Charitable Trust awards grant for summer work experience for schools and colleges in Chester and Ellesmere Port

Young people attending state schools and colleges in Ellesmere Port and Chester will have access to a wider range of work experience opportunities this summer thanks to a special grant awarded to the Speakers for Schools charity by the Westminster Foundation’s Small Grants programme.  

How much is the grant?

Speakers for Schools is delighted to have been awarded a grant of just under £10,000 by the Westminster Foundation, which is an independent grant-making charity that provides place-based funding for community youth-focused projects to help young people from disadvantaged backgrounds thrive. 

Why is the award being spent on young people in the Ellesmere Port and Chester area? 

The Westminster Foundation represents the charitable interests of the Duke of Westminster and the Grosvenor businesses. The Duke of Westminster and the Grosvenor family have long-standing associations with Chester and Westminster, and this grant will directly benefit young people attending state schools and colleges in the Ellesmere Port and Chester regions by providing potentially life-changing opportunities they would otherwise struggle to access. 

Why is the grant being used to fund work experience?

Completing work experience while in education has been proven to improve outcomes for young people – by increasing confidence and future earnings and reducing the chances of them becoming Not in Education, Employment, or Training (NEET). Making work experience more accessible to young people from state schools and colleges – who account for 93% of the UK student population – also benefits employers and supports the economy because it leads to more sustainable and diverse talent pipelines. As a national charity with UK-wide reach Speakers for Schools has a long-standing reputation for delivering high-quality virtual, in-person, or hybrid work experience as part of their standard offer. 

How will Speakers for Schools increase access to work experience on this occasion?

To help maximise the impact of the award in the Ellesmere Port and Chester locality, on this occasion, Speakers for Schools will be collaborating closely with the region’s Local Enterprise Partnership, The Cheshire and Warrington Pledge Partnership, to organise and deliver an extended selection of summer work placements that will include options to do virtual work experience with leading national employers or in-person placements with local employers. 

This arrangement will enable any student in Year 10 and 12 attending a state school and college in the Ellesmere Port and Chester area to benefit from the widest possible choice of work experience opportunities – including industries not typically represented in the region – and will ensure that there are no barriers to taking part. 

When is this due to happen?

Planning is currently underway, and all placements will be delivered towards the end of the current academic year during term-time. Any state secondary schools and colleges wishing to register, please contact experience@speakersforschools.org 

If you represent an organisation that offers grants for charities or would like to find out more about Speakers for Schools, including our work with Trusts and Foundations, Philanthropy, and Corporate Partnerships, please explore our fundraising opportunities. 

The intersection between regional barriers and digital skills divides for young people

The opportunity to thrive for our young people – whether academically, professionally or otherwise – is, despite the best efforts of many, still often determined by one’s location. In an increasingly digitised world, it is easy to imagine that all geographical barriers to opportunity and access have been rendered null and void. After all, you can feasibly work, study and even socialise from any location. The prevalence of learning-by-distance courses or remote-based internships might lead some to believe that all young people are reaping the benefits of digitisation. 

However, the advantages of a digitised world have been felt unevenly, and even in some cases, innovation has exacerbated regional inequalities. The Digital Poverty Alliance aims to uncover and address some of these inequalities and has found as many as one in five children are unable to get online. Ofcom’s 2023 Media Use and Attitudes survey found that 19 per cent of children share devices with others, with eight per cent being forced to either postpone or not complete their schoolwork because of inconsistent access to devices. An inability to access the internet on an appropriate device places these children at an unquestionable disadvantage when considering that more and more of their educational sphere is being made digital – from connecting with their teachers to completing homework, researching coursework, and even applying for further studies. 

Digital Skills in Education: Addressing the Regional Imbalance in UK Schools 

Research from the British Academy suggests a strong correlation between local authority indices of deprivation and digital poverty. Not only are young people in such areas placed at an immediate disadvantage in their daily lives by being unable to carry out the same activities as their peers, but they are also placed at a disadvantage later in life. They are less likely to develop essential digital skills, explore a technology-based career, or even be familiar with key technology used in the workplace. With the burgeoning AI revolution likely to set the tone for the future employment market, we certainly need to consider how we prepare our young people – across every region of the UK – for this emerging reality. 

