It is claimed that the average student leaving school today will have 14 different jobs by the age of 38. Girls leaving FSG therefore will perhaps now more than ever, need to be adaptable in the workplace, be able to learn new skills quickly and be able to network effectively to create opportunities. We must prepare our girls to flourish in a world of fewer jobs for life and where careers continually evolve. The world can be full of unexpected opportunities. Our job is to prepare our girls to seize them and to create them! We have then, surely one of the most exciting jobs in the world; preparing students today for absolutely anything and everything tomorrow.
Exam results, as important as they undeniably are, only take us so far. They are what students get. They do not define who students are and will play only a part in shaping who they will become; we want our girls to leave us with the knowledge, experiences, skills and attributes necessary to challenge themselves, to be confident, successful and adaptable to change.
Excellent exam results though, remain crucial for the future success of students. They are the hard currency of our education system and open doors in an increasingly competitive and global job market. Mathematical proficiency, the highest standards of spoken and written English and general academic ability are crucial skills.
We aim to motivate our girls by giving them a clear idea of the routes into jobs and careers that they will find engaging and rewarding. We look to widen their horizons, challenges stereotypes and raise their aspirations. Importantly, we must also provide a reactive curriculum and programme of opportunities that responds to student needs and to the future direction of travel of our economy.
Our Careers education programme sees all students benefit from experiences for work experience and more in-depth internship programmes. Girls will have the opportunity to take part in entrepreneurial activities through Young Enterprise and their ‘Tenner Challenge’ and Companies Programme’. They will have workplace visits – where they go out into the workplace but also will benefit from guest speakers coming in to visit them in school. Girls will have mock job interviews – with external panellists to really make the interview experience as lifelike/nerve wracking as we can get it - a first interview experience should obviously not be the real deal! There are workshops both before and after these to plan and prepare thoroughly but also to respond to feedback provided. We have an extensive masterclass programme with guest speakers from various different careers – from medicine to legal to town planning! Girls are provided with detailed labour market information in advance of options evenings and of course girls are supported through UCAS or apprenticeship applications when the time comes. Our careers programme is complemented by, and is, a key part of the FSGBacc, a wide-ranging programme of academic and pastoral initiatives with a single focus to produce well-rounded individuals who are resilient, resourceful and well-prepared for life beyond school.
Following the statutory guidance, we use eight ‘Gatsby’ Benchmarks that define a world-class standard of excellent careers guidance. A good careers programme means achieving all eight Gatsby Benchmarks with every pupil.
In sum, we aim to school deliver a stable careers programme that is informed by up-to date career and labour market information. Our programme aims to ensure we focus on the individual student, addressing the needs of each pupil to provide support that benefits them. Our programme aims to create clear links between the subjects students take and the careers these subjects might lead to. It is important that students have experience of employers, workplaces, and further and higher education providers to explore future ambitions. To support these ambitions, we offer personal guidance to every student.
You will find our action plan for our careers programme below. This includes what we do to meet each Gatsby bench mark and how we intend to develop each strand further to ensure that our careers programme is a gold standard in offering.
ALL KS3 and KS4 STUDENTS
All students receive relevant and contemporary careers information through their tutor group in the form of the “Futures” programme - a weekly series of activities delivered to boost employability skills. These units are developed individually to suit the skills relevant to each year group; including personal finance, employability skills and interview skills.
All students are invited to take part in a variety of masterclasses and lunchtime talks from outside speakers to encounter a variety of professionals and inspire their future ambitions. All students take part in our annual Careers Fayre which allows students to engage local employers and explore their ambitions further.
All students are invited to take part in entrepreneurial challenges such as the Young Enterprise Company Programme, in which students operate their own public company, and the Young Enterprise Tenner Challenge to build essential skills for life in employment.
KEY STAGE 3
In Year 7, students are afforded their first experience of the workplace with a visit to EDF energy at Dungeness to understand first-hand the wealth of rewarding roles across Science, Technology, Engineering and Mathematics.
