assessment and ongoing coaching to build an accurate understanding of apprentices’ starting points and barriers. Apprentices then receive highly personalised support which can be adapted as apprentices become more independent and confident.

Targeted coaching, specialist resources and workplace adjustments lead to employer confirmation of improved resilience and ability to take on greater responsibility.

Inspectors concluded that apprentices with learning difficulties and disabilities achieve at least as well as their peers and frequently achieve higher grades. They add that the combination of tailored coaching, adjustments and work readiness support means apprentices developing “new technical knowledge and skills that far exceed the requirements of their qualification”.

We hope that young ex-offenders will also soon benefit from our approach. For policymakers who wish to learn from our ‘exceptional’ provision, the lesson is simple: clearly there is a lot of talent out there – young people just need a pathway and preparation.