Redwood College Careers Strategy

Careers Education Policy & Strategy 2018-2019

 

Responsible: Nina Royle

Review Date: June 2019

Mission statement

My Future My Choice My Career at Redwood College supports all learners to meet their potential and progress into meaningful and substantive employment and to be supported in being an active member of our local community. A structured delivery of work experience and placements alongside classroom learning enables our young people to explore different career options and broaden their horizons.

Rationale and commitment to Careers Education, Information, Advice and Guidance (CEIAG)

At Redwood College Careers Education, Information, Advice and Guidance is a key priority. We want to ensure that our students leave with the right tools and values to help prepare them for adulthood. We support students to consider their future options, realise their potential and decide how their skills and experiences fit with opportunities in the job market. We prepare students for their preferred pathway transition whether that is to continue with further education, employment, training or living independently and we use a person-centred approach in our delivery method. We are fully committed to our statutory and moral obligation to provide a holistic careers service to students identified in Year 8 onwards, highlighting the vocational and academic routes to their preferred careers routes.

We ensure that students are inspired and motivated for the world of world, ensuring high achievable aspirations are considered for a range of careers available.

We work closely with the London Borough of Ealing due to the vulnerable nature of our students who all have special education needs and disabilities with Education, Health and Care plans in place, ensuring that we know of all the services available to support students, to access these and share this knowledge amongst our community. We start with the vision that many of our young people with special educational needs and disabilities are capable of sustaining paid employment with the right preparation and support.

We are committed to reduce the number of 14-16/ and 16-24 year olds with EHCP who are not in education, employment or training (NEETs) by ensure this strategy is embedded in our practices.  

We will raise awareness and aspirations through regularly celebrating, showcasing and promoting the achievements of our students who are volunteering, studying or in paid employment at every possible opportunity.

Our Careers Education and Work-Related Learning Programmes provide students with skills, knowledge, support and insight into the world of work and further learning to enable them to make informed choices for their future.  Redwood College also supports students in researching and identifying opportunities, raising aspirations and supporting progression to their next steps.

In addition, the School encourages parents and carers to play an active role in exploring the options and choices which are best for their child. 

Our strategy is underpinned by the following aims and objectives:

  1. Ensure that every child will leave Redwood College prepared for life in modern Britain
  2. To provide a structured programme of teaching and learning that allows each child to develop the necessary behaviours, values, and skills for success in life.
  3. Ensure that all students understand the range of career routes open to them and how to access information necessary to underpin informed choices
  4. Make available face-to-face guidance to all pupils from Year 8 onwards
  5. Have strong links with employers who are able to contribute to pupils’ education by raising their awareness and giving insights about the range of careers open to them
  6. Have access to high-quality and up-to-date labour market intelligence (LMI) and information about all education and vocational education training routes pre- and post-16
  7. Help young people develop competences to be able to transfer their knowledge and skills, be resilient and adaptable within changing sectors and economies
  8. Work with parents to raise awareness about career and progression routes and to challenge stereotypes.
  9. Have access to quality careers providers and professionally qualified career development professionals to provide face-to-face guidance that helps pupils emerge from school as more rounded individuals and ready for the outside world of work and further learning
  10. Ensure that all leavers have a well-informed planned progression route
  11. Integrate career management skills into a broad and balanced curriculum.
  12. To ensure children will receive a rich provision of extra-curricular and work related learning activities that develop a range of character attributes, such as aspiration, confidence and resilience which underpin success in education, employment and greater independence in adulthood
  13. To provide a variety of opportunities to all pupils for engaging with a range of employers, training providers and further/higher education institutions.
  14. To provide experiences of working environments during their time at Enter School Name School.
  15. To provide resources and information that allows parents to support their children in making informed choices.

