Google Translate

1. Our Approach to Careers

Summer Term Activities

Year 10

Stephen Seki

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) Mr Fox (Year 8) Mrs Bland (Year 9)
Mr O’Connor (Year 10) Mr Ratcliffe (Year 11) Mr Golding (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

2. Labour Market Information