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1. Our Approach to Careers

Heath Park is committed to delivering a careers programme that will guide and assist students through their academic journey, in particularly during key transition points.

Careers is delivered in a number of ways at Heath Park. These include:

  • The PSHE Curriculum and Drop-down days – Students have two dedicated PSHE sessions a week during tutorial time. The theme which covers part of the careers curriculum is ‘Living in the Wider World’
  • Assemblies – Students will access age-appropriate, impartial material which includes LMI data from the Careers Lead or external speakers
  • Focus Weeks – Days of national and international importance are linked to careers. These include Black History Month, LGBTQ+ History Month, National Careers Week and Apprenticeship Week to just name a few.
  • Half-termly careers updates – The Careers Guide @ Heath Park is sent out to all students and parents, keeping them up to date with LMI, upcoming events, open days across all the region and information about a range of pathways
  • Subject-specific – All subjects are required to inform students of career pathways and opportunities. Links are made between study and the real world. Teachers inform students about different pathways.
  • Extra-curricular and societies – There are a number of opportunities available to all year groups to develop their career knowledge and transferable skills. STEM Club, Coding Club, and Business Society are just some examples. Within these clubs, they have the opportunity to access trips, guest speakers and compete in challenges
  • External Support – Aspire to HE, Speakers for Schools. working with universities, and local employers and engaging in local and national enterprise activities

SEND Provision

  • SEND Workshops to support students with transferable skills and pathways are provided. The Barclays Lifeskills Programme is used to develop students’ skills for further or higher education, help them gain the confidence to be successful in interviews or develop their CV writing.
  • Tutorial time at certain points of the year will be differentiated for some SEND students to allow additional time to work on career support
  • SEND students supported with an EHCP to receive additional support as part of their annual reviews. This includes an interview from Connextions to put a careers plan in place and attending a SEND Careers Fair
  • See the SEND Choices at Post 16 booklet here: My Choices SEND Guide

Information in regards to the CEIAG programme for staff can be found on the VLE in Department > CEIAG

Meet our CEIAG Team

Heath Park has a Senior Careers Lead, Mrs Soulsby who you can contact on kimberley.soulsby@heathpark.net or call 01902 556360

Carol Codner is Heath Park’s Education and Enterprise Advisor.

Heath Park is also linked to an industry Enterprise Adviser, Emily Cotgrave from Wilmott Dixon who works alongside the school to deliver a range of career workshops, experiences and mentoring for students.

Our lead governor for CEIAG is Nicole Guy.

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
2023/24

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

Careers Education Learning Journey: 11-16

Download Learning Journey – 11-16

Careers Education Learning Journey: Post-16

Download Learning Journey – Post-16

 

Autumn Spring Summer
Year 7
  • PSHE Tutorial Programme and Drop Down Day: Living in the Wider World
    • Developing skills and aspirations
    • Careers, teamwork and enterprise skills, and raising aspirations (GB2/3/4)
  • CEIAG Assemblies (GB2,5,7)
  • Aiming High Proactively – Barclays Lifeskills Session (GB2/3)
  • Step Into the NHS competition (GB 2/5)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • SEND Session: The journey to your career – Barclays Lifeskills Session(GB 2/3/4/8)
  • Exploring personal strengths for employment
    • Barclays Lifeskills Session (GB3/4)
  • National Apprenticeship Week (GB2/3/4/5/7)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • National Careers Week Activities (GB2/3/4/5/7)
  • Guess my job
    • Challenging stereotypes(GB2/4/5)
  • Channel 4 Assembly – (GB2/4)
  • ‘Have a go’ Channel 4 Creative Challenge (GB 2/4)
  • Careers Fayre – (GB 2/3/5/7)
  • Employers, further and higher education, apprenticeships
  • Enterprise Day
  • The Careers Guide @ Heath Park Magazine (GB2/4)
Year 8
  • PSHE Tutorial Programme
    • Living in the Wider World
    • Community and Careers
  • Equality of opportunity in careers and life choices, and different types and patterns of work (GB2/3/4)
  • CEIAG Assemblies including LMI(GB 1,2,5,7)
  • Stephen Seki – Farmer to Pharmacist. Motivational careers speaker. Aspire to HE (GB 3,5,7)
  • Staying positive (resilience) – Barclays Lifeskills Session (GB3)
  • Step Into the NHS competition (GB 2/5)
  • SEND Session: Enterprise skills and being creative – Barclays Lifeskills Session
  • Black Country Virtual Careers Expo
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • The Journey to your career – Barclays Lifeskills Session (GB3)
  • Options evening, an overview of Post 16 pathways – Subject presentations, parental careers talk (GB2)
  • National Apprenticeship Week (2/3/4/5/7)
  • National Careers Week (2/3/4/5/7)
  • The Careers Guide @ Heath Park Magazine (GB2/4)

