Smallbrook careers education and guidance programmes are fundamental in preparing our young people for the opportunities, responsibilities, and experiences of life. During their time at the Smallbrook School students will be supported by the school’s dedicated Careers Department and complete an accredited employability qualification.
Smallbrook offers a wide range of careers education, information, advice, and guidance activities delivered through workshops, events, work experience and lessons. The overall aim of our career’s education, information, advice, and guidance is to help students to:
- Understand themselves better and develop their personal capabilities.
- Acquire the skills necessary for making realistic decisions.
- Make informed choices about their own career paths.
- Be aware of all education, training and career opportunities Post 16 and Post 18.
- Gain information about jobs and employment (the labour market) in a variety of areas and understand the skills, knowledge, and attributes necessary to gain and sustain employment.
Careers Provision at Smallbrook School
All pupils have access to the following:
- Embedded careers in the Smallbrook curriculum and explicit employability sessions for all students.
- Visitors in to school and offsite visits support students in developing their understanding of a range of different post 16 pathways.
- All students from Year 7 plus have access to advice and guidance from our Employability teacher and Lead.
- All students in Year 10 plus have access to a meeting with the independent careers advisor and school careers leader. They also explore future pathways through the employability lessons.
- Students have access, through the programme, to relevant careers events hosted in house and at local collages and local/national events.
Key Stage 3
- Student pathways onto accredited and vocational courses are planned and prepared for in KS3. (Options)
- Students take part in Enterprise projects.
- Events and projects are a key part of the KS3 curriculum.
- Students in Year 9 will have the opportunity to take part in the Bronze Duke of Edinburgh Award.
- Students have one-to-one meetings with the schools’ careers leader and independent careers advisor to discuss future career aspirations.
- Students are invited to attend the school’s annual careers fair (January), where they have opportunity to speak with a variety of providers Army, Police, NHS, hospitality providers, apprenticeship and internship providers and local colleges, both in Shropshire, Cheshire, and Northeast Wales.
Key Stage 4+ (In addition to KS3 ongoing provision)
- One-to-one meetings with the school Careers Leader and independent careers Advisor in Year 10 and Year 11 inform individual routes into Post 16 provision and appropriate and meaningful work experience opportunities.
- The majority of KS4 students take part in the Duke of Edinburgh Award.
- Students in Year 10 and 11 plus undertake Work Experience and work-based placements and opportunities. These can be both short term and long-term placement, dependant on future aspirations.
- Students have the opportunity to take part in an Enterprise project.
- 1-2-1 Student transition visits to colleges or Apprenticeship providers.
- Students complete the BTEC Work Skills qualification: Pass, Fail
We endeavour to ensure that students and supporting adults have access to independent advice and guidance (IAG), whenever required or through set dates to assist with making important academic or career decisions.
Students have access to the Be Ready website and regular meetings with the careers lead [Gemma Comerford]
For careers and work experience support or to book a careers appointment, please email: gemma.comerford@smallbrookschool.org.uk
View the Be Ready websiteSmallbrook School Strategic Careers Plan – 2025/2026
| SLT Comments: | Link Governor Comments: | Enterprise Adviser Comments |
| Parent Voice Comments: | Student Voice Comments: | Staff Voice Comments: |
| School, Special School or College Vision Statement/Values: | ||
| The education we provide gives our students the experience of achievement as well as the qualifications they need to get on in the world. The school promotes a safe and supportive learning environment in which students are valued and can clearly see our high expectations of them. Older students can access our specialist vocational training courses to pursue nationally accredited qualifications, such as motor vehicle, catering, construction and hairdressing within a purpose-designed learning environment. | ||
| Vision for Careers Provision Ideas: | ||
| Smallbrook careers education and guidance programmes are fundamental in preparing our young people for the opportunities, responsibilities, and experiences of life. During their time at the Smallbrook School students will be supported by the school’s dedicated Careers Department and complete an accredited employability qualification. Smallbrook offers a wide range of careers education, information, advice, and guidance activities delivered through workshops, events, work experience and lessons. The overall aim of our career’s education, information, advice, and guidance is to help students to: Understand themselves better and develop their personal capabilities.Acquire the skills necessary for making realistic decisions.Make informed choices about their own career paths.Be aware of all education, training and career opportunities Post 16 and Post 18.Gain information about jobs and employment (the labour market) in a variety of areas and understand the skills, knowledge, and attributes necessary to gain and sustain employment. | ||
| Vision for Careers Provision Statement: | ||
| To enhance the programme already available by building our careers provision to allow opportunities outside of schoolTo develop links with local college provisions to support our students with transitional experiences from YR10 onwardsTo forge links with specialist FE colleges and building a working relationshipTo build a catalogue of employers and stakeholders who will work with our students to offer work experience placementTo build a sixth form bespoke provision which allows for each student to work towards EHCP targets and preparation for adulthood | ||
Reviewing Current Provision
Review the current provision of your school, special school, or college’s careers provision through:
- Completing Compass.