Young people must be given every chance to thrive, in part, by supporting excellence in computer science and digital strategies in schools. However, experts in computer science education are not evenly distributed; STEM Learning found that there are numerous pockets of English schools without computer science specialists, particularly in the South West, Midlands and North West. What’s more, non-expert educators can often be on the backfoot. Consider the missed potential for many educational technology (EdTech) solutions, for instance, which can be fantastic resources to facilitate children’s acquisition of digital skills, support teachers with effective classroom management and simplify schools’ IT infrastructure when they are used with understanding and purpose. However, a recent report from UNESCO suggests the implementation of EdTech often leaves much to be desired; in the US, a staggering 98 per cent of EdTech licenses were not used to their full capability. Teachers can feel overburdened with numerous different EdTech solutions to use, with many functions frequently overlapping; they are rarely afforded the vital training needed to keep pace with the systems they are being asked to use. An ill-designed digital strategy hampers the ability of educators to deliver the best for their pupils, and some parts of the country are experiencing this more sharply than others. 

From Digital Exclusion to Inclusion: Strategies for Enhancing Young People’s Tech Skills

Infrastructure also poses a clear challenge for certain areas of the UK. It is perhaps not altogether surprising that some of the most remote and deprived areas of the UK are also those with the slowest broadband speeds. Further still, rising costs mean that many are having to choose cheaper broadband packages; evidence from the Institute for Development Studies suggests these cheaper tariffs result in slower speeds. Reduced connectivity makes any online learning or work opportunities become more difficult to pursue. Gaps in resources – both in terms of devices and fit-for-purpose networks – mean that those who are already left behind are all but guaranteed to fall further still. A report from Tech UK found that not only are there splits between the nations of the UK, but also between the North and the South; regions with the biggest tech investment areas are “predictably” home to “a strong digital ecosystem across multiple components” which can deliver reliable connectivity to local students and schools.  

Academic opportunities to access a formal education in computer science are also not distributed evenly. The 2017 Roehampton Annual Computing Education Report found that in 2015, 29.5% of urban English schools offered GCSE computing, while in rural schools this dropped to 22.7%. Further still, when considering the regional performance of learners, data on GCSE results, broken down by Ofqual based on regional attainment, appear to demonstrate that there are more regional discrepancies in the achievement of a grade 4 or above in Computing than in GCSE subjects taken as a whole. This suggests perhaps regional location also has a bearing on attainment in this subject, pointing towards a negative loop of fewer qualifications, lagging infrastructure and a lack of specialist teachers. 

Unlocking Potential: The Importance of Digital Competency for Young People in Different Regions

Although registrations for GCSEs and A levels for Computing are on the rise, the workforce has yet to reap these benefits. Recent research suggests only 11 per cent of UK workers possess advanced digital skills compared to the 72 per cent of businesses seeking appropriately skilled workers. A rethink is clearly needed; beyond issues of upscaling the resources available to young people to ensure all have equal access and opportunity (an approach taken by the Digital Poverty Alliance), one of the most critical steps is to reshape how we impart digital skills to our young people. Giving learners of all ages and stages of life the opportunity to adapt to a more technologically-driven economy also means supporting the acquisition of other essential skills; effective communication, strategic problem solving and rigorous curiosity.  

Providing avenues of access to digital skills both well ahead of and far beyond Key Stages 3 and 4 is also vitally important. Embedding digital skills in a holistic, cross-curricular approach from early years education is vital in helping these skills become engrained and consolidated.  Far from relegating them to a computer lab, digital skills should be integrated into English lessons, history coursework, lab experiments and more. Equally important is responding to the needs of local communities and economies by providing digital skills training in multiple formats; from modules in partnerships with HE and FE providers in the region, to apprenticeship schemes with local employers, in-house training and the availability of digital skills bootcamps, so that the skills of the future generations meet industry need. 

Redefining what technological knowledge looks like can be informed by the available resources and needs of employers in each region. Success inspires further success, and by creating chances for all to thrive, the regional barriers to young people thriving in an increasingly digital world will be broken down. 

Written by Al Kingsley, Group CEO of NetSupport 

Al Kingsley is Group CEO of NetSupport, as well as Chair of a Multi-Academy Trust and of an Alternative Provision Academy. As well as his CEO and Chair roles Al is chair of his region’s Governors’ Leadership Group and chairs the regions SEND Board. With 20+ years of governance experience, Al also sits on the Regional Schools Directors Advisory Board for the East of England. He is a FED Co-chair, Chair of the BESA EdTech Group and chairs his regional Employment and Skills Board.   

