Languages at key stage 4 2009-2011 : evaluation of the impact of Languages Review recommendations : baseline findings from the first year of the evaluation

• Heads of language departments consider good teaching and support to be central to encouraging language uptake at KS4, and constraints of the options system to be the main barrier. Many schools are reported to have received excellent support for languages in 2008/09 in terms of staffing, training and resources. • Some schools report a positive impact of the Languages Review recommendations but there is a low level of awareness of the Review in the majority of schools. • 19 per cent of schools set a benchmark for languages uptake in 2009/10 (at an average level of 64 per cent) but 62 per cent of schools had actual levels of uptake lower than 50 per cent. In schools where languages are optional (69 per cent of schools), 80 per cent had levels of uptake below 50 per cent

Hidden talents: examples of transition of careers guidance from local authorities to schools

This Local Government Association commissioned report helps collate case study examples of local authorities supporting schools in their enhanced role to provide independent and impartial careers guidance to young people. Eight LAs were selected by the LGA and NFER carried out telephone interviews with the key strategic lead on the transition of careers guidance from local authorities to schools. LAs nominated a school in their authority and NFER carried out telephone interviews with senior leaders and careers coordinators in seven schools. Key findings LAs are supporting schools to meet their new careers guidance duty firstly by encouraging the continued participation of young people in learning, tracking young people’s destinations, and identifying those with no clear pathways. Secondly, by providing direct support to schools, for example updates on policy matters and training on commissioning independent external careers guidance. Thirdly, LAs are supporting schools with the commissioning of careers guidance services from external providers. The schools in this study report that what has helped them to feel well prepared to take on their new statutory duty is: being well informed and supported by the LA and local partnerships; embracing the new legislation and carrying out their own preparation for the transition; having a well-qualified careers coordinator on their staff: and building on their current careers guidance systems. Schools are collaborating with a variety of different organisations to provide careers guidance. However, on the whole, schools indicated that they do not work with other schools to commission careers guidance provision because their priority is to procure careers guidance that is designed to meet the needs of their own students