South Devon UTC · T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx The Context The UK engineering sector is at the heart

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T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx

South Devon UTC

Careers Plan 2019/20

Jemima M, Degree Level Apprentice, Wales and West


Contents

The Context ......................................................................................................................................... 3

Employer engagement in the education system ............................................................................ 4

Curriculum Intent ................................................................................................................................ 5

Labour Market Information ................................................................................................................ 7

CAIG Calendar 2019/20 ................................................................................................................... 9

Destination Data – 2019 ............................................................................................................... 10

Destination Data 2019 Leavers ..................................................................................................... 10

Destinations: 2018 Leavers .......................................................................................................... 12

Gatsby Benchmark ............................................................................................................................ 13

Good career guidance is critical if young people are to raise their aspirations and capitalise on the

opportunities available to them. In 2013 we commissioned Sir John Holman to research what

pragmatic actions could improve career guidance in England and subsequently he developed the

Good Career Guidance Benchmarks. ................................................................................................ 13

Employer Engagement Officer - Impact ............................................................................................ 14

Employer Partner Interactions .......................................................................................................... 16

Royal Navy Affiliation .................................................................................................................... 16

Resources .......................................................................................................................................... 18

Careers and Enterprise Company ................................................................................................. 18

Local Enterprise Partnership – Heart of the South West .............................................................. 18

Unifrog Career Pilot ...................................................................................................................... 18

Key Stage 5: https://www.envision.org.uk/get-involved ............................................................ 18

Post 16 Learner Programme ............................................................................................................. 19

Academic and Technical Development ............................................................................................. 19

Technical Baccalaureate ................................................................................................................... 19

Appendix ........................................................................................................................................... 19

Appendix 1: Business Breakfast – 7th November .......................................................................... 19

Appendix 2: Heart of the South West Economic Growth Data .................................................... 20

Appendix 3: South Devon UTC Employer Contacts ....................................................................... 21

Appendix 4: Careers Development Plan: Actions towards eight Gatsby benchmarks of Good

Career Guidance............................................................................................................................ 24

References ........................................................................................................................................ 26


The Context

The UK engineering sector is at the heart of UK industry. Engineering organisations generate more

than £420 billion of UK Gross Value Added, and engineers make up 19% of the UK workforce. These

professionals have the skills, insights and ingenuity to help propel business forward. Yet engineering

in the UK is in a precarious position. There is an estimated annual shortfall of 59,000 new

engineering graduates and technicians, a deficit which only continues to get worse. Our in-depth

research and strong connections with industry confirm the challenge, but also shed light on ways

that we can all work together to avert the looming engineering crisis.

The government is introducing T Levels in 2020, a technical alternative to A levels. These will include

a 45-day industry placement, providing students with an opportunity to develop their technical skills

in a role directly relevant to their vocational course. T Levels may alleviate some of the downward

pressure, though industry

and government alike must

be far better prepared and

informed.

Employment within

engineering and technology

is growing, with almost one

in three employers (31%)

saying they have expanded

their engineering and

technology workforce over

the last three years.

However, recruiting engineering and technical staff with the right skills is the largest anticipated

obstacle that businesses face in achieving objectives over the next three years (60%). This is a

serious and ongoing issue that has featured strongly in previous surveys. Nearly half of the

Harry D, Degree Level Apprentice, Cyclerval, Exeter.


companies surveyed (48%) report difficulties in respect of the skills available in the external labour

market when trying to recruit, up from two years ago (46%).

• The supply or quality of young people entering the industry is also a key concern, as is their

lack of workplace skills.

• Larger companies are more likely to have problems recruiting professional level staff,

whereas smaller companies report shortages at a technician or skilled craft level.

• Marginally fewer companies now have internal skills gaps or

limitations in their workforce when compared with two years ago.

However, those companies with internal skills gaps have seen them widen

across the board, from apprentices and trainees through to fully qualified

professionals.

• Companies have made some effort to broaden diversity, but more

still needs to be done. The proportion of women within the engineering

and technical workforce hasn’t changed since our 2017 survey, remaining

at 11%. Just over one in 10 businesses (12%) are taking or have taken any

action to increase the diversity of their engineering, IT and technical

workforces in terms of ethnicity, LGBT+ status and disability.

Employer engagement in the education system

As well as contributing towards the development of people already working within industry,

companies can also positively influence skills by using initiatives designed to encourage young

people to pursue engineering careers. Although these methods are less direct and have a longer

incubation period when compared with training employees, they can have a sustained impact.

