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1. Our Approach to Careers

Autumn Term Activities

Year 13 – Student Finance, UCAS and Apprenticeship workshops with BCU, NTU, Wolverhampton University and Careers Guidance workshops with Job Change

Year 12 – Industry Mock Interviews, NCS and UK University Fair at Edgbaston

Year 12, 11 & 9 – Wolverhampton Campus Experience Days

Year 11 – Wolverhampton Military College Workshop and Medic Society and Medic Mentor for those wishing to pursue a career in Medicine

Year 10 – Work Experience Launched

Year 8 & 9 – Step into the NHS, exploring the different roles offered within the sector

All Years – Black Country Virtual Careers Expo

A careers programme underpins all the work done for CEIAG. We are not interested in ‘one offs’ but in sustainable activities which build skills and understanding of the next steps. We want young people to make well-informed decisions based on up to date information so that they can seize the opportunities ahead of them.

Meet our CEIAG Team

Miss Rainsford, Careers Lead, Assistant Headteacher

Heath Park has a School Careers Lead, Miss Rainsford (Assistant Headteacher). Alongside Miss Rainsford Year Leads for each year support CEIAG in each year group.
Miss Foster (Year 7) Miss Pearson (Year 8) Miss Colpitts (Year 9)
Mrs Bland (Year 10) Mr O’Connor (Year 11) Miss Rainsford (Post 16)

Connexions

We work closely with Connexions to support the next steps for all young people. Miss Horton is our Connexions Adviser.

Wilmott Dixon

Our Enterprise Adviser is Jordan from Wilmott Dixon

The importance of CEIAG at Heath Park

For each Key Stage and each year, we have objectives that we aim to meet in each aspect of CEIAG. This is based on the CDI framework and shows progression as students move through school. Heath Park looks to progress against the Gatsby Benchmarks which are used to evaluate the quality of CEIAG provision. We use the Compass online tool but also take the opportunity with every CEIAG activity to ask the students what they gained and how it can be improved for future cohorts.

CEIAG is written into all the School Improvement Plan at Heath Park because we believe that it is a fundamental part of our responsibility to children to support their development and to ensure it remains a clear focus for the school.

CEIAG is part of regular reports to the governing body that take an active interest in not only engagement with the wider community but also the destinations of our students.

The Student Union has a specific branch tasked to look at CEIAG in all its forms to ensure that we need the needs of all students and respond to their interests and inclinations.

CEAIG FRAMEWORK
2021/22

Benchmark 1

Area Importance Objectives How we check
A stable careers programme A stable careers programme underpins all the work done for CEIAG. We are not interested in ‘one offs’ but in sustainable activities which build skills and understanding of next steps. We want young people to make well informed decisions based on up to date information so that they can seize the opportunities ahead of them
  • To create a relevant, sustained CEIAG programme
  • To ensure that CEIAG is prominent throughout the school
  • To regularly review practice to seek improvement
Evaluated as activities take place and at the end of each ear by all stakeholders to see what we can do better and what is valued

Benchmark 2

Area Importance Objectives How we check
Learning from career and labour market information Students need to understand what they are preparing themselves for and what next steps they might take. Comprehensive careers and labour market information allows all students the plan for their futures By the end of KS3, students will

  • Be aware of the nature of the national and local jobs markets
  • Understand what employability skills are and how they relate to school
  • Know the different pathways at 16 and 18

By the end of KS4, students will

  • Have engaged fully with national and local labour market information
  • Identified personal pathways at 16 ahead of choices at 18
  • Been invited to participate in mock interviews with employers
  • Create CVs and records of achievement
  • Engaged with financial capability

By the end of KS5, students will

  • Have engaged fully with national and local labour market information and related this to their pathways
  • Identified personal pathways at 18
  • Been invited to participate in mock interviews with employers
  • Create CVs and records of achievement
  • Engaged with financial capability
  • Curriculum maps of opportunities
  • PSHE programmes of study
  • Stakeholder voice incl comprehension surveys

