Vision for Careers Education and Guidance (CEIAG)

Rationale for CEIAG

A young person’s aspirational career is determined by the quality of information, guidance and opportunity that they receive at school. The academy’s vision and mission is that all learners need a planned programme of activities to help them choose 14-19 pathways that are right for them and to be able to manage their careers, sustain employment and achieve personal and economic wellbeing throughout their lives.

Commitment

Under the Education Act 1997, section 42A, Ormiston Bolingbroke Academy recognises that it has a responsibility to ensure all registered pupils at the academy are provided with independent careers guidance from Year 7 (11-12 year olds) to year 13 (17-18 year olds).

The Governing body also recognises that OBA must ensure that independent careers advice provided is presented in an impartial manner, includes information on a range of education or training options, including apprenticeships and other vocational pathways and that the information is delivered by a trained CEIAG adviser in line with professional standards of practice.

Our Academy’s policy for CEIAG is underpinned by a range of school policies, namely; Teaching and Learning, Equality, Inclusion/student welfare and ECM, Health and Safety, SEND (Special educational needs and disability) learning support. Refer to Ormiston Bolingbroke Academy website for full details.

Ormiston Bolingbroke Academy is committed to working towards a quality award for Careers Education, Information, Advice and Guidance (CEIAG) and we endeavour to achieve this award by the end of the first term of the new academic year 2017-2018.

Aims and Objectives

  • To ensure academic rigour supported by excellent teaching, and developing in every young person the values, skills and behaviours they need to get on in life
  • To ensure that every pupil at OBA will receive a rich provision of classroom and extra-curricular activities that develop a range of character attributes, such as resilience and grit, which underpin success in education and employment.
  • To provide high quality, independent careers guidance to ensure that OBA pupils emerge from school more fully rounded and ready for the world of work
  • To ensure that all OBA students will be well-informed when making subject and career decisions.

 

Implementation

Management and staffing:  Amy Jarvis co-ordinates the careers programme and the work experience programme and is responsible to Stacey Snagg (SLT link) and Emlyn Wright (Principal).

All staff contribute to CEIAG through their roles as tutors and subject teachers. Specialist sessions are delivered by form tutors during ECM time and specialist careers guidance is delivered by independent careers adviser, Sian Woods (MPLOY Solutions), one day per week. Careers information is available to pupils in each subject area and within the careers hub, which is maintained by Amy Jarvis.

Partnerships: OBA have entered a three year partnership with local global business, Saint Gobain Isover, as part of the business in the community project. The company aim to work in collaboration with OBA pupils to deliver a minimum of two work related initiatives per term. This will include site visits, business roles presentations, work experience placements, career aspirations workshops and mock assessment centres.

OBA also hosts Business Breakfast Meetings every term, where local business are invited into the academy to network, discuss ideas for collaborative work and provide exciting career related opportunities for the students.

Curriculum: The careers programme includes:

Years 7:

  • U-Explore (on-line careers resource) used by pupils during ECM/Form time
  • ‘My World’ careers link to be made by teachers in every subject
  • Students have access all year round to the ‘Bright Futures Careers Hub’, where CEIAG resources can be accessed.
  • September (week 2): ECM lesson focus on ‘Goals and Ambitions’. Pupils to identify their future personal goals and develop a plan of action.
  • January – February Term: ECM lesson focus on ‘Achieve Economic wellbeing’:

Week 1 – Enterprise project. Pupils to discuss what is meant by the term entrepreneur and Identify and practice the skills that an entrepreneur might have.

Week 2 – Pupils to lead a project where they will look how to manufacture, market and sell a new product.

Week 3 – Students present their products in assembly (‘dragons den ‘style) and professionals from Isover Saint Gobain (marketing, sales and finance) judge the event, provide feedback and present awards.

Week 4 – Achieve Economic wellbeing project. Pupils to explore the value of money through weekly shopping activity. Pupils are then to decide on a budget and how to spend appropriately

Week 5 – Academic mentoring week: Pupils to be assigned a mentor, who will track academic progress, ensure personal and academic targets are met and ensure students are equipped to make well informed choices about their future learning/career paths.

  • February – Aim Higher project: Pupils to spend a full day at University to sample campus life and experience lectures in a higher education setting with the aim of raising aspirations.

Year 8:

  • U-Explore (on-line careers resource) used by pupils during ECM/Form time
  • ‘My World’ careers link to be made by teachers in every subject
  • Students have access all year round to the ‘Bright Futures Careers Hub’, where CEIAG resources can be accessed.
  • September (week 2) ECM lesson focus on ‘Moving on up’: Pupils to reflect on their first year at the academy and to identify their strengths and areas to improve upon. Targets to be set with the aim of raising aspirations.
  • January – February Term ECM lesson focus on ‘Achieve Economic wellbeing’:

Week 1 – Enterprise project. Pupils to discuss what is meant by the term entrepreneur and Identify and practice the skills that an entrepreneur might have.

Week 2 – Pupils to lead a project where they will look how to manufacture, market and sell a new product.