Examples include

• the provision of work experience opportunities for school, Further or Higher Education

students,

• attendance at careers events and

• supporting STEM (science, technology, engineering and mathematics) initiatives.


Curriculum Intent

The success stories of our college leavers since we first opened our doors to young Engineers and

Scientists in September 2015 are further vindication of the decision taken by our pioneering partners

to establish a college that takes a radical new approach to educating teenagers. Inside these doors,

we place a greater emphasis on vocational training in engineering and science and a focus on

preparation for the workplace.

Our excellent team of teachers, students and employer partner organisations have worked so well

together to develop young people who are not only well-rounded as potential employees but can

also perform to a high standard on an academic level. Many of these students will now go on to

develop their skills even further, giving local employers the confidence that young people with the

right skill sets are available on their doorstep.

This year there is much to celebrate with 71% of post 16 Engineering students achieving at least one

distinction star, with over two thirds of those achieving either two or three distinction stars, the

highest grade in these qualifications. 100% of Scientists achieved a at least 1 Distinction* in their

BTEC Applied Science with 80% of these achieving the highest qualification of triple Distinction*.

All graduates of the UTC this year have achieved the grades or higher to go on to their appropriate

destinations. These include degree-level apprenticeships with Cyclerval, Wales and West and MJS

Architects. A number of other students have secured further apprenticeships with South West

Water, MB Aerospace, Centrax, the Royal

Navy and the Environment Agency. Some

students are progressing on to study

various degree courses at Exeter

University, University of Plymouth,

University of West of England and Cardiff

University.

This remarkable group of students

contributed so much to school life and

should be extremely proud of the hard

work which led to these results. We’ve

seen motivation, dedication and passion from our students this year, all striving to achieve good

results in science, technology, engineering and mathematics subjects. We’ve celebrated many

successes and initiatives throughout the academic year including the launch of our award-winning

Eco Ambassador Group, an excellent result in the Royal Navy Field Gun Challenge, and the launch of

Luke D, fast-tracked through Centrax Apprenticeship Programme with

family


our Mental Health Ambassador group. I am also delighted that our team of teachers, students and

employer partner organisations worked so well together to develop young people who are not only

well-rounded as potential employees but can also perform to a high standard on an academic level. I

wish our leavers all the best in their future adventures.

South Devon UTC is proud to celebrate our outstanding connection with local organisations and

Exeter University. Indeed our work to connect with employers was acknowledged as an area of

excellence by OFTSTED in 2018, “… as a result of the school’s extensive business links, all students

found places in education, employment or training when they left”, OFSTED Report 2018.

Employers are keen to engage with our students and are connecting in a range of contexts to ensure

that our learners have the added

value of inspirational and

motivating experiences of

industry and the world of work.

Our unique relationship with

over 80 local employers

(Appendix 3: Employer Contacts)

has been developed initially

through the work of the

“Employer Engagement Officer”

and continues to grow through

the “Connected Employers”

strategy for 2019/20.

Cam S demonstrates skills on the lathe to employer, Hy-Pro at the Business

Breakfast..


Labour Market Information

Teignbridge District Council and our connected district councils will forecast the growth of the

economy within the specialisms and industry sectors that are relevant to the local area. TDC publish

data relating to growth and their statement further supports the intended impact of the UTC model

in providing a future workforce that befits the demands of the local area “Teignbridge encourages sustainable economic growth whilst maintaining its beautiful surroundings. An action which, as a

council, we are proud of, and one which we vow to continue.

From small, individual traders to large multi-national companies, the district is home to businesses

which generate high skilled jobs and allow our unique local economy to flourish.

We pride ourselves on having a strong manufacturing presence in the district, particularly in

engineering. With new housing developments, business space and infrastructure projects in the

pipeline, there is no better time to invest in Teignbridge.” Comparing Teignbridge regional data employment by occupation to the nationwide picture, there is a significant focus on the technical

with 18.6% employed in this area in comparison to 15% nationally.

In addition, employment in the mining and quarrying, manufacturing and construction is

considerable and indicates greater opportunities for our students as they become competent in the

technical skills required for the region.


Students and parents can track the local labour market by browsing the Careers Library (login

through Unifrog) where employment opportunities are included in the summary of local job

opportunities. Local employers regularly engage in our “Business Breakfast (see Appendix 1: Business Breakfast 7.11.19) highlighting their requirements for the future work-force and plans to fill

the skills-gap to support economic growth.