Lead: Year Leads

Benchmark 3

Area Importance Objectives How we check
Addressing the needs of each pupil Each student’s context needs to be considered when supporting aspirations and goals. All student including SEND students have a programme which addresses their needs By the end of KS3, students will

  • Have discussed pathways as part of the tutorial review as they approach options in Year 8
  • Discuss pathways and options with a range of learners and alumni

By the end of KS4, students will

  • Submit intentions half termly and have support directed according to preferred destinations
  • Have one to one external support from Connexions if EHCP or highlighted by RONI
  • Discuss pathways and options with a range of learners and alumni

By the end of KS5, students will

  • Manage their engagement through Unifrog
  • Have one to one external support from Connexions if EHCP or highlighted by RONI
  • Analysis of destination data
  • Ongoing monitoring and intervention from tutor reviews
  • Stakeholder voice with SEND students and families

Lead: Learning Leaders / UPS Holders

Benchmark 4

Area Importance Objectives How we check
Linking curriculum learning to careers Addressing careers education within and beyond specific subjects allows students to contextualise their learning as part of a wider journey, leading to improved engagement and progress By the end of KS3, students will

  • have engaged in addition subject related programmes as part of the EA
  • have been part of Societies, looking beyond the curriculum
  • develop a full range of transferable learning skills
  • work with students from other schools on joint projects
  • explore the idea of subject links to careers through the Options process
  • have the opportunity to engage in STEM activities through Societies and STEM week

By the end of KS4, students will

  • have considered the pathways from subjects to employment as part of the Options process
  • engaged with LMI as part of the PHSE Drop Down Programme

By the end of KS5, students will

  • Have been supported to access webinars and MOOCs in a range of subjects to complement the curriculum
  • Take part in university programmes related to subject areas
Stakeholder voice on links and aspirations

Lead: RA

Benchmark 5

Area Importance Objectives What we do How we check
Encounters with employers and employees Students with 4 or more employer encounters are 86% less likely to be NEET and earn up to 22% more By the end of KS3, students will:

  • Have attended a careers talk from a local employer or employee
  • Be offered the opportunity to engage in a national programme or experience

By the end of KS4, students will

  • Have attended a careers talk from a regional or national employer including Speakers4Schools
  • Completed mock interviews with local employers
  • Be offered the opportunity to engage with enterprise competitions

By the end of KS5, students will

  • Have attended careers events within and beyond the City
  • Completed mock interviews with employers in their intended field
  • Complete a two week work experience placement linked to their intended pathway
  • Careers talks
  • ‘Parents as workers’ workshops
  • Enterprise competitions
  • Mock interviews
  • Workplace visits
  • Focus for each year group when considering employment and employers
  • Work Experience
  • Employer mentoring
  • Speakers4Schools
  • STEM Ambassador Programme
  • Solutions for the Planet
  • Employer feedback on engagement
  • Celebration of successes with alumni

Benchmark 6

Area Importance Objectives How we check
Experiences of workplaces There is no substitute for being in a workplace to understand the experience. From this students can appreciate the skills needed to succeed in employment but also socially, and the routines in place By the end of KS3, students will:

  • Have visited one local workplace
  • Debrief sessions with school and employer at the end of placement.
  • WEX diary and tasks throughout the placement
  • Analysis of placements to ensure equality and inclusion

By the end of KS4, students will:

  • Have visited one local workplace and had the opportunity to visit an employer beyond Wolverhampton
  • Completed the ‘words for work’ programme
  • Have engaged in a one work experience in a field linked to their intended career

By the end of KS5, students will:

  • Complete a two week work experience placement linked to their intended pathway

Benchmark 7

Area Importance Objectives How we check
Encounters with further and higher education Students need to consider the range of options open to them to make the right next step for them. These decisions need to be made with a clear idea of their goals By the end of KS3, students will:

  • Have been offered the opportunity to visit a local university

By the end of KS4, students will:

  • Have been offered the opportunity to visit a university beyond Wolverhampton
  • Have engaged with undergraduates and graduates in the subjects linked to their intended destinations
  • Received guidance on a range of options for further and higher education
  • Attend local and national careers events
  • Attend a school based careers event