In Year 8, all students will undertake a PSHE module using the careers resource Fast Tomato prior to Options Evening to help students make informed selections regarding their options and explore future career interests. CXK also provide a full careers advice service at Year 8 Options Evening for parents and students to access.
All Key Stage 3 students undertake relevant careers-based lessons as part of their PSHE curriculum.
KEY STAGE 4
Each Year 11 pupil will be seen by CXK in a group interview for “Careers Guidance” before Christmas, following this, those pupils who need a little more help will be seen for a one to one interview. Each pupil will complete an Action Plan in their appointment(s), detailing what they need to research and what they are initially considering for their Post 16 education or training.
Pupils are also offered a full week of work experience in July to ensure they develops relevant skills and experience to facilitate future career and academic ambitions.
All members of Year 12 are expected to undertake a programme of long-term work experience, called an Internship, with local and national employers, starting in the second term. The aim of this is to provide a worthwhile experience that develops work place skills and provide worthwhile experience for future interviews.
CXK careers advisors provide ongoing support to our 6th Form pupils with regards preparing for their next steps after their studies, whether Apprenticeships, School Leaver Schemes, Gap Years and Higher Education (such as University and Distance Learning). This helps pupils to explore the options and pathways available, including where they may lead and the opportunities therein. These are offered frequently. Students are afforded direct careers advice from our providers CXK at Parents and Options Evenings as appropriate.
This policy statement sets out the school’s arrangements for managing the access of providers to pupils at the school for the purpose of giving them information about the provider’s education or training offer. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.
All pupils aged 11 to 18 (years 7 to 13) are entitled:
· to find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point;
· to hear from a range of local providers (to include further and higher education providers and study programmes) about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events;
· to understand how to make applications for the full range of academic, technical courses and progression pathways.
Management of provider access requests procedure
Opportunities for access
Several events, integrated into the school careers programme, will offer providers an opportunity to come into school to speak to pupils and/or their parents/carers. This can take the form of assemblies, lesson visits, masterclasses, talks, careers fairs and/or other special events throughout the year. Please speak to our Careers Leader to identify the most suitable opportunity for you.
Premises and facilities
The school will endeavour to provide the Main School Halle, Upper School Hall, classrooms or private meeting rooms available for discussions between the provider and pupils, as appropriate to the activity. The school will also make available AV and other specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit with the Careers Leader or a member of their team. The provider will be supervised throughout the duration of their visit by the relevant member of staff. Providers are welcome to leave a copy of their prospectus or other relevant course literature for the Careers Library, which is managed by the Sixth Form Administrative Assistant and is found in the Sixth Form Study Area.
Our Safeguarding and Child Protection outlines the school’s procedure for checking the identity and suitability of visitors and is available from the School Website for scrutiny. Education and training providers will be expected to adhere to this policy.
CXK: CXK is a charity that delivers a range of services to empower young people and adults across the south-east to build the skills and confidence they need to move into education, employment or training. Their website is an up to date hub of career planning resources, labour market information and emotional wellbeing in employment https://www.cxk.org/resources
Start: Build your profile by identifying which skills and qualities you are strongest in, these are then “matched” to jobs you maybe suited to in the future. Delve deeper into the information to find out how many opportunities there maybe locally, what other jobs are similar and actual job openings. www.startprofile.com
National Careers Website: This site contains hundreds of different job profiles, each with further links to explore and labour market information for each role and sector. https://nationalcareersservice.direct.gov.uk
ICould: Explore different roles and search by subject areas to find out where your choices could take you. http://www.icould.com/
The following links can help you when exploring your options:
Options with your subject: http://www.prospects.ac.uk/options_with_your_subject.htm
The Complete University Guide: http://www.thecompleteuniversityguide.co.uk/
Alternatives to University: http://www.notgoingtouni.co.uk/
Applying for Post 16 options www.kentchoices4u.com
Applying for Higher Education https://www.ucas.com/
Applying for Apprenticeships https://www.getingofar.gov.uk/
Student Finance for Education https://www.gov.uk/browse/education/student-finance
Student Finance for Higher Education https://www.gov.uk/student-finance-register-login
Student Loans Myth Busting http://www.moneysavingexpert.com/students/student-loans-tuition-fees-changes
Scholarships for University http://www.scholarship-search.org.uk/
Dance and Drama Awards https://www.gov.uk/dance-drama-awards
Support for students from overseas http://www.ukcisa.org.uk/
Advice on budgeting for College or University https://www.moneyadviceservice.org.uk/en/articles/budgeting-for-college-or-university
What is an apprenticeship?