CAIG Calendar 2019/20


Destination Data – 2019

There is much to celebrate with 71% of Engineering students achieving at least one distinction star, with over two

thirds of those achieving either two or three distinction stars, the highest grade in these qualifications. 100% of

Scientists achieved a at least 1 Disctinction* in their BTEC Applied Science with 80% of these achieving the highest

qualification of triple Disctinction*.

Notable successes were Danny Surgeon and Alfie Toler who not only passed with triple Distinction*’s in Engineering

but also gained a Level 3 qualification in Maths studies. Outstanding results for Shaun Adams, and Willow Peak

whose strengths in Engineering, Maths and Physics have enabled them to gain exceptional grades in their Level 3

studies. Science students Dylan Bayliss, Ed Clarke and Harry Gray also gained the highest grades (triple

Distinction*) in Level 3 BTEC Applied Science

All graduates of the UTC this year have achieved the grades or higher to go on to their appropriate destinations.

These include degree-level apprenticeships with Cyclerval, Wales and West and MJS Architects. A number of other

students have secured further apprenticeships with South West Water, MB Aerospace, Centrax, the Royal Navy and

the Environment Agency. Some students are progressing on to study various degree courses at Exeter University,

University of Plymouth, University of West of England and Cardiff University.

Destination Data 2019 Leavers

Plymouth University - Mechanical Engineering

Year 14 Applied Science

Advanced Level Apprenticeship (Environment Agency)

Apprenticeship

21%

Higher Education

26%

Military

18%

Employment

24%

Further

Education

11%

Destinations - 2019 Leavers


Advanced Level Apprenticeship - Masons

Plymouth University - Computer Science

Open University - Law

Gap Year plans for Apptenticeship

Retail Outlet

Degree Level Apprenticeship

Royal Navy - Submariner

Exeter University - Law

Mathematics, Chemistry.

Quantity Surveying and Commercial management

Mathematics

Royal Navy - Engineer, Fast-tracked Accelerated Apprenticeship.

Royal navy - Engineer

Undergraduate Media and Film Studies

Retail - application for Advanced Level Apprenticeships underway.

Degree Level Apprenticeship, Wales and West

Gap Year - Management Trainee Tesco

Year Out for Apprenticeship in Engineering

Web Design and IT - Level 3 BTEC, Exeter College

Plymouth University

RAF - passed assessment considering focus.

University of West of England - Aeronautics

Gap Year leading to Film Studies

Automotive Apprenticeship

Applying for international flight training.

Outdoor Activity Instructor

South West Water Advanced Level Apprenticeship confirmed.

Cardiff University - Mathematics

Architecture - MJS Architects - Degree-level apprenticeship.

BTEC Applied Science

Working through assessment processes to join the Royal Navy


Final stages of the Accelerated Apprenticeship with the Royal Navy

Gap Year working towards Undergraduate study in Physics

CAD Specialist apprenticeship application in progress.

Plymouth University - Mechanical Engineering

Applying for Rail Engineering Apprenticeships.

Destinations: 2018 Leavers

Apprenticeship (applications underway) - employment with Earthworks confirmed from September.

MB Aerospace (Advanced Level Apprenticeship)

Higher Level Apprenticeship - Devon County Council (Ivybridge district)

Deep Blue Sound Music College - Production Level 3 Music Technology

Civil Engineering - Plymouth University

Royal Navy Engineer – Accelerated Apprenticeship

Advanced Level Apprenticeship - Centrax

Higher Apprenticeship – South West Water

Redrow Advanced Level Apprentice in Engineering Design

Civil Engineering Degree Level Apprenticeship (Hinkley Point)

Higher Level Apprenticeship - Devon County Council (Kinsteignton district)

University - Quantity Surveyor - deferred entry to 2019.

Advanced Level Apprentice - CNC Manufacture, Leignton, Heathfield

Sports Fisheries and Aquaculture, Sparsholt University

Civil Engineering (University of Exeter - deferred entry to 2019)

Plymouth University International relations with Politics (firm)

Advanced Level Apprenticeship - SWW.

Royal Naval Apprenticeship - Engineer

Health and Social Care (Level 3 SDC) leading to university in 2019.

Higher Level Apprenticeship in Civil Engineering with Devon Council Council (bridge)


Gatsby Benchmark

Good career guidance is critical if young people are to raise their aspirations and capitalise on the opportunities

available to them. In 2013 we commissioned Sir John Holman to research what pragmatic actions could improve

career guidance in England and subsequently he developed the Good Career Guidance Benchmarks.

Every young person needs high-quality career guidance to make informed decisions about their future. Good career

guidance is a necessity for delivering technical education reforms and is a vehicle for social justice: those young

people without social capital or home support suffer most from poor career guidance. Yet, despite its importance,

career guidance in English schools has often been criticised for being inadequate and patchy.