 
  • Putting enterprise into action – Barclays Lifeskills Session (GB3)
  • Channel 4 Assembly – (GB2/4)
  • Understanding your skills. Channel 4 workshop (GB 2/5)
  • Careers Fair – (GB 2/3/5/7)
  • The Careers Guide @ Heath Park Magazine (GB2/4)

 

 

 
Year 9
  • PSHE Tutorial Programme – Living in the Wider World (GB3) – Setting goals, learning strengths, career options and goal
  • CEIAG Assemblies including LMI(GB 1,2,5,7)
  • Recognising and building personal skills – Barclays Lifeskills Session
  • SEND Session: Transferable skills – Barclays Lifeskills Session
  • Black Country Virtual Careers Expo
  • Natwest Career Sense Session
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • Speakers Trust – ‘Public Speaking Workshop’ – Aspire to HE (GB3)
  • National Apprenticeship Week (2/3/4/5/7)
  • National Careers Week (2/3/4/5/7)
  • Setting goals – Barclays Lifeskills Session
  • PSHE Tutorial Programme – Living in the Wider World (GB3): Employability skills, employability and online presence
  • Channel 4 Assembly – (GB2/4)
  • Channel 4 Q+A Session (GB 4/5)
  • Channel 4 Careers Quiz (GB 2/4)
  • SEND Session: Understanding behaviours for work – – Barclays Lifeskills Session
  • Careers Fair – (GB 2/3/5/7)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
Year 10
  • CEIAG Assemblies including LMI (GB 1,2,5,7)
  • SEND Session: Building my skills 2 – Barclays Lifeskills Session
  • Work Experience launched in assembly
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • Diversity and it’s importance in the workplace – Barclays Lifeskills Session
  • National Apprenticeship Week (2/3/4/5/7)
  • University Campus Experience Day – (GB7)
  • National Careers Week (2/3/4/5/7)
  • Mock Interviews – (GB 3/5)
  • WEX preparation session (GB3)
  • PSHE Tutorial Programme – Living in the Wider World (GB3)
  • Careers Fair – (GB 2/3/5/7)
  • Communicating digitally in the world of work – Barclays Lifeskills Session
  • SEND Session: Online reputation and social networking – Barclays Lifeskills Session
  • Natwest Career Sense Workshop
  • Work Experience (GB6)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
Year 11
  • PSHE Tutorial Programme – Living in the Wider World (GB3): Next steps, application processes and skills for further education, employment and career progression
  • Exam Guidance Evening:
    • Subject presentations, parental careers pathways talk, LMI Information
  • Post 16 external application support
  • Intended Destinations Survey
  • Allied Health Professional Insights Day (GB)
  • Central Sixth Roadshow (GB )
  • CEIAG Assemblies including LMI(GB 1,2,5,7)
  • CV Skills 1 and 2 – Barclays Lifeskills Session
  • Wolverhampton Military College Workshop and Medic Society
  • Black Country Virtual Careers Expo
  • Apprenticeship Talk – ASK
  • University Campus Experience Day – Aspire to HE
  • The Careers Guide @ Heath Park Magazine
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • Intended Destinations Survey
  • Ongoing promotion of open evenings and days for local providers during form
  • Understanding behaviours for work: interview skills – Barclays Lifeskills Session
  • National Apprenticeship Week (2/3/4/5/7)
  • National Careers Week
  • SEND Session: Interview skills – – Barclays Lifeskills Session
  • Post 16 interviews (GB3)
  • ‘Push’ Revision Skills – Aspire to HE (GB3)
  • Careers Advisor Meeting (GB8)
  • Careers Fair – (GB5)
  • The Careers Guide @ Heath Park Magazine (GB2/4)

 