- Carrying out a SOAR analysis (looking at its existing Strengths, Opportunities, Aspirations and Results).
- Local context: LMI, growth sectors, FE/HE provision, etc.
- Collecting and Reviewing Evidence, including Feedback, Careers Knowledge & Skills, Education Engagement and Destinations Data.
| Compass – Current Compass Score: | |
| Compass – Priority Benchmarks: | |
| LMI – Local and Regional Context: |
Strength of Careers Provision SOAR
| Strengths Careers documented throughout all SOW on all subject areas All year groups have access to onsite careers leadCareers lead works with KS2 to incorporate opportunities within their curriculum Opportunities to meet with regional futures advisors | Opportunities Build relationships with local FE colleges and specialist provisions to support transition of students into post 16 educationBuild relationships with local businesses to develop work experience opportunities with understanding employees |
| Aspirations Develop an enterprise project which incorporates all core subjects and vocational areas to produce for saleTo open a pop shop which allows for work experience opportunities for students to sell their produce made from enterprise projects To allow more time for careers leader to work with all year groups | Results Destination data- more post 16 into FE provisionsWork experience and public engagementEnterprise projects resulting in pop shop producing familiar work experience |
| Key priority/action areas from SOAR: | |
Key strategic objectives
| Key Strategic Objectives | |
| 1 | Develop a life skills package based on individual EHCP targets, as the time pupils have at SB comes to an end. |
| 2 | To develop and instigate a tiered travel training programme |
| 3 | To develop a work experience, offer, that reflects the opportunities for supported internships and supported apprenticeships. |
| 4 | Launch an enterprise aspect across, potentially all subject areas. |
| 5 | To develop a ‘pop up’ shop and/or market stall to develop life skill opportunities. |
Action plan
(Smallbrook School) Strategic Careers Plan
Vision Statement: The education we provide gives our students the experience of achievement as well as the qualifications they need to get on in the world. The school promotes a safe and supportive learning environment in which students are valued and can clearly see our high expectations of them.
Date of last review: 14/01/25
| Smallbrook School: Key Strategic Objectives | |
| 1 | Develop a life skills package based on individual EHCP targets, as the time pupils have at SB comes to an end. |
| 2 | To develop and instigate a tiered travel training programme |
| 3 | To develop a work experience, offer, that reflects the opportunities for supported internships and supported apprenticeships. |
| 4 | Launch an enterprise aspect across, potentially all subject areas. |
| 5 | To develop a ‘pop up’ shop and/or market stall to develop life skill opportunities. |
Date of next review: 20th December 2025
| School, Special School or College Name: Smallbrook School Career Leader Name: Gemma Comerford | Date Strategic Careers Plan Created: 01/12/24 | Date approved by SLT: 14/01/25 | Date approved by Governors: | Proposed Review Date: 30/06/25 | ||
| Strategic Careers Plan – Academic Year: 2025/26 | ||||||
| Objectives “What are the problems you are trying to solve?” | Actions, including CPD “What would solve the problem?” | Responsible/ “Who is responsible for each action?” | Time “When do you aim to have this completed by?” | Outcomes “What would success look like?” | Progress | |
| Develop a life skills package based on individual EHCP targets, as the time pupils have at SB comes to an end. | Offer a bespoke programme around sixth form which would allow for progression and preparation for adulthood | Gemma Comerford Lyndsay Guy Grove | Initial timetables to be operational by Sept 25 Review and updating throughout academic year 25/26 | Sixth students for 25/26 to have individual bespoke timetables | ||
| To develop and instigate a tiered travel training programme | Sixth form programme to have a life skills emphasis around travel training which will develop students’ independent skills around independent travel at their own pace and release the reliance on supported travel | Gemma Comerford Lyndsay Guy Grove | Initial plan and SOW to be operational by Sept 25 Review and updating throughout academic year 25/26 | Sixth students for 25/26 to have individual bespoke timetables which include travel training appropriate to the individual | ||
| To develop a work experience, offer, that reflects the opportunities for supported internships and supported apprenticeships. | To build strong relationships with employers and stakeholders who are supportive of our students and offer work experience placements To forge links with specialist FE colleges and building a working relationship to ensure they can offer SI and Apprenticeships to our students | Gemma Comerford Lyndsay Guy Grove | Ongoing over the next academic year 24/25 and 25/26 | Access to local colleges where they provide vocational experiences to our students so they can develop reassurance around FE placements. | ||