Gatsby Benchmark – Progress towards the “Gold Standard” of high-

quality career guidance.

%

Achieved

Dec 2019

% Achieved May

2019 Progress

1

Every school and college should have an embedded

programme of career education and guidance that is

known and understood by pupils, teachers, governors and

employers. 77 100 -23

2

Every learner, and their parents, should have access to

good quality information about future study options and

labour market opportunities. They will need the support

of an informed adviser to make best use of available

information. 60 100 -40

3

Advice and support should be tailored to the needs of

each learner. Keeping good records of learners and their

destinations after school will help. 100 100 0

4

Careers and enterprise education should be part of and

included in a learner's standard lessons, linking curriculum

to real-world career paths. 91 87 4

5

All learners should have encounters with employers and

employees that result in a better understanding of the

workplace and the potential career paths open to them. 88 100 -12

6

It's important for learners to experience the workplace

environment to understand the context in which they

could one day be working. 75 87 -12

7

Careers provision should cover further and higher

education as well as potential professions. Learners

should have encounters with these organisations whilst at

school. 66 91 -25

8

Every learner should have opportunities for guidance

interviews with a career

adviser, who could be internal or external, provided they

are trained to an

appropriate level. 40 37 3

Appendix 4: Actions towards 100% Gatsby Benchmark provision – 15/01/2020


Employer Engagement Officer - Impact

In October 2019, Katie Schneider was appointed as the administration support for developing our Employer

Engagement. Her work to strengthen

relationships with employers has provided

students with further exposure to local

industry and has given rise to a number of new

partnerships that will enable students to

experience meaningful and valuable

connections with industry. Events such as the

business breakfast (Appendix 1 – Business

Breakfast 07/11/2019) illustrate the impact of

her work in establishing and strengthening

relations with industry.

Unifrog “Intentions” are completed by students

in year 10 to 13 and give an indication of the aspirations of students and their area of interest. A report of this

gives Katie a starting point for making connections with employers for work experience and other interactions such

as mentoring, 1:1 support and curriculum connections.

Employer Engagement Officer with Engineer of the Term, Harry T


South Devon UTC

Employer Engagement 2019_20

Recruitment Connected Employers

National

Initiatives

Event Start Date

Results Day 2019 15/08/2019

New Student Induction Day 03/09/2019

International Day of Democracy (sunday) 09/09/2019

International Day of Peace 20/09/2019

Environment Day 2019 - Environment Agency 26/09/2019

National Poetry Day 04/10/2019

World Space Week 07/10/2019

Open Event 1: World Space Week 08/10/2019

Re-Start A Heart Day 16/10/2019

Business Breakfast 07/11/2019

Wear BLUE DAY for Anti-bullying 08/11/2019

Open Event 2: STEM Careers 28/11/2019

CAKES 4 COMMANDOS! 28/11/2019

International Aviation Day 06/12/2019

Christmas Jumper Day 13/12/2019

Celebration Awards Ceremony (GCSE/A Level Certificates) 07/01/2020

Open Event 3: Women and Girls in Science Day 06/02/2020


International Women and Girls in Science Day 11/02/2020

Open Event 4: World Engineering Day 2020 04/03/2020

Science Week 09/03/2020

Downs Syndrome Awareness Day 20/03/2020

World Water Day (Sunday) 23/03/2020

National Richter Scale Day (Saturday) 24/04/2020

National Volunteers Week 04/05/2020

Start Here: Go Anywhere - Destinations Information Evening 13/05/2020

Open Event 5: World Environment Day 05/06/2020

World Environment Day 05/06/2020

Year 13 Leavers BBQ 19/06/2020

Women in Engineering Day 23/06/2020

Junior Leaders Field Gun Challenge 28/06/2020



Employer Partner Interactions

Royal Navy Affiliation

The unique feature of the University Technical College is its mission in

enabling students to be business and employer ready through the

provision of a professional technical education. At South Devon UTC

we have an extensive programme of work placement and experience

provision through our partner industries and our growing business

network links, which has seen a steady increase in the number of

students transfer straight from learning to industry as a result of this

experience, gaining them degree course and apprenticeship

placements that enable them to continue to learn and develop in

their new careers.

With the curriculum, we have taken employer engagement further,

by engaging industry to support the direct delivery of the curriculum,

not just in the classroom, but also in the workplace. This is typified by our approach to the delivery of the BTec

Level 3 Diploma in Engineering, which students take in KS5, up to triple diploma (3 A-level equivalents), or in

combination with A Levels in Mathematics and/or Science.