Links to policies and action plans

Several different resources have been used to underpin our strategy including:

 National
  • DFE: Careers guidance and access for education and training providers: Statutory guidance for governing bodies, school leaders and school staff.
  • DFE: Careers strategy: making the most of everyone’s skills and talents

Regional

  • The London Ambitions Offer
  • Ealing Preparing for Adulthood: Supported Employment Pathway
Internal  
  • Teaching and learning
  • Assessment for Learning
  • PSHE Education
  • Equality
  • Safeguarding
  • SEND

 

Understanding the terminology:

 Careers education is the delivery of learning about careers as part of the curriculum. Careers education is often closely related to work experience and other forms of work related learning.
Work related learning

is the provision of opportunities to develop knowledge and understanding of work and to develop skills for employability through direct experiences of work.

Careers information

is the provision of information and resources about courses, occupations and career paths
Careers advice  is more in-depth explanation of information and how to access and use information. 
Careers guidance or careers counselling is a deeper intervention in which an individual’s skills, attributes and interests are explored in relation to their career options.

 

Governing body

The statutory duty requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year 8 (12-13 year olds) to aged 25 (with a current Learning Difficulty Assessment in place under section 139a of the Learning and Skills Act 2000). Our governing body is aware of its statutory duty to ensure that the independent careers guidance that is provided;

  • Is presented in an impartial manner.
  • Includes information on the range of education or training options, including apprenticeships and other vocational pathways.
  • Is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.
  • Provides clear advice to the head teacher on which he/she can base a strategy for advice and guidance, which is appropriately resourced and meets the school’s legal requirements.
  • Is informed by the requirements and key principles for good careers guidance set out in the ‘Statutory guidance for governing bodies, school leaders and school staff’ government paper dated March 2015.
  • Has a member of the SMT specifically responsible for CEIAG.
  • Strategically look at destination data and outcomes of teaching and learning specific to CEIAG.
  • Ensures supporting CPD for the designated member of the SMTand Careers Leader.

 

Staffing resources

The Project Coordinator has operational responsibility for the Careers, Work Related Learning and Work Experience programme and is responsible to the Quality Manager 

All staff contribute to CEIAG through their roles as subject teachers. Specialist sessions are delivered by relevant staff. The CEIAG programme is planned, monitored and evaluated by the Curriculum Lead in consultation with the Project Coordinator.

Curriculum Leaders ensure that their faculty provides Work Related Learning opportunities to students across all phases.  This will be monitored by the Project  coordinator.

The Curriculum Lead will ensure that the relevant careers related activities and information is provided through the assembly and PDT programme.  This will be monitored and supported by the Project Coordinator.

 

Curriculum

The core curriculum is supported by a range of embedded activities which include:

  • careers education sessions
  • career guidance activities (group work and individual interviews)
  • information and research activities
  • work-related learning (including work experience in Year 10 and 12 and post 16)
  • individual learning planning/portfolio activities.

Careers work is part of the school’s PSHE programme, a series of curriculum sessions including those devoted to Careers and Work Related Learning. Other events are provided on an annual basis. Work experience preparation and evaluation occur in opportunities such as PDT and curriculum sessions. Students are actively involved in the planning, delivery and evaluation of activities. 

1. Careers Education

Class leads fully support students and discuss futures by delivering careers lessons which embed inspiration and aspiration, not just advice. This includes broadening students’ horizons, challenging stereotypical thinking about the kind of careers which individuals might aspire. They use appropriate methods to do this which might include group, one-to-one teaching, coaching or mentoring methods. Raising the aspirations of our students is a key value we all hold at Enter School Name, ensuring the information we provide is current and relevant.

Teachers identify the interests, strengths and motivations of pupils and use these as a basis for planning support from an early age. We use terminology such as My Future, My Choice, My Career which are more appropriate and inclusive to our student’s needs.

We plan a curriculum that has individual pathways running throughout, ensuring a range of interventions to provide CEIAG, building on knowledge taught at each stage. CEIAG is able to be delivered cross-curricular discretely throughout the academic year, which can be naturally occurring and planned for. We also plan within our curriculum work experience, enterprise activities, careers fairs, assemblies, work place visits and talks.