| Launch an enterprise aspect across, potentially all subject areas. | All subject areas working closely together to develop a enterprise project which incorporates core skills | Lyndsay Guy Grove All staff | In preparation for academic year 2025/2026 | Enterprise projects would be arts and crafts that is made by our students to stock the pop-up shop | ||
| To develop a ‘pop up’ shop and/or market stall to develop life skill opportunities. | Allow for opportunities of external work experience to our students whilst still in a supportive familiar environment | Lyndsay Guy Grove All staff | In preparation for academic year 2025/2026 | Shop within local community which is run by our staff and students | ||
Career Curriculum Journey Development Plan (2025-2026) Linked to curriculum
| Year 7 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Have a good first week at school | Tutorial time / pastoral During the first month | Settling into school, expectations, boundaries, timetables etcUnderstanding the curriculum, vocational options etc | 1.3.8 | Students will be able to articulate their individual strengthsStudents will be able to demonstrate 2 – 3 employability characteristics that they possess already |
| Meet the careers leader and team | Tutorial time /pastoral During the first month | Competency Curriculum:linking careers to the curriculumbeginning my careers journey across the curriculum | 1.3.4.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career pathsStudents will continue to develop, demonstrate and reflect upon Smallbrook employability skills and qualities |
| Complete the ‘buzz’ careers quiz with your tutors | Tutorial time during planned tutorial activities | Being a researcher: my future, my skills and qualities Exploring my skills and qualities around my career ideas | 1.3.4.8 | Students’ complete quizzes on and find out which jobs might be of interest to them.Students will be able to articulate how the result from the quizzes supports their ambitions for the futureEvidenced in the Tutorial |
| Consider skills needed for work and own skills in each curriculum area | Across all curriculum areas | Building resilience & growing my comfort zoneGuess the expert – celebrities in their field for each curriculum area | 1.2.3.4.8 | Students will be able to list a range of careers that are linked to the subjects they studyStudents will be able to make direct links between careers and the curriculum subjects they studyTeachers can complete this through a starter or plenary task. For example, in science you could discuss the work of Brian Cox in his field or a group discussion of careers within your subject e.g. history – work in a museum. This needs to be added to SOW and evidenced in students’ workbooks. |
| Year 7 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Look at individual strengths and how these may link with chosen career paths | Across all curriculum areas | Researching available careers in each curriculum area and matching individual strengths with roles in each career path | 1.2.3.4.8 | Students will be aware of what labour market information is and how it can inform their plans https://www.nomisweb.co.uk/reports/lmp/la/contents.aspxThis to be completed as starter or plenary and evidenced using Voice 21 in SOW and workbooks. |
| Research local businesses and sectors linked to curriculum areas | Across all subject area | Raise students’ awareness of local labour market and sectors available linked to the curriculum area | 1.2.4.5 | Students will be aware of what labour market information is and how it can inform their plansThis to be completed as starter or plenary and evidenced using Voice 21 in SOW and workbooks. |
| Raise awareness of a wide range of careers and pathways available regardless of stereotypes and backgrounds | PSHE /Citizenship / Tutorial | Raise students’ awareness of a wide range of careers and pathways available to them, regardless of their background or stereotypes in the world of work | 1.2.3.4.8 | Students will be able to list a range of careers that are linked to the subjects they studyStudents will be able to make direct links between careers and the curriculum subjects they studyThis needs to be added to SOW and evidenced in students’ workbooks. Students to complete tasks in tutorial time |
| Use Employability skills to complete an escape room | English / Humanities /Maths | Associated with a topic around communication, teamwork, problem solving. | 1.3.4 | Students will be able to demonstrate resilience Students will be able to articulate and demonstrate work related skills needed to be employable (communication, teamwork, problem solving, using ICT etc)3 departments identified – discuss who will complete and evidence in SOW/ workbooks |
| Attend schools’ annual careers fair | School event (organised by Careers Lead) | Early Careers Fair Supporting Progression (year 1) | 1.2.5.7.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career pathsStudents to complete feedback sheet after the event with tutors – uploaded to careers folders / student evidence folders |
| Year 8 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Explore your options for KS4 and vocational choices | Vocational | Every student has a vocational rotation timetable where they access a range of vocational subjects | 1.3.4.8. | At the end of each rotation, students will complete a review of their units and a feedback sheet stating their preferences for Year 9 options Students will be able to make direct links between careers and the curriculum subjects they studyStudents will be able to demonstrate 2 – 3 employability characteristics that they possess |
