Careers Education Information and Guidance (CEIAG) Strategy 2019-20
Neston High School Authored by: Dr Zeyn Hyder-Wright Careers Coordinator May 20th, 2019
Overall Aim We aim to develop confident learners with the skills to take ownership of their learning, who are proud of their achievements and are well prepared for working life in modern Britain. We want our students to be equipped with the skills and qualities needed to meet the opportunities, demands and challenges of the 21st Century within a changing world of work and employment. “Good career guidance is the key to social mobility. It’s about showing young people- whatever their social or family background-the options open to them, and help them make the right choices to set them on the path to rewarding future careers” Good Careers Guidance, Gatsby Foundation Objectives Students, from year 7 upwards, will participate in a programme of activities designed to provide them with the skills and experience to make informed decisions about their future career path. Students, teachers, parents and employers will understand how the career programme supports both the school strategic priorities and statutory guidelines. Students, teachers, parents and employers will have the opportunity to provide feedback to ensure the career programme is continuously evaluated to best meet the needs of all students.
Key Staff Dr Hyder-Wright is the careers coordinator for Neston High School. The role ensures that the school is compliant with the 8 Gatsby benchmarks, and that good careers guidance is being taught throughout the school. She is involved tin the strategic planning of careers provision across the years. She has an excellent knowledge of routes post-16 and post-18, and has formed excellent relationships with local employers and business in the Cheshire and Merseyside area to provide the school with excellent links. Links have also been made with the many local colleges and apprenticeship providers. We believe that establishing these inks allows our students to have access to the best opportunities fir their future. Mrs Lacey is the senior leader for careers education and information and guidance. She provides a link between the careers coordinator and Leadership/Governors. Strategic planning against the Gatsby benchmarks is shared with the Head Teacher and Governing body and the performance against them is tracked over time. The CEIAG link governor is Paul Sweetman. Paula Owens is our independent careers advisor who works with our students to give impartial and independent careers advice to them. Emma Dalzell is our Careers and Enterprise coordinator, who gives us advice and guidance on how to build links with local businesses and how best to achieve the benchmarks. All teaching and support staff share a responsibility to promote the importance of careers education in school to help students realise their aspirations. Further information about how the careers programme Key Contact information Careers Coordinator: Zeyn Hyder-Wright Telephone: 0151 336 3902 Email: hyderz@nestonhigh.com Senior Leadership: Amanda Lacey Telephone: 0151 336 3902 Governor: Paul Sweetman
Commented [MT1]: I appreciate this will be published on the school website but would it also be worth including reference to finding further information on the career tab on the website and attaching the links? Commented [ED2R1]: Agree
Benchmark Explanations The Gatsby Benchmarks are a framework of 8 guidelines that define the best careers provision in schools and colleges. Our careers strategy is built around them and has been a great place to start when planning and improving our programme. The Gatsby Benchmarks have a key role in:
raising young people’s aspirations and promoting access to all career pathways enabling all young people to develop the skills and outlook they need to achieve career wellbeing, including adaptability and resilience Underpinning the Department for Education guidance to schools on meeting their statutory responsibility for careers guidance.
Here is a detailed explanation of the Gatsby benchmarks: Gatsby Benchmark What is needed Every school and college should have an embedded programme of career education 1. Stable and guidance that is known and understood by students, parents, teachers, Career Programme governors and employers. Every school should have a stable, structured careers programme that has the explicit backing of the senior management team and an appropriately trained person responsible for it. The careers programme should be published on the school’s website so students, parents, teachers and employers can access and understand it. The programme should be regularly evaluated with feedback from students, parents, teachers and employers as part of the evaluation process. By the age of 14, all students should have accessed and used information about 2. Learning from career career paths and the labour market to inform their own decisions on study options. and labour Parents should be encouraged to access and use information about labour markets and future study options to support their children. market information 3. Addressing the needs of each pupil
4. Linking curriculum
Students have different career guidance needs at different stages. Opportunities for advice and support should be tailored to each of these stages, with diversity and equality embedded in the school’s careers programme 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 student and subsequent agreed decisions. All students should have access to these records to support their career development. Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school. All teachers link curriculum learning with careers. Science, technology, engineering and mathematics (STEM) subject teachers highlight the relevance of STEM subjects for a wide range of future career paths.
learning to careers
By the age of 14, every pupil has had the opportunity to learn how the different STEM subjects help people to gain entry to a wide range of careers. All subject teachers emphasise the importance of succeeding in English and Maths. 5. Encounters Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. with Students should participate in at least one meaningful encounter with an employer employers every year from the age of 11. and employees Work with your regional LEP to make sure you are aligning to the strategic economic plan of the region. 6. Experiences Every student should have first-hand experiences of the workplace through work visits, work shadowing and/ or work experience so they can explore their career of workplaces opportunities. By the age of 16, every student 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 student should have had one further such experience, additional to any part-time jobs they may have. 7. Encounters All students should understand the full range of learning opportunities that are available to them. This includes academic and vocational routes and learning in with Further and schools, colleges, universities and the workplace. By the age of 16, every pupil should have had a meaningful encounter with a Higher provider of the full range of learning opportunities. Education By the age of 18, all students who are considering applying for university should have had at least two visits to universities to meet staff and students. Every student should have opportunities for guidance interviews with a career 8. Personal adviser. Every student should have at least one of these interviews by the age of 16, guidance and the opportunity for a further interview by the age of 18.