Want to earn money? Build a career? AND achieve a recognised qualification?
If the answer is yes, then an apprenticeship might be for you!
An apprenticeship is a job with training. As an apprentice you will work for an employer and earn a salary, as well as gaining qualifications and skills. Many business owners view apprenticeships as the first step towards building a career in your chosen industry.
Apprenticeships cover lots of different industries, meaning that you can find a job which matches your skills, interests and even hobbies.
Some types of jobs are in high demand, but securing an entry level apprenticeship can help you to progress and build a successful career in your chosen industry.
Contrary to popular belief, you do not need five A-C's at GCSE to become an apprentice, while good GCSE grades often help secure a placement many employers consider enthusiasm, energy and a positive attitude to be just as important as your academic achievements! Through apprenticeships you can progress from a Level 2 qualification right up to Degree level and many top employers are increasingly turning to apprenticeships to recruit high achieving young people, enabling them to gain a Degree without incurring the personal debt associated to the traditional Degree route.
Apply for the right level of apprenticeship
Apprenticeships work alongside the national frame work for qualifications. This same framework decides the level of qualification you will receive. One of the common problems people find when trying to select an apprenticeship is at what level they should access.
There are 9 levels of qualification in the UK. Our students will have qualifications at level 2 when they sit their GCSE’s and at level 3 when they sit their A Levels. Students at The Folkestone School for Girls should typically be looking at level 4+ with occasional exceptions.
For example: you may need to do a level 2 apprenticeship for some fields such as hairdressing. This is due to the skills needed at this level are the foundation for other levels so most students will start here. Level 3 apprenticeships are the same as A Level so if it is a particularly specialised apprenticeship then this may be a starting level.
National Qualification Level
GCSE grades 4-9, BTEC Tech Awards pass- distinction
Intermediate apprenticeship/ Level 2 apprenticeship
A level, BTEC National
Advanced apprenticeship/ Level 3 apprenticeship
Certificate of higher education (CertHE), Higher national certificate (HNC), NVQ Level 4
Higher apprenticeship/ Level 4 apprenticeship
Diploma of higher education (DipHE), Foundation degree, Higher national diploma (HND), NVQ Level 5
Higher apprenticeship/ Level 5 apprenticeship
Degree with honours - for example bachelor of the arts (BA) hons, bachelor of science (BSc) hons
Degree apprenticeship/ Level 6 apprenticeship
Master’s degree, for example master of arts (MA), master of science (MSc), Postgraduate certificate in education (PGCE)
Doctorate, for example doctor of philosophy (PhD or DPhil)
· Intermediate apprenticeships (GCSE equivalent) - The right choice to get the skills and work experience you need to start a great career. This will give you the opportunity to progress to higher level qualifications.
· Advanced apprenticeships (A-Level equivalent) - The right choice to get you into more supervisory level positions. Normally the minimum required for most jobs in engineering and science disciplines.
· Higher apprenticeships (university equivalent) - The right choice to take you into specialist technical roles and senior management, often years ahead of those who have gone to university.
Typically a student in year 11 thinking of an apprenticeship route for the next part of their education will have GCSE’s at qualification level 2 so should look at level 3 of beyond for their apprenticeship.
A student in year 13 thinking of an apprenticeship after they have finished their school based education will have level 3 qualifications so should be aiming for a level 4 or higher apprenticeships and those who wish to have a degree but university is too expensive/ not something they wish to do then level 6 apprenticeships would be ideal.
What do I need to find out about apprenticeships?
You must do your research. Finding an apprenticeship in some ways harder than selecting a university so research is important! When looking at apprenticeships these are some of the key things to find out:
· What is the job you will be doing- find out what it entails and what sort of thing you will be expected to do.