Week 3 – Students present their products in assembly (‘dragons den’ style) and professionals from Isover Saint Gobain (marketing, sales and finance) judge the event, provide feedback and present awards.

Week 4 – Academic mentoring week: Pupils to be assigned a mentor, who will track academic progress, ensure personal and academic targets are met and ensure students are equipped to make well informed choices about their future learning/career paths.

Week 5 – Picking options project: Students use the U-Explore on-line careers resource to research their GSCE and BTEC course options.

  • February (3rd week) – Options careers event: local businesses are invited into the academy to speak with pupils regarding their options choices and what subjects/qualifications are required to apply for higher education courses and/or careers in the various sectors.
  • March (2nd week) Year 8 options evening and option assemblies: Pupils and parents/carers are given the opportunity to visit the different subject areas, meet subject teachers and experience subject tasters. The experience is to enable students to make well informed decisions about their academic future and subsequent career paths.

Year 9:

  • U-Explore (on-line careers resource) used by pupils during ECM/Form time
  • ‘My World’ careers link to be made by teachers in every subject
  • Students have access all year round to the ‘Bright Futures Careers Hub’, where CEIAG resources can be accessed.
  • January – February Term: ECM lesson focus on ‘Achieve Economic wellbeing’:

Week 1 – Earnings project – Pupils are to identify what the average wage in the UK is and to undertake research so that they are able to recognise what people in the UK get paid for different jobs.

Week 2 –Careers project: All students will pick 3 careers that they would like to pursue. Students will undertake research using online resources to plan their chosen career route and develop an action plan.

Week 3 – Academic mentoring week: Pupils to be assigned a mentor, who will track academic progress, ensure personal and academic targets are met and ensure students are equipped to make well informed choices about their future learning/career paths.

Week 4 – Careers Skills and qualities project: Students are to identify what skills and qualities they need to possess to pursue the career of their choice. Action plans to be further developed.

Week 5 – Spending and saving project – Pupils will look at Local Labour Market information (LMI) and explore the importance of earning, good spending habits and develop ways of improving savings.

  • June (4th week) – Work experience programme Launch: Pupils are informed about the work experience programme that they will undertake the following academic year. Information is provided in assembly to the full year group and then follow up sessions are undertaken in ECM time. All students are issued with career aspiration questionnaires. (refer to the work experience process below for more details)

Year 10:

  • U-Explore (on-line careers resource) used by pupils during ECM/Form time
  • ‘My World’ careers link to be made by teachers in every subject
  • Students have access all year round to the ‘Bright Futures Careers Hub’, where CEIAG resources can be accessed.
  • September (1st week) – Work experience programme preparations sessions are delivered over 3 ECM sessions. The purpose of the sessions is to inform the students about work placements, what they entail, how they can prepare and expectations of a workplace.
  • September – July – Work experience placements: all students will undertake between 1 and 3 days of work experience on different dates throughout the academic year. Pre-placement preparation sessions and post placement reflection sessions are run in the weeks either side of the placement. (refer to the work experience process below for more details)
  • October (2nd week) Isover Saint Gobain Launch event: The launch event is designed to inform the students of OBA’s working partnership with local global company ‘Isover Saint Gobain’. Professionals from approx.10 different sectors of the company come into school and work with the pupils regarding the exciting career linked opportunities that will be available to OBA students over the coming years and provide first-hand knowledge about the various job sectors across the business.
  • January – February Term: ECM lesson focus on ‘Achieve Economic wellbeing’:

Week 1 and Week 2 – University / Student houses project: Students will carry out research looking at universities, student accommodation and how they will budget for independent living.

Week 3 – Academic mentoring week: Pupils to be assigned a mentor, who will track academic progress, ensure personal and academic targets are met and ensure students are equipped to make well informed choices about their future learning/career paths.

Week 4 – University project continued: Pupils will research different Universities and look at the benefits of engaging in higher education. Work will also be undertaken to inspire thoughts on either staying near to home or going away to University. Students will develop their knowledge on student loans, bursaries and grants

Week 5 – The good the bad and the ugly project: Pupils are to explore the importance of all of their subjects and which careers they relate to.  Pupils are to research 5 industry sectors and look at the skills and qualifications required by the employer.

  • February (3rd week) – Careers event: Approx. 20-24 local businesses are invited into the academy to speak about their experiences, find out about the pupils aspirations and discuss what subjects/qualifications are required to apply for jobs in the various sectors. (Preparations sessions are held in the week prior to the event).
  • May (4th Week) – Mock interviews to be held with business professionals from local business’s Isover saint Gobain and O2. Preparation sessions for the interviews will take place in ECM sessions prior to the event. The purpose of a mock interview is to provide students with an opportunity to practice interviewing skills in an environment similar to an actual interview. A mock interview provides the interviewee both an opportunity to practice and prepare for a real life
  • May (4th week) – Business enterprise day: Pupils work in teams to boost their entrepreneurial skills. Products are created with the help of the design technology department and pupils are to produce a unique promotional campaign. Students finish by presenting their pitch to a panel of judges in a ‘dragons den’ style forum.
  • June – July: One-to-one careers advice sessions are offered to all students with external careers adviser (MPLOY).