For a more detailed explanation of the Gatsby benchmarks and the Gatsby foundation please see our website, or, alternatively, please go to: https://www.gatsby.org.uk/education Action Plan to Achieve Benchmarks We will do this by looking at: Destinations data Labour Market Information Careers incorporated into the curriculum Feedback on CEIAG through surveys/questionnaires/meetings with staff, parents, employers and students.
Commented [ED3]: This isn’t just staff, but also parents, employers and students
Benchmark 1: A stable careers programe
Key points of Benchmarks Every school should have a stable, structured careers programme that has the explicit backing of the senior management team and an appropriately trained person responsible for it.
The careers programme should be published on the school’s website so students, parents, teachers and employers can access and understand it.
The programme should be regularly evaluated with feedback from students, parents, teachers and employers as part of the evaluation process.
Action Plan and KPIs The careers programme is backed by a member of the Senior Leadership Team, Amanda Lacey, and the Head, Keith Simpson. A careers coordinator is in place to oversee careers provision, Zeyn Hyder-Wright, and a governor, Paul Sweetman has been allocated. Zeyn Hyder-Wright and Amanda Lacey have the overall responsibility to ensure that the 8 Gatsby benchmarks are being achieved. Benchmarks are measured against key permormance indcators which are stated in the action plan here. The careers programme will be published on the website and will include departmental CEIAGs. This strategy will be available on the school website alongside the provider access policy and will be easily accessible. Careers information is regularly emailed to parents/carers/employers. Further career guidance as well as tutor group Whistle-stop jobs PowerPoints will be included on the website, alongside information on Unifrog and Start profile which are excellent platforms to explore different careers and labour market information, as well as the routes needed to achieve them. More information will be available on the website. The careers bulletin is available on the school website. The programme will be reviewed annually incorporating feedback from careers fairs/taster days, tutors and parent’s evenings in the form of questionnaires and surveys. The careers programme is a working document that will change according to new guidelines from the DfE and feedback from students and staff. Implementation of the taught programme will be monitored by completing learning walks and student voice. The success criteria would be that 100% of students will go into education/work post-16 and post-18. This will be measured through collecting destinations data and questionnaire feedback from students and parents.
Commented [MT4]: Is it worth clarifying their role here? For example ‘who hold overall responsibly for achieving the Gatsby Benchmarks’ Commented [ED5R4]: Agree Commented [ED6R5]: Agree – the role is specifically defined Commented [MT7]: How are they measured on their delivery of this careers programme? Commented [ED8R7]: Needs reference to the KPIs Commented [ED9R7]:
Commented [MT10]: Can you explain what these are for parents? Or maybe link to the explanation page on their website?
Commented [MT11]: Can you include a success measure e.g. The success of the programme will be measured through destination data and questionnaire feedback from students and parents
Benchmark 2: Learning from career and labour market inforamtion By the age of 14, all students should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
All students in KS3 will all have a “Start” profile where they can discover labour market information and how to access their chosen careers. They also can access labour information every 2 weeks for different careers in a session called “Whistle-stop jobs” delivered by tutors. These also contain information about job projections and gender demographics. They will have 3-week sessions on Start profile every year in KS3, from Year 7-9. Students will fil out “My top jobs” which contains information about salary, location of jobs, and qualifications needed to enter the professions from their top 5 searches. They will keep this document in their school folders and will amend them every year. Tutors will promote using this platform in and outside of school. All students at KS4 and KS5 will have a Unifrog account where they can access information about the labour market and universities/apprenticeships and work. They will have 6-week sessions each year on Unifrog Tutors can identify who is accessing the platforms on teacher accounts and will ensure that each students accesses each platform 10 times per academic year.
Parents should be encouraged to access and use information about labour markets and future study options to support their children.
Parents have been sent a letter with information about logging onto Unifrog and Start, and details on how they can access the platforms for themselves in order to support their ward. Careers information can also be given to carers at the year 11 information evening/careers evening which is held annually. Useful information about how to search for labour market information and the links to use will be available on the website.