The approach has been pioneered in partnership with the Royal Navy, starting with the delivery of the Fluid Power

(Pneumatics and Hydraulics) module of the BTec syllabus. The Royal Navy’s UTC/STEM outreach teams have

access to the Festo Pneumatic Simulators used in a variety of engagement tasks. This equipment has been used

with us in the workshop at the College to support the direct delivery of the syllabus. Over the course of a day,

students work in small groups with experienced Royal Navy and Royal Marines hydraulics-trained technicians. The

day starts with revision of health and safety, which students have completed as a previous assignment prior to

working on live pressurised equipment. Through a series of increasingly challenging design and build scenarios, the

students explore the full range of components and use their knowledge to produce working solutions to set tasks.

These are supported using the industry-standard ‘FluidSim’ design software; ensuring they use a project/design

approach to problem solution and delivery.


The day culminates in the design and build of a

landing gear simulation for an aircraft. This requires

sequential operation of both doors and landing

gear, interlocked for safe, assured operation – i.e.

the landing gear should not be lowered until the

door is confirmed to be opened! This not only gives

the students a much better understanding and

subject knowledge, it also serves to complete

related objectives and assignments of the BTec

syllabus.

To build on this, the final assignment of the module is again delivered with Royal Navy support and facilitation; but

this time in the workplace. This assignment covers the maintenance, commissioning, testing and operation of fluid

power systems. To cover this, the students spend a day onboard a Warship in HM Naval Base Devonport,

maintaining and operating systems alongside skilled experienced technicians and system practitioners. This year

students spent the day onboard HMS BULWARK, working on her hydraulic magazine doors and side ramps.

Overall, 75% of this module is delivered directly with

industry support and engagement. With the industry

concerned, it is a symbiotic relationship: for us and the

student, it provides a much more realistic and engaging

subject, and makes the curriculum much more interesting

and enjoyable, as well as potentially opening up career

opportunities either in the sector or more specifically with

the Royal Navy. For the Royal Navy, it serves both as a

valuable recruiting tool, but also to keep in touch with

students who are interested in Naval careers. For all

students, it gives them realistic contact and engagement in a

business and work environment, and in this case, an

appreciation of the role of our Armed Forces as part of the

promotion of wider British Values. But perhaps, above all, it

makes the curriculum fun!

Tom Rutley is 1 of 18 apprentices on the R.N. Accelerated Apprenticeship programme. He has recently updated the

college on his progress through his training.


Resources

Careers and Enterprise Company

Youth Social Action Toolkit Youth social action refers to activities that young people do to make a positive

difference to others or the environment. There are lots of ways in which young people can take practical action to

make a positive difference. It can take place in a range of contexts and can mean formal or informal activities.

These include volunteering, fundraising, campaigning and supporting peers. Teachers, employers, parents and

other members of the community can all support youth social action.

Resources:

https://www.gatsby.org.uk/education

SEND Gatsby Benchmark Toolkit

Local Enterprise Partnership – Heart of the South West

The Heart of the South West Careers Hub is one of 33 Careers Hubs in the UK, established in collaboration with The

Careers and Enterprise Company to help transform careers education for young people around the country. The

HotSW Careers Hub is delivered by the Heart of the South West (HotSW) LEP, and operates in the HotSW area of

Devon, Somerset, Plymouth and Torbay.

The HotSW Careers Hub currently comprises 60 local secondary schools, colleges and FE institutes working together

with employers, universities and career professionals to deliver the Gatsby Benchmarks and ensuring that careers

outcomes are improved for all young people.

The Government’s Careers Strategy has been promoted nationally to support schools in implementing better

career and enterprise provision for young people, but we need businesses, innovators and industry experts to work

with us and secondary schools, to help make this happen.

https://www.careersandenterprise.co.uk/give-an-hour

Unifrog

Career Pilot

Key Stage 5: https://www.envision.org.uk/get-involved

Youth Social Action Toolkit and Case Studies

schools-fail-to-find-work-experience-for-1-3-of-pupils/

https://www.careersandenterprise.co.uk/

https://www.gatsby.org.uk/education

https://heartofswlep.co.uk/news/enterprise-adviser-network-celebrates-continued-funding/


https://www.envision.org.uk/what-we-do/programmes/community-apprentice

https://schoolsimprovement.net/schools-fail-to-find-work-experience-for-1-3-of-pupils/


Post 16 Learner Programme

Academic and Technical Development

The college 2019/20 offers A Levels in Biology, Chemistry, Physics and Maths with Applied General

qualifications: BTEC Level 3 Engineering Diploma, BTEC Engineering Level 3 Extended Diploma, BTEC

Level 3 Extended Diploma in Applied Science. Academic type qualifications the Extended Project

Qualification and Level 3 Certificate in Mathematical Studies are currently also an option.

