00:07 – Welcome, aims & session overview
Jenny opens the webinar, explains who’s speaking, and outlines the aim: sharing best practice in careers advice for post-16 learners from HE, evaluation and school perspectives.

03:48 – How HE links to Gatsby benchmarks & DfE guidance
Jenny frames the session using the Gatsby benchmarks and DfE careers guidance, highlighting where HE providers can support stable careers programmes, meaningful encounters and personal guidance.

07:20 – Key resources from GHWY & national partners
Overview of key careers resources including the CEC “Supporting Every Step” guide and Go Higher West Yorkshire materials (Shaping Your Future, Year 11 guide, apprenticeships and targeted resources for specific learner groups).

09:09 – What makes a ‘meaningful encounter’ with HE?
Breakdown of what “meaningful encounters” with HE look like (clear learning outcomes, two-way interaction, reflection time) and practical signposting to newsletters, careers portals and local networks to broker these encounters.

12:20 – Introducing the HE Careers Coaching project & report
Natalie and Sophie introduce the HE careers coaching programme, why the report is being launched now, and pose reflective questions about relational coaching, strengths-based work and integrating coaching into access activity.

14:57 – Journey of Change: theory of change & intended outcomes
Walkthrough of GHWY’s “journey of change” (theory of change), focusing on the goal of improving self-awareness and self-belief, and three key outcomes: knowing what’s right for them, developing locus of control, and identifying skills and strengths.

19:22 – Programme design, participants & evidence base
Summary of the coaching model (two one-to-one sessions with Level 6 careers professionals), target groups (underrepresented learners in Years 10–13), previous pilots, external evidence and the mixed-methods evaluation design.

22:33 – Findings 1: Developing internal locus of control
Explanation of locus of control and survey findings showing a statistically significant shift towards learners feeling more in control of their futures after coaching, with goal-setting and reflection playing a key role.

28:06 – Findings 2: Identifying skills & strengths
Results showing strong gains in learners’ ability to recognise and articulate their skills and strengths, how strengths-based conversations provoked deeper thinking, and why this metacognitive work is particularly powerful for underrepresented groups.

31:51 – Findings 3: Knowing what’s right for me
Evidence that learners improved their understanding of which options suit their skills, interests and values, and how the second session helps them test the feasibility of goals, recalibrate when needed and refine their “possible selves”.

35:30 – Findings 4: Goal setting, self-regulation & relational coaching
Discussion of how almost all learners chose future-focused goals (attainment, research, skills), how goal-setting supports self-regulation, and why a sustained, relational coaching model is especially influential for underrepresented learners.

37:51 – Recommendations for schools, colleges & HE providers
Four key recommendations: build guided reflection on skills/strengths, always include follow-up on goals, embed goal-setting into access programmes, and consider HE careers coaching within future access structures such as regional access partnerships.

41:55 – Live Q&A: making encounters meaningful & staying within remit
Open discussion with participants on using apprentices and role models, maintaining the boundary between information, advice and guidance, handling mental health issues ethically, and careers coaches’ reflections on practice.

57:12 – Roundhay Sixth Form context & careers challenges
Steph introduces Roundhay Sixth Form (cohort profile, disadvantaged and “new to Roundhay” students, small team) and sets out the tracking and equity challenges in delivering and evidencing robust careers provision.

1:04:29 – Ensuring every subject has in-person HE/employer encounters
How Roundhay aims for at least one in-person careers/HE encounter per subject each year, with examples (Bank of England, Leeds science practicals), planning tools and ways to share the workload with departments.

1:12:30 – High-impact events: Aspirations Week, fairs & showcases
Overview of Year 12 Aspirations Week, whole-cohort careers fairs, targeted showcases (e.g. engineering/social sciences), speed-networking formats and how these events feed into employability skills and follow-on activities like mock interviews.

1:21:45 – Careers bulletin, online opportunities & participation tracking
Steph explains the weekly careers bulletin for students and parents, use of online broadcasts/webinars, and a central participation tracker (via the achievement team) to see who is engaging, by group (disadvantaged, SEND, new to Roundhay).

1:23:39 – Supporting disadvantaged learners & contextual offers
Roundup of the “Realise Your Potential” offer: promoting access schemes and contextual offers, targeted campus visits, travel subsidies, and practical steps to ensure disadvantaged learners access trips, open days and HE preparation.

1:28:04 – Final reflections, key takeaways & next steps
Jenny closes the session by revisiting goal-setting as a key theme, inviting further questions via chat, outlining plans to share slides/recordings and evaluation, and thanking contributors and attendees.