 

Some of the areas covered include;

 Curriculum Vitae (CVs) Covering letters
Interviews techniques Job searching

Making telephone calls for information and advice

Personal hygiene and attire
Volunteering  Work experience
Using online tools and portals Careers talks
Role expectations Work related skills and knowledge
Open days/experiences Presentation

 

National careers week

We participate in the annual National Careers Week, which runs throughout the school to inform and raise aspirations amongst our pupils. This is a great opportunity for our students to focus on their future whilst engaging with a range of organisations and training providers.

Mencap

We are currently working with Mencap to broker relationships with employers to increase our community work experience programme. They are also supporting us to explore avenues for funding to deliver supported internships and job coaches.

Dynamic Training, business education events and Ealing Connexions

We are also working in partnership with the LEP who are working in partnership with The Careers & Enterprise Company to provide Enterprise Coordinators. They are trained to work with school leadership teams to build careers and employer engagement plans. Helping to make links and unlock relationships with other local businesses.

Partnerships

An annual Service Level Agreement is negotiated between the school and Ealing Connexions, who provide independent Careers Advice and Guidance, which identifies the contributions to the programme that each will make. 

Involvement with the Greater London Authority, ESFA and ESF-funded Ealing Specialist Cluster has enabled the school to develop partnerships with Dynamic Training and Business Education Events who broker links with several employers to deliver a range of work-related learning

Resources

Funding is allocated in the annual budget planning round in the context of whole school priorities and particular needs in the CEIAG area.  Sources of external funding are actively sought. 

Staff development

The school will endeavour to meet training needs within a reasonable period of time. The Project Coordinator will attend local collaborative meetings and careers related conferences and training events to keep knowledge and understanding of opportunities and developments upto-date. Training needs for teachers and other staff will be monitored and managed by the Quality Manager

Monitoring, review and evaluation

The Service Level Agreement with Adviser and EBP is reviewed annually. The WRL Coordinator and the AHT meet fortnightly.  The CEIAG programme is reviewed annually by the WRL Coordinator and the Assistant Headteacher.  Reports are submitted to the senior leadership team and governors.  

The overall effectiveness of the CEIAG programme is assessed using the Gatsby Benchmarks and the results are used to inform improvement priorities.

Work experience

Work experience enables some areas of the curriculum to come to life through pupils seeing relevance in workplace situations. For many students, it is an important way of comparing school life with that of the outside world and gaining greater exposure and interaction with adults.  In some cases it will be an important stepping stone to full-or part-time employment and can provide an important opportunity for a student to show an employer what he or she is capable of..

Redwood College’s work experience programme seeks to assist the school in its joint aims of providing opportunities for all pupils to learn and achieve, and promoting pupils’ spiritual, moral, social and cultural development; preparing all pupils for the opportunities, responsibilities and experience of life. This is achieved by providing all pupils with the opportunity to learn about work, learn through work and learn for work.

Work related learning and work experience

Are arranged around the individuals aspirations and can include, retail Hospitality and the Health Care sectors to name but a few.

Community involvement and events

Older students will be encouraged to participate in charity and community events to develop a range of skills, knowledge and experience which is transferrable to the world of work, including team work. We develop and expand a link to cross-curricular activities to allow these activities to flourish and for students to take away learning.

Students have for example, undertaken a concept to market activity and create a Newsletter to be sent to local employers celebrating successes through testimonials collected by the learners

Work Experience at school

Students in also undertake some work experience throughout the school during the summer term.

Roles include Receptionist, Administrator or Support Teacher

Work Experience in class base

Students also undertake work experience in their classroom base, known as ‘Student Responsibilities’. Roles include;

 Admin Assistant Filing, photocopying and scanning documents. Using a computer to create documents as required

Classroom Assistant

Supporting tutor with classroom prep and if appropriate supporting peers with their work.

Receptionist

Answering the telephone and taking messages, managing visitors and following safeguarding and security procedure.

 Work Experience in the local community and Supported Internships

Students identified at year 14, who have developed their employability skills, undertake a real-life supported work experience placement or internship within the local community. We have had students placed in local charity shops, libraries and retail shops. This allows students to enhance the skills developed within the school environment and move students forward to becoming work ready; achieving paid employment and internships. Students are encouraged to reflect on their work experience and keep a learning log.

