Teachers
Work Experience WebView - WebView is an on-line database of work experience opportunities for students in Milton Keynes. If you would like access to Webview, please contact Claire Stackpoole on 01908 209940
Work-related learning is a requirement for all Key Stage 4 students, and will motivate many to listen carefully and follow instructions. For most, work experience is a profound learning experience – for some it’s their first taste of adult responsibility and nearly all get a positive Employer’s Report. Our job is to help you develop students’ employability skills, through work-related learning and enterprise education, and to work with employers to ensure your students’ safety in the workplace. You are the experts on student learning, so your feedback is important to us. We aim to respond to your ideas for improving our support of school-based learning, and to help you meet up with employers and develop your own learning about working life outside school.
Work-related learning
Adapted from the Work-related Learning Guide, published by the Department for Children, Schools and Families, ISBN: 978-1-84775-166-9, www.dcsf.gov.uk/14-19/documents/work-relatedlearningguide.pdf
Since September 2004, there has been a legal requirement that all students aged 14-16 experience work-related learning (WRL). This is planned activity which uses the context of work to develop skills, knowledge and understanding which will be useful in working life. WRL includes a broad range of activities, from better understanding the economy, through work-related application of the National Curriculum, to careers education.
Statutory requirement
The statutory requirement for work-related learning aims to ensure all Key Stage 4 students have suitable and high quality work-related learning opportunities as part of a broad and balanced curriculum. Work-related learning programmes provided by schools are required to ‘have regard to’ the Qualifications and Curriculum Authority (QCA) guidance. This takes the form of a nine-point framework covering the range of work-related learning opportunities that, together, would deliver the Key Stage 4 statutory requirement. In the context of this framework, schools are responsible for deciding how, and in what form, they provide opportunities for their students to experience work-related learning – the arrangements for each student depending on their personal learning needs. The framework is used by Ofsted as the basis for carrying out its inspections of work-related learning.
The latest version of this QCA framework is titled ‘Economic Wellbeing 11-19: career, work-related learning, and enterprise’. It comprises the same nine elements as the orginal version but the text has been revised to take account of developments including the new secondary curriculum, Diplomas, the Government’s 14-19 reform programme and strategies for enterprise and career education. It covers the 11-19 age range and brings together career, enterprise and work-related learning under the outcome of Economic Wellbeing. The framework allows a high degree of flexibility for schools to take account of their local circumstances and for different approaches to match the needs of individuals and groups of learners. It is also a very useful source of reference for colleges, employers and others involved in planning work-related.
What is Work-related learning?
Work-related learning is about preparing young people for the ‘world of work’ and is an essential part of young people’s education. It has developed rapidly in recent years and many bridges have been built between employers, schools, and Countec EBP, who are all involved in delivering it.
Work-related learning is defined as: planned activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices, and learning the skills for work.
Put simply, work-related learning is FAT - For work, About work, Through work:
• For work is about developing skills for enterprise and employability (e.g. through problem-solving activities, work simulations, and mock interviews).
• About work is about providing opportunities for students to develop knowledge and understanding of work and enterprise (e.g. through vocational courses and careers education).
• Through work is about providing opportunities for students to learn from direct experiences of work including developing the employability skills and ‘can-do’ attitude that employers value. For example, through work experience or part-time jobs, enterprise activities in schools and learning through vocational contexts in subjects.
Underlying aims
Work-related learning aims to:
• develop employability skills;
• provide young people with the opportunity to ‘learn by doing’ and to learn from experts;
• raise standards of achievement;
• increase the commitment to learning, motivation and self confidence of students;
• improve the retention of young people in learning after the age of compulsory schooling;
• develop career awareness and the ability to benefit from impartial information and guidance;
• support active citizenship;
• develop the ability to apply knowledge, understanding and skills;
• improve understanding of the economy, enterprise, personal finance and the structure of business organisations and how they work; and
• encourage positive attitudes to lifelong learning.
Why is work-related learning important?
Young people want to see that their education is relevant to their future working lives. They want to be sure that what they are learning is going to help them become more employable. Work-related learning ‘connects learning with earning’ and, for many, this is a strong motivator.
Learning about work and enterprise is only one aspect of work-related learning. A basic understanding of how the economy works is essential for everyone, including the role of business and financial services within it. Work-related learning helps to develop this understanding.
Many of the skills that are valuable in higher education or future employment can be developed through work-related learning activities. It can help overcome the feelings of low self-esteem and limited aspirations that young people might have by drawing out and letting them use their talents. It can improve motivation and self-confidence.
Developing a better understanding of the labour market and of employers’ needs is also important, as is the need to help young people make better informed decisions about their future learning and career choices.
“…it gave me more
What does work-related learning look like?
All students experience work-related learning at some point in their education – although sometimes they might not know it! They will certainly take part in it during the last two years of their compulsory education (Key Stage 4) because it is a statutory part of the curriculum at that stage. It is also a vital component of the new Diplomas.
Work-related learning is not a subject, in the same way as, say, science is. Rather, it is a way of delivering learning. Many people think of it as just the one or two week work experience placement, but it is much broader range of activities than that. So much so that young people, employers, schools and colleges are always able to find one or more opportunities which appeal to them.
