Josie Finch

About Me

I’ve spent over 20 years working within the IAG system, supporting young people to navigate what comes next in education, employment and life. I formalised my practice through a Level 6 qualification and became a Registered Career Development Professional in 2023, self-funding my training as something I felt strongly about investing in.

Part of my role is direct careers guidance. I work with young people to explore options, build confidence and make sense of their next steps. This includes support with decision making, applications, transitions and understanding opportunities. For me, this work has never just been about jobs. It’s about helping young people understand themselves, build independence, and begin to see a future that feels possible. Sometimes that’s about career pathways. Sometimes it’s about something much more fundamental, like confidence, connection or simply feeling like they belong.

Alongside this, I design and deliver training, workshops and CPD for professionals, and work closely with schools and services to help them develop and improve their careers programmes. I focus on what actually works in practice, supporting staff to move beyond compliance and towards something more meaningful and consistent for young people.

I also work across the local authority to support the development of careers education and work inspiration more broadly, helping to bring a more joined-up approach across services that often operate separately.

A big part of my work centres on young people who are not well served by traditional systems, including those with SEND, those in alternative provision and those outside mainstream education. I’ve completed additional training in supporting clients with additional needs, and my approach is shaped not only by my professional experience, but also by my personal experience of supporting family members with additional needs. That perspective keeps my work grounded in the realities of everyday life, not just outcomes on paper.

Alongside this, I contribute to governance through my role on the SEND Educational Excellence Committee, where I’m part of holding systems to account for the quality of education and how well young people are prepared for adulthood, including employment and independence.

I’d describe my approach as collaborative, practical and grounded, with a focus on building genuine relationships with young people. I bring creativity and flexibility into my work, adapting my approach to suit the individual rather than expecting them to fit a set process. This helps me connect particularly well with young people who may feel disengaged, uncertain or less confident in traditional settings. I aim to create a space where conversations feel relaxed, open and honest, as some of the most meaningful careers discussions happen when young people feel comfortable enough to explore ideas without pressure.