Why virtual work experience is still important in a post-pandemic educational world

To present and deliver projects digitally, linking with offices and colleagues nationally and internationally. The cost and efficiency benefits, as well as employee satisfaction, is something employers are not blind to, and were exploring pre-pandemic.

Virtual work experience should be essential evidence on a CV, equal to traditional in-person delivery. It demonstrates self-discipline, digital literacy, and problem-solving skills. These skills are essential for success in a remote or hybrid work environment and other areas of life.

Virtual work placements allows students to try various industries and companies from anywhere in the world. Geographical constraints no longer limit students. They are free to explore a broader range of career paths with employers outside of a commutable radius. Bringing agriculture to sprawling cities, and high courts to the valleys. Students can explore the whole world of work beyond their parent’s and school’s network.

Furthermore, online work experience for students can be more accessible and inclusive than the traditional offer. Employers can design programmes that are more inclusive and welcoming of students from diverse backgrounds. Remote work can embrace its flexible nature, allowing students to engage outside of the 9-5, complimenting their studies. Delivering remote work experience also up skills the employer’s workforce. Learning exciting and engaging ways to provide training and work collaboratively, increasing digital and creative problem-solving abilities.

It’s clear that virtual work experience is a vital part of a young person’s career journey and adds value beyond its pandemic origins. When delivered with high-quality design, it enables young people to create a more competitive CV, demonstrating the same skillset as their more experienced counterparts. It widens opportunities and levels the playing field as the world of work continues to evolve.

Written by Rhiannon Collins, Customer Support Team Lead, Speakers for Schools

Enhancing Careers Education: A Call to Embed Work Experience in Secondary Curriculum

We know talent is spread equally across the country, but opportunity is not. Work experience is a crucial leveller that helps young people access opportunities. Breaking the cycle of inequity is why we exist, and we are pleased to see that reflected in the report.  

Here are our key takeaways from the commission’s report. 

Linking Learning to Employment

As our submission to the inquiry highlighted, 11-year-olds in school today will enter a workforce where digital, creative, and technical skills are likely to be in greater demand, alongside essential skills such as collaboration, creativity, and problem-solving. It is concerning that opportunities to develop these skills have been squeezed out of the 11–16 phase.  

For students to be career-ready, the core curriculum needs to be broadened and linked to possible careers, with educators empowered and supported with resources to go beyond just teaching the curriculum. Oli de Botton, representing the CEC, explained how “the existing curriculum comes to life” by establishing meaningful connections between classroom learning and real-world employment opportunities. The Edge Foundation’s testimony also highlights the potential to drive increased engagement and attainment, particularly among the most disadvantaged students, who are most likely to leave the 11 – 16 phase without achieving a grade 4 or above in GCSE English and maths. 

In our 2023 educator annual survey, 9 out of 10 educators said that their students were better informed about available jobs and careers after attending work experience placement, showing how sustained engagement with employers can benefit schools in bridging the gap between theory and practice and providing students with insights into various industries and career pathways.  

Limited Opportunities for Meaningful Engagement 

An employer described the system as ‘… a bit of a postcode lottery. Some local schools still hold space for work experience for all Year 10 students and take up places with us, whereas others don’t’.  

The Role of Work Experience in Career Development

Work experience should not merely be a checkbox on the educational journey but a transformative experience that fosters personal and professional growth.  

As our CEO, Nick Brook, explained, schools need to help pupils “draw the value from the experience they have had, to identify the learning from it and to capitalise on it” during his appearance before the committee.  By providing high-quality work placements to all students, we can start to transition from an education system focused on a limited set of traditionally academic subjects to a more inclusive and balanced educational system that sets up all students for success by providing up-to-date information from employers on the academic and vocational routes into their industry. 

We appreciate the House of Lords Committee’s recognition of the need for greater emphasis on CEIAG in the 11–16 phase and that this can be enhanced through meaningful engagement between schools and employers. 

As we look towards the future, we strongly recommend that the Department for Education (DfE) incorporate work experience as a central component of the updated careers strategy, set to be released by the end of 2024.  

We call on educators, employers, and policymakers to work collectively to ensure that every student has the opportunity to make informed decisions about their future and embark on a path that aligns with their passions and aspirations. 