| Look at maths skills around life and future money skills – budgeting/salary/money | Maths | Maths department to plan and deliver maths activities around money skills | 1.3.4 | This can be completed as a starter or plenary and evidenced in SOW and students’ workbooks and related to terms topic Students will be able to articulate and demonstrate work related skills needed to be employable (communication, teamwork, problem solving, using ICT etc) |
| Use Barclays Life skills resources around career choices | Tutorial time during planned tutorial activities | Tutorial booklets | 1.2.4 | Students to complete with tutors planned activities within the workbooks and added to the careers student evidence folders Students will be able to make direct links between careers and the curriculum subjects they study |
| Complete ‘Meet an Expert’ day | Across all subject areas – 1 per term | This can be a planned trip or guest speaker attending the school | 1.2.5 | Evidenced in SOW and Careers feedback sheets to be completed and then uploaded into Student evidence folders. Students will continue to develop, demonstrate and reflect upon the school’s employability skills and qualities |
| Complete Army Careers Day | Organised by Careers Lead /personal development lead | Careers Lead and Personal Development Lead to organise the event and liaise with Anna. | 1.2.3.5.7 | Evidenced in career development plan and Careers feedback sheets to be completed by tutors and then uploaded into Student evidence folders.Students will understand the diversity of different study and career paths |
| Year 8 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Build an awareness of FE education in their local area | Across all subject areas | In lessons, teachers to discuss with students where they can further study their subject post 16 | 1.2.3.7.8 | This to be completed as starter or plenary and evidenced using Voice 21 in SOW and workbooks.Students will be able to understand the pros and cons of different post 16 options and which pathway is best for them |
| Opportunity to visit a local college | Across all subject areas | Teachers to discuss as team which colleges suit each area and link together. | 1.2.3.7.8 | Evidenced in career development plan and Careers feedback sheets/ encounters form to be completed by trip lead and then uploaded into Student evidence folders. |
| Complete careers guidance workshop with Regional Futures Advisor | Organised by Careers Lead | Careers Lead to liaise with Kay Evans to schedule meetings | 1.3.7 | Students to receive impartial careers advice which is evidenced in CEIAG student folder Students will be able to articulate how their options support their ambitions for the future |
| Complete new skills quizzes – National Careers Service | Tutorial time during planned tutorial activities | Being a researcher: my future, my skills and qualities Exploring my skills and qualities around my career ideas | 1.3.4.8 | Students’ complete quizzes on and find out which jobs might be of interest to them.Students will be able to articulate how the result from the quizzes supports their ambitions for the futureStudents to complete with tutors planned activities within the workbooks and added to the careers student evidence folders |
| Attend schools’ careers fair | School event (organised by Careers Lead) | Early Careers Fair Supporting Progression | 1.2.5.7.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career pathsStudents will be able to articulate their individual strengthsStudents to complete feedback sheet after the event with tutors – uploaded to careers folders / student evidence folders |
| Year 9 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Discussion and sign up to ‘Duke of Edinburgh’ (Bronze) | Anna (pastoral/ EVC) Tutorial Time | Anna to liaise with Personal Development Lead to timetable opportunities for Anna to visit YR 9 tutors to launch DofE | 1.3.4.6.8 | Sign up forms and timetabled lessons Students developing skills within the voluntary sector and enhance their work skills and ethos |
| Explore FE provision and higher education | Across all subject areas | In lessons, teachers to discuss with students where they can further study their subject post 16 | 1.2.3.7.8 | This to be completed as starter or plenary and evidenced using Voice 21 in SOW and workbooks.In subject lesson, to be linked across SOW around expectations of what is needed as requirements for college courses. Students to gain an insight into opportunities post 16. |
| Attend an Apprenticeship talk /Supported Internship | Organised by Careers Lead /personal development lead | Careers Lead and Personal Development Lead to organise the event and liaise with Anna. | 1.2.3.5.7 | Evidenced in career development plan and Careers feedback sheets to be completed by tutors and then uploaded into Student evidence folders. |