For some students, work-related learning is built into the subjects they are studying and supplemented with additional careers education and work experience. For others, it is distinct element of their learning, for example in the new Diplomas, leading to an applied qualification.
Work-related learning as part of Diplomas
The Diploma is a new qualification which will enable 14 to 19 year olds to progress into employment as well as into college and university. It is designed to provide an excellent learning experience for young people and best meet their needs. The Diploma is an integrated course of study that will allow students to apply their learning in a practical and relevant way and make decisions about what kind of work they want to do. Work-related learning – including but not restricted to a minimum of ten days’ work experience – is a key component of the Diploma structure which puts a strong emphasis on learning by doing. Many parts of the Diploma qualification will be taught in a manner that relates directly to the world of work, an approach which will better prepare students for employment.
Work Related Learning framework
The non-statutory framework sets out the suggested minimum experience for all young people at Key Stage 4. The framework comprises nine elements, which cover the range of learning opportunities that together would deliver the statutory requirement. It also gives suggested minimum provision for each element and outlines what all students should be able to do as a result of their experience.
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Element of provision for all students
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Suggested minimum
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Through this provision students can:
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1. Recognise, develop and apply their skills for enterprise and employability
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Students have the opportunity to develop and apply their skills in at least two work-related activities. Students have at least one opportunity to discuss the skills developed across the whole of their work-related programme.
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· describe and demonstrate the main qualities and skills needed to enter and thrive in the working world
· evaluate the usefulness of a range of employability skills
· assess, undertake and manage risk, and make decisions in conditions of uncertainty
· collect relevant evidence and use it for making decisions
· show leadership, management, drive and self-reliance when working on tasks and in teams
· demonstrate innovative approaches to solving problems.
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2. Use their experience of work, including work experience and part-time jobs, to extend their understanding of work
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Students have the equivalent of at least half a day for debriefing and follow-up of work experience and/or part-time work.
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· give an account (in any medium) of their work placement or part-time job identifying what they have learned about work
· apply some of the learning gained from work experience to their key stage 4 courses and their career planning
· analyse what motivates people for work
· demonstrate an understanding of the main changes happening in the world of work.
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3. Learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the workplace
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Students have at least two curriculum activities that develop their understanding of business and work.
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· outline the main types of business enterprises and the key roles within each
· give examples of employers’ and employees’ rights and responsibilities at work, particularly in relation to equality of opportunity, respect for diversity, and health and safety
· demonstrate a basic knowledge and understanding of a range of economic concepts
· describe some ways that working conditions changed during the last century and give some reasons for the changes.
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4. Develop awareness of the extent and diversity of local and national employment opportunities
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Students undertake at least two tasks that investigate labour market information.
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· explain the chief characteristics of employment, self-employment, unemployment and voluntary work
· recognise the concept of the labour market (local, national, European and global)
· describe the main trends in employment in their local area and relate these to their career plans.
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5. Relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives
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Students undertake activities to develop their skills for career management, including a guidance interview focusing on career progression.
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· collect and use relevant information about opportunities available to them beyond key stage 4
· reflect on and record achievements, abilities, interests and skills and use them to make realistic choices for progression after key stage 4
· access and use an interview with a careers guidance specialist to progress plans
· complete application procedures for work placements, part-time jobs and post-16 opportunities, including preparing a CV and adapting it for different applications
· present themselves well at an interview.
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6. Undertake tasks and activities set in work contexts
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Students use work as a context for learning within the curriculum on at least two occasions,
and record evidence of their learning.
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· explain the relevance of a curriculum subject to the world of work
· demonstrate understanding of work-related language and vocabulary
· analyse how examples of learning within the curriculum can be applied to work contexts.
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7. Learn from contact with personnel from different employment sectors
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Students have direct contact with a minimum of two people from different employment sectors with differing roles and working conditions.
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· describe working practices in different employment sectors
· understand the career motivations and pathways taken by people in different employment sectors
· understand the importance to employers of attitudes, qualifications and skills.
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8. Have experience (direct or indirect) of working practices and environments
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Students use work practices or environments as contexts for learning in the curriculum on at least two occasions and record evidence of their learning.
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· describe (from experience gained through work placements, visits, simulations, videos and so on) the working practices of one type of business compared with another
· describe (from experience gained) the work environment in one type of business compared with another
· describe the main hazards associated with particular types of workplace.
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9. Engage with ideas, challenges and applications from the business world
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Students undertake at least one business challenge, problem-solving or enterprise
activity.
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· know and understand key enterprise concepts
· demonstrate the main enterprise skills, attitudes and qualities
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Source: http://www.qca.org.uk/14-19/11-16-schools/110_2323.htm
Related Subjects
Enterprise Education
Enterprise education is defined as ‘enterprise capability’, supported by ‘financial capability’ and ‘economic and business understanding’.
‘Enterprise capability’ is the ability to:
• handle uncertainty and respond positively to change;
• to create and implement new ideas and ways of doing things, and
• to make reasonable risk/reward assessments and act upon them in one’s personal and working life.
Enterprise capability is a key output of workrelated learning programmes – to be ‘enterprising’ means being creative and innovative, taking risks and managing them, and having a ‘can-do’ attitude and the drive to make ideas happen.
‘Financial capability’ is the ability to manage one’s own finances and to become a questioning and informed consumer of financial services.
