Having the best careers advice and guidance is crucial if we are to make sure students fulfil their dreams and that we make sure ‘everything is possible’.
In this academy year we do not have students above Year 7. Nevertheless, we have planned careers activities as part of our personal, relationships, social and health education (PSHRE) programme. This will prepare students for a carefully organised curriculum in Year 8 that builds on our careers work.
Our careers curriculum is led by Mr Matt Holmes. He can be contacted on firstname.lastname@example.org or call the main switchboard. Mr Holmes will be happy to help.
The academy follows the statutory guidance set out in the 'Careers guidance and access for education and training providers' published by the DfE in 2018. A copy of our Careers Information and Guidance Policy can be found here.
A link to the Government guidance can be found here:
Our careers commitment. We are committed to:
- providing a planned programme of activities for all students, starting with Year 7 and running through to Year 11 as the academy grows.
- providing advice and guidance which is impartial, unbiased and is based on the needs of students, showing no bias or favouritism towards a particular education or work option
- ensuring that our advice and guidance follows local, regional and national frameworks for good practice and other relevant guidance from the DfE and OFSTED
- providing a programme which is student centred, integrated into the whole curriculum and based on a partnership with students and their parents/carers
- taking an inclusive approach and ensure all students with special educational needs and/or disabilities are supported to access the careers programme and are supported fully in exploring all options and planning for their next steps
- ensuring all students are supported in accessing education, employment or training at the relevant transition points.
The Academy will provide the CEIAG programme through:
- the whole curriculum: Subject leaders and subject area teachers are encouraged to identify CEIAG links within their subject area and contribute to the delivery through their schemes of work, lessons and trips in all key stages
- innovation experiences: Depending on the topic, the collapsed timetable days/events are delivered by appropriate partners and teachers
- the tutorial programme: all tutors are actively involved in delivering the careers tutorial programme
- timetabled lessons: elements of subject lessons contribute towards key areas of careers education.
- focused events: at strategic times throughout the year are targeted at relevant students e.g. activities during National Careers Week and National Apprenticeships Week, university taster days, trips and visits where a range of partners provide advice and guidance.
- making sure all next steps are covered including apprenticeships and college vocational routes (more important as they academy grows and has students in key stage 4)
- parent events, such as parents’ evenings
- assemblies: The Assembly programme has a half-termly career-specific focus which, amongst others, involves a range of guest speakers
- roles that students can play within the Academy, such as Global Youth School Ambassadors, Student Councillors or Sports Leaders.
Measuring the impact of our careers advice and guidance
With students in Year 7 only we do not have statistics such as destinations at the end of Year 11. However, the academy will measure the success of its approach in the short term by securing feedback from providers/employers, students, parents and carers and by keeping records of attendance at events.
An annual review
of CEIAG is conducted by Mr Holmes. This will check on the quality of the work from this year and check on the appropriateness of the Year 8 provision. (Here we remember that the statutory guidance applies from Year 8 but in true Clapham style we have started a year earlier). Moving forward, our careers strategy will be audited against statutory guidance, evidence on good practice and other relevant frameworks and will be updated accordingly.
In the long-term destinations data alongside on-going evaluation forms, student surveys, focus groups and evidence of impact will all be used evaluate the effectiveness of our work.
During whole academy monitoring we will also check on the quality of the links and delivery of careers work in different subjects.