The following table summarises the key annual CEIAG activities that are currently taking place.  These will also be supported with subject specific WRL opportunities and targeted widening participation activities.

2. Careers Information

National Careers Service (NCS)

The NCS provides over-the-telephone and online careers services to 13-18 year olds with information, advice and guidance on learning, training and work opportunities. The NCS website contains over 750 job profiles, and each of them gives you the essential information you need on what the job involves and how to get into it. The site also has a job market information section about the job situation in your local area and you can also talk to an adviser – www.nationalcareersservice.direct.gov.uk. The service offers confidential and impartial advice, supported by qualified careers advisers.

The NCS is working to improve its offer to SEND schools and colleges. They currently offer digital workshops free of charge, delivered to classes for up to 30 minutes on a range of topics. There are also a range of E-Teaching and Learning resources available to use. We encourage the students and parents that are able, to explore the websites information. Over the coming year we will explore participation in online workshops sessions with the NCS to provide additional resources and insight for our students.

Ealing Supported Employment Pathway: Preparing for Adulthood

We are currently working with Ealing Council on the further development of the local SEND offer and a collaborative offer for 14-25+ Adult Transition Services.

External Partners

We regularly invite employers and previous students (alumni) to school to speak with students about the world of work, college and opportunities available. We are committed to this practice as we find it is more meaningful and moves teaching and learning into the real-world context. We welcome other educational bodies to “access registered pupils during the relevant phase of their education for the purpose of informing them about approved technical education qualifications or apprenticeships” as outlined in the amendment to the Technical and Further Education Bill, where appropriate. Our Provider Access Policy is attached as Appendix 1.

Employers may be able to;

  • Volunteer and attend events
  • Mentor and give students/staff advice
  • Deliver business presentations or workshops
  • Provide students with a taste of life at work
  • Offer mock interviews

We aim for our students from year 7 to have at least one meaningful encounter with an employer every year. Using past experiences and existing involvement with the Ealing Specialist Careers Cluster we will endeavour to approach employers and businesses to engage with our work.  

3. Careers advice and guidance 

Independent and impartial careers information, advice and guidance

We are aware of our statutory duty to secure access to independent, impartial careers guidance for pupils, which is an entitlement for those in years 8 until students leave. We currently commission JCP who provide a suitably qualified careers advisor and experienced at providing careers advice to students with special education needs and disabilities. We understand that it is crucial for young people to have high-quality and impartial information and guidance to get the most out of their learning, to enable successful progression from one stage to another and to inform the important choices that young people make for future career aspirations.

Parents, teachers and students can request a careers appointment at any time, when they think it would benefit transition, progression or pathway planning. The Careers Advisor will draw on the SEND local offer published by the London Borough of Ealing.

The service we buy in is external to the school ensuring impartiality, ensuring no bias or favouritism towards a particular education, training or profession. This is provided face-to-face and over the phone and includes all of the education, training and employment opportunities on offer, and signposted to programmes that will support students transitions. This advice includes information regarding supported internships for young people with EHCPs, traineeships and apprenticeships and qualifications that will enable young people to continue their studies, where appropriate. We ensure that parents are part of this process to ensure a collaborative approach.

Where students have the ability to comprehend, students are made aware that good career choices require good understanding of STEM (Science, Technology, Engineering, and Mathematics) subjects.

Students are also given advice and guidance from staff members that have known them for a long time, helping students to explore their options, holistically.

Parent/carer involvement

We work in partnership with parents/carers, care providers and other agencies to ensure that students are supported holistically in their onset development. We do this by the use of home-school books, newsletters, parents’ evenings, coffee mornings, school website and events. We share course information, open days and careers fairs to help inform the decision-making process. Useful website links are also available on our website: www.dynamictraining.org.uk

We send opportunities to parents/carers which will enrich, enhance and add to the curriculum offered at Redwood College, including open days, activities and events.