Technical Baccalaureate

The TechBacc measure recognises the achievement of

students taking advanced (level 3) programmes which

include a DfE approved Tech Level, level 3 maths and

extended project qualifications. Students who achieve

the three component qualifications included in the

TechBacc measure will be equipped with specialist

knowledge and skills, enabling entry to an

Apprenticeship or other employment, or progression to

a related higher education course.

In some cases, Tech Level qualifications provide a ‘licence to practise’ or exemption from professional

exams. TechBacc programmes that are equivalent to or larger than four A levels in size will be eligible for

a 10% uplift in funding.

Appendix

Appendix 1: Business Breakfast – 7th November

Objective: To raise awareness of understanding of the nature of our Technical, Academic

and Vocational STEM developments.

Organisation Delegate (s)

Network Rail

Impact

• Establish relationship to support the future workforce requirements in Engineering for the Dawlish

Coastal Defense Scheme

• Aiming to provide facilities for Network Rail Consultations in South West

• Develop connection with Geography (Susan Tilsley)

Exeter University

Impact

• Confirmed input to CAIG programme raising awareness of Degree level Apprenticeships in Engineering

and Digital (presentation to students – 28th November 2019)


• Confirmed presence at the STEM Careers Open Event on the 28th of November. Potential input from

Exeter University/Lang O’Rourke Alumni (Zach Harrison) - ALH to firm up.

•

Hy-Pro

Impact

• Re-kindle partnership (previous links in 2015/16) – BTEC Level 3 Hydraulics curriculum link.

• Work Experience

LSN Architects

Impact

• Feed high-calibre candidates for work experience

Centrax Gas Turbines

• Introduction to HR point-of-contact at Centrax

• Familiarisation with setting.

• Continue to refine work experience format (2 students, 1 per month)

Willmott Dixon

Impact

• CAIG information event planned to share information about management trainee programmes in the

construction industry

• Connection to strengthen work experience programme.

ROA

Katie Schneider to advise.

Michael J Watts Consultant

Impact

Connection with Science team in order to implement aquaponics project.

Appendix 2: Heart of the South West Economic Growth Data


Appendix 3: South Devon UTC Employer Contacts

South Devon UTC Employer Directory

ABP South West

Action Coach

AECOM Ltd

AECS

Amtek Plastics UK

Ark in the Park

Army Outreach Liasian

Ashwoods

Bailey Partnership

BenBow Group

Blue Screen IT

BNI

Brite Service Ltd

Capital Air Ambulance

Carpenter Oak Ltd

Centrax

CGON

Dart Valley System

Denford

Dormer & Pramet

Ecomotus

EDT Industrial Cadets

EDT Industrial Cadets

Education & Employers.org

EEF The Manufactures Org

Environment Agency

Exeter Science Park

ExiST Group

Forgeway Ltd

GM Cochworks

Hannahs Seale Hayne

Harrier LLC

Helleman Tyton

Hi-tec and digital SDC

https://www.abports.co.uk/

https://www.actioncoach.com/

https://www.aecom.com/

https://www.amtekplastics.co.uk/

http://www.arkinthepark.co.uk/

https://www.army.mod.uk/who-we-are/our-schools-and-colleges/schools-colleges-liaison/