· Find out a bit about who you will be working for - your employer. This might help you understand if they are the right employer for you and is useful for any interview you might have.
· Who the learning or training provider is- these are the people responsible for your qualification award so knowing who they are is important.
· The skills and qualifications you need to apply- this will help you decide if it is right for you.
· How long the apprenticeship lasts- apprenticeships are training programmes but you don’t want to be training forever so how long will you spend training.
· What the working hours are and how much you get paid- you need to be able to plan other things like your living situation so knowing these things will help. It may be that some apprenticeships pay better than others so it could be a consideration. Also consider where you are based as this could affect your living expenses.
· The qualification you will get at the end of the apprenticeship-ultimately this is a route to a qualification so it needs to be the right one for you to pursue your career.
Top tips to find an apprenticeship
1) Research the apprenticeship thoroughly. You’ll need to know the role inside-out for your application and any possible interviews. Check if there’s a number you can call for an informal chat about the role – don’t be afraid to ask questions if you’re unsure about anything.
2) Make a list of your experiences, hobbies, and interests. Print it off and keep it in front of you while you apply. If you get stuck, you can refer to it throughout your application. You need to compare and match your experience with what the employer and training provider are looking for in their job specification.
3) Make sure you tailor your application to the job you’re applying for. Tie in your experiences and hobbies with what you’ll be doing in the apprenticeship. For example, if you’re applying for an apprenticeship in engineering, talk about relevant projects you’ve worked on in science or maths.
4) You’ll need to be able to write about yourself. If you’re stuck, ask teachers, friends, and family to list your three top qualities to give you a starting point.
5) Talk about your skills and qualities, not just your hobbies. For example, if you’ve been the captain of the school football team, this shows leadership and teamwork skills.
6) The application form will be similar to a job application. You’ll need to provide examples to prove what you’re talking about. For example, if you say communication is a strength of yours, have evidence – like being on the school debating team – to back this up.
7) Don’t just spellcheck your application – get someone to read through it before you send it. Good spelling, punctuation, and grammar are important.
Where can I find out about apprenticeships opportunities?
Apprenticeships are often locally advertised as well. In their current development they are relatively new but there are some places to begin your search.
Applying for university can be a daunting prospect. There is lots of information but there is also lots of choice of where to study. All students have access to a programme called unifrog (insert link). This allows the students to begin researching potential courses and start to identify possible destinations. This site allows students to filter courses by all sorts of rationales.
The decision to attend university is a big choice. It is not necessarily the right decision for every student either. The decision should take in to account many factors such as future aspirations, cost, passion for academic study and the type of experience a student wishes to have.
Once a decision has been made to apply for university, it is a case of identifying where the student wishes to study and which course. This should be a mixture of head vs heart:
The head may ask: where is the best course for what I wish to study? What opportunities will it provide? What grades am I like to achieve? What type of learning do I do well? What course content do I want? Do I want a work placement or a year abroad as part of my programme?
The heart may ask: Where do I want to live? What extra-curricular options does the university offer? Do I want a campus or a city university? Will I like the city I will be living in?
This is where research is critical. Find out as much as you can about the places you are interested in and try to visit these. Always look on the university website and use impartial websites to explore the university further.
We have tried to make this as stress free as possible by compiling some information to help with the application process. Below you will find a series of documents to help ranging from a personal statement starter pack to useful information regarding student finance. We have also provided a UCAS application guide to complete the online form once you get started that should help avoid the common errors.
Heading straight to employment
Not all students will pursue further education or look to apprenticeships so may instead head for employment as they finish Key Stage 5. If you are thinking about heading to employment then research what you want to do. Find out about the companies, the job, the hours, the pay and make sure you know plenty about the area you are to be employed in. This way there will be less surprises and you can make sure it is the right job for you and the right working environment. The best way to prepare for employment is work experience so take advantage of the schools internship and work experience placements.
Please see our guide on preparing your CV, Preparing for interviews and a small selection of interview questions you may face.