Commented [MT12]: Can you include a measure e.g. form tutors will ensure students have accessed start/unifrog at least x times per academic year from age 11 - 14 Commented [ED13R12]: Agree – needs to be a measure against it
Commented [MT14]: Could you include a measure such as ‘career information will be discussed during at least one parents evening per year Commented [ED15R14]: Agree Commented [MT16]: Can you also provide useful links for parents on the website? Eg http://www.lmiforall.org.uk/ Commented [ED17R16]: Agree
Benchmark 3: Addressing the needs of each pupil. Diversity and equality should be embedded in the school’s careers programme. The careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
Diversity and equality are taught in PSHE, and external speakers from the LGBTQ community deliver sessions to year groups. External speakers are asked to deliver talks who challenge stereotypes such as a male nurse and a female doctor and female vet. Female STEM employees attend careers fairs. Students will present their thoughts about diversity and equality in the workplace during PSHE and homework. Students also access gender information in different careers on Start profile and in the whistle-stop jobs Powerpoint delivered by tutors every fortnight.
Commented [MT18]: How will you measure that D&E has become embedded? E.g. student presentation on/homework item? Commented [ED19R18]: Agree – this will need tracking
Schools should keep systematic records of the individual advice given to each student and subsequent agreed decisions. All students should have access to these records to support their career development.
All students will log at least one interaction with an employer, interview, work experience, careers advisor meeting and/or trip on their Unifrog and Start account per academic year. Students are also emailed a document after their careers meeting with the adviser summarising the key points and targets from the meeting. We will ensure that all students get appointments by year 11, or 2 appointments by sixth form. Feedback is given by each student on the usefulness of the appointment in termly reports, as well as a report with the numbers of students who were seen from each year group and targets for the following year.
Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school.
Destinations data is collected by dedicated administrative staff and a destinations report is compiled by our careers adviser Paula Owens. Destination data will be available on the website and at year 11 options evening to parents and students
Commented [ED20R18]:
Benchmark 4: Linking curriculum to careers. All teachers link curriculum learning with careers.
Science, technology, engineering and mathematics (STEM) subject teachers highlight the relevance of STEM subjects for a wide range of future career paths. By the age of 14, every pupil has had the opportunity to learn how the different STEM subjects help people to gain entry to a wide range of careers.
All subject teachers emphasise the importance of succeeding in English and Maths.
All subjects will deliver a stand-alone lesson on careers in their subjects at the start of year 9. Many departments have posters/displays which link their subject to a range of careers. Subjects also organize trips/external speakers/workshops. This information will be available on the careers section of the website. In the last week of term year 7 will have a collapsed timetable to work on an enterprise project about advertising. All students will have 2 hours to design a Powerpoint lead by the IT department to help advertise the camp facilities in response to a brief by the camp owner. STEM club is open to all students. Display walls will be maintained annually which highlight jobs in the Sciences are within the department and in classrooms. All student will be invited annually to a Science trips, such as ScienceLive, Urenco, The World Museum, CERN, Chemistry at Work and trips to scientific labs to encourage interest in STEM subjects and how the translate into future careers. External speakers such as lecturers from LSTM, Liverpool University and Chester Zoo are invited in to talk to the students. The Medical Mavericks and a Nurse also deliver long assemblies. Students are encouraged to enter competitions such as Young analyst, Salter’s competition, Cheshire Challenge and Go4Set. All students are invited to attend the careers fair which has a variety of STEM exhibitors. All year 8 and 9 students are invited to take part in a science project in enrichment week. Science works closely with Maths, as the GCSEs/A-level exams contain a large mathematical component and contains graph drawing, rearranging equations and calculating the mean. The literacy policy is followed in all subjects. Teachers are required to check spelling and grammar when marking books. In English there is targeted and optional revision sessions. Students can also access revision guides – which they can buy in school. In English there are exam focused lessons from the beginning of year 11. All students attend the “Poetry Live trip” - where students get to hear the named poets talking about their poems. There are targeted and optional revision sessions for students in Maths.
Commented [ED21]: Commented [ED22R21]: How are you going to make this ‘meaningful’?
Commented [h23R21]: I am not sure…
Benchmark 5: Encounters with employers and employees. Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. Students should participate in at least one meaningful encounter with an employer every year from the age of 11.
Students have numerous opportunities to “Meet the Professional” and ask them questions on their work, qualifications required and job satisfaction. They will have the opportunity to converse with the professional before and after the experience. Year 7-camp manager project, Chester zoo project. Year 8- World Museum “Interview a professional”, employer marketplace event organised by KS5 business students. Year 9- Anfeld trip “Interview a pro”, careers fair Year 10- Work Experience, careers fair, Mock Interviews with local employers, NHS Royal Liverpool Nurse Year 11- Medical Mavericks, Careers fair Year 12- Work placement, careers fair, Mock Interviews with local employers, Edge Hill Finance department Year 13- Edge Hill Finance department Students will fill out a booklet before and after the careers fair to make the experience more meaningful.