‘Economic and Business understanding’ is the ability to understand the business context and make informed choices between alternative uses of scarce resources.
Effective ‘enterprise learning’ takes place in a school, college, community or business setting, where young people are given autonomy to tackle relevant problems or issues that involve an element of risk and uncertainty about final outcomes, as well as reward for resolving them successfully. They are expected to take personal responsibility for their own actions through an ‘enterprise process’ based on the following four-stages:
• Stage 1: Tackling a problem or need Involves generating ideas through discussion to reach a common understanding of what is required to resolve the problem or meet the need.
• Stage 2: Planning the project or activity Involves breaking down tasks, organising resources, deploying team members and allocating responsibilities.
• Stage 3: Implementing the plan Involves solving problems and monitoring progress.
• Stage 4: Evaluating the processes Involves reviewing activities and final outcomes, reflecting on lessons learned and assessing the skills, attitudes, qualities and understanding acquired.
Enterprise is part of work-related learning – it is also a key output from it.
The new secondary national curriculum
The new secondary national curriculum – effective from September 2008 – will enable schools to help all their students to meet the challenges of life in our fast-changing world. The aims of the new curriculum link directly to the outcomes of Every Child Matters. They are to enable all young people to become:
• successful learners who enjoy learning, make progress and achieve;
• confident individuals who are able to live safe, healthy and fulfilling lives, and
• responsible citizens who make a positive contribution to society.
The new national framework for the curriculum guarantees an entitlement for everyone – all maintained schools are required to provide a balanced and broadly-based curriculum that:
• promotes the spiritual, moral, cultural, mental and physical development of learners at the school and within society, and
• prepares learners at the school for the opportunities, responsibilities and experiences of adult life.
All current national curriculum subjects remain, but increased flexibility for schools to build their own curriculum gives teachers greater scope to cater for their local circumstances and to meet the particular needs, capabilities and aspirations of their students – for example, by offering catch up sessions for those who are struggling, especially in English and mathematics, and stretching those with particular gifts or talents. This is very much in keeping with the Government’s ‘personalisation agenda’, which is about:
• taking a structured and responsive approach to each child’s and young person’s learning in order that all are all able to progress, and
• strengthening the link between learning and teaching by engaging pupils – and their parents – as partners in learning.
A common format across subject areas will make it easier for teachers to make connections between subjects and identify cross-curricular themes such as financial capability, diversity and creativity. The new approach will create time and space for teachers to develop a sharper approach to subject study, and help students better understand what they are studying and why.
These features provide a strong platform for the development and integration of work-related learning across the curriculum.
In its 2007 survey of work-related learning in secondary education, the Qualifications and Curriculum Authority (QCA) found that schools considered Enterprise Education to be important for all learners and that there had been a significant increase in provision since its previous survey in 2004. The proportion of schools reporting that they provided activities to develop and apply skills for enterprise and employability for all or the majority of their students had increased to well over 90%.
Personal Health, Social and Economic Development (PHSE)
The new secondary national curriculum introduced two new non-statutory programmes of study into the ‘Personal, Health, Social and Economic Development’ subject area at Key Stages 3 and 4 – ‘Economic Wellbeing and financial capability’ and ‘Personal Wellbeing’.
Work-related learning features strongly within ‘Economic Wellbeing and financial capability’ which:
• brings together careers education, workrelated learning, enterprise and financial capability, and
• provides a context for schools to fulfill their legal responsibility to provide opportunities for careers education at Key Stage 3, and for careers education
Diplomas
A new qualification
17 different Diplomas are being introduced in four phases – between September 2008 and September 2011 – and there are three different qualification levels, which will mean there should be a Diploma qualification to suit just about everybody.
Each phase is subject to a three-year pilot period, which means full implementation of the 17 Diplomas will be achieved by 2014. The phases are shown in the table below:
From 2013, all 16 to 18 year-olds across the country will have an entitlement to work towards one of the 17 Diplomas if they so wish. All of the Diplomas are being developed with employers to ensure they give young people a rounded qualification which will help them to gain the skills and knowledge they need to succeed in work, study and life – whatever they decide to do next. Studying towards a Diploma will help young people to explore options about career directions and to think about whether they want to go on to further study or into a job with training (or both!)
From September 2008: Engineering; Information Technology; Society, Health and Development; Creative and Media, and Construction and the Built Environment.
From September 2009: Environmental and Land-based Studies; Manufacturing; Hair and Beauty Studies; Business Administration and Finance, and Hospitality.
From September 2010: Public Services; Sport and Leisure; Retail Business, and Travel and Tourism.
From September 2011: Humanities; Languages, and Science.
Young people of all backgrounds, interests, abilities and aspirations will benefit from pursuing a Diploma. The range of Diploma qualifications is being designed to be equally suitable for:
• the most able students preparing for demanding university courses;
• young people who find the existing education system does not suit them, and
• those who want to go straight into work after leaving school.
They will appeal, particularly, to those who like to learn in a practical way.
Diploma qualification levels
There are three different levels of Diploma. They are:
• Foundation Diploma – a Level 1 qualification broadly equivalent to five GCSEs grades D-G, which starts in Year 10 or 12 and takes about the same time to do as four or five GCSEs.