Written by Funbi Akande, Policy Officer, Speakers for Schools

Our top four takeaways from PISA 2022 findings

Over the past couple of days, headlines have rightly covered the decline in attainment in mathematics, reading, and science across the UK and internationally in the latest findings from OECD’s PISA report. Although performance in mathematics in England has decreased to a lesser extent than in some other countries, the pandemic’s impact on young people’s educational outcomes is ever-present.

We at Speakers for Schools often see that the young people most at risk come from disadvantaged backgrounds, and indeed, the gap between the highest and lowest performance in England has significantly increased from PISA 2018. Maths, reading, and science have seen significant shifts in performance from previous years.

We also looked at the PISA 2022 findings that offer insights into the accessibility of future career and educational opportunities, aspirations, growth mindset and life satisfaction. Exploration of these factors may suggest that in addition to pandemic-related inequalities in performance, young people in England are not receiving sufficient support to take the necessary steps to achieve successful outcomes after leaving school.

Career Guidance

In the DfE’s analysis, headteachers of all school types in England reported that 95% of pupils had timetabled career guidance, a hopeful figure compared to the OECD average of 69%. Further, 96% of pupils received information about internships, markedly greater than other OECD countries at 68%. Over 98% of pupils were offered information about future careers and educational opportunities, standing young people in good stead to make decisions concerning their futures. These figures are much higher than national averages reported by the Careers and Enterprise Company. However, the data sample from PISA includes all school types and phases and is a smaller sample than the CEC’s data.

Although the career-curriculum integration looks promising, participation and impact are unclear. Indeed, inconsistent delegation of staff responsibility to provide career support suggests pupils are not receiving the support required to make informed decisions.

53% of pupils in England attend schools where in-house career advisors are employed to deliver specific support, higher than the OECD average of 48%. 30% of pupils in England receive career guidance from specified teachers, who facilitate career support alongside other duties, which is also the case for the OECD average. If only half of pupils in England are receiving support from career specialists, pressure is on teachers to provide support in addition to their teaching responsibilities.

Educational aspirations

Findings show that 92% of pupils in England expect to complete GCSEs at the time of data collection, with 3% of pupils not expecting to complete GCSEs, and 6% unsure. PISA 2018 painted a different picture – 99% of pupils expected to leave school with a minimum GCSE qualification. The drop in GCSE expectations is unsurprising given the negative impact on education during the pandemic, which hit disadvantaged students the hardest.

Aspirations to attend university have slightly shifted in England since 2018, with 55% of pupils anticipating a university degree as their highest qualification, compared to 57% in 2022 expecting to complete a bachelor’s. The increase in university aspiration is synonymous with findings from the Wave 1 COVID Social Mobility and Opportunities (COSMO) Study, which saw a significant jump in students planning to apply for university in the 20/21 GCSE cohort. In fact, two-thirds of pupils in Wave 1 COSMO reported their educational plans changing because of the pandemic, suggesting resultant uncertainty around future pathways. This could be a similar trend seen in the 29% of pupils who did not know if they would apply for university in PISA 2022.

Growth Mindset

Pupils’ beliefs of a growth mindset, a theory favoured in schools as a means of conceptualising development through resilience in learning, was captured through asking pupils if intelligence or creativity could be changed by oneself. Further statements posed that some people are not good at maths or English, irrespective of effort. Alarmingly, over half of the pupils believed that creativity, maths ability and English ability were unchangeable. 

One could link this finding to quality career guidance in English systems. An approach to overcoming the barriers to a growth mindset could be the facilitation of aspirational and enrichment activities, providing new contexts for pupils to develop within.

Life satisfaction

The average self-reported life satisfaction from pupils in England was 6.01, lower than the OECD average at 6.75. About 48% of pupils in England reported a life satisfaction of 7 or above, compared to the OECD average of 61%, presenting a critical issue that has the propensity to impact other aspects of young people’s lives.

Deeper analysis will be undertaken in due course, to produce conclusive outputs and make evidence-based suggestions for practice. The data collected in PISA 2022 will hopefully generate excellent insight into the lives of young people and underpin the essential work needed to support social mobility.

Therefore, action needs to be taken to improve young people’s lives, particularly as they embark on their journeys into the working world.

Access the PISA 2022 Results (Volume I): The State of Learning and Equity in Education report here.

Access the PISA 2022: National Report for England report here.

Access COSMO: Future plans and aspirations report here.

Written by Isobel Waite, Senior Researcher