Careers Web

Careers Policy

This policy was developed and is reviewed every two academic years through discussions with teaching and support staff, the school’s Connexions personal adviser(s), careers advisors, students, parents, governors, advisory staff, business partners and other external partners.  All evaluations completed with both staff and students feed into the re-development of the overall CEIAG planned programme for each key stage.  The careers education planned programme is developed in collaboration with the pastoral team leaders and the pastoral teams for each year group. 

Links to other polices: This policy is underpinned by the school’s policies for teaching and learning; assessment, recording and reporting achievement; vocational education; PSHEE and citizenship; enterprise education; equal opportunities; health and safety; and special needs.

Entitlement needs of students:

The CEIAG programme is designed to meet the needs of students at this school. It is differentiated to ensure progression through activities that are appropriate to students’ stages of career learning, planning and development.  Consideration for SEN leaners has been taken into account and activities are differentiated to ensure access. The programme promotes equality of opportunity, inclusion and anti-racism.  

Students are entitled to:

  • careers and work related activities and opportunities
  • up to date information, advice and guidance that is impartial and confidential
  • access to a wide range of professionals from the world of work

Each key stage has set entitlements which are in line with those set out in the CDI framework.  The activities devised for each year group derive from these entitlements.  

By the end of year 7:

  1. I will be able to describe myself, my strengths, and preferences
  2. I will be able to tell positive stories about my wellbeing, my progression and achievements
  3. I will be able to explain how I have benefited as a learner from careers, employability and enterprise activities and experiences
  4. I will be able to describe the different ways of looking at people’s careers and how they develop 5.  I will be able to identify and make the most of the support around me 

By the end of year 8: 

  1. I will be able to explain how I have benefited as a learner from careers, employability and enterprise activities and experiences
  2. I can identify different types of work and why people’s satisfaction with their working lives can change
  3. I will be able to describe the organisation and structure of different types of businesses
  4. I will be aware of what labour market information is and how it can be useful to me
  5. I will recognise the qualities and skills that can make me employable and will have evidence of those I have demonstrated both in and out of school
  6. I will know how to look at the choices and opportunities open to me when I reach a decision

By the end of year 9: 

  1. I will be able to explain how I have benefited as a learner from careers, employability and enterprise activities and experiences
  2. I will identify and make the most of the of support around me, including how to use careers information, advice and guidance and know the difference between being objective and bias
  3. I will know how to look at the choices and opportunities open to me when I reach a decision
  4. I will know how to negotiate and make plans and decisions carefully to help me get the qualifications, skills and experience I need
  5. I will show that I am able to be positive, flexible and well-prepared at transition points in my life

By the end of year 10:

  1. I will be able to review and reflect on how I have benefited from careers, employability and enterprise activities and experiences
  2. I will recognise how I am changing, what I have to offer and what is important to me
  3. I will be able to show how I continue to develop the qualities and skills I will need to improve my employability
  4. I will be able to research my education, training, apprenticeship, employment and volunteering options and looking at the best progression options
  5. I will know my rights and responsibilities in a selection process and the strategies I can use improve my chances of being chosen

By the end of year 11:

  1. I will be able to review and reflect on how I have benefited from careers, employability and enterprise activities and experiences and show that I have acquired and developed qualities and skills to improve my employability
  2. I will be able to research my education, training, apprenticeship, employment and volunteering options and looking at the best progression options
  3. I will be able to find relevant labour market information and know how to use it when planning my career
  4. I will build on and make the most of the support around me, including how to use careers information, advice and guidance and know the difference between being objective and bias
  5. I will know how to make plans and decisions carefully including how to solve problems and deal with influences on me appropriately
  6. I will review and reflect on previous transitions to help me improve my preparation for future moves in education, training and employment

Implementation

The careers education manager is responsible for overseeing the planned careers programme/SOW. However all staff in the school have elements of CEIAG within their roles.  The careers education manager is responsible to the Deputy Head Teacher who has responsibility for careers and IAG. Student guidance is managed by the careers education manager; work experience is managed and coordinated by………………………….and is overseen by ……………..   

Staffing:

All staff are expected to contribute to the CEIAG programme through their roles as tutors and subject teachers. CEIAG is planned, monitored and evaluated by the careers manager in consultation with relevant staff. Careers information is available in the library in the careers education resources section, which is maintained by the library staff as well as the careers education manager and careers coordinator.   There are a number of people who as a collective are responsible for the delivery of CEIAG in Noname Academy.  These are:

  • Careers Education Manager
  • Deputy Head Teacher with overall responsibility for careers
  • PSHE Team
  • PSHE Manager
  • The Connexions Personal Advisor
  • School Careers Advisor

The school contract qualified careers advisors from ………..  The careers advisors from ……..are QCG Level 7 qualified and are Matrix accredited.  …………..is committed to ongoing CPD with sector lectures and all staff continued to have QA observations and work towards data performance indicators.  The vocational and careers education manager has extensive teaching experience and expertise.   There is a link governor for CEIAG at Noname Academy.  This is a requirement set out by the DfE in the statutory guidance on careers and inspiration in schools as well as in the Governance handbook.

Role and responsibility of the CEIAG Link Governor:

 

  1. Governors have a crucial role to play in connecting their school with the wider community of business and other professional people in order to enhance the education and career aspirations of pupils. This includes helping secure speakers, mentors and work experience placements, all of which can help engage employers in the school and in turn potentially lead to them providing new skilled governors.
  2. Maintained schools must secure access to independent careers guidance for pupils in years 8-13. Many academies are subject to the same duty through their funding agreements.
  3. Schools must have regard to statutory guidance, which sets a clear framework for the provision of advice and guidance. Academies without the careers requirement are encouraged to follow the guidance as a statement of good practice. It states that boards should: 
  4. ensure that the advice and guidance provided is impartial, includes information on the range of options (including apprenticeships and other vocational pathways) and promotes the best interests of the pupils to whom it is given;
  5. provide clear advice to the headteacher on which a strategy for advice and guidance can be based that is part of a clear framework linked to outcomes for pupils; and
  6. consider the importance of providing pupils with access to inspiring activities through sustained contacts with employers, mentors and coaches.
  7. The board can refer to departmental advice, which sets out some common features of inspirational, high quality advice and guidance. Source: Governance Handbook November 2015