• Higher Diploma – a Level 2 qualification broadly equivalent to seven GSCEs grades A*-C, which starts in Year 10 or 12 and takes about the same time to do as five or six GCSEs.
• Advanced Diploma – a Level 3 qualification aimed at those over 16 – in Year 12 or above – which is broadly equivalent to (and takes about the same time to do as) three A levels.
A Progression Diploma will also be available. This is a Level 3 qualification, broadly equivalent to two A levels, which will suit young people who decide they do not wish to complete a whole Advanced Diploma.
A new Extended Diploma will also be introduced – across all of the 17 lines of learning and at each of the three qualification levels – to recognise and reward larger programmes of learning. The key features of this will be:
• At advanced level, the Extended Diploma will provide recognition of the scale and demand of programmes and is expected to be equivalent to around four and a half A levels.
• At Key Stage 4, Extended Foundation and Higher Diploma will recognise achievement of more of the core curriculum – the Extended Foundation Diploma is expected to be equivalent to around 7 GCSEs at grades D to G and the Extended Higher Diploma to around nine GCSEs at grades A* to C.
Opportunities and flexibility
Young people studying towards a Diploma will be based at their school or college, but may have the chance to do some of their learning in other schools, colleges or in an employer’s workplace. This means that in every Diploma discipline, the best teaching and facilities will be accessible to students in their area. Initially the Diploma will be taught in selected partnerships of schools and colleges, until 2013 when all 16 to 18 year olds across the country will be entitled to take any of the 17 Diploma subjects.
In Years 10 and 11, the Diploma involves studying compulsory subjects like English, maths, science and PE alongside opportunities to apply these subjects to practical situations and to develop essential knowledge and skills, such as teamwork, self-management and critical thinking. In addition to learning in the classroom, it includes a variety of work-related learning activities and at least 10 days work experience with an employer.
The Diploma does not train young people to do a particular job and will not in itself make them job ready. However, the flexibility built in to each of the Diploma disciplines is of key importance – it means the Diploma will enhance and not restrict their future options. Diploma qualifications will be valued by employers and universities, because they helped design them to ensure young people have all the skills they need.
Employers – of all sizes and in all sectors – are making a major contribution to the successful introduction and ongoing development of the Diploma by helping to design the content and by working with schools and colleges to ensure young people have suitable and sufficient work-related learning opportunities. It’s important for this to continue – to help the Diploma to fulfil its potential to benefit both young people and employers which will be available in the summer. Information on ‘what good employer engagement looks like for Diplomas’ is included in the DCSF’s new ‘Employer Engagement Handbook’. Employers will benefit from the introduction of Diplomas because they will help young people to gain relevant skills and an understanding of work – this will prepare them better for work and for life and is likely to help reduce employers’ recruitment, training and staff turnover costs.
Training will be given to teachers delivering Diplomas. This will cover both the generic skills they will need to teach Diploma courses and the specific skills required to teach the relevant individual Diploma discipline. There will also be specific training for the teaching of functional skills in English, maths and ICT. A range of supporting materials will be made available online and local and regional networks will be set up to share good practice.
Our Activities
- Work Awareness - guests from world of work visit the classroom to answer student questions about their experience of work
- Work Preparation - business ambassadors support school assemblies and workshops, preparing students for Work Experience, and employers mentor student pairs in 'Equal Choices' work shadowing
- Work Experience - employers supervise student work placements, usually for 10 days
- Enterprise Challenges - business ambassadors lead student group sessions to develop enterprise skills
- Post-16 Options - employers support apprenticeships, Diplomas, A-levels and other further education qualifications with placements and curriculum enrichment activities; also part-time work.
- Reading & Number Partners - mentors from world of work visit primary schools as mentors to read or play number games with children in their lunch hour
- Alternative Education - employers provide full range of employability activities and support for students in Personal Education Centre; iPEC
All our activities are planned to develop positive attitude. All our business partners are carefully selected, briefed and monitored. Our quality assurance comes from the National EBP Network accreditation.
Activities Table
Safety
o How we keep young people safe
o Key Responsibilities
o Work experience placements
o Workplace visits
o Child protection
o CRB checks
o More on Child Protection
o Insurance
o More on Insurance
o Data protection
o More on Health & Safety
How do we keep young people safe during work-related learning?
Countec EBP and its employer partners have an outstanding track record on health and safety and everyone wants to keep it that way. Changes to the curriculum and the new Diplomas mean more work-related learning, greater employer involvement, more contact with different people and more movement of young people between different locations. Keeping young people safe in this environment requires continued careful attention and good management.
Regulations and requirements that must be observed surrounding health and safety, child protection, insurance and data protection. These exist to ensure that young people are protected during their learning, in particular during work experience. They should not be unduly daunting or onerous for schools, colleges and employers who already take their responsibilities seriously and make use of the extensive help and support that is available.
Key responsibilities
Schools have the prime ‘duty of care’ for their students at all times – including times when students are involved in work experience or other off-site work-related learning. Colleges, employers and other training providers have responsibility for the health, safety and welfare of everyone on their premises, including any students who are there or engaged in activities which they organise.
These responsibilities include:
• complying with child protection legislation;
• checking their insurers are aware of the implications of their involvement with work-related learning and, in particular, 14-16 year-old students;
• agreeing and implementing workable attendance, reporting, monitoring and emergency procedures in partnership with the school;
• supporting their staff in adjusting to teaching young people by organising training and establishing workable and effective policies, and
• complying with legislation and good practice on data protection.