https://ashwoodselectricmotors.com/

https://www.baileypartnership.co.uk/

http://benbowgroup.co.uk/

https://www.bluescreenit.co.uk/

http://bnidevonandcornwall.co.uk/en-GB/index

https://www.briteservices.co.uk/

https://capitalairambulance.com/

https://carpenteroak.com/

https://centraxgt.com/

https://dartvalley.co.uk/

http://website.denford.ltd.uk/

https://www.dormerpramet.com/en-gb/pages/default.aspx?country=gb

http://www.ecomotus.co.uk/

https://www.industrialcadets.org.uk/

https://www.makeuk.org/

https://www.gov.uk/government/organisations/environment-agency

https://www.exetersciencepark.co.uk/

https://www.exist-group.com/

https://forgeway.com/

https://www.gmcoachwork.co.uk/

http://www.discoverhannahs.org/

http://www.theharriergroup.com/

https://www.hellermanntyton.co.uk/

https://heartofswlep.co.uk/projects/south-devon-college-hi-tech-centre/


Hymec Aerospace

Interserve

Investment Casting Systems

Linden Homes

Mare and Foal Sanctury

Masons Kings

MB Aerospace

MMK Engineering

NAS

Neats and Cleats

PE Services 4x4 centre

Plymouth Uni Electron Microscopy

Prospects

Puffing Billy Cycles

Puffing Billy Cycles

RAF Outreach S.Wales & SW

Redrow Homes Westcountry

Regional and City Airports

Royal Aeronautical Society

Royal Navy

SCOMIS

Sherwoods Building Services

Sibelco

Sibelco

Solarplicity

South Hams DC

South West Water

Spirent

SRA Developments Ltd

STB Property Maintenance

STEM Ambassador CSW

Strata Solutions for Government

Teignbridge DC

Teignbridge Propellers

UK Hydrographic Office

UX2

Valeport Ltd

http://www.hymec.net/

https://www.interserve.com/

https://www.castingsupportsystems.com/

https://www.lindenhomes.co.uk/developments/houses-for-sale-south-west

https://www.mareandfoal.org/

https://www.masonskings.co.uk/

http://www.mbaerospace.com/

http://www.mmkengineering.co.uk/

https://www.yell.com/biz/pe-services-4x4-ltd-newton-abbot-4338794/

https://puffingbillycycles.com/

https://www.redrow.co.uk/promo/west-country

https://www.rca.aero/

https://www.aerosociety.com/

https://www.scomis.org/what-we-do/

https://www.sherwoodsonline.co.uk/

https://www.sibelco.com/

https://solarplicity.com/

https://www.southwestwater.co.uk/

https://www.spirent.com/careers

https://cswenterprise.co.uk/services/stem/stem-ambassadors/

https://strata.solutions/

https://www.teignbridge.gov.uk/

https://teignbridge.co.uk/

https://www.gov.uk/government/organisations/uk-hydrographic-office

https://ux2.co.uk/

https://www.valeport.co.uk/


Wales & West Utilities

Westcountry Personnel

Westcountry Tool Co. Ltd

WMS Squire Ltd

Yeo Valley NA

YMT Technologies

https://www.wwutilities.co.uk/

http://westcountry-services.co.uk/project-management

http://wcti.co.uk/

https://wmssquire.co.uk/

https://www.yeovalley.co.uk/come-and-visit-us/

http://www.ymtltd.co.uk/


Appendix 4: Careers Development Plan: Actions towards eight Gatsby benchmarks of Good Career Guidance

Gatsby Self-Assessment Actions – meeting with Caroline Stanmore, Heart of the South West | Careers and Enterprise Company – 14/01/2020

Benchmark Action Notes

1. A stable careers programme

ALH to publish careers plan on website to ensure access for parents.

ALH to explore features of Tracker Tool on https://compass.careersandenterprise.co.uk/dashboard

2. Learning from career and

labour market information • LMI in a box from Careers Pilot (Parentzone) published on website.

• ALH to remind parents of Unifrog resources LMI in a Box

• Parental access to online careers resources – ALH to publish on web

• Share careers guidance planning resource with parents prior to 4th Feb work ready day.

•

3. Addressing the needs of each pupil

Vulnerable pupils – notification of 1:1 consultation with Rachel Bolt, CSW – Katie Schneider to issue

appointment times (5th and 6th February 2020).

ALH - destination data to Royal Navy

Ensure GDPR compliance when tracking year 14 destinations.

4. Linking curriculum learning to careers

CS to send list of employers to ALH for subject teachers to request careers-leads to support subjects not

currently receiving good support from employers. Identify opportunities to engage careers leads


5. Encounters with employers and employees

“Heart of the South West STEM Day” a. ALH to prepare summary of objectives.

b. Distribute by e-mail to CS in order to collect “Expressions of Interest” from local employers and firm up format of the day to Neil Blaney (for sharing with Bradley Barton) and yourself.

c. 4 x STEM workshops – use of Dyson resources or other activities – employer-led.

d. ALH to explore date for Network Rail visit – use of model as one workshop.

e. Wider employer presence through exhibition stands on the top floor – HSW (Caroline) to explore

further once format e-mailed by ALH

f. Year 10/12 involved in support and facilitating the day.

https://heartofswlep.co.uk/about-the-lep/strategies-and-priorities/heart-south-west-careers-hub/

https://compass.careersandenterprise.co.uk/dashboard

https://www.careerpilot.org.uk/adviser-zone/lmi-in-a-box-g-2/heart-of-the-south-west-by-sector



6. Experiences of workplaces

KSH – posters from Labour Market Information in a box displayed

ALH to produce case studies of destination data

CS attend 4th Feb Work Ready day and produce case study.