| Complete project – A week in the life of ….me at 25. | Tutorial time during planned tutorial activities | Personal Development and Careers Leads to create a project. | 3.4.8 | Students to complete project in tutorial and upload to student’s evidence folder on share-point (File 5)Students will consider their aspirations, how to achieve this and how these plans will reflect on their future. |
| Complete a team enterprise project and present to audience | Vocational | Vocational to plan and deliver a community enterprise project | 1.3.4.6.8 | This needs to be added to SOW and evidenced in students’ workbooks. Students to develop skills both within a vocational area and work skills in a family setting, measuring their confidence and work ethos. |
| Year 9 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Attend workshops provided by employers in house | Across all subject areas / Tutorial | Staff to plan subject specific workshops to be delivered at school in subject sessions | 1.2.3.5.6. | Staff to add to SOW workshops and guest speakers and evidence in student workbooksStudents to complete Careers feedback form and upload to student’s evidence folder. For example -Art cartoonist workshop |
| Opportunity to visit a local college | Across all subject areas | Teachers to discuss as team which colleges suit each area and link together. | 1.2.3.7.8 | Evidenced in career development plan and Careers feedback sheets/ encounters form to be completed by trip lead and then uploaded into Student evidence folders.Students will be able to understand the pros and cons of different post 16 options and which pathway is best for them |
| Complete careers impartial review with Regional Futures Advisor | Organised by Careers Lead | Careers Lead to liaise with Kay Evans to schedule meetings | 1.3.7 | Students to receive impartial careers advice which is evidenced in CEIAG student folder Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career paths |
| Explore different careers and discrimination in those areas | PSHE /Citizenship / Tutorial | Raise students’ awareness of a wide range of careers and pathways available to them, and explore how there can be discrimination in the workplace | 1.2.3.4.8 | This needs to be added to SOW and evidenced in students’ workbooks. Students to complete tasks in tutorial time Tutors to upload completed workbook into student evidence folder (File 7) |
| Attend schools’ careers fair | School event (organised by Careers Lead) | Early Careers Fair Supporting Progression | 1.2.5.7.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career paths |
| Year 10 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Discussion around continuation of ‘Duke of Edinburgh’ (Silver) | Anna (pastoral/ EVC) Tutorial Time | Anna to liaise with Personal Development Lead to timetable opportunities for Anna to visit YR 10 tutors to launch continuing DofE | 1.3.4.6.8 | Sign up forms and timetabled lessons Students developing skills within the voluntary sector and enhance their work skills and ethos |
| Find out about CV writing, personal statements and applications | Careers | To support students in the decision-making process linked post 16 destinations.To guide and support students through the processes around correct CV templates, use of buzz words and computer-generated recruitment Students to consider how the labour markets affect local career choices | 1.2.3.8 | Students will be able to articulate how their options support their ambitions for the futureStudents will be aware of what labour market information is and how it can inform their plans for the futureStudents will be able to write a CV and covering letter or email |
| Attend mock interviews with external business volunteers | Careers | To equip students with information and the knowhow to prepare them for career readiness and make informed decisions about their future.Attending mock interviews with external employers and key stake holders | 1.4.5.8 | Students will be practicing their interview skills within a familiar environment and receive feedback and be able to justify why they have answered questions in a specific manner.Guidance and report on how to prepare for an interview in the future. |
| Explore the difference between technical qualifications/ apprenticeships and Supported Internships | Careers | To prepare and inform students about future options and pathways at 16Supporting Progression with guidance from impartial advisors | 1.3.8 | Students will be able to understand the pros and cons of different post 16 options and which pathway is best for themStudents will understand the application process for Post 16 transitionStudents will understand the diversity of different study and career paths |
| Attend vocational taster sessions at local FE college | Careers | Choosing your options for post 16 – providing access to college resources plus Q&A sessions | 1.6.7.8 | Students to attend a programme of study around vocational areas in different local FE colleges Students will be able to understand the pros and cons of different post 16 options and which pathway is best for them after having access to these areas |
