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The pilots - outcomes of the intervention, impact for the customer. From a school perspective - what they would get out of it. How did they find it. Young people, Schools, Employers and Partners. Also careers advisers.

Implementation - process. How do we roll out it further. Bring in evidence from blueprint. Potentially an end of term session with all schools to reflect on the delivery. Internal. how do we resource it? Compare urban versus rural. challenges and highlights that would inform roll out.

Some of the outcomes might take some time to come to fruition. Need to manage expectations around this. Need to consider expectations of young people. Early benefits. Need to be realistic about what can be achieved in short term versus long term.

We could use the existing research mechanisms to gather evidence of long term outcomes and benefits - just need to ensure that the right question are in the surveys.

Group work - delivered within BGE - helpful to understand how they compare with the new CEL approach . Value, awareness and usefulness.

No changes being made to CSS at the moment so there isn't potential to match in data on interventions received.

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Ask young people what does success look like for them?

We want to co-design measures with the young people.

Use young people language- meaningful for young people.

What does good look like? Co- design with young people

Also adults involved. What are their views?

Teachers, employers

Balance between quants and qual - resource intensive

Could do qual for pilot but not for full roll out

Pilot - qualitative approach to gathering evidence in impact.

Autumn - gather evidence on the pilot.

Implementation phase will be designed as part of the process

One of schools wants to roll out entire year

Capture immediate feedback at the end of the school term, follow up after the summer to measure longer term outcomes.

Need to think about mechanism for collecting immediate feedback.

Gingerbread man approach? Something interactive and creative. We could add teacher (or another contact in the school, possibly the DYW coordinator ) to do this and then send picture back for E&R to analyse.

More focus groups - sampling

Need to ensure that we have a representative sample of schools - SD&I tried to ensure avoiding this in the design of the pilot. Need to take into account and document these differences between schools and areas. For example, in North more space and capacity for creative approaches,.

- is this more or less valuable for different types of young people? / for teachers/schools about equity of access?

Equalities perspectives? Accessibility questions. Important to incorporate this? May not be possible given the small size of the pilot.

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Process/implementation - E&R/SD&I. what support/guidance is needed for implementation. Need evidence to inform blueprint.

Ask schools to reflect on implementation to inform roll out.

Lessons learned. Observation actual versus anticipated

Outcomes and benefits - SDS - Participants informed

Potential for E&R to visit the pilot areas to be involved/help shape the measures. Depends on capacity and budget. would be helpful to observe the delivery.

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Need to speak to Jude about 'The Privacy Promise' with Taylor Stewart.

Overview of co-design , parents are asked to consent at start of year.

Need parental consent for pilots- E&R guidance information sheets and consents. Do co-design and evaluation permissions at the same time. E&R will share forms to adapt.

PVG - need to revisit.

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How do we understand what success looks like for careers interventions from view of young person? 

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How do we understand what success looks like for careers interventions from view of young person? 

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what factors in a school would be likely to make it successful?

2 schools already do a lot of project based learning

how can it be more integrated in what's happening

understand the environment of the school (sucess/challenges)

Need something beyond the S1- S3 to gather the evidence about how it works - process evaluation - practitioners/school consultation.

Generic insights about young people

Teachers - UX designer

build out from brief - how do they relate?

project plan ?

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Opportunity to co-design measures of success  

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Opportunity to co-design measures of success  

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Timelines - going out to speak to practitioners.

Staggered.

Evaluation evidence gathered in run up to summer term, also when they come back from summer.

Need a project plan with activity and when they land

Map out bridgehead

map s1- s3

map out evaluation activity

1st priority - co-designing measures of success from young people - what we are going to find out? what do we want to ask them and how? E&R we design the process.

E&R to visit pilot when up and running.

Plan would need to include the consent, governance, considerations.

Susie - SD&I

RPOD - Julie/Diana

RPOD for the evaluation

include S1-S3

broader evaluation plan

incorporate design work and timescales

collaborative projects at every stage (design, implementation, fieldwork and outputs) .

End of October - For project plan

Mid -October - co -design measures (methodology)

Activity build into a wider session on co-design? Potentially woven in?

SD&I will provide background information.