With the right support, the majority of young people with SEND can find paid work and be supported to live independently and participate in the community. We promote gender-neutral careers and request that parents/carers do the same. We encourage parents with personal budgets to use this to access activities that promote greater independence and to learn important life skills which are transferrable to the world of work. A young person's life inside and outside school needs to include opportunities that enhance their personal development and the chance to explore activities that extend their interests. We highlight these wider opportunities and encourage students to participate.

We initially start the discussions about life after school from year 8. During EHCP annual reviews, we invite local further education colleges to participating in discussions about students life after Redwood College, including the financial support available to stay in education post-16, including the 16 to 19 Bursary Fund.

Raising the Participation Age (RPA)

The law requires all young people in England to continue in education or training until at least their 18th birthday. RPA is not quite the same as the school leaving age as it doesn’t mean young people have to stay on at school as young people have the option to choose alternative education and training routes. At the school leaving age, which is at the end of Year 11, students may choose to leave school and move onto different education and training routes. Here are some of the options for young people that are defined as suitable ‘education and training’ routes;

  • Study full-time at school, college or with a training provider and complete academic or technical education and training.
  • Full-time employment or volunteering (full-time is counted as more than 20 hours a week) but it must be combined with part-time study or training.
  • A full-time apprenticeship or traineeship.
  • A full-time supported internship.

Destination data, recording and measures

At Redwood College we take our statutory duties seriously and record our success data and destination data accurately. We understand our duty to inform the local authority whenever a pupil under the age of 18 leaves education before completion, at the earliest opportunity. Data regarding outcomes for our students is published on our school website on an annual basis and provided to the Department of Education and the Local Authority. We use the data received from the local authority to support students that become NEET.

Privacy notice: Parents, carers or students can opt out from having their personal details shared by contacting the Careers Leader.

Quality in careers standards

We are committed to continued improvements and quality assurance at Redwood College and to our Careers Strategy. We aim to carry out a self-review and evaluation of the school’s programmes and gain national validation known as the Quality in Careers Standards, as recommended by the Government. We will also annually ensure that our Careers Strategy is working towards meeting all of the Gatsby Benchmarks using the Compass online self-assessment tool (Appendix 2).

Outcomes for students

Our strategy aims to ensure that young people can benefit from direct, motivating and exciting experience of the world of work to inform decisions about future education and training options. By helping students to shape clear and ambitious goals learners can work towards, we can help learners prepare for adult life.

Monitoring and review

This strategy has been approved by the governing body and will be reviewed every two years or in the light of new guidance from the Department for Education or Local Authority.

We welcome feedback from staff, students, parents and those wishing to comment on our Careers Strategy.

Appendix 1

Redwood College Provider Access Policy

Introduction

This policy statement sets out the school’s arrangements for managing the access of providers to pupils at the school for the purpose of giving them information about the provider’s education or training offer. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.

Pupil entitlement

All pupils aged 14-16 and post 16 are entitled:

  • to receive information from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events;
  • to find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point;
  • to learn about how to make applications for the full range of academic and technical courses.

Opportunities for access

A number of events, integrated into the schools careers programme, will offer providers an opportunity to come into school to speak to pupils and/or their parents/carers as outlined in this Careers Strategy.

Premises and facilities

The school will make the main hall, classrooms or private meetings rooms available for discussions between the provider and students, as appropriate to the activity. The school will also make available AV and other specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit with the Careers Leader or a member of their team.

Providers are welcome to leave a copy of their prospectus or other relevant course literature with the Careers Leader who will make this accessible to students, parents and staff within the library area.

Appendix 2

The Gatsby Benchmarks

  1. A stable careers programme. Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers.

 

  1. Learning from career and labour market information. Every student, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.

 

  1. Addressing the needs of each student. Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout.

 

  1. Linking curriculum learning to careers. All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

 

  1. Encounters with employers and employees. Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

 

  1. Experiences of workplaces. Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

 

  1. Encounters with further and higher education. All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

 

Personal guidance. Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made.