 
Year 12
  • PSHE Tutorial Programme – Living in the Wider World (GB3)
  • Tailoring your CV and building network – Barclays Lifeskills Session
  • CEIAG Assemblies including LMI (GB 1,2,5,7)
  • SEND Session: Exploring personal skills for employment
  • Natwest Career Sense – Dream Bigger
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • Ongoing promotion of open evenings and days for local and national provider
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • Staffordshire University Bus Tour
  • Online reputation in the workplace – Barclays Lifeskills Session
  • Recognising skills for success in the workplace -Barclays Lifeskills Session
  • National Apprenticeship Week
  • National Careers Week (2/3/4/5/7)
  • Apprenticeship Assembly (GB 1,2,3,5)
  • University Visits
  • Ongoing promotion of open evenings and days for local and national provider
  • PSHE Tutorial Programme – Living in the Wider World (GB3)
  • West Midlands Police Apprenticeship Talk
  • Interview success – Barclays Lifeskills Session
  • SEND Session: Networking skills – Barclays Lifeskills Session
  • Careers Fair – (GB 2/3/5/7)
  • Birmingham University UCAS exhibition – (GB7)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • Careers Advise Meetings
  • Work Experience
  • Ongoing promotion of open evenings and days for local and national provider
Year 13
  • PSHE Tutorial Programme – Living in the Wider World (GB3)
  • Next steps
  • Application processes, and skills for further education, employment and career progression
  • UCAS Preparation – Personal Statement writing workshops, external support
  • Apprenticeship Talk – ASK (GB3/7)
  • Intended Destinations Survey
  • CEIAG Assemblies including LMI(GB 1,2,5,7)
  • Personal Brand – Building your identity – Barclays Lifeskills Session (GB3)
  • Workplace behaviours and values – Barclays Lifeskills Session (GB3)
  • Black Country Virtual Careers Expo
  • Ongoing promotion of open evenings and days for local and national provider
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • National Apprenticeship Week
  • Staffordshire University Bus Tour (2/3/7)
  • National Careers Week (2/3/4/5/7)
  • The Careers Guide @ Heath Park Magazine (GB2/4)
  • Intended Destinations Survey
  • Careers Fair – (GB 2/3/5/7)
  • The Careers Guide @ Heath Park Magazine (GB2/4)

 

 

All students have support from a range of adults at all times including their Progress 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 Nick Fox (Careers Lead) at nicholas.fox@heathpark.net

Provider Access Statement

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

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 provide a minimum of 6 encounters with technical education or training providers to all pupils in years 8 to 13 (see more detail in section 2.1 below).

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, the Skills and Post-16 Act 2022 and on page 43 of guidance from the Department for Education (DfE) on career guidance and access for education and training providers.

This policy shows how our school complies with these requirements.

The 6 encounters schools must offer to all pupils in years 8 to 13

Schools must offer:

  • 2 encounters for pupils during the ‘first key phase’ (year 8 or 9)
    • All pupils must attend
    • Encounters can take place any time during year 8, and between 1 September and 28 February during year 9
  • 2 encounters for pupils during the ‘second key phase’ (year 10 or 11)
    • All pupils must attend
    • Encounters can take place any time during year 10, and between 1 September and 28 February during year 11
  • 2 encounters for pupils during the ‘third key phase’ (year 12 or 13)
    • Pupils can choose to attend
    • Encounters can take place any time during year 12, and between 1 September and 28 February during year 13

These encounters must happen for a reasonable period of time during the standard school day. Schools can continue to provide complementary experiences, but encounters outside of school hours won’t count towards these requirements.

Schools must ask each provider to provide the following information as a minimum:

  • Information about the provider and the approved qualifications or apprenticeships they offer
  • Information about what careers those qualifications and apprenticeships can lead to
  • What learning or training with the provider is like
  • Answers to any questions from pupils

Meaningful provider encounters

Our school is committed to providing meaningful encounters to all pupils.

1 encounter is defined as 1 meeting/session between pupils and 1 provider.

Meaningful live online engagement is also an option at our school.

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, e.g. through activities and events such as options events, assemblies and taster events

Understand how to make applications for the full range of academic and technical courses

Management of provider access requests

Procedure

A provider wishing to request access should contact Kimberley Soulsby, Assistant Headteacher and CEIAG Lead. Email: kimberley.soulsby@heathpark.net

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 CEIAG Lead to identify the most suitable opportunity for you.

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’ well-being or safety
  • The demands of the curriculum at that time outweigh the benefits of engagement with providers

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.

Premises and facilities

  • Facilities for specific providers will be negotiated prior to engagement
  • Facilities will be agreed 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

Links to other policies

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

  • Safeguarding/child protection
  • Careers guidance
  • Curriculum

Monitoring arrangements

The school’s arrangements for managing the access of education and training providers to students are monitored by the Head of School/Headteacher.

This policy will be reviewed annually

At every review, the policy will be approved by the governing board.

Download our Provider Access Statement

2. Labour Market Information