By the end of KS5, students will

  • Have visited a university beyond Wolverhampton
  • Have engaged with undergraduates and graduates in their intended fields
Analysis of destination information 11 and 13

Benchmark 8

Area Importance Objectives How we check
Personal guidance Each individual needs a pathway for them and time is needed to allow students to consider choices and consolidate their thoughts By the end of KS3, students will

  • Have discussed their strengths and weaknesses as a learner and linked this to careers
  • Have been supported by a key individual to make options choices in Year 8 which support their progression

By the end of KS4, students will:

  • Be supported to identify a work experience placement based on their intentions
  • Have completed a one to one interview with a member of staff to support their application to the next stage of learning
  • Been supported to make applications within and beyond school
  • Have access to external guidance to support their next steps

By the end of KS5, students will:

  • Have been allocated a personal tutor to support their progression
  • Have access to external guidance to support their next steps
Analysis of destination information 11 and 13

 

CEAIG Framework 2021/22

Year Group Autumn Term Spring Term Summer Term  
7 PSHE Programme including Drop Down Days and Form Activities

  • Developing skills and aspirations
  • Careers, teamwork and enterprise skills, and raising aspirations

Assemblies

  • Setting Goals
  • The world of work
Assembly:

  • Learning New Skills

Careers Fayre

  • Employers
  • Further Education
  • Higher Education

Themed Week 7th February 2022

  • KQ: What does ‘Work’ Mean?
  • National Apprenticeship Week
Assemblies

  • Knowing yourself
  • Enterprise
 
8 PSHE Programme including Drop Down Days and Form Activities

  • Community and careers
  • Equality of opportunity in careers and life choices, and different types and patterns of work

Assemblies

  • Setting Goals
  • The world of work
Assembly:

  • Learning New Skills

Options Evening

  • Subject presentations
  • Parental careers talk

Themed Week 7th February 2022

  • KQ: What does ‘Work’ Mean?
  • National Apprenticeship Week
Assemblies

  • Knowing yourself
  • Enterprise
 
9 PSHE Programme including Drop Down Days and Form Activities

  • Setting goals
  • Learning strengths, career options and goal

Assemblies

  • Setting Goals
  • The world of work
Assembly:

  • Learning New Skills

Themed Week 7th February 2022

  • KQ: What does ‘Work’ Mean?
  • National Apprenticeship Week
PSHE Programme including Drop Down Days and Form Activities

  • Employability skills
  • Employability and online presence

Assemblies

  • Knowing yourself
  • Enterprise
Continued engagement with Aspire to HE for all relevant opportunities
10 Assemblies

  • Setting Goals
  • The world of work
Assembly:

  • Learning New Skills

Careers Fayre

  • Employers
  • Further Education
  • Higher Education

Themed Week 7th February 2022

  • KQ: What does ‘Work’ Mean?
  • National Apprenticeship Week
PSHE Programme including Drop Down Days and Form Activities

  • Work experience
  • Preparation for and evaluation of work experience and readiness for work

Work Experience

WB 6th June 2022

Assemblies

  • Knowing yourself
  • Enterprise
Continued engagement with Aspire to HE for all relevant opportunities
11 PSHE Programme including Drop Down Days and Form Activities

  • Next steps
  • Application processes, and skills for further education, employment and career progression

Assemblies

  • Setting Goals
  • The world of work

Options Evening

  • Subject presentations
  • Parental careers talk
  • Subject Fayre
  • Post 16 Interviews
  • Post 16 external application support

Intended Destinations Survey

Assembly:

  • Learning New Skills

Themed Week 7th February 2022

  • KQ: What does ‘Work’ Mean?
  • National Apprenticeship Week

Intended Destinations Survey

 

 

 

Assemblies

  • Knowing yourself
  • Enterprise
Ongoing promotion of open evenings and days for local providers

Continued engagement with Aspire to HE for all relevant opportunities

12 Assemblies

  • Setting Goals
  • The world of work
Assembly:

  • Learning New Skills

Careers Fayre

  • Employers
  • Further Education
  • Higher Education

Themed Week 7th February 2022

  • KQ: What does ‘Work’ Mean?
  • National Apprenticeship Week
PSHE Programme including Drop Down Days and Form Activities