Work experience placements
Schools retain a duty of care at all times – in particular, they have responsibility for ensuring:
• placements are vetted by a competent person, and
• their students are prepared and briefed generally about health and safety and understand how to identify hazards and the sort of control measures that can be put in place to reduce the risk of injury or accident.
Most schools use EBPOs to arrange placements with employers and to carry out health and safety checks on placements which the school or their students find themselves. Countec EBP has a contract with the Learning and Skills Council have to promote ‘safe learners’.
All health and safety assessments of employers and their workplaces are required to meet the LSC’s Health and Safety Procurement Standards’ (HASPs).
Students on work experience placements are designated as employees for the purposes of health and safety – employers have the same responsibilities for the health, safety and welfare of students on work placements as they do for their own workforce. This includes compliance with the Health and Safety at Work etc Act 1974, Management of Health and Safety Regulations 1999 and the Working Time Regulations 1998.
According to the HSE, employers’ duties generally include :
• making the workplace safe and without risks to health;
• ensuring plant and machinery are safe and that safe systems of work are set and followed;
• ensuring articles and substances are moved, stored and used safely
• providing adequate welfare facilities;
• giving employees the information, instruction, training and supervision necessary for their health and safety.
Workplace visits
Parents and carers should be informed in writing of any offsite activity or visit unless it is a regular part of the school curriculum which they have already been informed about through the school prospectus or a letter. When organising workplace visits schools retain the primary duty of care.
Employers are responsible for students when they are on their premises or on a site or in a situation where the employer has duties under health and safety legislation and codes of practice, just as they would be for other people. A formal assessment of the risks that might be met on the visit has to be carried out in advance of the visit to identify any risks and, where necessary, identify what actions to take to minimize them. Visits to places where there is an unacceptable level of risk to students don’t take place.
A copy of the guidance on organising educational visits is included in the DfES publication ‘Health and Safety of Pupils on Educational Visits’ (1998), www.teachernet.gov.uk/wholeschool/healthandsafety/visits/
Child protection
Child protection and safeguarding can be a cause of concern for everyone involved in work-related learning, especially during work experience placements. Countec EBP and all its partner schools adhere to guidance covering recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education, to ensure they have effective policies, procedures and practices in place for safeguarding their students.
The care that Countec EBP and its partners has taken in delivering and supporting work experience placements, especially those of a longer duration where young people would be more vulnerable, has meant there have been no reported safeguarding or child protection issues during them.
Criminal Record Bureau (CRB) checks play an important role in child protection. They enable employers to check the backgrounds of candidates who apply for roles that involve working with children or vulnerable adults and to establish whether information is held about them which may make them unsuitable.
CRB checks
When are CRB checks and additional safeguards required?
Additional safeguards and, where applicable, CRB checks are required where one or more of the following conditions is met:
• the placement is for more than one day per week;
• longer than one term in any academic year;
• aimed at children who may be vulnerable (those with special needs or under the age of 16)
• one where the work place supervisor or a colleague will have substantial unsupervised access to the child, because of the nature of the business or
• one which has a residential component.
If any of these conditions apply, additional safeguards should be put in place. As part of those, CRB checks, normally arranged by Countec EBP, are required for any person whose normal duties will include regularly caring for, training, looking after or supervising a child in the workplace. This applies to people who are specifically designated to have responsibility for looking after, supervising or directly training a child or children throughout the placement. Such members of staff should also have some basic child protection training and be aware of their responsibilities set out in ‘What To Do If You’re Worried A Child Is Being Abused’. They must be given details of a person to contact if they have any concerns for a student for whom they are responsible.
Other additional safeguards include:
• School staff or other partners who arrange, vet or monitor the work placements should have training in child protection.
• Employers or training providers hosting students should be asked to endorse a child protection policy or statement of principles.
• School, college, or local authority policies and procedures should define what actions need to be taken by whom and when if any child protection issues are raised, prior, during or after the placement.
• Students should also be given clear advice and a point of contact in the school in case of any problems.
When are CRB checks and additional safeguards not required?
CRB checks and additional safeguards are not necessary (unless any of the other conditions above apply):
• For short-term extended work experience for half a day or a day per week lasting one term or less;
• For visitors who will only have contact with children/ young people on an ad hoc or irregular basis for short periods of time;
• For people who will have contact with children/ young people simply because they are in the same location or as part of their work but will not have regular, unsupervised access to the children/ young people at work;
• For secondary pupils undertaking voluntary work, citizenship or vocational studies or work experience in other schools – in these cases the school placing the pupil should ensure that s/he is suitable for the placement in question.
Where people on short term work experience do have regular, unsupervised access to children/ young people, for example an electrician taking a student from site to site, the situation should be risk assessed.
Employers providing work-related learning should do all they reasonably can to avoid putting young people into a vulnerable position. They should ensure their employees’ relationships with young people on work experience are appropriate to their age and gender, and do not give rise to comment or speculation. Attitude, behaviour and language all require care and thought.
Recent child protection developments include the passing of the Safeguarding Vulnerable Groups Act (2006) and the creation of the Independent Safeguarding Authority (ISA).