Year 11

  • U-Explore (on-line careers resource) used by pupils during ECM/Form time
  • ‘My World’ careers link to be made by teachers in every subject
  • Students have access all year round to the ‘Bright Futures Careers Hub’, where CEIAG resources can be accessed.
  • September – July – Careers advice sessions: One-to-one career advice sessions are offered to all students with external careers adviser (MPLOY).
  • October (4th Week) – Sixth form open evening: Students and their parents/carers have the opportunity to visit the sixth form and find out about a range of academic and vocational subjects that they have to offer.
  • January – February Term: ECM lesson focus on ‘Achieve Economic wellbeing’ – CV project: Throughout the full term pupils will work on creating their CVs.
  • February (3rd week) – Careers event: Approx. 20-24 local businesses are invited into the academy to speak about their experiences, find out about the pupils aspirations and discuss what subjects/qualifications are required to apply for jobs in the various sectors. (Preparations sessions are held in the week prior to the event).
  • June (4th Week) – Sixth form taster day: Students have the opportunity to join the sixth form for the day and experience a range of academic and vocational subjects.

Post 16:

  • Subject specific work experience placements can be applied for throughout the year.
  • July (2nd week) – Careers fair: Approx. 20 local businesses are invited into the academy to speak about their experiences, find out about the pupils aspirations and discuss what subjects/qualifications are required to apply for jobs in the various sectors.
  • Students have weekly access to careers guidance sessions, where they can discuss the various educational and vocational pathways which are available to them, with a qualified external careers adviser from MPLOY Solutions.
  • Students have access all year round to the ‘Bright Futures Careers Hub’, where CEIAG resources can be accessed.
  • University of Liverpool Scholars programme: representatives from the university come into the Academy to talk with students about their experience and about the courses available.
  • Year 12 cohort undertake an annual trip to UCAS Merseyside convention.
  • UCAS / Personal statement support sessions are delivered during form and lesson 5 on Wednesdays.
  • Unifrog – all students are provided with access to the UCAS online support resource.
  • Apprenticeship information is provided during form time from form tutors along with CV and job application support.
  • Students are informed of and encouraged to attend University open days.

Additional: OBA hosts an annual careers fair in spring term, which includes a variety of businesses. Students from selected year groups are given the opportunity to improve their awareness of local organisations and to learn about the various industry sectors within.  Information on alternative training pathways is provided.

Departmental career fairs are provided at different times throughout the year.

Year 10 work experience programme:

Process of work experience

Work experience Launch Assembly The work experience programme is introduced to pupils at the end of year 9
Career aspiration questionnaires distributed to every pupil in Year 9 Pupils state the industries/sectors that interest them most and detail what plans they have for when they leave the academy.

Targeted careers advice meetings offered to students who are unsure on which pathway to take post 16

Work placements sought based on pupil preferences Contact is made with local business’s and placements agreed for the following academic year.
Placement paperwork issued to placement providers        
  • Work experience agreement; the agreement sets out the roles and responsibilities of the pupil whilst on placement and is to be signed by the employer, student and parent/carer
  • Pupil health and safety induction Checklist; to be completed with the employer with the student on the first day of placement.
  • letter of understanding; which sets expectations in a work place and how to safeguard students

 

Placement visit Visits undertaken by Miss Jarvis to each placement provider to ensure suitability
Pre-placement workshop Placement details provided.

Travel arrangements discussed.

Roles and responsibilities set out.

Barclays (life skills) work experience log discussed.

Pre-placement telephone interview

 

Work experience placement undertaken Pupils undertake between 1 and 3 days of work experience
Post placement workshop Reflect over diaries completed on placement.

CV created and uploaded onto U-Explore profile.

Thank you cards written and sent to employers.

WEX feedback forms completed

 

Monitoring, review and evaluation

OBA’s programme is reviewed bi-annually by the careers co-ordinator and senior leader team, in line with the standards set out in the CEIAG quality award (Careers Connect).

Effectiveness of the programme:

  • 1% of OBA Year 11 school leavers had a suitable offer of learning in place for the September after they had left the academy (2015/2016)
  • 6% of OBA’s current Year 11 school leavers have received a suitable offer of learning in place for the September after they had left the academy this year (2016/2017)
  • 39 year.13 students had been placed at University and 11 students at Russell groups (2015/2016)
  • 37 University applications have been made by the current year 13’s and 13 applications have been made to Russell groups. Currently 12 pupils have received offers and 4 have made Russell group their first choice (2016/2017)
  • 13 students had been placed at University
  • 99% of the Year 10 students who have undertaken work experience to date have reported that they have benefited from their placements and have increased their knowledge of the skills and qualifications required to pursue the career of their choice (2016/2017)

 

Approvals:

Executive Principal: Mr J Rigby

Senior Leader Link:  Mrs S Snagg

Chair of Governors:  Mr Mike Cunliffe

Date of next review: 28th September 2017