  • Work experience
  • Preparation for and evaluation of work experience and readiness for work

Work Experience

WB 11th & 18th July 2022

Assemblies

  • Knowing yourself
  • Enterprise
Continued engagement with Aspire to HE for all relevant opportunities including alternatives to university
13 PSHE Programme including Drop Down Days and Form Activities

  • Next steps
  • Application processes, and skills for further education, employment and career progression

Assemblies

  • Setting Goals
  • The world of work

UCAS Preparation

  • Internal mentor support
  • External speakers

Intended Destinations Survey

Assembly:

  • Learning New Skills

Themed Week 7th February 2022

  • KQ: What does ‘Work’ Mean?
  • National Apprenticeship Week

Intended Destinations Survey

Assemblies

  • Knowing yourself
  • Enterprise
Ongoing promotion of open evenings and days for local and national providers

 

Continued engagement with Aspire to HE for all relevant opportunities including alternatives to university

 

All students have support from a range of adults at all times including their Year Lead, Pastoral Manager and tutors. Individual careers interviews are arranged for students who require additional support. All students are encouraged to make choices which are right for them.

If as an employer or parent you are able to support the careers programme, we would love to hear from you. Please email Miss Rainsford (Careers Lead) at sarah.rainsford@heathpark.net

Provider Access Statement

1. Aims

This statement aims to set out our school’s arrangements for managing the access of education and training providers to students for the purpose of giving them information about their offer. It sets out:

  • Procedures in relation to requests for access
  • The grounds for granting and refusing requests for access
  • Details of premises or facilities to be provided to a person who is given access.

2. Statutory requirements

Schools are required to ensure that there is an opportunity for a range of education and training providers to access students in years 8 to 13 for the purposes of informing them about approved technical education, qualifications or apprenticeships.

Schools must also have a policy statement that outlines the circumstances in which education and training providers will be given access to these students.

This is outlined in section 42B of the Education Act 1997.

This policy shows how our school complies with these requirements.

3. Student entitlement

All students in years 8 to 13 at Heath Park are entitled to:

  • Find out about technical education qualifications and apprenticeship opportunities as part of our careers programme, which provides information on the full range of education and training options available at each transition point
  • Hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships,
  • Understand how to make applications for the full range of academic and technical courses

4. Management of provider access requests

4.1 Procedure

A provider wishing to request access should contact Sarah Rainsford, Assistant Headteacher and Careers Lead

Email: sarah.rainsford@heathpark.net

4.2 Opportunities for access

A number of events, integrated into our careers programme, will offer providers an opportunity to come into school to speak to students and/or their parents/carers

Please refer to the careers programme on the school website for details of these opportunities.

We will endeavour to provide access beyond these times when appropriate.

Please speak to our Careers Lead to identify the most suitable opportunity for you.

These events will run in line with our school’s COVID-19 safety measures and will depend on national restrictions at the time.

4.3 Granting and refusing access

Providers will be granted access when:

  • Procedures for engagement have been followed
  • The timing of the engagement does not impact negatively on the learning of the students

Providers will be denied access when:

  • Procedures for engagement have not been followed
  • Access would present a risk to students’ wellbeing or safety
  • The demands of the curriculum at that time outweigh the benefits of engagement with providers

4.4 Safeguarding

Our safeguarding/child protection policy outlines the school’s procedure for checking the identity and suitability of visitors.

Education and training providers will be expected to adhere to this policy.

4.5 Premises and facilities

  • Facilities for specific providers will be negotiated prior to engagement
  • Facilities will be agreed upon between the provider and the Careers Lead
  • Providers will be able to share information for students to refer to
  • All current safety measures must be adhered to.

5. Links to other policies

Please refer to the relevant policies and details on the school website

  • Safeguarding/child protection
  • Careers guidance
  • Curriculum

Download Provider Access Statement

Staff

Staff access to all CAEIG documentation including the careers programme is through the staff portal. For further information please see the careers lead.


2. Labour Market Information