More about child protection
The Criminal Records Bureau
The Criminal Records Bureau (CRB) is an executive agency of the Home Office. It was set-up to help organisations make safer recruitment decisions by providing access – through its Disclosure Service – to criminal record and other relevant information to organisations in England and Wales.
CRB checks
A CRB check can provide access to a range of different types of information, such as, information:
o held on the Police National Computer (PNC), including Convictions, Cautions, Reprimands and Warnings in England and Wales – most of the relevant convictions in Scotland and Northern Ireland may also be included;
o held by local police forces and other agencies, relating to relevant non-conviction information;
o from the Government’s Protection of Children Act List (PoCA), where applicable;
o from the Government’s Protection of Vulnerable Adults List (PoVA), where applicable, and
o held by the Department for Children, Schools and Families (DCSF) under Section 142 of the Education Act 2002 (a list of people considered unsuitable for work with children – known colloquially as List 99), where applicable.
The CRB offers two types of check – Standard and Enhanced. Standard CRB checks are made for a wide range of positions of trust including positions in the Civil Aviation Authority, the Financial Services Authority, accountancy, as well as vets, registered foreign lawyers, judges and others working in courts and some of those working in the RSPCA. Enhanced CRB checks are for posts involving a far greater degree of contact with children or vulnerable adults, such as teachers for example. In general, the type of work will involve regularly caring for, supervising, training or being in sole charge of such people. Enhanced CRB checks contain the same information as Standard CRB checks but with the addition of any locally held police force information considered relevant to the job role, by Chief Police Officer(s).
Further information can be found at: www.crb.gov.uk, www.teachernet.gov.uk/childprotection/guidance.htm
Insurance
Injuries and damage to or loss of property during work-related learning are quite rare but it is important for schools and colleges to ensure appropriate insurance arrangements are in place, particularly for students on work experience placements and workplace visits.
The main risks are:
• injury to: students; others on the premises (employees, visitors, customers, etc); others who are not on the premises (including customers and members of the general public);
• damage to, or loss of, property belonging to: employers; and others (e.g. students, customers).
A link to the guidance document ‘Safeguarding Children and Safer Recruitment in Education’ can be found at: www.everychildmatters.gov.uk/resources-and-practice/IG00175/
The good news is that these main risks should be covered by normal employer insurance arrangements. Most employers carry insurance policies that cover most risks arising from work experience and other visits, provided that the work experience is in accordance with the normal business practices of the employer. Any injuries caused to employees or students, provided they arise out of activities undertaken in the employer’s name, should normally be covered by the employer’s Public Liability policy or Employer’s Liability policy.
Damage to the employer’s property may be covered by the employer’s material damage policy. Damage to anyone else’s property on the premises should normally be covered by the employer’s Public Liability policy. Schools and colleges should nevertheless satisfy themselves that work-related learning activities involving employers are checked for insurance
issues – suitable and sufficient insurance cover should never be assumed.
More about insurance
Insurance and work experience
The range and level of insurance cover provided by schools themselves and/or local authorities varies widely. All local authorities should all have insurance policies to cover negligence on the part of their own employees. They may also have personal accident insurance to cover accidents to students when they are on work experience where no negligence can be proved. The Association of British Insurers (ABI) has issued the following guidelines:
1. The principal risks, which may arise as a result of work experience and other visits are:
a. Injury to the students themselves;
b. Injury to others on the premises (employees, visitors, customers, etc);
c. Injury to others who are not on the premises (including customers and members of the general public);
d. Damage to, or loss of, employers’ property;
e. Damage to, or loss of, other property (e.g. the student’s or a customer’s property).
2. Most employers will carry insurance policies that cover most risks arising from work experience and other visits, provided that the work experience is in accordance with the normal business practices of the employer. Employers’ Liability insurance covers the employer’s liability in respect of work-related injuries to employees. This insurance is compulsory by law. The Health & Safety Executive guidance on employers’ liability provides further useful information: www.hse.gov.uk
3. Policies must provide cover of at least £5 million per occurrence, although most policies cover up to £10 million. Policies normally cover all conventional employees, contract, casual and seasonal staff as well as temporary staff, including workplace students. Public Liability insurance provides cover for injuries to the public or damage to, or loss of, their property. The term ‘public’ means anyone other than an employee, so it includes students on work experience, volunteers, activity participants, spectators and visitors. Typically, policies offer cover of between £2 million and £5 million.
4. The Association of British Insurers (ABI), the British Insurance Brokers Association (BIBA),
and Lloyd’s of London have agreed that, as a matter of convention, students of work experience placements should be treated as employees for the purposes of insurance against bodily injury (that is, they will always be covered by the Employers’ Liability policy).
5. Student injury arising from other visits would normally be covered by the employer’s Public Liability policy. Any injuries caused to employees by students on work experience should normally be covered by the Employers’ Liability policy.
6. In summary, any injuries caused to employees or students, provided they arise out of activities undertaken in the employer’s name, should normally be covered by the employer’s Public Liability policy or Employer’s Liability policy.
7. Damage to the employer’s property may be covered by the employer’s material damage policy. Damage to anyone else’s property on the premises should normally be covered by the employer’s Public Liability policy.