Work with your regional LEP to make sure you are aligning to the strategic economic plan of the region.
Regular meetings with our Enterprise Coordinator to set targets about how to achieve the benchmarks.
Commented [ED24]: There needs to be some reference to how this is going to be ‘meaningful’
Commented [ED25]: I would say ‘Enterprise Co-ordinator’ here as that is a nationally recognised role.
Benchmark 6: Experience with work places.
Every student should have firsthand experiences of the workplace through work visits, work shadowing and/ or work experience so they can explore their career opportunities.
Every student is supported to arrange a work placement in year 10. If a placement is not organised by the student, the school works with MPloy to find the student a place.
By the age of 16, every student 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 student should have had one further such experience, additional to any part-time jobs they may have.
Students all go on work experience in year 10 and in year 12. Students are expected to find their own placements in year 12, however the sixth form team and tutors are able to intervene if a placement is not made by deadline.
Benchmark 7: Encounters with further and higher education. All students should understand the full range of learning opportunities that are available to them. This includes academic and vocational routes and learning in schools, colleges, universities and the workplace. By the age of 16, every pupil should have had a meaningful encounter with a provider of the full range of learning opportunities.
Year 10-11 are invited to attend assemblies by different colleges in the area such as Wirral Met and Cheshire college. The NCS are also invited in to talk to year 11s about the project. ASK deliver an assembly about apprenticeships to years 1013 and then delivers a workshop to year 12-13 who need help to go through the application process. Tutors and house offices regularly liaise with their students to find out if they need any guidance or advice on their career path. If so they can help their tutees themselves, or send them to the library to look at prospectuses on Universities/colleges, see the careers coordinators, subject leaders, or make an appointment with the careers advisor. All of year 10 are invited to attend a taster day at Cheshire College who will out on a series of lessons from construction to beauty. Students who are less likely to pick choose formal education post-16 are invited to attend colleges from year 10 onwards one day a week. Employers such as the Army and the NHS also give assemblies to year 11, with the opportunity to ask questions afterwards. Northumbria university also delivered assembly to year 11 about university life. Year 12-13s are given talks from Edge Hill University and the advantages of taking a gap year from an ex-student. Students
are also able to research opportunities within a gap year in carousal sessions. Year 11 students were invited to attend a session given by David Campbell Soccer academy and LLS. By the age of 18, all students who are considering applying for university should have had at least two visits to universities to meet staff and students.
Year 12s also experience the workplace in a work experience self-placement. The head of year 12 and tutors ensure that students are finding their own placements and making contact with employers. A spreadsheet is filled out on the various stages of progress the students are making. Even though this is up to students to find placements, staff will intervene to find placements if needed. The sixth form team and tutors monitor placements by making contact with the various businesses of the course of the week.
Commented [MT26]: How do you evaluate their understanding? Is this through tutor meeting? Commented [h27R26]: Commented [h28R26]:
Commented [ED29]: How is this monitored if it is selfplacement?
All students are invited to the annual careers fair which was attended by over 60 exhibitors consisting of 20 universities and colleges including LIPA, Reaseheath and Oxford University. All year 12 students are required to go to a UCAS trip to Manchester University. They are then advised to go to open days of their preferred choices. All students are expected to log every encounter and experience onto Unifrog where it can be monitored.
Commented [MT30]: How do you measure that they’ve had 2 visits? Is this within their career profile
Benchmark 8: Encounters with further and higher education. Every student should have opportunities for guidance interviews with a career adviser.
All year 9 and 12 students will have a group interview with the careers advisor. Year 10 will have 1-2-1 interviews. To ensure all students are seen, students will be given appointments per tutor group. Absences will be monitored, and will be “moped� up at the end of the year.
Every student should have at By 2020 all students should have 2 least one of these interviews by interviews in their school career. the age of 16, and the opportunity for a further interview by the age of 18.
Commented [MT31]: How will you measure that this has happened? Will the career advisor monitor this and report back to you?
In Summary: We are committed to providing excellent careers education to all our students. We endeavor to meet all 8 Gatsby benchmarks by focusing on the following: 1) A whole-school approach-whole school and curriculum careers education with be implemented. 2) Regular review-against all 8 benchmarks via feedback from staff, students, parents and Governors. All feedback will be used to inform us on how to improve each year and the plan will be adapted. 3) An informed approach- using local labour market information, destination data, enterprise partnerships and other information to ensure students are receiving current and up-to-date careers information. For more information, please contact Dr Hyder-Wright: hyderz@nestonhigh.com