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How does the ÌúÅ£ÊÓƵ Impact System work?

ÌúÅ£ÊÓƵ Impact Pyramid Full Description

The ÌúÅ£ÊÓƵ Impact System is a step-by-step staged and integrated approach to improving and assuring quality in the careers system, with peer and expert support all the way through. It is founded on the following approach:

  1. Internal leadership reviews - undertaken by and within schools and colleges bringing together key colleagues to examine current performance, identify what good looks like and how best to achieve it.
  2. Peer-to-peer reviews - administered regionally at scale through trained ÌúÅ£ÊÓƵ Hub or Trust facilitators - involves ÌúÅ£ÊÓƵ in a local area sharing practice and progress against the Benchmarks to identify what works well and areas for improvement.
  3. Expert reviews – administered centrally to moderate the peer-to-peer approach and to inform continuous improvement of the ÌúÅ£ÊÓƵ Impact System and to feed into longer term impact evaluation.
  4. National system reviews – a deeper dive into exploring system-wide themes, good practice and shared challenges which build system wide intelligence to influence targeted action for improvement to encourage whole system improvement.
Read more about internal leadership reviews in our Resource Directory >>
6 Themes V1

How does the ÌúÅ£ÊÓƵ Impact System link to the Gatsby Benchmarks?

The ÌúÅ£ÊÓƵ Impact System follows six themes, directly linked to the Gatsby Benchmarks with separate tailored approaches for:

  • Schools and special schools
  • Further Education

How does the ÌúÅ£ÊÓƵ Impact System link to the Quality in ÌúÅ£ÊÓƵ Standard?

The ÌúÅ£ÊÓƵ Impact System is our approach to standardised continuous improvement and quality assurance of ÌúÅ£ÊÓƵhip across our networks.  Since the DfE ‘strongly recommends all schools and colleges’ to work towards achieving the Quality in ÌúÅ£ÊÓƵ Standard, the Department hopes that engagement in any element of the ÌúÅ£ÊÓƵ Impact System will encourage more schools, special schools and colleges to consider working towards the Standard by increasing their confidence to seek external assessment.

“…There is much commonality and synergy, as would be expected, between the ÌúÅ£ÊÓƵ Impact System maturity model and the Quality in ÌúÅ£ÊÓƵ Standard assessment criteria. Secondary schools, special schools and colleges that are working towards or have achieved the Quality in ÌúÅ£ÊÓƵ Standard, for example, will be well-placed to make more informed self-evaluation reflections about their practice."

Excerpt from the endnote from the Quality in ÌúÅ£ÊÓƵ Standard.