CEOP is a command of the National Crime Agency and is here to help children and young people. We are here to help if you are a young person and you or your friend (up to age 18) has been forced or tricked into taking part in sexual activity with anyone online, or in the real world. We also have advice and links to support for other online problems young people might face, such as cyberbullying and hacking. Visit our Safety Centre for information, advice and to report directly to CEOP, by clicking on the Click CEOP button below.
If you are an adult stakeholder and require further information, advice or wish to report concerns directly to CEOP, visit the Safety Centre, by clicking on the Click CEOP button.
The Folkestone school for Girls is a community and all those directly connected (staff, governors, parents, families and pupils) have an essential role to play in making it safe and secure. The Folkestone School for Girls recognises our moral and statutory responsibility to safeguard and promote the welfare of all children with their best interests at the centre of our work.
The Folkestone School for Girls recognises the importance of providing an ethos and environment within school that will help children to feel safe, secure and respected; encourage them to talk openly; and enable them to feel confident that they will be listened to. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice.
Our school core safeguarding principles are:
• That schools are an important part of the wider safeguarding system for children.
• It is a whole school responsibility to safeguard and promote the welfare of children as its paramount concern
• All children (defined as those up to the age of 18) regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection
• All children have a right to be heard and to have their wishes and feelings taken into account
• All staff understand safe professional practice and adhere to our code of conduct and other associated policies
• All staff have a responsibility to recognise vulnerability in children and act on any concern in accordance with this guidance
There are four main elements to our safeguarding strategy:
• Prevention (e.g. positive, supportive, safe school culture, curriculum and pastoral opportunities for children, safer recruitment procedures);
• Protection (by following the agreed procedures, ensuring all staff are trained and supported to respond appropriately and sensitively to safeguarding concerns);
• Support (for all pupils, parents and staff, and where appropriate specific intervention for those who may be at risk of harm);
• Working with parents and other agencies (to ensure appropriate communications and actions are undertaken).
We aim through this section of the website to provide useful contacts and information to parents to ensure that our community is aware and able to support safeguarding the students that are the heart of our school. We define safeguarding as:
“Safeguarding is not just about protecting children from deliberate harm. It includes a wide range of issues relating to pupil’s welfare, health and safety.”
The school acknowledges that safeguarding will incorporate a range of specific safeguarding issues including (but not limited to):
• Bullying (including cyberbullying)
• Children Missing Education (CME)
• Child missing from home or care
• Child Sexual Exploitation (CSE)
• Domestic violence
• Drugs and alcohol misuse
• Fabricated or induced illness
• Faith abuse
• Female Genital Mutilation (FGM)
• Forced marriage
• Gangs and youth violence
• Gender based abuse and violence against women and girls
• Honour based abuse
• Mental health
• Missing children and adults
• Online safety
• Prevent duty (radicalisation and extremism)
• Private fostering
• Relationship abuse
• Human trafficking and modern slavery
• Youth produced sexual imagery or “Sexting”
With all safeguarding concerns please feel free to contact the school Pastoral staff and we will support you with your concerns.
If you are visiting the school, please always ensure you sign in at our reception. If you do have a concern whilst visiting please do ask at reception for the Designated Safeguarding Lead. Additional information on what to watch out for and how to report a concern can be found in this leaflet:
Radicalisation and extremism has become a key concern for the UK. Schools are a crucial part to preventing extremism and radicalisation. The Folkestone School for Girls does this through education and the promotion of British values. This is done through our interactions with students and is closely tied in to our ethos. An example of this is through the use of elections in school to promote democracy or teaching our students to question critically information they read to spot propaganda.
The school also has a responsibility to pass on information that is feels may prevent a student being radicalised.
Should you encounter a website that would be promoting extremist ideas or your daughter has accessed this then please use the following link:
The school also runs annual drills to counter the threat of an extremist incident. These are unlikely to happen of course but it is better to be prepared even in the most unlikely eventuality. In school we use the C.L.O.S.E protocol and enter a state of lockdown.
