Careers Information, Advice and Guidance

Introduction

In line with the Government’s careers strategy, published on 4 December 2017, Bohunt School Worthing is setting out a long term plan to build a careers provision system that will help young people choose the career that is right for them. Our aim is to make sure that all young people get a programme of advice and guidance that is stable, structured and delivered by individuals with the right skills and experience.

To achieve this aim, our careers strategy uses the Gatsby Charitable Foundation’s Benchmarks to develop and improve our careers provision. This statutory guidance has been restructured around the Benchmarks with information on what schools need to do to meet each one. The Gatsby Benchmarks are not a statutory framework but by adopting them, we can be confident that we are fulfilling our legal duties. The Benchmarks go further by defining all of the elements of an excellent careers programme, based on the best national and international research.

We regularly review our careers provision through Compass. This is an online self-evaluation tool for schools to use to assess how their careers support compares against the Gatsby Benchmarks and the national average. To ensure that we accurately assess our careers provision at BSW we quality assure through regular reviews with independent careers advisors at GlaxoSmithKline and senior enterprise co-ordinators at coast to capital. Comparisons to national averages can are visible within this document.

Gatsby benchmarks

Benchmark Summary Criteria
1. A stable careers programme Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.
  • Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.
  • The careers programme should be published on the school’s website in a way that enables pupils, parents, teachers and employers to access and understand it.
  • The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process.
2. Learning from career and labour market information Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make the best use of available information.
  • By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
  • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.
3. Addressing the needs of each individual Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
  • A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions.
  • All pupils should have access to these records to support their career development.
  • Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.
4. Linking curriculum learning to careers All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career pathways.
  • By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.
5. Encounters with employers and employees Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment opportunities including visiting speakers, mentoring and enterprise schemes.

Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer.

* A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.

6. Experience of workplaces Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.
  • By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.
7. Encounters with further and higher education All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.
  • By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
  • By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.

* A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

8. Personal guidance Every pupil should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.
  • Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

Bohunt Worthing current measures against Gatsby benchmark national averages

gatsby

2017/18 CIAG provision to date

Year 8

  • Independent careers advice by appointment with Kerry Mann
  • Careers parent coffee morning run by independent careers advisor
  • ERA day activities based around local employment opportunities – Supply and demand
  • ERA day delivery of independent careers advise
  • KS4 options information including links to careers
  • Careers and guidance delivered through PSRE curriculum

Year 9

  • Young enterprise challenge day and personal interactions with 6 different local employers
  • Independent careers advice available by appointment during parents consultation evening
  • Careers parent coffee morning run by independent careers advisor
  • Armed forces careers day

Year 10

  • Barclays life skills content delivered through ERA week
  • Brighton in the community – Being ready for further education
  • Presentations to students from Chichester College, Brinsbury College and Plumpton College.
  • CV writing workshop with independent careers advisor
  • Careers in the NHS workshop
  • GSK STEM careers workshop
  • Cambridge University visit
  • Visit to Worthing college for all students in July 2018
  • Sussex University STEM activity day for all students
  • Independent careers advice available by appointment during parents consultation evening
  • Careers parent coffee morning run by independent careers advisor

Going forward

Government guidelines stipulate that all schools are required to meet the Gatsby benchmarks by 2020. At Bohunt School, we are aiming to meet all Gatsby benchmarks by the end of the next academic year 2018-19. To ensure we are able to do this we will continue to evaluate the CIAG provision we provide, with a particular focus on:

  1. Ensuring all year groups from 7-11 have at least one meaningful encounter with further education providers including apprenticeship providers.
  2. Ensuring all year groups from 7-11 have at least one meaningful encounter with local employers.
  3. Provide work experience opportunities where appropriate for students in Year 10
  4. Offer all year 11 students the opportunity to access providers of further education and apprenticeships through attendance at a careers fair.

Useful Websites for students, parents and carers

  1. Gatsby career advice
    http://www.gatsby.org.uk/education/focus-areas/good-career-guidance
  2. The National Careers Service
    https://nationalcareersservice.direct.gov.uk/home
  3. Amazing Apprenticeships
    https://amazingapprenticeships.com/
  4. University Technical Colleges
    https://www.utcolleges.org/
  5. Your daughters career
    https://www.gov.uk/government/news/your-daughters-future
  6. Find an apprenticeship
    https://www.findapprenticeship.service.gov.uk/apprenticeshipsearch
  7. STEM Careers
    https://www.stem.org.uk/stem-ambassadors
  8. Special educational needs and disability code of practice
    https://www.gov.uk/government/publications/send-code-of-practice-0-to-25