| Year 10 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Update skills audit and consider behaviour in the workplace | Tutorial time during planned tutorial activities | Being a researcher: my future, my skills and qualities Exploring my skills and qualities around my career ideas | 1.3.4.8 | Students’ complete quizzes on and find out which jobs might be of interest to them.Students will be able to articulate how the result from the quizzes supports their ambitions for the futureStudents to complete with tutors planned activities within the workbooks and added to the careers student evidence folders |
| Understand rights and responsibilities in the workplace | PSHE/Citizenship | In lessons students must learn about the rights and responsibilities in the workplaceTo raise students’ awareness of a wide range of careers and pathways available to them, and their rights in the workplace | 1.2.4. | Students to be able identify and understand what rights they have in employment and their responsibilities in the workplace.Evidenced in SOW and students’ workbooks |
| Attend careers guidance interview with Regional Careers Advisor | Organised by Careers Lead | Careers Lead to liaise with Kay Evans to schedule meetings | 1.3.7 | Students to receive impartial careers advice which is evidenced in CEIAG student folder |
| Complete work experience | Tutorial Organised by Careers Lead | Students to complete ‘Finding work’ booklet from Kay Evans | 1.2.3 | Tutors to complete KS4 workbook and uploaded to student evidence folder (File 7) |
| Attend schools’ careers fair | School event (organised by Careers Lead) | Early Careers Fair Supporting Progression | 1.2.5.7.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career paths |
| Year 11 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Become a peer mentor to a Year 7 | Student council | In student council students will be working together on events, school projects and supporting the new students to settle | 1.3. | Student council meeting minutes recording details of which students work with whoStudents will be able to discuss the different viewpoints on the meaning of peer mentor / careersStudents will understand the diversity of working with different peopleStudents will continue to develop, demonstrate and reflect upon employability skills and qualities |
| Identify how to manage a life/work balance | PSHE Careers | Teachers to plan in lessons how students can manage a life/work balance including mental health Students will be able to articulate and demonstrate work related skills needed to be employable and how to manage the balance | 1.3.8 | Evidenced in SOW and student workbooksStudents will be able to demonstrate resilience |
| Meet representatives from local businesses | All subjects | Subjects to plan trips or guest speakers related to topics. | 1.2.3.5 | Evidenced in SOW and student workbooks Students will be able to make direct links between careers and the curriculum subjects they studyFeedback encounters sheet to be completed and uploaded into student evidence folders in share-point for example: World book day- the animal lady |
| Attend mock interviews around college placements | Careers | To support students in the decision-making process linked post 16 destinations. To prepare and inform students about future options and pathways at 16. To guide and support students through the application process. | 1.7.8 | Students will be able to understand the pros and cons of different post 16 options and which pathway is best for themStudents’ guidance and support around how to handle interviews for a post 16 destinationEvidence to be recorded and uploaded to students’ files (File 7) |
| Develop a careers action plan | Careers English department | Teachers to plan in lessons ways in which students can develop and write a personal statement | 1.3.8 | Evidenced in SOW and student workbooks Upload to student evidence folder on share-point (File 7) |
| Year 11 | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Update CV and personal statement Research college courses, apprenticeship and volunteer opportunities | Careers Tutorial | Careers lead to liaise with subjects and contacts related to student aspirations | 1.2.4.8 | Students will be able to write a CV and covering letter or email Students will be able to understand the pros and cons of different post 16 options and which pathway is best for them |
| Develop a personal statement | Careers English department | Teachers to plan in lessons ways in which students can develop and write a personal statement | 1.3.8 | Evidenced in SOW and student workbooks Upload to student evidence folder on share-point |
| Complete work experience | Careers Tutorial | Careers lead to liaise with subjects and contacts related to student aspirations | 1.2.3.5.6 | Students will be able to articulate their individual strengthsStudents will be able to demonstrate 2 – 3 employability characteristics that they possess |
| Explore post 16 pathways | Careers | Considering options for post 16 To support students in the decision-making process linked post 16 destinations. To prepare and inform students about future options and pathways at 16. | 1.3.7.8 | Students will be able to understand the pros and cons of different post 16 options and which pathway is best for themStudents will be able to justify why they want to apply for a specific provider and a particular course |
| Attend careers guidance interview with Regional Careers Advisor | School event (organised by Careers Lead) | Early Careers Fair Supporting Progression | 1.2.5.7.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career paths |