We also teach the students the about the dangers outside of school and what to do should they find themselves caught up in an incident. The following link contains advice for this eventuality:
For many parents the battle to stay up to date and keep their children safe online is a hard one with new apps every day and ever complex technology. Here are some useful links to help keep children safe online:
As well as this, there is some information to help with other issues such as students “sexting” and accessing online pornography. These guides provide useful advice on how to have conversations with your daughter should the need arise.
Should you have serious concerns about your daughter and feel that the actions of someone online is putting them at risk then please read the information in the link below. There is a thinkuknow quick link on our home page if you need to report something of concern to the Police.
There is also advice for students:
There is an increasing number of students in Kent who are being exploited by criminal gangs. These students are often recruited and made to carry out illegal activities for the gang. They are often exploited, intimidated or bribed to help with criminal activities.
Below is a link to crime stoppers new website aimed at young adults. It provides information on criminal offences and also provides an anonymous reporting facility if you are worried about a crime that could impact your daughter.
For some students in any school mental health is a challenge and can place them in difficult situations or cause them to make decisions that place them in danger:
The Folkestone School for Girls is a head start school and uses this model as well as the range of personal development opportunities the FSGbacc offers to build resilience. Below is a link for parents and carers to help with some strategies to help their daughter.
There is also some fantastic information available at Mind which offers advice and possible ways to help with these issues:
We aim to ensure the students understand how to protect themselves from various dangers. This is usually delivered in PSHE sessions such as protecting themselves from things like STDs or understanding consent. Sometimes however situations occur which mean students may find themselves at risk despite attempting to avoid risky situation. For this reason we have trained our P.E staff to deliver so basics of self defense based on Krav Maga. The training for our staff was provided by the Krav Maga Centre in Folkestone.
We collect and use pupil information under section 537A of the Education Act 1996, and section 83 of the Children Act 1989. We also comply with Article 6(1)(c) and Article 9(2)(b) of the General Data Protection Regulation (GDPR).
We use the pupil data:
• to support pupil learning
• to monitor and report on pupil progress
• to provide appropriate pastoral care
• to assess the quality of our services
• to comply with the law regarding data sharing
• to support students as they decide what to do after leaving school
Categories of pupil information that we collect, hold and share include:
• Personal information (such as name, unique pupil number and contact details)
• Characteristics (such as ethnicity, language, nationality, country of birth and free school meal eligibility)
• Attendance information (such as sessions attended, number of absences and absence reasons)
• National curriculum assessment results
• Special educational needs information
• Relevant medical information
Whilst the majority of pupil information you provide to us is mandatory, some of it is provided to us on a voluntary basis.
In order to comply with the General Data Protection Regulation, we will inform you whether you are required to provide certain pupil information to us or if you have a choice in this. In particular, parents, guardians and students do have the right to decline to provide information on pupil nationality and country of birth.
The school holds information electronically on our internal computer systems. In addition, the school also maintains hard copies of your education records which are stored securely and retained until you reach the age of 25, after which they are safely destroyed.
There are strict controls on who can see your information. We will not share your data if you have advised us that you do not want it shared unless it is the only way we can make sure you stay safe and healthy or we are legally required to do so.
We routinely share pupil information with:
• schools or colleges that the pupils attend after leaving us
• our local authority (Kent County Council) and their commissioned providers of local authority services
• the Department for Education (DfE)
On occasion, we may also share very basic student information (name and year group) with educational software/catering providers to allow the creation of student level passwords. We may also need to share student medical information with other providers – such as Duke of Edinburgh, when outside providers are used to provide enrichment opportunities for students. This is to ensure the safety of students and that any first aid required is appropriate.
We do not share information about our students with anyone without consent unless the law and our policies allow us to do so.
We share pupils’ data with the Department for Education (DfE) on a statutory basis. This data sharing underpins school funding and educational attainment policy and monitoring. We are required to share information about our pupils with the (DfE) under regulation 5 of The Education (Information About Individual Pupils) (England) Regulations 2013.
