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
Meet our CEIAG Team
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Miss Rainsford, Careers Lead, Assistant Headteacher |
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 |
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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
By the end of KS4, students will
By the end of KS5, students will
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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
By the end of KS4, students will
By the end of KS5, students will
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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
By the end of KS4, students will
By the end of KS5, students will
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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:
By the end of KS4, students will
By the end of KS5, students will
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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:
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By the end of KS4, students will:
By the end of KS5, students will:
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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:
By the end of KS4, students will:
By the end of KS5, students will
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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
By the end of KS4, students will:
By the end of KS5, students will:
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Analysis of destination information 11 and 13 |
Year Group | Autumn Term | Spring Term | Summer Term | |
7 | PSHE Programme including Drop Down Days and Form Activities
Assemblies
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Assembly:
Careers Fayre
Themed Week 7th February 2022
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Assemblies
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8 | PSHE Programme including Drop Down Days and Form Activities
Assemblies
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Assembly:
Options Evening
Themed Week 7th February 2022
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Assemblies
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9 | PSHE Programme including Drop Down Days and Form Activities
Assemblies
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Assembly:
Themed Week 7th February 2022
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PSHE Programme including Drop Down Days and Form Activities
Assemblies
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Continued engagement with Aspire to HE for all relevant opportunities |
10 | Assemblies
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Assembly:
Careers Fayre
Themed Week 7th February 2022
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PSHE Programme including Drop Down Days and Form Activities
Work Experience WB 6th June 2022 Assemblies
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Continued engagement with Aspire to HE for all relevant opportunities |
11 | PSHE Programme including Drop Down Days and Form Activities
Assemblies
Options Evening
Intended Destinations Survey |
Assembly:
Themed Week 7th February 2022
Intended Destinations Survey
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Assemblies
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Ongoing promotion of open evenings and days for local providers
Continued engagement with Aspire to HE for all relevant opportunities |
12 | Assemblies
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Assembly:
Careers Fayre
Themed Week 7th February 2022
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PSHE Programme including Drop Down Days and Form Activities
Work Experience WB 11th & 18th July 2022 Assemblies
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Continued engagement with Aspire to HE for all relevant opportunities including alternatives to university |
13 | PSHE Programme including Drop Down Days and Form Activities
Assemblies
UCAS Preparation
Intended Destinations Survey |
Assembly:
Themed Week 7th February 2022
Intended Destinations Survey |
Assemblies
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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
Staff
Staff access to all CAEIG documentation including the careers programme is through the staff portal. For further information please see the careers lead.