| Attend schools’ careers fair | School event (organised by Careers Lead) | Early Careers Fair Supporting Progression (year 1) | 1.2.5.7.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career paths |
| Sixth Form | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Discussion and sign up to ‘Duke of Edinburgh’ (Bronze) or (Gold) | Anna (pastoral/ EVC) Tutorial Time | Anna to liaise with Personal Development Lead to timetable opportunities for Anna to visit tutors to launch DofE | 1.3.4.6.8 | Sign up forms and timetabled lessons Students developing skills within the voluntary sector and enhance their work skills and ethos |
| Follow bespoke life skills programme | Life skills Personal development Careers | Staff to write and deliver an effective programme | 1.3.8 | Life skills SOW Evidence in student workbooks All evidence uploaded into student evidence folders |
| Complete travel training | All subjects Careers | Staff to plan subject specific trips incorporating travelling Follow ROSPA programme Provide opportunities for independent travel | 1.3.8 | Evidenced in SOW and student workbooks Completion of ROSPA workbook Uploaded into student evidence folders |
| Develop a ‘Personal Action Plan’ | Careers SENCO | Careers to liaise with SENCO team to create a plan linking with EHCP targets | 1.2.3.8 | Individual plans created and delivered, evidenced in student workbooks and uploaded into student evidence folders |
| Participate in student finance session run by maths department | Maths | Maths department to create lessons on finances | 1.3.4.8 | Evidenced in SOW and student workbooks This can be completed as a starter or plenary and evidenced in SOW and students’ workbooks and related to terms topic Students will be able to articulate and demonstrate work related skills needed to be employable (communication, problem solving) |
| Consider preparation for adulthood targets and work towards these | SENCO Careers | Careers to liaise with SENCO team to create a plan linking with EHCP targets | 1.3.8 | Individual plans created and delivered, evidenced in student workbooks and uploaded into student evidence folders |
| If required, request follow up career’s guidance interview with Regional Future Advisors | Organised by Careers Lead | Careers Lead to liaise with Kay Evans to schedule meetings | 1.2.5.7.8 | Students to receive impartial careers advice which is evidenced in CEIAG student folder |
| Sixth Form | Topic area | Module topics, Events & Experiences | GBM | Measurable Outcome |
| Complete weekly work experience placements | Careers | Careers lead to liaise with subjects and contacts related to student aspirations | 1.2.3.5.6 | Students will be able to articulate their individual strengths Students will be able to demonstrate 2 – 3 employability characteristics that they possess |
| Find out about gap year opportunities | Careers | Research and consider opportunities abroad after education | 1.3.8 | Students will be able to articulate how their options support their ambitions for the future |
| Attend local college open days | All subjects | Teachers to discuss as a team which colleges suit each area and link together. | 1.3.7.8 | Evidenced in career development plan and Careers feedback sheets/ encounters form to be completed by trip lead and then uploaded into Student evidence folders. |
| Attend schools’ careers fair | School event (organised by Careers Lead) | Early Careers Fair Supporting Progression (year 1) | 1.2.5.7.8 | Students will be able to discuss the different viewpoints on the meaning of careersStudents will understand the diversity of different study and career paths |
| Support to complete applications forms | Careers | To guide and support students through the application process | 1.3.7.8 | Students will have completed the application process for a post 16 destinationStudents will be able to justify why they have applied to a specific provider and a particular course and be prepared for an interview |
| Build a portfolio of academic achievement | All subjects | Staff to collate evidence of student achievements | 1.3.8 | Staff to collate certificates Staff to upload all careers related learning into student evidence folders on share-point |
| Completion of CV and references | Careers | Careers lead to liaise with subjects and contacts related to student achievements | 1.2.4.8 | Students will be able to write a CV and covering letter or email Students will be able to understand the pros and cons of different post 16 options and which pathway is best for them |
| Attend interviews with support | Careers | Students to have support, guidance to attend an interview around their aspirations at a college, training provider or employer of their choice and be supported by a familiar person | 1.3.7 | Students to have been supported to attend an interview Students will have secured a place with a post 16 provider that is appropriate and ambitious through application and interview. |
| Complete leavers survey / destinations information | Careers | Students to have completed all surveys around alumni | 1.4 | Students to be able to articulate their experiences, and destination in a impartial way |