To find out more about the data collection requirements placed on us by the DfE (for example; via the school census) and/or about the pupil information we share with the department, for the purpose of data collections go to https://www.gov.uk/education/data-collection-and-censuses-for-schools
Once our students reach the age of 13, we also pass student information to our local authority and / or provider of youth support services as they have responsibilities in relation to the education or training of 13-19 year olds under section 507B of the Education Act 1996.
We must provide both your and your parent’s/s’ name(s) and address, and any further information relevant to the support services’ role; this will include telephone contact details.
This enables the local authority to provide services as follows:
• youth support services
• careers advice and guidance
A parent/guardian can request that only their child’s name, address and date of birth is passed to their local authority or provider of youth support services by informing us. This right is transferred to the child / pupil once he/she reaches the age 16.
For students enrolling for post 14 qualifications, the Learning Records Service will give us a pupil’s unique learner number (ULN) and may also give us details about the pupil’s learning or qualifications
We will also share certain information about students aged 16+ with our local authority and / or provider of youth support services as they have responsibilities in relation to the education or training of 13-19 year olds under section 507B of the Education Act 1996.
KCC has a legal responsibility to track all young people up to the age of 19 (and young adults with learning difficulties or disabilities up to the age of 25). The purpose of collecting this information is to assist the planning of education and training for young people and the support services they require. KCC will inform us of your current activity once you have left the school. This is in relation to education, training, employment with training you may be undertaking and whether you are NEET (not in Education, Employment or Training). Some of this information is then shared with the DfE who use the information to plan at a national level.
This enables them to provide services as follows:
• post-16 education and training provision
• youth support services
• careers advice and guidance
For more information about services for young people, please go to: http://www.kent.gov.uk/education-and-children/young-people or the KCC website at www.kent.gov.uk
The NPD is owned and managed by the Department for Education and contains information about pupils in schools in England. It provides invaluable evidence on educational performance to inform independent research, as well as studies commissioned by the Department. It is held in electronic format for statistical purposes. This information is securely collected from a range of sources including schools, local authorities and awarding bodies.
We are required by law, to provide information about our pupils to the DfE as part of statutory data collections such as the school census and early years’ census. Some of this information is then stored in the NPD. The law that allows this is the Education (Information About Individual Pupils) (England) Regulations 2013.
To find out more about the NPD, go to https://www.gov.uk/government/publications/national-pupil-database-user-guide-and-supporting-information.
The department may share information about our pupils from the NPD with third parties who promote the education or well-being of children in England by:
• conducting research or analysis
• producing statistics
• providing information, advice or guidance
The Department has robust processes in place to ensure the confidentiality of our data is maintained and there are stringent controls in place regarding access and use of the data. Decisions on whether DfE releases data to third parties are subject to a strict approval process and based on a detailed assessment of:
• who is requesting the data
• the purpose for which it is required
• the level and sensitivity of data requested: and
• the arrangements in place to store and handle the data
To be granted access to pupil information, organisations must comply with strict terms and conditions covering the confidentiality and handling of the data, security arrangements and retention and use of the data.
For more information about the department’s data sharing process, please visit:
For information about which organisations the department has provided pupil information, (and for which project), please visit the following website: https://www.gov.uk/government/publications/national-pupil-database-requests-received
You also have the right to:
• object to processing of personal data that is likely to cause, or is causing, damage or distress
• prevent processing for the purpose of direct marketing
• object to decisions being taken by automated means
• in certain circumstances, have inaccurate personal data rectified, blocked, erased or destroyed; and
• claim compensation for damages caused by a breach of the Data Protection regulations
If you have a concern about the way we are collecting or using your personal data, you should raise your concern with us in the first instance or directly to the Information Commissioner’s Office at https://ico.org.uk/concerns/
If you would like to get a copy of the information about you that KCC shares with the DfE or post-16 providers or how they use your information, please contact:
Information Resilience & Transparency Team
You can also visit the KCC website if you need more information about how KCC use and store your information. Please go to: http://www.kent.gov.uk/about-the-council/contact-us/access-to-information/your-personal-information
To contact DfE: https://www.gov.uk/contact-dfe