Notification of Risk
8. Employers should notify their insurers of the sorts of activities which students will undertake if those activities are onerous or different from the normal business activities of the employer. In these circumstances employers should make sure they obtain written confirmation that the risk has been accepted.
Placements lasting longer than two weeks
9. There has been some concern that employers’ insurance policies may not cover students on longer work placements. The agreement referred to above (Para. 3) was based on the assumption that placements will last for about two weeks. However, in the light of new measures to motivate disaffected young people through extended work experience, the Department for Children, Schools and Families (DCSF) contacted the ABI to discuss the insurance implications of longer placements. The ABI has confirmed that there should be no problem with extended work experience placements.
10. Longer attachments, including those associated with NVQs or GNVQs, will inevitably call for more detailed information. In those cases, employers are advised to submit all the details set out in the form shown at Annex A of the DCSF guidance (although whether or not the form itself is used is a matter for the employer). Even if the activity is likely to be recurring, it should be enough to inform the insurer on one occasion. There may be some adjustment to premiums, but it is still likely to be very small in relation to the overall size of the premium.
11. Work experience organisers are not expected to check the fine print of employers’ insurance policies but they should check, in broad terms, that relevant cover is in place. Organisers are recommended, in advance of placements, to ask employers to complete the checklist reproduced at Annex B of the DCSF guidance,or an equivalent.
For more information about insurance see:
• ‘Work Experience: A guide for secondary schools’ (SPD/WES/01/02/02)
• ‘Work Related Learning and the Law’ (DfES/0475/2004)
• ‘Work Experience and the Law: the essential guide for central organisers, employers, schools and colleges’ (Anthony Johns with Andrew Miller)
Data protection
Schools need to share relevant information about students with colleges, employers and training providers to help them to make decisions about appropriate forms of work-related learning activity and aspects such as health and safety. Information about students might also be collected through employer assessment and student evaluation forms and on visits made to students who are in placements. The disclosure of personal information collected before, during and after work-related learning is covered by the Data Protection Act 1998. This Act regulates how personal information is used – it provides a common-sense set of rules which prohibit the misuse of personal information without stopping it being used for legitimate or beneficial purposes. It is important that these rules are not overlooked.
More information about the Data Protection Act 1998 is available at www.ico.gov.uk/Home/what_we_cover/data_protection.aspx
More about health and safety
‘Safe learner’
Safe learners’ are learners who, through the quality of their learning experience:
• gain an understanding of the importance of health and safety, and
• understand how hazards are identified, risks are assessed and the principles of control measures, and develop a set of safe behaviours, so that they play an active part in the process and acquire practical, transferable skills from their experience.
Health and Safety at Work etc Act 1974
The Health and Safety at Work etc Act 1974, also referred to as HASAW or HSW, is the primary piece of legislation covering occupational health and safety in the United Kingdom. The Health and Safety Executive is responsible for enforcing the Act and a number of other Acts and Statutory Instruments relevant to the working environment.
Health and Safety Procurement Standards (HASPs)
HASPs were introduced by the Learning and Skills Council to provide clarity, ensure consistency and avoid the wasteful duplication that could otherwise arise if different schools, colleges, EBPOs, and training providers all carried out health and safety assessments on the same employer/workplace.
Management of Health and Safety Regulations 1999
This is an important piece of legislation for health and safety issues relevant to work experience. Detailed advice for employers and schools is set out in two HSE publications:
• Young People At Work – A Guide for Employers HSG165 (2000), and
• Managing Health and Safety on Work Experience – A Guide for Organisers HSG1999 (2000)
Working Time Regulations 1998
These regulations regard a young person who is a trainee on work experience – and who is above the minimum school leaving age but under 18 – to be a ‘young worker’. The Regulations set parameters for working hours and rest breaks and can affect students on work experience placements such as in the leisure industry where working hours and attendance
times vary considerably.
Awards
INVESTORS IN EDUCATION 2009 AWARDS
In July we celebrate the achievements of young people, employers and staff, at our Investors In Education Awards ceremony, which attracts over 200 guests to the Ramada Encore Hotel, Central Milton Keynes. The event recognises the achievements of students and acknowledges businesses support for education.
The awards ceremony is the culmination of the academic year and the winners are selected from over 3000 students and a volunteer workforce of 1000 business partners. It reflects the success in all Countec EBP project work areas including Work Experience, Work-Related Learning, Citischool and Equal Choices. This is an opportunity to recognise student achievement resulting from participation in Countec EBP’s activities, and also the business support which contributed to this success.
Student Award for Outstanding Achievement on Work Experience – standard placement
Awarded to the individual student who has gained the most from their experience either in terms of personal development, or in relation to their course of study through a one or two week block placement.
Sponsor – Milton Keynes Dons Sport and Education Trust; Marc Collier, Coaching Development and Delivery Manager
Winner – Hafiz Hosaini, Stantonbury Campus
Student Award for Outstanding Achievement on Work Experience – extended placement
Awarded to the individual student who has gained the most from their experience either in terms of personal development, or in relation to their course of study through an extended placement
Sponsor - Ramada Encore Hotel, Central Milton Keynes; Ilhan Kose, General Manager
Winner – Craig Stear, Sir Frank Markham
Employer Award for Outstanding Work Experience Supervision
Awarded to the host company demonstrating sustained commitment and engagement in the employability development of young people during work experience placement(s).