7. Encounters with further and higher education

Baker Clause

1. Follow-up e-mail by CS to remind Careers Leads to book in… I checked again and there are three

attendees yourself, Olivia Shilabeer and Jacob Coburn.

2. ALH to prepare letter of invitation to those who do not attend asking for invitation to present. – actioned

28/01/2020

`

8. Personal guidance Report of Unifrog usage.

Other Big Bang Fair stand – ALH to establish possible shared stand with PUTC and wider RN UTC Affiliated UTC’s

Plymouth UTC

Share Heart of the South West STEM day planning ideas – possible collaboration


References

Allen-Kinross P (2018) ‘Schools falling short of new DfE rules on career guidance’, FE Week.https://feweek.co.uk/2018/09/14/schools-falling-short-of-new-dfe-rules-on-careerguidance/

Burke J (2018) ‘Baker clause update: DfE gears up to start ‘direct intervention’ as minister encourages providers to grass on schools’, FE Week. https://feweek.co.uk/2018/08/07/

baker-clause-update-dfe-gears-up-to-start-direct-intervention-as-ministerencourages-providers-to-grass-on-schools/

Department for Education [DfE] (2017) Post-16 Skills Plan. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536043/Post-

16_Skills_Plan.pdf

Department for Education [DfE] (2017a) Careers strategy: making the most of everyone’s skills and talents https://assets.publishing.service.gov.uk/government/uploads/

system/uploads/attachment_data/file/664319/Careers_strategy.pdf

Department for Education [DfE] (2018) ‘Careers guidance and access for education and training providers: Statutory guidance for governing bodies, school leaders and school

staff’, guidance document. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/748474/181008_schools_statutory_guidance_final.pdf

Department for Education [DfE] (2018a) ‘New T Levels mark a revolution in technicaleducation’, news article. https://www.gov.uk/government/news/new-t-levels-mark-arevolution-

in-technical-education

Department for Education [DfE] (2018b) Introduction of T Levels. https://www.gov.uk/government/publications/introduction-of-t-levels/introduction-of-t-levels

Department for Education [DfE] (2018c) ‘Participation in education, training and employment: 2017’, dataset. https://www.gov.uk/government/statistics/participationin-education-training-and-

employment-2017

GTI media (2015) Parental influence: The key role played by parents in their children’s decision about routes and pathways post-18. https://www.accesshe.ac.uk/yYdIx0u7/Parental-Influence-Report-

2015-FINAL-1-JULY-00000003.pdf

House of Commons (2016) Careers education, information, advice and guidance, Subcommittee on Education, Skills and the Economy.

https://publications.parliament.uk/pa/cm201617/cmselect/cmese/205/205.pdfLong, R and Bolton, P (2017) UniversityTechnical Colleges, House of Commons, Briefing Paper no. 07250.

https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7250

Milton A (2018) ‘For Careers Week, all pupils should learn about vocational routes’, FE Week,https://feweek.co.uk/2018/03/05/for-careers-week-all-pupils-should-learn-aboutvocational-

routes/

Ofsted (2018) ‘School inspection handbook’, guidance document.https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/730127/School_inspection_handbook_section_5_270718.pdf

Robertson A (2018) ‘Baker Clause: MATs failing to meet new rules’, Schools Week.https://schoolsweek.co.uk/baker-clause-mats-failing-to-meet-new-rules/

UK Government (2015) ‘16 to 19 Funding: How it works’, webpage. https://www.gov.uk/guidance/16-to-19-funding-how-it-works#student-numbers-element

UK Government (2016) Report on the Independent Panel on Technical Education,Independent Panel on Technical Education.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536046/Report_of_the_Independent_Panel_on_Technical_Education.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/748474/181008_schools_statutory_guidance_final.pdf

https://www.gov.uk/government/publications/introduction-of-t-levels/introduction-of-t-levels

https://www.gov.uk/government/statistics/participationin-education-training-and-employment-2017

https://www.gov.uk/government/statistics/participationin-education-training-and-employment-2017

https://www.accesshe.ac.uk/yYdIx0u7/


UK Government (2016a) ‘The Technical and Further Education Bill: Factsheet’, guidancedocument. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/563497/Technical_and_Further_Education_Bill_

factsheet.pdf


Appendix 5: ASK Apprenticeship Programme

Documents

South Devon UTC · T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx The Context The UK engineering sector is at the heart