Sponsor - thecentre:mk; Robert Goodman, Centre Director
Winner – Astonlee Veterinary Surgery, Tom Loseby
Young Apprentice of the Year - Year Groups Performing Arts and Art and Design
Awarded to the individual student demonstrating significant achievement throughout the combined YA programme involving both Work Experience and Enterprise learning in school.
Sponsor - FSB and Employer Engagement sub group, 14-19 Partnership; Alan Banks, Chair
Winner – Justin Sanderson, Stantonbury Campus
Equal Choices Outstanding Commitment – Host Company
Awarded to the host company who have demonstrated outstanding commitment and engagement throughout the E=C programme.
Winner – Employer - Buckinghamshire Fire & Rescue Service; Christine Duncan, Partnership Manager
Equal Choices Outstanding Achievement - Student
Awarded to the individual student who has demonstrated significant achievement and outstanding learning throughout the E=C programme.
Sponsor –, Milton Keynes College; Julie Mills, Deputy Principal
Winner – Student - Mevish Iqbal, Radcliffe School
Alternative Education Student of the Year – Year 10 + Citischool
Awarded to the individual student demonstrating outstanding attendance and learning progress.
Sponsor - Buckinghamshire Fire & Rescue Service, Colin Carswell
Winners - Jordan Sturges, Sophie Greenslade and David Fensome
New for 2009 - The Young Enterprise Achiever of the Year Award
Awarded to the student that has accomplished the most for his or her team. They will have shown great aptitude over the last year as a director of a business in the Young Enterprise Company Programme.
Sponsor - Midsummer Place Shopping Centre; Martin Hindson, Centre Director
Winner – Panuja Vasantharasan, Chair of Loose Marbles
New for 2009 - STEM Ambassador of the Year
The STEM Ambassadors programme enables volunteers who work at all levels in science, technology, engineering or maths (STEM) to link with schools to inspire & support pupils and teachers. This award goes to the STEM Ambassador in MK who has done the most this year to show young people how STEM skills can help them to achieve their potential.
Sponsor - The Open University; Stephanie O'Halloran, Staff Placement Manager, Human Resources Development
Winner – Lyndsey Shaw-Greening, freelance Science Communicator, organising the MK Science Festival
New for 2009 – The Diploma in construction and the Built Environment Student + Employer of the Year
To recognise outstanding student achievement and employer contribution
Joint Sponsors – Mansell Construction Services Ltd, Fiona Gush, Education Liaison Officer & MK Building Control, Katie Shaw, Assistant Building Control Surveyor
Winner – Student – Lucas Patterson, Leon School & Sports College
Winner – Employer – Rok Building Ltd
Business Ambassador of the Year
Awarded to the business or business person who has demonstrated exceptional commitment working with the Enterprise Team in supporting students throughout the academic year in Work Related Learning activities.
Sponsor – Milton Keynes & North Bucks Chamber of Commerce; Lesley Lynch
Winner – Lincoln Bedeau
Exceptional Contribution
Winner – MK Metro; Nigel Snow, Operations Manager
Overall Best Investor in Education
Company who has demonstrated outstanding commitment and engagement.
Sponsor - Olga Norford – Premier Newspapers, Milton Keynes Citizen
Winner – Madcap Performing Arts Centre, Carolyn Vale
Funding
We are funded by MK schools, MK Council, the Learning & Skills Council (LSC), local employers and other public and voluntary sector funding bodies with an interest in innovation.
Useful websites for schools and colleges
14-19 curriculum www.qca.org.uk/14-19
Apprenticeships, www.teachernet.gov.uk/teachingandlearning/14to19/vocationaloffer/apprenticeships/
Child Protection, www.crb.gov.uk/, www.isa-gov.org.uk/
Citizenship (teaching resources in context of work-related learning), www.citizen.org.uk
Diplomas yp.direct.gov.uk/diplomas/teachers/teacher_information/
Education business links, www.dcsf.gov.uk/ebnet/teaching/
Enterprise education, www.teachernet.gov.uk/teachingandlearning/14to19/ks4/enterpriseeducation/guidance, www.enterpriseinschools.org.uk, www.curriculum.qca.org.uk/cross-curriculum-dimensions/enterprise/?return=http%3A//curriculum.qca.org.uk/search/index.aspx%3FfldSiteSearch%3Dwork-related+learning
‘Every Child Matters’, www.everychildmatters.gov.uk/aims/, www.everychildmatters.gov.uk/_files/F25F66D29D852A2D443C22771084BDE4.pdf
HTI (Heads Teachers and Industry), www.hti.org.uk
Useful resources
www.dcsf.gov.uk/14-19
Quality Standard for Work Experience http://www.dcsf.gov.uk/14-19/documents/Quality%20Standard%20for%20Work%20Experience.pdf
Final Report and Implementation Plan for the review of 14-19 work-related learning http://www.dcsf.gov.uk/14-19/documents/14-19workrelatedlearning_web.pdf
The Work-related Learning Guide - First Education http://www.dcsf.gov.uk/14-19/documents/work-relatedlearningguide.pdf
Feedback
We also hope you will give us feedback on your experiences, as you are the experts on what is good and bad about your student's work related learning.
Mission
